INSET-2023-LECTURE.pptx
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This document discusses reading assessment in the new normal. It explains that reading assessment is important as it informs educators of a learner's current reading ability, helps determine proper interventions, and identifies if a learner is progressing adequately. There are different types of reading assessments: screening to identify at-risk students, diagnostic to plan instruction, progress monitoring to track student growth, and outcome to evaluate program effectiveness. It also discusses the Philippine Informal Reading Inventory (Phil-IRI) which measures reading performance through graded passages. The document outlines who should take the Phil-IRI, when it should be administered, how to record miscues, and includes sample forms.
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2) Most students at the school read below grade level. The program divides students into small groups based on their reading levels and provides targeted instruction on word study skills.
3) Each small group receives 25 minutes of instruction per day focused on decoding, encoding, morphology, and vocabulary skills appropriate for their reading level from teachers with relevant experience and training. Student progress will be regularly assessed to adjust groups as needed.
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I-1 Oregon K-12 Literacy F.docx
I-1
Oregon K-12 Literacy Framework
Schools teach reading, and
Schools teach reading across instructional areas
Six Organizing Principles of High-Quality Reading Instruction:
Sufficient time for reading instruction is scheduled, and the allocated time is used
effectively.
Data is used to form fluid instructional groupings.
Instruction is focused on the essential elements of reading.
Research-based strategies, programs, and materials are adopted and used schoolwide
with a high level of fidelity.
Instruction is differentiated based on student need.
Effective teacher delivery features are incorporated into daily reading instruction.
The Oregon K-12 Literacy Framework is aligned to Response to Intervention (RTI)
Instruction
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School
The ability to read proficiently is “a must” for school success and learning throughout life. Over the
past 20 years, there has been a growing understanding that reading instruction – teaching all students
how to read – is a critical school responsibility, particularly in the early stages of reading development.
And as the knowledge on reading development deepens, it becomes increasingly apparent that reading
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schools play in teaching all students to maintain and advance grade-level reading skills in grades 4-12.
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Essential Skill of Reading, and to earn an Oregon Diploma.
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principles: (1) making sufficient time for reading instruction and using that time effectively, (2) using data
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INSET-2023-LECTURE.pptx
- 1. READING ASSESSMENT IN THE NEW NORMAL MA. ALICIA P. LAURETA FACILITATOR
- 2. Helps educators to identify a child’s learning progress and level including such areas as word recognition, phonemic awareness, vocabulary, fluency and comprehension. READING ASSESSMENT
- 3. The Importance of Reading Assessment It informs you of the current reading ability of the learner. It helps you determine the proper intervention that can help/improve further your learner's reading needs. It enables you to determine if the learner's current reading ability is on par with the learner's age.
- 5. Types of Reading Assessments D O PM S DIAGNOSTIC PROGRESS MONITORING OUTCOME SCREENING
- 6. TYPES OF READING ASSESSMENT Outcome Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction. Diagnostic 2 Helps teachers plan instruction by providing in-depth information about students' skills and instructional needs Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes. Progress Monitoring 3 Screening 1 4 Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels.
- 8. The Philippine Informal Reading Inventory (Phil-IRI) was created to provide classroom teachers a tool for measuring and describing reading performance. It is an assessment tool composed of graded passages designed to determine a student’s reading level. It is important to note that the Phil-IRI only provides an approximation of the learner’s abilities and may be used in combination with other reliable tools of assessment. What is PHIL-IRI?
- 9. WHO NEEDS TO TAKE THE PHIL-IRI? 4
- 10. All students in Grades 3 to 6 will undergo the Phil-IRI Group Screening Test (GST) in Filipino, while students in Grades 4 to 6 will undergo the GST in English. Students identified to be performing below level of expectation (those with a total Raw Score below 14 in the Phil-IRI GST) should undergo further assessment through the individually administered Phil-IRI graded passages. Who needs to take PHIL-IRI?
- 11. WHEN SHOULD THE PHIL-IRI BE ADMINISTERED? 5
- 12. Group assessments must be conducted within class time while Individual assessments may be conducted outside class hours. When should be the PHIL-IRI be administered?
- 13. READING LEVEL 6
- 14. the level at which a learner can read and comprehend a leveled text or graded passage; given a particular leveled text, a learner may fall under any of the following reading levels: a. Independent Reading Level the level at which readers function on their own with almost perfect oral reading and excellent comprehension (Flippo, 2014) b. Instructional Reading Level the level at which readers profit the most from teacher directed instruction in reading (Flippo, 2014 ) c. Frustration Reading Level the level at which readers find reading materials so difficult that they cannot successfully respond to them (Flippo, 2014) Reading Level
- 16. SYMSBOL
- 18. SAMPLE FORMS APPENDIX F5A Phil-IRI Pangkatang Pagtatasa BAITANG 6: FILIPINO Pangalan: _____________________________ Edad: ______ Antas at Seksyon: _______________________ Kasarian: Lalaki o Babae Paaralan: ______________________________ Petsa: ____________
- 19. SAMPLE FORMS
- 20. SAMPLE FORMS
- 21. 3 2 1 MANTRA “Reading should not be presented to children as chore, a duty. It should be offered as a gift.”- Katie DiCammilo
- 22. THANK YOU !
Editor's Notes
- Additional miscues: HESITATION/ REFUSAL TO PRONOUNCE (Pagtannging Bumasa)