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 learner’s
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: Emergent gains control or oral language; relies heavily on

Birth to Grade 1 Literacy pictures in text; pretends to read; recognizes rhyme
Stage 1: Decoding grows aware of sound/symbol relationships; focuses
Beginning Reading on printed symbols; attempts to break the code of
print; uses decoding to figure out words
Stage 2: Confirmation and develops fluency in reading; recognizes patterns in
Ending Grade 1 to Fluency words; checks for meaning and sense; knows a stock
End of Grade 3 of sight words

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

1. Positive attitude towards 8. Spelling

language, literature and literacy
Prerequisites 2. Oral language (in the language 9. Fluency
for learning
of literacy
3. Book and print orientation 10. Grammar awareness
4. Phonological awareness 11. Composing
5. Alphabet knowledge 12. Vocabulary
Development
6. Word recognition 13. Comprehension

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 7. Handwriting 14. Study Skills
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
2. Oral Language Development refers to the knowledge Dramatizations, dialogues
and use of the structure, meanings and uses of the language Lots of “talking” activities in the
of literacy. classroom
Play activities
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.
Phonemic awareness is the ability to notice, think about and work with the Detecting rhymes
individual sounds (phonemes) in spoken words. Before children learn to Syllable detection
Detecting the onset
read print, they need to become aware of how the sounds in words work.
Detecting the rime

5. Alphabet Knowledge refers to recognizing, naming, and sounding Each letter of the alphabet
out all the upper and lower case letters of the alphabet. -has a name
-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
Techniques in Teaching Word Recognition
by sight or by deciphering the relationship between the sounds
in L1: Marungko Approach
of spoken language and the letters in written language.
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
Vocabulary
10. Composing is being able to formulate ideas into sentences or longer texts andlearning happens
represent during
them in
-sharing activities
the conventional orthographic patterns of written language.
-Storyreading
- unlocking difficult words
11. Grammar Awareness is the knowledge of language features
- listening to the words in context during
storyreading
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-Learning the alphabet
- Word recognition lesson
-Activities in other disciplines
-Explicit teaching of vocabulary words
 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.

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 Activities
To reduce the difficulty in understanding the story. Unlocking difficult words/concepts

to activate the children’s background experience and Motivation

arouse their interest.

to provide direction or purpose for listening to the story Motive Question

2. During Reading
Ways of Sharing a Story
• Shared Reading Interactive
• Storyreading (Read-aloud) Teacher’s questions encourage predictions.
• Guided Reading
• Storytelling

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

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 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

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

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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 nag-
uumpisa 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

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)

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 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 CHILD’S 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.
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

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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 Remedial Students

Reading lesson Activities that address their needs

Difference between “regular” teaching and corrective teaching

Regular Students Remedial Readers

 instruction is planned for group  instruction is oriented towards the specific
progress strengths and needs of the individuals “who
 generally oriented towards the have not kept up” with the others in their
strengths, needs and interests of age group
groups rather than individuals  teaching is oriented towards the specific
 well-balanced skills and typical strengths and weaknesses of the particular
developmental progress are assumed individuals.

Corrective teaching within a regular class

Regular Students Remedial Students

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 Prereading Activities: Unlocking of difficult words, Motivation and Motive Questions

During Reading: Silent Rding During Reading: Oral Reading, Questions

Postreading: Seatwork are asked after each paragraph
 Finding the right paragraph for the Postreading: oral work with T
main idea focused on a particular skill that they need
 Multiple meanings to develop
 Sentence construction Postreading: seatwork
Postreading: oral work with T

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 – that’s YOU!

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