Comprehensive Rapid Literacy A-EoSY-Final-1 (1).pptx

none

1. JUNE 9, 2023 -LEYTE DIVISION OFFICE

2. What is CRLA? CRLA is a continuum of reading diagnostic and formative assessment in mother tongue, Filipino, and English designed to help grades 1 to 3 teachers quickly classify their students according to reading ability so they can be provided with appropriate instruction. The main goal is to identify children who need additional support and what support they need in reading.

3. Languages and Competencies Grade 1 Mother Tongue - Reading fluency and comprehension Filipino (for non-Tagalog areas only) - Listening Comprehension Grade 2 Mother Tongue and Filipino - Reading fluency and comprehension English - Listening comprehension Grade 3 Mother Tongue, Filipino, and English - Reading fluency and comprehension

4. Mother Tongue Passages for Reading Fluency and Comprehension Number of Stories Maximum Number of Words per Sentence Total Number of Words per Story Literal Questions Inferential Questions Total Questions Length of Administration Grade 1 2 5 50 ( ± 1) 4 1 5 1 minute/ Open Time Grade 2 2 8 95 ( ± 1) 4 2 6 2 minutes/ Open Time Grade 3 2 10 120 ( ± 1) 5 2 7 3 minutes/ Open Time

5. Mother Tongue Passages for Reading Fluency and Comprehension Number of Stories Maximum Number of Words per Sentence Total Number of Words per Story Literal Questions Inferential Questions Total Questions Length of Administration Grade 1 2 5 50 ( ± 1) 4 1 5 1 minute/ Open Time Grade 2 2 8 95 ( ± 1) 4 2 6 2 minutes/ Open Time Grade 3 2 10 120 ( ± 1) 5 2 7 3 minutes/ Open Time

6. Word at 50% Mark 49 50 51 94 95 96 99 100 101 119 120 121 Grade 1 (L1) 24 th 25 th 26 th Grade 2 (L1, L2) 47 th 48 th 49 th Grade 3 (L1, L2) 49 th 50 th 51 st Grade 3 (L3) 59 th 60 th 61 st

7. Grade 1 Scale - Mother Tongue and Filipino Reading Fluency and Comprehension Reading Level Criteria Full Intervention Cannot read a single word accurately in one minute Moderate Intervention Student reads less than 50% of the passage accurately in one minute Light Intervention Student reads 50% to 100% of the passage mostly accurately in one minute BUT answers 0 to 3 questions correctly only Meets Expectation Student reads most or 100% of the passage accurately in one minute AND answers 4 to 5 questions correctly

8. Grade 2 Scale - Mother Tongue and Filipino Reading Fluency and Comprehension Reading Level Criteria Full Intervention Cannot read a single word accurately in two minutes Moderate Intervention Student reads less than 50% of the passage accurately in two minutes Light Intervention Student reads 50% to 100% of the passage mostly accurately in two minutes BUT answers 0 to 4 questions correctly only Meets Expectation Student reads most or 100% of the passage accurately in two minutes AND answers 5 to 6 questions correctly

9. Grade 3 Scale - Mother Tongue and Filipino Reading Fluency and Comprehension Reading Level Criteria Full Intervention Cannot read a single word accurately in three minutes Moderate Intervention Student reads less than 50% of the passage accurately in three minutes Light Intervention Student reads 50% to 100% of the passage mostly accurately in three minutes BUT answers 0 to 5 questions correctly only Meets Expectation Student reads most or 100% of the passage accurately in three minutes AND answers 6 to 7 questions correctly

10. Grade 3 Scale - English Reading Fluency and Comprehension Reading Level Criteria Full Intervention Cannot read a single word accurately in two minutes Moderate Intervention Student reads less than 50% of the passage accurately in two minutes Light Intervention Student reads 50% to 100% of the passage mostly accurately in two minutes BUT answers 0 to 4 questions correctly only Meets Expectation Student reads most or 100% of the passage accurately in two minutes AND answers 5 to 6 questions correctly

11. Filipino and English Passages for Listening Comprehension Number of Stories Total Number of Words per Story Literal Questions Inferential Questions Total Questions Grade 1 Filipino 2 60 to 65 4 2 6 Grade 2 English 2 45 to 50 4 1 5

12. Grade 1 Scale - Filipino Listening Comprehension Proficiency Level Criteria Full Intervention Answers 0 questions correctly Moderate Intervention Answers 1 to 2 questions correctly Light Intervention Answers 3 to 4 questions correctly Meets Expectation Answers 5 to 6 questions correctly

13. Grade 2 Scale - English Listening Comprehension Proficiency Level Criteria Full Intervention Answers 0 questions correctly Moderate Intervention Answers 1 to 2 questions correctly Light Intervention Answers 3 questions correctly Meets Expectation Answers 4 to 5 questions correctly

14. Administration - Reading Fluency and Comprehension PREPARE Review procedures and protocols Practice Laptop (if online) Timer Learner Sheet (Story) Record Form (Scoresheet) Pencil Water

15. Administration - Reading Fluency and Comprehension PASSAGE READING Establish rapport with the learner Motivate the learner Give instructions Read the titles of the two stories - Ask learner to choose one Confirm that the learner is ready to read Present learner sheet (share screen or give printed form) Ask learner to read (title NOT included)

16. Administration - Reading Fluency and Comprehension PASSAGE READING Start timer (DO NOT show the timer) Encircle last word read at ___-minute mark Note down end time if read less than ___-minute mark Remove learner sheet (un-share screen or retrieve printed form) Do a quick check-in after reading

17. Administration – Reading Fluency Comprehension Passage Reading Instruction in Waray 1. May ada ako duha nga mga halipotay nga istorya . Mao ini an (Title of Story) ngan an (Title of Story) Hain man an imo gusto/ karuyag nga basahon ? Basaha san makusog ngan klaro an istorya . Okay la kun magkamali ka sa pagbasa . Basta himua an imo makakaya ngan pag -enjoy. Ngan niyan paghaharampangan naton an istorya nga imo ginbasa . Andam ka na ba ? (Child’s response: Opo / oo )

18. Administration - Reading Fluency and Comprehension PASSAGE READING INSTRUCTIONS I have two short stories today -- _____ and _____. (Teacher reads the titles.) Which one would you like to read? Read the short story loudly and clearly. I will give you some time to read as much of it as you can. It is okay to make mistakes. Just do your best and have fun! We will talk about the story after you have read it.

19. Administration - Reading Fluency and Comprehension COMPREHENSION QUESTIONS Confirm that the learner is ready to chat about the story Ask the comprehension questions You may repeat each question one time if needed DO NOT paraphrase the questions Accept correct answers missed out in answer key Affirm the learner's efforts Close the activity

20. Administration - Reading Fluency and Comprehension Comprehension Question Instructions (Waray) 1. Yana pagharampangan naton an istorya . 2. May ada ako igpapakiana sa imo , 3. Himua an imo la makakaya nga mabaton an pakiana tikang sa istorya nga imo ginbasa . 4. Okay la, (name of the child) kun magkamali ka. 5. Ngan himua an imo best ngan ig -enjoy la ini .

21. Administration - Reading Fluency and Comprehension COMPREHENSION QUESTIONS INSTRUCTIONS Let us talk about the story. I will ask you some questions about it. Do your best to answer based on what you have read. It is okay to make mistakes. Just do your best and have fun!

22. Administration - Reading Fluency and Comprehension LEARNER EXPERIENCE Show the learner the emoji evaluation Ask the learner to say the number of emoji that shows how they felt about the activity Ask why they chose the emoji if there is extra time

23. Administration - Reading Fluency and Comprehension Learners Experience Instructions (Waray) 1. Kitaa an mga ladawan han nawong . 2. Hain man dida ha ladawan an imo gin- abat san aton buruhaton ? Pilia an numero . 3. Kay ano asya an imo ginpili ?

24. Administration - Reading Fluency and Comprehension LEARNER EXPERIENCE INSTRUCTIONS Look at the faces . Which face shows how you felt about our activity? Tell me the number. 3. Why did you choose number ___?

25. Administration - Reading Fluency and Comprehension ENCODING OF RESULTS - Record Form Mark miscues Encircle last word read at __-minute mark Note down end time if read less than __-minute mark Mark correct (✓) and incorrect (✗) answers Accept correct answers missed out in answer key Encircle learner's evaluation Note down observations

26. RFC Miscue Analysis - Marking Symbols word

27. Miley Cyrus Mina Matt Mapagmahal Elem. School == 1 min. 3 sec / /

28. Miley Cyrus Mina Matt Mapagmahal Elem. School / 1 min. 5 sec / X / /

29. Mahinay pa siya bumasa / dire nakakaluwas san letra nga NG……

30. Administration - Listening Comprehension

31. Administration - Listening Comprehension PREPARE Review procedures and protocols Practice Record Form (Scoresheet-Teachers’ copy) Pencil Water

32. Administration - Listening Comprehension PASSAGE READING Establish rapport with the learner Motivate the learner Give instructions Read the titles of the two stories - Ask learner to choose one Confirm that the learner is ready to listen Read the story Do a quick check-in after reading

33. Administration - Listening Comprehension PASSAGE READING INSTRUCTIONS I have two short stories today -- _____ and _____. Which one would you like to listen to? Are you ready to listen? We will talk about the story after you listen to it.

34. Administration - Listening Comprehension Passage Reading Instruction in Waray for Listening Comprehension. 1. May ada ako duha nga mga halipotay nga istorya . Mao ini an (Title of Story) ngan an (Title of Story) 2. Hain man an imo gusto/ karuyag nga pamation ? 3. Andam ka na ba mamati ? (Child’s response: Opo / oo ) 4. Ngan niyan paghaharampangan naton an istorya nga imo ginpamatian .

35. Administration - Listening Comprehension COMPREHENSION QUESTIONS Confirm that the learner is ready to chat about the story Ask the comprehension questions You may repeat each question one time if needed DO NOT paraphrase the questions Accept correct answers missed out in answer key Affirm the learner's efforts Close the activity

36. Administration - Listening Comprehension Comprehension Question Instructions (Waray) 1. Yana pagharampangan naton an istorya . 2. May ada ako igpapakiana sa imo , 3. Himua an imo la makakaya nga mabaton an pakiana tikang ha istorya nga imo ginpamatian . 4. Okey la, (name of the child) kon magkamali ka. 5. Ngan himua an imo best ngan ig -enjoy la ini .

37. Administration - Listening Comprehension LEARNER EXPERIENCE Show the learner the emoji evaluation Ask the learner to say the number of emoji that shows how they felt about the activity Ask why they chose the emoji if there is extra time

38. Administration - Listening Comprehension LEARNER EXPERIENCE INSTRUCTIONS Look at the faces . Which face shows how you felt about our activity? Tell me the number. 3. Why did you choose number ___?

39. Administration - Listening Comprehension Learners Experience Instructions (Waray) 1. Kitaa an mga ladawan han nawong . 2. Hain man dida ha ladawan an imo gin- abat san aton buruhaton ? Pilia an numero . 3. Kay ano asya an imo ginpili ?

40. Administration - Listening Comprehension ENCODING OF RESULTS - Record Form Mark correct (✓) and incorrect (✗) answers Accept correct answers missed out in answer key Encircle learner's evaluation Note down observations

41. Administration – Reading Fluency and Comprehension

42. EoSY CRLA TIPS Do NOT comment on the learner’s answers or give clues. ✗ Are you sure? ✗ Check again. 2. Prompt and encourage. ✓ Next. ✓ Continue. ✓ It is okay to try!

43. EoSY CRLA TIPS 3. Do not correct the learner’s mistakes. There is a separate time for instruction. 4. Do not force the learner to finish the activity if they are already in distress. Always put the learner’s wellness first.

44. Administration - Listening Comprehension

45. EoSY CRLA TIPS Do NOT comment on the learner’s answers or give clues. ✗ Are you sure? ✗ Check again. 2. Prompt and encourage. ✓ Next. ✓ Continue. ✓ It is okay to try!

46. EoSY CRLA TIPS 3. Do not correct the learner’s mistakes. There is a separate time for instruction. 4. Do not force the learner to finish the activity if they are already in distress. Always put the learner’s wellness first.