Ewa

Assessment Result Associated Teaching Activities (ARATA)

WHAT 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 D

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

E!isting National Assessment Tools

School eadiness Assessment Tool !S eA" #s this officially the S e$a now% eading #nventory !&hil# #"

&hilippine #nformal

Early 'rade

eading Assessment !E' A" SAT"

eading Standards Assessment Tool !

Stages o" Reading Develo#ment among the $eginning %ea&ne&s

Stage '( $i&th to )&ade *+ Eme&gent %ite&ac,

The learner(

'ains control or oral language) relies heavily on pictures in text* pretends to read* recogni+es rhyme

Stage *( Eme&gent Reade&

The -eginning student cha&acte&istics a&e(

,nows less than half the

alpha-et
.as no concept of word .as little phonemic awareness ecogni+es a few sight words

The ma.o& "ocuses o& goals a&e(

/irectionality( left to right) top to -ottom)

return sweep
Match voice to print* 0one to one1

matching with finger* tracking

2se picture clues heavily /etermine the difference -etween letter

and word
ecogni+e and reproduce all letters of the

alpha-et
/istinguish and use -eginning sounds !esp3

consonants" and some ending sounds

ecogni+e at least 45 sight words

Text characteristics(
6arge) easy to see print with ample space -etween words

epetition of phrases and patterns

.igh frequency words are introduced #llustrations provide strong support Simple -ooks with one line of one to six words per page Most -ooks focus on topics familiar with children and support the

use of prior knowledge

7ooks focus on a simple story line or single idea) with direct

correspondence -etween text and pictures

8ne or two lines of print per page) with a variety of punctuation

Stage *( $eginning Reading+ Decoding

The 6earner

'rows aware of sound9sym-ol relationships* focuses on printed sym-ols* uses decoding to figure out words

Stage *( $eginning Reade&

The -eginning student cha&acte&istics a&e(

Starting to develop print-related

understandings
ecognition and &roduction of at least three

quarters of the alpha-et

2nderstand concept of word A-ility to 0one to one1 match or track print 7eginning to attend to initial sounds in

words
ecogni+es at least 45 sight words

The ma.o& "ocuses o& goals a&e(

ecogni+ing and reproducing all capital

and lower case letters of the alpha-et

2sing -eginning and ending consonant

sounds
ecogni+ing at least :5 sight words eading simple text fluently 2sing sentence context and pictures or

word recognition cues to decode words

Te!t cha&acte&istics(
6onger sentences) more lines of text on the page ;hange in sentence patterns ;hange in punctuation #llustrations offer some support Some repetition More attention to print is needed 6arger range of high frequency words #ncrease in voca-ulary Simple sentences may have introductory clauses set off

-y punctuation
Tense in sentences change Text contains more compound and multi-sylla-le words

in a full range of punctuation

Stage /( Ending )&ade * to end o" )&ade 0+ 1on"i&mation and 2luenc,

The learner(

/evelops fluency in reading* recogni+es patterns in words* checks for meaning and sense* knows a stock of sight words

Stage /( 2luent Reade&

The -eginning student cha&acte&istics a&e(

;an quickly and automatically recogni+e approximately :5

-asic sight words

Are equipped with the knowledge necessary to -egin

independently decoding and -egin the comprehension process

;an easily read text with simple sentence structure and

significant picture support independently and fluently

;onfirms words with -eginning and ending consonant sounds eads familiar text with fluency of phrasing or voice ;hecks and confirms predictions using more letter knowledge 7ecomes comforta-le discussing what they are reading

The ma.o& "ocuses o& goals a&e (

Systematically studying short-vowel word families ecogni+ing and using word families in reading and

writing
/eveloping a more extensive sight voca-ulary*

recogni+ing 455< sight words

7egin using self-correction and re-reading as a

reading strategy
eading more complex text /eveloping fluency !45-=5 correct words per

minute) using expression) attending to punctuation) tone) voice) appropriate phrasing"

/eveloping comprehension strategies !self-

monitoring) predicting) retelling) sequencing>"

 *5

D MAINS

2 %ITERA1Y

(In the %anguages 1u&&iculum6 7 to */)

3&e&e4uisites "o& %ea&ning

D MAIN *+ 3ositive attitude to8a&ds lite&ac,6 language and lite&atu&e

This refers to having a sense of -eing a reader and developing individual choices of and tastes for texts to read for various purposes such as for learning or for pleasure

This refers to the knowledge and use of the structure) meanings and uses of the language of literacy3
D MAIN /+ &al %anguage Develo#ment

Storyreading activities Poems, rhymes, jingles, finger plays Dramatizations, dialogues Lots of talking activities in the

classroom
Play activities

D MAIN 0+ $oo9 and 3&int 7no8ledge

This refers to knowing and -eing acquainted
with

ooks and how print works! ook" front and ack

identifying the parts of a

cover, and its pages!

knowing that a

ook has an author and illustrator and telling what they do! ook right side up! ook se#uentially, one

holding the

flipping the pages of the

page at a time
knowing where a story

egins

tracking the story line from left to right

and from top to -ottom

while the story is -eing read to them3 making the correct return sweep3 consistently looking at the left page first

-efore looking at the right page3

reali+ing that the message of most -ooks

is in the print and not the pictures3

making one to one correspondence

-etween written and spoken words

D MAIN 5: 3honological A8a&eness

activities can involve work with rhymes)

words) sylla-les) and onsets and rimes3

&honemic awareness is the a-ility to notice)

think a-out and work with the individual sounds !phonemes" in spoken words3
7efore children learn to read print) they need

to -ecome aware of how the sounds in words work3

D MAIN ;+ Al#ha-et 7no8ledge

Alpha-et

,nowledge refers to recogni+ing) naming) and sounding out all the upper and lower case letters of the alpha-et3 Each letter of the alpha-et
-has a name

-has an upper and a lower case

-is written in a certain way

-has a distinct sound

D MAIN <+ Wo&d Recognition

?ord ecognition 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

D MAIN =+ Hand8&iting

.andwriting is the a-ility to form letters through manuscript and cursive styles

D MAIN >+ S#elling

Spelling is -eing a-le to convert oral language sounds into printed language sym-ols3 -?rite dictated words

D MAIN ?+ 2luenc,
!'rade ##-###"

2luenc, &e"e&s to the a-ilit, to &ead o&all, 8ith s#eed6 accu&ac, and #&o#e& e!#&ession The &eade& &ecogni@es the ove&8helming ma.o&it, o" 8o&ds -, sight and does ve& , little conscious decoding

Wh, &eading "luenc, is im#o&tant?

@luency provides a -ridge -etween word recognition and

comprehension @luent readers are a-le to focus their attention in understannding the text 7ecause 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 lea&n? decode words in isolation or in connected text automatically recogni+e words accurately and quickly with the little attention or effort increase speed or rate of reading while maintaining accuracy

Ho8 8e teach "luenc,?

&rovide opportunities for guided oral repeated

reading that include support and feed-ack from teachers) peers and parents
Apply systematic classroom--ased instructional

assessment to monitor the learners progress in -oth rate and accuracy

Resea&ch Evidence (National Reading 3anel /''')
epeated reading procedures that offer guidance

and feed-ack are effective for improving word recognition) fluency) comprehension and overall reading advancement through 'rade :3
Students with low fluency -enefit from repeated

reading with a model and reading text that is 0chunked1 in words or phrases3

D MAIN *'+ 1om#osing

1om#osing is -eing a-le to
formulate ideas into sentences or longer texts and represent them in the conventional orthographic patterns of written language3

D MAIN **+ )&amma& A8a&eness

)&amma& A8a&eness is the

knowledge of language features and sentence structures in written language as this differs from oral language

D MAIN */+ Aoca-ula&,

Aoca-ula&, is knowledge of words and their meanings in -oth oral and print representations .
Aoca-ulary learning happens during
-sharing

activities

$Storyreading $ unlocking difficult words $ listening to the words in conte%t during

storyreading

$ &ord recognition lesson $'ctivities in other disciplines $(%plicit teaching of voca ulary words

D MAIN*0 +Reading 1om#&ehension !'rades ##-###"

Reading 1om#&ehension is a

complex and active process in which voca-ulary knowledge is a crucial component and which requires an intentional and thoughtful interaction -etween the reader and the text3

D MAIN *5+ Stud, S9ills

Stud, S9ills a general term for

those techniques and strategies that help a learner read or listen for specific purposes with the intent to remem-er3

Stud, S9ill (St&atehi,a sa 3ag+aa&al)

)&ade

I+III

Sumusunod sa panuto

)&ade I

Nai-i-igay ang kahulugan ng pictograph

Nai-i-igay ang simpleng mapa ng mga

pamilyar na lugar

,ayang pagsunud-sunuring ang mga salita -atay sa alpa-eto

)&ade II+

,ayang pagsunud-sunuring ang mga salita -atay sa alpa-eto

Marunong gumamit ng index at ta-le of

contents
Nai-i-igay ang kahulugan ng -ar graph

at ta-le
Nai-i-igay ang simpleng mapa ng pamilyar

na lugar

)&ade III+

,ayang gumamit ng diksyonaryo

Nai-i-igay ang kahululugan ng mga

graph)chart at ta-le
Naka-u-uo)ng mga mapa ng pamilyar na

lugar
Nakaiintindi ng mga simpleng outline

Than9 ,ou "o& listeningB