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 Module Overview
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Module 4  

Assessing Reading Performance

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o Lesson 1: Assessing Reading Performance Using Classroom-Based Assessment Tools
o Lesson 2: Planning for Specialized Literacy Instruction
 Topics
o 1.0 Assessing Our Learners
o 2.0 Assessment through National Tests
o 3.0 Classroom-Based Assessment Tools for Literacy
 Activities and Assignments
o Pre-Lesson Activity
o Activity 1
o Activity 2
o Activity 3
o Activity 4
o Activity 5
o Activity 6
o Activity 7
o Activity 8
o Assignment 11
 Checklists and Worksheets
o Template for Classroom-Based Literacy Assessment Tools
o Sample Book and Print Knowledge Task
o Sample Syllable Counting Task
o Sample Phoneme Counting Task
o Sample Familiar Word Reading Test
o Sample Non-word Decoding Test
o Assignment 11 for Kindergarten and Grade 1 teachers
o Assignment 11 for Grade 2 and Grade 3 teachers
o Phil-IRI English pre-test recording sheets
o Phil-IRI English passages
o Phil-IRI oral reading in English profile and observation checklist

 Introduction
 Learning Objectives
 Pre-Lesson Activity
 Topics
o 1.0 Assessing Our Learners
o 2.0 Assessment through National Tests
o 3.0 Classroom-Based Assessment Tools for Literacy
 Assignment
 Lesson Synthesis
 References

This courseware is made possible by the generous support of the American People through the United States
Agency for International Development (USAID). The contents of this courseware are the sole responsibility of
the Foundation for Information Technology Education and Development (FIT-ED) and do not necessarily
reflect the views of USAID or the United States Government.
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Lesson 1
Assessing Reading Performance
Using Classroom-Based Assessment Tools
Welcome to the first lesson of Module 4!

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  Learning Objectives

After completing this lesson, you should be able to:

1. Discuss assessment as a process of learning more about our learners.

2. Describe the different sources of information about literacy performance at the national level.
3. Describe the nature and scope of the Philippine Informal Reading Inventory (Phil-IRI).
4. Conduct an individualized reading assessment of a Grade 3 student and determine his/her reading level
for a Grade 3 reading passage. (for Grade 2-3 teachers)
5. Conduct an individualized literacy assessment of a Grade 1 student to determine his/her early literacy
skills. (For K to G1 teachers)

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Pre-Lesson Activity

Read the following statements about assessment of literacy and indicate (by ticking the relevant choice) whether
you agree or disagree with each one. These statements will help you to reflect on your beliefs about assessing
literacy development. After completing the lesson, you might need to review these statements again to find out
whether there are changes in your beliefs and perceptions.
1. Assessment happens after the lesson is presented.
 Agree       Disagree
2. Literacy assessments should be standardized.
 Agree       Disagree
3. Assessment is used to identify the special needs of children when it comes to literacy development.
 Agree       Disagree
4. Assessment ends with the interpretation of results.
 Agree       Disagree
5. It is not only the students but also the teachers who are helped by literacy assessment.
 Agree       Disagree

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1.0 Assessing Our Learners

Assessment is the collection and interpretation of information gathered in class to describe a child's
performance.

In Module 3 Lesson 2, Teacher Rose described how pre-assessment and continuous monitoring is integral to
planning for differentiated lessons for her class.

In the literacy classroom, teachers monitor the reading performance of the learners through assessment. The
assessment results are used to design instruction that will address the learners' needs. The assessment is done
both for the class as a whole as well as for individual learners. Class assessment should inform the design of
classroom instruction, while individual assessment is needed for the design of specialized instruction for
learners who need it.

Click on the box below to see how assessment informs reading instruction.
 

Child's reading performance

at the beginning
of the year
 
Classroom Assessment
 
Classroom Instruction Informed by Assessment
 
Child's reading performance at the end of the year

 
Individual Assessment
 
Specialized Instruction Informed by Assessment

 
Assessment and Instruction for Reading Development

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2.0 Assessment through National Tests

In the Philippines, the following national assessment tools are used to describe the learning performance of
children:

 Early Grades Math Assessment (EGMA)

 Early Grades Reading Assessment (EGRA)
 Early Language, Literacy, and Numeracy Assessment (ELLNA)

Each assessment tool is designed for a specific purpose. Teachers must be aware of how to use each of these
tools to gather information about children and to design appropriate instruction for the class or for individual
students.

Read on to find out more about each tool.

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2.1 Early Grades Math Assessment (EGMA)

The EGMA is an individually administered oral test which measures numeracy in the early grades (from
Kindergarten to Grade 3). It has been developed in the following mother tongues: Ilokano, Sinugbuanong
Binisaya, Bikol, Waray, Chavacano, Hiligaynon, and Maguindanaoan. The following primary skills are
assessed:

Sub-task Skills assessed

Oral Counting ability to rote count
Rational Counting ability to count with one-to-one correspondence
Number Identification ability to identify written symbols
Number Discrimination ability to identify which number is greater in a given pair
Missing Number ability to discern and complete number patterns
ability to apply basic addition facts with some level
Addition Level 1
of automaticity and fluency
ability to use and apply procedural addition knowledge
Addition Level 2
to solve addition problems at increasing levels of difficulty
ability to apply basic subtraction facts with some level
Subtraction Level 1
of automaticity and fluency
ability to use and apply procedural addition knowledge
Subtraction Level 2
to solve subtraction problems at increasing levels of difficulty
 Sub-task Skills assessed
ability to use operations of addition and subtraction to
Word Problems
solve a given problem
Geometric Pattern Completion ability to discern and complete geometric patterns
Geometric Visualization ability to visualize and discern shapes

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2.2 Early Grades Reading Assessment (EGRA)

The EGRA is an individually administered oral test which measures foundational literacy skills in the early
grades (from Kindergarten to Grade 3). It has been developed in the following mother tongues: Ilokano,
Sinugbuanong Binisaya, Bikol, Waray, Chavacano, Hiligaynon, and Maguindanaoan. The following primary
skills are assessed:

Sub-task Skills assessed

Book and Print Knowledge knowledge of book and print materials
Letter Name Knowledge ability to name letters of the alphabet
Letter Sound Knowledge knowledge of the sound of each letter
Initial Sound Discrimination ability to identify the first sound of each word
Familiar Word Reading ability to read familiar or high frequency words
ability to phonetically decode non-words or made-up
Non-Word Reading
words
ability to quickly and accurately read connected text on a
Oral Reading Fluency Passage and Oral Reading
page, and to answer comprehension questions about what
Comprehension
has been read
Listening Comprehension Passage ability to listen and understand a passage being read
ability to spell and follow mechanics of print such as
Dictation spacing and direction of text, capitalization, and
punctuation

Data from EGRA and EGMA can be used in identifying teacher training needs, monitoring the implementation
of Mother Tongue-Based Multilingual Education (MTB-MLE), initiating and conducting research on MTB-
MLE instructional practices and learning environment provisions that impact student learning outcomes, and
formulating policies and plans. You can refer to DepEd Order No. 57, s. 2015 for more information about these
national assessment tools.

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2.4 Early Language, Literacy, and Numeracy Assessment (ELLNA)

The ELLNA, which was formerly known as the Language Assessment for Primary Grades (LAPG), was
developed to measure language skills using learning area content and numeracy skills. The languages of
assessment are English, Filipino, and the mother tongue. The assessment results are intended for use in the
following:

 Determination of whether learners are meeting Grade 3 learning standards

 Analysis of patterns in language development for consideration in the development of appropriate
intervention programs along with results from other language, literacy, and numeracy assessments
 Formulation of evidence-based policies and plans for MTB-MLE
 Improvement of MTB-MLE instruction
 Identification of teacher training needs
 Research on MTB-MLE instructional practices and learning environment provisions that impact student
learning outcomes

The coverage of the ELLNA includes the following:

 a. Language and Literacy

o i. Mechanical Component
 1. Alphabet Knowledge
 2. Phonics and Word Reading
 3. Spelling
o ii. Meaning Component
 1. Book and Print Knowledge
  2. Vocabulary
 3. Grammar
 4. Reading Comprehension
 5. Listening Comprehension
 6. Study Skills
 b. Numeracy
o i. Counting
o ii. Estimating
o iii. Calculating
o iv. Measuring
o v. Problem-solving

For more information about the ELLNA, see DepEd Order No. 55, s. 2016.

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The EGMA, EGRA, and ELLNA have been developed with the Filipino child in mind. Themes and selections
have been selected based on the understanding of the experiences of children in the Philippines, and the terms
and examples used take into account diversity among learners in terms of genders, ethnicities, religions, and
cultures. Also based on the recognition of diversity, dialectal variations are not considered as errors.

In accordance with the DepEd Child Protection Policy, specifically Section 3, L3 which states the need to
protect children from psychological harm, test administrators are reminded to treat children with respect at all
times, and to conduct the tests in a nonthreatening environment with adequate conditions that will encourage
optimal learner performance.

In addition, the following guidelines for interpreting test results have been set. Click on each to read the details.

Assessment information describes performance in a particular context.

Assessments are isolated events and may not describe the learner's behavior in less-threatening environments.
Consider the assessment results with contextual factors in mind.

Assessment information provides an estimate.

Be cautious about drawing conclusions from assessment results. Test results should not be used to sum up the
learner's performance. Also, test results should not be used in isolation but instead considered in combination
with results from other assessment measures.

Assessment should inform instruction.

Assessment results must not be used for making decisions regarding promotion or retention. The data gathered
must instead be used for designing instruction or intervention measures.

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3.0 Classroom-based assessment tools for literacy

While national assessment tools are mainly used to monitor the Philippine education system and schools for
public accountability as a whole, teachers rely more on classroom-based assessment tools to inform and modify
their instruction in their respective classes. Classroom assessment is an integral part of curriculum
implementation. It allows the teachers to track and measure the learner’s progress and adjust instruction
accordingly. Classroom assessment also informs the learners, as well as their parents and guardians, of their
progress.

For literacy instruction, we will be discussing the Philippine Informal Reading Inventory (Phil-IRI), and other
classroom-based assessment tools that teachers can use to monitor their learners’ literacy levels.

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3.1 The Philippine Informal Reading Inventory (Phil-IRI)

The Philippine Informal Reading Inventory (Phil-IRI) is a tool for teachers to identify students who are
experiencing difficulties in learning to read early on. Thus, it is intended as a preventive measure — i.e., for
teachers to catch students before they fail.

The Phil-IRI was drafted in support of the Every Child A Reader Program (ECARP). Unlike the national tests
described previously, it is a tool for classroom teachers to assess reading performance. It is a collection of
graded passages designed to determine a student's reading level. The diagnostic approach embraces inclusionary
principles that emphasize learner-centeredness and cultural sensitivity.

The tool only provides approximations and must be used in combination with other available sources of
information. And only teachers who have undergone the necessary training must administer it. The Phil-IRI
Group Screening Tests can be administered by Filipino and English subject teachers in Grades 3 to 6 (Filipino)
and Grades 4 to 6 (English), while the Phil-IRI Graded Passages are to be administered by ELLN-trained
teachers to individual students who need further assessment.

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The Phil-IRI is administered in four stages. The first stage is the initial screening of students using the Phil-IRI
Group Screening Test. The purpose is to identify those who need to undergo assessment using the
individualized informal reading inventory tool. If students need to undergo further assessment, they are given
the IRI as a pre-test. The information is then analyzed and used to design a specialized program. To monitor
improvement, only those who were given the pretest are given the post-test.

To see a flowchart of the process, click on each stage below.

 1st QTR
(June - July)
 2nd & 3rd
QTRs
 4th QTR
(Feb - March)
STAGE 1
STAGE 2
STAGE 3
STAGE 4

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3.1.1 Stage 1 - Initial screening using the Group Screening Test

The Phil-IRI Group Screening Test (GST) can help to determine which students will be given more
individualized assessment.

The GST has the following features:

 There is a screening test from Grade 3 onwards

 The screening test may be conducted in both English and Filipino
 Each GST has four selections, each with multiple choice items
 The total score of test items is 20 points
 Those with a score of less than 14 will be referred for individualized assessment

Click on the example below.

Example

During a trial run of the Phil-IRI, the Grade 2 Filipino GST was conducted at a public school in Quezon City.
The graph below shows a summary of the students' individual scores:

The following can be deduced from the results of the Phil-IRI Filipino GST:

1. 1) 26 students (63% of the class) passed the test. These students do not need to undergo further testing.
2. 2) 15 students (36%) will need to undergo individualized assessment.
 3. 3) Based on the test results, three smaller groups for differentiated instruction in the Filipino class can be
formed:

Basic - 15 students
Average - 12 students
Fast - 14 students

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Activity 1

Study the graph below showing the summary of scores of 39 Grade 3 students at a local public school in
Quezon City, and then answer the following questions:

 1. How many Grade 3 students passed the Phil-IRI GST in Filipino?

 2. How many students will need to take the individually administered Phil-IRI?
 3. If the Filipino class is formed into three groups (basic, average, fast) for differentiated instruction
based on the results, how many students will be in each group?
 4. Can we infer from the results the students' performance in English?

Check your answers

 1) 28 students (72%) passed the Phil-IRI GST in Filipino

 2) 11 students (28%) will need to take the individually administered Phil-IRI
 3) Based on the results, the number of students in each of the three groups for differentiated instruction
in Filipino will be as follows:
o Basic - 11 students
o Average - 13 students
o Fast - 15 students
 4) No. The students' performance in English will have to be assessed separately

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3.1.2 Stage 2 - Administration of the pre-test (individualized assessment)

The Phil-IRI may be used to assess oral reading comprehension, including the following skills:

 Decoding and word recognition - the ability to read words (using phonics or sight word reading)
 Fluency - reading with speed, accuracy, and prosody
 Comprehension - the ability to glean meaning from what was read or listened to

Oral reading comprehension is assessed using graded passages in Filipino and English with the following
features:

1. The passages for Kindergarten to Grade 3 are narrative texts.

2. The passages for Grades 4 to 7 are expository texts (expository texts in Filipino focus on Social Studies
concepts, while those in English focus on Science themes).
3. There are passages for the pre-test and the post-test. Each consists of four sets (Sets A, B, C and D).
4. The passages in each set are comparable in terms of concept load, level of vocabulary, sentence
complexity, nature of themes, and cohesion of paragraphs.
5. Each passage is carefully written and the text designed to be developmentally appropriate. In
consideration of Abadzi's recommendations on the kind and size of font used and the spacing options,
the following font sizes are used for each Grade level passage:

Grade/Reading Level Recommended Font and Size

Kindergarten to 1st Grade Comic Sans, Font Size 18
2nd Grade Comic Sans, Font Size 16
3rd Grade Comic Sans, Font Size 14
4th to 7th Grade Comic Sans, Font Size 12

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There are six steps in administering the Phil-IRI pre-test.

Click on each step to read the details.

 Step 1
 Step 2
 Step 3
 Step 4
 Step 5
 Step 6

Step 1. Secure the necessary forms.

 Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
 Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
 Record (ISR) (Appendix E)

Step 1. Secure the necessary forms.

 Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
 Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
 Record (ISR) (Appendix E)

Step 2. Secure a complete set of the Phil-IRI Testing Kit.

 Phil-IRI Manual for Administration

 Phil-IRI Test Booklets for one-on-one administration
 Teacher's Copy
 Student's Copy
 Timer
 Pen
 Recording device

Step 1. Secure the necessary forms.

 Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
 Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
 Record (ISR) (Appendix E)

Step 2. Secure a complete set of the Phil-IRI Testing Kit.

 Phil-IRI Manual for Administration

 Phil-IRI Test Booklets for one-on-one administration
 Teacher's Copy
 Student's Copy
 Timer
 Pen
 Recording device

Step 3. Set up the testing area.

 Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
 Make sure the testing kit is complete
 Lay out the necessary materials (e.g., booklets, score sheets)

Step 1. Secure the necessary forms.

 Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
 Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
 Record (ISR) (Appendix E)

Step 2. Secure a complete set of the Phil-IRI Testing Kit.

  Phil-IRI Manual for Administration
 Phil-IRI Test Booklets for one-on-one administration
 Teacher's Copy
 Student's Copy
 Timer
 Pen
 Recording device

Step 3. Set up the testing area.

 Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
 Make sure the testing kit is complete
 Lay out the necessary materials (e.g., booklets, score sheets)

Step4. Prepare for testing.

1. Review the procedures for administration and accompanying forms

2. Determine the kind of test to be administered
o Oral Reading Comprehension
o Listening Comprehension
o Silent Reading Comprehension
3. Determine the starting point

Step 1. Secure the necessary forms.

 Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
 Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
 Record (ISR) (Appendix E)

Step 2. Secure a complete set of the Phil-IRI Testing Kit.

 Phil-IRI Manual for Administration

 Phil-IRI Test Booklets for one-on-one administration
 Teacher's Copy
 Student's Copy
 Timer
 Pen
 Recording device

Step 3. Set up the testing area.

 Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
 Make sure the testing kit is complete
 Lay out the necessary materials (e.g., booklets, score sheets)

Step4. Prepare for testing.

1. Review the procedures for administration and accompanying forms

2. Determine the kind of test to be administered
o Oral Reading Comprehension
o Listening Comprehension
o Silent Reading Comprehension
3. Determine the starting point

Step 5. Assess performance.

1. Orient the test-taker, establish rapport, and administer the test (e.g., Oral Reading, Listening
Comprehension, Silent Reading Comprehension)
2. Follow the procedure for administering the test:
o Ask the motivation and motive questions
o Let the pupil read/listen to the selection
o After the child has read/listened to the selection, read the multiple choice items to the child and
have the child answer all of the questions

Step 1. Secure the necessary forms.

  Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na Teksto / Grade Level Passage
Rating Sheet (Appendix D1 and D2)
 Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
 Record (ISR) (Appendix E)

Step 2. Secure a complete set of the Phil-IRI Testing Kit.

 Phil-IRI Manual for Administration

 Phil-IRI Test Booklets for one-on-one administration
 Teacher's Copy
 Student's Copy
 Timer
 Pen
 Recording device

Step 3. Set up the testing area.

 Secure an area conducive for testing — i.e., wellventilated, well-lit, and free from distractions
 Make sure the testing kit is complete
 Lay out the necessary materials (e.g., booklets, score sheets)

Step4. Prepare for testing.

1. Review the procedures for administration and accompanying forms

2. Determine the kind of test to be administered
o Oral Reading Comprehension
o Listening Comprehension
o Silent Reading Comprehension
3. Determine the starting point

Step 5. Assess performance.

1. Orient the test-taker, establish rapport, and administer the test (e.g., Oral Reading, Listening
Comprehension, Silent Reading Comprehension)
2. Follow the procedure for administering the test:
o Ask the motivation and motive questions
o Let the pupil read/listen to the selection
o After the child has read/listened to the selection, read the multiple choice items to the child and
have the child answer all of the questions

Step 6. Report results.

Summarize the data by filling out the forms in order to determine the student's reading profile.

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The Reading Miscue Inventory

The most challenging part of using the Phil-IRI is conducting the Reading Miscue Inventory (RMI), which
allows teachers to measure the oral reading performance of a learner. The following types of miscues should be
noted:

Types of miscues Marking the miscue Example Scoring

Count as one error
every
mispronunciation.
Underline the text and write the phonetic
Mispronun-ciation (NOTE: The dialectal
spelling above it.
variation should not
be counted as an
error.)
Count as one error a
Omission Circle the omitted unit of a language. word or a phrase
omitted.
Underline the text and write the substituted Count as one error
Substitution
word above it. every substitution.
Insertion Use a caret to show where the word/s was Count a word or a
inserted and write the word above the caret. phrase inserted as one
 Types of miscues Marking the miscue Example Scoring
error.
Repetition Count as one error
Underline the portion of the text that was
every word or phrase
repeated.
repeated.
Transposition Count as one error
Use a transpositional symbol over and
every transposition
under the letters or words transposed.
made.
Write the word/non-word above the correct Count as one error
Reversal
word. every reversal made.
Self-Correction Don't count a self-
Write S above the word that was self-
correction as an
corrected.
error.

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Activity 2

To review the marking system for the types of miscues a learner might commit, identify the type of miscue
shown. Click your answer from the choices provided for each item.

mispronunciation

omission

substitution

insertion

repetition

transposition

reversal

self-correction
Check your answers

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Rosa is a Grade 3 student in a public school in Quezon City who has taken the Phil-IRI Group Screening Test.
We need to determine the starting point for conducting Rosa's individualized assessment using the following
table:

Starting Point for the Graded Passage

If the raw score in the GST is... Start with a Graded Passage that is... Example
0-7 points three (3) grade levels lower than current level. GST: Grade 6
If the raw score in the GST is... Start with a Graded Passage that is... Example
Graded Passage: Grade 3
GST: Grade 3
8-13 points two (2) grade levels lower than current level.
Graded Passage: Grade 1
14 points and above Discontinue testing.

Following this guide —

1. If Rosa scored 7 points, she would be starting with a passage that is three grade levels lower than her
current grade level placement.
2. If Rosa scored 13 points, she would be starting with a passage that is two grade levels lower than her
grade placement.
3. If Rosa scored 14 points, the testing can be discontinued. Note, however, that since it is a tool designed
to describe reading performance, the Phil-IRI may still be conducted for those who passed the GST. In
this case (i.e., Rosa scored 14 points), the starting point would be one grade level lower than her current
grade level placement.

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Getting the decoding level per grade level passage

The Reading Miscue Inventory should be conducted as follows:

1. First, ask the motivation and motive questions

2. Next, let the child read/listen to the selection
3. Lastly, after the child has read/listened to the selection, read the multiple choice items to the child and
have the child answer all of the questions

Although it is not shown in the video below, the first step is important and should not be skipped.

Listen to how Rosa, a Grade 3 student, reads this 2nd Grade passage"Magpalipad Tayo ng Saranggola" (click
the title to see the passage; download and print a copy for marking). Set your stopwatch to 0:00 and press start
when the student reads the first word of the story, and then press stop when Rosa reads the last word of the text.
As you listen, mark the reading miscues on your copy of the graded passage using the marking system in the
table shown on page 17 of this lesson. Then count the following:

Magpalipad Tayo ng Saranggola (2nd Grade, Filipino Text)

Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na maglaro ang kakambal na si Noli.
Pumunta ang kambal sa labas. May dala silang mga saranggola. Makukulay ang mga saranggola ng kambal.

Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng saranggola ni Niko.

Napansin ni Niko si Noli. Nakasimangot si Noli habang nakatingin kay Niko.

"Halika, tuturuan kita ng tamang pagpapalipad," sabi ni Niko.

Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad. Ilang saglit pa, nakatawa na itong
nagpapalipad ng saranggola.

Download and print this sheet

Number of words in the passage:     91    
Number of correct words read: ____
Number of miscues made: _____
Total time taken: ___________
Your browser does not support the video tag.

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Compare your markings with the one shown below. Only one error is recorded and it is marked with the letter
S, which means that it is a self-correction and will no longer be scored as an error. But to understand the nature
of the miscue, it is important to indicate how the word was read by writing it above the given text: the child read
the word ngumiti as ngunit.
Magpalipad Tayo ng Saranggola (2nd Grade, Filipino Text)

Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na maglaro ang kakambal na si Noli.
Pumunta ang kambal sa labas. May dala silang mga saranggola. Makukulay ang mga saranggola ng kambal.

Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng saranggola ni Niko.

Napansin ni Niko si Noli. Nakasimangot si Noli habang nakatingin kay Niko.

"Halika, tuturuan kita ng tamang pagpapalipad," sabi ni Niko.

Ngunit S

Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad. Ilang saglit pa, nakatawa na itong
nagpapalipad ng saranggola.

"Salamat Niko," wika niya.

Number of words in the passage:     91   

Number of correct words read:     91   
Number of miscues made: 1 miscue but self-corrected (not counted as an error)
Total time taken: 1 min 18 secs

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Rosa's oral reading profile is shown in this summary table:

Types of miscues Number of miscues

 
(Uri ng mali) (Bilang ng salitang mali ang basa)
1 Mispronunciation (Maling bigkas)  
2 Omission (Pagkakaltas)  
3 Substitution (Pagpapalit) 1 (ngunit for ngumiti) SC
4 Insertion (Pagsisingit)  
5 Repetition (Pag-uulit)  
6 Transposition (Pagpapalit ng lugar)  
7 Reversal (Paglilipat)  
  Total Miscues (Kabuuan) 0
  Number of Words in the Passage 91
Oral Reading Score Formula: 91 - 0
    x 100   = 100%
91
  Reading Level (Antas ng Pagbasa) Independent

The basis for assigning the reading level is the following Table of Oral Reading Profiles:

Word reading Comprehension

Oral reading level
score (in %) score (in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below

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A more qualitative description of how Rosa reads may also be made using the Oral Reading Observation
Checklist, which is adapted from the Gray Oral Reading Test.

Behaviors while reading

or
(Paraan ng pagbabasa)
Does word-by-word reading  
 Behaviors while reading
or
(Paraan ng pagbabasa)
(Nagbabasa nang pa-isa isang salita)
Lacks expression; reads in a monotonous tone
 
(Walang damdamin; walang pagbabago ang tono)
Voice is hardly audible
 
(Hindi gaanong marinig ang boses)
Disregards punctuation
 
(Hindi pinanpansin ang mga bantas)
Points to each word with his/her finger
 
(Tinuturo ang bawat salita)
Employs little or no method of analysis
 
(Bahagya o walang paraan ng pagsusuri)
Other observations: (Ibang puna)  

Check out Rosa's oral reading observation checklist (click the link).

Oral Reading Observation Checklist

(For Rosa, a 3rd Grade student from a local public school)
Behaviors while reading
or
(Paraan ng pagbabasa)
Does word-by-word reading
 
(Nagbabasa nang pa-isa isang salita)
Lacks expression; reads in a monotonous tone
(Walang damdamin; walang pagbabago ang tono)
Voice is hardly audible
 
(Hindi gaanong marinig ang boses)
Disregards punctuation
 
(Hindi pinapansin ang mga bantas)
Points to each word with his/her finger
(Tinuturo ang bawat salita)
Employs little or no method of analysis
 
(Bahagya o walang paraan ng pagsusuri)
Other observations: (Ibang puna)  

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Getting the reading comprehension level

After the student is asked to read/listen to the text, he/she is asked to answer questions about it. For each text,
there are questions that cover the literal, integrative, critical, and applied dimensions of comprehension. The
number of questions per passage is pegged to what the students can be expected to do per grade-level:

Grade-level of passage Number of questions

Kindergarten and 1st Grade 5 questions
2nd and 3rd Grade 6 questions
4th and 5th Grade 7 questions
6th and 7th Grade 8 questions

If Rosa was able to answer five of the six questions for the 2nd Grade passage correctly, we can compute for the
percentage using the formula below or by referring to the Table of Percentage for Comprehension Scores.

Formula for Computing Percentages

Number of questions answered
  x 100   = Percentage of comprehension score
Total number of questions per passage
Table of Percentage for Comprehension Scores
No. of items Score in comprehension %
5 100
4 80
5 3 60
2 40
1 20
No. of items Score in comprehension %
No. of items Score in comprehension %
6 100
5 83
4 67
6
3 50
2 33
1 17
No. of items Score in comprehension %
7 100
6 86
5 71
7 4 57
3 43
2 29
1 14
No. of items Score in comprehension %
8 100
7 88
6 75
5 63
8
4 50
3 38
2 25
1 13

Rosa answered 83% of the comprehension questions, which means that her comprehension performance is at
the INDEPENDENT level.

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To find Rosa's overall performance when reading 2nd Grade texts, we refer to the table for Student's Reading
Profile Per Passage. This shows us that if Rosa's decoding score is at the independent level and her ability to
comprehend what she reads is also at the independent level, Rosa's Student Reading Profile for reading passages
for Grade 2 is at the independent level. This means that she is able to read 2nd Grade passages fairly accurately
and understand them.

Word reading Reading comprehension Reading profile per passage

Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration

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When administering the Phil-IRI, the Reading Miscue Inventory must be conducted until the child's
performance for each grade-level passage has been determined to be at the independent, instructional, or
frustration level.

Click on each tab below to find out more.

Independent level

Finding the independent level means that we are looking for the grade-level passage that the child can read on
his/her own without any assistance. At the independent level the child is able to register performance at 97 to
100% in word reading and 80 to 100% comprehension.
Once the independent and frustration levels have been determined, the oral reading test is discontinued.

Instructional level

Finding the instructional level means that we are looking for the grade-level passage that the child can read
with the support of a teacher. At the instructional level the learner is able to register performance at 90 to 96%
in word reading and 59 to 79% in comprehension.

Once the independent and frustration levels have been determined, the oral reading test is discontinued.

Frustration level

Finding the frustration level means that we are looking for the grade-level passage that the child can no longer
read and understand on his own. At the frustration level, the child is able to register an oral reading score of
89% and below in word reading and 58% and below in comprehension.

Once the independent and frustration levels have been determined, the oral reading test is discontinued.

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The teacher may also consider giving the Phil-IRI as an assessment of listening comprehension or silent reading
comprehension. The flowchart below summarizes the administration of the Phil-IRI Graded Passages.

Click on each step in the flowchart below to see the details.

 Step 1: Determine the starting point of graded passages

(based on the Phil-IRI GST raw score)

If the raw score in the GST is... Start with a Graded Passage that is... Example
GST: Grade 6
0-7 points three (3) grade levels lower than current level
Graded Passage:
Grade 3
GST: Grade 3
8-13 points two (2) grade levels lower than current level
Graded Passage:
Grade 1

o Step 2: For each passage, compute scores in Word Reading and Comprehension
to identify student's Reading Levels (Independent, Instructional, Frustration levels)
 If performance is at the INDEPENDENT level, give a grade level text that is higher to
find the INSTRUCTIONAL level.
If the performance remains at the INDEPENDENT level, continue giving a text that is a
grade level higher until the performance registers at the INSTRUCTIONAL level.
 If the performance is at the INSTRUCTIONAL level, give a grade level that is
higher than the last text read until the performance registers at the
FRUSTRATION level.
  If the performance is at the INSTRUCTIONAL level, give a text that is one grade level
higher to find the FRUSTRATION level.
 Once the FRUSTRATION LEVEL has been identified, give a grade level text
lower than the starting point to find the INDEPENDENT level. Continue doing so
until the INDEPENDENT level is determined.
 If the performance is at the FRUSTRATION level, give a grade level text that is lower to
find the INSTRUCTIONAL level.
 Once the INSTRUCTIONAL level has been identified, give a grade level text that
is lower to find the INDEPENDENT level. Repeat the process until the
INDEPENDENT level is established.

 (Optional) Step 3: Administer the listening comprehension and silent reading test
o STAGE 3a
The listening comprehension test may be administered to students who have been determined to
be poor readers or non-readers, to describe their ability to comprehend texts when the decoding
task is lifted.
o STAGE 3b
The silent reading comprehension test may be administered to further describe the kind of text
that a child can read independently. This helps in identifying the kind of text that can be used for
classroom activities or seat work.

Administration of the Oral Reading Test using Phil-IRI Graded Passages

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3.1.3 Stage 3 - Provision of specialized instruction

Once the second stage is completed, the results of the pre-test will be used as the basis for designing appropriate
instruction.

Depending on the resources available, specialized instruction may be provided individually or in small groups.

Aside from being used for planning specialized instruction, the pre-test results may also be the basis for
adjusting classroom teaching.

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3.1.4 Stage 4 - Administration of the post-test (individualized assessment)

Once the intervention program has been completed, the child then undergoes another round of individualized
assessment, but this time using the post-test passages. Data gathered from this assessment will help to determine
the child's progress, and indicate whether adjustments need to be made on the specialized instruction program
for the child.

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Activity 3

Let's do another reading miscue analysis but this time with Rosa reading a Grade 3 passage titled "Mang
Sammy" (click on the title to see the passage; download and print a copy for marking). After watching the
video, fill in the blanks and answer the questions below:

Your browser does not support the video tag.

Number of words in the passage:     130 words    
Number of correct words read: ____
Number of miscues made: _____
Total time taken: ___________
Questions to answer:

1. What is Rosa's Oral Reading Score?

2. Given Rosa's Oral Reading Score, what is her reading level?
3. If Rosa was able to answer 5 out of 6 questions, what is Rosa's Oral Reading Comprehension Score?
4. Given Rosa's Oral Reading Comprehension Score, what is her reading comprehension level?
5. What is Rosa's oral reading profile when presented with a Grade 3 passage?
 6. What kind of text should we give Rosa to read on her own?
7. What kind of text should we give Rosa during class time?
8. What grade level text should we now give her for the next RMI? Why?

Mang Sammy (3rd Grade, Filipino Text)

Mahilig maglinis ng bahay at bakuran si Mang Sammy. Araw-araw ay nakikita siyang naglilinis ng bahay.
Nagwawalis siya sa loob at labas ng bahay. Nagpupunas siya ng alikabok. Namumulot siya ng kalat. Kaya lang,
ang lahat ng basura at kalat niya ay itinatapon niya sa may sapa.

Nagpalagay ang pinuno ng samahang magkakapitbahay ng karatula sa sapa. Nakasulat sa karatula ang "Bawal
ang magtapon ng basura rito."

Hindi pa rin sinunod ni Mang Sammy ang sinasabi ng karatula.

Isang araw, walang tigil ang ulan. Mula umaga hanggang hapon ang bagsak ng ulan. Tumaas ang tubig sa sapa
hanggang bumaha na sa kalye. Pumasok ang tubig baha sa bahay nina Mang Sammy! Napansin niya na hindi
lamang tubig baha ang pumasok sa kanyang bahay. Sumama rin ang basurang kanyang itinapon sa sapa.

Download and print this sheet

Check your answers

Mang Sammy (3rd Grade, Filipino Text)

Mahilig maglinis ng bahay at bakuran si Mang Sammy. Araw-araw ay nakikita siyang naglilinis ng bahay.
Nagwawalis siya sa loob at labas ng bahay.

Nagwa S

Nagpupunas siya ng alikabok. Namumulot siya ng kalat. Kaya lang, ang lahat ng basura at kalat niya ay
itinatapon niya sa may sapa.

Nagpalala S

Nagpalagay ang pinuno ng samahang magkakapitbahay ng karatula sa sapa. Nakasulat sa karatula ang "Bawal
ang magtapon ng basura rito."

sinabi

Hindi pa rin sinunod ni Mang Sammy ang sinasabi ng karatula.

Kaniya S

Isang araw, walang tigil ang ulan. Mula umaga hanggang hapon ang bagsak ng ulan. Tumaas ang tubig sa sapa
hanggang bumaha na sa kalye. Pumasok ang tubig baha sa bahay nina Mang Sammy! Napansin niya na hindi
lamang tubig baha ang pumasok sa kanyang bahay. Sumama rin ang basurang kanyang itinapon sa sapa.

Number of words in the passage:  130 words 

Number of correct words read:  126 words 
Number of miscues made:  4 words 
Total time taken: 2 minutes

1. Rosa's Oral Reading Score is 96.9%.

2. Her reading level is INDEPENDENT.
3. Her Oral Reading Comprehension Score is 83%.
4. Her reading comprehension level is INSTRUCTIONAL.
5. When presented with a Grade 3 passage, her oral reading profile is INSTRUCTIONAL.
6. Rosa should be given a Grade 2 text to read on her own.
7. Rosa should be give a Grade 3 text to read during class time.
8. For her next RMI, she should be given a Grade 4 text because we have not yet found the grade level text
that Rosa will register at the frustration level.

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Activity 4

Now let's try listening to Lisa read a 2nd Grade Filipino passage called "Magpalipad Tayo ng Saranggola"
(click on the title to see the passage; download and print a copy for marking). After watching the video, fill in
the blanks and answer the questions below.

Magpalipad Tayo ng Saranggola (2nd Grade, Filipino Text)

Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na maglaro ang kakambal na si Noli.
Pumunta ang kambal sa labas. May dala silang mga saranggola. Makukulay ang mga saranggola ng kambal.

Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng saranggola ni Niko.

Napansin ni Niko si Noli. Nakasimangot si Noli habang nakatingin kay Niko.

"Halika, tuturuan kita ng tamang pagpapalipad," sabi ni Niko.

Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad. Ilang saglit pa, nakatawa na itong
nagpapalipad ng saranggola.

"Salamat, Niko," wika niya.

Download and print this sheet

Your browser does not support the video tag.
Number of words in the passage:     91 words    
Number of correct words read: ____
Number of miscues made: _____
Total time taken: ___________
Questions to answer:

1. What is Lisa's Oral Reading Score?

2. Given Lisa's Oral Reading Score, what is her reading level for this passage?
3. If Lisa was able to answer five out of six questions, what is Lisa's Oral Reading Comprehension Score?
4. Given Lisa's Oral Reading Comprehension Score, what is her reading comprehension level for this
passage?
5. What is Lisa's oral reading profile when presented with a 2nd Grade passage?
6. What kinds of difficulties does she display as she reads?
7. What assumptions might we make based on her performance now?
8. What must she be taught in order to improve her performance?
9. What grade level text should we now give her for the next RMI? Why?

Check your answers

Types of miscues Number of miscues

 
(Uri ng mali) (Bilang ng salitang mali ang basa)
1 Mispronunciation (Maling bigkas)  
2 Omission (Pagkakaltas) I  = 1
3 Substitution (Pagpapalit) III  = 3
4 Insertion (Pagsisingit) II  = 2
5 Repetition (Pag-uulit) III  = 3
6 Transposition (Pagpapalit ng lugar) I   (self-corrected)
7 Reversal (Paglilipat)  
  Total Miscues (Kabuuan)  
  Number of Words in the Passage 91
91 - 9
  Oral Reading Score   x 100   = 90%
91
  Reading Level (Antas ng Pagbasa) Instructional
Questions to answer Answers
1. What is Lisa's Oral Reading Score? 90%
2. Given Lisa's Oral Reading Score, what is her reading
Instructional
level for this passage?
3. If Lisa was able to answer 5 out of 6 questions, what
83%
is Lisa's Oral Reading Comprehension Score?
 Questions to answer Answers
4. Given Lisa's Oral Reading Comprehension Score,
what is her reading comprehension level for this Independent
passage?
5. What is Lisa's oral reading profile when presented a
Instructional
2nd grade passage?
She displayed difficulties in reading fluency. She made
6. What kinds of difficulties does she display as she a number of repetitions, insertions, and substitution
reads? errors. She also seems to disregard punctuations when
reading.
She knows most letter sounds (she probably needs to
review the sound of letter NG), and can blend the
7. What assumptions might we make based on her sounds to read words. She seems to be performing
performance now? alright for her grade level, but will improve even more
if given opportunities to develop her reading fluency
and comprehension skills.
She must be taught strategies to improve reading
8. What must she be taught in order to improve her fluency, including reading with proper expression and
performance? phrasing. She will also benefit from further instruction
in reading comprehension strategies.
We already know her Instructional Level, so we can
9. What grade level text should we now give her for the
proceed to giving her the next grade level passage
next RMI? Why?
(Grade 3 passage) to determine her Frustration Level.

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3.2 Other Teacher-made Tests for Early Literacy

for Kindergarten and Grade 1 students

The Phil-IRI is a very useful classroom-based assessment tool for students who can already read. But do we
have to wait for children to be able to read already before we can assess and identify students who have
difficulties in reading? Or can we identify learners who are atrisk for reading difficulties even at the earliest
stages of literacy development? Wouldn’t it be great if we can catch these students early on, so that we can help
them avoid reading difficulties in later grades?

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3.2.1 Assessing Kindergarten and Grade 1 pupils

This part of the lesson provides guidelines for Kinder and Grade 1 teachers to make their own assessment tools
to determine their students’ literacy skills in the following domains:

A. Book and Print Knowledge

B. Phonological Awareness

C. Alphabet Knowledge

D. Phonics and Word Recognition

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A. Book and Print Knowledge (For Kinder and Grade 1 learners)

When teachers make it a habit to read aloud to their students on a daily basis, their students should be able to
learn some of the most basic concepts of print and books.

A simple assessment of BPK can be done by showing a student a pile of books, and asking him/her to get a
book from the pile and answer some questions about books and print.
Sample Book and Print Knowledge Task

Reminder: The language of assessment should be the language of instruction. All questions / instructions and
items should be contextualized or developed in the mother tongue.

Teachers can add or delete items from the checklist/questionnaire depending on what they have already covered
in their class.

Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 5.

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Activity 5

Try to administer the Book and Print Knowledge test to 2 or 3 students that you are currently teaching. The test
should take no longer than 10 minutes per student. Note down your insights, observations and answers to the
following questions:

1. How long did it take you to administer the test?

2. Which questions were easiest to answer for your students?
3. Which questions were hardest for your students to answer?
4. Were there questions which seemed confusing (or difficult to understand) for your students?
5. What would be your suggestions to colleagues who will also administer this test to their students?

After trying out your teacher-made test, and reflecting on the test administration procedures, revise your
instructions and test items as deemed necessary.

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B. Phonological Awareness

When teachers expose their students to a lot of nursery rhymes, songs, poems and fingerplays, as well as
predictable and repetitive story books, they are paving the way for their students’ development of phonological
awareness..

Teachers can conduct a very basic assessment of their students’ phonological awareness skills by asking them to
do syllable and phoneme counting tasks.

Syllable Counting Task

Phoneme Counting Task

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Syllable Counting Task for Kindergarten and Grade 1 Learners

1. Come up with a 10-item word list composed of familiar words in Mother Tongue of varying lengths (ranging
from one- syllable to foursyllable words).

2. Words can be randomly arranged (no need to start from shortest words to longest words).

3. Ask student to clap their hands, stomp their foot, or tap their pens as they say the words.

4. Explain the task. Ask them to count and identify the number of syllables in each word. Teacher may give
practice items (using students’ names, or other words) prior to the actual assessment. During practice, teacher
can provide feedback.

5. After 2 or 3 practice items with corrective feedback, begin with actual test items (no more feedback). Record
their answers on your checklist.

Note:

1. Teachers can also show pictures of words as they pronounce the words out loud. This will help the students
remember the word they are supposed to segment.
2. Teachers can also provide counters or manipulatives that the child can move (instead of asking them to clap,
stomp, or tap) while segmenting the words.

Sample Syllable Counting Task

Reminder: The language of assessment should be the language of instruction. All questions / instructions and
items should be contextualized or developed in the mother tongue.

Teachers can add or delete items from the checklist/questionnaire depending on what they have already covered
in their class.

Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 6.

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Phoneme Counting Task for Grade 1 Learners

1. Come up with a 10-item word list composed of familiar words in Mother Tongue of varying lengths (ranging
from two-phoneme to fivephoneme words).

2. Words can be randomly arranged (no need to start from shortest words to longest words).

3. Ask student to clap their hands, stomp their foot, or tap their pens as they say the words.

4. Explain the task. Ask them to count and identify the number of phonemes in each word. Teacher can first
demonstrate the task, and give practice items (using students’ names, or other words) prior to the actual
assessment. During practice, teacher can provide feedback.

5. After 2 or 3 practice items with corrective feedback, begin with actual test items (no more feedback). Record
their answers on your checklist.

Sample Phoneme Counting Task

Reminder: The language of assessment should be the language of instruction. All questions / instructions and
items should be contextualized or developed in the mother tongue.

Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 6.

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Activity 6

Try out your teacher-made syllable counting test and phoneme counting test on 2-3 students. It should not take
more than 10 minutes to administer both tests to an individual student.

Record your insights and observations while administering the tests.

Some guide questions:

1. Did your students understand the instructions clearly? Is there a need to modify the directions or provide
more examples?
2. In which test (syllable or phoneme counting test) did your students perform better? Were you expecting
this result?
3. Was the test easy, difficult, or just right for your learners? If too easy, how can you make it more
challenging? If too difficult, how can you make it easier?

Revise your instructions and test items as deemed necessary.

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C. Alphabet Knowledge (For Kinder to Grade 1 learners)

As teachers are introducing the letters of the alphabet to the whole class, it is also important to keep track of
their individual students’ knowledge. She can do this by assessing each child using a simple checklist like the
one below.

Please make sure letters in the checklist are arranged according to the order in which they are presented in class
(Depending on the orthography of the mother tongue, most commonly occurring letters are usually presented /
introduced first.) In this template, the letters are arranged according to the Marungko Method sequence.

Instructions:
Teacher presents the letters one at a time using flashcards. She asks students to identify the names of the letters,
and checks the appropriate box if the child is able to identify the letter names.

Teacher: Ano ang pangalan ng titik na ito?

She can then go through the letters one more time, this time asking the child to identify the sound of each letter
and recording her student’s responses in the checklist.

Teacher: Ano ang tunog ng titik na ito?

Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 7.

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Activity 7

Try out your teacher-made syllable counting test and phoneme counting test on 2-3 students. It should not take
more than 10 minutes to administer both tests to an individual student.

Record your insights and observations while administering the tests.

Some guide questions:

1. Were the instructions clear for your students?

2. Did students perform equally on both naming and sounding tasks? If not, which one is easier/harder?
Reflect on why this is so.
3. How long did it take you to administer the test on an individual child? How long will it take you to
administer the test to everyone in class?

Revise your instructions and test items as deemed necessary.

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D. Phonics and Word Recognition (for Grade 1 learners)

A. Familiar Word Reading Test

As children are exposed to read-alouds and print in the environment, they begin to recognize common words in
their surroundings. Teachers also systematically teach some frequently occuring words as sight words. A
student’s word recognition skills is vital in the development of reading fluency, and it can be assessed through a
simple familiar word reading test.

1. Come up with a 20-item word list composed of words that students frequently come across in
storybooks, as well as in the school and classroom environment. Try to arrange these words from most
common, to least common. You can consult story books or textbooks to see what words most often
appear in texts read to or by your students.
2. Type the words, arranged in grid format, on a sheet of paper for the student to read. Use a clear, large,
and familiar font (ex. Century Gothic, font size 16)
3. Explain the task to the child.
Here is a sample explanation. Please remember to contextualize your instructions/explanation in mother
tongue.
Teacher: Here is a list of words. I want you to read these words starting from here (point to left most
 word), and continue all the way to the end. Point to each word as you read, and read in a loud voice so I
can hear you. When you come to a word that you don’t know, you can move on to the next word on the
list. Let’s try.
4. Record child’s responses.

Sample Familiar Word Reading Test

Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 8.

B. Non-word Decoding Test

Learning to sound out letters and blend them together to form words is a vital in the process of learning to read.
This skill is best assessed through a non-word reading test. Students will be asked to decode or sound out words
that they have never seen before (as these are made-up words) in this teacher-made test.

1. Come up with a 20-item word list composed of purely made-up words. They may sound like real words,
but they should not mean anything. Arrange the words from easiest to most difficult. (easy words are
shorter, more difficult words are longer, they may have diphthongs, or consonant clusters).
2. Type the words, arranged in grid format, on a sheet of paper for the student read. Use a clear, large, and
familiar font (ex. Century Gothic, font size 16)
3. Explain the task to the child.
Here is a sample explanation. Please remember to contextualize your instructions/explanation in mother
tongue.
Teacher: Here are some made-up words. They are not real words, so you have probably never seen them
before. But you can read them. Let’s try. (Have student read the practice items. Provide feedback as
necessary.) Alright, can you read the other words on your own? Start here. (Point to the first word in the
first row, and show him how to proceed to the next word in the row.)
4. Record child’s responses.
5. Note down difficulties or reading patterns, if any. (Example: Are there letter sounds he is not familiar
with? Are there certain letter combinations he has difficulty pronouncing? Does he omit or add incorrect
sounds?)
6. Discontinue test if child makes 5 consecutive errors.

Sample Non-Word Decoding Test

Transfer your items to the Template for Classroom-Based Assessment Tools (see handout). You will use this
teacher-made test in Activity 8.

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Activity 8

1. Try out the Familiar Word Reading and Non-word Decoding tests to at least 2 - 3 of your students.

2. Note down your insights and observations while administering the test.

Some guide questions:

1. How long did it take you to administer the test on an individual child? How long will it take you to
administer the test to everyone in class?
2. Were the instructions clear for your students? If not, what changes need to be made?
3. Did students perform equally on both familiar word and non-word tasks? If not, which one is
easier/harder? Reflect on why this is so.
4. Did all students perform equally well? (Compare students’ results.) If the results are the same, can you
come up with some lesson objectives for the group? If the results are different, can you come up with
some lesson objectives that are suited for each individual student?

Revise your instructions and test items as deemed necessary.

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Other important emergent literacy domains (Attitude toward language, literacy, and literature, Oral language,
Listening Comprehension, and Vocabulary Development) can be assessed through more informal means, as
teachers and students go through regular classroom activities such as story reading and class discussions, arrival
time, free play time, etc. Teachers can document their observations by writing anecdotal records for each
student.

If necessary, go over your notes from Module 1 Lesson 2 to review the literacy domain definitions and skills
expected under each domain, concentrating on the first seven literacy domains that are expected to be developed
by our youngest learners.

Most emergent literacy skills can be assessed informally, through the use of observation checklists. Teachers
are highly encouraged to develop their own observation checklists depending on the lessons and skills that they
have already introduced to their class.

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Some things to keep in mind:

 For Kindergarten learners, the first semester is a crucial time to develop physical and socio-
emotional readiness for school. Academic lessons may take a back seat as students are learning how to
transition from home to school or adjusting to their teacher’s behavioral expectations when it comes to
the routines set by the teacher in the different blocks of time.
 The Revised Philippine ECD checklist is administered at the beginning of the school year. It is
recommended that literacy assessments discussed in this lesson be conducted not earlier than the end of
the first semester. Literacy assessments can again be conducted at the end of the school year to note
progress made.
 The language of assessment should be the language of instruction. All questions and items should be
contextualized or developed in the mother tongue.
 Do not use assessment as basis for grading. Information derived from these classroom-based
assessment tools should be used as basis for literacy instruction for the whole class, as well as for the
individualized reading intervention. They are not to be used as basis for grading.

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Assignment 11

Click on the appropriate level to see your assignment tasks.

 For Grades 2 and 3

teachers
 For Kindergarten and
Grade 1 teachers

For Grades 2 and 3 Teachers

Conduct an oral reading comprehension in English individualized assessment with a Grade 3 student. (If you
are not handling Grade 3, you may ask the Grade 3 teacher/adviser to recommend an averageperforming
students to be assessed for this exercise.)

Do the following:

1. Print and go over the grade-level texts in the attached Phil-IRI English pre-test recording sheets. Choose the
passage for Grade 1.

Phil-IRI English Pre-Test Recording Sheets

Also review the pre-test as outlined in page 16 of Module 4 Lesson 1.

2. Orient the student to whom you will administer the test and establish rapport.

3. Ask the motivation and motive questions and record the student’s responses in the recording sheet.

4. Give the student a copy of the graded passage. Let the student read the selection. As you listen to the oral
reading, record the reading miscues, if any, in the teacher's recording sheet. That is, mark the miscues in the
relevant parts of the text.

Phil-IRI English Passages

5. After the student has read the selection, read aloud each of the multiple choice items to the student and record
his/her answers.

6. Based on the results you recorded in #4 above, fill in an oral reading observation checklist (download and
print it from the link below), compute the student’s oral reading score and, determine his/her reading level using
the Table of Oral Reading Profiles (on page 22 of this lesson) as guide.

Phil-IRI Oral Reading in English Profile and Observation Checklist

Depending on the assessment results, you can decide to further assess the same student using the grade-level
passage for the grade above or below Grade 1. Or you can do the assessment with another student.

Download Evaluation Criteria

For Kindergarten and Grade 1 Teachers

You have pre-tested your teacher-made tests by administering them to a small group of students. You have
refined your tools by incorporating changes based on your insights and observations during pre-test. It may also
have helped if you have conferred with a colleague (teaching at the same grade level) to check the
appropriateness of the items you included in your tests. It is now time to put together all these classroom-based
assessment tools to describe the literacy skills of a student.

Do the following:

1. Prepare all the test materials and necessary paraphernalia.

Tests Materials (include pen, and clock/timer)

Book and Print Knowledge
Books, recording sheet
Test
Phonological Awareness
Test: Pictures of words in the word lists, recording sheet, manipulatives or
Syllable Counting counters (optional)
Phoneme Counting
Alphabet Knowledge Test Alphabet flashcards, recording sheet
Familiar Word Reading
Student’s copy of word list, teacher’s recording sheet
Test
Non-word Decoding Test Student’s copy of word list, teacher’s recording sheet

2. Identify a Grade 1 student whom you think is at-risk for reading difficulties. The student should have had at
least a year of literacy instruction (i.e., has completed the Kinder program), but is not performing as well as
expected in terms of literacy. If you are a Kinder teacher, please ask a Grade 1 teacher to refer you to a student.

3. Orient the student to whom you will administer the test and establish rapport.

4. Administer all the literacy assessment tools you have prepared.

5. Based on the results of the assessment, prepare a short description of the child’s current literacy skills. The
description can contain a list of literacy skills and competencies that he already knows (strengths), are currently
still developing, and possible targets for future literacy instruction.

Template for Classroom-Based Assessment Tools

Download Evaluation Criteria

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Lesson Synthesis

Using various types of classroom-based assessment tools, teachers can gather information about their students'
performance in reading in order to design instruction. The Phil-IRI Group Screening Test allows teachers to
focus on addressing the needs of students who need individualized assessment and intervention, while the
individualized assessment using the Reading Miscue Inventory provides qualitative information that the teacher
needs to determine which cognitive processes need more attention. However, teachers need not wait until
students can already read before assessments are performed. Early identification of students at-risk for reading
difficulties can be done through teacher-made literacy tests or other informal measures that focus on different
emergent and early literacy domains.
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References

Cobb, C. (2004). Turning on a dime: Making change in literacy classrooms. The Reading Teacher, 58, 104-106.

Flippo, R. (2014). Assessing readers qualitative diagnosis and instruction (2nd ed.). Routledge and Taylor & Francis.

Gunning, T.G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston, MA: Allyn & Bacon.

Paterno, M. & Ocampo, D. (Eds.). (1993). Now what do I do? A guide for parents of special children. Mandaluyong, Metro Manila:
Cacho Publishing House.

Ocampo, D.S. (1997). Trends in reading instruction. EDR 210 Modules. Diliman, Quezon City: UP Open University.

Snow, C.E., Burn, M.S. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy
Press.

Walker, B.J. (2004). The diagnostic teaching of reading: Techniques for instruction and assessment (5th ed.). Upper Saddle River, NJ:
Pearson Education Inc.

http://www.readingrockets.org/article/print-awarenessguidelines-instruction

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