| Appendix
1 |
Standardised NEMP Administration Procedures
Reading Band Indicator
|
(NEMP
Reading and Speaking Report, 2000, p. 16)
This bright, attractively illustrated laminated chart includes colour-coded
patches from yellow (band 1) to purple (band 5), three at each level.
The theme of the chart provides an authentic context of activities
that New Zealand children might like to do outside of school. There
are three parallel patches for each colour band and increasingly complex
vocabulary is used at each level. For example:
I like to… |
| Band
1 - |
see
the big fish swimming around the pool |
| Band
2 - |
please my best
friends by sharing fun things with them |
| Band
3 - |
talk on the telephone
to people whose company I especially enjoy |
| Band
4 - |
glue myself to
the television set whenever the occasion occurs for complete relaxation |
| Band
5 - |
gyrate to the
ecstatically weird rhythms of pulsatingly powerful synthesiser orchestrations
for symphonic percussion |
| |
|
| The
teacher-administrator selects one patch to be read at each progressive
band/colour until one or more word reading errors occurred. When an
error is made, the student is directed to read the other patches at
the same band/colour to ascertain whether this is the appropriate
starting band – the one where the students makes one or more
errors on at least two of the three patches for a band/colour. (Reading
Record Manual: Fiction, 2000) |
| |
First
Reading Passage
Teacher-administrators are expected to establish and maintain a friendly
and encouraging rapport with students throughout the task, and to
allow the student to choose a passage from the set of three. A brief
introduction is read by the teacher-administrator in a conversational
rather than formal manner, to explain the background to the chosen
text.
Eg Band 1 fiction text - Moana’s Island (Andrew Campbell)
“This book is called Moana’s Island” (point to the
title)
“The story is about a girl called Moana who lives in the city
but who was born on an island far away. On her seventh birthday her
father takes her back to the island to meet all her cousins.”
(Flockton & Crooks, 2001, p. 17)
A standardised and clear explanation of the activity parameters is
then read to all students. “I want you to read this passage
to me from this dot to the next dot and to think about what it is
about as you read.
If you come to words you don’t know, do what you usually do
when you try out new words. Try to work out the words aloud so that
I can find out how you do it.
Don’t worry about mistakes but stop and correct them if you
can.
I will keep quiet and let you work things out unless you are badly
stuck.
Think about the story/information as you read. When you have finished
I will ask you to tell me about it and I will ask you some questions.”
During the reading, teacher-administrators are expected to be positive
and encouraging without influencing the student’s reading. They
are trained to avoid rush, not give prompts, and to only give help
if requested or if the student is confused and cannot proceed –
after allowing the student time to try the word again.
The passage checklist allows the teacher-administrator to record the
number of errors and self-corrections during the reading. The preferred
word accuracy rate is 90% or one error (including self-corrections)
in 10 running words, to gain information about the student’s
reading strategies. A target error range appears on the passage checklist
to provide a quick guide.
Comprehension
Comprehension questions are asked for each passage read. Three literal
or factual questions are asked first, for which the answers are explicit
in the text. Then two or three inferential questions are asked, for
which answers are not explicit in the text but can be deduced through
understanding of the text and generalised knowledge.
Eg: from Moana’s Island: |
| 1. |
What were the
animals that went with them on the ship? |
| 2. |
As they came
near to the island what did they see first? |
| 3. |
Who came from
the island to meet Moana? |
| 4. |
What did Kimi
mean when he said to Moana, “You’ve gone soft!”? |
| 5. |
Name some other
things that Kimi might show Moana on the island. |
| |
|
Second
Reading Passage
After the first passage, the teacher-administrator determine the band
level of a second passage, based on the error rate. If the student
read with word accuracy of 93% or higher – go to the folder
for the next higher reading band (unless already on band 5 so stay
on that); if the student read with word accuracy of 85% or lower –
go to the folder for the next lower reading band (unless already on
band 0 so stay on that); if the student read with word accuracy of
between 86% and 92% – ask the student to choose a second passage
from the same band. However, discretion should be used. The teacher-administrator
may or may not ask the questions of the first passage if it is too
easy or hard. If the student was struggling, drop down to the next
lower band. (NEMP Reading Record Manual: Fiction, 2000) Teacher-administrators
therefore had the opportunity to use their professional judgement
based on their classroom experience. |
