Module 3 lesson 4

Assignment
Choose whether you want to

A. Create a lesson plan for a subject area (like Math, Science, or Araling

Panlipunan) using your chosen selection as a springboard; OR

B. Integrate a content area subject within a language and literacy class.

If you choose A, pick one subject that you would like to use as a starting point
for a lesson. Follow the steps in explicit instruction in planning the lesson. Write
the lesson plan in the Lesson Plan Template.

Lesson Plan Template

If you choose B, use the Lesson Objectives and Activities Form to plan your
lesson. For the expressive and instructional objectives in the lesson plan that
you have completed, add activities that will either tap into a related content
area (e.g. Social Studies, Science, Math) or a branch of the arts (e.g.
performing arts, dancing, singing, drawing).

Lesson Objectives and Activities Form

Module 4

Activity 1

Study the graph below showing the summary of scores of 39 Grade 3 students
at a local public school in Quezon City, and then answer the following questions:
  1. How many Grade 3 students passed the Phil-IRI GST in Filipino?
 2. How many students will need to take the individually administered Phil-
IRI?
 3. If the Filipino class is formed into three groups (basic, average, fast)
for differentiated instruction based on the results, how many students
will be in each group?
 4. Can we infer from the results the students' performance in English?

Module 4

Activity 2

To review the marking system for the types of miscues a learner might commit,
identify the type of miscue shown. Click your answer from the choices provided
for each item.

     

     
     

     

     

     

     

     

Module 4
Activity 3

Let's do another reading miscue analysis but this time with Rosa reading a Grade 3
passage titled "Mang Sammy" (click on the title to see the passage; download and print a
copy for marking). After watching the video, fill in the blanks and answer the questions
below:

Number of words in the passage:     130 words    

Number of correct words read: ____
Number of miscues made: _____
Total time taken: ___________
Questions to answer:

1. What is Rosa's Oral Reading Score?

2. Given Rosa's Oral Reading Score, what is her reading level?
3. If Rosa was able to answer 5 out of 6 questions, what is Rosa's Oral Reading
Comprehension Score?
 4. Given Rosa's Oral Reading Comprehension Score, what is her reading
comprehension level?
5. What is Rosa's oral reading profile when presented with a Grade 3 passage?
6. What kind of text should we give Rosa to read on her own?
7. What kind of text should we give Rosa during class time?
8. What grade level text should we now give her for the next RMI? Why?

Module 4
Activity 4
Now let's try listening to Lisa read a 2nd Grade Filipino passage called "Magpalipad Tayo ng
Saranggola" (click on the title to see the passage; download and print a copy for marking) .
After watching the video, fill in the blanks and answer the questions below.

Number of words in the passage:     91 words    

Number of correct words read: ____
Number of miscues made: _____
Total time taken: ___________
Questions to answer:

1. What is Lisa's Oral Reading Score?

2. Given Lisa's Oral Reading Score, what is her reading level for this passage?
3. If Lisa was able to answer five out of six questions, what is Lisa's Oral Reading
Comprehension Score?
4. Given Lisa's Oral Reading Comprehension Score, what is her reading
comprehension level for this passage?
5. What is Lisa's oral reading profile when presented with a 2nd Grade passage?
6. What kinds of difficulties does she display as she reads?
7. What assumptions might we make based on her performance now?
8. What must she be taught in order to improve her performance?
9. What grade level text should we now give her for the next RMI? Why?

Assignment Module 4 Lesson 1

For Grades 2 and 3 Teachers
Conduct an oral reading comprehension in English individualized assessment with a
Grade 3 student. (If you are not handling Grade 3, you may ask the Grade 3
teacher/adviser to recommend an average-performing students to be assessed for
this exercise.)

Do the following:

1. Print and go over the grade-level texts in the attached Phil-IRI English pre-test
recording sheets. Choose the passage for Grade 1.

Phil-IRI English Pre-Test Recording Sheets

Also review the pre-test as outlined in page 16 of Module 4 Lesson 1.

2. Orient the student to whom you will administer the test and establish rapport.

3. Ask the motivation and motive questions and record the student’s responses in
the recording sheet.

4. Give the student a copy of the graded passage. Let the student read the
selection. As you listen to the oral reading, record the reading miscues, if any, in
the teacher's recording sheet. That is, mark the miscues in the relevant parts of
the text.

Phil-IRI English Passages

5. After the student has read the selection, read aloud each of the multiple choice
items to the student and record his/her answers.

6. Based on the results you recorded in #4 above, fill in an oral reading observation
checklist (download and print it from the link below), compute the student’s oral
reading score and, determine his/her reading level using the Table of Oral Reading
Profiles (on page 22 of this lesson) as guide.

Phil-IRI Oral Reading in English Profile and Observation Checklist

Depending on the assessment results, you can decide to further assess the same
student using the grade-level passage for the grade above or below Grade 1. Or you
can do the assessment with another student.

Download Evaluation Criteria

Assignment Module 4 Lesson 1
For Kindergarten and Grade 1 Teachers
You have pre-tested your teacher-made tests by administering them to a small group of
students. You have refined your tools by incorporating changes based on your insights
and observations during pre-test. It may also have helped if you have conferred with a
colleague (teaching at the same grade level) to check the appropriateness of the items
you included in your tests. It is now time to put together all these classroom-based
assessment tools to describe the literacy skills of a student.

Do the following:

1. Prepare all the test materials and necessary paraphernalia.

Tests Materials (include pen, and clock/timer)

Book and Print Knowledge Books, recording sheet

Test

Phonological Awareness Pictures of words in the word lists, recording sheet, manipulatives or
Test: counters (optional)
Syllable Counting
Phoneme Counting

Alphabet Knowledge Test Alphabet flashcards, recording sheet

Familiar Word Reading Student’s copy of word list, teacher’s recording sheet
Test

Non-word Decoding Test Student’s copy of word list, teacher’s recording sheet

2. Identify a Grade 1 student whom you think is at-risk for reading difficulties. The
student should have had at least a year of literacy instruction (i.e., has completed the
Kinder program), but is not performing as well as expected in terms of literacy. If you
are a Kinder teacher, please ask a Grade 1 teacher to refer you to a student.

3. Orient the student to whom you will administer the test and establish rapport.

4. Administer all the literacy assessment tools you have prepared.

5. Based on the results of the assessment, prepare a short description of the child’s
current literacy skills. The description can contain a list of literacy skills and
competencies that he already knows (strengths), are currently still developing, and
possible targets for future literacy instruction.

Template for Classroom-Based Assessment Tools

Download Evaluation Criteria