Remedial Instruction Programme for Year 4 students

Root Cause Analysis,

CEFR Level Testing,
& Progress Checking
In collaboration with:
 ROOT CAUSE ANALYSIS, CEFR LEVEL TESTING,
& PROGRESS CHECKING

On the following pages you will find a series of tools you can use for the
following purposes:

To identify the Root Causes of your students’ English challenges

To identify the approximate CEFR level of your students so you can efectively
use the Remedial Instruction Toolkit

To track your students’ progress over the academic year

Section 1: Root Cause Analysis

Use this process and series of tools to help you identify individual student
challenges
at the start of the academic year. The information you get about your students from
the Root Cause Analysis will help you know how best to support your students using the
activities in the Remedial Instruction Toolkit.

Step 1 Define the ProblemStep 2 Step 3 Step 4 Step 5 Evaluate Outcomes

Collect and analyse student data
Identify cause or causes Create and
implement
solutions
Note that the English Language Teaching Centre (ELTC) have already completed Step 1 on your behalf with the Training Needs Analysis survey undertaken in 202

Step 2: Collect and Analyse Student Data

When: Complete Step 2 at the beginning of the Academic Year

Student Data
 From the students in your school. To include:
Year Use
Collect
3 performance
writing
the Speaking
samples
data
Use
and
(can
(mid-year
the
Listening
be
Reading
fromand
Rubrics
Year
Diagnostic
end
3 or
of
toproduced
year
further
Tool
assessments)
(where
understand
early appropriate;
in the
your
academic
students’
see CEFR
year)
CEFR
Level
andlevels
use
Testing
the
(appendix
Writing
Section)
1)
Ru
Use data from the Reading
SpeakingDiagnostic
and Listening
ToolRubrics
to establish
to establish
possiblepossible
root cause(s)
(see
root cause(s)
CEFR Level
(appendix
Testing 1)
Section)

Step 3: Identify Cause or Causes

When: Complete step 3 at the beginning of the Academic Year

Use the writing rubric to establish possible root cause(s) (appendix 1)

Once you have collected samples of student work, use the writing rubric (appendix
1), to establish approximately which CEFR level your students are at for writing.
Try to arrange your students into 4 levels according to the writing rubric (Pre-A1,
Low A1, Mid A1, and High A1).
Students who seem to be writing at Mid A1 and High A1 level, are on track to be
able to follow the Year 4 curriculum with limited challenges. These are most likely
not your remedial students.
For students who are Pre-A1 and Low A1, proceed to use the Reading Diagnostic Tools
(see CEFR Level Testing Section) to further drill down into which CEFR level these
students are at.

1. Find time to complete each of the 4 Reading Diagnostic Tools to establish:

WhetherWhether your students

your students are ablecan recognise sound
to recognise letters patterns
(graphemic awareness)awareness)
(phonological
Whether your students can hear individual letter sounds (phonemic awareness)
Whether your students can comprehend simple texts (reading comprehension)

2. Use the information from the Reading Diagnostic Tool to define student’s most likely CEFR
level for reading. If necessary, use the information from the student’s writing sample to help
you decide the most appropriate level.

1. Find time to interact with your students on an individual level over the first 2 or 3 weeks of
class. Make notes on their speaking and listening using the Speaking and Listening Rubrics
(appendix 1) to guide you.
 Use the your
Approximate mid-year, end of CEFR
student’s year and anyusing
level other all
whole-school assessments
data sources to gauge
from Step 2
student progress.

Step 4: Create and Implement Solutions

When: Step 4 is an ongoing process throughout the Academic Year

Once you have identified the possible causes of low English proficiency for each student, you will be able to:

Understand Understand
what extra support your
what extra students
support need
your to be able
students needto toprogress (do
be able to they need
progress (do support
they in phonic
need support in phonics, phonemic awareness, reading comprehension, vocabulary,
grammar, speaking practice, listening practice, etc.?)

Know which level of activities students should do from the Remedial Instruction Toolkit

Remedial Instruction Toolkit

The Remedial Instruction Toolkit was developed using data from ELTC’s Training Needs
Analysis. You will find that solutions and activities for language specific root causes have
been designed to help you support your remedial students.

Step 5: Evaluate Outcomes

throughout the Academic Year

When: Complete Step 5

Assessment forContinue
Learning to use Assessment for Learning strategies throughout the Academic
year to evaluate whether your solutions and the Remedial Instruction Toolkit are
supporting student progress.

Whole-school Assessments

Midline
Use Tool tool to reflect on student progress halfway through the Academic Year (see Progress Checking Section
the midline

Endline Tool
Use the endline tool at the end of the Academic Year to summarise student
progress and establish efectiveness of your overall solutions, including use of the
Remedial Instruction Toolkit (see Progress Checking Section).

Lesson Observation Tool

Use data from your Lesson Observations to gain an understanding of how your
Panel Head and other observers perceive your application of the solutions from
Step 3.
 Section 2: CEFR Level Testing
Using Writing Samples to Gauge Student Proficiency

Week 1 Week 2 Week 3

Writing samples from all Students who are Pre- Teacher places all
students (either new A1 and Low A1 from students in
writing or end of Year 3 writing samples take appropriate levels
writing samples) Reading Diagnostic test
(see Appendix 3)

Pre-A1 to Low A1 Reading Diagnostic Tools

Use these tools for students who did not perform well in the written sample. These tools will help you understand:

Whether your students can recognise letters (graphemic awareness)

Whether your students are able to recognise sound patterns (phonological awareness)
Whether your students can hear individual letter sounds (phonemic awareness)
Whether your students can understand the main idea, specific information, and details
of short simple texts (reading comprehension)

Note: If a student does not perform well in the first 3 tools (recognising letters, recognising
sound patterns, & hearing individual sounds), there is no need to attempt the 4th tool
(reading comprehension).

Pre-A1 to Low A1 Reading Diagnostic Tools: Tool Scoring Overview

Tool Number Pre-A1 Low A1 Mid A1

1. Letter Recognition
Lots of hesitation Some hesitation Comfortable

2. Sound Recognition
Below 5 5-8 8-10

3. Individual Sound
Recognition Below 5 5-8 8-10

4. Reading
Comprehension Below 3 3-5 6-8
Tool 1: Recognising Letters

Children should be able to quickly identify all letters of the alphabet regardless of the font used
or whether they are capital letters. They should be able to do this without struggling and
without hesitation.

A hesitation shows that the child is not yet fully familiar with the letter, and that more
practice is needed.

A hesitation is when the child spends more than two seconds trying to identify a letter.

Instructions:
Student reads the full page of letters – capitals, smalls, diferent fonts, and other writing symbols (!, ?,
etc.)
For marking responses, there are 3 categories for the teacher to choose from as the child reads – Correct,
Incorrect, Hesitant
Tick the appropriate box as the child reads – left to right, row by row – can be done slowly
– no rush
Use this tool to check readiness and confidence e.g., able to decode letters, not confused by diferent fonts,
able to work out what is in front of them without too many instructions, etc.
If they do not have confidence in reading this page, these students are at the pre-reading stage and would
need to learn the letters and symbols of reading before proceeding further.
Record the student’s achievement in the Excel Spreadsheet.

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Lots of hesitation Some hesitation Comfortable

Possible Cause Does not recognise Recognises some -

written letters in a written letters in a
range of fonts, range of fonts, sizes,
sizes, or or capitalisation.
capitalisation.
 Tool 1: Recognising Letters
Student Sheet

Student Sheet –
print or show to your student to read
Teacher Answer Sheet

Item C IR H Item C IR H Item C IR H

M d 5

s k N

a Z L

U C Q

V b W

! u 4

O J j

H f m

q S i

r 8 y

T A t

B 2 G

p Y v

x _ a X

g K ?

E l c

n R P

w g D

F e h

6 I z

Teacher Answer Sheet –

use this to record student responses
Tool 2: Recognising Sound Patterns

Children need to be able to recognise patterns in sounds. This is an essential component

of proficient reading.

In this section of the Reading Diagnostic Tool, proficient students will get a minimum
of 8 out of 10 correct answers.

Instructions:
Each sentence in the list has two main words – some rhyme, some do not. Teacher
reads the questions about the rhyming words.
Students answer yes or no – they do or do not rhyme. Teacher takes note
of the response in the table.
Record the number of correct answers in the Excel Spreadsheet.

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Below 5 5-8 8 – 10

Possible Cause Is not aware that Is minimally aware -

spoken words are that spoken words
made up of sounds. are made up of
sounds.
Tool 2: Recognising Sound Patterns
Teacher Answer Sheet –

No. Ques�on Student said… (Yes or Correct Answer Score

No?)
Prac�ce Items:
Does MOO rhyme with ZOO? N/A
Does WRAP rhyme with RIP? N/A
Does CAR rhyme with STAR? N/A

List A

1 Does PILL rhyme with HILL?

2 Does HEAD rhyme with NOSE?

3 Does GAME rhyme with NAME?

4 Does LAKE rhyme with MAKE?

5 Does MOON rhyme with SPOON?

6 Does FEAR rhyme with FAR?

7 Does MOST rhyme with TOAST?

8 Does BIKE rhyme with BAKE?

9 Does GREEN rhyme with GRAIN?

10 Does SNAP rhyme with NAP?

List B

1 Does LUCK rhyme with TRUCK?

2 Does HAND rhyme with FOOT?

3 Does FINE rhyme with PINE?

4 Does HOSE rhyme with NOSE?

5 Does SAME rhyme with GAME?

6 Does SNAKE rhyme with SNACK?

7 Does WEST rhyme with TEST?

8 Does LAKE rhyme with LIKE?

9 Does SMOKE rhyme with SHOOK?

10 Does BEND rhyme with END?

Total
Score
Tool 3: Recognising Individual Letter Sounds

Understanding that words are made up of individual sounds and that each sound has a
corresponding letter is an essential skill for reading proficiency.

In this tool, look out for when children appear to be guessing, or if the child responds “yes” to
every item or “no” to every item. This means that they are not fully comfortable with letter
sound recognition, and you should aim to discontinue the task.

In this section of the Reading Diagnostic Tool, proficient students will get a minimum
of 8 out of 10 correct answers.

Instructions:
Explain to students that words have sounds in them.
Ask ‘Do you hear the /k/ sound in the word KING? Listen ‘K – K – K – KING’ ‘Can
you hear the /oo/ sound in TOOK?’
‘Can you hear the /sh/ sound in TOOK?’
‘There is no /sh/ sound in TOOK. But there is in SHOOK.’ Proceed to
ask students all questions from list A.
Use List B later in the year when you are checking for progress. Record the
students’ answers in the related table.
Record the number of correct answers in the Excel Spreadsheet.

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Below 5 5-8 8 – 10

Possible Cause Is not aware that Is minimally aware -

spoken words have that spoken words
individual sounds have individual
within them. sounds within them.
Tool 1: Recognising Individual Letter Sounds
Teacher Answer Sheets –
use these, or the excel spreadsheet to record student responses

Prac�ce Items:
Do you hear /v/ in VAN? (Yes)
Do you hear /aw/ in THAW? (Yes)
Do you hear /h/ in GONE? (No)

List A Student Correct Score

Response Response
Student Name:
Date:
1. Do you hear /s/ in SAND?
2. Do you hear /m/ in GUM?
3. Do you hear /s/ in CARD?
4. Do you hear /oo/ in GLUE?
5. Do you hear /sh/ in SMELL?
6. Do you hear /ee/ in PEEK?
7. Do you hear /m/ in RAIN?
8. Do you hear /k/ in DAY?
9. Do you hear /z/ in MAZE?
10. Do you hear /p/ in SPOON?
TOTAL

List B Student Correct Score

Response Response
Student Name:
Date:
1. Do you hear /s/ in SIT?
2. Do you hear /m/ in TRAM?
3. Do you hear /s/ in BEARD?
4. Do you hear /oo/ in FLEW?
5. Do you hear /sh/ in PASS?
6. Do you hear /ee/ in GREEN?
7. Do you hear /m/ in TRAIN?
8. Do you hear /k/ in GROW?
9. Do you hear /z/ in WISE?
10. Do you hear /p/ in SPILL?
TOTAL
Tool 4: Reading Comprehension

Being able to understand the main idea of a text is essential for students to be able to access the
curriculum. On top of this, understanding specific information within texts is a foundational
literacy skill that all emerging readers strive for.

Proficient readers will be able to answer 6 or more of the questions.

Instructions:
Ask the student to read the text to you.
You can help with pronunciation of unknown words.
When the student has finished, point to the questions and ask for verbal answers. Record the number of
correct answers in the Excel Spreadsheet.

This is My Family
Hi, I’m Sam. This is my family. I have a small family. We’re very happy because
we do lots of fun things together. We live in Kuala Lumpur, in Malaysia.

This is me. I am 10 years old. My favourite colour is green and I like riding my
green bike. Every day, I get up early and have a shower. I have bread for breakfast
and then I walk to school with my dad. In the evenings, I play badminton. At the
weekends, I always go to the park with my friends.

This is my sister. Her name is Aishah and she is 16 years old. She’s a student
in school but she wants to be a doctor. She does a lot of homework because
she needs very good grades.

This is my dad. His name is Ahmad. He’s an amazing dad. He’s a teacher in a
school, but he really loves cooking. Every day, he walks to school with me. In the
evenings, he makes pizza or plays the guitar with his friends. He wants to be in a
band!

1. How many people are in Sam’s family? 5. Is Aishah a doctor?

2. Where do they live? 6. Why does Aishah study a lot?
3. How old is Sam? 7. What is Ahmad’s job?
4. When does Sam play badminton? 8. Does Ahmad like cooking?

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Below 5 Between 3 & 5 6 and above
Hardly understands Hardly understands Understands the main
main ideas of very main ideas of simple idea, specific
simple phrases and sentences even after information and
sentences after repeated readings. details of short
repeated readings. simple texts with
support from the
teacher.

Does not have enough basic Has minimal basic reading

Possible Cause reading skills (phonics, skills (phonics, phonemic
phonemic awareness etc.) to awareness etc.) to be able
be able to decode words. to decode words.
Does not have enough Has minimal vocabulary
vocabulary and/or grammar and/or grammar knowledge
knowledge to extract to extract meaning.
meaning.
Pre-A1 to Low A1 Reading Diagnostic Tools: Student Data
Complete the table with your student scores. If it is unclear which CEFR level a student should go in, refer to the student’s writing sample. If it is
still unclear, use your judgement. You can always change students’ levels after you have had more time to understand their English proficiency levels.

1 – Letter 2 – Sound 3– 4 – Reading 5– 6 – Speaking CEFR & Remedial

Student Name Recognition Recognition Individual Comprehension Listening (optional) Instruction Toolkit
Sound (optional) Level
Recognition
Example Mid A1 Mid A1 Low A1 Pre-A1 Low A1 Low A1 Low A1
 1 – Letter 2 – Sound 3– 4 – Reading 5– 6 – Speaking CEFR & Remedial
Student Name Recognition Recognition Individual Comprehension Listening (optional) Instruction Toolkit
Sound (optional) Level
Recognition
AIN NAWAWA BINTI ABDULLAH
AINUL MARDHIAH BINTI
MUHAMAT YUNUS
ARASH MIKHAIL BIN JAIMAN
AYIE FAKHRI ZHAFRAN BIN FITRI
DATU MOHAMMAD REYHAN BIN Pre A1 Pre A1
DATU AZMAN
KEISHA AZZALEA BINTI ABDULLAH
MOHAMAD AIMAN ZAQUAN BIN
FAZLI
MOHAMAD HANASFI BIN
MOHAMAD HANAFI
MOHAMMAD ARDI BIN Pre A1 Pre A1
ABDULLAH
MOHAMMAD HAZIQ AIMAN BIN Pre A1 Pre A1
LARRY
MOHAMMAD SYAFIQ ADAMSHYA
BIN SARIPUDDIN
MUHAMMAD ASYRAF BIN
NORBIN
MUHAMMAD FAKHRUSY SYAKIRIN Low A1 Low A1
BIN AZROY
MUHAMMAD HAFIZUL HAFIZ BIN
SARIP
MUHAMMAD QHALIF AZIM BIN Low A1 Low A1
MOHD ASKIN
NOORZAHERA ZARA BINTI Pre A1 Pre A1
ABDULLAH
NUHA NAZAAHA BINTI ZULKIFLI Pre A1 Low A1

NUR ARIANA ARISSA BINTI ASRI

NUR FARISHA AQMA BINTI JAYA Low A1 Low A1
NUR SABREENA SAWDA BINTI
MOHAMMAD REZA
NUR SAIDATUL MARDHIAH BINTI
YUNUS
NUR UMAIRAH QALEESYAH BINTI
ABDULLAH
NUR ZAHIRA RAMADANI BINTI Low A1 Low A1
NORDIN
PUTRI IRDINA SOFEA BINTI Low A1 Low A1
MUHAMAD AYUB
SHAREF AMINULLAH BIN Low A1 Low A1
ABDULLAH
SITI NAWAL ATIYAH BINTI JAFFAR
SYAHZWAN SHAH FARHAN BIN
RAZLAN
Section 3: Progress Checking
As well as using ongoing Assessment for Learning strategies, you can measure student
progress in the middle and at the end of the year by using these tools:

Pre-A1 Progress Checking

Use this tool for students who were at the Pre-A1 level at the beginning of the academic
year.

To help you collect data to complete this for each student, you can:

Collect and analyse recent writing samples using the writing

rubric (appendix 2)

Re-use the appropriate Reading Diagnostic Tools

(appendix 3)

Re-use the Speaking and Listening rubrics (appendix 5)

Low A1 Progress Checking

Use this tool for students who were at the Low A1 level at the beginning of the academic
year.

To help you collect data to complete this for each student, you can:

Collect and analyse recent writing samples using the writing

rubric (appendix 2)

Re-use the appropriate Reading Diagnostic Tools

(appendix 3)

Re-use the Speaking and Listening rubrics (appendix 5)

Mid A1 Progress Checking

Use this tool for students who were at the Mid A1 level at the beginning of the academic year.

To help you collect data to complete this for each student, you can:

Collect and analyse recent writing samples using the writing

rubric (appendix 2)
Re-use the appropriate Reading Diagnostic Tools
(appendix 3)

Re-use the Speaking and Listening rubrics (appendix 5)

Appendix 1: Rubrics

Writing Rubric
Use this writing rubric to assess your students’ written work. If a student does very
well and scores High A1, this student is not a Remedial Student.

Pre-A1 Low A1 Mid A1 High A1

Displays early Writes simple Uses cursive Can display ability

writing skills to sentences by using handwriting in a to use cursive
form letters as appropriate limited range of writing with a lot of
demonstrated by language form and written work with support.
the teacher with style with a lot of a lot of support
some legibility. support from the from the teacher. Can communicate
teacher. basic and personal
Uses fixed phrases Communicates information as well
to communicate Organises basic basic information as describe people
with appropriate information with a and gives and objects using
language form and lot of support from descriptions of basic statements with
style with a lot of the teacher. people and objects a lot of support.
support from the with a lot of
teacher. support from the Can spell words
teacher. and use punctuation
in guided writing
Shows ability to as well as connect
punctuate, spell an sentences into a
increased range of paragraph with a
familiar high lot of support.
frequency words,
and connect Can produce and
sentences using modify a plan or
basic conjunctions draft of a paragraph
with a lot of in response to
support from the feedback with a lot
teacher. of support.
Plans, drafts, and
writes an increased
range of simple
sentences with a lot
of support from the
teacher.

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan Pentaksiran,
Tahun 1, Tahun 2, Tahun 3, & Tahun 4
Appendix 1: Rubrics

Reading Rubric
The Reading Rubric shows which Reading Diagnostic Tools to use for students at
particular levels. Students who were a High A1 with their written sample do not
need to complete the Reading Diagnostic Tools.

Pre-A1 Low A1 Mid A1 High A1

Identifies and Identifies, Understands the Can display

recognises most recognises and main idea, some
shapes of the names the specific understanding
letters in the letters of the information and of the main idea,
alphabet with a alphabet with a details of short specific
lot of support lot of support simple texts with information and
from the from the a lot of support details of simple
teacher. teacher. from the texts of one or
Reading Reading teacher. two paragraphs
Diagnostic Tool Diagnostic Tool Reading with a lot of
#1 #1 Diagnostic Tool support. Reading
#4 Diagnostic Tool
Blends and segments a Blends and segments a #4
few few Able to guess
phonemes (CVC, words (CVC, the meaning of
CCVC) with a lot CCVC, CVCV, unfamiliar words Can guess
of support from CCV) with a lot and use meaning of
the teacher. of support from dictionary skills some unfamiliar
Reading the teacher. with a lot of words from
Diagnostic Tool Reading support from clues provided
#2 & 3 Diagnostic Tool the teacher. by title and topic
#2 & 3 Reading as well as use
Hardly understands Diagnostic Tool limited range of
Hardly #4
main ideas of understands dictionary skills
very simple main ideas of Able to read A1 with a lot of
phrases and simple short simple support.
sentences after sentences even fiction or Reading
repeated after repeated non-fiction print Diagnostic Tool
readings. readings. and digital texts #4
Reading Reading of interest with a
Diagnostic Tool Diagnostic Tool lot of support Can read A1
#4 #4 from the teacher. fiction or
non-fiction print
Reading and digital texts
Diagnostic Tool of interest at a
#4 slower pace with a
lot of support.
Reading
Diagnostic Tool
#4

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan Pentaksiran,
Tahun 1, Tahun 2, Tahun 3, & Tahun 4
Appendix 1: Rubrics

Listening Rubric
Use the Listening and Speaking Rubrics to assess the listening and speaking
levels of your students. You are also able to use Reading Diagnostic Tools 2 &
3 as they focus on listening skills, too.

Pre-A1 Low A1 Mid A1 High A1

Recognises and Recognises and Recognises and Can recognise and

reproduces some reproduces some reproduces some reproduce some
limited target target language target language target language
language phonemes phonemes with a phonemes with a phonemes with a
with a lot of lot of support lot of support lot of support.
support from the from the teacher. from the teacher. Reading
teacher. Reading Reading Diagnostic Tool
Reading Diagnostic Tool Diagnostic Tool #2 & 3
Diagnostic Tool #2 & 3 #2 & 3
#2 & 3 Can display some
Understands a few Displays understanding of
Understands a few simple questions, understanding of main idea, specific
very simple instructions and main idea, specific information and
questions, main ideas of the information and details of longer
instructions and text with a lot of details of short simple texts,
main ideas of the support from the simple texts, narratives, longer
text with a lot of teacher. narratives, a wide questions and
support from the range of short classroom
teacher. questions and instructions with a
classroom lot of support.
instructions with a
lot of support from Can guess meaning
the teacher. of unfamiliar
words from clues
Guesses meaning provided by
of unfamiliar knowledge of
words using visual topic.
clues with a lot of
support from the
teacher.

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan Pentaksiran,
Tahun 1, Tahun 2, Tahun 3, & Tahun 4
Appendix 1: Rubrics

Speaking Rubric
Use the Listening and Speaking Rubrics to assess the listening and speaking
levels of your students.

Pre-A1 Low A1 Mid A1 High A1

Produces a few Produces a few Communicates Can communicate

meaningful simple information simple information simple information
words and fixed with a lot of support about basic with a lot of
phrases with a lot from the teacher. opinions, everyday support.
of support from the routines, directions
teacher. Asks and answers and simple Can manage
a few predictions with a interaction and
Asks and answers straightforward lot of support from classroom tasks
a few questions using the teacher. appropriately with
straightforward fixed phrases with a lot of support.
questions using a lot of support Describes people
one word or a from the teacher. and objects Can describe people
fixed phrase with using suitable and objects using
a lot of support words and basic statements with
from the teacher. phrases with a a lot of support.
lot of support
from the teacher. Can narrate short
basic stories with a
Keeps interactions lot of support.
going in short
exchanges and asks
for attention or help
with a lot of
support from the
teacher.

Narrates very short

basic stories and
events with a lot of
support from the
teacher.

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan Pentaksiran,
Tahun 1, Tahun 2, Tahun 3, & Tahun 4
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https://www.balancedreading.com/assessment/abecedarian.pdf