Quick tip: Look for the bookmark logo in the materials.
If you would like to bookmark a location and add a note just give it a click. You can access all your saved bookmarks from the Tutor Platform's home page to quickly reference your favourite parts.

Lesson 5 Outline

Assessment Aims

· This the Learners’ first experience of assessment in Citizen Literacy.

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

o Citizen Literacy Part 1 Workbook Lessons 1-5, Lesson 5

o m – a – t – s – p – i – n grapheme cut-outs X 2, Resource [1-2-5], for blending sound together to spell words. A page in the workbook that can be photocopied, and it is also in the web site as an editable word file,

o Lesson 5: Formative Assessment 1 – Learner Help Pages. Downloadable from the Citizen Literacy website

· Learners will be assessed in Listening, Blending & Writing, Reading, and Alphabetical Order using the Lesson 5 Formative Assessment No. 1 Learner Workbook Resources.

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

· Tutor shares the scores with Learners and provides feedback and advice via the feedback box in the Lesson 5 Learner Workbook about how the Learner should progress – either by revising all or some of Lessons 1 – 5 or by moving on to next group of five lessons.

o 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 5 Assessments

· Assessment 1: Listening

· Assessment 2: Blending & Writing

· Assessment 3: Reading

· Assessment 4: Alphabet Awareness


Lesson 5 Plan

Administering Lesson 5 Formative Assessment No. 1

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

Note: It is essential that the Tutor reads the Tutor Notes for this Lesson because 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 Lesson 5 Tutor Notes and the Introduction to the Tutor Handbook – these are essential readings before conducting you first assessment.

1. Tutor Activities: Tutor marks and records the performance of each Learner in the 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.

2. 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.

3. 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.

4. 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.

Learning Resources

· Citizen Literacy Part 1 Workbook Lessons 1-5, Lesson 5

· m – a – t – s – p – i – n grapheme cut-outs X 2, Resource [1-2-5], for blending sound together to spell words. A page in the workbook that can be photocopied, and it is also in the web site as an editable word file.

Preparation for Lesson 5 Formative Assessment No. 1

1. Tutor familiarises themselves with this Lesson Plan and the Lesson 5 Formative Assessment No. 1 Learner Workbook and the Lesson 5 Tutor notes (essential).

2. Tutor ensures that every Learner has their own copy of the Lesson 5 Formative Assessment No. 1 Learner Workbook to enter their answers

3. Tutor ensures that every Learner has two sets of the m – a – t – s – p – i – n grapheme cut-outs X 2, Resource [1-2-5], for blending sound together to spell words. This is a page in the workbook that can be photocopied, and it is also in the Tutor Resources section of the web site as an editable word file.

This the Learners’ first experience of assessment in Citizen Literacy. It is an open- book assessment with Learners able to use:

· The letter cut – outs they have been given for blending sound together to spell words. Resource

· The alphabet templates for alphabetical order, to help Learners complete the different alphabet assessments. Resource

Learners will be assessed in Listening, Blending & Writing, Reading, and Alphabetical Order using the Lesson 5 Formative Assessment No. 1 Learner Workbook Resources.

All the given assessment answers are provided in the Lesson 5 Tutor Notes. NB, for this Lesson it is essential that the Tutor consults the Tutor Notes because it is a formative assessment.

The Tutor records the individual Learners’ scores in the Learner’s assessment forms, these are provided in the Tutor Notes and at the end of every Workbook and can be photocopied as needed for the Tutor to manage the Learners’ 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 and provides feedback and advice via the feedback box in the Lesson 5 Learner Workbook about how the Learner should progress – either by revising all or some of Lessons 1 – 5 or by moving on to next group of five lessons.

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.

NB the Tutor must read the Lesson 5 Plan before commencing this formative assessment. Also, please see the Tutor Notes for more details and guidance about administering this formative assessment lesson.

Assessment 1: Listening

Assessment Outcome Part 1

[Assessment 1: Listening – Part 1]

· Learners will be able to recognise the sounds of the /m/ /a/ /t/ /s/ /p/ /i/ / n/ phonemes spoken by the Tutor and select and hold up the lower-case graphemes associated with each phoneme, using their Learner Resource m – a – t – s – p – i – n grapheme cut-outs Resource [1-2-5]

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

4. Activity: Using the list below the Tutor reads out the 7 Unit 1 phonemes for the Learners to evidence their knowledge, Learners do this by holding up one of the Unit 1 grapheme cut outs of the sound they hear. For example, for the first sound of /m/ the grapheme will be ‘m’. To help the Learners contextualise the sound and its spelling the Tutor speaks the sound and then speaks one of the given words. Example script for the Tutor:

5. “The sound I would like you to link to its spelling as a letter is /m/ as in the word mat.”

6. 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. 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 app. Please see the Tutor notes for a fuller discussion of our approach to this topic and our assessment strategy.

7. Teaching Tip: Ensure the Learners have the 7 graphemes laid out in front of them instead of in a pile – to make it easier for them during the assessment.

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

/m/ mat

/a/ ant

/t/   tap

/s/   stamp

/p/ pants

/i/   tin

/ n/ pin

9. 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

7 possible marks

Assessment 1 Outcome Part 2

[Assessment 1: Listening – Part 2]

· Learners will be able to recognise the alphabet names of the M A T S P I N capital letters spoken by the Tutor and select and hold up the upper-case graphemes associated with each capital letter name using Extra Resource [1-2-5]

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

1. Activity: Using Extra Resource [1-2-5] the Tutor reads out the names of the seven capital letters for the Learners to evidence their knowledge, Learners do this by holding up the capital alphabet letter of the name they hear.

2. Teaching Tip: Ensure all the learners have the seven 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 ‘M’ and ‘N’ in the alphabet (which many find difficult) provide examples for instance ‘M’ for Margaret and ‘N’ for Nina.

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

Marking Scheme

7 possible marks

Assessment 2: Blending & Writing

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 Unit 1 in Extra Resource [1-2-5] and blend their sounds together to spell 12 words of their own choosing.

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

1. Activity: Using the downloadable Tutor Resource [TR-1-2-5] the Tutor asks the Learners to choose 12 words to blend the sounds of the graphemes together to spell the twelve words. Tutor Tip: Learners can re-use the sounds / letters once Tutor has checked their work.

2. Activity: Tutor asks the Learners to speak each word to themselves first then to blend the word with the grapheme cut outs and then to write them down on a piece of paper

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

o As Learners work their way through blending assessments Tutors can suggest that they create their blended words, 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, in their Workbooks.

4. Tutor 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 twelve words together and Tutor has checked them for accuracy, the Tutor then asks Learners to turn to Resource [5-2-2] to handwrite their previously 12 blended words.

Example Answers

at, tin, Pam, tap, mat, Stan, stamp etc.

Marking Scheme

12 possible marks

Assessment 2 Outcome Part 3

[Assessment 2: Blending & Writing – Part 3]

Learners will be able to compose, and hand write three sentences: First, they use the Extra Resource [1-2-5] m – a- t- s- p – i – n and M A T S P I N cut outs to blend and spell the words to make three sentences. Second, they handwrite the same three sentences using Resource [5-2-3]

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

1. Activity: The tutor adds to Learners’ cut – outs with three full stops and three question marks. Then using the Extra Resource [1-2-5] m – a- t- s- p – i – n and M A T S P I N cut outs the Tutor asks the Learners to blend and spell the words to make three sentences (3 possible marks). Tutor checks them for accuracy and asks Learners to handwrite the same three sentences using Resource [5-2-3] (3 possible marks).

Example Answers

It is a stamp.

It is Stan

Marking Scheme

6 possible marks

Assessment 2 Outcome Part 4

[Assessment 2: Blending & Writing – Part 4]

Learners will be able to compose, and hand write three question sentences: First, they use Extra Resource [1-2-5] the m – a- t- s- p – i – n and M A T S P I N cut outs to blend and spell the words to make three question sentences. Second, they handwrite the same three question sentences using Resource [5-2-4]

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

1. Activity: Using the Extra Resource [5-2-1] m – a- t- s- p – i – n and M A T S P I N cut outs together with the question marks the Tutor asks the Learners to blend and spell the words to make three sentences (3 possible marks). Tutor checks them for accuracy and asks Learners to handwrite the same three question sentences using Resource [5-2-4] (3 possible marks).

Example Answers

Is it a stamp?

Is it Stan?

Marking Scheme

6 possible marks

Assessment 2 Outcome Part 5

[Assessment 2: Blending & Writing – Part 5]

· Learners will be able to copy and handwrite the given twenty words using Resource [5-2-5], these are selected form the four previous lessons.

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

1. Activity: Tutors ask Learners to turn to Resource [5-2-5], where they have to copy and handwrite the given twenty words in the boxes below the words.

Marking Scheme

20 possible marks

Assessment 3: Reading

Teaching Tip: Both 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 twenty given words to their tutor using Resource   [5-3-1]

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

1. Activity: Tutor asks Learners to turn to Resource [5-3-1]and read out the twenty 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

20 possible marks

Assessment 3 Outcome Part 2

[Assessment 3: Reading – Part 2]

Learners will be able to read a mixture of ten sentences and question sentences to their tutor using Resource [5- 3 – 2]

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

1. Activity: Tutor asks Learners to read out the ten sentences and question sentences in Resource [5-3-2]. 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

Assessment 4 Outcome Part 1

[Assessment 4: Alphabet Awareness – Part 1]

Learners will be able to read out the names of the Alphabet lower-case characters using Resource [5-4-1]

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

1. Activity: Tutor asks Learners to turn to Resource [5-4-1] and read out the lower-case version of the alphabet (i.e., the names of the alphabet letters, which are the same in lower-case and upper-case).

2. Teaching Tip: This Alphabet exercise is best completed on a 1:1 basis with the Learner at Tutor’s desk or in a quiet corner, it should only take Learners a few minutes to complete.

Marking Scheme

1 possible mark

Assessment 4 Outcome Part 2

[Assessment 4: Alphabet Awareness – Part 2]

· Learners will be able to read out the names of the Alphabet upper-case characters using Resource [5-4-2]

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

1. Activity: Tutor asks Learners to turn to Resource [5-4-2] and read out the upper-case / capital letter version of the alphabet (i.e., the names of the alphabet letters, which are the same in lower-case and upper-case).

2. Teaching Tip: This Alphabet exercise is best completed on a 1:1 basis with Learner at Tutor’s desk or in a quiet corner, it should only take Learners a few minutes to complete.

Marking Scheme

1 possible mark

Assessment 4 Outcome Part 3

[Assessment 4: Alphabet Awareness – Part 3]

· Learners will be able to place the m-a-t-s-p-i-n letters in alphabetical order by writing them in the boxes provided in Resource [5-5-2]

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

1. Activity: Tutor asks Learners to turn to Resource [5-4-3] and place the m-a-t-s-p-i-n letters into alphabetical order using the boxes.

Correct Answer

a          i           m         n          p          s           t

Marking Scheme

7 possible marks

Assessment 4 Outcome Part 4

[Assessment 4: Alphabet Awareness – Part 4]

Learners will be able to place the given six people’s names (proper nouns) in alphabetical order using Resource [5-4-4]

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

1. Activity: Tutor asks Learners to turn to Resource [5-4-4]and place the six given names into alphabetical order using the boxes below.

Correct Answer

Ann      Matt     Nan      Pippa    Sam     Tam

Marking Scheme

6 possible marks

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

Tell the Learners which web app activities to practice on in preparation for this Formative Assessment using the Learner web app – give them a printed list of the Learner web app lesson / activity reference numbers listed here:

· Lesson 5 Activity 1 – Matching sounds to letters

· Lesson 5 Activity 2 – Recognising the names of capital letters.

· Lesson 5 Activity 3 – Spelling words

· Lesson 5 Activity 4 – Writing sentences and question sentences.

· Lesson 5 Activity 5 – Handwriting

· Lesson 5 Activity 6 – Reading and speaking words

· Lesson 5 Activity 7 – Reading and speaking sentences.

· Lesson 5 Activity 8 – Alphabetical order

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.

Outcome 1

Student

 a

m

t

s

n

i

p

e.g. Student A

P

P

Outcome 2

Student

 A

M

S

T

I

N

P

e.g. Student A

P

P


Learner Assessment and Feedback Form

This form is at the back of the learner Workbook and is available from the Citizen Literacy Website or you can photocopy this page. Please note the different typeface and size matches the Learner Workbooks

Learner Assessment and Feedback Form

Assessment 1

Listening

Assessment 2

Blending & Writing

Assessment 3

Reading

Assessment 4

Alphabet Awareness

Total

/14

/50

/30

/15

/109

Tutor feedback

Tutor:

Date

Student:

Date


Lesson 5 Tutor Notes

OVERVIEW AND FOCUS OF LESSON 5: Formative Assessment No. 1

Citizen Literacy Assessment: Approaches and Guidelines

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 the 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 that your 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.

Assessment 1: Listening

Classroom Management

There are 2 separate activities in this assessment, the first one is about recognising the /m/ /a/ /t/ /s/ /p/ /i/ / n/ phonemes spoken by the Tutor. This can be done with the whole class listening and facing the teacher. The Tutor will then be able to record the results for each learner in the assessment form for that activity. The Tutor needs to tell the Learners to keep their cut-out graphemes in their raised hands until the Tutor recorded their scores. The same procedure apples to the second activity for recognising the names of the alphabet names of the M A T S P I N capital letters spoken by the Tutor.

Assessment 2: Blending & Writing

There are 5 separate activities in this assessment. These can be conducted in a classroom setting one after the other with the Tutor going around and checking the work of each student and recording it in the relevant assessment form.

Assessment 3: Reading

There are 2 separate activities in this assessment. Both of these should be conducted in a quiet corner of the classroom or in a separate room.

Assessment 4: Alphabet Awareness

There are 4 separate activities in this assessment. The first two activities (reading out) should be conducted in a quiet corner of the classroom or in a separate room. The second two activities can be conducted in a classroom setting with all the Learners.

Outcome 3 Correct Answer

a          i           m         n          p          s          t

Outcome 4 Correct Answer

Ann     Matt    Nan     Pippa   Sam     Tam

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 5, this will also help their confidence. Direct the Learners to these web app activities during Lesson 4 at the latest.

· Lesson 5 Activity 1 – Matching sounds to letters

· Lesson 5 Activity 2 – Recognising the names of capital letters.

· Lesson 5 Activity 3 – Spelling words

· Lesson 5 Activity 4 – Writing sentences and question sentences.

· Lesson 5 Activity 5 – Handwriting

· Lesson 5 Activity 6 – Reading and speaking words

· Lesson 5 Activity 7 – Reading and speaking sentences.

· Lesson 5 Activity 8 – Alphabetical order