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Lesson 10 Outline

Assessment Aims

It is an open- book assessment with Learners using these resources:

·       Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 10

·       Group 1 Graphemes (Tutor Resources “Group 1 Sounds matspin MATSPIN graphemes 1-2-5” for Download)

·       Group 2 Graphemes (Tutor Resources “Lesson 6 Group 2 Graphemes 6-1-1” for Download)

 

Learners will be assessed in Listening, Speaking, Blending, Writing, Reading, and Alphabetical Order using the Lesson 10 Formative Assessment No. 2 in the Learner Workbook Resources.

 

Tutor records the individual Learners’ scores in the Learner’s assessment forms, these are provided in the Learner’s Workbook and can be photocopied as required for the Tutor to manage the Learner’s records. An editable copy of a generic assessment form is provided on the Citizen Literacy web site for Tutors to download, edit and use as needed.

 

The Tutor shares the scores with Learners in Resource [10-6-1] and provides feedback and advice via the feedback box in the Lesson 10 Learner Workbook Resource [10-6-2] about how the Learner should progress – either by revising all or some of Lessons 6 – 9 or by moving on to next group of five Lessons.

 

NB, it is not unusual in an adult literacy class for the Tutor to be teaching Learners at very different levels of ability of literacy skills, our experience is that Learners will progress at different speeds – and still help each other. For guidance and a discussion about what constitutes a ‘pass’ in the Citizen Literacy formative assessments please see the Tutor Notes.

 


Lesson 10 Plan

Administering Lesson 10 Formative Assessment No. 2

Note: All the assessment forms for the Tutor to use are at the end section of this Lesson Plan and can be photocopied as needed. Example answers and correct answers are provided for each assessment outcome where needed. The marking scheme for each assessment outcome is provided. The assessment forms for each formative assessment are also available from the Citizen Literacy website as editable Word documents.

 

Note: It is essential that the Tutor reads the Tutor Notes for this lesson as it is an assessment.

Note: It is unlikely that all of the Learners will be ready for an assessment at the same time. It is quite permissible to only use part of an assessment for some Learners. Please see the discussion about our approach to assessment in the Tutor Notes and the Introduction to the Tutor Handbook – these are essential readings before conducting you first assessment.

 

Tutor Activities: Tutor marks and records the performance of each Learner for each Outcome in their assessment forms before going onto the next assessment. At the end of the Lesson the Tutor uses the individual Learner Assessment and Feedback Form to record the total marks for each Learner and provide feedback. The Tutor then copies this information into the assessment and feedback form that is in each Learner’s Workbook. Teaching Tip: It is unlikely that the Tutor will have time to copy the assessment and feedback information into the Learners’ Workbooks at the end of a formative assessment, this can be done before the next Lesson.

 

Tutor Activities: The Tutor signs and dates each Learner Assessment and Feedback Form in the Learners’ Workbooks and asks the Learners to do the same. Teaching Tip: This is a simple thing, but it is intended to make the Learner feel that this whole process is ‘official’ and important – as it is. This can help to build and maintain a Learner’s self-esteem. Please see the Tutor Notes for this lesson for guidance about how to deliver assessment using the Citizen Literacy Resources and how to use the results of the assessment to help your Learners.

Lesson 10 Assessments

·       Assessment 1: Listening

·       Assessment 2: Blending & Writing

·       Assessment 3: Reading

·       Assessment 4: Alphabet Awareness

 

 


 

Learning Resources

It is an open- book assessment with Learners using these resources:

·       Citizen Literacy Workbook Lesson 10

Group 1 Graphemes (Tutor Resources downloadable file ‘Group 1 Graphemes matspin MATSPIN 1-2-5’)

Group 2 Graphemes (Tutor Resources downloadable file ‘Group 2 Graphemes Lesson 6 6-1-1’)

·       Tutor familiarises themselves with this Lesson Plan and the Lesson 10 Formative Assessment No. 2 Learner Workbook and the Lesson 10 Tutor notes (essential).

·       Tutor ensures that every Learner has their own copy of the Lesson 10 Formative Assessment Learner workbook to enter their answers.

·       Tutor ensures that every Learner has Group 1 and Group 2 Graphemes cut – outs (see Tutor Resources are of the web site for Downloads) to ensure Learners are prepared to blend and spell words, sentences and question sentences.

Assessment 1: Listening

Teaching Tip: Tutor should mark all these listening learning Outcome assessments after each Learner has completed the assessment.

Assessment 1 Outcome Part 1

[Assessment 1: Listening – Part 1]

·       Learners will be able to recognise these sounds:

 

/e/ /ee/ /o/ /oe/ /oo/ /u/ /h/ /k/ /d/ /l/ /r/ /g/

 

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Using the list below the Tutor reads out the 12 Unit 2 phonemes for the Learners to evidence their knowledge, Learners do this by holding one of the Unit 3 grapheme cut outs of the sound they hear. For example, for the first sound of /e/ the grapheme will be ‘e’. To help the Learners contextualise the sound and its spelling the Tutor speaks the sound and then speaks one of the given words. Example words to use are provided below. If the Tutor decides to provide their own words, it is important that they keep to the same phoneme symbol / spelling correspondence as used here.

2.     Teaching Tip: For convenience and simplicity we are using a simple phoneme / grapheme spelling correspondence in this assessment, where the phoneme symbol is the same as the spelling. Note: The course does cover the different ways of spelling the phonemes in the various Lessons and the Learner web app. Please see the Tutor notes for a fuller discussion of our approach to this topic and our assessment strategy.

3.     Teaching Tip: Ensure the Learners have the 12 graphemes laid out in front of them instead of in a pile – to make it easier for them during the assessment.

4.     Activity: The Tutor reads out the following given words for each phoneme – the spelling of the phoneme is highlighted in the given words

o   /e/        pet

o   /ee/       street

o   /o/        hot

o   /oe/      toe

o   /oo/      cook

o   /u/        until

o   /h/        hat

o   /k/        kitten

o   /d/        dark

o   /l/         large

o   /r/         rabbit

o   /g/        green

5.     Teaching Tip: Ensure you have filled the Learners’ names in the assessment forms for Assessment 1 Outcome 1: Listening before the assessment begins.

Marking Scheme

12 possible marks

Assessment 1 Outcome Part 2

[Assessment 1: Listening – Part 1]

·       Learners will be able to recognise the alphabet names of the 10 given capital letters of the alphabet, spoken by the Tutor and select and hold up the upper-case graphemes associated with each capital letter name using Resource [6-1-1]

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Using Resource [10-1-2] the Tutor reads out the names of the capital alphabet letters for the Learners to evidence their knowledge; Learners do this by holding up the capital alphabet graphemes of the name they hear – using Resource [6-1-1] copies to make cut-outs. This also available as a downloadable file from the Tutor Resources area of the website as file ‘Group 2 Graphemes Lesson 6 6-1-1’.

2.     Teaching Tip: Ensure all the learners have the 10 given capital letter graphemes laid out in front of them instead of in a pile, to make it easier for them during the assessment.

3.     Teaching Tip: To help Learners distinguish between the sounds of the names of the letters and how they may sound differently when used in words provide examples for instance E as in the country called Ethiopia and the Scottish city called Edinburgh or Graham and the country called Germany. This reminds Learners that the sounds of the same letters in both capital and lower-case forms can be different in different words.

4.     Teaching Tip: Ensure you have filled the Learners’ names in the assessment forms for Assessment 1 Outcome 2: Listening before the assessment begins.

Marking Scheme

10 possible marks

 

 

Assessment 2: Blending, Writing & Reading

Teaching Tip: Tutor should mark all these learning outcome assessments after the Learner has completed each assessment.

Assessment 2 Outcome Part 1

[Assessment 2: Blending & Writing Part 1 & 2]

·       Learners will be able to use the given graphemes for Units 1 and 2 in Tutor Resources [1-2-5] and [6-1-1] blend the sounds together to spell 12 words of their own choosing.

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Using Tutor Resources [1-2-5] & [6-1-1] the Tutor asks the Learners to blend the sounds of the graphemes together to spell 12 words of the Learners’ own choosing. Teaching Tip: Learners can re-use the sounds / letters once Tutor has checked their work.

2.     Teaching Tip: Learners will have to re-use their graphemes as they work their way through the blending assessments. Please see suggested procedure below.

3.     Teaching Tip: As Learners work their way through blending assessments Tutors can suggest that they create their blended words, sentences and question sentences and then write them down on a piece of paper, as a draft, and then present them to their Tutor. This allows the Learners to re-use the cut-out graphemes. Once the Tutor has checked them for accuracy and recorded their marks on the assessment forms, the Learner can write their blended words, sentences and question sentences in their Workbooks.

4.     Teaching Tip: Tutors should have extra graphemes available in case learners wish to use words with double consonants in them.

Marking Scheme

12 possible marks

Assessment 2 Outcome Part 2

[Assessment 2: Blending & Writing Part 1 & 2]

·       Learners will be able to hand write the 12 words they have blended and spelled

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Once Learners have blended their 12 words together and the Tutor has checked them for accuracy, the Tutor then asks Learners to turn to Resource [10-2-1] in their Workbooks to handwrite their 12 blended words.

Example Answers

steam, park, miss

Marking Scheme

12 possible marks

 

 

 

 

Assessment 2 Outcome Part 3

[Assessment 2: Blending & Writing – Part 3]

·       Learners will be able to blend the sounds of words of their own choosing to spell them and use those words to compose, and hand write 3 sentences

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Using the Tutor Resources [1-2-5] & [6-1-1] cut outs the Tutor asks the Learners to blend the sounds of words of their own choosing, and to spell them and then use those words to make 3 sentences.

2.     Teaching Tip: Tutor encourages Learners to use lower case and upper-case letters where required. Tutor checks them for accuracy (3 possible marks) and asks Learners to handwrite the same 3 sentences using Resource [10-2-2] in their workbooks (3 possible marks).

Example Answers

I can run a mile.

We like dogs.

Marking Scheme

6 possible marks

Assessment 2 Outcome Part 4

[Assessment 2: Blending & Writing – Part 4]

·       Learners will be able to blend the sounds of words of their own choosing to spell them and use those words to compose, and hand write 3 question sentences

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Using the Resource Tutor Resources [1-2-5] & [6-1-1] cut outs the Tutor asks the Learners to blend the sounds of words of their own choosing, and to spell them and then use those words make 3 question sentences. Tutor checks them for accuracy (3 possible marks) and asks Learners to handwrite the same 3 question sentences using Resource [10-2-3] in their workbooks (3 possible marks).

Example Answers

Is your dog nice?

Does she drink milk?

Marking Scheme

6 possible marks

Assessment 2 Outcome Part 5

[Assessment 2: Blending & Writing – Part 5]

·       Learners will be able to compose and handwrite two sentences and two question sentences that include the given words in Resource [10-2-5]

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Tutors ask Learners to turn to Resource [10-2-5], compose two sentences and two question sentences that include the given words in Resource [10-2-4]. They then have to handwrite the two sentences and two question sentences in the spaces provided at the bottom of Resource [10-2-5].

2.     Tutor Tip: It is fine for Learners to add words, add to the given words, change verb endings etc., to fit with their chosen sentences or question sentences:

o   goes – es = go.

o   She goes to the gym every day. I go to the gym every day. I have four sisters.

Marking Scheme

4 possible marks

Assessment 3: Reading

·       Teaching Tip: Tutor should mark all these learning outcome assessments after the Learner has completed each assessment.

·       Teaching Tip: These reading assessments should only take Learners a few minutes to complete

Assessment 3 Outcome Part 1

[Assessment 3: Reading – Part 1]

·       Learners will be able to read out the 25 given words to their tutor using Resource         [10-3-1]

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Tutor asks Learners to turn to Resource [10-3-1] and read out the 25 words. Tutor marks each word or row or words on the assessment form as Learner progresses through the exercise.

2.     Teaching Tip: These reading exercises are best completed on a 1:1 basis with the Learner at the Tutor’s desk or in a quiet corner.

Marking Scheme

25 possible marks

Assessment 3 Outcome Part 2

[Assessment 3: Reading – Part 2]

Learners will be able to read a mixture of 10 sentences and question sentences to their tutor using Resource [10-3-2]

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Tutor asks Learners to read out the 10 sentences and question sentences in Resource [10-3-2]. Tutor marks each sentence or question sentence on the assessment form as Learner progresses through the assessment.

2.     Teaching Tip: These reading exercises are best completed on a 1:1 basis with Learner at the Tutor’s desk or in a quiet corner.

Marking Scheme

10 possible marks

Assessment 4: Alphabet Awareness

·       Teaching Tip: Tutor should mark each of these learning outcome assessments after each Learner has completed each assessment.

Assessment 4 Outcome Part 1

[Assessment 4: Alphabet Awareness – Part 1]

·       Learners will be able to place the ten given lower-case letters in alphabetical order

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Tutor asks Learners to turn to Resource [10-4-1] and to place the ten given lower-case letters in alphabetical order using the alphabet at the top of Resource [10-4-1] as a guide

Correct answer

c d e g h k l o r u

Marking Scheme

1      possible marks

Assessment 4 Outcome Part 2

[Assessment 4: Alphabet Awareness – Part 2]

·       Learners will be able to place the eight given proper nouns in alphabetical order

Tutor Activities & Teaching Tips: (Criteria, Method, and Instrument)

1.     Activity: Tutor asks Learners to turn to Resource [10-4-2] and to place the eight given proper nouns in alphabetical order using the alphabet at the top of Resource [10-4-2] as a guide

Correct Answer

Dan, Hanna, Holly, Joy, Madrid, Paris, Ron, Sheena.

Marking Scheme

8 possible marks

Independent Study – Learner Web App Activities for Revision Before the Assessment

Tell the Learners which Learner web app activities for this class to practice on before this class (i.e., in Lesson 9) using the Learner app – give them a printed list of the Learner web app Lesson 10 / activity reference numbers listed in the Lesson 9 Plan. NB the learners should have been directed to this in the previous face to face class

 

 

 

 

 

Learner Assessment Forms

Assessment 1 Outcomes 1 & 2 (Listening) Forms

Tutors use a grid like that shown below to record students’ performance for Assessment 1 Outcomes 1 & 2 (Listening). This form is available as a downloadable Word file from the Citizen Literacy website – and Tutors should use the downloadable form and customise it.

 

Outcome 1

Student

 /e/

/ee/

/o/

/oo/

/u/

/h/

/k/

/d/

/l/

/r/

/g/

e.g. Student A

P

P

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Outcome 2

Student

 E

O

C

K

D

H

L

R

G

e.g. Student A

P

P

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

Learner Assessment and Feedback Form

This from is available from the Citizen Literacy Website.

 

 

 

 

Learner Assessment and Feedback Form

Assessment 1

Listening

Assessment 2

Blending, Writing and reading

Assessment 3

Reading

Assessment 4

Alphabet Awareness

Total

/22

/40

/35

/18

/115

Tutor feedback

 

 

 

Tutor:

Date

Student:

Date


Lesson 10 Tutor Notes

OVERVIEW AND FOCUS OF LESSON 10: Formative Assessment No. 2

Citizen Literacy Assessment: Approaches and Guidelines

 

See the Lesson Plan for more details and guidance about teaching this lesson (essential)

 

The following offers advice on how to prepare for this specific Formative Assessment but also, you need to think of your learners’ rising panic as you rush around getting everything ready – paperwork, graphemes etc. (There is a lot for tutors to do to enable their learners to sit this – so well done!)

 

 Please remember to let them know that you have prepared them very well for this assessment and you would not be asking them to sit it if you did not think that they were ready for it. Use whatever skills, memes, gifs etc. that you have to hand to build their confidence and to let them know they are ready for this.

Challenges

Many adult literacy learners have had negative experiences in their educational history, especially in connection with assessment and exams. There is a considerable emotional factor involved in providing assessment for these learners that Tutors need to consider. In this connection, it is worth emphasising that one of our main inspirations in creating Citizen Literacy is the work of the great educational philosopher Paulo Freire, who stressed the need for teachers to care for their learners and make learning relevant to their lives. You can find out more about the influences that have contributed to our work in the reference section of the handbook. The affective (i.e., emotional) element in teaching literacy is an important one that experienced Tutors understand and we have tried to design this in our Learner web app and the Tutor guidance.

Approach

Out approach to assessment in Citizen Literacy is not to try and hide it but be honest about what it is being used for. It is not assessment of learning, it is assessment for learning, this might seem like a subtle distinction but is crucial in our approach. We tell our learners that the assessment is there to help them to see what they have learnt and help the Tutors to figure out what they can do to help their Learners to progress. In this sense, we aim to use our assessments to help diagnose learners’ abilities and their needs, in order to customise our support for them.

 

It is unlikely that all of the Learners will be ready for an assessment at the same time. It is quite permissible to only use part of an assessment for some Learners.

Marks and ‘Pass’ Marks

Marks are allocated for each assessment outcome; you will find these and assessment forms to record the Learners marks in the Lesson Plan, together with a Learner Assessment and Feedback Form that you should use with each Learner. These forms can be copied from the Lesson Plan, and they are also available as downloadable Word files from the Citizen Literacy website. The assessments target the skills that Citizen Literacy is aiming to develop in the Learners: Listening, Blending, Reading, Writing, and Speaking. By breaking the assessments up in this manner, it makes it easier for Tutors to use the results of the assessment to understand the needs of the individual Learners.

 

Tutors should only present Learners whom they think are ready and capable of a pass, so they can move on in the Citizen Literacy Programme after an assessment. If a Learner’s score evidences that they are not ready to move on, the Tutor needs think about what revision work they might need.

We make no claims for any scientific basis for our marking scheme, it is there solely to help us understand Learners’ abilities and their needs. It is common for Learners to be strong in some areas and weak in others, this is what we call a ‘spiky learning profile’ for literacy. So, what constitutes a pass mark? The answer is that there isn’t one in Citizen Literacy. The Tutor needs to get to know their learners and use the assessments and their judgement as to whether a Learner should take an assessment and proceed to the next stage in the programme. NB, it is not unusual in an adult literacy class for the Tutor to be teaching Learners at very different levels of ability, our experience is that Learners will progress at different speeds – and still be able to help each other.

Feedback & Encouragement

Providing personalised feedback to learners is an essential part of literacy development. To do this we recommend that the Tutor completes the feedback section of the Learner Assessment and Feedback Form before they meet with the Learner. This enables to Tutor to deliver the feedback without rushing things and distraction, it also allows time for the Tutor

 to provide encouragement (no matter how the Learner has performed). Remember the affective (i.e., emotional) dimension of literacy learning, especially concerning assessment, is very important. The Tutor should also take the time to gauge and understand the Learner’s reaction to the feedback, as this will help to inform future strategies for that Learner.

Conducting an Assessment

Many of the assessments in a Citizen Literacy face-to-face ‘class’ setting will, by necessity, take place on a one-to-one basis between the Tutor and the Learner. So, Tutor preparation and classroom management will be an essential feature of assessment, throughout the programme. Ensure you Learners are prepared for an upcoming assessment and take time to reassure them and encourage them to see the assessment as part of the learning process (remember we are assessing for learning).

Conducting an Assessment Online

Due to the worldwide COVID pandemic that began in 2020 many educational activities had to move rapidly to an online format, including adult literacy teaching. Because of the low literacy levels of the Learners this presents real challenges to Tutors and learning providers. However, Tutors and their Learners have employed ingenious strategies to cope with the situation, often using video conferencing apps. For instance, Learners can tell the Tutor verbally what words they have blended and then sound out the individual sounds (phonemes) that make up the word. The Learner can then show the written form of the word to their Tutor in their Workbook or on paper.

Tutor Support Videos

Tutor support videos for each lesson can be found in the Tutor Resources of the Tutor Platform – these will be added in the near future.

Preparing Your Learners

Tell your learners that these are the aims of the assessment:

 

·       For them to evidence their Listening, Blending & Writing, Reading, and Alphabetical Order skills using the Lesson 10 Formative Assessment No. 2 Learner workbook. (Do they all have copy?)

·       You, as their Tutors will record their scores in the Learner’s assessment forms and you will share the scores with them and provide feedback and advice via the feedback box about how they should progress – either by revising all or some of Lessons 6-9 or by moving on to next group of five lessons in Unit 3.

Learning Resources

Use this as a check list, if you want.

It is an open- book assessment with Learners using these resources:

·       Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 10

·       Group 1 Graphemes (Tutor Resources for Download)

·       Group 2 Graphemes (Tutor Resources for Download)

·       Lesson 10: Formative Assessment 2 – Learner Help Pages. (Tutor Resources for Download)

Lesson 10 Assessments

Inform you learners of the order of their assessments, to help them prepare.

Assessment 1: Listening

Assessment 2: Blending, Reading and Writing

Assessment 3: Reading

Assessment 4: Alphabet Awareness

Revision Before the Assessment with the Learner App

To help prepare the Learners for the assessment you should ask them to practice on the Learner web app for Lesson 10, this will also help their confidence. Direct the Learners to these web app activities during Lesson 9 at the latest.

·       Lesson 10 Activity 1 – Matching sounds to how they are spelled in words

·       Lesson 10 Activity 2 – Recognising the names of capital letters.

·       Lesson 10 Activity 3 – Spelling words by blending their sounds together.

·       Lesson 10 Activity 4 – Writing sentences using the new words

·       Lesson 10 Activity 5 – Handwriting a sentence

·       Lesson 10 Activity 6 – Reading and speaking words

·       Lesson 10 Activity 7 – Reading and speaking sentences

·       Lesson 10 Activity 8 – Alphabetical order