During the sketch phase of the assessment, what are teachers advised to create?

During the sketch phase of the assessment, what are teachers advised to create?

• A. A visual representation of the passage
• B. A three-column list addressing weaknesses
• C. A comprehensive reading plan
• D. A group discussion outline

Answer: (B)

In the context of the sketch phase of assessment, creating a three-column list addressing weaknesses is a strategy that allows teachers to focus on specific areas that need improvement. This method typically helps in identifying and categorizing various aspects of a student's reading skills—such as phonemic awareness, vocabulary, and comprehension—into distinct columns. Each column can represent a different domain of reading skills or specific challenges that learners face, enabling teachers to target their instruction effectively. This structured approach provides a clear visual that categorizes the observed weaknesses, which can then inform future instructional strategies and interventions. It emphasizes the need for a diagnostic assessment that not only highlights what students struggle with but also encourages targeted support, making it easier to track progress over time. The other options, while potentially useful in different contexts, do not directly align with the focus of the sketch phase, which is about identifying and categorizing weaknesses in a streamlined manner for improved instructional planning.

In the context of the sketch phase of assessment, creating a three-column list addressing weaknesses is a strategy that allows teachers to focus on specific areas that need improvement. This method typically helps in identifying and categorizing various aspects of a student's reading skills—such as phonemic awareness, vocabulary, and comprehension—into distinct columns. Each column can represent a different domain of reading skills or specific challenges that learners face, enabling teachers to target their instruction effectively.

This structured approach provides a clear visual that categorizes the observed weaknesses, which can then inform future instructional strategies and interventions. It emphasizes the need for a diagnostic assessment that not only highlights what students struggle with but also encourages targeted support, making it easier to track progress over time.

The other options, while potentially useful in different contexts, do not directly align with the focus of the sketch phase, which is about identifying and categorizing weaknesses in a streamlined manner for improved instructional planning.