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- Connect the writing task to the reading task, picture response and/or oral interview
- Explain/discuss the task with the student to help make them more connected to the passage or picture (e.g. helpful to have the student select a passage that has cultural relevance)
- Encourage students to generate or organize their ideas before writing (e.g. use graphic organizer)
- Observe the students writing process (e.g. choice of text form, approach to planning and revision, use of print or cursive forms, editing, etc.)

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Before reading:
- Assessors should pre-select materials that are connected to the lived experiences of the student
- Allow the student to select their own text
- Provide visual supports as needed
- Conduct a pre-reading discussion to activate prior knowledge
- Introduce graphic organizers (to be filled out at each stage)

During reading:
- Use a variety of instructional approaches e.g. think alouds, shared reading, guided reading, independent reading, literacy information and media texts
- Provide opportunities to make predictions
- Fill out appropriate section of graphic organizer

After reading:
- Review post reading questions orally with the student
- Responses can be oral and/or written
- Add or omit questions as required

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- Point to a letter on the page and see if the student can read it?
- Have the student write the word under a picture
- Ask the student to write English words he/she knows

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- Have the student say the alphabet
- Ask the student to read the first lines of letters (e.g. Apple point to "A" and student can say letter sound and/or name)
- Have the student print letters and observe to see if they print them using the right directions

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- Provide the student with a text and observe to see if they read left to right and top of page to bottom of page
- Have the student read/look through a book. Check to see if they look at the cover first, then read front to back

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Personal Questions:
- What is your name?
- How old are you?
- When is your location?
- What country (or community) do you come from?

Basic School Questions:
- Did you go to school in your country (or community)?
- How many years did you go to school?
- What grade were you in?
- Name the subjects you studied
- What are your favourite/least favourite subjects in school? Why?

Language Questions:
- What language(s) do you speak?
- What language(s) do you speak at home? With whom do you speak them?
- What language(s) do you speak at school?

Family, friends and Interests Questions:
- When did you come to Canada (or to this community)?
- Who is in your family?
- Who lives with you now?
- What do you like to play?

Acculturation Questions:
- Tell me about your country (or where you previously lived)
- Tell me about your previous school
- Tell me about your trip to Canada (or this community)

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Sample reading and writing taskes for STEPS 1-4 can be assessed using sample texts from EduGAINS. Students on STEP 5-6 should be assessed using grade level texts.

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If the student has greater proficiency of English 

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If the student has greater proficiency of English 

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If the student has little to no knowledge of English

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If the student has little to no knowledge of English

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First Language Writing and Reading Samples

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First Language Writing and Reading Samples

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These are used to provide overall information on the student's literacy development.

In first language writing samples, the assessor looks for:
- Fluency
- Hand-eye coordination
- Thinking before or during writing
- Organization on page
- Amount written in given time period
- Editing or re-editing

In first language reading samples, the assessor is looking for more information regarding the student's literacy skills (in their first language). To conduct a reading sample assessors will:
- Use available multilingual resources to provide further information on their first language literacy skills
- Use dual language books if available
- Ask the students to read a sample

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Engage students in a conversation about a picture they selected.

Tips for picture response:
- Visual materials should be reflective of multicultural perspective, age appropriate and relevant to the background experience of the student
- Allow the student to select the picture they want to talk about
- Allow students the opportunity to draw a picture about a familiar topic or scene
- Engage the student in a conversation that allows them to talk about the picture beyond what they physically see. Questions that can be used to help promote this thinking include:
- What do you see?
- Why do you think that...?
- How do you know...?
- What could happen next?
- Explain why you think that

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Oral interviews help to determine oral proficiency in English.

Strategies for conducting oral interviews include:
- Begin with simple questions and move on to more complex questions as fluency permits
- Rephrasing, extensions and modifications to questions can be used to help promote a natural flow of conversation that fits the developmental age and circumstances of the student
- Questions should be grouped by topic and complexity and added or omitted as required
- Use prompts to build on students responses to engage them to think deeper
- NOTE: when students no longer respond to questions, ask students simpler questions from another category or complete the interview with 1 or 2 easier questions that will help to re-establish confidence

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To assess literacy proficiency, assessors focus on three areas: oral assessment, picture response and first language reading and writing samples.