TOPIC 6 Testing and Evaluation of Reading Skills

SYNOPSIS

Topic 6 introduces the key concepts surrounding testing and evaluating of reading
skills in English. As you know, reading tests come in a variety of forms, but before
reading skills can be evaluated, it is recommended that pupils develop competency in
the target language. That is, it is not useful to test in the second language those basic
skills which the pupils have not yet developed in their native language (mother
tongue).

The module provides insight into developing reading tests that include skimming,
scanning, multiple-choice tests and holistic reading skills. Specific test skills may
focus on pronouns, using context to guess the meaning, cloze activities, and
recognition of unfamiliar words. Teachers should also include authentic text in their
classroom teaching such as: comic books, magazines, newspaper, and novels to
increase motivation in the classroom. However, we must always be aware of the
target audience to select appropriate reading material that will in turn produce reliable
reading tests.

LEARNING OUTCOMES

By the end of this topic, you will be able to:

define the purpose of reading tests in the primary classroom
identify the learner characteristics that enable effective reading
differentiate types of activities, methods and questions that enable
metacognition of reading to occur
articulate and deepen primary pupils learning and understanding of reading
through reliable testing
Learn the five reading powers of metacognition by using holistic and formative
assessment approaches.

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FRAMEWORK OF TOPICS

Types of Reading Tests

discrete feature tests holistic reading tests

Session notes: During this module it is expected that course participants will
self-study and be prepared to do these activities in the tutorial in groups or pairs
to construct additional meaning with classmates.

Preview

1. What types of evaluations can you use to assess reading skills? Brainstorm
and write down as many as you can think of.

2. What has been the most effective form to test reading skills with your primary
school pupils?

3. How do we create effective reading tests?

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Discrete feature test for reading

This test is mainly concerned with testing vocabulary. This is because it is thought
that vocabulary tests can be a good predictor of pupils reading ability. Another
reason is that the syllabus for KBSR and KSSR spells out vocabulary items that
pupils need to master at each stage of their reading development. By including
vocabulary items in tests of reading can also be intrinsically motivating for pupil to
recognize they are learning a second language, and secondly, vocabulary tests can
encourage them to learn even more words. However, we must remember that test of
vocabulary for reading are essentially test of recognition. Most of us can recognize
many more words in our listening and reading tests than we can use in our speaking
and writing. Samples of discrete feature reading tests are as follows.

Example 1: Tests of vocabulary focusing on speed recognition and visual

discrimination

Part A
There are five items below. In two minutes mark in the space provided whether
the two words given on each line are the same (S) or different (D).

1. mark make ____________________________

2. slate slate _____________________________

3. bark barn ______________________________

4. gate late ______________________________

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Part B
With a partner create additional discrete features vocabulary tests below.

5. house - mouse _(D)___________________________

6. _____________________________

7. ______________________________

Part C
Next, check your answers with other groups in class

Example: Using contextual clues to understand unfamiliar words

When creating tests, teachers need to be careful to select words that your pupils do
NOT know. If this is the case then it will be a test of word knowledge for some and a
test of ability to use contextual clues for others. You also need to make sure that
there are clues in the context and that none of the other words prevent your pupils
from being able to use the clue(s) you have given. Also, be sure the clue fits in ONE
word and not several words in the test.

Task 1
Fill in each of the blanks with one of the words given in brackets.

1. We went to the supermarket yesterday and bought a large ___________ from

him. (a. car b. pumpkin c. coat d. hat)

2. After the badminton match was over, both the players left the
_______________. (a. field b. office c. cinema d. court)

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Part B
Use an original text and continue to create contextual clues below.

Task 2
Circle the word which can replace he underlined word in context.

1. One day a lady called Sakina went to a rich friends party. When Sakina
entered the house; nobody offered her a seat or gave her anything to eat.

a. bought b. gave c. asked

This was because Sakina did not wear any glamorous clothes. She only
wore a simple dress.

a. beautiful b. old c. torn

2. Self-study
Continue to create the story of Sakina at the party
Use the example above as a template
Include underlined words that can be replaced in the story context.

My story of Sakina

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Holistic reading tests

When choosing texts we must select texts that are familiar to the pupil and truly test
reading comprehension and not just prior knowledge. To do so authentic texts are
recommended that provide a more realistic and reliable means of assessment and
also help to motivate pupil by demonstrating how the target language is used in real-
life situations. We should not focus our questions on information contained in
individual sentences. Rather, we ask questions which require pupils to look at ideas
from different parts of the text together, for example, by asking questions about main
points, cohesion and predication of outcomes. Finally, we should make sure that our
test really tests reading and not something else, for example, the pupils general
knowledge.

There are various holistic testing formats that a teacher can design to assess the
pupils reading skill.

Below are some common tests.

1 Multiple choice tests

This is a form of assessment where the pupil is given a choice of a few options to
select the best answer to the question. It is an effective and efficient way to test
reading comprehension. The example below illustrates multiple choice testing.

Mother burnt while saving baby

Kuala Lipis : A mother suffered burns on her body and legs when she rushed into her
burning house to save her sleeping baby. Rahimah Salam, 37, was walking to a
nearby sundry shop when she heard cries of fire coming from the direction of her
house.

Taken from Tan et al. Reference PMR English, 2005.

1. Where was the victim when the fire broke out?

A Sleeping with her baby.

B Going to a sundry shop.
C Working at a sundry shop.
D Walking home from the sundry shop.

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2. Which of the following statements is TRUE?

A The victim was burnt all over her body.

B The news was reported in a local newspaper.
C Someone started the fire in Rahimahs house.
D The mother was buying food at the sundry shop.

Task : With a partner use the text below to create 3 multiple

choice questions.

This is a story of a special four-year-old girl Loke Kim Hee who wants to follow
her neighbours children to the nearby kindergarten. But she can only do so if
she undergoes a hole-in-heart surgery.
Kim Hee suffers from a heart problem from birth. Her condition was
detected when she was two weeks old. According to her mother, Lee Sook
Fong, her daughters condition is getting worse. She is often short of breath
and her fingernails are now slightly blue. Kim Hee needs to undergo a
corrective heart surgery to close the hole in her heart as soon as possible. But
Sook Foong who earns RM800 a month as a seamstress is unable to raise the
RM56 000 needed for the operation. Sook Foong is appealing for donations
from the public so that her daughter can lead a normal life. Those who wish to
donate can do so by sending crossed cheques, money order or postal order
payable to New World Publishing, 48 Jalan Murni, 59100 Kuala Lumpur.
Please write Kim Hees Fund on the reverse side of your cheque.

Taken from Tan et al. World of English Easy Link, 2004

2 Text completion

This form of assessment requires the learners to understand of the content of the
stimulus. The pupil may be expected to complete the sentence with a word, a phrase
or a sentence. It might test the learners overall comprehension of the stimulus,
specific area or the learners attitudes, beliefs, motivations, or other mental states.

Example 1
Read the short dialogue and complete the sentence.
Lisa : Do you want to go cycling with me after school?
Devi : No I cant. I dont really like that form of exercise.

Devi does not enjoy _______________ .

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Example 2

Read the text and complete the sentences that follow.

Beauties in charity car wash

Penang: Eighteen young ladies taking part in the Miss Teen Princess 2001
converged at the car park of the Tanjung Pinang Shopping Complex for a
charity car wash which raised RM2,300.
The event, which was jointly organized by the RodaAct Club and the
management of the Tanjung Pinang Shopping Complex, was to raise funds
for the Handicapped Children Welfare Society and the Bakti Orphanage.

Taken from Tan et al. World of English Easy Link, 2005

1. The main purpose of the car wash was ____________________________ .

2. ________________ and _______________ benefitted from the proceeds of

this event.

Example 3
Read the following advertisement and complete the sentences that follow.
Write one word or phrase in each space.

New Vogue Theatre

Forthcoming Attractions
Monday 8 January for 2 weeks
MY FAT FRIEND
Charles Lawrences popular comedy
^^^
Wednesday, 24 January
Saturday, 27 January
Shanghai Festival Ballet
Presents
SWAN LAKE
^^^
Monday, 29 January for one week only
Tim Danbys thrilling mystery
RUN AND KILL

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1. The Shanghai Festival ballet will perform on ________________ evenings.

2. ______________will be the most amusing play.

3. If you like dancing, you should see_________________.

4. The Shanghai Festival ballet will perform on ________________ evenings.

5. ______________will be the most amusing play.

6. If you like dancing, you should see_________________.

7. The play written by _________________ is very exciting.

Task : Use the theatre advertisement to create four text

completion questions below.

Example:
The Shanghai Festival ballet will present ______________.

1.

2.

3.

4.

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 3 Cloze Test

In cloze tests, the words are deleted systematically. The interval at which words are
deleted is usually between every fifth and every ninth word. However, if every
seventh word has been deleted in the first few sentences, then every seventh word
must be deleted for the rest of the text. The most common purpose of the cloze test
is to measure reading comprehension. When designing a cloze text, always leave the
first sentence intact to introduce the context. This text can be turned into a multiple
choice question.

The example below uses the 7th word deletion.

Slowly the train pulled out of the station and disappeared around the corner
taking Swee Ching along to pursue her dreams.
I was glad to send Swee Ching off. It had been her burning desire to
continue her (1) _____after she completed her Form Five. But (2) ____ had
not been kind to her.
As soon as she had finished her SPM, she enrolled at a private (3) ____
to study accountancy. Unfortunately her (4) ____ were shattered mid-way
when both her (5) ____ were killed in a road accident.
Taken from Tan & Tan, PMR Kertas Model Cabaran Bahasa Inggeris 2000

Task : Using the text below, create YOUR own version of a cloze
test based on every fifth or ninth word deletion. Be sure to
include an answer key

Slowly the train pulled out of the station and disappeared around the
corner taking Swee Ching along to pursue her dreams.
I was glad to send Swee Ching off. It had been her burning desire to
continue her studies after she completed her Form Five. But fate had not been
kind to her.
As soon as he had finished her SPM, she enrolled at a private college to
study accountancy. Unfortunately her dreams were shattered midway when both
her parents
Cloze were killed in a road accident.
Test Answers
Left alone with two younger sisters, Swee Ching had to find a job to
support them and herself. She worked hard at an office during the day and
helped out at a noodle stall at night. She was determined to see her two sisters
complete their education. Whenever she could, she would read her accountancy
notes to keep in touch with her studies.
Ten years has gone by. Both her sisters have graduated from universities
and are successful in their careers. It is time to pursue her dreams, and pick up
from where she left off.
Swee Ching has just left for Penang to enroll at a private college. She will
begin her paper chase continuing from where she left off ten years ago.

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4 Open ended questions

This type of question should tests a whole range of reading comprehension skills. It
may range from identifying main ideas, supporting details, inferring skills, cause and
effect to the pupils personal reaction or interpretation of the text.

Example

Read the text and answer the questions that follow.

Late one evening Sarah saw a mouse running into the cupboard in the kitchen.
She wanted to catch the mouse. So she looked for a mouse trap and some food.
She found the trap but she couldnt find anything to put inside it. It was late and
all the shops were closed. So Sarah drew a picture of some cheese and put it in
the trap.

The next morning the picture of the cheese was gone but there was another
picture. The picture showed a mouse.

Why did Sarah need to catch the mouse?

What word would you use to describe the mouse in the story? Why?

5 True/False questions

When we construct such a test we must be sure that our statement is clearly true or
false and not partly true and partly false. To make the test more challenging we do
not lift (copy and paste) statements from the text. This is to ensure that pupils do not
merely match the words of the statements with the words of the text. We should
paraphrase clearly, otherwise pupils can answer with the correct item without
understanding the text. Also there should be more true statements than false ones.

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Example

Read the text and answer the questions that follow. Put a tick () in the right
column, T for true and F for false.

It is often easy to recognize Muslim countries because of their beautiful buildings. These
often have domes, arches and minarets with decorations on them.

There are no priest in Islam. An imam leads the prayers. Worshippers stand in rows and
follow the movements of the imam. They all face the direction of Mecca.

Most mosques have a minaret, a tall slender tower. The call to prayer is made from this
tower. Once the minaret was also used to act as a lighthouse to guide travellers in the
dark.

True False
1. Domes, minarets and arches are beautiful
parts of Muslim buildings.

2. An imam is a Muslim priest.

3. The call to prayer is made from the

minaret.

4. Minarets no longer act as lighthouses.

Answer key:
1. T
2. F
3. T
4. T

That is a brief introduction on the two types of commonly used tests to assess pupils
reading comprehension: discrete feature tests and holistic tests.

Next, we move on to an important section that we need to adhere to when designing

tests.

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Designing test questions

What should we test? How should we test? What types of test should we administer
and what levels of thinking should our questions be? These are important questions
we have to ask ourselves so that our questions have validity and reliability.

The Table of Specifications is essentially a blueprint for designing reading test. As

the name implies, it specifies the content of the test. Its basic purpose is to ensure
that all intended outcomes are measured and that the test includes the appropriate
number of items for each measured item.

The table of specifications allows the test objectives to be identified quickly and
explains the reading skills, context and level to be tested in the reading classroom.1

Below is an example of a table of specifications for testing the reading skill.

Section Skill Format No. of Items Marks

A Reading for main 10
ideas 5
MCQ

Reading for 5
details

B Reading to make open 5 10

inferences ended

By looking at the Table of Specification, we can tell that this test is made up of two
sections and each section carries ten marks. Then the two sections test different
reading skills and the types of questions will also vary. There will be 15 questions all
together in this test.

The table above is a very simple Table of Specification. In more comprehensive

ones, you may find the levels of thinking order questions specified, whereby there will
be a spread from lower order to higher order thinking questions and the number for
each item specified. The scope of the questions may also be determined.

1
Ridwan Mohamed OSMAN (2012). Educational evaluation and testing. African Virtual University, downloaded from the World
Wide Web August 2012.

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 Task : My table of test specifications

You are asked to prepare questions for a monthly test for the reading section in your
school:
Draw a table of test specifications.
Come up with the objective of reading items that you seek to test.
Be sure that your test items correspond to the table of specifications that
you have set.

This ends the section on designing questions using discrete feature test and holistic
testing.

The following section is an example of an assessment which may be used informally

and as a formative type of assessment that can be utilized in the primary school
classroom. It is essential that the teacher adapts and organizes these suggested
activities so that they are appropriate to the second language reading and vocabulary
level of pupils in their classroom.

Five Reading Powers

The Five Reading Powers is a type of holistic and formative assessment to be used
after the pupils have become familiar with reading comprehension strategies taught.
Here, the pupils are to apply metacognition skills to their reading.

According to Gear (2011) in order for our pupils to become better readers they must
first become better thinkers. The Reading Powers teach pupils not what to think
rather how to think. The Reading Power approach respects pupils thinking by
teaching them that their thoughts, their connections, their images, their questions,
and their insights are the most important things when it comes to constructing
meaning in reading. By teaching pupils that reading is not just words on a page, but
about our thinking, feeling, and imaginations we can bring those words and books to
life in our lives. For teachers, the Reading Power templates provide the language

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and format for pupils to learn how to think and talk about their experience with
reading, all of which inspires pupils intrinsic motivation and metacognition in our
reading classroom.

Using the five Reading Powers2

Below is an excellent example to have pupil practice using metacognitive strategies
while they read. The reading powers include five critical moments of metacognition:

1. Connect: What does this story remind me of?

The ability to make connections between the story they are reading and their own life
experiences. This increases what they know and allows them to assemble new
information in a logical way.

2. Question: What am I wondering about this story?

The ability to ask both literal and deep thinking questions while they read allows
pupils to explore the story, deepen meaning, comprehension and enhance the
learning experience.

3. Visualize: What pictures can I make in my head from this story?

The ability to use words in a text to create mental images, or a movie in the mind
while they read.

4. Infer: What am I thinking about this story that isnt actually written?

The ability to look for clues within the text and picture them while they read and to
use these clues to fill in what is not written directly in the text.

5. Transform: How has my thinking changed because of this story?

The understanding that books have the capability of transforming the way they view
themselves, others, and the world; the ability to identify the things in a book that
matters most to them.

2
This section has been adapted from Adrienne Gears book: Reading Power, chapter 8, page 115.

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Lower proficiency pupils and the five Reading Powers
The five Reading Powers are designed to teach metacognition skills to pupils with an
already well-developed lexicon of English vocabulary and reading proficiency skills.
For pupils with a lower proficiency, the teacher may decide to initially introduce only
ONE or TWO of the reading powers in class. For instance, over the course of one
month, the teacher may focus on two reading powers: making connections and
asking questions.

Two months later, the reading class can use four reading powers: making
connections, asking questions, visualization and inferences. In the third month, the
pupils focus on integrating the five reading powers: making connections, asking
questions, visualization, inferences and transformation of thought. In this way, the
pupil with lower proficiency can develop the five reading powers over time and not
feel overwhelmed with the number of new skills to be learned during the English
class. It is critical that teachers be sensitive to their pupils needs to implement the
Reading Powers strategy effectively.

Reading Powers Questionnaire

The following questionnaire is a good indicator for teachers to determine if your
pupils have developed on awareness of their thinking and metacognition. Secondly,
you can adapt and hand out this questionnaire in class with your pupils as a form of
self-assessment of their own reading skills (powers). The questionnaire will provide
you with insight to guide your teaching, and will help you establish which strategies
you may need to focus on. For example, if most of your class is regularly making
connections, then you may not need to spend much time on the connection strategy.

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 Reading Powers Questionnaire

1. What parts of the body do you use when you read?

2. What things did you need to learn in order for you to be able to read?
(E.g: I need to know the alphabet)

Circle the best answer for you:

1. When I read, I make connections between what I am reading and my own
experiences, other books and the world around me.

Always Often Sometimes Never

2. While I am reading, I ask myself questions about the story.

Always Often Sometimes Never

3. While Im reading, I make pictures in my head about what is happening in the

story.
Always Often Sometimes Never

4. While Im reading, I fill in words or pictures in my head that the author didnt
include.
Always Often Sometimes Never

5. While Im reading, my ideas, thoughts, and opinions about what Im reading

will change.
Always Often Sometimes Never

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Assessment of Reading Powers
In order to engage in a formal assessment of each of the reading powers, the teacher
can use the Comprehension Assessment. This can be used as an individual
interview with each pupil after a strategy is taught, or as a whole-class assessment.
You may want to choose one story to read aloud and then have the pupils write their
responses. For lower primary pupils, you may need to read the questions aloud and
leave time in between for the pupils to write their responses.

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 Comprehension Assessment

Name: Grade:
Book: Date:

Reading Power Question Pupils Response

Connect Can you tell what connecting is?
Can you tell me some different ways you
can make a connection (thinking feeling,
prior knowledge)
Give me an example of a connection you
made to this story.
Question Can you tell me the difference between a
quick question and a deep-thinking
question? Give me an example of each
from this story and then try to answer
them.
Visualize Can you tell me what visualization is?
Can you tell me about a part in this story
where you visualized? Tell me about
some other senses you used besides
what you saw.
Infer Can you tell me what inferring is? What
are you doing when you infer? What
things help you to infer? Give me an
example of inferring from this story. Give
me a maybe thought you had on this
page.
Transform Can you tell me what transforming is?
When does thinking change when you
are reading? Give me an example of
how your thinking. changed when you
read this story.

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The Reading Power criteria enclosed on the next page outlines a five-point scale that
ranges from Exceeding to Not Yet Meeting levels of achievement according to the
reading powers comprehension strategies. This will also help you determine what
level pupils are reading at in your classroom

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 Reading Powers Rubric

Exceeds Fully Meets Meets Minimally Meets Not yet Meeting

- fully understand - understand the - is learning how to make - has been introduced to - is not yet able to make
the strategy of strategy of connecting to personal connections the during-reading strategy (or requires support when
C connecting to text text, and is easily able with the text his/she is of connecting to text and is making) personal
O and how to use to make personal reading in order to make beginning to understand connections to stories
N these personal connections to the better sense of the story; how connections can help he/she is reading in order
N connections stories he/she is reading can express simple enhance understanding of to better understand the
E cognitively, orally to enhance his/her connections orally and in the story; can make a text.
C and in written form understanding written form with no connection when
T to enhance prompting prompted, but it is not
understanding of - connects to self, other always meaningful to the
what he/she is text, and the world with - makes connections that story.
reading prompting. are relevant and enhance
comprehension - makes connections that
- connects to self, may be more literal than
other text, and the inferential
world without
prompting.

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 - is easily able to - is able to ask - is learning the strategy - is learning to ask - is not yet able to ask
Q ask him/herself thoughtful questions of asking him/herself him/herself simple him/herself questions
U thoughtful during the reading questions while reading, questions about the story about a test while reading,
E questions, both process, and and is demonstrating a he/she is reading, and nor to demonstrate an
S literal and deep understands how the beginning understanding demonstrates minimal understanding of how this
T thinking, during the process of asking and of how the answers to understanding of how this reading strategy may help
I reading process, answering questions these questions can help strategy can be used to him/her understand the
O and understand fully while reading can help enhance understanding enhance comprehension of text better
N how these him/her better of the text; questions are the text
questions, answered understand the text generally literal with
or not, can lead to a evidence of both literal some evidence of
greater and inferential (deep- inferential
understanding of the thinking) questioning is
text present

V - can easily and - is able to use the - is learning to use the - is beginning to use the - is not demonstrating
I naturally combine words in a text to create words in a text to create words in a text to create a competence or
S the words in a text mental images while mental images while movie in the mind while understanding of
U with his/her won reading, demonstrates reading and is attempting reading, and demonstrates visualizing
A background this in both written and to use this strategy while a beginning understanding (creating mental images of
L knowledge to create drawn responses reading independently as of this strategy as what is happening in a
I mental images while -incorporates some of demonstrated by oral, demonstrated in oral and story while reading) unless
S reading, as the senses to mental written and drawn drawn responses there are pictures or
E demonstrated in images responses -is not yet able to utilize illustrations to support
both oral, written -fully understands how -attempts to incorporate more than one sense him/her
and drawn visualizing while reading more than one sense unless prompted

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 responses. can help to enhance when visualizing.
-is easily able to understanding of the
incorporate the text
senses to mental
images
-fully understands
that visualizing while
reading will help
enhance
comprehension and
bring reading to life

- demonstrates - understands the - is beginning to - demonstrates a - has difficulty

complete difference between fact demonstrate an beginning understanding of distinguishing the
I understanding of the (something that is understanding of the what an inference is and, difference between a fact
N difference between written explicitly in the difference between fact with support is learning to something that is written
F a fact and an text) and an inference and an inference, and is look for clues within the explicitly in the text) and an
E inference. While (something that is learning how to look for text and pictures to help inference (something that
R reading, is implied in the text); clues in both pictures and him/her make these is implied in the text) and is
competent in looking while reading, is able to text what will help him/her inferences. not yet able to make
for clues within the look for clues in the text to make these inferences inferences indepentlty
text and pictures, and in pictures and is and make better sense of while reading
and combines these learning to infer the text.
clues with his/her meaning form them by
own background reasons with I think
knowledge to help or Maybe
fill in and interpret
the text

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 - understands fully - understands that - is learning that a story - is demonstrating minimal - is not yet demonstrating
T that books have the books have the ability to has the power to change understanding of what it an understanding of
R ability to change the change the way we the way we think about means to be transformed Transform, and is unable
A way we think about think about ourselves ourselves , others, and by a book and, with to identify important issues
N ourselves and our and our world, and is the world around us and teacher support, is learning in books which may
S world, and is able to able to look for and is learning to identify to identify important issues change the way one might
F look beyond the identify things in a book things in a book that in books that may change view themselves or the
O pages of the text that matter most to matter most to him/her the way he/she thinks. world.
R towards the him/her as
M implications and demonstrated in written
affects the book responses.
may have on his/her
own life as
demonstrated in
written and oral
responses.

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 Task: Read the story of Goldilocks and the Three Bears and
complete the Reading Power chart sheet

Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a
walk in the forest. Pretty soon, she came upon a house. She knocked and,
when no one answered, she walked right in.

At the table in the kitchen, there were three bowls of porridge. Goldilocks
was hungry. She tasted the porridge from the first bowl.

"This porridge is too hot!" she exclaimed. So, she tasted the porridge from
the second bowl.

"This porridge is too cold," she said. So, she tasted the last bowl of
porridge.

"Ahhh, this porridge is just right," she said happily and she ate it all up.

After she'd eaten the three bears' breakfasts she decided she was feeling a
little tired. So, she walked into the living room where she saw three chairs.
Goldilocks sat in the first chair to rest her feet.

"This chair is too big!" she exclaimed. So she sat in the second chair.

"This chair is too big, too!" she whined. So she tried the last and smallest
chair. "Ahhh, this chair is just right," she sighed. But just as she settled
down into the chair to rest, it broke into pieces!

Goldilocks was very tired by this time, so she went upstairs to the bedroom.
She lay down in the first bed, but it was too hard. Then she lay in the second
bed, but it was too soft. Then she lay down in the third bed and it was just
right. Goldilocks fell asleep.

As she was sleeping, the three bears came home.

"Someone's been eating my porridge," growled Papa bear.

"Someone's been eating my porridge," said Mama bear.

"Someone's been eating my porridge and they ate it all up!" cried Baby
bear.

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"Someone's been sitting in my chair," growled Papa bear.

"Someone's been sitting in my chair," said Mama bear.

"Someone's been sitting in my chair and they've broken it all to pieces,"

cried Baby bear.

They decided to look around some more and when they got upstairs to the
bedroom, Papa bear growled, "Someone's been sleeping in my bed,"

"Someone's been sleeping in my bed, too" said Mama bear

"Someone's been sleeping in my bed and she's still there!" exclaimed Baby
bear.

Just then, Goldilocks woke up and saw the three bears. She screamed,
"Help!" And she jumped up and ran out of the room. Goldilocks ran down
the stairs, opened the door, and ran away into the forest. And she never
returned to the home of the three bears.

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 Reading Power Chart Sheet
Name: Date:

Title: Goldilocks and the Three Bears Author: Robert Southey (1837)

1. My connections 2. My questions
What does this story remind me of? What do I like about this story?

3. What I visualized 4. Inferences

What pictures can I make in my head What am I thinking about this story that
from this story? isnt actually written?

What pictures can I imagine and draw

from this story?

5. Transformed thought:

How has my thinking changed because of this story?

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Reference

Gear, A. 2006. Reading Power. Pembrook Publishers: Markham, Ontario Canada.

website address: http://www.readingpowergear.com/

Goldilocks and the Three Bears story downloaded from the World Wide Web:
http://www.dltk-teach.com/p.asp?b=m&p=http://www.dltk-
teach.com/rhymes/pgoldilocks_story.asp July 31, 2012.

Osman, Ridwan Mohamed. (2012). Educational evaluation and testing. African

Virtual University, www.out.ac.tz/avu/images/.../EDUCATIONAL-EVALUATION.pdf.
Downloaded from the World Wide Web August 2, 2012.

Tan, L. S. & Tan, P.L.. 2000. PMR kertas model cabaran Bahasa Inggeris. Petaling
Jaya: Longman.

Tan, P.L., Chung, A. & Lee, A. 2004. World of English Easy Link Form 5. Petaling
Jaya: Pearson Longman.

Tan, P.L., Ng, A. & Da Costa, D. 2005. Reference PMR text series English Form 1, 2
& 3. Petaling Jaya: Pearson Longman.

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127
 Appendix

Grade 4: Pupils sample

Name: John Doe
Author: David Harpy
Connect (prior knowledge)
-This story reminds me of:
-of my cozy home
-of my brothers Pokeman toy
-of my lost Charzard toy
-of when I lost a special toy and I bought
new toys
Visualize (my picture of the story)
Title: The Teddy Bear
Question ( I want to know)
If the family had got every thing
how could they forget it
Why did the old man keep the
teddy bear?
Why did the old man cry for the
teddy bear?
Why did the boy handover the
bear?
Infer

I think that the author is telling us not to

forget special things and special toys.

My transformed thought (reflection: after reading the story to completion)

From the story I learned that I should take care of my special toys like a teddy bear.

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