Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1 Completely unfamiliar
2 Mostly unfamiliar
3 Slightly unfamiliar
4 Slightly familiar
5 Mostly familiar
6 Completely familiar
This tool is intended to help you, your school heads, and your trainers to better
direct and support your professional development in early literacy and numeracy
instruction. It is NOT an assessment of teaching performance. There are no right or
wrong answers.
* 1. Date (MM/DD/YYYY):
1 2 3 4 5 6
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* 12. explicit, systematic oral language instruction using language structures and
pronunciations com-monly associated with standard English
1 2 3 4 5 6
* 13. explicit, systematic oral language instruction using language structures and
pronunciations com-monly associated with standard Filipino
1 2 3 4 5 6
* 14. explicit, systematic oral language instruction using language structures and
pronunciations commonly associated with the mother tongue used in my class (if other
than Tagalog)
1 2 3 4 5 6
* 15. how the teaching of several domains is integrated in certain learning activities
1 2 3 4 5 6
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* 19. use of classroom routines, strategies, and reading materials that help foster fluency
development during oral reading
1 2 3 4 5 6
* 20. principles and strategies that guide the teaching of vocabulary in K to 3 classrooms
1 2 3 4 5 6
* 21. ways of unlocking difficult words and concepts before reading a story
1 2 3 4 5 6
* 22. ways to tap the readers’ background knowledge before they listen to or read a text
1 2 3 4 5 6
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* 24. ways of reading a story to children that make the story come alive
1 2 3 4 5 6
1 2 3 4 5 6
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* 27. explicit instructional strategies to model and guide the development of comprehension
skills and strategies
1 2 3 4 5 6
* 28. techniques for using informal assessments (miscue analysis, running records,
anecdotal notes, checklists, interviews)
1 2 3 4 5 6
* 29. essential elements for implementing portfolio assessment
1 2 3 4 5 6
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* 37. conditions contributing to a classroom environment that supports reading-writing
connections
1 2 3 4 5 6
* 38. how to plan and use balanced instruction in teaching beginning reading
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
* 42. how to maximize the physical, temporal and interpersonal environment to manage a
whole class and small group literacy activities
1 2 3 4 5 6
* 43. how the characteristics of K to 3 learners relate to the principles numeracy instruction
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* 45. how to teach geometry to K to 3 learners
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* 49. suitable approaches to teach numeracy concepts to diverse learners in the classroom
1 2 3 4 5 6
* 50. appropriate strategies to develop numeracy skills and processes such as estimation,
visualisation, representation, application, communication, reasoning, or making
connections
1 2 3 4 5 6
This test is made possible by the generous support of the American People through the United States Agency
for International Development (USAID). The contents of this test are the sole responsibility of Foundation for
Information Technology Education and Development, Inc. (FIT-ED) and do not necessarily reflect the views of
USAID or the United States Government.