Diagnostic Instruction Manual-Revised
Diagnostic Instruction Manual-Revised
Diagnostic Instruction Manual-Revised
YEAR 1
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Prepared by Ms. Quenita Walrond. MA
Georgetown. Guyana
www.education.gov.gy
21 Brickdam, Stabroek
Georgetown. Guyana
2013
2
A note to teachers:
Diagnostic assessments, at any level, will give you a sense of the
starting point at which a child comes to you. It is a measure of
their prior knowledge, and misconceptions they may hold, before
they begin learning what you have to teach them.
In this booklet, you will find scripts for you to follow in order to
make the assessment process simple and low stress for both you
and the child. Always remember to put the child and their parents
at ease by smiling, remaining positive and encouraging, and
conducting yourself in a polite and professional manner.
When a child and his/her parent first enter your room, be warm
and welcoming by extending a handshake and personal
introduction. Remind parents that this is NOT a test. Ask the
parent, how comfortable the child will be alone in the room with
you. If the response is positive, ask the parent to wait just outside
the classroom. If the child is apprehensive, have the parent sit
across the room, behind the child. Physical presence is
comforting, but eye contact is distracting. Invite the child to sit
beside you on a separate chair and you are ready to begin!
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CONTENTS
1. Autobiographical Awareness
Full Name
Age
Date of Birth
Sex
Family make up
Mother’s Name
Father’s Name
Place of Residence
2. Emergent Literacy
Alphabet Recitation
Colour Identification (primary & secondary)
Letter Identification
3. Emergent Numeracy
More and Less
Counting Fluency
Number Recognition (1-10)
2-D Shape Recognition
4. Motor Skills
Fine Motor Skills(Self-Portrait and name)
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AUTOBIOGRAPHICAL AWARENESS
Autobiographical awareness is the child’s sense of themselves as
unique individuals. It is awareness about their personal history and
identity.
Question 1
Question 2
Question 3
How old are you?
If the child says nothing but shows the appropriate number of fingers
on one hand, code it as a “single word/ phrase response”.
Question 4
5
When is your birthday?
If the child does not know the answer and says as much, code as
“no response given”.
Question 5
“I see your hair and clothes, but I’m going to ask you a funny
question…are you ready for it?”
Are you a boy or a girl?
Question 6
Who do you live with?
If the child indicates they are part of a single parent family, make a
note and move on.
Question 7
What is your mommy’s name?
If this parent is absent from the home, then replace with another
significant female in the child’s life.
Question 8
What is your daddy’s name?
If this parent is absent from the home, then replace with another
significant male in the child’s life.
Question 9
Where does your family live?
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Autobiographical Knowledge Assessment
Date: ______________________
Question Full Sentence Single Incorrect No
Response Word/ Response Response
Phrase Given
Response
1 What is your
name?
2 How do you
spell your
name?
3 How old are
you?
4 When is your
birthday?
5 Are you a boy or
a girl?
6 Who do you live
with?
7 What is your
mommy’s
name?
8 What is your
daddy’s name?
9 Where does
your family live?
Teacher’s Signature:________________________
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EMERGENT LITERACY
Before a child learns to read and write in a conventional sense,
their literacy development has already begun. Children, through
interactions with the social world- by singing and talking, having
experiences with print, and what they hear- develop knowledge
of reading and writing before being able to express themselves
using these methods. Foundation skills like knowing how to hold
and turn pages in a story book, reciting the alphabet song, and
scribble writing, are all signs indicating that a child is at the
emergent stage of their literacy development.
Alphabet Recitation
- Invite the child to sing or say the alphabet (ABC) song for you.
- If the child breaks the sequence, put a strike through (/) the
letter(s) they said incorrectly.
- Put a number score in the space provided.
- If the child gets all the way to the end, then circle the word
“complete” and put a score of 26 in the space provided.
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Name: ________________ Date: ___________
Alphabet Recitation
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Complete
Colour Recognition
__________________________________________________________
Name: ________________ Date: ___________
Alphabet Recitation
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Complete
Colour Recognition
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Letter Identification
- Say, “We are going to play a game to see how great you are
at knowing your letters.”
- Have the deck arranged in the predetermined order that
corresponds to the score sheet.
- Draw from the top of the deck, show the target letter, and wait
for the child to respond.
- If a correct response is given, place a (√) on the corresponding
grid space.
- If an incorrect response is given, write the response given in the
grid space.
- Place the card at the bottom of the deck.
- Total how many correct responses there are and put them as a
score in the grid space provided.
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Year 1 Letter Identification Assessment
A F K P W Z B H O J U C Y L Q M D N S X I E G R V T
Tot
NAME al
/26
Teacher: _______________________________________________________
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Emergent Numeracy
- Say, “I have 2 piles of things and I want to know which one has
more/less (plenty/little bit etc.). Can you help me find the set
with more/less please?”
- For each of the four (4) attempts, arrange the buttons in
obvious piles of more and less.
- After each attempt take all the buttons away and recreate the
piles in the pre-determined way. (1.More Right, Less Left;
2.More Left, Less Right; 3. More Left, Less Right; 4. More
Right, Less Left).
- Record the child’s score as a number correct vs. a
number incorrect e.g. 3 correct 1 incorrect; 4 correct 0
incorrect; 2 correct 2 incorrect; 0 correct 4 incorrect.
Counting Fluency
- Say, “I’m sure you know how to count! I wonder how far you
can count…why don’t you show me?”
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- Invite the child to count from 1- threshold (stop them at 100 if
able to go on).
- Once a number is missed that becomes their threshold.
- Record the highest number achieved at the end of the
exercise.
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Name: ________________ Date: ___________
1. Quantity Differentiation
2. Counting Fluency
____
____
____
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Year 1 Number Recognition Assessment
1 2 9 5 4 7 6 8 3 10
Total /10
NAME
Teacher_____________________________________________________
Term: ______________________ Date: _________________________
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Motor Skills
Motor skills are the co-ordinated movements of a combination of
muscles in the body to perform certain physical tasks. Fine motor skills
speak to tasks requiring small muscles working in concert to achieve
a goal e.g. the muscles and bones in the hand and fingers working
together to write with a crayon. Gross Motor skills refer to tasks that
require larger muscles to work together to perform a task e.g. the
muscles and bones in the body’s core and the legs working together
for a child to jump.
Wrap Up:
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Can you draw a picture of yourself?
My name is ______________________________________________
OBSERVATIONS:
Pencil grip:-
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18
Aa F f
Kk Pp
Ww Z z
19
Bb Hh
Oo J j
U u Cc
20
YyLl
Q q Mm
Dd Nn
21
S s Xx
I i Ee
Gg R r
22
Vv T t
23
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NOT FOR SALE
21 Brickdam, Stabroek
Georgetown. Guyana
2013
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