ELLN Digital Teacher Strengths and Needs Assessment

Directions: This teacher self-assessment tool presents items referring to various

aspects of teaching early literacy and numeracy. Read each item carefully and
give your honest assessment of how familiar you are with this aspect of early
literacy and numeracy instruction by ticking one of the following ratings:

1 Completely unfamiliar
2 Mostly unfamiliar
3 Slightly unfamiliar
4 Slightly familiar
5 Mostly familiar
6 Completely familiar

This tool is intended to help you, your school heads, and your trainers to better
direct and support your professional development in early literacy and numeracy
instruction. It is NOT an assessment of teaching performance. There are no right or
wrong answers.

* 1. Date (MM/DD/YYYY):

* 3. Name (Surname, First Name, Middle Name):

* 4. the continuum of children’s literacy development as they progress through various

phases of learning to read and write
1 2 3 4 5 6
* 5. the features of the Language and Literacy component of Key Stage 1 (K to 3 Stage)

1 2 3 4 5 6

* 6. the different domains of literacy and their relationships to each other

1 2 3 4 5 6

* 7. the developmental characteristics of K to 3 learners

1 2 3 4 5 6

* 8. the features of an emergent reading program

1 2 3 4 5 6

* 9. stages and milestones in a child’s acquisition of oral language

1 2 3 4 5 6

* 10. basic linguistic patterns and structures of oral language in English

1 2 3 4 5 6

* 11. basic linguistic patterns and structures of oral language in Filipino

1 2 3 4 5 6

* 12. explicit, systematic oral language instruction using language structures and
pronunciations com-monly associated with standard English
1 2 3 4 5 6
* 13. explicit, systematic oral language instruction using language structures and
pronunciations com-monly associated with standard Filipino
1 2 3 4 5 6

* 14. explicit, systematic oral language instruction using language structures and
pronunciations commonly associated with the mother tongue used in my class (if other
than Tagalog)
1 2 3 4 5 6

* 15. how the teaching of several domains is integrated in certain learning activities

1 2 3 4 5 6

* 16. the principles behind developmentally appropriate teaching practice in K to 3

1 2 3 4 5 6

* 17. how to develop phonological awareness

1 2 3 4 5 6

* 18. guidelines and strategies for teaching phonics

1 2 3 4 5 6

* 19. use of classroom routines, strategies, and reading materials that help foster fluency
development during oral reading
1 2 3 4 5 6

* 20. principles and strategies that guide the teaching of vocabulary in K to 3 classrooms

1 2 3 4 5 6
* 21. ways of unlocking difficult words and concepts before reading a story

1 2 3 4 5 6

* 22. ways to tap the readers’ background knowledge before they listen to or read a text

1 2 3 4 5 6

* 23. techniques for developing students’ purpose for reading a text

1 2 3 4 5 6

* 24. ways of reading a story to children that make the story come alive

1 2 3 4 5 6

* 25. different ways of developing the students’ response to text

1 2 3 4 5 6

* 26. instructional strategies to guide readers’ interactions with texts

1 2 3 4 5 6

* 27. explicit instructional strategies to model and guide the development of comprehension
skills and strategies
1 2 3 4 5 6

* 28. techniques for using informal assessments (miscue analysis, running records,
anecdotal notes, checklists, interviews)
1 2 3 4 5 6
* 29. essential elements for implementing portfolio assessment

1 2 3 4 5 6

* 30. how to assess oral reading fluency

1 2 3 4 5 6

* 31. how to use the Philippine Informal Reading Inventory

1 2 3 4 5 6

* 32. how to use assessment results in planning instruction

1 2 3 4 5 6

* 33. how to choose literature for children

1 2 3 4 5 6

* 34. how to organize classes around books and literature

1 2 3 4 5 6

* 35. major strategies for encouraging readers to respond to literature

1 2 3 4 5 6

* 36. how to organize writing workshops

1 2 3 4 5 6
* 37. conditions contributing to a classroom environment that supports reading-writing
connections
1 2 3 4 5 6

* 38. how to plan and use balanced instruction in teaching beginning reading

1 2 3 4 5 6

* 39. the meaning of differentiated instruction

1 2 3 4 5 6

* 40. managing different learning activities for different types of grouping

1 2 3 4 5 6

* 41. bridging as a strategy in literacy learning across languages

1 2 3 4 5 6

* 42. how to maximize the physical, temporal and interpersonal environment to manage a
whole class and small group literacy activities
1 2 3 4 5 6

* 43. how the characteristics of K to 3 learners relate to the principles numeracy instruction

1 2 3 4 5 6

* 44. instructional strategies on numbers and number sense for K to 3 learners

1 2 3 4 5 6
* 45. how to teach geometry to K to 3 learners

1 2 3 4 5 6

* 46. appropriate strategies to develop K to 3 learners' understanding of statistics and

probability
1 2 3 4 5 6

* 47. ways to develop K to 3 learners' understanding of patterns and algebra

1 2 3 4 5 6

* 48. strategies for K to 3 learners' understanding of various concepts on measurement

1 2 3 4 5 6

* 49. suitable approaches to teach numeracy concepts to diverse learners in the classroom

1 2 3 4 5 6

* 50. appropriate strategies to develop numeracy skills and processes such as estimation,
visualisation, representation, application, communication, reasoning, or making
connections
1 2 3 4 5 6

This test is made possible by the generous support of the American People through the United States Agency
for International Development (USAID). The contents of this test are the sole responsibility of Foundation for
Information Technology Education and Development, Inc. (FIT-ED) and do not necessarily reflect the views of
USAID or the United States Government.