Module 4 Lesson 1
Module 4 Lesson 1
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Module Overview
o
Module 4
o
o Lesson 1: Assessing Reading Performance Using Classroom-Based Assessment Tools
o Lesson 2: Planning for Specialized Literacy Instruction
Topics
o 1.0 Assessing Our Learners
o 2.0 Assessment through National Tests
o 3.0 Classroom-Based Assessment Tools for Literacy
Activities and Assignments
o Pre-Lesson Activity
o Activity 1
o Activity 2
o Activity 3
o Activity 4
o Activity 5
o Activity 6
o Activity 7
o Activity 8
o Assignment 11
Checklists and Worksheets
o Template for Classroom-Based Literacy Assessment Tools
o Sample Book and Print Knowledge Task
o Sample Syllable Counting Task
o Sample Phoneme Counting Task
o Sample Familiar Word Reading Test
o Sample Non-word Decoding Test
o Assignment 11 for Kindergarten and Grade 1 teachers
o Assignment 11 for Grade 2 and Grade 3 teachers
o Phil-IRI English pre-test recording sheets
o Phil-IRI English passages
o Phil-IRI oral reading in English profile and observation checklist
Introduction
Learning Objectives
Pre-Lesson Activity
Topics
o 1.0 Assessing Our Learners
o 2.0 Assessment through National Tests
o 3.0 Classroom-Based Assessment Tools for Literacy
Assignment
Lesson Synthesis
References
This courseware is made possible by the generous support of the American People through the United States
Agency for International Development (USAID). The contents of this courseware are the sole responsibility of
the Foundation for Information Technology Education and Development (FIT-ED) and do not necessarily
reflect the views of USAID or the United States Government.
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Lesson 1
Assessing Reading Performance
Using Classroom-Based Assessment Tools
Welcome to the first lesson of Module 4!
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Learning Objectives
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Pre-Lesson Activity
Read the following statements about assessment of literacy and indicate (by ticking the relevant choice) whether
you agree or disagree with each one. These statements will help you to reflect on your beliefs about assessing
literacy development. After completing the lesson, you might need to review these statements again to find out
whether there are changes in your beliefs and perceptions.
1. Assessment happens after the lesson is presented.
Agree Disagree
2. Literacy assessments should be standardized.
Agree Disagree
3. Assessment is used to identify the special needs of children when it comes to literacy development.
Agree Disagree
4. Assessment ends with the interpretation of results.
Agree Disagree
5. It is not only the students but also the teachers who are helped by literacy assessment.
Agree Disagree
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Assessment is the collection and interpretation of information gathered in class to describe a child's
performance.
In Module 3 Lesson 2, Teacher Rose described how pre-assessment and continuous monitoring is integral to
planning for differentiated lessons for her class.
In the literacy classroom, teachers monitor the reading performance of the learners through assessment. The
assessment results are used to design instruction that will address the learners' needs. The assessment is done
both for the class as a whole as well as for individual learners. Class assessment should inform the design of
classroom instruction, while individual assessment is needed for the design of specialized instruction for
learners who need it.
Click on the box below to see how assessment informs reading instruction.
Individual Assessment
Specialized Instruction Informed by Assessment
Assessment and Instruction for Reading Development
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In the Philippines, the following national assessment tools are used to describe the learning performance of
children:
Each assessment tool is designed for a specific purpose. Teachers must be aware of how to use each of these
tools to gather information about children and to design appropriate instruction for the class or for individual
students.
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The EGMA is an individually administered oral test which measures numeracy in the early grades (from
Kindergarten to Grade 3). It has been developed in the following mother tongues: Ilokano, Sinugbuanong
Binisaya, Bikol, Waray, Chavacano, Hiligaynon, and Maguindanaoan. The following primary skills are
assessed:
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The EGRA is an individually administered oral test which measures foundational literacy skills in the early
grades (from Kindergarten to Grade 3). It has been developed in the following mother tongues: Ilokano,
Sinugbuanong Binisaya, Bikol, Waray, Chavacano, Hiligaynon, and Maguindanaoan. The following primary
skills are assessed:
Data from EGRA and EGMA can be used in identifying teacher training needs, monitoring the implementation
of Mother Tongue-Based Multilingual Education (MTB-MLE), initiating and conducting research on MTB-
MLE instructional practices and learning environment provisions that impact student learning outcomes, and
formulating policies and plans. You can refer to DepEd Order No. 57, s. 2015 for more information about these
national assessment tools.
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The ELLNA, which was formerly known as the Language Assessment for Primary Grades (LAPG), was
developed to measure language skills using learning area content and numeracy skills. The languages of
assessment are English, Filipino, and the mother tongue. The assessment results are intended for use in the
following:
For more information about the ELLNA, see DepEd Order No. 55, s. 2016.
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The EGMA, EGRA, and ELLNA have been developed with the Filipino child in mind. Themes and selections
have been selected based on the understanding of the experiences of children in the Philippines, and the terms
and examples used take into account diversity among learners in terms of genders, ethnicities, religions, and
cultures. Also based on the recognition of diversity, dialectal variations are not considered as errors.
In accordance with the DepEd Child Protection Policy, specifically Section 3, L3 which states the need to
protect children from psychological harm, test administrators are reminded to treat children with respect at all
times, and to conduct the tests in a nonthreatening environment with adequate conditions that will encourage
optimal learner performance.
In addition, the following guidelines for interpreting test results have been set. Click on each to read the details.
Assessments are isolated events and may not describe the learner's behavior in less-threatening environments.
Consider the assessment results with contextual factors in mind.
Be cautious about drawing conclusions from assessment results. Test results should not be used to sum up the
learner's performance. Also, test results should not be used in isolation but instead considered in combination
with results from other assessment measures.
Assessment results must not be used for making decisions regarding promotion or retention. The data gathered
must instead be used for designing instruction or intervention measures.
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While national assessment tools are mainly used to monitor the Philippine education system and schools for
public accountability as a whole, teachers rely more on classroom-based assessment tools to inform and modify
their instruction in their respective classes. Classroom assessment is an integral part of curriculum
implementation. It allows the teachers to track and measure the learner’s progress and adjust instruction
accordingly. Classroom assessment also informs the learners, as well as their parents and guardians, of their
progress.
For literacy instruction, we will be discussing the Philippine Informal Reading Inventory (Phil-IRI), and other
classroom-based assessment tools that teachers can use to monitor their learners’ literacy levels.
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The Phil-IRI was drafted in support of the Every Child A Reader Program (ECARP). Unlike the national tests
described previously, it is a tool for classroom teachers to assess reading performance. It is a collection of
graded passages designed to determine a student's reading level. The diagnostic approach embraces inclusionary
principles that emphasize learner-centeredness and cultural sensitivity.
The tool only provides approximations and must be used in combination with other available sources of
information. And only teachers who have undergone the necessary training must administer it. The Phil-IRI
Group Screening Tests can be administered by Filipino and English subject teachers in Grades 3 to 6 (Filipino)
and Grades 4 to 6 (English), while the Phil-IRI Graded Passages are to be administered by ELLN-trained
teachers to individual students who need further assessment.
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The Phil-IRI is administered in four stages. The first stage is the initial screening of students using the Phil-IRI
Group Screening Test. The purpose is to identify those who need to undergo assessment using the
individualized informal reading inventory tool. If students need to undergo further assessment, they are given
the IRI as a pre-test. The information is then analyzed and used to design a specialized program. To monitor
improvement, only those who were given the pretest are given the post-test.
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The Phil-IRI Group Screening Test (GST) can help to determine which students will be given more
individualized assessment.
During a trial run of the Phil-IRI, the Grade 2 Filipino GST was conducted at a public school in Quezon City.
The graph below shows a summary of the students' individual scores:
The following can be deduced from the results of the Phil-IRI Filipino GST:
1. 1) 26 students (63% of the class) passed the test. These students do not need to undergo further testing.
2. 2) 15 students (36%) will need to undergo individualized assessment.
3. 3) Based on the test results, three smaller groups for differentiated instruction in the Filipino class can be
formed:
Basic - 15 students
Average - 12 students
Fast - 14 students
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Activity 1
Study the graph below showing the summary of scores of 39 Grade 3 students at a local public school in
Quezon City, and then answer the following questions:
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The Phil-IRI may be used to assess oral reading comprehension, including the following skills:
Decoding and word recognition - the ability to read words (using phonics or sight word reading)
Fluency - reading with speed, accuracy, and prosody
Comprehension - the ability to glean meaning from what was read or listened to
Oral reading comprehension is assessed using graded passages in Filipino and English with the following
features:
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There are six steps in administering the Phil-IRI pre-test.
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR) (Appendix E)
Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR) (Appendix E)
Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR) (Appendix E)
Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
Make sure the testing kit is complete
Lay out the necessary materials (e.g., booklets, score sheets)
Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR) (Appendix E)
Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
Make sure the testing kit is complete
Lay out the necessary materials (e.g., booklets, score sheets)
Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR) (Appendix E)
Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
Make sure the testing kit is complete
Lay out the necessary materials (e.g., booklets, score sheets)
1. Orient the test-taker, establish rapport, and administer the test (e.g., Oral Reading, Listening
Comprehension, Silent Reading Comprehension)
2. Follow the procedure for administering the test:
o Ask the motivation and motive questions
o Let the pupil read/listen to the selection
o After the child has read/listened to the selection, read the multiple choice items to the child and
have the child answer all of the questions
Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
Make sure the testing kit is complete
Lay out the necessary materials (e.g., booklets, score sheets)
1. Orient the test-taker, establish rapport, and administer the test (e.g., Oral Reading, Listening
Comprehension, Silent Reading Comprehension)
2. Follow the procedure for administering the test:
o Ask the motivation and motive questions
o Let the pupil read/listen to the selection
o After the child has read/listened to the selection, read the multiple choice items to the child and
have the child answer all of the questions
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The most challenging part of using the Phil-IRI is conducting the Reading Miscue Inventory (RMI), which
allows teachers to measure the oral reading performance of a learner. The following types of miscues should be
noted:
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Activity 2
To review the marking system for the types of miscues a learner might commit, identify the type of miscue
shown. Click your answer from the choices provided for each item.
mispronunciation
omission
substitution
insertion
repetition
transposition
reversal
self-correction
Check your answers
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Rosa is a Grade 3 student in a public school in Quezon City who has taken the Phil-IRI Group Screening Test.
We need to determine the starting point for conducting Rosa's individualized assessment using the following
table:
1. If Rosa scored 7 points, she would be starting with a passage that is three grade levels lower than her
current grade level placement.
2. If Rosa scored 13 points, she would be starting with a passage that is two grade levels lower than her
grade placement.
3. If Rosa scored 14 points, the testing can be discontinued. Note, however, that since it is a tool designed
to describe reading performance, the Phil-IRI may still be conducted for those who passed the GST. In
this case (i.e., Rosa scored 14 points), the starting point would be one grade level lower than her current
grade level placement.
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Although it is not shown in the video below, the first step is important and should not be skipped.
Listen to how Rosa, a Grade 3 student, reads this 2nd Grade passage"Magpalipad Tayo ng Saranggola" (click
the title to see the passage; download and print a copy for marking). Set your stopwatch to 0:00 and press start
when the student reads the first word of the story, and then press stop when Rosa reads the last word of the text.
As you listen, mark the reading miscues on your copy of the graded passage using the marking system in the
table shown on page 17 of this lesson. Then count the following:
Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na maglaro ang kakambal na si Noli.
Pumunta ang kambal sa labas. May dala silang mga saranggola. Makukulay ang mga saranggola ng kambal.
Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng saranggola ni Niko.
Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad. Ilang saglit pa, nakatawa na itong
nagpapalipad ng saranggola.
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Compare your markings with the one shown below. Only one error is recorded and it is marked with the letter
S, which means that it is a self-correction and will no longer be scored as an error. But to understand the nature
of the miscue, it is important to indicate how the word was read by writing it above the given text: the child read
the word ngumiti as ngunit.
Magpalipad Tayo ng Saranggola (2nd Grade, Filipino Text)
Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na maglaro ang kakambal na si Noli.
Pumunta ang kambal sa labas. May dala silang mga saranggola. Makukulay ang mga saranggola ng kambal.
Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng saranggola ni Niko.
Ngunit S
Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad. Ilang saglit pa, nakatawa na itong
nagpapalipad ng saranggola.
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The basis for assigning the reading level is the following Table of Oral Reading Profiles:
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A more qualitative description of how Rosa reads may also be made using the Oral Reading Observation
Checklist, which is adapted from the Gray Oral Reading Test.
Check out Rosa's oral reading observation checklist (click the link).
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After the student is asked to read/listen to the text, he/she is asked to answer questions about it. For each text,
there are questions that cover the literal, integrative, critical, and applied dimensions of comprehension. The
number of questions per passage is pegged to what the students can be expected to do per grade-level:
If Rosa was able to answer five of the six questions for the 2nd Grade passage correctly, we can compute for the
percentage using the formula below or by referring to the Table of Percentage for Comprehension Scores.
Rosa answered 83% of the comprehension questions, which means that her comprehension performance is at
the INDEPENDENT level.
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To find Rosa's overall performance when reading 2nd Grade texts, we refer to the table for Student's Reading
Profile Per Passage. This shows us that if Rosa's decoding score is at the independent level and her ability to
comprehend what she reads is also at the independent level, Rosa's Student Reading Profile for reading passages
for Grade 2 is at the independent level. This means that she is able to read 2nd Grade passages fairly accurately
and understand them.
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When administering the Phil-IRI, the Reading Miscue Inventory must be conducted until the child's
performance for each grade-level passage has been determined to be at the independent, instructional, or
frustration level.
Independent level
Finding the independent level means that we are looking for the grade-level passage that the child can read on
his/her own without any assistance. At the independent level the child is able to register performance at 97 to
100% in word reading and 80 to 100% comprehension.
Once the independent and frustration levels have been determined, the oral reading test is discontinued.
Instructional level
Finding the instructional level means that we are looking for the grade-level passage that the child can read
with the support of a teacher. At the instructional level the learner is able to register performance at 90 to 96%
in word reading and 59 to 79% in comprehension.
Once the independent and frustration levels have been determined, the oral reading test is discontinued.
Frustration level
Finding the frustration level means that we are looking for the grade-level passage that the child can no longer
read and understand on his own. At the frustration level, the child is able to register an oral reading score of
89% and below in word reading and 58% and below in comprehension.
Once the independent and frustration levels have been determined, the oral reading test is discontinued.
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The teacher may also consider giving the Phil-IRI as an assessment of listening comprehension or silent reading
comprehension. The flowchart below summarizes the administration of the Phil-IRI Graded Passages.
If the raw score in the GST is... Start with a Graded Passage that is... Example
GST: Grade 6
0-7 points three (3) grade levels lower than current level
Graded Passage:
Grade 3
GST: Grade 3
8-13 points two (2) grade levels lower than current level
Graded Passage:
Grade 1
o Step 2: For each passage, compute scores in Word Reading and Comprehension
to identify student's Reading Levels (Independent, Instructional, Frustration levels)
If performance is at the INDEPENDENT level, give a grade level text that is higher to
find the INSTRUCTIONAL level.
If the performance remains at the INDEPENDENT level, continue giving a text that is a
grade level higher until the performance registers at the INSTRUCTIONAL level.
If the performance is at the INSTRUCTIONAL level, give a grade level that is
higher than the last text read until the performance registers at the
FRUSTRATION level.
If the performance is at the INSTRUCTIONAL level, give a text that is one grade level
higher to find the FRUSTRATION level.
Once the FRUSTRATION LEVEL has been identified, give a grade level text
lower than the starting point to find the INDEPENDENT level. Continue doing so
until the INDEPENDENT level is determined.
If the performance is at the FRUSTRATION level, give a grade level text that is lower to
find the INSTRUCTIONAL level.
Once the INSTRUCTIONAL level has been identified, give a grade level text that
is lower to find the INDEPENDENT level. Repeat the process until the
INDEPENDENT level is established.
(Optional) Step 3: Administer the listening comprehension and silent reading test
o STAGE 3a
The listening comprehension test may be administered to students who have been determined to
be poor readers or non-readers, to describe their ability to comprehend texts when the decoding
task is lifted.
o STAGE 3b
The silent reading comprehension test may be administered to further describe the kind of text
that a child can read independently. This helps in identifying the kind of text that can be used for
classroom activities or seat work.
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Once the second stage is completed, the results of the pre-test will be used as the basis for designing appropriate
instruction.
Depending on the resources available, specialized instruction may be provided individually or in small groups.
Aside from being used for planning specialized instruction, the pre-test results may also be the basis for
adjusting classroom teaching.
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Once the intervention program has been completed, the child then undergoes another round of individualized
assessment, but this time using the post-test passages. Data gathered from this assessment will help to determine
the child's progress, and indicate whether adjustments need to be made on the specialized instruction program
for the child.
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Activity 3
Let's do another reading miscue analysis but this time with Rosa reading a Grade 3 passage titled "Mang
Sammy" (click on the title to see the passage; download and print a copy for marking). After watching the
video, fill in the blanks and answer the questions below:
Mahilig maglinis ng bahay at bakuran si Mang Sammy. Araw-araw ay nakikita siyang naglilinis ng bahay.
Nagwawalis siya sa loob at labas ng bahay. Nagpupunas siya ng alikabok. Namumulot siya ng kalat. Kaya lang,
ang lahat ng basura at kalat niya ay itinatapon niya sa may sapa.
Nagpalagay ang pinuno ng samahang magkakapitbahay ng karatula sa sapa. Nakasulat sa karatula ang "Bawal
ang magtapon ng basura rito."
Isang araw, walang tigil ang ulan. Mula umaga hanggang hapon ang bagsak ng ulan. Tumaas ang tubig sa sapa
hanggang bumaha na sa kalye. Pumasok ang tubig baha sa bahay nina Mang Sammy! Napansin niya na hindi
lamang tubig baha ang pumasok sa kanyang bahay. Sumama rin ang basurang kanyang itinapon sa sapa.
Mahilig maglinis ng bahay at bakuran si Mang Sammy. Araw-araw ay nakikita siyang naglilinis ng bahay.
Nagwawalis siya sa loob at labas ng bahay.
Nagwa S
Nagpupunas siya ng alikabok. Namumulot siya ng kalat. Kaya lang, ang lahat ng basura at kalat niya ay
itinatapon niya sa may sapa.
Nagpalala S
Nagpalagay ang pinuno ng samahang magkakapitbahay ng karatula sa sapa. Nakasulat sa karatula ang "Bawal
ang magtapon ng basura rito."
sinabi
Kaniya S
Isang araw, walang tigil ang ulan. Mula umaga hanggang hapon ang bagsak ng ulan. Tumaas ang tubig sa sapa
hanggang bumaha na sa kalye. Pumasok ang tubig baha sa bahay nina Mang Sammy! Napansin niya na hindi
lamang tubig baha ang pumasok sa kanyang bahay. Sumama rin ang basurang kanyang itinapon sa sapa.
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Activity 4
Now let's try listening to Lisa read a 2nd Grade Filipino passage called "Magpalipad Tayo ng Saranggola"
(click on the title to see the passage; download and print a copy for marking). After watching the video, fill in
the blanks and answer the questions below.
Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na maglaro ang kakambal na si Noli.
Pumunta ang kambal sa labas. May dala silang mga saranggola. Makukulay ang mga saranggola ng kambal.
Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng saranggola ni Niko.
Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad. Ilang saglit pa, nakatawa na itong
nagpapalipad ng saranggola.
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The Phil-IRI is a very useful classroom-based assessment tool for students who can already read. But do we
have to wait for children to be able to read already before we can assess and identify students who have
difficulties in reading? Or can we identify learners who are atrisk for reading difficulties even at the earliest
stages of literacy development? Wouldn’t it be great if we can catch these students early on, so that we can help
them avoid reading difficulties in later grades?
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This part of the lesson provides guidelines for Kinder and Grade 1 teachers to make their own assessment tools
to determine their students’ literacy skills in the following domains:
B. Phonological Awareness
C. Alphabet Knowledge
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When teachers make it a habit to read aloud to their students on a daily basis, their students should be able to
learn some of the most basic concepts of print and books.
A simple assessment of BPK can be done by showing a student a pile of books, and asking him/her to get a
book from the pile and answer some questions about books and print.
Sample Book and Print Knowledge Task
Reminder: The language of assessment should be the language of instruction. All questions / instructions and
items should be contextualized or developed in the mother tongue.
Teachers can add or delete items from the checklist/questionnaire depending on what they have already covered
in their class.
Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 5.
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Activity 5
Try to administer the Book and Print Knowledge test to 2 or 3 students that you are currently teaching. The test
should take no longer than 10 minutes per student. Note down your insights, observations and answers to the
following questions:
After trying out your teacher-made test, and reflecting on the test administration procedures, revise your
instructions and test items as deemed necessary.
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B. Phonological Awareness
When teachers expose their students to a lot of nursery rhymes, songs, poems and fingerplays, as well as
predictable and repetitive story books, they are paving the way for their students’ development of phonological
awareness..
Teachers can conduct a very basic assessment of their students’ phonological awareness skills by asking them to
do syllable and phoneme counting tasks.
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1. Come up with a 10-item word list composed of familiar words in Mother Tongue of varying lengths (ranging
from one- syllable to foursyllable words).
2. Words can be randomly arranged (no need to start from shortest words to longest words).
3. Ask student to clap their hands, stomp their foot, or tap their pens as they say the words.
4. Explain the task. Ask them to count and identify the number of syllables in each word. Teacher may give
practice items (using students’ names, or other words) prior to the actual assessment. During practice, teacher
can provide feedback.
5. After 2 or 3 practice items with corrective feedback, begin with actual test items (no more feedback). Record
their answers on your checklist.
Note:
1. Teachers can also show pictures of words as they pronounce the words out loud. This will help the students
remember the word they are supposed to segment.
2. Teachers can also provide counters or manipulatives that the child can move (instead of asking them to clap,
stomp, or tap) while segmenting the words.
Reminder: The language of assessment should be the language of instruction. All questions / instructions and
items should be contextualized or developed in the mother tongue.
Teachers can add or delete items from the checklist/questionnaire depending on what they have already covered
in their class.
Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 6.
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1. Come up with a 10-item word list composed of familiar words in Mother Tongue of varying lengths (ranging
from two-phoneme to fivephoneme words).
2. Words can be randomly arranged (no need to start from shortest words to longest words).
3. Ask student to clap their hands, stomp their foot, or tap their pens as they say the words.
4. Explain the task. Ask them to count and identify the number of phonemes in each word. Teacher can first
demonstrate the task, and give practice items (using students’ names, or other words) prior to the actual
assessment. During practice, teacher can provide feedback.
5. After 2 or 3 practice items with corrective feedback, begin with actual test items (no more feedback). Record
their answers on your checklist.
Reminder: The language of assessment should be the language of instruction. All questions / instructions and
items should be contextualized or developed in the mother tongue.
Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 6.
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Activity 6
Try out your teacher-made syllable counting test and phoneme counting test on 2-3 students. It should not take
more than 10 minutes to administer both tests to an individual student.
1. Did your students understand the instructions clearly? Is there a need to modify the directions or provide
more examples?
2. In which test (syllable or phoneme counting test) did your students perform better? Were you expecting
this result?
3. Was the test easy, difficult, or just right for your learners? If too easy, how can you make it more
challenging? If too difficult, how can you make it easier?
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Please make sure letters in the checklist are arranged according to the order in which they are presented in class
(Depending on the orthography of the mother tongue, most commonly occurring letters are usually presented /
introduced first.) In this template, the letters are arranged according to the Marungko Method sequence.
Instructions:
Teacher presents the letters one at a time using flashcards. She asks students to identify the names of the letters,
and checks the appropriate box if the child is able to identify the letter names.
She can then go through the letters one more time, this time asking the child to identify the sound of each letter
and recording her student’s responses in the checklist.
Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 7.
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Activity 7
Try out your teacher-made syllable counting test and phoneme counting test on 2-3 students. It should not take
more than 10 minutes to administer both tests to an individual student.
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As children are exposed to read-alouds and print in the environment, they begin to recognize common words in
their surroundings. Teachers also systematically teach some frequently occuring words as sight words. A
student’s word recognition skills is vital in the development of reading fluency, and it can be assessed through a
simple familiar word reading test.
1. Come up with a 20-item word list composed of words that students frequently come across in
storybooks, as well as in the school and classroom environment. Try to arrange these words from most
common, to least common. You can consult story books or textbooks to see what words most often
appear in texts read to or by your students.
2. Type the words, arranged in grid format, on a sheet of paper for the student to read. Use a clear, large,
and familiar font (ex. Century Gothic, font size 16)
3. Explain the task to the child.
Here is a sample explanation. Please remember to contextualize your instructions/explanation in mother
tongue.
Teacher: Here is a list of words. I want you to read these words starting from here (point to left most
word), and continue all the way to the end. Point to each word as you read, and read in a loud voice so I
can hear you. When you come to a word that you don’t know, you can move on to the next word on the
list. Let’s try.
4. Record child’s responses.
Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 8.
Learning to sound out letters and blend them together to form words is a vital in the process of learning to read.
This skill is best assessed through a non-word reading test. Students will be asked to decode or sound out words
that they have never seen before (as these are made-up words) in this teacher-made test.
1. Come up with a 20-item word list composed of purely made-up words. They may sound like real words,
but they should not mean anything. Arrange the words from easiest to most difficult. (easy words are
shorter, more difficult words are longer, they may have diphthongs, or consonant clusters).
2. Type the words, arranged in grid format, on a sheet of paper for the student read. Use a clear, large, and
familiar font (ex. Century Gothic, font size 16)
3. Explain the task to the child.
Here is a sample explanation. Please remember to contextualize your instructions/explanation in mother
tongue.
Teacher: Here are some made-up words. They are not real words, so you have probably never seen them
before. But you can read them. Let’s try. (Have student read the practice items. Provide feedback as
necessary.) Alright, can you read the other words on your own? Start here. (Point to the first word in the
first row, and show him how to proceed to the next word in the row.)
4. Record child’s responses.
5. Note down difficulties or reading patterns, if any. (Example: Are there letter sounds he is not familiar
with? Are there certain letter combinations he has difficulty pronouncing? Does he omit or add incorrect
sounds?)
6. Discontinue test if child makes 5 consecutive errors.
Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 8.
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Activity 8
1. Try out the Familiar Word Reading and Non-word Decoding tests to at least 2 - 3 of your students.
2. Note down your insights and observations while administering the test.
1. How long did it take you to administer the test on an individual child? How long will it take you to
administer the test to everyone in class?
2. Were the instructions clear for your students? If not, what changes need to be made?
3. Did students perform equally on both familiar word and non-word tasks? If not, which one is
easier/harder? Reflect on why this is so.
4. Did all students perform equally well? (Compare students’ results.) If the results are the same, can you
come up with some lesson objectives for the group? If the results are different, can you come up with
some lesson objectives that are suited for each individual student?
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Other important emergent literacy domains (Attitude toward language, literacy, and literature, Oral language,
Listening Comprehension, and Vocabulary Development) can be assessed through more informal means, as
teachers and students go through regular classroom activities such as story reading and class discussions, arrival
time, free play time, etc. Teachers can document their observations by writing anecdotal records for each
student.
If necessary, go over your notes from Module 1 Lesson 2 to review the literacy domain definitions and skills
expected under each domain, concentrating on the first seven literacy domains that are expected to be developed
by our youngest learners.
Most emergent literacy skills can be assessed informally, through the use of observation checklists. Teachers
are highly encouraged to develop their own observation checklists depending on the lessons and skills that they
have already introduced to their class.
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For Kindergarten learners, the first semester is a crucial time to develop physical and socio-
emotional readiness for school. Academic lessons may take a back seat as students are learning how to
transition from home to school or adjusting to their teacher’s behavioral expectations when it comes to
the routines set by the teacher in the different blocks of time.
The Revised Philippine ECD checklist is administered at the beginning of the school year. It is
recommended that literacy assessments discussed in this lesson be conducted not earlier than the end of
the first semester. Literacy assessments can again be conducted at the end of the school year to note
progress made.
The language of assessment should be the language of instruction. All questions and items should be
contextualized or developed in the mother tongue.
Do not use assessment as basis for grading. Information derived from these classroom-based
assessment tools should be used as basis for literacy instruction for the whole class, as well as for the
individualized reading intervention. They are not to be used as basis for grading.
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Assignment 11
Conduct an oral reading comprehension in English individualized assessment with a Grade 3 student. (If you
are not handling Grade 3, you may ask the Grade 3 teacher/adviser to recommend an averageperforming
students to be assessed for this exercise.)
Do the following:
1. Print and go over the grade-level texts in the attached Phil-IRI English pre-test recording sheets. Choose the
passage for Grade 1.
2. Orient the student to whom you will administer the test and establish rapport.
3. Ask the motivation and motive questions and record the student’s responses in the recording sheet.
4. Give the student a copy of the graded passage. Let the student read the selection. As you listen to the oral
reading, record the reading miscues, if any, in the teacher's recording sheet. That is, mark the miscues in the
relevant parts of the text.
6. Based on the results you recorded in #4 above, fill in an oral reading observation checklist (download and
print it from the link below), compute the student’s oral reading score and, determine his/her reading level using
the Table of Oral Reading Profiles (on page 22 of this lesson) as guide.
Depending on the assessment results, you can decide to further assess the same student using the grade-level
passage for the grade above or below Grade 1. Or you can do the assessment with another student.
You have pre-tested your teacher-made tests by administering them to a small group of students. You have
refined your tools by incorporating changes based on your insights and observations during pre-test. It may also
have helped if you have conferred with a colleague (teaching at the same grade level) to check the
appropriateness of the items you included in your tests. It is now time to put together all these classroom-based
assessment tools to describe the literacy skills of a student.
Do the following:
2. Identify a Grade 1 student whom you think is at-risk for reading difficulties. The student should have had at
least a year of literacy instruction (i.e., has completed the Kinder program), but is not performing as well as
expected in terms of literacy. If you are a Kinder teacher, please ask a Grade 1 teacher to refer you to a student.
3. Orient the student to whom you will administer the test and establish rapport.
5. Based on the results of the assessment, prepare a short description of the child’s current literacy skills. The
description can contain a list of literacy skills and competencies that he already knows (strengths), are currently
still developing, and possible targets for future literacy instruction.
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Lesson Synthesis
Using various types of classroom-based assessment tools, teachers can gather information about their students'
performance in reading in order to design instruction. The Phil-IRI Group Screening Test allows teachers to
focus on addressing the needs of students who need individualized assessment and intervention, while the
individualized assessment using the Reading Miscue Inventory provides qualitative information that the teacher
needs to determine which cognitive processes need more attention. However, teachers need not wait until
students can already read before assessments are performed. Early identification of students at-risk for reading
difficulties can be done through teacher-made literacy tests or other informal measures that focus on different
emergent and early literacy domains.
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References
Cobb, C. (2004). Turning on a dime: Making change in literacy classrooms. The Reading Teacher, 58, 104-106.
Flippo, R. (2014). Assessing readers qualitative diagnosis and instruction (2nd ed.). Routledge and Taylor & Francis.
Gunning, T.G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston, MA: Allyn & Bacon.
Paterno, M. & Ocampo, D. (Eds.). (1993). Now what do I do? A guide for parents of special children. Mandaluyong, Metro Manila:
Cacho Publishing House.
Ocampo, D.S. (1997). Trends in reading instruction. EDR 210 Modules. Diliman, Quezon City: UP Open University.
Snow, C.E., Burn, M.S. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy
Press.
Walker, B.J. (2004). The diagnostic teaching of reading: Techniques for instruction and assessment (5th ed.). Upper Saddle River, NJ:
Pearson Education Inc.
http://www.readingrockets.org/article/print-awarenessguidelines-instruction
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