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Assessment Result Associated Teaching Activities (ARATA)

EwaWHAT IS ASSESSMENT?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 assistanceExisting National Assessment Tools School Readiness Assessment Tool (SReA) Is this officially the 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 0: Birth to Grade 1- Emergent Literacy

The learner:

Gains control or oral language, relies heavily on pictures in text; pretends to read; recognizes rhyme

Stage 1: Emergent Reader

The beginning student characteristics are: Knows less than half the alphabet Has no concept of word Has little phonemic awareness Recognizes a few sight words

The major focuses or goals are:

Directionality: left to right, top to bottom, return sweep Match voice to print; one to one matching with finger; tracking Use picture clues heavily Determine the difference between letter and word Recognize and reproduce all letters of the alphabet Distinguish and use beginning sounds (esp. consonants) and some ending sounds Recognize at least 10 sight words

Text characteristics:

Large, easy to see print with ample space between words Repetition of phrases and patterns High frequency words are introduced Illustrations provide strong support Simple books with one line of one to six words per page Most books focus on topics familiar with children and support the use of prior knowledge Books focus on a simple story line or single idea, with direct correspondence between text and pictures One or two lines of print per page, with a variety of punctuation

Stage 1: Beginning Reading- DecodingThe Learner

Grows aware of sound/symbol relationships; focuses on printed symbols; uses decoding to figure out words

Stage 1: Beginning Reader

The beginning student characteristics are: Starting to develop print-related understandings Recognition and Production of at least three quarters of the alphabet Understand concept of word Ability to one to one match or track print Beginning to attend to initial sounds in words Recognizes at least 10 sight words The major focuses or goals are:

Recognizing and reproducing all capital and lower case letters of the alphabet Using beginning and ending consonant sounds Recognizing at least 50 sight words Reading simple text fluently Using sentence context and pictures or word recognition cues to decode words

Text characteristics:

Longer sentences, more lines of text on the page Change in sentence patterns Change in punctuation Illustrations offer some support Some repetition More attention to print is needed Larger range of high frequency words Increase in vocabulary Simple sentences may have introductory clauses set off by punctuation Tense in sentences change Text contains more compound and multi-syllable words in a full range of punctuation

Stage 2: Ending Grade 1 to end of Grade 3- Confirmation and FluencyThe learner:

Develops fluency in reading; recognizes patterns in words; checks for meaning and sense; knows a stock of sight words

Stage 2: Fluent ReaderThe beginning student characteristics are: Can quickly and automatically recognize approximately 50 basic sight words Are equipped with the knowledge necessary to begin independently decoding and begin the comprehension process Can easily read text with simple sentence structure and significant picture support independently and fluently Confirms words with beginning and ending consonant sounds Reads familiar text with fluency of phrasing or voice Checks and confirms predictions using more letter knowledge Becomes comfortable discussing what they are reading

The major focuses or goals are: Systematically studying short-vowel word families Recognizing and using word families in reading and writing Developing a more extensive sight vocabulary; recognizing 100+ sight words Begin using self-correction and re-reading as a reading strategy Reading more complex text Developing fluency (10-30 correct words per minute, using expression, attending to punctuation, tone, voice, appropriate phrasing) Developing comprehension strategies (self-monitoring, predicting, retelling, sequencing)

Prerequisites for Learning14 DOMAINS OF LITERACY (In the Languages Curriculum, K to 12)DOMAIN 1- Positive attitude towards literacy, language and literature

This 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

DOMAIN 2- Oral Language DevelopmentThis refers to the knowledge and use of the structure, meanings and uses of the language of literacy. Storyreading activitiesPoems, rhymes, jingles, finger playsDramatizations, dialoguesLots of talking activities in the classroomPlay activities

DOMAIN 3- Book and Print KnowledgeThis 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

DOMAIN 4. Phonological Awarenessactivities can involve work with rhymes, words, syllables, and onsets and rimes. Phonemic awareness is the ability to notice, think about and work with the individual sounds (phonemes) in spoken words.

Before children learn to read print, they need to become aware of how the sounds in words work.

DOMAIN 5- Alphabet KnowledgeAlphabet Knowledge refers to recognizing, naming, and sounding out all the upper and lower case letters of the alphabet.

Each letter of the alphabet-has a name

-has an upper and a lower case

-is written in a certain way

-has a distinct sound

DOMAIN 6- Word RecognitionWord 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

DOMAIN 7- Handwriting

Handwriting is the ability to form letters through manuscript and cursive stylesDOMAIN 8- SpellingSpelling is being able to convert oral language sounds into printed language symbols.-Write dictated words

DOMAIN 9- Fluency (Grade II-III)Fluency refers to the ability to read orally with speed, accuracy and proper expression

The reader recognizes the overwhelming majority of words by sight and does very little conscious decoding

Why reading fluency is important?Fluency provides a bridge between word recognition and comprehensionFluent readers are able to focus their attention in understannding the textBecause non-fluent readers focus much of their attention on figuring out words (decoding), they have less attention to devote to comprehension

What students need to learn?decode words in isolation or in connected text automatically recognize words accurately and quickly with the little attention or effortincrease speed or rate of reading while maintaining accuracy

How we teach fluency?Provide opportunities for guided oral repeated reading that include support and feedback from teachers, peers and parentsApply systematic classroom-based instructional assessment to monitor the learners progress in both rate and accuracyResearch Evidence (National Reading Panel 2000)Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension and overall reading advancement through Grade 5.Students with low fluency benefit from repeated reading with a model and reading text that is chunked in words or phrases.DOMAIN 10- ComposingComposing is being able to formulate ideas into sentences or longer texts and represent them in the conventional orthographic patterns of written language.

DOMAIN 11- Grammar AwarenessGrammar Awareness is the knowledge of language features and sentence structures in written language as this differs from oral languageDOMAIN 12- VocabularyVocabulary 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 - Word recognition lesson-Activities in other disciplines-Explicit teaching of vocabulary words

DOMAIN13 -Reading Comprehension(Grades II-III)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.DOMAIN 14- Study SkillsStudy Skills a general term for those techniques and strategies that help a learner read or listen for specific purposes with the intent to remember.Study Skill (Stratehiya sa Pag-aaral)Grade I-III Sumusunod sa panutoGrade I Naibibigay ang kahulugan ng pictograph

Naibibigay ang simpleng mapa ng mga pamilyar na lugar

Kayang pagsunud-sunuring ang mga salita batay sa alpabeto

Grade II- Kayang pagsunud-sunuring ang mga salita batay sa alpabeto

Marunong gumamit ng index at table of contents

Naibibigay ang kahulugan ng bar graph at table

Naibibigay ang simpleng mapa ng pamilyar na lugar

Grade III-

Kayang gumamit ng diksyonaryo

Naibibigay ang kahululugan ng mga graph,chart at table

Nakabubuo,ng mga mapa ng pamilyar na lugar

Nakaiintindi ng mga simpleng outline

Thank you for listening!