2023-Reading-Implementing-Guidelines.pdf

Reading Implementing Guidelines

1. DIVISION TRAINING-WRITESHOP
ON THE DEVELOPMENT
OF FORMATIVE ASSESSMENT
RESOURCE PACKAGE IN ENGLISH
October 12 -14, 2023

2. SDO-ISABELA’S
virtual library hub
CONTENT GUIDE

3. tinyurl.com/DivisionReadingVirtualLibrary

4. Navigate on this
part of the site.

5. What’s inside
the virtual library hub?
•Reading Assessment Materials in All Grade Levels
•Reference Materials/Tools
•Reading Instruction and Intervention Materials
•Literacy Strategy Materials

6. This page presents the
packages in the conduct
of reading assessment for
learners in all key stages.
This includes:
•CRLA/GST/ Pretest/Posttest
Materials for KS 1 and 2 with
Key to Correction
•Pretest/Posttest Materials for
Fluency Test and Reading
Comprehension Tests for KS 3
and 4 with Key to Correction
•Printable Answer Sheets
•
Reading Validation Tools

7. How does it look?

8. This page captures the
operational guidelines and
tools needed by the reading
coordinators and
implementers which includes
but not limited to the
following:
•DM No. 193, s. 2023:
Implementing Guidelines of
Project Re- READS 4.0
•PHIL-IRI Manual Package
•Electronic Tool (e- tool) in all
grade levels
•Work Implementation Guidelines
for JHS and SHS Reading
Assessment

9. How does it look?

10. This page is utilized as
repository of instruction
and intervention materials
for the reading teachers in
implementing their school
reading programs/projects.
This includes: •Bridging Primer Materials
•English LR Packages
•Filipino LR Packages
•Project DIGI- READS
(Video Materials)

11. How does it look?

12. This page is utilized as repository
of PRIMALS Compendium of
Teaching Resources, a collection
of literacy strategies for use
across the curriculum. The
following materials can be used
by the language/reading teachers
as reference for classroom
instructions and enhancement
sessions: •Activating Prior Knowledge /
Establishing Reading Purpose
•Vocabulary Development
•Reader-text Interaction
•Expository Text Structure
•Study Strategies
•Grammar Awareness
•Literature Study
•Oral Reading Fluency
•Writing & Composition

13. How does it look?

14. IMPLEMENTINGGUIDELINES
IN THE ADMINISTRATION
OF CONTEXTUALIZED READING
ASSESSMENT
FOR JUNIOR AND SENIOR HIGH SCHOOL

15. A. Fluency Test
Decoding and fluency tests are used to
determine the fluency skills in each fluency
component –accuracy, automaticity, and in word,
phrase, and sentence level prosody. This test will
use a linear text which can be academic/literary.

16. A. Fluency Test
Eachsetconsistedoffourgrade-level
passageswhichweretakenfromvariedsources
–literaturebooks,novels,magazines,
newspapers,andInternetarticles.
Eachpassagecontains250to350wordsas
suggestedbySamuels(2006) .

17. A. Fluency Test
Eachsetconsistedoffourgrade-level
passageswhichweretakenfromvariedsources
–literaturebooks,novels,magazines,
newspapers,andInternetarticles.
Eachpassagecontains250to350wordsas
suggestedbySamuels(2006) .

18. A. Fluency Test
Grade7-217
Grade8-225
Grade9-284
Grade10-286
Grade11-310
Grade12-331

19. B. Reading Comprehension
Thecomprehensiontestsaimedtomeasurethe
students’ comprehensionskillsattheliteral,
inferential,andcriticallevelsinreading.Twopassages
willbeusedwith10-itemlineartextand10-item
non-lineartext. Eachofthe10-itempassagehas
questionsdistributedasfollows:twoliterallevel
items;fourinference/interpretationlevelitems;and
fourknowledgeconstructionlevelitems.

20. B. Reading Comprehension
ReadingPassagesunderwent
ReadabilityTeststodeterminethe
textcomplexity.

21. READING COMPREHENSION ASSESSMENT TOOLS IN ENGLISH (PRE-TEST)
Titles of Graded Passages for Pre-Test in English
GRADE LEVEL PASSAGE TITLE (SET A) NUMBER OF WORDS PASSAGE TITLE (SET B) NUMBER OF WORDS
7 Three Passions I Have Lived For 248 The Star - Money 224
8 Depression: How Serious Can It Get? 187 Eliminating Procrastination 187
9 Closure 287 Two Nights 224
10 Tuesdays with Morrie 328 The Life of Pi 319
11 Understanding Calories 266 Hormones in the Body 266
12 The Educated Man 400 Acceptance Speech 410

22. WORK IMPLEMENTATION GUIDELINES
IN THE ADMINISTRATION
OF CONTEXTUALIZED READING
ASSESSMENT
FOR JUNIOR AND SENIOR HIGH SCHOOL

23. 1.WiththesupervisionoftheSchoolHead,
theSchoolReadingCoordinatorand
SchoolTestingCoordinatorwiththe
LanguageandReadingTeachersshall
facilitatetheconductofthereading
assessmentfromOctober2-13whilethe
validationofthepretestresultsshallrun
fromOctober16-27.

24. 1.WiththesupervisionoftheSchoolHead,
theSchoolReadingCoordinatorand
SchoolTestingCoordinatorwiththe
LanguageandReadingTeachersshall
facilitatetheconductofthereading
assessmentfromOctober2-20whilethe
validationofthepretestresultsshallrun
fromOctober23-27.

25. 2. All learners from Grades 7 to 12
shall undergo the reading assessment
in English to measure their reading
proficiency level. This shall serve as
basis for reading intervention and
inputs in the development for the
school reading program.

26. 3. Each learner per grade level shall
use the contextualized reading
package to assess his/her fluency
skill with a text to be read orally.
While two passages with 20-item
questions will be answered silently to
test their reading comprehension
skill.

27. 4. This activity must be conducted during
English period and/or during
Intervention/Remediation period. The
fluency test must run for two sessions
(depending on the number of learners per
class) while the reading comprehension
test must be conducted in one session
equivalent to one hour.

28. 4. This activity must be conducted during
English period and/or during
Intervention/Remediation period. The
fluency test must run for two sessions
(depending on the number of learners per
class) while the reading comprehension
test must be conducted in one session
equivalent to one hour.

29. Step-by-step Process Persons Involved
Step1:Productionofcontextualizedreading
package
Theschoolheadshall
spearheadtheproductionofthe
contextualizedreadingpackage
ensuringthateachlearnermust
havehis/herowncopyofthe
materialduringtheconductof
theassessment.
•School Head/
•Language Department
Head
•School Reading
Coordinator
•Administrative
Officer/Supply Officer

30. Step-by-step Process Persons Involved
Step2:Orientationofreadingteachers
Theschoolheadshallspearhead
theorientationasitwillbe
facilitatedbytheschoolreading
coordinatorensuringthatall
reading/languageteachershave
understoodtheprocessfromthe
preparationuptothecompletionof
e-toolandutilizationofotherforms
needed.
•SchoolHead/
•LanguageDepartment
Head
•School Reading
Coordinator
•Language/Reading
Teachers

31. Step3.1:Administrationofreadingassessmenton
FluencyTest(One-on-one)
3.1.1.Preparetwocopiesofthefluencytest
material,theteacher’scopyandthereader’scopy.
Thelearnerwillusethereader’scopywhilethe
teacher’scopywillbeusedformarkingthemiscues
andforprofilingstudent’sperformanceinthe
fluencytest.Donotforgettowritethenameofthe
studentaswellashis/herageandgradelevel.

32. Step3.1:Administrationofreadingassessmenton
FluencyTest(One-on-one)
3.1.2.Beforeaskingthestudenttoreadaloud,
instructhim/herto
●sitproperlyandholdthecopyproperly;
●readusinghis/hernormalvoiceandthenormal
speeds/heuseswhenevers/hereads; and
●beginreadingwhenyoutellhim/hertobegin
andstopwhenyouaskhim/hertostop.

33. Step3.1:Administrationofreadingassessmenton
FluencyTest(One-on-one)
3.1.3.Oncethelearnerstartsreading
orally,preparethetimerforone
minute.Whilethestudentisreading,
markandrecordtheoralreading
miscuesusingtheteacher’ scopy.

34. Step3.1:Administrationofreadingassessmenton
FluencyTest(One-on-one)
3.1.4.Afteraminute,releasethe
learnerandinstructhim/hertogo
backtotheirclassactivitytolessenthe
destructionforthenextreader.

35. Step3.2:Administrationofreadingassessment
onReadingComprehensionTest
Aftercompletingthefluencytest,the
language/readingteachermusthaveaseparate
scheduleintheconductofthereading
comprehensiontest.Aftersettingtheclass,the
language/readingteachershalldothe
following:

36. Step3.2:Administrationofreadingassessmenton
ReadingComprehensionTest
3.2.1. Askthelearnerstoarrangetheirchairs
withenoughspacebetweenrows/columns.Inform
theclassthattherewillbetwosetsofteststoavoid
copyinganswersfromtheirseatmates.(SetAand
SetB).Orientthestudentsthattheywillbe
answering
twotexttypeswith10questionsfor
eachtype.

37. Step3.2:Administrationofreadingassessmenton
ReadingComprehensionTest
3.2.2. Onceset,distributethereadingmaterials,
andanswersheetsforSetAandSetB.
3.2.3. Givethelearnerssixtyminutestoreadand
answerthegivenpassages(onelinearandonenon-
lineartext.)
3.2.4. Collectthereadingmaterialsandthe
answersheets.

38. Step4:Consolidationofpretestresults
4.1.Onthefluencytest,thelanguage/reading
teachershallfirstsummarizetheresultofthe
fluencytest.He/Sheshallcompletetheformwhere
summaryofmiscuesandnumberofwordsreadina
minuteareindicated.

39. Step4:Consolidationofpretestresults
4.2.Onthereadingcomprehension
test,thelanguage/readingteacher
shallchecktheindividualscoresofthe
learnersandattachtheanswersheet
onthelearner’ sfluencytestresult.

40. Step4:Consolidationofpretestresults
4.3.Aftergatheringtheneededdata,the
language/readingteachershallinputthescoresinthe
contextualizede-toolasitwillbeconsolidatedbythe
SchoolReadingCoordinator.
Whilethecopiesofthecompletedformsmustbecompiledin
onefolderperclasswhichshallalsobesubmittedtotheSchool
ReadingCoordinatorforreadyreferenceduringthevalidation
proper.Thisshallalsoserveastherecordofthelearner’ s
individualreadingperformance.

41. Step5:Validationofpretestresults
5.1.Beforethevalidation,theschoolreading
coordinatorshallpreparethesummarizedreadingresults
whichwillbepresentedtothemembersoftheDistrict
ReadingCommittee. Thisresultmaybeincludedbutnot
limitedtothefollowing:
a.SummaryofPretestResultperClass
b.SummaryofPretestResultperGradeLevel
c.OverallSummaryofthereadingperformanceofthe
learnerspergradelevelusingagraphicalrepresentation.

42. Step5:Validationofpretestresults
5.2.Duringthevalidation,themembersoftheDistrict
ReadingCommitteeshallrandomlypickfive(5)learners
whoareundertheindependentlevel,five(5)learners
whoareundertheinstructionallevel,andfive(5)
learnerswhoareunderthefrustrationlevelfromthe
pretestresult.Atotalof15learnersshallundergothe
readingvalidationprocessperclass.
Eachlearnershallundergoreadingcomprehension
testswithanothersetofreadingmaterials.

43. Step5:Validationofpretestresults
5.3.Afterthevalidationprocess,thevalidatorsthen
shallissueacertificationindicatingwhetherthestudents’
readingperformancesduringthevalidationareparallel
withtheirperformancesduringtheconductofthe
pretest.
Incasetherearediscrepanciesobserved,the
validatorsshallgiveanoteintheirmonitoringtooland
providetechnicalassistanceastohowitshallbe
addressedbytheschool.

44. Aftertheassessment,theschoolmay
startimplementingitsplannedreading
intervention/remediationasreflectedin
theapprovedSchoolReadingProgram.The
datafromthereadingassessmentmustbe
properlyanalyzedandutilizedincarrying
outtheschool’sreadingprograms,projects
andactivities.

45. GUIDE IN THE USE OF E-TOOL
For FLuency
WPM (Word per Minute)
-Input the number of words read by the learner in one
(1) minute.
WCPM (Word Correct per Minute)
-To get this, deduct the total number of miscues to the
number of words read by the learner in one (1) minute.
Note: The e-tool will automatically generate and interpret all other data required to determine the learner’s reading level.

46. Accuracy:
Words read correctly per minute (wcpm)
W
ords read per minute (wpm)
x100

47. automaticity:
Words read per minute (wpm)

Oral Reading rate (150)
x100

48. FLUENCY RATE:
ACCURACY + AUTOMATICITY

2

49. Phil-IRI ORAL READING PROFILE

50. GUIDE IN THE USE OF E-TOOL
For READING COMPREHENSION
Linear Text
-Input the total number of items and the learner’s total
score attained from the Linear Text material.
Non-Linear Text
-Input the total number of items and the learner’s total
score attained from the Non-linear Text material.
Note: The e-tool will automatically generate and interpret all other data required to determine the learner’s reading level.

51. Divide the number of correct
answers by the total number of
items.
Get thepercentage by multiplying
the answer by 100.

52. READING COMPREHENSION RATE:
LINEAR + NON-LINEAR

2

54. Certificate of Adoption