FLAT-1 ppt for education in Reading and writing

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1. DIVISION ONLINE RETOOLING ON BEGINNING READING & LITERACY INSTRUCTION CUM ORIENTATION ON FUNCTIONAL LITERACY ASSESSMENT TOOL (FLAT) FOR BRIGADA PAGBASA PROGRAM READING TEACHERS & VOLUNTEERS

2. PAMBUNGAD NA TANONG KUNG KAYO AY ISANG SASAKYAN, ANO KAYO AT BAKIT?

3. LARO ng WIKA LARAWAN KO… SALITA MO!

4. Anong SALITA ito? 1 Larawan KULTURA

5. Anong SALITA ito? 2 Larawan PANDEMYA

6. Anong SALITA ito? 1 Larawan KULTURA

7. Anong SALITA ito? 3 Larawan AGOSTO

8. Anong SALITA ito? 4 Larawan UNAWA X

9. Anong SALITA ito? 5 Larawan PAPAHALAGAHAN

10. Anong SALITA ito? 6 Larawan KATUTUBO

11. Anong SALITA ito? 7 Larawan MAPADALI

12. Anong SALITA ito? 8 Larawan EDUKASYON

13. Anong SALITA ito? 9 Larawan SINASALITA

14. Anong SALITA ito? 10 Larawan MAKIBAKA

15. Interpretation 10 Functionally Literate 7-9 Can integrate and interpret 4-6 Can identify and interpret 1-3 Can identify

16. FUNCTIONAL LITERACY ASSESSMENT TOOL (FLAT)

17. Grade Ages Reading Test Competencies 1 6 - 8 Able to read at least 4 letters 1 6 – 8 Able to read at least 4 common words 2 7 - 9 Able to read one of the paragraphs – Grade 2 text 3 8 - 10 Able to read a short story – Grade 3 text Able to respond to two fact retrieval questions 4 - 6 11 -13 Able to read a passage of local authentic text Able to respond to two fact retrieval questions Functional Literacy Assessment Tool (FLAT)

18. What is functional literacy? The reading level considered as ‘functional’ is if a child can read through the FLAT to the story or to the local material and answer at least two fact retrieval questions about the story or local material correctly. This will show whether children can read material needed to function in everyday life. The highest level of functional literacy is reading and comprehension of the local material. While this measure is very important and useful, both this and reading and comprehension of the story are classified as functional literacy and reaching either level is the desired outcome for literacy Target.

19. Next: LETTERS m t z f k o a r v p Letter Ask the child to read any 5 letters from the letters list. Let the child choose the letters. If he or she does not choose, then point out letters.

20. Is the child at Letters Level? No If the child cannot recognize 4 out of 5 letters chosen Mark the child at ‘Nothing Level’ The assessment is finished Yes If the child correctly recognizes at least 4 out of 5 letters with ease Ask the child to try reading the words again and then follow the instructions for word level testing. If he or she can read 4 out of 5 letters but cannot comfortably read words, then mark the child at ‘Letter Level’

21. Next: WORDS both step cup out rope dog hat key wish doll Words Ask the child to read any 5 words from the word list. Let the child choose the words. If he or she does not choose, then point out 5 words to read.

22. Is the child at Word Level? No If the child cannot read at least 4 out of 5 with ease. Yes If the child reads at least 4 out of 5 letters with ease

23. More than one chance Give the child more than one chance to read the text. Usually if a child is told to read again carefully and she can read, she will not repeat the same mistake. Practice and familiarity with a task improves the child’s performance. Ask the child to try to read the paragraph again to confirm. Follow the instructions for paragraph level testing If he or she can correctly and comfortably read words but is still struggling with the paragraph, then mark the child at ‘Word Level’

24. Next: PARAGRAPH This is a big monkey. He lives on a tree. He likes to jump. He also likes bananas. Ask the child to choose one paragraph to read Ask the child to read either of the 2 paragraphs aloud. Let the child choose the paragraph. If the child does not choose, point to one paragraph to read. Ask the child to read it. Listen carefully to how he or she reads. Peter is six years old. He loves to study. He also likes to play. Peter goes to school. Para Para

25. Is the child at Paragraph Level? No Reads the text like a string of words, rather than a sentence. Reads the text haltingly and stops very often. OR Reads the text fluently but with more than 3 mistakes Yes Reads the text like she is reading a sentence, rather than a string of words. Reads the text fluently and with ease, even if she is reading slowly. Read text with not more than 3 mistakes.

26. Next: STORY A big tree stood in a garden. It was alone and lonely. One day a bird came and sat on it. The bird held a seed in its back. It dropped the seed near the tree. A small plant grew there. Soon there were many more trees. The big tree was happy. Ask the child to read the story aloud. Story

27. Is the child at Story Reading Level? No If the child reads story with more than 3 mistakes. Mark the child at ‘Paragraph Level.’ Yes Reads the story with not more than 3 mistakes.

28. Next: STORY COMPREHENSION Story comprehension questions: Why was the tree sad? It lost its friend. It was alone and lonely. There was no sun. Don’t know. 2. What did the bird drop near the tree? A tree branch A piece of bread A seed Don’t know 3. Why was the tree happy at the end of the story? It was not alone/many trees The sun come out It rained Don’t know Read the questions out loud to the child and then let the child answer out loud. Comprehension Questions Must answer at least two of the three questions correctly for story to be correctly read.

29. Is the child at Story Comprehension Level? No If the child cannot answer at least 2 comprehension questions Mark the child at ‘Story Reading Level.’ Yes If the child can answer 2 comprehension questions.

30. Next: LOCAL MATERIAL Read the questions out loud to the child and then let the child answer out loud. Reading Test (3) Insert three comprehension questions about the local material. Insert local material here, such as a passage from an informational leaflet, newspaper article, or other local language material.

31. Is the child at Local Material Level? No If the child cannot read the text without more than 3 mistakes or answer at least 2 questions Mark the child at ‘Story Comprehension Level.’ Yes Can read the text without more than 3 mistakes and correctly answer at least 2 questions about it.

32. Functionally Literate Children who reach Story Comprehension Level or Local Material Level are counted as functionally literate for the literacy Target. REMEMBER!

33. FLAT Rating Sheet

34. STAR The School-based Test About Reading (STAR) focuses on five critical components of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension, and the field guide is meant to assist NO staff and field offices in using these results to develop early literacy interventions. It contains the procedures, protocols, and tools required to plan a literacy assessment, including analysis and reporting of STAR results. Although assessing early reading skills is complicated, this guidance aims to facilitate the process.

35. What is the STAR tool? The World Vision (WV) STAR (School-based Test About Reading) provides critical information about children’s foundational reading ability. STAR replaces FLAT as the recommended tool for assessing reading. It measures reading skills for Grade 3 students who are the focus of WV’s literacy programming.