SESSION GUIDE (SG) SAMPLE

Session: 6

Duration: 1 1/2 hours

Session Title: Assessing Reading Skills

Materials Needed: activity sheets, wi-fi router, earphones, paper and pen

References:
• Snyder, Lynn (2005). The Assessment of Reading Comprehension:
Considerations and Cautions. Vol 25. No. 1. pp. 33-55

• Bradley, L. and Bryant, P.E. (1983). Categorizing sounds and learning to read: A
Causal connection. Nature, 30, 419-421

• Briggs, P., Austin, S., and Underwood, G. (1984). The effects of sentence
context in good and poor readers: A test of Stanovich's interactive-compensatory
model. Reading Research Quarterly, 20, 54-61.

• Bentin, S. and Leshem, H. (1993). On the interaction between phonological

awareness and reading acquisition: It's a two-way street. Annuals of Dyslexia,
43, 125-148.
• Early Reading Assessment: A Guiding Tool for Instruction. The Access Center
https://www.readingrockets.org/article/early-reading-assessment-guiding-tool-instruction

• https://englishpost.org/how-to-assess-reading-skills/

• Bales, Kris (2018). How to Assess and Teach Reading Comprehension.

https://www.thoughtco.com/reading-comprehension-4163099

Terminal Objective:
1. To assess the different reading skills through fundamental and conceptual
strategies, appropriate content and schema.

2. To gain knowledge about the different micro skills for reading.

Enabling Objectives:

Identify the different micro skills for reading

Identify the different strategies in reading comprehension and types of reading
Create/craft activities that will help learners with difficulties in reading
Presents the assessment of reading skills of learners through output

I. Be Aware!

Introduction: (5 minutes)

Reading, the most essential skill for success in all educational contexts,
remains a skill of paramount importance as we create assessments of general
language ability.
 Reading skill refers to the ability to understand written text. It Identifies
simple facts presented , makes judgment about the written text’s content and
connect the text to other written passages and situations.

II. Be Hooked! (5 minutes)

SAY: Let us discriminate among the distinctive graphemes and orthographic patterns of
English.

The facilitator will show some example of graphemes.

He will read the grapheme mapped then followed by the participants

LET US START WITH GRAPHEME MAPPING SAMPLE WORDS

screen choice make graph window

Smell fix quilt thumb midnight

Then followed by orthographic reading by reading the word SPOON

Then lastly, by having grapheme recognition.

piece book

III. Be Engaged!

A. Activities: (25 minutes)

1. Say: LET US START WITH THE PICTURED-CUED MATCHING

IDENTIFICATION

1. Washing the dishes

2. Chatting with a friend
3. Studying the lesson
4. Washing the clothes

2. Say: Use your vocabulary words to identify the correct answer

1. He’s not married. He is _________

2. If there’s no doorbell, please _______ on the door.

Then, facilitator will flash the activity sheet. They will supply the correct words
listed in the slide deck.

I’ve lived in the United States (21) three years. I (22)

live in Costa Rica. I (23) speak any English. I used to (24)
homesick, but now I enjoy (25) here. I never (26) back home (27)
I came to the United States, but I might (28) to visit my
family soon.
 3. Say, now it’s time to show diagram for proper labelling.
Facilitator will show the diagram , then the participants will eventually label the
parts based from the words listed below in the slide deck.

4. Say, let us now see the gap-filling by completing the sentences given

Oscar: Doctor, what should I do if I get sick?

Doctor: It is best to stay home and .
If you have a fever, . You should drink as much .
The worst thing you can do is .
You should also .

After 25 minutes ,the participants will read the words in a different manners based from
previous presentation.

SAY: Now, we are going to say the words presented through graphemes, picture-
clues, diagram labelling and grammatical/vocabulary skills.

Say: Now that we are done, let us now analyze the your tasks.

IV. Be Clarified!
Analysis (10 minutes)

Ask:
1. Based on the activities , how are words read?
2. What strategies do we employ in assessing reading skills of our learners?
3. What are the factors that help us read the words?
4. Is it important to know how learners read the words?
5. Why identifying reading skills of learners important?
6. Will assessing reading skills important in the application of daily lives? How?

V. Be Fully Informed!

Abstraction: (20 minutes)

This is the part where essential details are discussed.

Two primary obstacles must be cleared in order to become efficient readers:

a. be able to master fundamental bottom up strategies for processing separate
letters, words and phrases, as well as top-down, conceptually driven strategies
for comprehension.
b. Second language readers must develop appropriate content and format
schemata —background information and cultural experience—to carry out
those interpretations effectively.

What are micro skills in reading?

1. Discriminate among the distinctive graphemes and orthographic patterns of

English.

2. Retain chunks of language of different lengths in short term memory.

3. Process writing at an efficient rate of speed to suit the purpose.

4. Recognize a core of words, and interpret word order patterns and

their significance.
5. Recognize grammatical word classes (nouns, verbs), systems (tense,
agreement, pluralization), patterns, rules and elliptical forms.

6. Recognize that a particular meaning may be expressed in different

grammatical forms.

7. Recognize cohesive devices in written discourse and their role in signaling the
relationship between and among clauses

Strategies in Reading Comprehension

1. Identify your purpose in reading a text.

2. Apply spelling rules and conventions for bottom-up decoding.

3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning.

4. Guess at meaning (of words, idioms, etc.) when you aren’t certain.

5. Skim the text for the gist and for main ideas.

6. Scan the text for specific information (names, dates, key words).

7. Use silent reading techniques for rapid processing.

8. Use marginal notes, outlines, charts, or semantic maps for understanding and
retaining information.
 9. Distinguish between literal and implied meanings.

10. Capitalize on discourse markers to process relationships.

What are the types of reading?

1. Perceptive
2. Selective
3. Interactive
4. Extensive

VI. Be Relevant!

Application: (30 minutes)

DIRECTIONS :

• Record the video of one of the learners (anyone available preferably your
son/daughter, if not, need his/her permission)
• Give him/her available text for reading
• Identify what type of reader he/she is and identify his/her reading skills.

FACILITATOR WILL DO THESE

(FACE TO FACE SCHEME through Google Meet)
 Give feedback on the output in a positive way
 Coach the participants on giving details in the assessment of reading skills

VII. Be Reflective! (5minutes)

Closure:

Instructions: Present a CHALLENGE QUOTE and have the participants

reflect on it.
Show the inspiring quotation.