ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 12

Developing Critical Thinking among Literature

Learners
Developing higher-order thinking skills is one paramount aim of the current K to that
current K 12 Curriculum in the Philippines. DepEd Order No. 21, s. 2019 states that the
curriculum adopts inquiry-based learning, which puts "premium on questioning, probing,
and proving." This will eventually lead to developing the critical thinking of the learners.

One way to ensure the engagement of the learners is by giving them the proper
activities that develop these skills. Critical thinking involves abilities like identifying a
problem, looking for assumptions, and trying solutions from inductive and deductive logic
(Kennedy, Fisher, & Ennis, 1991). Sometimes, critical thinking skills are equated to higher-
order thinking skills. The term "higher-order thinking skills" has stemmed in Bloom's
taxonomy of learning.

CREATE:
• combine parts to make a new
Higher whole
Order
• judge the value of
Thinking EVALUATE:
information or ideas
Skills
ANALYZE:
• break down information
into component parts

APPLY:
• apply the facts, rules,
concepts, and ideas
Lower
Order • understand what
UNDERSTAND:
Thinking the facts mean
Skills
REMEMBER:
• recognize and
recall facts

Bloom’s Taxonomy of Thinking Skills

During the conception of the taxonomy, many educationalists believe that learning is
hierarchical; however, an ongoing debate is challenging this concept. Hence, some
educationalists agree to just classify the skills into lower and higher thinking skills. Lower-
order thinking skills allow the learners to plainly give back what the teachers provided them
or what the book gave them. The material learned goes through no changes at all. For
example, when the literature teacher just elicits the name of the character in the short story

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

read in class, the pupils just tend to give back the fact that is found in the piece. So, purely
parroting a fact or a piece of information from the text is considered a lower-order thinking
skill.

Higher-order thinking skills involve the use of the piece of learning given to the
learners in order to take concepts, combine the pieces of learning, evaluate something, or
create something out of the learning. Usually, the answers might not be based on the book
or the literary piece, even though they can use the book to arrive at an answer. In other
words, higher-order thinking is the result of the teacher giving opportunities to learners the
appropriate tools that they will need in order to meaningfully interact with the content for
them to remember the concept correctly.

Going back to inquiry-based teaching approach, we can say that questioning matters
in a literature class in order to immerse the pupils to use their higher-order thinking skills.
One adopted teaching strategy to achieve appropriate questioning and ensuring class
participation is the "Six Thinking Hats" by Edward de Bono in 1985. The "Six Thinking Hats"
can help you approach problems and inquiries from different perspectives, but one at a
time, to avoid confusion from too many angles crowding your thinking. The following are
some of the benefits of using the Six Thinking Hats as a teaching strategy to develop higher-
order thinking skills:

1. It is a powerful decision-checking technique while promoting collaboration among

pupils.
2. It helps the learners explore the situation from each perspective at the same
time.
3. It forces the learners to move outside their habitual thinking styles.
4. It allows the learners to look at things from several different perspectives,
thus, teaching them to be critical thinkers.
5. It permits the pupils to get a more rounded view of the literary piece and the
context upon which the piece is related.

For example, as a literature teacher, you can ask your pupils to look at the "conflict"
in the "Three Little Pigs and the Wolf" from an emotional, intuitive, creative, or risk
management viewpoint. Not considering these perspectives could lead the learners to
underestimate people's resistance to their plans, fail to make creative leaps, or ignore the
need for essential contingency plans, When you take the shoes of a children's literature
teacher, you can use the Six Thinking Hats to create questions, situations, and contexts
related to the piece. Then, the learners will approach the questions to exercise their critical
thinking or use of higher-order thinking skills.

In primary grades, six thinking hats may be used with literal colored hats to stimulate
the pupils' curiosity. One good technique is that, as you give the colored hats to each group
of pupils, each hat has one question inside it. You, therefore, allow them to brainstorm, use
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

the hats as a guide, and add a color of suspense. If you opt for individualized learning, you
may bring in class different colored hats. As you put on your head a colored hat, you walk
around the class and ask question/s reflecting the color of the hat being worn.

WHITE RED YELLOW

 It is used to record  It is associated with  It is used to elicit
information that is feelings and emotions. positive thoughts and
available from the text.  It allows the learners to views.
 It helps the learners talk about their feelings  It leads the learners to
identify further without prejudice. look for the benefits in
information that may be the given context.
needed.
BLACK GREEN BLUE
 It is associated with  It is used to generate  It is related to controlling
thinking cautions. creative thoughts. a process.
 It allows the learners to  It allows the learners to  It is used for thinking
think about critical think of new ways, sound about thinking.
judgement. solutions, and better
plans to solve problems
at hand.

Combining the manner of questioning with learner-centered and enjoyable

techniques like "Passing the Bouquet," "Trip to Jerusalem," or "Question-Prompts Wheel"
will ensure higher engagement of the learners while developing their critical thinking skills.
Here are the mini steps to implement the following learner-centered techniques:

Passing the Bouquet

 Choose a familiar elementary song.

 Group the class into three big circles.
 Post the critical question in front.
 Ask the pupils to sing a song. Let them pass on something (e.g., a pen, a
handkerchief, or a toy) while singing.
 When you say stop, pupils holding that thing will have the chance to answer the
question.

Trip to Jerusalem

 Group the class into two big circles.

 Arrange the chairs (as in the typical Trip to Jerusalem game).
 Post the critical question in front.
 While playing a song, pupils will walk (or dance) around the chairs.
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

 When the music stops, pupils who are unable to sit on a vacant chair will have the
chance to answer the question.

Question-Prompts Wheel

 Create a wheel of critical thinking questions.

 Discuss each question on the wheel (e.g., what does the question mean or what
answer is needed)
 Give each pupil a number.
 Using the number generator (downloaded online), choose the pupil who will
manipulate the wheel.
 When the wheel stops, the arrow that points to the question will be asked to the
class or to the pupil-participant.

Take note that asking the right questions can go a long way in helping the learners to
analyze the texts. The questions for analyzing a literary text should be varied. The critical
thinking questions should be given paramount consideration other than the technique of
giving questions to the learners. Hence, the questions can be used in several ways:

1. They can serve as your resources to help the learners delve more deeply into specific
aspects of the text.
2. They can be used as guides for the learners to arrive at an answer or a decision.
3. They can be used as triggers for communication.

Remember, using critical thinking questions and combining them with interactive
techniques can also develop communicative skills and collaborative connections between
and among the learners' classmates. At the same time, the class' enjoyment to improve
listening and speaking literacies is heightened.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 13

Using Pupil-Generated Board Displays

Visual learners occupy a high percentage in the pie as compared to their auditory
and kinesthetic learners (EBC Online TEFL Blog, 2020). Hence, as beginning teachers, you
need to cater to this type of learning ability. One way to interface literacy, literature, and
visual learning ability is the use of pupil-generated board displays. Some of these displays
are interactive and rely on pupil contributions. Here are some samples of interactive pupil-
generated classroom displays. The following were modified techniques from Himmele, P.,
Himmele, W., and Potter (2014):

1. Quotable Quotes Board

Pupils post on the bulletin board the quotable quotes they have found in the
storybooks, poems, or short stories they have read in a read-aloud activity or a book
talk. This is one way to gauge how the literary piece relates to them. As a beginning
teacher, you might want to ask them to share why the quotes are quotable for them.
In this way, you target critical thinking and oral literacy.

2. #MySuperhero Wall
Pupils post the drawing of their ideal character in the story or the persona in the
poem. Beside the image is the reason why they like that drawing. In this way, writing
literacy is enhanced as well as their reflective thinking. This activity likewise targets
to improve the ability of the children to relate to people and be sensitive to the
thoughts and emotions of others.

3. Butcher Paper
The teacher posts a butcher paper or a graphic organizer with title prompts selected
by the literature teacher and a blank space for students to write on. The graphic
organizer acts as a memory aid for the pupils to organize their thoughts about a
specific topic.

4. Collecting Words Wall

The teacher posts an empty envelope on the board. It will act as a basket of difficult
words that the pupils might have encountered in the read-aloud activity or book talk.
The pupils who have encountered such vocabulary will be responsible for
determining the meaning, writing a sentence using the vocabulary, and writing the
specific phrase or sentence where such word was used in the text. They will all write
these details on a piece of paper that will be kept inside the envelope posted on the
wall. Anyone who wishes to see the difficult words that his or her classmates have
encountered can have the chance to see them. Again, curiosity among the learners is
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

heightened through this activity. In that way, the pupils can try to read the book or
the literary piece that others have read.

5. Great Opening Lines Wall

Many pupils will remember a piece of literature through its opening lines. So, the
learners could be asked document the opening lines of the book they have already
read or the literary pieces that they intend to read. This process-product activity can
establish anticipation in the reader and aid the mood that something really fabulous
is about to be read.

6. The Class Bookworm

This pupil-generated wall is an add-on board for the pupils to write their thoughts
related to the literary piece read in class. It acts as a freedom wall or a vandal wall
regarding the literary piece they have read. Creative and reflective abilities may be
enhanced through this activity. Their thoughts may also be used as a supplement for
literary analysis.

7. The WIDU Bank

Small group discussions may sometimes result in unanswered questions of the
learners. One good way to generate ideas of the class is through the "WIDU” Bank or
the "What-I-Don't-Understand Bank." This activity impedes the pupils to forget the
boggling questions. Also, it acts as an avenue for them to be heard in class without
using their oral skills, especially if the questions are quite uncomfortable for them to
verbalize. This activity can also permit you to create a community of readers who
feel that their questions are welcomed. The pupils will just write their boggling
questions on an index card and shoot it in the envelope posted on the wall. Other
pupils are free to answer the questions through writing.

Engaging the learners in the aforementioned pupil-generated displays can result in

literacy building and retention enhancement. Aside from making the class a visually
dominating room, the activities can also mark the establishment of readers. Do you also
know of some ways on how display boards can help the learners? Think on!

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 14

Ensuring Total Pupil Participation in Literature Classes

Pupils in any English or literature class are varied in many ways. Sometimes, the
challenge is to ensure that each learner is fully participating in class and actively thinking.
You might have noticed that some learners are endowed with a high level of activeness.
They are those who frequently raise their hands and seem to be all-knowing. Pupils who
never tend to stand and speak also exist, on the other hand. This is why every teacher in
English, especially in literature, should be loaded with techniques and strategies to subdue
this reality.

The following are some of the newest strategies and techniques that you could use
to subdue daydreaming in class. They do not just ensure a high level of participation among
your pupils, but they also allow pupils to exert effort to think critically. Collaboration and
communication skills, at the same time, are targeted by these techniques and strategies.
Some of the following teaching tips also provide you with ideas on how to integrate the use
of interactive technology in teaching. As beginning teachers, you are allowed to
contextualize and modify these teaching techniques. The purpose is to suit it to the
peculiarities of your own classes.

a. Rippling and Bouncing Answers

Suggested by Himmele and Himmele (2011), this teaching technique is used to elicit
answers to be processed by the whole class. It is lodged under a collaborative
teaching approach. Moreover, it is dependent upon the skill of the teacher to craft
controversial, higher-order, and critical questions. It banks on the reflective and
divergent thinking skills of the learners. Also, it thrives on the successful
communication and collaboration of ideas between and among the learners. This
technique can be used either as a before-reading or after-reading activity.
Step-by-Step Directions:
1. The teacher writes or shows a controversy or an open-ended question related to
the text.
2. Provide ample time for the pupils to think about their answers.
3. All pupils respond individually to the prompt or question or controversy.
4. All pupils share their responses in dyads or triads.
5. Volunteers then share. Pairs or small groups call out a sentence summary when
they are called on to share.

b. Link-It Cards!
Encouraging the pupils to share their thoughts is easy, but ensuring that they
have words to mumble and share is another story. The tenets of constructivism as a

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

teaching theory may be applied to allow the pupils to take the initiative for their own
thought-sharing experience. Hence, using "Link-It Cards" banks on the power of
scaffolding or learner-support in the initial stage of thought processing for him/her
to be an active learner. This activity uses prompting statements as scaffolds,
especially to those who might encounter the difficulty of starting their thoughts. The
pupils will continue the prompt cards they pick. Before the prompt cards are picked,
show them all incomplete statements on the board and give them ample time to
organize their answers. In that way, "wait-time" is provided for both fast and
struggling learners.
Step-by-Step Directions:
1. The teacher writes or shows instructions, plus the prompts. For instance, "Find
out the meaning of your classmate's answer by asking him/her a question
starting with any of the following statements:
a. I did not get that part on...
b. I understand that part, but I am not so certain about.....
c. How about if...
d. So you mean to say that...
2. The prompts are then written on the cards.
3. Distribute the cards or let each pupil pick a card.
4. Allow time for conversation.
5. Process the answers in big group sharing.

c. Finding Partner in a Music Mingle

This activity is a discussion-based technique that ensures total participation
(Himmele, P., Himmele, W., & Potter, 2014). Pupils are blindfolded as they look for
partners to converse with later. Music plays an essential role in this activity as a
variation to consider auditory learners. Controversies, open-ended questions, and
reflective questions related to the text are needed to be prepared by the teacher. A
teacher uses this activity to develop the divergent thinking ability of the pupils and
their speaking literacy. It may be repeated in at least three rounds. Rules must also
be discussed before this activity, like: avoid leaving someone when the music stops,
respect the opinions and answers of your classmates, stopping and speaking with the
same person twice is prohibited, and side chatter is prohibited.
Step-by-Step Directions:
1. The teacher prepares a piece of lively music-something that the pupils can relate
to and enjoy.
2. The controversy or open-ended question about the text to be read (or had been
read) is posted on the board.
3. Allow time for the conceptualization of answers (wait-time).
4. Blindfold the pupils.
5. Rearrange their positions and remind them to keep quiet.
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

6. Play the music and let them roam around the room.
7. Stop the music and allow them to find their pair.
8. Let them take off their blindfolds and allow time to share.

d. Expanding Your Network

This activity is best used for debriefing or as a lesson-ender. Again, the teacher's role
is to provide debriefing prompts, questions, or incomplete statements. The all
teacher should offer metacognitive questions to engage the pupils in conversation
effectively. The aim of this activity is for the pupils to expand their network. They do
it by sharing their ideas with their classmates, whom they have not yet talked with
throughout the lesson.
Step-by-Step Directions:
1. The debriefing question or prompt is posted on the board.
2. Allow time for the conceptualization of answers (wait-time).
3. Ring a bell or use any sound signal for them to look for a partner with whom they
have not talked to in the whole period.
4. Allow time for conversation and sharing.
5. Ring a bell again or play the sound signal.

e. Human Likert Scale and Savvy Survey

Through this activity, pupils will have the chance to enhance their decision- making
skills and to let them make a stand on an issue. At the same time, they will have the
opportunity to discuss with their classmates whose stand is the same as theirs. It is
an excellent way to focus on themes and concepts within the text being discussed. It
leads to the creation of a wide array of options. Paramount requirement for it to be
successful is a set of highly debatable and controversial topics.
Step-by-Step Directions:
1. The teacher identifies four spots in the room, namely: Strongly Disagree,
Disagree, Agree, and Strongly Agree.
2. The highly debatable question or issue is posted on the board.
3. Allow time for the conceptualization of answers (wait-time).
4. Ring a bell or use any sound signal for them to stand at the designated post that
corresponds to their level of agreement.
5. Allow time for conversation and sharing with their groupmates.
6. Ring a bell again or play the sound signal.

One variation of this is the use of the savvy survey. It integrates the use of the
gadgets of the pupils (practically for older elementary grades) to answer survey questions. It
allows them to discuss and defend their answers. One app you can use is Kahoot ®, which
can be an interactive way to conduct a survey.
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

The total participation techniques provided in this lesson are just a few of the many
techniques you can use. Just remember, what matters in the class is not the entertainment,
but the learning and literacy enhancement of the pupils. After all, academic time is precious.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 15

Qualities of a Good Reading and Text Comprehension

Test
To undertake an effective assessment of reading and text comprehension skills, the
distinguishing features of test, measurement, evaluation, and assessment must be clearly
understood. A test is an instrument containing items or tasks intended to measure the
achievement (knowledge, skill, or performance) of learners as they learn reading: When a
teacher asks learners to answer a 10-item reading comprehension test after a reading task,
the extent of understanding the selection is tested.

As the teacher determines the number of items correctly answered by each learner,
information is collected as to how much (score) a learner has understood the reading
selection. This process is measurement. The reading test was the instrument used by the
teacher to measure reading comprehension. When the teacher makes a decision that a
particular learner's score depicts an instructional level of performance, evaluation is done.
It is the process of interpreting the information collected useful in making decisions about a
learner's performance. Instances require the teacher to make a critical decision about a
learner's performance. Thus, there is a need to use written tests, actual performance,
observations, and other measures. In this systematic process, the language teacher is
engaged in assessment.

Purposes of reading and text comprehension tests

Like other language tests, testing reading and text comprehension skills have many
purposes (Harris, 1969; Hakuta & Beatty, 2000). The purpose of the test identifies its specific
type. Among them are:

1. To measure the extent of the learners' achievement of the instructional objectives. It

To indicates how successful they are in meeting the criterion of acceptable
performance. This kind of test is a summative test, usually given at the end of a
chapter or a unit.
2. To diagnose the learners' strengths and weaknesses. Test results indicate where
learners excelled and where they still need assistance to master the desired gated
competencies. Such a goal is the intent of a diagnostic test.
3. To monitor learners' progress in learning. Results of short tests given to the learners
as they are engaged in the process of learning a lesson provide feedback to the
teacher whether or not learners are developing the desired skill. This kind of test is
called a formative test.
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

4. To measure aptitude for learning. Results of a test foretell what learners can do in
the succeeding tasks to learn. A test with this intent is called aptitude test.
5. To evaluate the effectiveness of teaching. Summative test results provide empirical
evidence on the success of the teaching in developing reading and text
comprehension skills, based on the standards set at the beginning of instruction.
6. To classify or place learners in appropriate reading classes. Test results determine
who among the learners are at the frustration, instructional, and independent levels,
as exemplified by the goals of the Philippine Informal Reading Inventory (Phil-IRI).
Knowing these levels of achievement helps teachers in the provision of appropriate
instructional intervention. A test with this goal is known as a placement test.
7. To determine readiness for instructional processes. Placement test results can
identify learners who are ready or possess the entry prerequisite skills to succeed in
learning the new lesson.

Qualities of a good test. To ascertain that test results are of educational value to the
reading teachers, they must possess certain qualities. Test experts (Bachman, 1990;
Bachman & Palmer, 1996; Fulcher & Davidson, 2006) cite the major principles or
characteristics of good tests, namely:

1. Validity - the ability of the test to measure what it intends to assess. Inferences
made from the results are appropriate, meaningful, and useful (Gronlund, 1998). To
ensure a valid test, it must have content validity (test items are based on the
objectives and content of the lesson/s. It must possess face validity (how the test
"looks" to the reading teachers and experts). Another index is concurrent validity
(the ability to correlate significantly test scores of the learners to their scores in
another test which was taken within the same period). When the test scores provide
a strong correlation with the scores of the learners in future testing in the same
reading subject, the test has predictive validity.
2. Reliability - the ability of the test to provide consistent or stable information. It is
usually dependent on developing items that thoroughly cover the essential
competencies and topics discussed in class. Constructing more test items usually
results in a higher level of test reliability. If a reading test is retested to the same
group of learners and the correlation yields a significant coefficient, the method to
establish reliability is test-retest. If an equivalent form of a reading test (that is, Form
A and Form B) is used to the same group of learners, and the two sets of scores are
now significantly correlated, the method used is called parallel-form or equivalent-
form technique. If the Kuder-Richardson Formula 20 is used to determine how well
the test measures what it intends to measure, that method is an internal
consistency technique. When the test scores are divided into odd-numbered item

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

scores and even- numbered item scores, then the two sets of scores are tested for
correlation index, the method used is split-half.
3. Practicality - the ease of constructing the test, as well as the ease of administering
and scoring it. Objective tests are easier to construct and to score than the essay
test. A printed, written reading and text comprehension test is easier to administer
than an oral test.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 16

Developing Objective Tests

The dominance of objective tests is observed among reading and text
comprehension tests of teachers. Some types measure only one learning competency at one
time, while others simultaneously assess different skills in the use of a reading passage.
Commonly constructed are True or False, multiple-choice test, fill-in-the-blank, and
matching type.

To effectively use the varied objective tests, certain considerations must be followed:

1. True or False/Yes or No
This test measures the ability of the reader to determine the truth or falsity
of the statement presented. The basis of answering is the correct interpretation of
the facts presented in a given passage. The reader is instructed to read the
statement, determine its correctness or incorrectness, and choose the answer.
In constructing True or False items when using content-based reading
selections, the following suggestions need to be considered:
a. Sentences must be simple and declarative, using direct language.
b. Statements are absolutely true or false, no qualification needed.
c. Paraphrase the statement and do not lift direct statements from the selection.
d. Include enough background, context, and qualification when necessary.
According to the author,…
e. Avoid using statements of commands or orders, as these are neither true nor
false.
Brush your teeth three times a day.
f. Never use qualifiers, like always, sometimes, and never.
Sample Test Items:

Directions: Read the paragraph below and answer the questions that follow:

Marc Jayden noticed that his wallet is not in his pocket. He tried to search for
it in his school bag, under his chair, and around the classroom. He wondered
where he could have lost it. He decided to make a bulletin announcement so that
other children could help him locate the wallet.

If you are going to help him find the wallet, which of the following information
should be included in the announcement? Write YES before each number if it
could help, NO if it is not helpful.
___________________1. It is dark brown.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

___________________2. It was a birthday gift.

___________________3. It is made of leather.
___________________4. It is imported.
___________________5. It has his ID inside.

2. Multiple-Choice Test
A multiple-choice test item asks the learner to recognize from a set of choices
the best or correct answer to a question. The question of introducing the item is
called stem. The set of choices that follow includes the distractors, plausible answers
that draw away the learners' attention from the correct answer if they do not really
know the answer, and the keyed answer, the correct answer. This type of test is
difficult to construct, but it is easier to score, it is more reliable, and it reduces test
anxiety among learners.
To be effective, the multiple-choice test item construction should consider
the following suggestions:
a. Be specific with what is asked in the stem to make the learners anticipate the
correct answer after reading it. More information should be placed in the
stem rather the than in the given choices.
Example: From the details provided by the author, what is the setting of the
Tón sin story? (STEM)

A. beach Distractor
CHOICES { *B. farm Keyed Answer
C. mountain Distractor

b. Avoid giving grammatical clues like A (answer is expected to begin with a

consonant) or AN (expected answer begins with a vowel).
Incorrect: The animal tortoise described in the story is a good example of an –
A. reptile B. amphibian C. mammal
Correct: The animal tortoise described in the story is a good example of an/a-

c. Make the choices similar in length, tense, number, sentence structure, part of
speech, etc. to avoid giving irrelevant clues to the correct answer.
Incorrect: What did the boy expect from everyone he met?
A. trust B. treat him with mercy C. obedience
Correct: What did the boy expect from everyone he met?
A. trust B. mercy C. obedience

d. In constructing the stem, use more often a direct question and less of the
incomplete sentence type of stem.
Less Preferred: The floating house implies that-

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

Preferred: What does the floating house imply?

e. Word or phrases that are repeated in the options are better integrated into
the stem to reduce the reading load of the learners.
Incorrect: What do the floating houses imply?
A. Muslims are sea lovers.
B. Muslims are pearl divers.
C. Muslims are boat-dwellers.
D. Muslims are good fishers.

Correct: What do the floating houses imply? Muslims are-

A. sea lovers
B. pearl divers
C. boat-dwellers
D. good fishers

f. Arrange responses in a logical order.

 number - highest to lowest or vice versa
 date - earliest to the most recent or vice versa
 proper nouns - alphabetical order

g. Give clear directions to guide the learners on what to do with the question
and how to answer.
Sample Directions: Read the items carefully to determine from the given
choices the correct or best answer to complete the statement or answer al
question. Circle the letter of your choice.

3. Fill-in-the-Blank
This type of test asks the learners to supply in the blank the correct answer
based on the context suggested by the statement. It is also suitable for assessing
learners' knowledge of quick factual information. It has high reliability, is easier to
construct, and limits guessing. Test situations appropriate for a fill-in-the-blank type
include giving the meaning of words, antonym of synonym, and giving the details
asked about the story.
Vocabulary Test: Ask learners what the word or phrase means as it is used in
the sentence.
Example: The opposite of SILENT is __________.
Supplying the Details of the Story: Ask learners about the title of the story,
the author, setting, main characters, and other major details of the story read.
Example: The author of the story is __________.
With the description given by the author, the setting of the story is __________.
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

The following suggestions are given to make this type of test more effective:
a. Put the blank at the end of the statement to orient the learner on the context.
Example: The sentence "This assignment is a piece of cake” means __________.
b. Make the situation specific for the learners to provide the correct answer.
c. In a set of fill-in-the-blank items, make the blanks of the same length to avoid
giving a clue to the correct answer.

4. Matching Type
This type of test measures the learners' ability to recognize relationships
among homogenous pairs. It enables the reading teacher to cover more content in
one test. It is excellent in checking knowledge of the learner, aside from being
efficient and objective. It has two columns: Column A presents the premises, while
Column B presents the choices. In constructing matching type test items, the
following are wise to consider:
a. Include in the directions the basis of the learners to match the items and how to
match, either to write the letter of their answer or to draw lines. If a response is
used more than once, the learners must also know.
b. Items in Column A are numbered consecutively while items in Column B are
lettered alphabetically.
c. Give more responses (about three more) in Column B than the premises (Column
A). If there are 10 items (1-10) as premises, the responses could be letters A to
M.
d. Longer statements are placed on the premises to reduce reading time, and
shorter ones are in the responses.
e. Items to be matched should be homogenous. For example, characters - reading
selection where they are found; authors- titles of reading selection; figurative
expression - word meaning or classification, etc.
Sample Test Item:
Directions: Match the idiomatic expressions in Column A with their meanings
in Column B. Write the letter of your answer in the space provided before each
test item. Remember that items in Column B could be used more than once or
never.
Column A Column B
1. Second to none A. Good Luck
2. Cross your finger B. In trouble
3. Busy as a bee C. Favorite
4. In hot water D. The best
5. See eye to eye E. Moving slow
F. Agree
G. Working hard
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 17

Testing Vocabulary Knowledge

Assessment of vocabulary knowledge involves varied foci and intentions. Experts
(Madsen, 1983; Read, 2000; Hughes, 2003; Nunan; 2015) mentioned that vocabulary
assessment determines the amount of words learners could understand from what is either
read or heard. They do it even if they are not able to produce them (receptive vocabulary)
or ascertain the number of words that they can understand and use (productive
vocabulary). In relation to these, vocabulary is also measured in terms of breadth (the
quantity for which the learners may have some level of knowledge) and depth (the quantity
of words learners know about the dimensions of word learning). Others (Linse, 2005; Beck,
2007; Coyne et al., 2009; Hoffman et al., 2014) are concerned whether or not these are
discrete or embedded, and context-dependent or context-independent. The following
vocabulary tests address these varied concerns:

1. Vocabulary Recognition Tests - These tests measure the receptive vocabulary and
the vocabulary breadth of the learners.
a. Picture Cues - Show a picture (for example, a dog) to the learners and ask them
to identify what it is. If they associate the picture correctly with the word, they
would answer dog. One variation is to present a group of three to four pictures
and ask a learner to pick out the image of a dog.
b. Finding the Odd One Out - The learners study a group of words, one of which is
much different and does NOT belong to the group. They either underline or
encircle the odd word.
Directions: Underline the odd word out:
pepper eggplant sweet potato ampalaya okra
c. Mother-Tongue Equivalents - The learners are asked to give or write the English
equivalent of words in their mother tongue.
Directions: I give you a word in your mother tongue. Write its English equivalent.
tawa makati ayat palangga malayo
d. Knowledge of Opposites - The learners are challenged to connect lines that show
words with the opposite meaning.
Directions: Study the words in the first column and find the words in the second
column that are their opposites in terms of meaning. Draw a line to connect the
two words.
Strong Slow Cheap
Expensive Weak Fast

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

e. Prefix-Word Combination - The learners are asked to combine the appropriate

prefix to be connected to a word to produce a new word.
Directions: Study the prefixes in Column A, then find the words in Column B that
could d be combined with h them to producen to produce new meaningful words.
Column A Column B
Over polite
Mis do
Im place
f. Yes/No Questions - This test requires the learners to demonstrate appropriate
knowledge of the word. Two questions answerable by Yes or No are asked to the
learners. Both questions should be correctly answered.
Examples: Do runners run on a track?
Do trains run on the same track?
2. Productive Tests - These types of tests assess the productive vocabulary and
vocabulary depth of the learners.
a. Word Associates - This test measures the ability of the learners to produce words
that are suggested by the descriptions used as cues to the desired word.
Directions: Write the correct ending for the word in each of the following
sentences:
A person who teaches learners in school is a teach __________.
A child who is easy to teach is teach __________.
A person who teaches is engaged in teach __________.

Another variation of this test is to give a stimulus word followed by a set of

words. The learners determine what words usually are associated with the
stimulus word.
Directions: Find out from the group of words those that go with or are ions with
associated the given word. Circle these words.
SONG
bank composer brand melody grammar
cover sales singer pencil chorus

b. Collocations - This test measures the ability of the learners to identify words that
go together.
Word Bank - Learners are asked to list words that are related to the key or cue
word.
Directions: List all the words you know that are related to the word CAT.

Collocations Related to a Verb - The learners are tasked to identify nouns that are
related to the verbs in terms of subject and objects.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

Directions: At the middle column are verbs. Write words that usually go with the
verbs. Give nouns as subjects in the left column and give nouns as a direct object
in the right column.
Example:
Farmers plant vegetables
treat
sell

c. Sentence Completion - This test requires the learners to complete a sentence

using ideas and vocabulary that fit the context.
Directions: Supply appropriate information or detail to complete a meaningful
sentence.
I get excited when
When dogs bark they

d. Definitions - Learners are tasked to define a term or concept. The more details or
attributes they could give about it, the richer is their vocabulary.
Directions: Give details or attributes of the term or concept to define it.
Cat is a
Rice is a

e. Cloze Test - It assesses the learner's skill in understanding meaning through

written context and determining the word that has been deleted from a passage
to complete the whole. The richer the vocabulary of the learner, the more
successful he/she is in doing the task. To construct this type of test, teachers
adhere to the following guides:
a. Select a text that is interesting to the learners.
b. Keep the first and last sentence of the selection intact. No word deletion will
be made.
c. Determine what type of format to use. It could be any of the following:

1. Fixed ratio cloze – the deleted word to be restored comes every after a
statistically predetermined number, like removing every seventh word in
Show the t the text. The interval for lower elementary grades should be
farther (every fifth to the seventh word) and closer (every third or fourth
word) for higher grade levels. The farther the word deletion, the easier is the
test. The words. deleted could be either content words or function words.
Sample:
Directions: Some words in the passage have been purposely left out.
Determine what these words are and return them in the space provided to
make the passage whole again. To do this, first read the entire passage
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

through. Then go back and fill the blanks with the exact words or synonyms
that have been removed.
The selection of food is an important problem for everyone. When food is
selected 1. _____ one person in the 2. _____ or whether the individual 3.
_____ the responsibility of choice 4. _____ the family table or 5. _____
outside sources, it is 6. _____ problem that must be 7. _____ each day. Not
only 8. _____ there pleasure and physical 9. _____ accompanying the eating
of 10. _____ food but food of 11. _____ right kind and amount 12. _____
essential to the proper 13. _____ of the body. Hence, the choice of food
should be made with utmost care.

2. C test – It assesses global language proficiency, which requires learners to use

context to determine the missing half of the words. It employs the rule of
two, that is, the second half of every second word starting with the third
sentence is deleted.
Sample Test:
Directions: Supply the missing half of the words in the selection, as suggested
by the dashes. When you are done, read over the story and make sure the
words make sense. Keep in mind that sometimes the word you need appears
in the story in a different place. To earn a point, you must spell the word
correctly.
An interesting story appeared in a recent magazine. It is one that illustrates a
point excellently. One da- a ma-, who ha- long be-- known fo- his lazi----,
walked do-- the str---. He sa- an ol- wo--- who wa- scrub-- the sta--- of he-
house. Th- man ha- served i- the mili---- and h- expec--- charity fro- every per-
-- he me-. He appro----- the ol-' woman an- told hi- usu--- stories ab--- the
bat--- he fou---. But th- woman conti---- her WO--- and re---- that sh- too, ha-
been i- battle. Th- next t-- the ol, woman sa-him h- was i- a str--- cleaner's
uni----. He wa- busy clea---- the str--- as sh-was scrub---- again th-stairs o- her
hou---. The ma- approached th-old wo---and spo--. Saluting th-old wo---, he
sa--, "I a- also i- the bat--- ofli--."

f. Getting the Meaning of Words through Context Clues - Learners' ability to use
the surrounding words as clues to meaning is also a test of productive to a
vocabulary.
Directions: Give the meaning of the underlined word as it is used in the sentence.
Mother offered my elder brother to help in paying the hospital expenses of my
nephew, but he declined.
A. accepted B. rejected C. welcomed D. rejoiced

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 18:

Testing Reading Skills

The assessment of reading skills at the elementary level begins with the reading
readiness up to text comprehension. Experts (Harris, 1969; Madsen, 1983; Hughes, 2003;
Harmer, 2007; Nunan, 2015) suggested the following guidelines in constructing reading
tests:

1. Reading Readiness Tests - To prepare the learners from non-readers to readers, they
are taught essential skills and are tested to lead them to succeed in reading. These tests
include:
a. Instant letter recognition - Test items involve the learners to recognize letter shapes,
letter names, the sequence of the letters in the alphabet, and identification of upper
and lower case manuscript letters.
Sample Test Items:
Put a check ( ) in the blank to all words that begin with letter A.
____ ball ____ apple ____ cat ____ ant ____Angel
Arrange the names alphabetically:
Dante Bert Chona
Abby Edgar Greta
Freida
b. Phonological/Phonemic awareness - It measures learners' ability to recognize words
as composed of different sound components, including the understanding of
phonemes (smallest sound unit), syllables (part of a word), and rhyme (ending sound
of words similar to o the end of another word). Test items a also involve the learners
in segmenting words, syllables, phonemes, blending sounds to form words,
recognizing ending sounds that rhyme, and omitting syllables and of 15 sounds, and
sound substitution and manipulation.
Test situations that measure phonological awareness include the following:
1. Tell me how many different sounds are there in the following words:
cat dog bed get ten
2. Say Yes if the two words I say have the same sound at the end, like food and
wood; Say No if they do not have the same sound, like bed and foot.
Let us begin:
Sit – feet wing – then going – seeing dog – wood
3. I will say a word in a funny way. Then put the parts together and say the whole
word. For example, I say pen - cil; tell me the whole word - pencil. Let us start.
cra-yon black-board win-dow pho-to
c. Reading concepts - Items in this test ask learners to recognize similarities 21ld and
differences of concepts, identifying initial, medial, and final sounds, understanding
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

before and after concepts, recognizing voiced and unvoiced sounds, blocked and
unblocked sounds, and vowels and consonants.
Sample Items:
What makes BET and BAT different?
What word rhymes with PAGE? date cage wait break
What letter comes before/after H?
d. Word recognition - Learners in this test are asked to determine sound-symbol
correspondence and read phonetically regular words.
Sample Test Item:
Draw lines to match the word with the object it names.
Ball

Van

Flower

e. Handwriting - Items that measure this ability include asking the learners to produce
lowercase manuscript letter strokes as well as numeral strokes.
f. Vocabulary - Items described in the previous lesson apply here.

2. Reading Comprehension Test - This test measures the ability of the learners to derive
meaning from a text/passage/selection read. The five dimensions are sources of the
varied types of test items that could be constructed. Items are mostly presented in a
multiple-choice type of test. Skills tested include the following:
a. Literal questions (Reading what is directly stated in the passage) - Questions whose
answers are directly found in the selection.
Examples:
Who are the characters in the story?
What happened when the boy released the bird?
What crops do they grow in Mang Ramon's farm?
What made Jonas cry?
b. Interpretative questions (Reading between the lines) - Items require the learners to
put together the information presented in the selection to give a correct answer.
Questions belonging to this category of comprehension include:
Getting the main idea: What does the paragraph tell about air pollution? Deriving
meaning through context: After Mario answered, the teacher commented: "You hit
the nail on its head." What does the teacher mean?
Sequencing events: Based on the details presented in the story, arrange the following
events in the order in which they happened.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

Inferring character traits: Based on the descriptions of Ana, which of the following
would appropriately describe her?
Finding the main idea and supporting details: In this set of five sentences, identify
the main idea and determine the supporting details.
Determining cause-effect relationship: According to the selection, why do Filipinos
have poor protection against illnesses?
c. Applied/Integrative (Reading beyond the lines) - Learners are asked questions
whose answers are based on their ability to make connections of the information
read to their life experiences and knowledge. Examples of skills and questions are:
Making comparisons: Using the clue words of the author, how are Ben and John
different?
Drawing conclusions: From the circumstances presented in the selection, what
conclusion can you make?
Distinguishing fact and opinion: Relying on the information presented in the
selection, which of the following is a fact or an opinion?
Making decisions/suggestions: If you were the judge in the story, what would be
your ruling to the case?
Giving alternative endings: If you were the author, how would you end the story?
Sample Reading Comprehension Test:
Directions: Read the passage carefully, then answer the comprehension questions
that follow.
When you study the origin of the word "Zamboanga" you will learn that it means
"place of mooring poles." So many beach homes fastened to poles driven on the
beach, float along the sea wall. The coconut palms around the city look like a picture
postcard. It is described as an orchid on the edge of a star-splashed, tropical sea. The
climate seas are invigorating. Muslims with their red and yellow turbans, colorful
jackets, and tight silk trousers add color to the city.
Sample Comprehension Questions:
Literal Question (Recognizing details):
According to the passage, what makes Zamboanga look like a picture postcard?
A. The coconut palms C. The mango trees
B. The tropic sea D. The floating homes
Inferential Question (Inferring meaning through context):
When a place is described as an orchid, what kind of place is it? The place is –
A. Beautiful C. Progressive
B. Sweet-smelling D. Blooming

3. Non-prose Reading Tests - This group of tests uses charts, maps, product labels, signs
and symbols, menus, and other materials that use minimal words to explain something.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

They serve as stimulus materials that serve as bases for learners to answer literal,
interpretative, and applied questions presented in the multiple-choice format.
Sample Non-prose Reading Test:
Directions: Study the mobile phone ownership among Grade 6 pupils in Lal-lo
Elementary School. Then answer the questions that follow.
45

40

35

30

25 Grade 4
Grade 5
20
Grade 6
15

10

0
Male Female Total

Number of Mobile Phone Owners by Sex and by Grade Level

1. Which grade has the most number of mobile phone owners? Literal question
a. Grade 4 b. Grade 5 c. Grade 6
2. What does the graph tell about mobile phone ownership? Inferential question
a. As grade level increases, mobile phone ownership increases.
b. As grade level increases, mobile phone ownership decreases.
c. As grade level increases, more females own mobile phones.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 19

Assessing Learners' Reading Profile

Introduction

Helping learners become good readers entails the use of information that is valid
and reliable. One of the means commonly used in basic education to determine the reading
profile of the learners is the conduct of an informal reading inventory. It is a standardized
instrument that is individually administered to learners. As an informal tool, it is easy to use
as the processes and the materials are provided. Besides, learners do not become aware
that they are being subjected to a test. The results are immediately available to the teacher.
The informal inventory determines the learners' strengths and needs along the abilities to
recognize words, derive meaning, use strategies to read, and understand the printed page.
Usually, a pretest is conducted to assess the current reading abilities of the learners. Initial
baseline data can be used by the teacher to design a reading instructional plan to help
learners with needs and concerns. Learners who struggle at a certain reading passage are
given a less difficult one. They are assisted in overcoming the weaknesses. In the post-test,
results reveal the progress of learners in reading as well as the effectiveness of the
interventions provided by the teacher.

A significant component of the Enhanced Basic Education Program is the "Every Child
A Reader program," a national educational thrust to make every child a reader. Designed to
prepare elementary learners become independent readers and writers, interventions equip
them to develop strategic reading and writing skills. Complementing this program is the use
of the standardized Philippine Informal Reading Inventory (Phil- IRI), a diagnostic classroom-
based assessment tool of graded passages in each grade level to determine and qualify the
learners' performance in oral reading, silent reading, and listening comprehension in both
English and Filipino languages (DepEd, 2018). Using a predetermined set of criteria that
includes reading speed and percentage of correct answers to comprehension questions, it
identifies the reading levels of the pupils, categorized into independent, instructional, and
frustration levels. Based on the information, teachers can plan, design, or redesign their
reading instruction to make them improve their reading, to move to a higher reading level.

The Phil-IRI Manual (DepEd, 2018) provides the processes in conducting the reading
inventory. To assess the reader's performance, the teacher must consider the following:

1. Brief the learner, create a friendly relationship, and conduct the test: Oral Reading
Comprehension, Listening Comprehension, or Silent Reading Comprehension.
Follow these steps:
a. Ask the motivation and motive questions to determine the background
knowledge of the learner on the topic to be read.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

b. Have the learner read/listen to the passage.

c. After reading, let the learner answer the multiple-choice test items on the
booklet, with each item either read by himself/herself or by the teacher.
Then the answer is chosen. An "I don't know" response to a question is
marked X on the score sheet. A learner who asks to reread the selection then
answers correctly has a point recorded, but a remark "Looked back" is noted.

2. Analysis of the Results

a. Quantitative Analysis
Quantitative assessment of the reading performance of the learner involves
adding the number of observed miscues, taking note of the number of
minutes spent to read the selection, and scoring the number of
comprehension items correctly answered. The aggregate results of the word
recognition and the comprehension scores determine the reading profile of
the learner per passage.
1. Computation of the Oral Reading Score per Selection
When the learner says something different from what is on
the passage, a miscue occurs. A meaningful miscue does not alter the
original robes & blue meaning of the sentence, like run instead of ran.
If the miscue changes the meaning, it is a significant miscue, like The
cats moved noisily instead of The cat mewed noisily (Johnson, 2016).
Whether or not a miscue influences the meaning of the
passage being read, equal weight is given. After counting the number
of miscues during oral reading, the oral reading score is computed
using the formula:

Oral Reading Score:

Number of Words−Number of Miscues
x 100
Number of Words

Example: Marc Jayden's Oral Reading Performance for the Grade 5

selection "Pedrito's Snack"

Number of Words in the Passage: 144

Number of Miscues: 13

144−13 131
x 100 = 144 x 100 = .909 (100) = 90.9
144

Interpretation: Marc Jayden's rating in Oral Reading is 90.9%.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

2. Computation of Speed and Rate in Oral Reading

The reading rate is the ratio between the number of words read in a
passage and the amount of time spent to finish reading it. This
indicator requires data on time spent to read a selection, reckoned
from the time the learner starts to read up to the end of the passage.
It also identifies the number of words in a given passage. The reading
rate is influenced by the learner's fluency, his/her speed, smoothness,
and ease of oral reading. A significant component of fluency is
prosody, the expressiveness the learner demonstrates as he/she
reads as manifested in the intonation, rhythm, and emphasis to the
words and sentences when reading out the passage aloud. Empirical
researches (Wayman et al., 2007; Reschly et al., 2009) affirm that oral
reading proficiency is one of the most effective and efficient
determinants of learners' reading comprehension.

Example: Marc Jayden has read the passage "Pedrito's Snack," a 144-
word passage in 92 seconds.

Reading Speed:
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑊𝑜𝑟𝑑𝑠 𝑅𝑒𝑎𝑑
x 60
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑆𝑒𝑐𝑜𝑛𝑑𝑠 𝑆𝑝𝑒𝑛𝑡 𝑡𝑜 𝑅𝑒𝑎𝑑

144
x 60 = 1.56 (60) = 93.9
92

Interpretation: Marc Jayden's reading rate is 93.9 words per minute.

3. Computation of the Learner's Comprehension of the Passage

Comprehension level is the proportion of items correctly
answered by the learner against the total number of items in the
passage read. Data needed in this indicator are the number of items
correctly answered by the learner against the total number of test
items. As soon as the learner has read the passage, the teacher reads
the comprehension questions and record the scores.

Example: Marc Jayden answered correctly 6 out of the 7

comprehension questions asked after reading "Pedrito's Snack."

Comprehension Performance:
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟𝑠
x 100
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑇𝑒𝑠𝑡 𝐼𝑡𝑒𝑚𝑠

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature
6
x 100 = .857 (100) = 85.7%
7

Interpretation: Marc Jayden's comprehension is 85.7%.

4. Overall Interpretation of the Word Reading and Comprehension Level

The reading level of a learner is his/her ability to read and
comprehend a graded reading passage. Adapting the criteria used by
Johnson, Kress, and Pikulski (1987), the Phil-IRI uses the following
predetermined indices in determining the reading level of the learner
in each passage read, namely: percentage of word recognition
accuracy and the percentage of correct answers to the
comprehension questions. The matrix guides the teacher in analyzing
the performance of a learner.
Word Reading Comprehension Score
Oral Reading Level
Score (%) (%)
Independent 97-100 80-100
Instructional 90-96 59-79
Frustration 89 and below 58 and below

Using Marc Jayden's performance indicators, his reading profile is:

 Word Reading Score: 13 miscues = 90.9%
 Instructional Comprehension Score: 6 out 7 items = 85.7%
 Independent Reading Rate: 93.9 words per minute

The learner's reading profile is the summary of one's reading level

in consideration of the word reading and comprehension scores for
the passage read. The matrix below guides in assessing the reading
profile per passage of a learner.

Reading
Word Reading Reading Profile
Comprehension
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration

A learner is at the Independent Level if he/she reaches 90% or

greater comprehension levels when reading alone. It implies that the
learner relies on his/her own and requires no assistance or help to
read and comprehend the selection. A learner at the Instructional
Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

Level, his/ her level of understanding in both comprehension and

word recognition is possible with the help provided by the teacher or
other learners. On the other hand, a learner at the Frustration Level is
one who manifests observed signs of frustration, indicating that the
reading material is too difficult for him/her to read and comprehend.

b. Qualitative Analysis
On the qualitative aspect of the reading behavior of the learner, the
teacher is guided by a checklist to observe him/her while reading orally. The
items to note during the reading are the following: mispronunciation,
omission, substitution, insertion, repetition, transposition, reversal, and self-
correction. When the miscues are noted, the teacher underlines the word,
then he/she writes on top of the word substituted or reversed form of the
word. Repeated miscues are treated individually. The total miscues are
recorded in the form provided.
To guide the teacher in planning a reading intervention, he/she
examines the miscues often committed and determines if these significantly
affect the meaning of the passage. In addition, the teacher observes the
learner's reading behavior while reading. He/She takes notice if the reader
does word-by-word reading; lacks expression, reads in a monotonous tone;
voice is hardly audible; disregards punctuation; points to each word with
his/her finger; employs little or no method of analysis; and many others.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

LESSON 20

Literature-Grammar Integration:
The Four-Pronged Approach
One approach to integrating literature in the language class is the four-pronged
approach, developed by Basilisa Manhit, Reading Professor of the University of the
Philippines. The approach is rooted in several philosophical foundations, namely: it is
literature-based, it is holistic, and its emphasis is on the process of transfer (Ocampo &
Hermosa, 1997). The four prongs are:

1. First Prong-Genuine Love for Reading. The objective in this stage is to develop learners'
appreciation to read. To achieve it, teachers need to select a literary selection in (a story
or a poem) that is appropriate to the learners' characteristics (interests, age, and
vocabulary level).
 Pre-reading activities involve motivating the learners to create interest for them
to read. Activating the prior experiences related to the reading selection can
make learners see the connections between what they know and what is to be
read. Difficult words are unlocked.
 Before the learners read, a motive question is raised. It is a question about the
reading selection that will engage the learners into an active inquiry as they read.
It serves as the purpose for reading (eg, "What is the story all about?” "What
does the main character want to achieve?").
 Then, learners read the selection (While-Reading). Readers monitor their reading
if they comprehend it, guided by the motive question.

2. Second Prong - Critical Reading. After reading the selection, the teacher engages the
learners to process the reading activity. It involves post-reading activities."
The learners answer the motive question. Then, they answer different types of
reading comprehension questions:
 Literal questions (reading the lines) - questions whose answers are directly found
in n the selection read (e.g., (e.g., "What happened when Berto released the
bird?” “What incident made Father realize he was wrong?").
 Interpretative questions (reading between the lines) - questions that require
learners to make inferences using the information or details found in the
selection read (e.g., "Based on the descriptions of other characters about Joan,
what kind of girl is she?" "Why was Rey still happy even when the birthday party
was canceled?").
 Evaluation of critical thinking (questioning the text and the author) - Learners'
focus shifts to the assessment of the implicit message of the reading selection,

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.
 ELE15 - Teaching English in Elementary Grades Through Literature

questioning the message and purpose of the author (e.g., "Could this story
happen in your family?" "Were the statements of Jonna facts or her opinions?").
 Application or Value Integration - Learners associate the story to their own
experiences in life. They identify situations that they could relate with based on
their experiences (e.g., "What part or incident in the story that you see
yourself?" "Why do you like or dislike this story?").
 Creative Understanding - Learners transform the message they understood from
the reading selection in a new form. They may be asked to draw and color the
character they like the most, make a jingle or rhyme to convey the moral of the
story, or act out the scene in the story they in the story they like the best.

3. Third Prong – Mastery of the Structures of the Language (Grammar and Oral Language
Development) - As learners respond to the questions in the second prong, develop
speaking and listening skills as they talk about the selection read. In addition, the
teacher selectively writes on the board models or examples of functional language. As
teachers guide them in processing these examples, learners discover the grammatical
structures illustrated by the sentences. They form generalizations about the patterns
observed from the given samples. After that, learners are given practice exercises to
develop mastery of the grammatical structures learned.

4. Fourth Prong - Transfer Stage - At the lower grade levels, learners are engaged in
activities to develop phonemic awareness, decoding, and encoding skills. At the higher
grade levels, learners engage in oral reading of portions of the selection by is observing
correct word and sentence stress, phrasing, and blending of the final sound of a word to
the initial sound of the next word. Activities tapping the multiple intelligences of the
learners could be utilized for this purpose.

Referece:
Bulusan, Raquepo, & Blanco-Hamada (2021) A Course Module for Teaching Literacy in the
Elementary Grades through Literature. Sampaloc, Manila, Rex Book Store, Inc.