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EAL Initial Assessment RecordSpeaking, Listening and UnderstandingWelcoming QuestionsNote for assessor: ask the children a selection of questions.1. What is your name?2. How old are you?3. Where were you born?4. Where do you live now?5. Who do you live with?6. Have you got any brothers and sisters?7. What do you like doing?8. What do you like/dislike at school?9. Who are your friends?10. Can you tell me about your house/home?Wigan EAL TEAM March 2009
EAL Initial Assessment RecordSpeaking, Listening and UnderstandingPicture/Photo DiscussionNote for assessor: make use of other photographs/pictures toquestion children. E.g. Book of First1000 Everyday Words.Wigan EAL TEAM March 2009
EAL Initial Assessment RecordNaming Everyday ObjectsNote for assessor: ask the children about a wider range of objects frompicture dictionaries.Wigan EAL TEAM March 2009
EAL Initial Assessment RecordNaming Colours (no words)Note for assessor: check to see if children can name colours with andwithout words. See next page.Wigan EAL TEAM March 2009
EAL Initial Assessment RecordNaming Colours (words)Note for assessor: check to see if children can name colours with andwithout words. See previous gan EAL TEAM March 2009orangegrey
EAL Initial Assessment RecordGrapheme to PhonemeLower Case Letters (phoneme and name)Note for assessor: cover up other table when accessing lower/upper casealphabet.zntdyebqfwsgcoaxjulmihpkrvUpper Case Letters (phoneme and name)ZNTDYEBQFWSGCOAXJUWigan EAL TEAM March 2009LMIHPKRV
EAL Initial Assessment RecordPhoneme Check – Blends and digraphsBlendsbl br clgr pl prtr voicedoiarngooeeaiueorWigan EAL TEAM March 2009
EAL Initial Assessment RecordPhoneme to graphemeNote to assessor: ask the children to write down a selection of lower andupper case letters.Wigan EAL TEAM March 2009
EAL Initial Assessment RecordReading and Spelling of High Frequency eMrsisgetthethemwewentdodon’tcamelookedTricky Words in hisInoseeforbewasfrom childrencome wereI’mbyheresawasked could
EAL Initial Assessment RecordReading in First LanguageNote for assessor: may be necessary for bilingual speaker to assess. Locate another appropriate text in relevantlanguage if necessary.UrduWigan EAL TEAM March 2009
EAL Initial Assessment RecordReading in First LanguageNote for assessor: may be necessary for bilingual speaker to assess. Locate another appropriate text in relevantlanguage if necessary.It was Elmer who kept the elephants happy. Sometimes hejoked with the other elephants, sometimes they joked withhim. But if there was even a little smile, it was usuallyElmer who started it.EnglishWigan EAL TEAM March 2009
EAL Initial Assessment RecordReading in First LanguageNote for assessor: may be necessary for bilingual speaker to assess. Locate another appropriate text in relevantlanguage if necessary.SlovakWigan EAL TEAM March 2009
EAL Initial Assessment RecordReading in First LanguageNote for assessor: may be necessary for bilingual speaker to assess. Locate another appropriate text in relevantlanguage if necessary.PolishWigan EAL TEAM March 2009
EAL Initial Assessment RecordReading in First LanguageNote for assessor: may be necessary for bilingual speaker to assess. Locate another appropriate text in relevantlanguage if necessary.CzechWigan EAL TEAM March 2009
EAL Initial Assessment RecordReading in First LanguageNote for assessor: may be necessary for bilingual speaker to assess. Locate another appropriate text in relevantlanguage if necessary.RussianWigan EAL TEAM March 2009
EAL Initial Assessment RecordWriting(Own Language/English)Wigan EAL TEAM March 2009
EAL Initial Assessment RecordRecognising Numbers 0-20 in Figures9 4 2 7 0 3 6 10 1 8 514 12 18 13 20 11 17 16 19 15Wigan EAL TEAM March 2009
EAL Initial Assessment RecordOne Hundred Grid Number 100179 273 386 602 820 947 1000 1003 1900 2068 2905 39714502 5002 6013 7600 8893 8430 990410000 10302 10800 19028
EAL Initial Assessment RecordNumeracyRecognising Numbers in Words 1twoonethreefivefoursevensixeighttenninezeroWigan EAL TEAM March 2009
EAL Initial Assessment RecordNumeracyRecognising Numbers in Words fifteennineteenseventeenWigan EAL TEAM March 2009
EAL Initial Assessment RecordOrdering Numbers 0-20Note for assessor: ask the child to write numbers within 0-20 as appropriate using a dry wipe pen.(0-10)(11-20)Wigan EAL TEAM March 2009
EAL Initial Assessment RecordOrdering Numbers on a 100 GridNote for assessor: ask the child to write a selection of numbers on the grid using a dry wipe pen.Wigan EAL TEAM March 2009
EAL Initial Assessment RecordCalculation StrategiesNote for assessor: make notes about how the child solves thesecalculations on the record sheet. Also note if they understand themathematical symbols. Extend calculations if appropriate.5 3 8 6 9 12 14 7 23 16 48 34 28 54 7–3 10 – 4 14 – 10 18 – 9 28 – 15 39 – 21 63 – 36 2x5 10 x 0 4x3 10 x 6 5x4 7x8 4x9 4–2 6–3 10 – 5 12 – 4 16 – 8 20 – 10 24 – 6
EAL Initial Assessment Record2D Shapes – without wordsWigan EAL TEAM March 2009
EAL Initial Assessment Record2D Shapes Word n EAL TEAM March 2009
EAL Initial Assessment Record3D Shapes Word MatchNote for assessor: use solid 3D shapes to assess an EAL TEAM March 2009
EAL Initial Assessment RecordDays of the Week1. Ask the children if they can say the days ofthe week in order.2. Ask the children if they can read the uesday3. Ask the children sequencing questions. E.g.What day comes before Tuesday or afterSaturday?Wigan EAL TEAM March 2009
EAL ChildrenInitial Assessment RecordName of childD.O.B.GenderEthnicityLanguages (Written and spoken)Country bornDate admitted to UKDate admitted to schoolClassAny other relevant informationE.g. previousschooling/medical/familyINITIAL ENGLISH ASSESSMENTAspects of EnglishNotesNASSEANCSTEP LEVELListening and UnderstandingSpeakingReadingWritingAdditional knowledge, skills and understanding:(E.g. Mathematical Vocab)Profile completed by:Date:Wigan EAL TEAM March 2009
Speaking, Listening and Understanding inc. BasicVocabularyWelcoming QuestionsPicture/Photo DiscussionNaming Everyday ObjectsNaming ColoursPhonics – Reading, Spelling and WritingGrapheme to PhonemeP PhonemeN IHPKRVWigan EAL TEAM March 2009
Phoneme to GraphemeBlends and DigraphsHigh Frequency Words – Reading and SpellingR ReadS Spellaanasatifinisitofoffoncandadhad back andgetbighimhisnotgotupmum butputthetoInogointowillthatthis then themwithseefornow down looktooheshewemebewasyou theyallaremyherwentit’sfrom childrenjust helpsaidhave likesodosome comewerethere littleonewhen out what don’toldI’mbytime house about your day made came make heresawveryohtheir people Mr Mrs looked called asked couldTricky Words shadedReading in Own LanguageWritingPlease mark and attach writingsheet to this record.NumeracyRecognition 0-20 in FiguresTick known numbers012311121314415516617718Wigan EAL TEAM March 200981992010
Recognition 0-100Tick known ecognition 100 Reading Numbers in Words 0-20Tick known wordszerooneseveneightfourteen ve thirteenseventeen eighteen nineteen twentyOrdering Numbers 0-20Ordering Numbers 0-100Wigan EAL TEAM March 2009
Writing NumbersCalculation Strategies2D Shapes3D ShapesDays of the WeekIf appropriate assess other aspectsof time.Additional Comments (if appropriate)Wigan EAL TEAM March 2009
EAL Initial Assessment Record Speaking, Listening and Understanding Welcoming Questions Note for assessor: ask the children a selection of questions. 1. What is your name? 2. How old are you? 3. Where were you born? 4. Where do you live now? 5. Who do you live with? 6. Have you got any brothers and sisters? 7. What do you like doing? 8.
