Revised Phil-IRI 2018 Presentation

Wedzmer Munjilul
Wedzmer Munjilul-- at Department of Education - Philippines
••
DepEd Order 14 s. 2018 The Philippine Informal Reading Inventory Manual 2018 Wedzmer B. Munjilul Head Teacher I CID - LRMDS
Objectives ❖ Informed, updated and oriented with the new Phil-IRI Manual 2018 ❖ Identify the 4 Stages of Phil-IRI Administration ❖ Familiarize with the new Phil-IRI Forms and Answer Sheets ❖ Compare and contrast through analysis of procedures with the previous Phil-IRI and the 2018 Revised Phil-IRI. ❖ Address misconceptions and other concerns regarding Phil-IRI. ❖ Distribute, use and manipulate the new Phil-IRI Templates.
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 2 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 3 STAGE 4 STAGE 1
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) Initial Screening (Phil-IRI Group Screening Test) Filipino GST : G3 to G6 English GST : G4 to G6 (Phil-IRI Form 1A & 1B shall be submitted to School Head) If Raw Score is <14 Student undergoes Phil-IRI assessment If Raw Score is ≥ 14 -Student continues receiving classroom instruction -No need to undergo further testing -No need for reading remediation DISCONTINUE STAGE 2 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 3 STAGE 4 STAGE 1
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 1 STAGE 2 STAGE 3 STAGE 4 Administration of the Phil-IRI Grade Passages (Individual) Oral Reading English/Filipino Administration of the Phil-IRI Listening Pre-Test for English/Filipino Administration of the Phil-IRI Pretest (Silent Reading English/Filipino) Optional for Readers, Not for NR
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 2 STAGE 3 Provision of Reading Intervention Student is given individualized/small group instruction STAGE 4 STAGE 1
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 3 STAGE 4 Administration of the Phil-IRI Post Test (English / Filipino) Progress Reports to be submitted to the School Head STAGE 2 STAGE 1
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 Step 1: Secure an updated copy of the class list (SF1 if possible) and attach it to Phil-IRI Form 1A and 1B. Step 2: Secure complete set of the Phil-IRI Testing Kit (provided by the School Head or coordinator). a. Phil-IRI Manual for Administration b. Phil-IRI Practice Item Charts c. Phil-IRI Group Screening Test Forms d. Phil-IRI Group Screening Test Answer Sheets e. Timer f. Pen g. Masking Tape Step 3: Prepare for Testing. Say: “Hello, I am _____. For this day, we will not be holding regular class. Each of you will be asked to read a set of passages that have corresponding questions. Read each passage carefully and answer the questions that follow. You will only be given 30 minutes to finish reading the selections and answer all of the questions.” Sabihin: “Magandang umaga/hapon. Ako po si _____. Sa araw na ito, hindi tayo magkakaroon ng regular na klase Bawat isa sa inyo ay bibigyan ng ilang mga babasahin na may nakalakip na tanong ukol sa binasa. Basahin nang mabuti ang talata at sagutan ang mga tanong sa abot ng inyong makakaya. Bibigyan lamang kayo ng 30 minuto para tapusin ang pagbabasa ng mga talata at pagsagot sa mga tanong”.
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 Step 4: Administer the Phil-IRI Group Screening Test a. Secure number of copies (total class plus 1) b. Give the reminders: REMINDERS 1.Avoid talking, eating, and going to the rest room while testing is going on. 2.Do not write on the test booklet. Write your answers on the answer sheet. 3.Read all of the selections as best as you can. 4.Answer all of the questions that follow. 5.If you have a question, please raise your hand. The teacher will approach you. MGA PAALALA 1.Iwasan makipag-usap sa katabi at magpunta sa banyo habang sinasagutan ang pagsusulit na ito. 2.Iwasan ang pagsult/pagmarka sa test booklet. Isulat ang mga sagot sa sagutang papel. 3.Basahin lahat ng seleksyon nang mabuti. 4.Sagutan lahat ng sumusunod na tanong. 5.Kung kinakailangan ang paglilinaw, itaas ang kamay para malapitan kayo ng guro. c. Distribute the answer sheets. Have the students fill in their personal information. - Remind the students what to write (name, age etc). - Inform the students to encircle their gender (in the answer sheet). - Show them the answer sheet (Ex: accomplished answer sheet) d. Using a chart, model how the test should be answered. The chart may be written on the board or made using any visual material which can be preserved in the future. e. Distribute the test booklets. f. If there are no questions, have them answer the test silently.
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 Step 5: Report the Results. a. Fill out Phil-IRI Form 1A (Fil) or 1B (Eng). b. Record the names (attach class list for reference). c. Choose check mark if student took the test and choose X mark if otherwise. d. Identify the type of question in each item in the test (Teacher’s Copy) and record the correct answers of each student per type. e. Template will auto-generate the results. f. Students marked “<14” (less than) will proceed to Phil-IRI Stage 2. g. Submit Phil-IRI Form 1A & 1B to School Head. Automated template will be distributed later along with demonstration on how to use it.
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 REMEMBER: Phil-IRI GST will tell you whether students’ reading are at, or below, their grade placement. Such that: * Test includes 3 to 4 selections in English & Filipino. * Each selection has multiple-choice items worth 20 points. * Cut-off referral is at 14 point score, and below it (13) are referred to the next stage.
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (July-August) STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino Step 1: Determine the Starting Point of Graded Passages Prerequisites: 1.1.1) Copy of Form 1A and/or 1B 1.1.2. Phil-IRI Manual for Administration 1.1.3) Phil-IRI Test booklets for one-on-one administration 1.1.4) Phil-IRI Form 3A and/or 3B 1.1.5) Phil-IRI Form 4A and/or 4B 1.1.6) Timer 1.1.7) Pen 1.1.8) Recording device 1.1 - Materials: 1.2 - Testing Area: 1.2.1) Secure an area for testing (ventilation, lighting, ambiance) 1.2.2) Check the testing kit if complete. 1.2.3) Layout the necessary materials (booklets, Phil-IRI forms) 1.3 - Prepare for Testing 1.3.1) Review the procedures for Administration & Forms. 1.3.2) Locate the passages to be administered and determine the starting point. GST Score Graded Passage Learner Performance on Group Screening Test 0 - 7 out of 20 3 levels below 8 - 13 out of 20 2 levels below
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (July-August) STAGE 2 Step 2: Identify the learner’s Reading Levels for Independent, Instructional, and Frustration. 2.1 - Assessing Performance 2.1.1 - Orienting the learning, establishing rapport, and administer the test. 2.1.2 - Ask the motivation & motive questions. 2.1.3 - Let the learner read the selection. 2.1.4 - After reading, show the multiple choice items on the student’s booklet. 2.1.5 - Check learner’s performance, if the learner goes back to the selection to identify the answer, mark the scoring sheet (if correct) and write LB (looked back). 2.2 - Recording and Reporting of Results 2.2.1 - Fill-out Phil-IRI Form 3A/3B for each passage. 2.2.2 - Find the learner’s independent, instructional & frustration levels. Grade Passage Result One Level One Level than Previous Independent Higher -> Instructional Higher -> Frustration Instructional Higher -> Frustration Lower -> Independent Frustration Lower -> Instructional Lower -> Independent Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino
Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (July-August) STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino 2.2.3 - Marking & Scoring the Oral Reading Miscues
Stages in the Administration of Phil-IRI TIMELINE STAGE 2 2.2.4 - Marking & Scoring the Oral Reading Miscues Oral Reading Score = number of words - number of miscues number of words x 100 Reading Speed = number of words read Reading time in seconds x 60 Comprehension Level = number of correct answers number of questions x 100 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino Oral Reading Level Word Reading Score Comprehension Score Independent 97-100% 80-100% Instructional 90-96% 59-79% Frustration 89% and below 58% and below Word Reading Reading Comprehension Reading Profile per passage Independent Independent Independent Independent Instructional Instructional Instructional Independent Instructional Instructional Frustration Frustration Frustration Instructional Frustration Frustration Frustration Frustration
Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino 2.2.5 - Fill-out Form 4A and 4B (items may be referred to Form 3A & 3B)
Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Optional Stages 2a and 2b 3.2 - Silent Reading Test Step 3: Administer Listening Comprehension Test and/or Silent Reading Test 3.1 - Listening Comprehension Test (Recommended for Poor/Non-Readers) Test Administrator reads the selection along with the questions instead of the learner. Phil-IRI Forms 3A/3B and 4A/4B will still be used without the items indicating miscues and shall only focus on comprehension. The result of this test will be the learner’s Reading Profile for Listening Comprehension Test. Same procedure is conducted except that instead of the student reading the passages audibly, it will be done silently. The questions will be read by the test administrator unlike Oral Reading where the learner has the option to read it or the facilitator.
Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino (Flow Chart) Step 1: Determine Starting Point of Graded Passages Step 2: Compute scores in Word Reading & Comprehension to identify Reading Levels for each passage. (Optional) Step 3: Administer Listening Comprehension & Silent ReadingGrade Passage Result Independent Instructional Frustration One Level Higher -> Instructional Higher -> Frustration Lower ->Instructional One Level than Previous Higher -> Frustration Lower -> Independent Lower -> Independent
Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino Step 1: Determine Starting Point of Graded Passages Step 2: Compute scores in Word Reading & Comprehension to identify Reading Levels for each passage. (Optional) Step 3: Administer Listening Comprehension & Silent Reading Stage 2a: Listening Comprehension Stage 2b: Silent Reading
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) R = D x LC Reading Comprehension Decoding or Word Reading Language Comprehension Figure 1. Simple View of Reading by Wesley Hoover & Philip B. Gough (1990) Child’s Reading Performance during BoSY Classroom Assessment Classroom Instruction Informed by Assessment Child’s Reading Performance during EoSY Individual Assessment Specialized Instruction Informed by Assessment Figure 2. Assessment & Instruction for Reading Development
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Purpose of Assessment Gather enough information about a learner’s performance to facilitate effective decision-making (Airasian, 2001). Information that: a. Describes performance based on that which is administered. b. Provides an estimate what the respondent can do based on the competencies tested. c. Is not conclusive but may be used to infer with other assessment procedures. d. Should inform instruction/intervention designs. Domains of Literacy Assessed by Phil-IRI Word Recognition Fluency Comprehensi on
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge In short, the teacher assess if the reading material matches the learner’s reading performa Phonological Awareness is the ability to recognize and work with sounds in spoken language which include phonemic awareness and phonics. Alphabet Knowledge refers to recognizing, naming and sounding out all the upper and lower case letters in the alphabet. WORD ONSET RIME clap cl -ap cat c -at
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge MISCUES Omission Substitution substitution Mispronunciation mispronunciation Insertion ^ Repetition Transposition Reversal In short, the teacher assess if the reading material matches the learner’s reading performa
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers “Modified” MARUNGKO APPROACH 1. Mm 2. Ss 3. Aa 4. Ii 5. Oo 6. Bb 7. Ee 8. Uu 9. Tt 10.Kk 11.Ll 12.Yy 13.Nn 14.Gg 15.Ng ng 16.Pp 17.Rr 18.Dd 19.Hh 20.Ww Mga Titik Banyaga “ May ubas si Ela sa mesa.” m, s, a, i, o, b, e, u
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge Word Recognition in the MT and in Filipino Learner’s Experience Learner’s Oral Language, L1 What the Learner will Read, L1 Shifting to Word Recognition in English L2 Instruction of Oral Language, L2 What the Learner will Read, L2 What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge Shifting to Word Recognition in English L2 : Word Families a. CVC Pattern (short vowel words) b. Consonant Blends (Initial & Final blends) c. Consonant Diagraphs d. Long Vowel Words ending in silent e e. Words with Vowel Diagraphs f. Vowels with Diphthongs “ The purpose is that they learn to recognize words quickly and automatica so that they can turn their attention to comprehension of the te What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Fluency Speed Accuracy Expression Reading AloudFluent reading resembles conversational speaking, that is; students read accurately without effort and with expression. When the voice is hardly audible or heard, it may suggest uncertainty on the accuracy of the words being read. When reading progresses to word groupings, lack of expression may still be evident until such time reading progresses towards phrase units. SKILLS • Appropriate decoding skills and strategies • Wide vocabulary of words that they understand • Set of words they can read with automaticity • Ability to monitor how they read • Appropriate comprehension strategies as they read • The motivation to read on their own and with purpose
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition Fluency Comprehension “HOW” : Student behaviours while reading Evident reading behaviours should direct teachers in assisting them to perform at their current level rather than at their grade level. DEVELOPING Current level Fluent Grade Level Modelled Reading Fluent 1 Minute Reading Intervention Repeated Reading
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition Fluency Comprehension Listening Comprehension Reading Comprehension TEXT Factors that Affect Schema Vocabulary Fluency Word Recognition
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Listening Comprehension Strategies BEFORE DURING AFTER Connect Listen for Answers Quick Check Predict Respond Talk about new words Literal Comprehension Inferential Comprehension Evaluation / Critical reading Integration / Application Creative Reading
Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Comprehensi on Reading Comprehension Schema VocabularyFluency Word Recognition 1.Learning to read known words 2.Learning new meanings for known words 3.Learning new words that represent known concepts 4.Learning new words that represent new concepts 5.Clarifying and enriching the meaning of known words 6.Moving words from receptive to expressive vocabulary 6 Tasks in Word Knowledge Gunning, T. (2008) The Reading Teacher
ComprehensionComprehension Strategies Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Preparational Strategies ❖ Activating prior knowledge ❖ Setting purpose and goals ❖ Previewing ❖ Predicting Organizational Strategies ❖ Complementing the main idea ❖ Determining important details ❖ Organizing details ❖ Sequencing ❖ Following directions ❖ Summarizing Elaboration Strategies ❖ Making inferences ❖ Imaging ❖ Generating questions Metacognitive Strategies ❖ Regulating ❖ Checking ❖ Repairing Processes needed for the reader to get ready to construct meaning Constructing relationships among ideas & concepts. Exercises in building associations - information & prior knowledge Activities to inform student comprehension & regulating it.
5 Steps in Teaching Comprehension StrategiesComprehension Strategies Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) 1 Introducing the Strategy Demonstrating & Modeling the Strategy2 Guided Practice 34 Independent Practice & Application Assessment & Reteaching 5 Explicit Instructions by Gunning, T. (2008)
Stages in the Administration of Phil-IRI TIMELINE STAGE 4 4th Qtr (February-March) Administration of the Phil-IRI Post Test (English/Filipino) Repeat Stage 2 Procedures: Step 1: Conduct Initial Screening to determine Starting Point of Graded Passages Step 2: Administer Oral Reading and compute Word Reading & Comprehension for each Reading Levels Step 3: Report Results using Phil-IRI Form 3A/3B and Phil-IRI Form 4A/4B Step 4 (Optional): Conduct additional testing Listening Comprehension & Silent Reading
Objectives ❖ Informed, updated and oriented with the new Phil-IRI Manual 2018 ❖ Identify the 4 Stages of Phil-IRI Administration ❖ Familiarize with the new Phil-IRI Forms and Answer Sheets ❖ Compare and contrast through analysis of procedures with the previous Phil-IRI and the 2018 Revised Phil-IRI. ❖ Address misconceptions and other concerns regarding Phil-IRI. ❖ Distribute, use and manipulate the new Phil-IRI Templates.
DepEd Order 14 s. 2018 The Philippine Informal Reading Inventory Manual 2018 Wedzmer B. Munjilul Head Teacher I CID - LRMDS www.ischoolforms.com.nu
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Revised Phil-IRI 2018 Presentation

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Wedzmer Munjilul
Wedzmer Munjilul-- at Department of Education - Philippines

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Revised Phil-IRI 2018 Presentation

  • 1. DepEd Order 14 s. 2018 The Philippine Informal Reading Inventory Manual 2018 Wedzmer B. Munjilul Head Teacher I CID - LRMDS
  • 2. Objectives ❖ Informed, updated and oriented with the new Phil-IRI Manual 2018 ❖ Identify the 4 Stages of Phil-IRI Administration ❖ Familiarize with the new Phil-IRI Forms and Answer Sheets ❖ Compare and contrast through analysis of procedures with the previous Phil-IRI and the 2018 Revised Phil-IRI. ❖ Address misconceptions and other concerns regarding Phil-IRI. ❖ Distribute, use and manipulate the new Phil-IRI Templates.
  • 3. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 2 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 3 STAGE 4 STAGE 1
  • 4. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) Initial Screening (Phil-IRI Group Screening Test) Filipino GST : G3 to G6 English GST : G4 to G6 (Phil-IRI Form 1A & 1B shall be submitted to School Head) If Raw Score is <14 Student undergoes Phil-IRI assessment If Raw Score is ≥ 14 -Student continues receiving classroom instruction -No need to undergo further testing -No need for reading remediation DISCONTINUE STAGE 2 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 3 STAGE 4 STAGE 1
  • 5. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 1 STAGE 2 STAGE 3 STAGE 4 Administration of the Phil-IRI Grade Passages (Individual) Oral Reading English/Filipino Administration of the Phil-IRI Listening Pre-Test for English/Filipino Administration of the Phil-IRI Pretest (Silent Reading English/Filipino) Optional for Readers, Not for NR
  • 6. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 2 STAGE 3 Provision of Reading Intervention Student is given individualized/small group instruction STAGE 4 STAGE 1
  • 7. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) 2nd & 3rd Qtr 4th Qtr (Feb- Mar) STAGE 3 STAGE 4 Administration of the Phil-IRI Post Test (English / Filipino) Progress Reports to be submitted to the School Head STAGE 2 STAGE 1
  • 8. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 Step 1: Secure an updated copy of the class list (SF1 if possible) and attach it to Phil-IRI Form 1A and 1B. Step 2: Secure complete set of the Phil-IRI Testing Kit (provided by the School Head or coordinator). a. Phil-IRI Manual for Administration b. Phil-IRI Practice Item Charts c. Phil-IRI Group Screening Test Forms d. Phil-IRI Group Screening Test Answer Sheets e. Timer f. Pen g. Masking Tape Step 3: Prepare for Testing. Say: “Hello, I am _____. For this day, we will not be holding regular class. Each of you will be asked to read a set of passages that have corresponding questions. Read each passage carefully and answer the questions that follow. You will only be given 30 minutes to finish reading the selections and answer all of the questions.” Sabihin: “Magandang umaga/hapon. Ako po si _____. Sa araw na ito, hindi tayo magkakaroon ng regular na klase Bawat isa sa inyo ay bibigyan ng ilang mga babasahin na may nakalakip na tanong ukol sa binasa. Basahin nang mabuti ang talata at sagutan ang mga tanong sa abot ng inyong makakaya. Bibigyan lamang kayo ng 30 minuto para tapusin ang pagbabasa ng mga talata at pagsagot sa mga tanong”.
  • 9. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 Step 4: Administer the Phil-IRI Group Screening Test a. Secure number of copies (total class plus 1) b. Give the reminders: REMINDERS 1.Avoid talking, eating, and going to the rest room while testing is going on. 2.Do not write on the test booklet. Write your answers on the answer sheet. 3.Read all of the selections as best as you can. 4.Answer all of the questions that follow. 5.If you have a question, please raise your hand. The teacher will approach you. MGA PAALALA 1.Iwasan makipag-usap sa katabi at magpunta sa banyo habang sinasagutan ang pagsusulit na ito. 2.Iwasan ang pagsult/pagmarka sa test booklet. Isulat ang mga sagot sa sagutang papel. 3.Basahin lahat ng seleksyon nang mabuti. 4.Sagutan lahat ng sumusunod na tanong. 5.Kung kinakailangan ang paglilinaw, itaas ang kamay para malapitan kayo ng guro. c. Distribute the answer sheets. Have the students fill in their personal information. - Remind the students what to write (name, age etc). - Inform the students to encircle their gender (in the answer sheet). - Show them the answer sheet (Ex: accomplished answer sheet) d. Using a chart, model how the test should be answered. The chart may be written on the board or made using any visual material which can be preserved in the future. e. Distribute the test booklets. f. If there are no questions, have them answer the test silently.
  • 10. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 Step 5: Report the Results. a. Fill out Phil-IRI Form 1A (Fil) or 1B (Eng). b. Record the names (attach class list for reference). c. Choose check mark if student took the test and choose X mark if otherwise. d. Identify the type of question in each item in the test (Teacher’s Copy) and record the correct answers of each student per type. e. Template will auto-generate the results. f. Students marked “<14” (less than) will proceed to Phil-IRI Stage 2. g. Submit Phil-IRI Form 1A & 1B to School Head. Automated template will be distributed later along with demonstration on how to use it.
  • 11. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (June-July) STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6 REMEMBER: Phil-IRI GST will tell you whether students’ reading are at, or below, their grade placement. Such that: * Test includes 3 to 4 selections in English & Filipino. * Each selection has multiple-choice items worth 20 points. * Cut-off referral is at 14 point score, and below it (13) are referred to the next stage.
  • 12. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (July-August) STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino Step 1: Determine the Starting Point of Graded Passages Prerequisites: 1.1.1) Copy of Form 1A and/or 1B 1.1.2. Phil-IRI Manual for Administration 1.1.3) Phil-IRI Test booklets for one-on-one administration 1.1.4) Phil-IRI Form 3A and/or 3B 1.1.5) Phil-IRI Form 4A and/or 4B 1.1.6) Timer 1.1.7) Pen 1.1.8) Recording device 1.1 - Materials: 1.2 - Testing Area: 1.2.1) Secure an area for testing (ventilation, lighting, ambiance) 1.2.2) Check the testing kit if complete. 1.2.3) Layout the necessary materials (booklets, Phil-IRI forms) 1.3 - Prepare for Testing 1.3.1) Review the procedures for Administration & Forms. 1.3.2) Locate the passages to be administered and determine the starting point. GST Score Graded Passage Learner Performance on Group Screening Test 0 - 7 out of 20 3 levels below 8 - 13 out of 20 2 levels below
  • 13. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (July-August) STAGE 2 Step 2: Identify the learner’s Reading Levels for Independent, Instructional, and Frustration. 2.1 - Assessing Performance 2.1.1 - Orienting the learning, establishing rapport, and administer the test. 2.1.2 - Ask the motivation & motive questions. 2.1.3 - Let the learner read the selection. 2.1.4 - After reading, show the multiple choice items on the student’s booklet. 2.1.5 - Check learner’s performance, if the learner goes back to the selection to identify the answer, mark the scoring sheet (if correct) and write LB (looked back). 2.2 - Recording and Reporting of Results 2.2.1 - Fill-out Phil-IRI Form 3A/3B for each passage. 2.2.2 - Find the learner’s independent, instructional & frustration levels. Grade Passage Result One Level One Level than Previous Independent Higher -> Instructional Higher -> Frustration Instructional Higher -> Frustration Lower -> Independent Frustration Lower -> Instructional Lower -> Independent Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino
  • 14. Stages in the Administration of Phil-IRI TIMELINE 1st Qtr (July-August) STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino 2.2.3 - Marking & Scoring the Oral Reading Miscues
  • 15. Stages in the Administration of Phil-IRI TIMELINE STAGE 2 2.2.4 - Marking & Scoring the Oral Reading Miscues Oral Reading Score = number of words - number of miscues number of words x 100 Reading Speed = number of words read Reading time in seconds x 60 Comprehension Level = number of correct answers number of questions x 100 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino Oral Reading Level Word Reading Score Comprehension Score Independent 97-100% 80-100% Instructional 90-96% 59-79% Frustration 89% and below 58% and below Word Reading Reading Comprehension Reading Profile per passage Independent Independent Independent Independent Instructional Instructional Instructional Independent Instructional Instructional Frustration Frustration Frustration Instructional Frustration Frustration Frustration Frustration
  • 16. Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino 2.2.5 - Fill-out Form 4A and 4B (items may be referred to Form 3A & 3B)
  • 17. Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Optional Stages 2a and 2b 3.2 - Silent Reading Test Step 3: Administer Listening Comprehension Test and/or Silent Reading Test 3.1 - Listening Comprehension Test (Recommended for Poor/Non-Readers) Test Administrator reads the selection along with the questions instead of the learner. Phil-IRI Forms 3A/3B and 4A/4B will still be used without the items indicating miscues and shall only focus on comprehension. The result of this test will be the learner’s Reading Profile for Listening Comprehension Test. Same procedure is conducted except that instead of the student reading the passages audibly, it will be done silently. The questions will be read by the test administrator unlike Oral Reading where the learner has the option to read it or the facilitator.
  • 18. Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino (Flow Chart) Step 1: Determine Starting Point of Graded Passages Step 2: Compute scores in Word Reading & Comprehension to identify Reading Levels for each passage. (Optional) Step 3: Administer Listening Comprehension & Silent ReadingGrade Passage Result Independent Instructional Frustration One Level Higher -> Instructional Higher -> Frustration Lower ->Instructional One Level than Previous Higher -> Frustration Lower -> Independent Lower -> Independent
  • 19. Stages in the Administration of Phil-IRI TIMELINE STAGE 2 1st Qtr (July-August) Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino Step 1: Determine Starting Point of Graded Passages Step 2: Compute scores in Word Reading & Comprehension to identify Reading Levels for each passage. (Optional) Step 3: Administer Listening Comprehension & Silent Reading Stage 2a: Listening Comprehension Stage 2b: Silent Reading
  • 20. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) R = D x LC Reading Comprehension Decoding or Word Reading Language Comprehension Figure 1. Simple View of Reading by Wesley Hoover & Philip B. Gough (1990) Child’s Reading Performance during BoSY Classroom Assessment Classroom Instruction Informed by Assessment Child’s Reading Performance during EoSY Individual Assessment Specialized Instruction Informed by Assessment Figure 2. Assessment & Instruction for Reading Development
  • 21. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Purpose of Assessment Gather enough information about a learner’s performance to facilitate effective decision-making (Airasian, 2001). Information that: a. Describes performance based on that which is administered. b. Provides an estimate what the respondent can do based on the competencies tested. c. Is not conclusive but may be used to infer with other assessment procedures. d. Should inform instruction/intervention designs. Domains of Literacy Assessed by Phil-IRI Word Recognition Fluency Comprehensi on
  • 22. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge In short, the teacher assess if the reading material matches the learner’s reading performa Phonological Awareness is the ability to recognize and work with sounds in spoken language which include phonemic awareness and phonics. Alphabet Knowledge refers to recognizing, naming and sounding out all the upper and lower case letters in the alphabet. WORD ONSET RIME clap cl -ap cat c -at
  • 23. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge MISCUES Omission Substitution substitution Mispronunciation mispronunciation Insertion ^ Repetition Transposition Reversal In short, the teacher assess if the reading material matches the learner’s reading performa
  • 24. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers “Modified” MARUNGKO APPROACH 1. Mm 2. Ss 3. Aa 4. Ii 5. Oo 6. Bb 7. Ee 8. Uu 9. Tt 10.Kk 11.Ll 12.Yy 13.Nn 14.Gg 15.Ng ng 16.Pp 17.Rr 18.Dd 19.Hh 20.Ww Mga Titik Banyaga “ May ubas si Ela sa mesa.” m, s, a, i, o, b, e, u
  • 25. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge Word Recognition in the MT and in Filipino Learner’s Experience Learner’s Oral Language, L1 What the Learner will Read, L1 Shifting to Word Recognition in English L2 Instruction of Oral Language, L2 What the Learner will Read, L2 What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers
  • 26. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition = Phonological Awareness + Alphabet Knowledge Shifting to Word Recognition in English L2 : Word Families a. CVC Pattern (short vowel words) b. Consonant Blends (Initial & Final blends) c. Consonant Diagraphs d. Long Vowel Words ending in silent e e. Words with Vowel Diagraphs f. Vowels with Diphthongs “ The purpose is that they learn to recognize words quickly and automatica so that they can turn their attention to comprehension of the te What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers
  • 27. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Fluency Speed Accuracy Expression Reading AloudFluent reading resembles conversational speaking, that is; students read accurately without effort and with expression. When the voice is hardly audible or heard, it may suggest uncertainty on the accuracy of the words being read. When reading progresses to word groupings, lack of expression may still be evident until such time reading progresses towards phrase units. SKILLS • Appropriate decoding skills and strategies • Wide vocabulary of words that they understand • Set of words they can read with automaticity • Ability to monitor how they read • Appropriate comprehension strategies as they read • The motivation to read on their own and with purpose
  • 28. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition Fluency Comprehension “HOW” : Student behaviours while reading Evident reading behaviours should direct teachers in assisting them to perform at their current level rather than at their grade level. DEVELOPING Current level Fluent Grade Level Modelled Reading Fluent 1 Minute Reading Intervention Repeated Reading
  • 29. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Word Recognition Fluency Comprehension Listening Comprehension Reading Comprehension TEXT Factors that Affect Schema Vocabulary Fluency Word Recognition
  • 30. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Listening Comprehension Strategies BEFORE DURING AFTER Connect Listen for Answers Quick Check Predict Respond Talk about new words Literal Comprehension Inferential Comprehension Evaluation / Critical reading Integration / Application Creative Reading
  • 31. Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Comprehensi on Reading Comprehension Schema VocabularyFluency Word Recognition 1.Learning to read known words 2.Learning new meanings for known words 3.Learning new words that represent known concepts 4.Learning new words that represent new concepts 5.Clarifying and enriching the meaning of known words 6.Moving words from receptive to expressive vocabulary 6 Tasks in Word Knowledge Gunning, T. (2008) The Reading Teacher
  • 32. ComprehensionComprehension Strategies Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) Preparational Strategies ❖ Activating prior knowledge ❖ Setting purpose and goals ❖ Previewing ❖ Predicting Organizational Strategies ❖ Complementing the main idea ❖ Determining important details ❖ Organizing details ❖ Sequencing ❖ Following directions ❖ Summarizing Elaboration Strategies ❖ Making inferences ❖ Imaging ❖ Generating questions Metacognitive Strategies ❖ Regulating ❖ Checking ❖ Repairing Processes needed for the reader to get ready to construct meaning Constructing relationships among ideas & concepts. Exercises in building associations - information & prior knowledge Activities to inform student comprehension & regulating it.
  • 33. 5 Steps in Teaching Comprehension StrategiesComprehension Strategies Stages in the Administration of Phil-IRI TIMELINE STAGE 3 2nd & 3rd Qtr Provision of Reading Intervention (Specialized Instruction/Reading Intervention) 1 Introducing the Strategy Demonstrating & Modeling the Strategy2 Guided Practice 34 Independent Practice & Application Assessment & Reteaching 5 Explicit Instructions by Gunning, T. (2008)
  • 34. Stages in the Administration of Phil-IRI TIMELINE STAGE 4 4th Qtr (February-March) Administration of the Phil-IRI Post Test (English/Filipino) Repeat Stage 2 Procedures: Step 1: Conduct Initial Screening to determine Starting Point of Graded Passages Step 2: Administer Oral Reading and compute Word Reading & Comprehension for each Reading Levels Step 3: Report Results using Phil-IRI Form 3A/3B and Phil-IRI Form 4A/4B Step 4 (Optional): Conduct additional testing Listening Comprehension & Silent Reading
  • 35. Objectives ❖ Informed, updated and oriented with the new Phil-IRI Manual 2018 ❖ Identify the 4 Stages of Phil-IRI Administration ❖ Familiarize with the new Phil-IRI Forms and Answer Sheets ❖ Compare and contrast through analysis of procedures with the previous Phil-IRI and the 2018 Revised Phil-IRI. ❖ Address misconceptions and other concerns regarding Phil-IRI. ❖ Distribute, use and manipulate the new Phil-IRI Templates.
  • 36. DepEd Order 14 s. 2018 The Philippine Informal Reading Inventory Manual 2018 Wedzmer B. Munjilul Head Teacher I CID - LRMDS www.ischoolforms.com.nu

Editor's Notes

  1. Forms 4A and 4B have highlighted items except L-I-C column Behaviours while Reading: will be on a 5-point Likert scale. (Always, Very Often, Sometimes, Rarely, Never)
  2. Decoding refers to efficient word recognition Language Comprehension refers to the ability to take lexical information & derive sentence & discourse interpretations
  3. Phonological awareness - word sounds : beginning (onset) and ending (rime) Phonemic Awareness - onset and rime Phonics - combination of how letters sound
  4. Cartilla Method - first known phonics instruction program; breaking down i.e. syllabicate (ba, be, bi, bo, bu) Marungko Approach - letter-sound correspondence at the phonemic level
  5. The technique in teaching reading in English is different; the consonants are introduced first. When a reader can identify each consonant, can sound it correctly, and can write its upper and lower case, then the words are introduced as word families. The vowels are not taught in isolation because each vowel in English has more than one sound. CVC - pen, bat, etc Consonant blends - bless, crib; send, tent Consonant Diagraphs - chop, hatch, shop, fish Long Vowel silent e - bake, cake, like, nose, tube Words w/ Vowel Diagraphs - goat, sheep, beat, pail, Vowels with Diphtongs - oi: oil, oy: toy, aw: saw, ou:out; ow:how
  6. Speed = Reading Rate (words per minute) Accuracy = Percentage of words correct per minute (wcpm) Expression = proper tone, pauses and intonation
  7. How students read affects fluency, and fluency is the link between decoding and comprehension. 1-min. Reading - Brief passages done several times then graph based on WCPM
  8. Listening Comprehension is a complex and active process in which vocabulary knowledge is a crucial component and which requires an intentional and thoughtful interaction between the listener and the text. Reading Comprehension is a complex and active process in which vocabulary knowledge is a crucial component and which requires an intentional and thoughtful interaction between the reader and the text. Schema - a collection of information in our brains that contain related concepts, events, emotions, and roles taken from our life experiences. (Rumelhart, 1981 in Reutzel and Cooter, 2007) Vocabulary - are the words we need to know to understand what we hear, i.e. words & meaning (Ambruster et al, National Institute for Literacy, 2003) Fluency - reading with accuracy, speed, proper expression Word Recognition - identification of a written word
  9. Connect - prior knowledge; Predict - what to learn; New Words - Unlocking difficulties Listen for Answers - motivation questions; Quick Check - If students are still listening Respond - Inferring Characteristics, Inferring Feelings, Recalling Events, Mapping the Setting, Questioning Literal Questions Inferential - Interpretations (implications, comparisons, contrasts etc) Evaluation - personal judgment (accuracy, truthfulness, discrimination etc) Integration - empathy Creative Reading - new ideas (dramatizing, writing alternate ending etc)
  10. Activating prior knowledge - subject & personal knowledge are connected Setting purpose & goals - teacher or student set their goals thru questions Previewing - orientation Predicting - activate reader’s schema (prior knowledge) Comprehending main idea - provides framework in organizing, understanding and remembering in Determining the main idea. Classifying/Organizing Details - classification by identifying groups to which ideas and concepts link together. Sequencing - organizing in order Following directions - familiarity of cue words from first to last Summarizing - identifying main and supporting ideas Making Inferences - putting 2 or more information from the text Imaging - making images of what they read Generating questions - students make their own questions about the selection Regulating - knowing what to read, how to read it and put that knowledge to use Checking - students evaluate their reading performance Repairing - allow students take corrective action, identify the source of difficulty & ways to address it
  11. Introducing the Strategy - what it is, why it is being taught, how, when & where it is used. Demo & Modelling strategy - show the strategy, how it is done, examples of its use. Guided Practice - gradual stages of reading practice Independent Practice & Application Assessment & Reteaching - confirming that students apply the strat effectively.