applying mtb to elementary students for knowledge
- 1. ABSTRACT AND APPLY Reporter: Feonna Romero Beed ll block 8(n) Assessing Student Learning for the Mother Tongue
- 2. 1. Assessing Concept About Print ■ This Students need to learn how books and print work to become good readers and writers. They pick up these skills by seeing written language around them and listening to adults read aloud. A specific test helps teachers check if young children understand these concepts.
- 3. 2. Assessing Alphabet Knowledge ■ This checks if students know that letters represent sounds, helping them read and write words by connecting letters to their sounds.
- 4. 3. Assessing Phonemic Awareness ■ This skill involves hearing and identifying the smallest sounds in words. Tests include recognizing initial sounds and breaking words into individual sounds.
- 5. 4. Assessing Decoding Skills ■ Decoding is reading words by turning written symbols into spoken sounds. Tests use made-up words to ensure students use their decoding skills and not memory.
- 6. 5. Assessing Word Recognition ■ This measures if students can read words quickly without sounding them out. Tests might include sight word lists or high frequency word list
- 7. 6. Assessing Comprehension of Narrative Text ■ Understanding stories involves recognizing elements like theme, setting, characters, and plot. It’s different from understanding informational texts, which focus on main ideas and details.
- 8. 7. Assessing Interests ■ Teachers need to know students' interests to make lessons more engaging and relevant to their lives.
- 9. 8. Anecdotal Records ■ These are notes about students' actions and words taken during or after they happen. They help track learning and behavior over time.
- 10. 9. Portfolio Assessment ■ Students and teachers collect samples of student work over time. This shows progress and achievements in learning.
- 11. 10. Observation ■ Observing students informally during activities helps teachers understand their language use and thinking skills. Parents and teachers can use these observations to support children’s development
Editor's Notes
- #2: Learners need to acquire and master basic concepts of print and literature in order to achieve mature reading and writing behaviors. Book and Print Knowledge (concepts of print) is defined as knowing and being acquainted with books and how print works. Print skills also refer to the ability of readers to efficiently translate printed symbols into spoken language or meaning. It includes the proficient integration of word recognition and identification with contextual information as the student responds to prose, Young children learn concepts about print as they observe written language in their environment, listen to parent and teachers read books aloud, and experiment with reading and writing themselves. They learn basic concepts about letters, words, and sentences on classroom charts. May Clay (1985) developed the Concepts About Print Test to formally further assess young children's understanding of written language concepts. The test has 24 items, and it is administered individually in 10 minutes. As the teacher reads the story aloud, the child looks at a test booklet with a story that has a picture of one facing the page and text on the other. The child is asked to open the book, turn pages, and point out particular features of the text, including letters, words, sentences, and punctuation marks, as the story is read.
- #3: Alphabetic Knowledge is learners understanding that letters represent sound so that words may be read by saying the sounds represented by the letters and words may be spelled by writing the letters that represent the sounds in a word.Alphabetic Knowledge is learners understanding that letters represent sound so that words may be read by saying the sounds represented by the letters and words may be spelled by writing the letters that represent the sounds in a word.
- #4: Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify, and manipulate phonemes, the smallest units of sound that can differentiate meaning. To test a learner's phonemic awareness skills, words have to be read aloud to him/ her twice and make him/her sound that initial sound for onset and rhymes and sound out all the sounds for word sound segmentation.
- #5: Decoding is the ability to read words by translating written symbols into the sounds of spoken language (Mother Tongue, Filipino, and English). To test the learners' decoding skills, they should be given a stimulus to pseudo words which represent the various ortho- graphic rules of the language to be tested. Pseudo words are to be used for this test so that we can really isolate the decoding skills of our learner; otherwise, if we use exiting or real words, students may be able to decode not because they are using their decoding skills but because they are already familiar with these words
- #6: Word recognition is the ability of learners to read words by sight with automaticity and not resort to blending. Administering Dolch Basic Sight Words is one instrument to test your learners' word recognition skills would be to create your own Sight Word List or High Frequency Word List
- #7: Assessing comprehension of narrative texts differ very much from informational texts because of the elements. Narratives do not have topics, main ideas, and supporting details, instead, they have theme, setting, characters, plot, and point of view. A narration is a retelling of a story, and, in general, a story is a sequence of events (which may be historically true or false) presented in such a way that the reader's imagination can comprehend the action. The events used in a story must have some relationship to the namation that have nothing to do with the story. Fo students to that understand narrative texts. They gain sense of the story it is imperative
- #8: Language leaming must be contextualized not just in local settings where learners can see an immediate application of the language skills they are acquiring from class Teacher must also assess learners' interest be able to get better contextualized learning activities that will entice students to pay more attention to the lessons
- #9: Anecdotal records are descriptions of students actions written as they occur or soon afterwards. The goals is to briefly transcribe what the student says or does and the context in which the behavior takes place These accounts preserve a rich history of information about how a student learns and interacts in the school environment in combination with portfolios and checklists. Anecdotal records help teachers analyze a student's accomplishments and approach to learning overtime
- #10: Portfolio assessment is an assessment form where students and teachers collaborate in collecting samples of student-leaming progress. This assessment form helps the learner monitor their own learning. The represented. materials are meaningful collection of their work, gathered over time, that reflect learning with regard to Instructional objectives. They represent their efforts and achievements, as well as their personal, academic, and linguistic growth
- #11: Student observations are done informally while monitoring classroom work and participation. They can also be recorded on checklists or anecdotal records. Watch students in terms of English language-both quantity (fluency and amount of language) and quality (complexity of language and use of academic language) and evidence of thinking and learning. The purpose of observing young children is to care- fully pay attention to the details of the child's behavior, record these details in a structured manner, and assess the implications of the child's actions. Parents and teachers can work together as partners to significantly affect children's success when they base their under standing of children's growth and development on thoughtful and careful observations that are accurate and objective in nature. (Teaching and Learning Languages and Multi literacies: Responding to the MTB- MLE Challenge by Roderick M. Aguirre, MAT 2016)