CHECKING COMPREHENSION: DO

SOMETHING DIFFERENT
 ASSESSING RECEPTIVE SKILLS: CHALLENGES

What are some of the challenges of assessing

receptive skills?

Use flip chart to record your responses

 ACTIVITY: BLOCK PARENT PROGRAM TEXT

Take a look at the text Block Parent Program .

How would you test understanding of the text?

 COMPREHENSION QUESTIONS: THE DEFAULT

Comprehension questions are the default for

most teachers.

Question: Do they cover the whole range of

comprehension levels especially for the
higher levels?
 QUESTION LEVELS AND TYPES: LITERAL (LEVEL1)

Literal (Level 1): involves understanding the specific information in the text ( e.g.,
comprehending the main idea, the factual details, stated points of view;
everything is in the text) (who; what; where; when)
With Level one questions, its possible to answer questions without understanding
the text
Questions assess one criteria: identifying key information or details
Discussion Questions:
1. Literal or Level 1 questions are mostly used with which LINC levels? Why? ( Use
your CLB Document to support your answer)
2. Do you think Level 1 questions should be used with higher levels? If yes, Why?
If no, why not? (Use your CLB Document to support your answer
 INTERPRETIVE (LEVEL 2) QUESTIONS
Interpretive (Level 2): Involves integrating information and making inferences.
Readers/listeners make connections between ideas found at the literal level
(e.g., to their own lives, to the outside world, etc.). They also make inferences
(e.g., about the relationship between speakers, the meanings of unfamiliar
words from the context, etc.). (Why, what is the main idea, what would cause;
compare; contrast)
Discussion Questions:
1. If you were to use L2 questions with lower levels (CLB 3), how would you use
them?
2. Do you think L2 questions are appropriate for CLB 1 and 2? Why not? Use
your CLB Document to support your answer.
 APPLIED: LEVEL 3 QUESTION TYPES
Applied (Level 3): Involves using information from the text to construct
knowledge (e.g., to express opinions and form new ideas based on
information in text) (Predict; Imagine ;Based on what you have
read/hear how might What is your opinion/ What do you think
aboutsupport your opinion; What are some possible consequences
Explain/defend)
Discussion Questions:
1. What evidence if there that this is suitable for higher levels? Use
your CLB Document to support your answer
2. Are these questions suitable for CLB 4? Document to support your
answer
 AN ACTIVITY: COMPREHENSION QUESTION TYPES

Block Parent Program ( the text): Participants come up with

the appropriate questions for the question levels (L1, L2, L3)
provided.

Suggested answers ( handout)

 ALTERNATIVES TO COMPREHENSION

In real life, why do we read or listen?

 ACTIVITY: ALTERNATIVES TO COMPREHENSION QUESTIONS

1. Provide alternatives to comprehension questions for

the given listening tasks. (worksheets)
2. Provide alternatives to comprehension questions for
the given reading tasks. (worksheets)
3. Suggested answers for both (worksheets)
 ALTERNATIVES TO COMPREHENSIONS

In your groups, come up with alternatives to

comprehension questions that have not been
mentioned.

Choose a representative to present to the whole

group.
 A QUICK APPLICATION: THE BLOCK PARENT PROGRAM

In pairs, go back to the text: the Block Parent Program

List down different ways you could test understanding of the

text Block Parent Program (not comprehension questions).
SHARE
Thank You!
 ALTERNATIVES TO COMPREHENSION
Summarize
Demonstrate it/ act it out
Retell what you read/heard
Respond to a letter ( e.g. invitation)
Role play
Create a visual ( e.g., timeline; map poster; diagram; a flow chart)
Draw pictures to tell the story
List down..
Put in the correct order..
 ALTERNATIVES TO COMPREHENSION
sequencing pictures
Take notes
Perform the instructions
Identify the deliberate mistakes ( description is about a tall person
then you draw a tall person and ask the students to identify the
mistakes)
Make them ask the questions; they read the text and ask questions.
Write an alternative ending to the story