The document describes an Early Language, Literacy and Numeracy Program (ELLN) that focuses on building the skills of Kindergarten to Grade 3 teachers in teaching literacy and numeracy. The goal is for every student to be proficient in reading and math. The program objectives are to improve students' reading and math skills, strengthen teachers' instructional capabilities, improve program management, and establish school-based mentoring. The intended outcomes are for students to have strong foundational literacy and numeracy skills and to be prepared for future grades. The program provides training to selected teachers in literacy, numeracy, and instructional techniques.

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. 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. Roger farr’s
“d r ea m a bou t
l i t e r a c y
assessment”

4. Farr “dreams” that
literacy assessment:

5. Will help teachers plan
instruction.

6. Will be based in trust on
teacher’s judgment

7. Will guide learners to
identify their own
strengths

8. Will support each learner
in becoming the best
that he can be

9. Will emphasize what
learners can do, rather
than simply what they
know

10. Will h o n or what
learners can do, rather
than destroythem
for what they cannot
do.

11. 21st Century Language
and Literacy
Assessment

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. Macro skills
Listening
Speaking
Reading
Writing

14. Think and
Reflect

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. 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. Literacy Assessment:
A Time For Change

18. Do we need change in
language and literacy
assessment?

19. A big and
loud
YES!!!

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. Reform in Language
and Literacy
Assessment

22. • ...since the goal of
literacy instruction is to
develop
strategic readers, literacy
assessment should look into
metacognitive behaviors that
make strategic readers.

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. • Strategic reading should be our goal
for literacy instruction,
and hence, it should be the basis of
all assessment.
- Winograd (1991)

25. What are the
Characteristics of
Literacy
Assessment?

26. Literacy Assessment
should be...

27. •Based on current
research and
theory.

28. •Reflect the complex and
dynamic
interrelationship of
reading, writing and language
abilities.

29. •Incorporate a variety of
observations, and include
high quality text and a range
of authentic literacy tasks.

30. •Reflect age
appropriate literacy
tasks for students.

31. •Reveal change
over time at the
level of the
learners.

32. •Not be biased
toward students.

33. Principles of
Literacy
Assessment:
Whole Language
Classroom

34. •Assessment strategies
must honor the
wholeness of language.

35. •Reading and writing
are viewed as
processes.

36. •Teacher intuition
is a valuable
assessment tool.

37. •Teacher
observation is at
the center of
assessment.

38. •Assessment in reading
and writing must reflect
what we know about
the reading process.

39. •Norm-referenced
achievement testing is
no help to the whole
language teacher.

40. •Assessment is
integral to
instruction.

41. •Assessment strategies are
developmentally and
culturally
appropriate.

42. •Assessment occurs
continuously.

43. •Assessment must
reveal students’
strengths.

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. And so?

46. It is time to embrace and
use informal or
alternative language
and literacy
assessment.

47. And why?

48. •It allows learners to constantly
evaluate their performance as
they engage in, discuss, reflect
on, transform, and apply what
they learned.

49. SO, LITERACY
ASSESSMENT
SHOULD BE?

50. •Literacy assessment
should be
performance-based.

51. Why performance-
based assessment?

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. Take a look...

54. Alternative
Assessment of
Vocabulary
Development:
A Framework

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. 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. 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. Thank you so much for
listening……………………….
BON VOYAGE……