ASSESSMENT RESULTS AND ASSOCIATED TEACHING ACTIVITIES Felicitas E.

Pado, PhD University of the Philippines Assessment activities that allow the teacher to obtain more specific information about each learners knowledge and skills relative to the instructional objectives of the class. Why do we assess? To find out if the learners are performing at par with the expectation for the grade level. are equipped with the expected skills need the necessary instructional assistance Existing National Assessment Tools School Readiness Assessment Tool (SReA) Is this officially SReYa now? Philippine Informal Reading Inventory (Phil-IRI) Early Grade Reading Assessment (EGRA) Reading Standards Assessment Tool (RSAT) Stages of Reading Development among the Beginning Learners Stage Name The Learner Stage 0: Birth to Grade 1 Stage 1: Beginning Reading Stage 2: Ending Grade 1 to End of Grade 3 Emergent Literacy Decoding gains control or oral language; relies heavily on pictures in text; pretends to read; recognizes rhyme grows aware of sound/symbol relationships; focuses on printed symbols; attempts to break the code of print; uses decoding to figure out words develops fluency in reading; recognizes patterns in words; checks for meaning and sense; knows a stock of sight words

Confirmation and Fluency

A. The Domains of Literacy (in the Languages Curriculum , K to 12) 1.

Prerequisites for learning to read

2. 3. 4. 5.

Positive attitude towards language, literature and literacy Oral language (in the language of literacy Book and print orientation Phonological awareness Alphabet knowledge

8. Spelling 9. Fluency 10. Grammar awareness 11. Composing 12. Vocabulary Development 13. Comprehension 14. Study Skills
Felicitas E. Pado, PhD

6. Word recognition 7. Handwriting

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1. Positive attitude towards literacy, language and literature refers to having a sense of being a reader and developing individual choices of and tastes for texts to read for various purposes such as for learning or for pleasure.
Storyreading activities Poems, rhymes, jingles, finger plays Dramatizations, dialogues Lots of talking activities in the classroom Play activities

2. Oral Language Development refers to the knowledge and use of the structure, meanings and uses of the language of literacy.

3. Book and Print Knowledge refers to knowing and being acquainted with books and how print works.
identifying the parts of a book: front and back cover, and its pages. knowing that a book has an author and illustrator and telling what they do. holding the book right side up. flipping the pages of the book sequentially, one page at a time knowing where a story begins tracking the story line from left to right and from top to bottom while the story is being read to them. making the correct return sweep. consistently looking at the left page first before looking at the right page.

realizing that the message of most books is in the print and not the pictures. making one to one correspondence between written and spoken words

4. Phonological Awareness activities can involve work with rhymes, words, syllables, and onsets and rimes. Detecting rhymes Phonemic awareness is the ability to notice, think about and work with the Syllable detection individual sounds (phonemes) in spoken words. Before children learn to Detecting the onset Detecting the rime read print, they need to become aware of how the sounds in words work. 5. Alphabet Knowledge refers to recognizing, naming, and sounding Each letter of the alphabet -has a name out all the upper and lower case letters of the alphabet. -has an upper and a lower case
-is written in a certain way -has a distinct sound

6. Word Recognition refers to the ability to identify a written word by sight or by deciphering the relationship between the sounds of spoken language and the letters in written language.

Techniques in Teaching Word Recognition in L1: Marungko Approach in English: Fuller Technique

7. Handwriting is the ability to form letters through manuscript and cursive styles. 8. Spelling is being able to convert oral language sounds into printed language symbols. 9. Fluency refers to the ability to read orally with speed, accuracy and proper expression
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10. Composing is being able to formulate ideas into sentences or longer texts and represent them in the conventional orthographic patterns of written language. 11. Grammar Awareness is the knowledge of language features and sentence structures in written language as this differs from oral language. 12. Vocabulary is knowledge of words and their meanings in both oral and print representations.
Vocabulary learning happens during -sharing activities -Storyreading - unlocking difficult words - listening to the words in context during storyreading -Learning the alphabet - Word recognition lesson -Activities in other disciplines -Explicit teaching of vocabulary words

13. Reading Comprehension is a complex and active process in which vocabulary knowledge is a crucial component and which requires an intentional and thoughtful interaction between the reader and the text. Use of context and prior knowledge activating prior knowledge conceptually related to text and establishing a purpose for reading. Comprehension Strategies being self-aware as they discuss and analyze text to create new meanings and modify old knowledge. Comprehending Literary text respond to literary text through the appreciation of literary devices and an understanding of story grammar. Comprehending Informational text locate information from expository texts and use this information for discussion or written production. 14. Study Skills a general term for those techniques and strategies that help a person read or listen for specific purposes with the intent to remember, like Steps in Storyreading 1. Prereading Activities Goals To reduce the difficulty in understanding the story. to activate the childrens background experience and arouse their interest. to provide direction or purpose for listening to the story 2. During Reading Ways of Sharing a Story Shared Reading Storyreading (Read-aloud) Guided Reading Storytelling
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Activities Unlocking difficult words/concepts Motivation Motive Question

Interactive Teachers questions encourage predictions.

Felicitas E. Pado, PhD

Objectives of Postreading To develop comprehension and critical thinking skills To strengthen the reading-writing connection To establish curriculum links using the story as a springboard Activities: Engagement activities -Small group activities {cooperative groups) -Discussion Levels of comprehension: literal, interpretation, evaluation, integration, creative) Skills Development Integration with Other Subject Areas Levels of Comprehension 1. Literal Level: the ability to obtain a low-level type of understanding by using only information explicitly stated in the text. 2. Interpretation: the questions require answers that are not directly stated in the text but are suggested or implied. 3. Evaluation (Critical Reading): involves the making of personal judgment on the text by the reader, usually based on his/her experience. 4. Integration (Application to Self/Life): involves the reader putting him/herself in the place of the character; reading is used for some practical purposes, for values clarification 5. Creative Reading: involves coming up with new ideas or reproducing the text information in other forms: dramatizing, writing another ending, writing a letter, musical interpretation . . . Grammar and Oral Language Development Steps in an explicit instruction of grammar 1. Introduction: presents the grammatical structure, using the story events and characters as springboard. 2. Teaching/Modeling: through skillful questioning by the teacher, the pupils are encouraged to form generalization on the correct use of the structure is made by the pupils. 3. Guided Practice: oral/written exercises to test the application of the generalization made. 4. Independent Practice: Oral or written activity done by individual pupils 5. Application: games and contests that will encourage the use of the structure are introduced Transfer Stage Stages in Reading: Stage 1: The Transfer Stage: Learning to read Stage 2: The Productive Stage: Reading fluently and with comprehension Stage 3: Reading to learn: Using reading as a tool for learning
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The Learning to Read Stage Beginning readers should be taught to decode in one language first. It is better to teach them to decode in a language (1) that they understand, (2) that has an easier orthography Teaching Word Recognition in L1 (Marungko Approach) 1. Titik Mm Maaring magbasa ng tula o kuwento na may mga salitang nag-uumpisa sa Mm. (Hal: Isang taon na si Beth). Paglinang ng Talasalitaan Nasa mesa ang mga handa sa kaarawan ni Beth. Anu-ano ang nasa mesa? (mga salitang naguumpisa sa M) Pag-aral ng Mm: pangalan ng titik, tunog ng titik, pagsulat ng titik -Pangalan ng titik Mga pagsasanay 2. Titik Ss (same procedure as Mm) 3. Titik Aa (same procedure as Mm and Ss) plus Pagbasa ng pantig na binubuo ng tatlong titik na napag-aralan na Pagbasa ng mga salita na binubuo ng m, s, a (ama, mama, sama, masama . . .) Pagbasa ng pangungusap,kuwento 4. Titik Ii 5. Titik Oo Ang pagkasunud-sunod na pag-aaralang titik ay ayon sa mga titik na madaling tunugin sa Mother Tongue. Shifting to Reading in L2 Oral language development in Ls Lots of talking opportunities in the classroom If the shift is in Reading in English, the phonological awareness should emphasize phonemes, onsets and rimes L1 and Filipino words often consist of more than 1 syllable, while most English words (for beginning readers) are 1-syllable words. Reading in English: The Fuller Technique 1. Review the letters of the alphabet: name, form, sound Focus on the vocabulary 2. Introduce words grouped into word families

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Sequence of Lessons 1. Short vowel words in CVC pattern short e as in pen short a as in bat short i as in pin short o as in mop short u as in bug 2. Words with initial and final consonant blends (l, r and s blends) 3. Words with consonant digraphs (sh, sh) 4. Long vowel words ending in silent e (bake, line, joke, tube . .. ) 5. Words with vowel digraphs (bay, pail, beat, seed . . .) 6. Words with vowel diphthongs (saw, how, boil, joy . . .) Steps in teaching word recognition in English 1. Vocabulary Development (What is net, wet, jet, pet, get, yet, bet, . . .? 2. Introduce the words (one column of words at a time), Spelling correctly should be part of this step. 3. Introduce the sight words (Is, are, am, the, in on . . .) to prepare them for phase reading. 4. Let them read phrases in thought groups (not word by word) 5. Let them read sentences. Introduce Who, What, Where questions. 6. Let them read stories (controlled according to the word family being studied/has studied). The goal is fluency. 7. Ask questions starting with Who, What, Where. The goal is reading comprehension DIAGNOSIS OF THE CHILDS ORAL READING Common Miscues of Readers Substitution When one word is substituted for another. Insertion When a word or words are inserted. Omission when a word or words are omitted. Reversal when two words are reversed. Repetition when a word /phrase is repeated. Hesitation/Unknown or aided word when the reader pauses for a few seconds because s/he cannot read it, then the word is pronounced for him/her. Omission of punctuation when punctuations are not given attention. Assessing Oral Reading: Calculating words read correctly per minute One minute reading: Total words read errors = words correct per minute 1. Select 2 or 3 brief passages from a grade level basal text or other grade-level material. 2. Have individual students read each passage aloud for exactly one minute.
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3. Count the total number of words made on each passage. Compute the average number of words per minute. 4. Count the number of errors the student made on each passage. Compute the average number of errors per minute. 5. Subtract the average no. of errors read per minute from the average total no. of words read per minute. The result is the average number of words read per minute (WCPM). 6. Repeat the procedure several times during the year. Graph the students WCPM throughout the year to monitor their reading growth. Reading Intervention/Remediation Principles of Remediation 1. Build reading skills, and help children become active, enthusiastic readers. 2. Instill in the remedial readers why they need to learn to read and write (not to pass tests, but to learn about other people, to communicate . . . ) 3. Remedial or corrective instruction must involve all teachers who work with the child. 4. Diagnosis is continuous. Types of Remediation: 1. Differentiated activity within a reading class. 2. Scheduling a special session outside the regular class: a. small group among students of similar needs. b. individual student Corrective teaching does not mean: Applying some preset prescription, method or program Removing the student with a reading problem from his classroom Sending the student out for special instruction Corrective reading means: planning and goal-setting for a particular reader within the context of ongoing instruction taking into account his or her specific strengths and needs. Planning for Differentiated Activities within a Reading Class Regular Students Reading lesson Remedial Students Activities that address their needs

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Difference between regular teaching and corrective teaching Regular Students instruction is planned for group progress generally oriented towards the strengths, needs and interests of groups rather than individuals well-balanced skills and typical developmental progress are assumed Corrective teaching within a regular class Regular Students Remedial Students Prereading Activities: Unlocking of difficult words, Motivation and Motive Questions During Reading: Silent Rding Postreading: Seatwork Finding the right paragraph for the main idea Multiple meanings Sentence construction Postreading: oral work with T During Reading: Oral Reading, Questions are asked after each paragraph Postreading: oral work with T focused on a particular skill that they need to develop Postreading: seatwork Remedial Readers instruction is oriented towards the specific strengths and needs of the individuals who have not kept up with the others in their age group teaching is oriented towards the specific strengths and weaknesses of the particular individuals.

Teaching the remedial students outside the reading class: 1. Plan activities according to the reading level of the student(s). Example: Listening comprehension Sight Vocabulary Word study Fluency Reading comprehension 2. Plan a tentative, weekly plan, where there is a balance of activities to be done. 3. Build self-esteem and confidence along the way. 4. Continuously diagnose and adjust instruction based on present performance. Always remember . . . Matthew effect says that a student with initial difficulties will see these difficulties compounded, while children who get off to a good start will be reaping reading success. Our Goal: Children who CAN read and children who WILL read. Attainable? YES! No child should go to the upper grades as a nonreader! And the KEY is the reading teacher thats YOU!

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