USING PIRLS ASSIGNMENTS WHEN WORKING ON A STORY TEXT

This article discusses the effectiveness of using PIRLS tasks, one of the international assessment programs, in developing students' skills in working with text in primary education. In particular, it examines ways to develop higher-level thinking competencies such as understanding, analysis, comparison, and drawing conclusions in students based on narrative texts. The article provides methodological recommendations for the structure of PIRLS tasks, their types (questions and answers, tests, open questions), and their integration into the teaching process. During the study, it was observed that students' logical thinking and ability to react to the text increased when working with narrative texts. The article also provides practical recommendations for teachers on using PIRLS tasks in assessing students' literacy.