Example: familiar routine
1 Select a routine that is familiar to the student (eg getting a drink from the fridge,
brushing teeth, washing face, cleaning a cup or plate, packing their bag).
2 Tell the student that they will be role-playing how they carry out a routine.
The student should start with nothing in their hands and in a standing position.
3 Say ‘Pretend you are in your kitchen. Here is the sink (draw an outline of each
object/item with your finger), here is the cold tap, here is the fridge and here is a
glass. Tell and show me how you get a glass of milk from the fridge. Drink the milk
and rinse your glass when you finish. Let’s start from the beginning. First you walk
into the kitchen and then ...’.
4 Record exactly what the student says on Form 2. Note how well the student
combines nonverbal communication with oral language. Prompt the student to
‘tell more’ if needed.
Example: retelling a story depicted in a short film
1 Select a short film with a clear plot and little or no language.
Note:
This will prevent the student from imitating or rote learning the
language used in the film, thus not reflecting spontaneous language use.
2 Tell the student that they are going to watch a short film with little or no talking.
3 Provide the student with a short introduction to the film, eg ‘This film is about a dog
that gets lost and goes on an adventure’.
4 Say ‘I want you to watch the film. After the film is finished, you will tell me what
happened. If you don’t understand what is happening in the film, ask’.
5 After the film is finished, ask the student to retell what happened in the film.
6 Record exactly what the student says on Form 2. Prompt the student to ‘tell more’
if needed.
Example: picture book
1 Select an unfamiliar picture book with minimal text and a clear storyline.
Note:
Use of familiar stories is not recommended as students may have
learned a text by rote but may be unable to use the same level of
language complexity spontaneously.
2 Tell the student to look through the book so that they understand what happens.
Say ‘This book tells a story in pictures. Let’s look at the story together. I’ll start, then
I want you to finish the story using the pictures to help’.
3 Record exactly what the student says, including stumbles (eg ‘ums’, ‘errs’, revisions,
errors, repetitions and noticeable pauses), on Form 2. Prompt the student to ‘tell
more’ if needed.
Examples
Instructions are provided below for obtaining a language sample using a picture book,
Speaking and listening
English K–6
Support Materials for Students with Special Education Needs
17
ASSESSMENT
