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PIRLS 2011
F k d E lFramework and Examples
September 2013
Comillas, Spain
Marian Sainsbury
National Foundation for Educati...
IEA
International Association for the Evaluation of Educational
Achievement
PIRLSPIRLS
Progress in International Reading L...
PIRLS definition of reading literacy
“For PIRLS, reading literacy is defined as
th bilit t d t d d ththe ability to unders...
Reading in Grade 4
• Move from ‘learning to read’ to ‘reading to
l ’learn’
• Contexts for literacy are mainly home and
sch...
PIRLS purposes
• Two purposes for reading:
– reading for literary experience
– reading to acquire and use informationg q
5
PIRLS processes
• Four processes of reading:
– focus on and retrieve explicitly statedp y
information
– make straightforwa...
PIRLS structure
Literary Informationaly
50% 50%
Focus on and retrieve explicitly
stated information
20%
stated information...
Reading for literary experience
• Complete short stories
• 600-900 words
• Varied in theme and styley
• Interesting for 10...
Fly, Eagle, Fly
An African TaleAn African Tale
9
A farmer went out one day to search for a lost calf.
The herders had returned without it the evening before AndThe herders...
PIRLS items
• Approximately 50% of the points for
lti l h i ti 50% fmultiple-choice questions, 50% for
constructed respons...
Focus on and retrieve explicitly stated information
Where did the farmer find the eagle chick?
A. in its nest
B. by the ri...
Make straightforward inferences
What in the story shows that the farmer was
f l ith th l hi k?careful with the eagle chick...
Interpret and integrate ideas and information
You learn what the farmer’s friend was like
f th thi h didfrom the things he...
Scoring guide
2 – Complete Comprehension
The response describes one plausible character trait
(persistent, stubborn, nice,...
Scoring guide
1 – Partial Comprehension
The response provides one plausible character trait.
Or, the response provides one...
Examine and evaluate content, language and textual elements
Find and copy words that tell you howFind and copy words that ...
Reading to acquire and use information
• Variety in purpose, content, organisation
d fand form
• 600-900 words
• Interesti...
The Giant Tooth Mystery
The GIANT Tooth Mystery
A fossil is the remains of any creature or plant that lived on the
Earth m...
Focus on and retrieve explicitly stated information
What is a fossil?
A. the surface of rocks and cliffs
B. the bones of a...
Make straightforward inferences
According to the article, why did some
l l b li i i t ?people long ago believe in giants?
...
Interpret and integrate ideas and information
Gideon Mantell thought the tooth might have
b l d t diff t t f i lbelonged t...
Type of animal What made him think thisType of animal What made him think this
A plant eater The tooth was flat with ridge...
Examine and evaluate content, language and textual elements
Look at the two pictures of the IguanodonLook at the two pictu...
Th kThank you
More information:
http://timssandpirls.bc.edu/pirls2011/index.htmlp p p
25
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MARCO TEÓRICO PIRLS PRESENTACIÓN DE MARIAN SAINSBURY

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MARCO TEÓRICO PIRLS PRESENTACIÓN DE MARIAN SAINSBURY

  1. 1. PIRLS 2011 F k d E lFramework and Examples September 2013 Comillas, Spain Marian Sainsbury National Foundation for Educational Research, UK Chief Reading Consultant for PIRLS 1
  2. 2. IEA International Association for the Evaluation of Educational Achievement PIRLSPIRLS Progress in International Reading LiteracyProgress in International Reading Literacy Study • Grade 4• Grade 4 • 5-year cycle • Last survey 2011, next survey 2016 • 49 countries in 2011 2
  3. 3. PIRLS definition of reading literacy “For PIRLS, reading literacy is defined as th bilit t d t d d ththe ability to understand and use those written language forms required by i t d/ l d b th i di id lsociety and/or valued by the individual. Young readers can construct meaning f i t f t t Th d t lfrom a variety of texts. They read to learn, to participate in communities of readers in h l d d lif d fschool and everyday life, and for enjoyment.” 3
  4. 4. Reading in Grade 4 • Move from ‘learning to read’ to ‘reading to l ’learn’ • Contexts for literacy are mainly home and school 4
  5. 5. PIRLS purposes • Two purposes for reading: – reading for literary experience – reading to acquire and use informationg q 5
  6. 6. PIRLS processes • Four processes of reading: – focus on and retrieve explicitly statedp y information – make straightforward inferencesmake straightforward inferences – interpret and integrate ideas and informationinformation – examine and evaluate content, language d t t l l tand textual elements 6
  7. 7. PIRLS structure Literary Informationaly 50% 50% Focus on and retrieve explicitly stated information 20% stated information Make straightforward inferences 30% Interpret and integrate ideas and information 30% Examine and evaluate content, language and textual elements 20% 7
  8. 8. Reading for literary experience • Complete short stories • 600-900 words • Varied in theme and styley • Interesting for 10-year-old boys and girls 8
  9. 9. Fly, Eagle, Fly An African TaleAn African Tale 9
  10. 10. A farmer went out one day to search for a lost calf. The herders had returned without it the evening before AndThe herders had returned without it the evening before. And that night there had been a terrible storm. He went to the valley and searched by the riverbed, among the reeds, behind the rocks and in the rushing water. He climbed the slopes of the high mountain with its rock cliffs He looked behind a large rock in case the calfrocky cliffs. He looked behind a large rock in case the calf had huddled there to escape the storm. And that was where he stopped There on a ledge of rock was a most unusualhe stopped. There, on a ledge of rock, was a most unusual sight. An eagle chick had hatched from its egg a day or two earlier, and had been blown from its nest by the terrible storm. He reached out and cradled the chick in both hands. He would take it home and care for it 10 He would take it home and care for it.
  11. 11. PIRLS items • Approximately 50% of the points for lti l h i ti 50% fmultiple-choice questions, 50% for constructed responses • Constructed responses may have 1, 2 or 3 points 11
  12. 12. Focus on and retrieve explicitly stated information Where did the farmer find the eagle chick? A. in its nest B. by the riverbanky C. on a ledge of rock  D among the reedsD. among the reeds 89%89% 12
  13. 13. Make straightforward inferences What in the story shows that the farmer was f l ith th l hi k?careful with the eagle chick? A. He carried the eagle chick in both hands.  B. He brought the eagle chick to his family. C He put the eagle chick back in its nestC. He put the eagle chick back in its nest. D. He searched the riverbed for the eagle chickchick. 64% 13
  14. 14. Interpret and integrate ideas and information You learn what the farmer’s friend was like f th thi h didfrom the things he did. Describe what the friend was like and give an example of what he did that shows this.p 2 points2 points 14
  15. 15. Scoring guide 2 – Complete Comprehension The response describes one plausible character trait (persistent, stubborn, nice, clever, friendly to animals,(p , , , , y , etc.). In addition, the response provides one example of the farmer’s friend’s actions that are evidence of the character trait. He was determined He kept trying to teach the eagleHe was determined. He kept trying to teach the eagle to fly. He was kind to animals. He wanted the eagle to be free. 29% 15
  16. 16. Scoring guide 1 – Partial Comprehension The response provides one plausible character trait. Or, the response provides one example of the friend’s, p p p actions that are evidence of the friend’s character. H k d lHe is kind to animals. He takes the eagle to see the sun and fly away neverHe takes the eagle to see the sun and fly away never to live among the chickens. 33% 16
  17. 17. Examine and evaluate content, language and textual elements Find and copy words that tell you howFind and copy words that tell you how beautiful the sky was at dawn. 1 point1 point ‘wispy pink clouds’ ‘majestically’majestically ‘golden brilliance’ 56%golden brilliance ‘ablaze with light’ 56% 17
  18. 18. Reading to acquire and use information • Variety in purpose, content, organisation d fand form • 600-900 words • Interesting for 10-year-old boys and girls 18
  19. 19. The Giant Tooth Mystery The GIANT Tooth Mystery A fossil is the remains of any creature or plant that lived on the Earth many, many years ago. People have been finding fossils for thousands of years in rocks and cliffs and beside lakes Wefor thousands of years in rocks and cliffs and beside lakes. We now know that some of these fossils were from dinosaurs. 19
  20. 20. Focus on and retrieve explicitly stated information What is a fossil? A. the surface of rocks and cliffs B. the bones of a giantg C. the remains of very old living things D the teeth of elephantsD. the teeth of elephants 75%75% 20
  21. 21. Make straightforward inferences According to the article, why did some l l b li i i t ?people long ago believe in giants? 1 point They found bones too big to belong to something they knew The bones were so big they must be from giants 53% 21
  22. 22. Interpret and integrate ideas and information Gideon Mantell thought the tooth might have b l d t diff t t f i lbelonged to different sorts of animals. Complete the table to show what made him thi k thithink this. 2 points 22
  23. 23. Type of animal What made him think thisType of animal What made him think this A plant eater The tooth was flat with ridgesA plant eater The tooth was flat with ridges A giant creature It was as big as an elephant’s 34%A giant creature It was as big as an elephant s tooth A reptile It looked like an iguana’s 34% 15%A reptile It looked like an iguana s tooth 15% 23
  24. 24. Examine and evaluate content, language and textual elements Look at the two pictures of the IguanodonLook at the two pictures of the Iguanodon. What do they help you to understand? 2 points2 points To show how people’s ideas about what the Iguanodon looked like changed 10% 1 point To show they look different 12%To show they look different 12% 24
  25. 25. Th kThank you More information: http://timssandpirls.bc.edu/pirls2011/index.htmlp p p 25

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