Orientation on Reading Assessment(1).pptx

ORIENTATION OF ASSESSMENT TOP SHARE EVERY ONE ABOUT THE AGENDA

1. Program Orientation MARIBEN D. BERJA, Ph.D CID Chief

2. Welcome FE L. SIBULO Secondary Principal II

3. Division Memorandum No. 299, s. 2023 Orientation on the Reading Assessment for Elementary and Secondary School Learners

4. Pursuant to Division Memorandum No. 218, s. 2023 Re: Guidelines on the Implementation of Reading Assessment in the Schools Division of Camarines Sur under CAMSUR LN, and Regional Memorandum No. 363, s. 2023, Re: Guidelines in the Administration of the Rapid Literacy Assessment for Grades 4 – 12 Learners in Region V, this Office, through the Curriculum Implementation Division, will conduct an Orientation on Reading Assessment for Elementary and Secondary Learners at Pamukid National High School on August 17-18, 2023, 8:00 PM to 5:00 PM.

5. The activity has the following objectives: To ensure the continuous development of learners on their basic learning skills, thus making them readers and writers at his/her grade level. To have one common understanding of the reading assessment process and its reporting. To realize the importance of assessment in the reading program.

6. Division Memorandum No. 218, s. 2023 Guidelines on the Implementation of Reading Assessment in the Schools Division of Camarines Sur under CAMSUR LN

7. In line with the implementation of the Learning Recovery and Continuity Plan (LRCP) of the Schools Division Office of Camarines Sur dubbed as RAISE: CAMSUR LN, this Office, through the Curriculum Implementation Division (CID), shall conduct the assessment of the learners on literacy on monthly and quarterly bases this school year 2022-2023 and thereafter.   Division Memorandum No. 218, s. 2023

8. To ensure the continuous development of learners on their basic skills, thus making them a reader and a writer at his/her grade level and efficient implementation of the assessment, the specific Guidelines on the Implementation of Reading Assessment in the Schools Division of Camarines Sur are enclosed. Division Memorandum No. 218, s. 2023

9. The Schools Division Office of Camarines Sur directs all 45 districts to implement these guidelines and provide the mechanism needed for the smooth conduct of the reading assessments. Division Memorandum No. 218, s. 2023

10. Division Memorandum No. 218, s. 2023 Rationale: An essential and crucial component of instruction is administering various assessments, which enables teachers to actively participate in choosing the objectives of instruction and the subject matter of learning to be covered in the classroom. This establishes baseline data as bases for interventions to address learning gaps.

11. Division Memorandum No. 218, s. 2023 Literacy is one of the most important abilities a child can learn since reading is the cornerstone of all academic learning. A child’s success in school and life after childhood depends on their ability to read, write and count. Hence, the Schools Division Office of Camarines Sur aims to enhance literacy. The division’s RAISE CAMSUR LN-Catch Them Early Program and Catch-Up Program and the Department of Education’s flagship “Every Child A Reader Program” serve as its pillars. These programs aim to make every Filipino child a reader and writer at his/her grade level.

12. Division Memorandum No. 218, s. 2023 The vital question, "Are my students learning?" is answered via assessments, which offer crucial information that aids teachers in making decisions about what to teach and how to teach it. With careful analysis of the reading assessment results, teachers may make the most of their time and concentrate on aligning goals with instruction and content. The teacher and the pupils both gain when an assessment is closely correlated with instruction.

13. Division Memorandum No. 218, s. 2023 There are many types of reading tests, which can be used for many other things. They come in several forms and can be either official or informal. Since they indicate both the student's learning outcome (what they have learned) and preferred learning method (how they learn best), they aid in our analysis of the learner's performance, both quantitatively and qualitatively.

14. Division Memorandum No. 218, s. 2023 The types of reading assessments mentioned are the following: BoSY and EoSY CRLA Phil-IRI FLAT

15. BoSY and EoSY Comprehensive Rapid Literacy Assessment (CRLA)

16. Division Memorandum No. 218, s. 2023 Informal reading inventories are made to give teachers more information about a student's reading proficiency in a particular passage so that they can tailor the lesson to their needs (Rutlledge,1998). The underlying premise is that a learner's approximate literacy abilities are best demonstrated by how well he or she performs in authentic reading and writing activities. This contrasts with formal reading assessments, which are standardized and frequently given to compare a student's performance to that of other students (Weaver, 2014).

17. The Beginning of School Year Comprehensive Rapid Literacy Assessment (BoSY CRLA) is used for Grades 1 to 3 to identify learners’ reading profiles. Learners’ phonological awareness, alphabet knowledge, decoding, and word recognition are tested in this assessment. The result of this assessment tool is used to design appropriate reading instruction.

18. The End of School Year Comprehensive Rapid Literacy Assessment (EoSY CRLA) is used for Grades 1 to 3 to identify learners’ reading profiles such as Full Intervention, Moderate Intervention, Light Intervention, and Meets Expectations. Oral Reading Fluency and Comprehension are tested in this assessment. The result of this assessment tool is used to design appropriate reading instruction at the end-of-school-year.

19. Philippine Individual Reading Inventory

20. Division Memorandum No. 218, s. 2023 The Philippine Reading Inventory Assessment Tool is intended as a classroom-based assessment tool to gauge and analyze learners’ reading abilities . Classroom teachers can create and deliver effective reading instruction using the assessment's information. The inclusionary ideas that emphasize the need for learner-centered, flexible, relevant curricula and culturally aware education are embraced by this diagnostic method to explain how children read. School administrators will be able to develop more effective school reading programs or activities with the assistance of the data from the Phil-IRI assessment.

21. What is Phil-IRI? a classroom-based reading assessment assesses the student’s interaction with print orally and silently informs the classroom teacher the reading performance of the students in terms of their reading strengths and difficulties and helps the teacher design appropriate classroom intervention

22. It is important to note that the Phil-IRI only provides an approximation of the learner’s abilities and may be used in combination with other reliable tools of assessment. What is Phil-IRI?

23. What reading skills are diagnosed / assessed? phonics and word recognition fluency rate of reading listening/reading comprehension

24. Components of the Phil-IRI Group Screening Test Passages for Oral Reading: Filipino and English Passages for Silent Reading: Filipino and English Comprehension questions

25. What is GST? The Phil-IRI Group Screening Test (GST) is a silently-administered test in both Filipino and English in 30 minutes. Each tool is composed of a 20-item comprehension test based on a set of leveled passages for each grade level covering Grades 3 to 6 in Filipino and Grades 4 to 6 in English. The passages were written and selected based on concept load, level of vocabulary used, sentence complexity, nature of themes and cohesion. The objective of the GST is to identify students who need further testing.

26. Grades 2 to 6 : 3 to 4 short passages in Filipino and a 20-item comprehension check Grade 3 to 6 : 3 to 4 short passages in English and a 20-item comprehension check

27. Font Size Used for the Passages for each Grade Level Grade/Reading Level Recommended Font and Size Kindergarten to 1 st Grade Comic Sans, Alfabeto Font Size 18 2 nd Grade Comic Sans, Alfabeto Font Size 16 3 rd Grade Comic Sans, Alfabeto Font Size 14 4 th to 7 th Grade Comic Sans, Alfabeto Font Size 12

28. The Phil-IRI Graded Passages (Sets A, B, C and D) The Phil-IRI Graded Passages is an informal individualized assessment tool used to record the student’s performance in oral reading , silent reading and/or listening comprehension. The Phil-IRI Oral Reading Test is administered in order to: • identify the student’s miscues in oral reading; • record the number of words that a student reads per minute; and • find out how well a student understands the passage read.

29. The Phil-IRI Listening Comprehension The Phil-IRI Listening Comprehension is administered when the student is identified as a nonreader. The purpose is to find out how well a student understands the selection which will be read by the test administrator. Then the test administrator reads the multiple choice questions and the student answers them orally.

30. The Phil-IRI Silent Reading Test The Phil-IRI Silent Reading Test may be administered after the Oral Reading Test is conducted to further check the student’s comprehension skill. This is an optional activity. The selections for Grade 2 to Grade 4 are narrative texts Those from Grades 5 to 7 are expository texts. The expository texts in Filipino deal with Social Studies concepts, while those in English focus on Science concepts.

31. The Phil-IRI Forms (For GST)

32. PHIL-IRI Forms for Graded Passages

33. DISCONTINUE THE ASSESSMENT

34. What materials are needed? Group Screening Test Materials Phil-IRI Graded Passages for one-on-one administration – teacher’s copy and learner’s copy Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na Teksto/Phil-IRI Form 3B: Grade Level Passage Rating Sheet

35. Phil-IRI Form 4; Talaan ng Indibidwal na Pagbabasa/Individual Summary Record (ISR) Timer Pen Recording Device REGINA M. QUIDIP KINDERGARTEN MASAYA - AM MAGILIW - PM

36. NOTE:

37. Miscue a deviation or difference between what a reader says and the word in the page (Goodman, 1973) Common Miscues 1. Mispronunciation 2. Omission 3. Substitution 4. Insertion Repetition Reversal 7. Hesitation

38. Mispronunciation – when a word or words is not pronounced or read properly ( pupil reads a word phonetically ) Text: The children played in the yard. Reader: playeed The children played in the yard. Underline the text and write the phonetic spelling above it.

39. Omission – when a word or words are omitted. Text: Tony saw an enormous elephant in the zoo. Reader: Tony saw an elephant in the zoo. Circle the omitted word. Tony saw an enormous elephant in the zoo .

40. Substitution – When one word is substituted for another. Example: Text : The big horse started to trot. Reader : The big horse started to trot. Write the word read directly above the correct word. house The big horse started to trot.

41. Insertion – When a word or words are inserted. Text : His big sister is in school. Reader : His big sister is in the school. Indicate it with a caret at the point of intersection and the word is written above the caret. the His big sister is in ^ school.

42. Repetition – when a word /phrase is repeated. Text : The red roses are in the lovely vase. Reader: The red roses are in the in the lovely vase Draw a line from the point at which the reader decides to retrace his steps to the point the repetition begins. The red roses are in the lovely vase.

43. Reversal – when two words are reversed . Text : The gardener is working in his vegetable garden. Reader : The gardener is working in his garden vegetable. Use a proofreader’s symbol for transposition. The gardener is working in his vegetable garden.

44. Division Memorandum No. 218, s. 2023 Compute the Word Recognition (WR) and Comprehension(C) scores to identify the child’s reading level. If the child’s reading level is Frustration or Instructional Level, do sub-step f. If it is Independent Level, do sub-step g. The formula is as follows and its interpretation:

45. How many miscues were observed? What are these miscues? How many minutes did it take the student to read the passage? How many comprehension questions were correctly answered? Quantitative Analysis of the Oral Reading Test

46. No. of words in the passage: 65 No. of miscues: 15 65-15= 50 x 100 = 76.9% 65   % of words correctly read: 76.9% Example: Jenny’s Performance in Oral Reading

47. Computing Speed in Reading Reading speed = No. of words read X 60 reading time in seconds No. of words in the passage: 103 No. of minutes it took Pedro to read it: 1.5 mins. (90 seconds) 103 words read = 69 words per minute 90 seconds Jenny’s reading rate: 69 words per minute

48. Computing for Comprehension Comprehension= No. of correct answers No. of questions No. of correct answers: 4 Total no. of questions: 7 4/7 = 57 Jenny’s comprehension skill: 57%

49. HOW TO CONDUCT THE PHIL-IRI

50. Jenny’s Reading Profile Word reading score: 15 miscues= 76.9%: Frustration Comprehension score: 4 out of 7= 57%: Frustration Reading Rate: 69.5 words per minute Jenny’s Oral Reading Profile : Frustration

51. Qualitative analysis Does word-by-word reading Lacks expression; reads in a monotonous tone Voice is hardly audible Disregards punctuation Points to each word with his/her finger Employs little or no method of analysis Other observations Behavior while Reading

52. What should the teacher do with pupils like Jenny?

53. to design or adjust classroom, small group or individualized instruction in Reading How should the PHIL-IRI result be used?

54. Stage 3: Analysis of reading difficulties and planning for intervention

55. Reading Difficulty: Very poor word recognition How does s/he try to decode a word? How many miscues were recorded? What type of miscues were made? What kind of intervention should be done?

56. Examples of Intervention Phonological awareness Alphabet Knowledge -identifying each letter of the alphabet -sounding each letter (in MT or Filipino) or each consonant (in English) blending the letters to form words Explicit instruction on word recognition

57. Reading Difficulty: Very poor fluency Can read each word but does word-by-word reading Lacks expression in reading Disregards punctuation marks

58. If a pupil does word-by word reading, does s/he understand what is being read? What kind of intervention should be done?

59. Examples of intervention Explicit instruction on word recognition Phrase/sentence reading Regular oral reading activity One-minute reading

60. Reading Difficulty: Very poor comprehension Very poor word recognition (PWR) Word –by-word reading (F) Does not understand most of the words (V) “Can read the whole passage but can’t understand what is being read.” (C)

61. Examples of Intervention Development of listening comprehension Intensive instruction on word recognition Vocabulary development Regular oral reading activity followed by exercises on comprehension Explicit instruction of comprehension skills

62. Planning for Intervention 1. Differentiated activity within a reading class. 2. Scheduling a special session outside the regular class: a. small group among students of similar needs b. individual student

63. Workshop

64. The Egg on the Grass Duck, Hen, and Bird are in the yard. “I see a big round egg on the grass,” says Bird. “It is not my egg,” says Hen. “My egg is in the nest.” “It is not my egg,” says Duck. “My egg just hatched.” “It is not an egg,” says Ben. “It’s my rubber ball.”

65. FLAT

66. FUNCTIONAL LITERACY LEVEL PERFORMANCE INDICATORS INTERPRETATION READING LEVEL Fewer than 4 out of 5 letters Can read nothing 4 out of 5 Can read letters 1 4 out of 5 Can read common words 2 With no more than 3 mistakes Can read a paragraph of 4 simple sentences 3 With no more than 3 mistakes Can read a short story 4 2 out of 3 questions must be answered correctly Can read and understand a story 5 2 out of 3 questions must be answered correctly Can read and understand a local material 6 FLAT RATING SCALE

67. Rapid Literacy Assessment

68. Regional Memorandum No. 336, s. 2023 The Rapid Literacy Assessment (RLA) determines the word attack or decoding skills of the Grades 4 to 12 learners in English and Filipino. These basic skills are necessary to transition Key Stage 2 to 4 learners into successful readers. Each grade level has two sets: The Pretest and the Post-Test.

69. Regional Memorandum No. 336, s. 2023 The RLA Pre-Test shall assist the teachers in profiling the specific reading skills of learners in the previous grade levels and implementing reading interventions to address specific reading difficulties.

70. Regional Memorandum No. 336, s. 2023 The RLA Post-Test reveals the learners’ progress in a school year. These assessment materials have undergone a thorough content development process; quality control of passages, phrases, and words; pilot testing, and refinement before finalization.

71. Regional Memorandum No. 336, s. 2023 The divisions are enjoined to orient elementary and secondary school heads and teachers in the administration of RLA and develop a division dashboard that will consolidate the pre and post-test results of the schools.

72. Regional Memorandum No. 336, s. 2023 Results of the RLA should be carefully analyzed to guide the division in implementing comprehensive and directed reading intervention programs that are appropriate to the needs of the Grades 4 to 12 learners with specific reading difficulties.

73. Regional Memorandum No. 336, s. 2023 The Regional Office shall provide soft copies of the RLA Tools to the 13 Schools Division Offices through the division learning area supervisors in English, and Filipino, copy furnished the division testing coordinators.

74. Regional Memorandum No. 336, s. 2023 In turn, the division supervisors shall provide schools with the complete package of the RLA tools. The pre-test should be administered within the first month of the school opening, while the post-test should be made a month before the closing of the school year. Specific guidelines in the administration of the RLA are contained in Enclosure No. 1

75. Regional Memorandum No. 336, s. 2023 In turn, the division supervisors shall provide schools with the complete package of the RLA tools. The pre-test should be administered within the first month of the school opening, while the post-test should be made a month before the closing of the school year. Specific guidelines in the administration of the RLA are contained in Enclosure No. 1

76. Regional Memorandum No. 336, s. 2023 General Guidelines: There two sets of RLA tools that are available for utilization: pretest and post-test, composed of the Teacher’s Copy and Learner’s Copy for each set, in English and Filipino, which should be both administered to the learners in Grades 4 to 12.

77. Regional Memorandum No. 336, s. 2023 General Guidelines: Prepare the materials ahead of time. The Teacher’s Copy must be reproduced to the number of learners in the class. During the assessment, the teacher must record the miscues (if any) of each learner through marking, thus it is important that a copy per learner should be made available. On the other hand, the Learner’s Copy shall be reproduced only once and can be used by the entire class.

78. Regional Memorandum No. 336, s. 2023 General Guidelines: Establish rapport with the learner prior to the actual conduct of the reading assessment. Clear instructions should also be given.

79. Regional Memorandum No. 336, s. 2023 Specific Guidelines During the Literacy Assessment Reading miscues should be carefully noted by the teacher. A reading miscue happens when there is a difference between what is on the page and what students say during oral reading.

80. Regional Memorandum No. 336, s. 2023 Specific Guidelines During the Literacy Assessment A reading miscue is significant when: miscue changes the meaning of the sentence, miscue does not make sense within the sentence, the student skip the word, or The student needs help with the word. This tells us that a learner is struggling with decoding skills

81. Regional Memorandum No. 336, s. 2023

82. Regional Memorandum No. 336, s. 2023 The teacher can use the following markings, and should be written in the Teacher’s Copy when miscues are heard/observed during the oral reading. Miscue Marking Last word word Substitution (misarticulation, non-word, unsuccessful correction, abandoned correct) word (option to write the word articulated)

83. Regional Memorandum No. 336, s. 2023 The teacher can use the following markings, and should be written in the Teacher’s Copy when miscues are heard/observed during the oral reading. Miscue Marking Insertion (word “read” but not in the passage) word Omission (word in the passage but not read) word

84. Regional Memorandum No. 336, s. 2023 The teacher can use the following markings, and should be written in the Teacher’s Copy when miscues are heard/observed during the oral reading. Miscue Marking Repetition (read word more than once) word Reversion (word or group of words not red in order) 1 2

85. Regional Memorandum No. 336, s. 2023

86. Regional Memorandum No. 336, s. 2023

87. Regional Memorandum No. 336, s. 2023 Scoring and Interpretation Here is how the teacher should score the literacy assessment and how the results will be interpreted.

88. Regional Memorandum No. 336, s. 2023

89. Regional Memorandum No. 336, s. 2023

90. Regional Memorandum No. 336, s. 2023

91. Regional Memorandum No. 336, s. 2023

92. Regional Memorandum No. 336, s. 2023

93. Regional Memorandum No. 336, s. 2023 SUMMARY:

94. Regional Memorandum No. 336, s. 2023 WAYS FORWARD

95. TIME ACTIVITIES Two weeks before the opening of classes Orientation-training of the reading assessment by the CID to the PSDSs, School Heads. Orientation-training of the reading assessment by the PSDSs/School Heads to the teachers. Enrolment Period Conduct the Rapid Literacy Assessment for Grades 4 to 12 Learners Conduct the LRP Pre-Assessment for the Grades 1 to 3 Learners (Optional: MFAT may also be conducted for the Grades 2 – 3 Learners who belong to the Full Intervention) First Week of the School Year Conduct Phil-IRI GST and the Graded Passages using Set A Second Week of the School Year Submission of the result of the Rapid Literacy Assessment (Grades 4 to 12) Submission of the result of the LRP Pre Assessment (Grades 1 to 3) This table shows the schedule of activities concerning the administration of the reading assessment tools this school year 2022-2023 and thereafter.

96. TIME ACTIVITIES A month after the opening of the School Year Submission of the Phil-IRI GST and Graded Passages Result using the prescribed Reporting Template. After the 8 th Week of the Learning Recovery Curriculum Implementation or based on the schedule indicated in the Regional/Division Memorandum Conduct the BoSY CRLA Grades 1 to 3 Learners A Week after the conduct of the BoSY CRLA Submission of the BoSY CRLA to the link stated in the Regional/Division Memorandum Every month during the school year Conduct the Functional Literacy Assessment Tool to monitor the progress of the Learners This table shows the schedule of activities concerning the administration of the reading assessment tools this school year 2022-2023 and thereafter.

97. TIME ACTIVITIES Second Periodical Test Conduct of Phil-IRI Silent Reading Test for the learners who passed the Phil-IRI GST during the first week of the school year to monitor their status. Conduct Graded Passages Set B to the qualifiers in Phil –IRI Stage 2 A month after the Second Periodical Test Submission of the Phil-IRI GST and Graded Passages Result using the prescribed Reporting Template. Third Periodical Test Conduct of Phil-IRI Silent Reading Test for the learners who passed the Phil-IRI GST during the first week of the school year to monitor their status. Conduct Graded Passages Set C to the qualifiers in Phil –IRI Stage 2 A month after the Third Periodical Test Submission of the Phil-IRI GST and Graded Passages Result using the prescribed Reporting Template. This table shows the schedule of activities concerning the administration of the reading assessment tools this school year 2022-2023 and thereafter.

98. TIME ACTIVITIES 3 weeks before the scheduled 4 th quarterly Examination of Grade 6, 10, and 12 Conduct of Phil-IRI Silent Reading Test for the learners who passed the Phil-IRI GST during the first week of the school year to monitor their status. Conduct Graded Passages Set D to the qualifiers in Phil –IRI Stage 2 Conduct the Rapid Literacy Assessment to Grades 6, 10 and 12. Submission of the Graduation Proposal Attach results of the reading status of Grade 6, 10, and 12 in the Graduation Proposal. Fourth Periodical Test Conduct of Phil-IRI Silent Reading Test for the learners who passed the Phil-IRI GST during the first week of the school year to monitor their status. This table shows the schedule of activities concerning the administration of the reading assessment tools this school year 2022-2023 and thereafter.

99. TIME ACTIVITIES Fourth Periodical Test Conduct Graded Passages Set D to the qualifiers in Phil –IRI Stage 2 Conduct of Phil-IRI Graded Passages Set D to Grades 1 to 3 Grade-Ready/Meets Expectation Learners Conduct the Post Test RLA to Grades 4 to 12 Learners A month after the Fourth Periodical Test Submission of the Phil-IRI GST and Graded Passages Result using the prescribed Reporting Template. Submission of the Post Test Rapid Literacy Assessment using the prescribed Reporting Template This table shows the schedule of activities concerning the administration of the reading assessment tools this school year 2022-2023 and thereafter.

100. Results of the EoSY CRLA shall be the basis of grouping the Grades 2 and 3 learners.