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earlylanguageliteracy21stcentury - Copy.pptx

  1. 1. Early Language, Literacy and Numeracy Program (ELLN) Description This program focuses on capacitating the Kindergarten to Grade 3 teachers and instructional leaders on the basic knowledge and pedagogical skills in literacy and numeracy and in establishing and managing a school-based mentoring/learning partnership program as a mechanism for continuous professional development of teachers/mentors, teachers/mentees, school managers and instructional leaders and an avenue for teachers to listen to storytelling and read aloud activities from the best storytellers through the School – Based Learning Action Cell, per DepEd Order No. 12, s. 2015. Goal Every K to 3 Learner is a good reader and numerate. Objectives Improve reading and numeracy skills of the K to 3 learners following the K to 12 program; Strengthen teacher’s capability to teach and assess reading and numeracy skills effectively; Improve management and administration of the program; Establish a school-based mentoring/learning partnership program thru SLAC.
  2. 2. Outcomes All K to 3 learners equipped with fundamental literacy and numeracy skills All K to 3 learners equipped with competencies needed for academic success in later key stages Improve ELLNA results. Target selected teacher Capacity Building Provided One – Day Basic Literacy and Numeracy Training One – Day Enhancement on Developmentally Appropriate Practices in the Early Language, Literacy and Numeracy (DAP-ELLN) Specialized training on Oral Language and Bridging for: Kindergarten Grade I Grade II Grade III
  3. 3. Roger farr’s “d r ea m a bou t l i t e r a c y assessment”
  4. 4. Farr “dreams” that literacy assessment:
  5. 5. Will help teachers plan instruction.
  6. 6. Will be based in trust on teacher’s judgment
  7. 7. Will guide learners to identify their own strengths
  8. 8. Will support each learner in becoming the best that he can be
  9. 9. Will emphasize what learners can do, rather than simply what they know
  10. 10. Will h o n or what learners can do, rather than destroythem for what they cannot do.
  11. 11. 21st Century Language and Literacy Assessment
  12. 12. Language, literacy & numeracy Language – spoken words, listening, non- verbal gestures and body language Literacy – the ability to read and use written information, write appropriately, recognition and use of numbers, mathematical signs and symbols within text Numeracy – the practical application of mathematical skills
  13. 13. Macro skills Listening Speaking Reading Writing
  14. 14. Think and Reflect
  15. 15. Conflicts between knowledge about reading and assessment practices (Valencia and Pearson (1990)) RESEARCH SAYS: YET: Inference is an Our tests rely essential part of greatly on literal comprehension. comprehension.
  16. 16. Conflicts between knowledge about reading and assessment practices (Valencia and Pearson (1990)) YET: RESEARCH SAYS: Skilled readers are fluent; word identification is so automatic to allow cognitive resources to be used for comprehension. Oral reading fluency is rarely considered in our tests.
  17. 17. Literacy Assessment: A Time For Change
  18. 18. Do we need change in language and literacy assessment?
  19. 19. A big and loud YES!!!
  20. 20. Is there a need for change in literacy assessment? • Pikulsky expressed an emphatic “YES!” in specifying needed changes: • Broadened assessment perspectives. • Shift from being test-centered to student- centered; • Reflect the dynamic and interactive nature of the reading process.
  21. 21. Reform in Language and Literacy Assessment
  22. 22. • ...since the goal of literacy instruction is to develop strategic readers, literacy assessment should look into metacognitive behaviors that make strategic readers.
  23. 23. So, what is a strategic reader? •Strategic readers understand that reading should make sense. •Strategic readers are motivated, active learners. •Strategic readers are independent readers.
  24. 24. • Strategic reading should be our goal for literacy instruction, and hence, it should be the basis of all assessment. - Winograd (1991)
  25. 25. What are the Characteristics of Literacy Assessment?
  26. 26. Literacy Assessment should be...
  27. 27. •Based on current research and theory.
  28. 28. •Reflect the complex and dynamic interrelationship of reading, writing and language abilities.
  29. 29. •Incorporate a variety of observations, and include high quality text and a range of authentic literacy tasks.
  30. 30. •Reflect age appropriate literacy tasks for students.
  31. 31. •Reveal change over time at the level of the learners.
  32. 32. •Not be biased toward students.
  33. 33. Principles of Literacy Assessment: Whole Language Classroom
  34. 34. •Assessment strategies must honor the wholeness of language.
  35. 35. •Reading and writing are viewed as processes.
  36. 36. •Teacher intuition is a valuable assessment tool.
  37. 37. •Teacher observation is at the center of assessment.
  38. 38. •Assessment in reading and writing must reflect what we know about the reading process.
  39. 39. •Norm-referenced achievement testing is no help to the whole language teacher.
  40. 40. •Assessment is integral to instruction.
  41. 41. •Assessment strategies are developmentally and culturally appropriate.
  42. 42. •Assessment occurs continuously.
  43. 43. •Assessment must reveal students’ strengths.
  44. 44. •Reading is a dynamic process where the reader interacts with the text and the context. Thus, literacy assessment must also be d y n a m i c a n d i n t er a ct i v e.
  45. 45. And so?
  46. 46. It is time to embrace and use informal or alternative language and literacy assessment.
  47. 47. And why?
  48. 48. •It allows learners to constantly evaluate their performance as they engage in, discuss, reflect on, transform, and apply what they learned.
  50. 50. •Literacy assessment should be performance-based.
  51. 51. Why performance- based assessment?
  52. 52. DeLain (1995) says: Performance- based assessment is... • Aligned with instruction and simulates the instructional environment. • It provides students opportunities to express or represent their knowledge in different ways. • It provides better indicators of the depth of the student’s knowledge. • It stretches students’ minds by requiring them to construct, design, compose, model, build their response—rather than select it from an array of choices.
  53. 53. Take a look...
  54. 54. Alternative Assessment of Vocabulary Development: A Framework
  55. 55. One last time... TRAD OR NONTRAD? What words best describe traditional assessment? How about nontraditional assessment? Write as many as you can for each. Traditional Nontraditional
  56. 56. Traditional (T) Nontraditional (NT) Cognitive Counter-productive Formal Isolated items Limited Machine-scored Product-oriented Simple recall Single answer Standardized Summative Test-centered timed Authentic Continuous Dynamic Engaging Holistic Informal Interactive In context Metacognitive Multi-dimensional Open-ended Performance-based Process-oriented Purposeful Student-centered
  57. 57. Rate yourself. Which one are you? • If you checked: You’re a Born Winner 8-10 Ts & 8-10 NTs 5-7 Ts & 5-7 NTs 1-4 Ts and 1-4 NTs Struggling Winner Born Loser (try harder)
  58. 58. Thank you so much for listening………………………. BON VOYAGE……