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
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
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.
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.
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)
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.
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.
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
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……