Schoolready Screening Integral!

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Brainline 2003. All rights reserved. Only properly subscribed members may use this document. Legal action will be
instituted against unauthorised users. Compiled by Joey Du Plooy / Illustrations - Cora Barnard / (012) 543-5000
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School readiness evaluation

1. Preface to parents/teachers

2. Help with evaluation

3. What is school readiness?

4. Requirements for school readiness

NON VERBAL EVALUATION

5. Criteria (standard) for determining school readiness Observation

5.1 General development
5.2 Emotional development
5.3 Social development

6. Criteria (standard) for determining school readiness Observation and
practical exercises

6.1 Analysis
6.2 Association
6.3 Balance
6.4 Discrimination
6.5 Dominance
6.6 Figure-ground
6.7 Fine motor movements
6.8 Gross motor movements
6.9 Short-term memory
6.10 Laterality and directionality
6,11.1 Body image
6.11.2 Body image
6.12 Lateral midline
6.13 Eye movements
6.14 Position in space
6.15 Synthesis
6.16 Closure
6.17 Sequence
6.18 Form constancy

7. Criteria (standard) for determining school readiness Numeracy

VERBAL EVALUATION

8. Criteria (standard) for determining school readiness Language
development

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School readiness evaluation

Name: ____________________________ Dates : 20__/__/__ tot 20__ /__/__

Work with a .
ready, ready,
NON VERBAL EVALUATION not ready good enough very good

5.1

General development

5.2

Emotional development

5.3

Social development

6.1

Analysis

6.2

Association

6.3

Balance

6.4

Discrimination

6.5

Dominance

L / R eye

L / R hand

L / R foot

6.6

Figure-ground

6.7

Fine motor movements

6.8

Gross motor movement

6.9

Short-term memory

6.10

Laterality and directionality

6.11.1

Body image

6.11.2

Body image

6.12

Lateral midline

6.13

Eye movements

6.14

Position in space

6.15

Synthesis

6.16

Closure

6.17

Sequence

6.18

Form constancy

7.

Numeracy

VERBAL EVALUATION

8.

Language development

TOTAL

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SCHOOL READINESS EVALUATION

1. Preface for parents/teachers

The purpose of this evaluation is to ascertain by means of exploration,
observation and examination if a learner is less mature or less ready for school
than others.

Before evaluation commences, one has to ascertain whether the learner suffers
from some physical disability or other in regard to hearing, eyesight,
concentration, etc. If problems occur, it must be rectified before evaluation
commences.

The evaluation must take place over a period of a few days in an atmosphere of
restfulness and stability, prefarably in the morning.

The first part of this evaluation namely

5.1 General development
5.2 Emotional development and
5.3 Social development

must be completed by somebody who is familiar with the learner, preferably a
parent. Test results must be carried forward onto the evaluation sheet so that
a true reflection of the learner's school readiness is visible.

Perceptual Development M.C. Grov & H.M.A.M. Hauptfleisch
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2. Help with evaluation

2.1 Balance
The walking beam

Length: 3 metres
Width: 100mm
Thickness: 50mm
Two supports for the beam.

Place the beam on the supports so that the child can walk on the 100mm
surface. When the child becomes more adept at it, the beam can be
placed on its side so that he can walk on the 50mm surface. If the child
is afraid to walk on the beam, it can be placed on the floor until he gets
more used to it.

2.2.1 Pencil grip
It is important for a child to have the correct pencil grip. Young learners
use thick wax crayons or thick pencils. Short pencils must not be used.
It forces the learner to hold the pencil too firmly which results in small
and shaky writing. This causes unnecessary pressure on the paper
which causes fatigue. The pencil must be held above the sharpened part
between the thumb and the middle finger, with the index finger lightly on
the pencil. If a learner has difficulty with the pencil grip, small pieces of
plaster can be pasted onto the finger to help with the position of the
pencil. The learner must be able to lift the index finger without changing
the position of the pencil.

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2.2.2 Position of the paper
The height of the table is important. The paper must be placed with an
angle of 60 degrees to the left (for the righthanded learner).

2.2.3 Posture
The learner must sit up straight with both feet on the ground, shoulders
even and the same distance from the table. The left fore-arm must rest
on the writing surface and the left hand must hold the paper firmly so
that it cannot move. An unnatural position like e.g. the head too near the
writing surface needs further investigation e.g. an eye test.

2.3 Dominance
Dominance is the preference and use of one side of the body above the
other.

When a learner has mixed or cross dominance, he often also has a learning
problem. Mixed or cross dominance is when a learner:
is right-handed and (left-eyed)
left-footed and (right-eyed)
(left-eyed) and right-footed, etc

It sometimes happens that a learner can write equally well with both hands, as
well as execute other tasks. We say then the learner is ambidextrous. This
can apply to a learners feet too. He will be able to kick a ball quite easily with
either the left or right foot.

It is very dangerous to force a learner to write with a specific hand or to kick
with a specific foot. As the learner grows he will decide himself which is his
dominant hand or foot and then use it.

Remedial Education & Perceptual Development M.C. Grov & H.M.A.M. Hauptfleisch

2.4 Synthesis / puzzles
These puzzles must be prepared by the examiner before evaluation takes
place. Colour the puzzle and paste onto a carton. Now make a coloured
copy of the puzzle. Cut the pasted puzzle out and place in a container.
When evaluation takes place, the coloured copy of the puzzle must be
placed in front of the learner when he is building the puzzle.
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3. What is school readiness?
School maturity and school readiness are two related, but different
concepts. Sometimes they are used as if they were synonymous, which
can cause a great deal of confusion.

3.1 School maturity
School maturity is a term which is generally used. It denotes a biological
growing process in the child's development when certain aptitudes
appear before he starts school. This implies physical as well as mental
maturity.

This is a biological process and cannot be hastened. Maturation is the
name given to the stage when the child is ready for formal instruction in
reading, writing and numeracy.

Usually this kind of maturity is reached by children at about the age of
six. But it must be added that, from a pedagogical point of view, this
kind of maturity is not a guarantee of success at school, because even if
a child is sufficiently mature one can still find that he will not be able to
adjust to the demands of formal teaching. This means that the child is
not yet ready for school even if he is intellectually mature enough to
attend school. If the child does not feel secure, there is a strong
possibility that he will not be able, in spite of his having attained the
required level of maturity, to realize his potential. This is why we must
include the concept of school readiness.

3.2 School readiness
School readiness is a broad term which includes intellectual, social, and
emotional maturity:
School maturity
Social maturity
Emotional maturity

Maturity cannot be influenced by outside factors; but school readiness
can be encouraged by extending a child's field of experience and by
teaching him to use his senses as effectively as possible.

"Readiness is a stage in a child's development when he can learn easily,
effectively and without emotional disturbance. It cannot be a definite
point in development, however, because growth is a steady continuous
process, always ongoing. Rather it is a condition, or state, indicating
that the child is ready to learn."

In order to assess readiness, one must have an insight into the child's
life as a whole. No child becomes ready for school on his own. It is a
process that needs encouragement. The child needs to be educated for
school readiness. Initially it is the responsibility of the parent to provide
the necessary stimuli, and these should be adapted to suit the individual
child. No two children have exactly the same kind of skills, talents,
intelligence, or develop in exactly the same way. And not all children are
equally ready for school at the time of their first going to school. School
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readiness is the deciding factor and is primarily an educational matter.
Home education, for example, plays a very important part in a child's
development towards school readiness.

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4. Requirements for school readiness

Before a child is ready for school he must posses the following:

4.1 Perceptual ability which enables him to interpret in a meaningful
manner. He must be able to distinguish between
* foreground and background
* perceive constancy of form, colour, size, etc., and he must have
a concept of spacial relationships and
* position in space.

The child must also be able to perceive and reproduce correctly
on a visual-motor level. In other words, the child must be able to
perceptualize as well as conceptualize. These perceptual abilities
are extremely important. Visual perception is particularly
important in writing, reading, copying, cutting out, pasting, etc.
Auditory perception is important in listening: a child must not
only be able to hear, but also to listen.
4.2 The child should be emotionally prepared to enter the new world
and conquer it.
4.3 The child should be able to adjust socially to new situations,
classes, pupils, toys, teachers, etc. He must also resign himself to
authority and discipline.
4.4 The child must be able to absorb knowledge, elaborate on it, make
it his own, and reproduce it.
4.5 The child must be able to cope with, and evaluate problem
situations.
4.6 The child must be able to concentrate and persevere.
4.7 The child must be able to grasp situations as a whole and see their
relation to given material, in other words what he has learnt must
make an impression on him.
4.8 The child must be able to absorb knowledge not because of
pressure from outside, but because of an urge to learn. He must
have a purpose and there must be an inner motivation.
4.9 The child must be bodily fit enough to sustain progress. He must
be able to see, to hear, and be physically strong enough to learn.
4.10 The child must have the ability to speak, to understand the
language and be able to express himself. He has to be verbally
prepared. Language development must take place.

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Criteria (standard) for the evaluation of school readiness (Non-verbal)

5.1 General development (10 marks)

Fill in a or a .

1. Does the child know his age?

2. Does he have a concept of time, or does he still say "I am
coming yesterday", or "tomorrow we went to the sea".

3. Can the child arrange his thoughts easily when he tells or
talks about something?

4. Does he easily lose the line of thought when telling you
something, and dwell on unimportant details?

5. Does the child easily forget instructions or messages, and
has to be asked that the instruction be repeated?

6. Does the child have difficulty in memorising poems and
jingles?

7. Does the child have difficulty in memorising songs?

8. Is the child hyperactive, always on the go?

9. Is the child able to sit still, or does he fiddle with objects all
the time?

10. Is there a lack of concentration? Does he easily lose
interest? Does his attention flit from one thing to another?

TOTAL :

1 4 not ready

5 6 ready, good enough

7 10 ready, very good

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5.2 Emotional development (15 marks)

Fill in a or a .

1. The learner does not cry when he is separated from his
mother/father or both parents.

2. Does not easily cry when he is upset.

3. Does not get cross easily.

4. Does not act in an aggressive manner.

5. Feels safe to venture.

6. Is not slow to carry out instructions.

7. Is willing to perform in the presence of others.

8. Is not afraid to take part in class activities.

9. Does not give the impression of day dreaming.

10. Does not confuse fantasy with reality.

11. Does not cry when other learners cry.

12. Does not give the impression of exceptional shyness.

13. Re-acts when spoken to.

14. Does not cry when he is unable to execute an instruction.

15. Does not kick, bite (etc.) other learners.

TOTAL :

1 7 not ready



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5.3 Social development (10 marks)

Fill in a or a .

1. The learner likes to play with a friend.

2. The learner can easily integrate with a group.

3. The learner can easily carry on a conversation with a friend.

4. The learner can easily carry on a conversation in a group.

5. The learner is willing to share toys.

6. The learner is willing to help a friend.

7. The learner is willing to share a table when eating.

8. The learner is willing to lend crayons, coloured pencils, etc.

9. The learner is willing to share a computer.

10. The learner invites learners to his house.

TOTAL :

1 4 not ready



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6.1 Analysis (15 marks)

Learner's
Total score

6.1.1 Use a picture with two objects. Learner looks
at the picture and names the objects (see page
13).

2

6.1.2 The same as above. Use a picture with four
objects. The learner names the objects (see
page 14).

4

6.1.3 Use a big picture with lots of detail. Learner
has to name at least six objects from the
picture (see page 15).

6

6.1.4 The learner has to name three objects in the
room where he is now.

3

TOTAL:

1 7 not ready


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6.1.1

Learner looks at the picture and names the objects.
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6.1.2

Turn the page sideways. Learner looks at the picture and names the objects.
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6.1.3

Turn the page sideways. Learner looks at the picture and names the objects.

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6.2 Association (10 marks)

Learner's
Total score

1. Choose a picture that belongs to the picture in
the box.

1

the box.

1

the box.

1

4. Choose two pictures that belong to the picture in
the box.

2

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5. Choose two pictures that belong to the picture in
the box.

2

6. Choose three pictures that belong together.

3

TOTAL:

1 4 not ready



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6.3 Balance (10 marks)

Fill in a or a .

1. The learner can walk on the beam taking small steps the
right heel has to touch the left toe, the left heel the right toe,
and so on.

2. The learner can walk backwards on the beam taking small
steps and keeping arms spread out to sides.

3. Can walk to the middle of the beam with arms spread out then
turn and walk backwards to the end of the beam.

4. Can (crab-walk) walk sideways to the right, placing weight on
right leg, then moving the left foot up to the right until you
get to the end of the beam. Repeat, beginning with left foot.

5. Can walk up to the middle of the beam, taking small steps.
Then turn and crab-walk back.

6. Can walk up to the middle of the beam, taking small steps.
Then turn right around and walk back.

7. Can walk along the beam taking small steps but keeping the
right foot in front. Repeat with left foot in front.

8. Can walk along the beam taking small steps and keeping
hands behind back or on hips. Repeat by walking backwards.

9. Can walk along the beam taking small steps, arms folded, or
stretched up, or ahead.

10. Can walk along while bouncing a ball.

TOTAL :

1 4 not ready



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6.4 Discrimination (10 marks)

Fill in a or a .

1. Which picture differs from the one in the box?

2. Which picture looks the same as the one in the box?

3. Which two pictures look the same?

4. Which shape differs from the one in the box?

5. Which shape looks the same as the one in the box?

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6. Which two shapes look the same?

7. Which letters differ from the one in the box?

w m v m m n w m m w

8. Which letters look the same as the one in the box?

n v c c r v c r n n

9. Which two letters look the same?

v r n c r v c n v c

10. Which numerals look the same as the one in the box?

5 3 8 2 5 8 3 3 5 8

TOTAL :

1 4 not ready


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Dominance

Fill in a .

Try to determine which hand, foot or eye is dominant by doing the
following tests.

Left right

Note which hand is used

6.5.1 Hand dominance
Throwing and catching a ball.
Combing hair.
Brushing teeth.
Writing with a pencil, pen etc, or colouring in.
Cutting with scissors.
Pick up something that has fallen.

Note which eye is used

6.5.2 Eye dominance (V-scope)
Make a funnel out of paper and the learner
must look through it with one eye.
Make a little hole in the middle of a piece of
cardboard (1cm diameter). The learner must
hold the cardboard with both hands and peep
through the hole at an object.
Aim or take sight with a toy rifle.

Note which foot is used

6.5.3 Foot dominance
Roll a ball and instruct the learner to kick
it.
Learner stands with both feet together
and must then start hopping.
The learner walks 3 steps, stands still and
then repeats it twice.

Carry results forward to evaluation sheet.

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6.6 Figure-ground (10 marks)
Learner's
Total score

1. Which two types of fruit can you see?

2

2. What do you see in the big picture?

2

3. What do you see in the big picture?

2

4. Show me two shapes that you can see.

2

5. Which three shapes do you see in the box?

2

TOTAL:

1 4 not ready


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6.7 Fine motor development (15 marks)

Fill in a or a .

1. The learner can tie his shoe laces.

2. The learner can fasten his own buttons.

3. The learner can touch his right ear with his left hand.

4. The learner can handle a pair of scissors.

5. The learner can hold a pencil correctly.

6. The learner can control hand and finger movements.

7. The learner does not press hard on the pencil.

8. The learner can paint with a paint brush.

9. The learner can draw a line between parallel lines.

10. The learner can work on a computer.

11. The learner can colour pictures.

12. The learner can string beads.

13. The learner can construct a given pattern on a peg board.

14. The learner can construct figures with clay.

15. The learner can build a puzzle by looking at a picture.

TOTAL :

1 7 not ready



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6.8 Gross motor development (20 marks)

Fill in a or a .

1. The learner can dress and undress himself.

2. The learner is not clumsy.

3. The learner does not stumble over objects.

4. The learner does not upset objects in general.

5. The learner does not collide with objects.

6. Does not have any difficulty in jumping especially when
changing from one leg to the other.

7. Does not show defective rhythm when beating time to music.

8. Does not show defective rhythm when running, jumping or
clapping his hands.

9. Does not show any fear when crawling through a tunnel or old
tyres.

10. Can catch a big ball.

11. Can catch a small ball.

12. Can kick a big ball.

13. Can kick a small ball.

14. Can climb up and down a jungle gym.

15. Can swim without help in a pool.

16. Can climb through standing hoops.

17. Can bounce a ball.

18. Can tumble head over heels.

19. Can roll down a grassy slope.

20. Can jump with a skipping rope.

TOTAL :

1 10 not ready


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6.9 Short-term memory (10 marks)

Learner's
Total score

1 4 not ready



1. The parent/teacher gives a description of a rabbit
(or any other animal) and the learner has to
identify it.

1

2. Flash a card with objects and ask the learner how
many objects he saw.

1

3. Flash two cards simultaneously and ask the
learner (example) if there were more trees than
flowers.

1

4. Give number cards to the learner. Now flash a
number flashcard. The learner has to look for a
similar number card on his table.

1

5. The learner gives a description of what he has
just done.

3

6. Show a picture to the learner and take away.
Learner must name the things that he saw.

3

TOTAL:

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6.10.1 Laterality and directionality (35 marks)

Arrow chart
Place the arrow chart (6.10.2) on the wall in front of the learner. The
learner has to stand up straight, with his hands at his sides. His
eyes must be fixed on the arrow chart, whilst stretching his arm in
the direction indicated by the arrow. He must say out loud and clear
which direction he is executing, e.g. if the arrow points to the right
he has to stretch his right arm and say: "right".

Total:

Fill in a or a .

The learner executes the following instructions:

1. Look to the left.

2. Look to the right.

3. Point your arm to the left.

4. Point your arm to the right.

5. Stamp your left foot.

6. Stamp your right foot.

7. Close your left eye.

8. Close your right eye.

9. Point your arms to the front.

10. Point your arms to the back.

TOTAL :

1 13 not ready


Total

7

7

7

7

7

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6.10.2 Laterality and directionality

Turn the page sideways. Now follow the instructions.

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6.11.1 Body image (20 marks)

Learner draws a picture of himself. Marks are awarded as follows:
Head 1, neck 1, body 1, arms 2, hands 2, fingers 1, legs 2, feet 2, toes 1,
eyes 2, ears 2, mouth 1, nose 1, hair 1.

1 10 not ready


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6.11.2 Body image (15 marks)

Fill in a or a .

1. Spontaneous naming:

The learner names his body parts spontaneously e.g. head (fill in
please).

Total: 5

2. Specific naming:

Show me your ears.

Show me your neck.

Show me your elbows.

Show me your cheeks.

Show me your chin.

Show me your knees.

Show me your ankles.

Show me your legs.

Show me your arms

Show me your breast.

Total: 10

1 5 not yet ready


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6.12 Lateral midline (15 marks)

Fill in a or a .


1. Touch your toes.

2. Touch your feet.

3. Touch your legs.

4. Touch your knee with your nose.

5. Touch your shoulder with your ear.

6. Touch your knee with your foot.

7. Show me your friend's arm.

8. Show me your friend's ear.

9. Show me your friend's leg.

10. Show me your friend's right foot.

11. Jump on your left foot.

12. Look to the right.

13. Walk backwards.

14. Touch your right ear.

15. Walk to the front.

TOTAL :

1 7 not ready


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6.13 Eye movements (10 marks)

Fill in a or a .

1. Hold two pencils about 35-cm apart in front of the learner at
eye level.He must look at the pencils, alternating from one to
the other, while keeping his head still. His eyes must focus
directly on the pencils and not search for them.

2. Move a pencil from left to right in front of the learners eyes.
The learner must follow the movement of the pencil without
moving his head. The movement of eyes must not be jerky.

3. Hold a pencil in front of the learners eyes and move in
towards his nose. The learners eyes must follow the
movement until it touches the nose and turn in as if he is
squint.

4. Hold the head still and move the eyes horizontally left to
right.

5. Hold the head still and move the eyes vertically up and
down.

6. Hold the head still and move the eyes diagonally up to the
right.

7. Hold the head still and move the eyes diagonally down to
the left.

8. Hold the head still and move the eyes in all directions by
looking at your thumb.

9. Hold the head still and move the eyes by following an object
that somebody moves around.

10. Hold the head still and move the eyes by following a hanging
ball that swings around.

TOTAL :

1 4 not ready


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6.14 Position in space (10 marks)

Fill in a or a .


1. Sit under the table.

2. Stand behind the chair.

3. Stand in front of the chair.

4. Climb on the chair.

5. Stand to the left of the chair.

6. Stand to the right of the chair.

7. Put your hands on top of your head.

8. Stretch your arms up in the air.

9. Move two steps to the left.

10. Move a few steps backwards.

TOTAL :

1 4 not ready



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6.15 Synthesis (10 marks)

Learner's
Total score

6.15.1 Learner builds a puzzle with 10 pieces (see page 34).

2


2


2


2

6.15.5 Learner builds a pattern on a pegboard.

2

TOTAL:

1 4 not ready



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6.15.1 10 Piece puzzle

See "Help with evaluation" (2.4) for instructions.

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6.16 Closure (10 marks)

Fill in a or a .

Give a picture to the learner with different objects. The learner has to:

6.16.1 put a button on all the fruit (see page 39).

6.16.2 put a button on all the toys (see page 40).

6.16.3 put a button on all the clothes (see page 41).

6.16.4 The learner has to point out which letter looks like the
one in the box.

d g b h d p g p h d

6.16.5 The learner has to point out which word looks like the
one in the box

bam mad dam wad gam

6.16.6 The learner has to point out which picture is not complete.

6.16.7 The learner has to point out which letter is not complete.

6.16.8 The learner has to point out which numeral is not complete.

6.16.9 The learner has to point out which word is not complete.

6.16.10 The learner has to point out which word is not complete.

TOTAL :

1 4 not ready


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6.16.1 Turn the page sideways. Now put a button on all the fruit.

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6.16.2 Turn the page sideways. Now put a button on all the toys.

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6.16.3 Turn the page sideways. Now put a button on all the clothes.

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6.17 Sequence (15 marks)

Learner's
Total score

6.17.1 Place four objects next to one another.
Learner looks at them. Take them away.
Learner must arrange objects in the same
sequence.

4

6.17.2 Place six objects next to one another.
Learner looks at them. Take them away.
Learner must arrange objects in the same
sequence.

6

6.17.3 Circle the shape that does not belong.

1

6.17.4 Circle the shape that does not belong.

1

6.17.5 Circle the numeral that does not belong (see
page 43).

1

6.17.6 Circle the letter that does not belong (see
page 43).

1

6.17.7 Circle the word that does not belong (see
page 43).

1

TOTAL:

1 7 not ready



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43
Turn the page sideways.
6
.
1
7
.
5

C
i
r
c
l
e

t
h
e

n
u
m
e
r
a
l

t
h
a
t

d
o
e
s

n
o
t

b
e
l
o
n
g
.

1

2

3

1

2

3

1

2

3

4

1

2

3

1

2

3

1

2

3

6
.
1
7
.
6

C
i
r
c
l
e

t
h
e

l
e
t
t
e
r

t
h
a
t

d
o
e
s

n
o
t

b
e
l
o
n
g
.

t

f

c

t

f

c

t

f

c

t

f

c

t

f

c

t

f

a

t

f

c

6
.
1
7
.
7

C
i
r
c
l
e

t
h
e

w
o
r
d

t
h
a
t

d
o
e
s

n
o
t

b
e
l
o
n
g
.

p
o
t

p
o
t

p
o
t

p
o
t

g
o
t

p
o
t

p
o
t

p
o
t

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6.18 Form constancy (10 marks)

Learner's
Total score

1. Show a drawing of a circle to the learner. The
learner has to point out two objects with the
same shape.

2

2. Name the shapes in the pictures:

3

3. Learners name the following shapes.

5

TOTAL:

1 4 not ready



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7. Numeracy development (20 marks)

Fill in a or a .

The learner is able to:

1. say a counting rhyme

2. count up to 5

3. count up to 10

4. count up to 20

5. count on from 20

6. identify number symbols up to 5

7. identify number symbols up to 10

8. count with an abacus or objects up to 5

9. count with an abacus or objects up to 10 .

10. Which set has the most elements?

11. Which clown is the biggest?

12. Which building is the highest?

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13. Which is the shortest man?

14. Which set has the least elements?

15. Which sets have the same number of elements?

16. Which bird is the smallest?

17. Name the following shapes:

TOTAL :

1 10 not ready



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8. Language development (60 marks)

Learner's
Total score

8.1 Auditory short-term memory

8.1.1 Chronological narration of a story
Read the short story to the learner. Now ask
the learner to narrate the story in a
chronological manner.

My dog Rex and my sister Ann's cat Jackie,
are very good friends. Jackie is a grey cat and
Rex is white with black spots. When Rex
sleeps, Jackie sleeps on his back. Whenever
Rex barks, Jackie starts mewing.

10

1

1

1

1

8.1.2 Ask the learner five comprehension questions
which are related to the story.

1. What is the dog's name?
2. What is the cat's name?
3. Where does Jackie sleep?
4. What does Jackie do when Rex barks?
5. What is Jackie's colour?

1

8.2 Auditory long-term memory

8.2.1 Learner tells his/her own story.

10

1

1

1

1

8.2 Auditory closure

8.2.1 Learner completes the sentences
I am a ...
My dog can ...
My friend is ...
Father is ...
The man walks ...

1

1

1

1

1

8.3.2 Learner fills in missing words
He sits ___ a chair.
I ___ an apple.
Mother ___ the food.
The man ___ slowly.
It is a ___ flower.

1

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1

1

1

1

8.4 Auditory sequence
8.4.1 Read the words to the learner. The learner
must repeat the words in the same sequence.

tree man
table cat pen
bird gate rain glasses
wall tea cupboard book flower
water doll rose bed lip bear 1

1

1

1

1

8.4.2 Read a sentence to the learner. The learner
must repeat the sentence in the same
sequence.

It is cold.
The gate is open.
The dog runs away quickly.
My mother is very cross today.
There are many people in the shop.
1

2

2

2

2

8.4 Auditory association

Name two things that you can associate with a
dog.
flower.
computer.
tree.
house.

2

1

1

1

1

8.6 Auditory figure-ground
Read the words to the learner. Read it a
second time and leave out the underlined
word.

cat rat mat
red wed led
pop cop mop
sill will pill
cup pup sup
1

TOTAL:

1 25 not ready



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