PIRLS 2011F k d E lFramework and Examples

September 2013Comillas, Spain

Marian SainsburyNational Foundation for Educational Research, UK

Chief Reading Consultant for PIRLS

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IEAInternational Association for the Evaluation of Educational Achievement

PIRLSPIRLSProgress in International Reading LiteracyProgress in International Reading Literacy Study• Grade 4• Grade 4• 5-year cycle• Last survey 2011, next survey 2016• 49 countries in 2011

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PIRLS definition of reading literacy

“For PIRLS, reading literacy is defined as th bilit t d t d d ththe ability to understand and use those written language forms required by

i t d/ l d b th i di id lsociety and/or valued by the individual. Young readers can construct meaning f i t f t t Th d t lfrom a variety of texts. They read to learn, to participate in communities of readers in

h l d d lif d fschool and everyday life, and for enjoyment.”

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Reading in Grade 4

• Move from ‘learning to read’ to ‘reading to l ’learn’

• Contexts for literacy are mainly home and school

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PIRLS purposes

• Two purposes for reading:– reading for literary experience– reading to acquire and use informationg q

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PIRLS processes

• Four processes of reading:– focus on and retrieve explicitly stated p y

information– make straightforward inferencesmake straightforward inferences– interpret and integrate ideas and

informationinformation– examine and evaluate content, language

d t t l l tand textual elements

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PIRLS structure

Literary Informationaly50% 50%

Focus on and retrieve explicitly stated information

20%stated information

Make straightforward inferences 30%

Interpret and integrate ideas and information

30%

Examine and evaluate content, language and textual elements

20%

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Reading for literary experience

• Complete short stories• 600-900 words• Varied in theme and styley• Interesting for 10-year-old boys and girls

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Fly, Eagle, FlyAn African TaleAn African Tale

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A farmer went out one day to search for a lost calf. The herders had returned without it the evening before AndThe herders had returned without it the evening before. And that night there had been a terrible storm.

He went to the valley and searched by the riverbed, among the reeds, behind the rocks and in the rushing water.

He climbed the slopes of the high mountain with its rock cliffs He looked behind a large rock in case the calfrocky cliffs. He looked behind a large rock in case the calf had huddled there to escape the storm. And that was where he stopped There on a ledge of rock was a most unusualhe stopped. There, on a ledge of rock, was a most unusual sight. An eagle chick had hatched from its egg a day or two earlier, and had been blown from its nest by the terrible storm.

He reached out and cradled the chick in both hands. He would take it home and care for it

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He would take it home and care for it.

PIRLS items

• Approximately 50% of the points for lti l h i ti 50% fmultiple-choice questions, 50% for

constructed responses• Constructed responses may have 1, 2 or 3

points

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Focus on and retrieve explicitly stated information

Where did the farmer find the eagle chick?A. in its nestB. by the riverbankyC. on a ledge of rock

D among the reedsD. among the reeds

89%89%

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Make straightforward inferences

What in the story shows that the farmer was f l ith th l hi k?careful with the eagle chick?

A. He carried the eagle chick in both hands. B. He brought the eagle chick to his family.C He put the eagle chick back in its nestC. He put the eagle chick back in its nest.D. He searched the riverbed for the eagle

chickchick. 64%

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Interpret and integrate ideas and information

You learn what the farmer’s friend was like f th thi h didfrom the things he did.

Describe what the friend was like and give an example of what he did that shows this.p

2 points2 points

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Scoring guide

2 – Complete Comprehension

The response describes one plausible character trait (persistent, stubborn, nice, clever, friendly to animals, (p , , , , y ,etc.). In addition, the response provides one example of the farmer’s friend’s actions that are evidence of the character trait.

He was determined He kept trying to teach the eagle He was determined. He kept trying to teach the eagle to fly.

He was kind to animals. He wanted the eagle to be free.

29%

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Scoring guide

1 – Partial Comprehension

The response provides one plausible character trait. Or, the response provides one example of the friend’s , p p pactions that are evidence of the friend’s character.

H k d lHe is kind to animals.

He takes the eagle to see the sun and fly away never He takes the eagle to see the sun and fly away never to live among the chickens.

33%

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Examine and evaluate content, language and textual elements

Find and copy words that tell you howFind and copy words that tell you how beautiful the sky was at dawn.1 point1 point

‘wispy pink clouds’

‘majestically’majestically

‘golden brilliance’ 56%golden brilliance

‘ablaze with light’

56%

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Reading to acquire and use information

• Variety in purpose, content, organisation d fand form

• 600-900 words• Interesting for 10-year-old boys and girls

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The Giant Tooth Mystery

The GIANT Tooth MysteryA fossil is the remains of any creature or plant that lived on the Earth many, many years ago. People have been finding fossils for thousands of years in rocks and cliffs and beside lakes Wefor thousands of years in rocks and cliffs and beside lakes. We now know that some of these fossils were from dinosaurs.

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Focus on and retrieve explicitly stated information

What is a fossil?A. the surface of rocks and cliffsB. the bones of a giantgC. the remains of very old living thingsD the teeth of elephantsD. the teeth of elephants

75%75%

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Make straightforward inferences

According to the article, why did some l l b li i i t ?people long ago believe in giants?

1 pointThey found bones too big to belong to something they knew

The bones were so big they must be from giants

53%

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Interpret and integrate ideas and information

Gideon Mantell thought the tooth might have b l d t diff t t f i lbelonged to different sorts of animals. Complete the table to show what made him thi k thithink this.

2 points

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Type of animal What made him think thisType of animal What made him think this

A plant eater The tooth was flat with ridgesA plant eater The tooth was flat with ridges

A giant creature It was as big as an elephant’s 34%A giant creature It was as big as an elephant s tooth

A reptile It looked like an iguana’s

34%

15%A reptile It looked like an iguana s tooth 15%

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Examine and evaluate content, language and textual elements

Look at the two pictures of the IguanodonLook at the two pictures of the Iguanodon. What do they help you to understand?2 points2 pointsTo show how people’s ideas about what the Iguanodon looked like changed 10%

1 pointTo show they look different 12%To show they look different 12%

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Th kThank you

More information:http://timssandpirls.bc.edu/pirls2011/index.htmlp p p

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