Assignment 11-Grade 2

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
LUBAO NORTH DISTRICT
STA. MONICA ELEMENTARY SCHOOL
JUSTA TANEDO
GRADE II - MATAPAT
Oral Reading Profile and Observation Checklist
Student:
Age: Grade Level:
Oral Reading Profile
Types of Miscues Number of Miscues

(Uri ng Mali) (Bilang ng Salitang mali ang basa)
1 Mispronunciation (Maling Bigkas) 0
2 Omission (Pagkakaltas)
0
3 Substitution (Pagpapalit)
0
4 Insertion (Pagsisingit)
0
5 Repetition (Pag-uulit)
0
6 Transposition (Pagpapalit ng lugar)

0
7 Reversal (Paglilipat)
0
Total Miscues (Kabuuan) 0
Number of Words in the Passage 56
Oral Reading Score 56
Reading Level (Antas ng Pagbasa) 100%
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Oral Reading Observation Checklist
Behaviors while Reading

Paraan ng Pagbabasa ✓or x
Does word-by-word reading

(Nagbabasa nang pa-isa isang salita) x
Lacks expression; reads in a monotonous tone

(Walang damdamin; walang pagbabago ang tono) x
Voice is hardly audible

(Hindi madaling marinig ang boses) x
Disregards punctuation
(Hindi pinanpansin ang mga bantas) x
Points to each word with his/her finger

(Itinuturo ang bawat salita) 
Employs little or no method of analysis

(Bahagya o walang paraan ng pagsusuri) x
Other observations: (Ibang Puna)
Ang bata ay nakababasa.
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Sample Non-Word Decoding Test
NON-WORD DECODING
Child’s Name: Grade Level:
Birthday: Age as of Assessment:
Date of Assessment: JULY 3, 2023
Time Started: Time Finished:

Instructions:
1. Say: 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.
2. Have students read the practice items. Provide feedback as necessary.
3. Say: 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 words/rows).
Practice Items: Provide feedback for his/her answers. Mahusay!

1. igo
2. orut
Test Items: Child’s Answer:
1. bi bi
2. so so
3. uk uk
4. iki iki
5. les les
6. teso teso
7. kisa kisa
8. satim satim
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REGION III
9. guhal guhal
10. munep munep
11. hifen hifen
12. raygos raygos
13. benjuy benjuy
14. waphis waphis
15. aserbakai aserbakai
16. alepusto alepusto
17. kraperle kraperle
18. grohintro grohintro
19. treklip treklip
20. dyoget dyoget
Observations/Remarks:
Maayos na nabasa ng bata ang mga salita.
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Template for Classroom-Based Assessment Tools
NAME OF TASK
Birthday: Age as of Assessment:
Instructions: Atin kung pabasang mapilan a salita. Basan la deti mula bilang 1 hanggang 3.
Practice Items: masaya , tumatakbo , kumain
1masaya masaya
2 tumatakbo tumatakbo
3 kumain kumain
Learner can read the words.
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SYLLABLE COUNTING TASK
Age as of Assessment:
Birthday:
Instructions:
Makinig mabuti. Magbabanggit ako ng ilang mga salita. Ulitin mo ang salitang sinabi ko at bilangin mo
kung ilang pantig meron dito. Subukan muna natin gamit ang pangalan mo. Dianne.
Sample feedback:
- If correct, “Tama, 2 ang pantig sa pangalan mo - Dianne.”
- If child makes a mistake, “Di-anne, 2 ang pantig sa pangalan mo. Subukan nating muli, Di-anne.”
Proceed with practice items. After 2 or 3 practice items with corrective feedback, begin with actual test items
(no more feedback). Record their answers on your checklist.
Practice Items: Tatay (2) Sapatos (3)
4. ako (2) 2
5. dyip (1) 1
6. tsinelas (3) 3
7. libro (2) 2
8. si (1) 1
9. kalapati (4) 4
10. sipilyo (3) 3
11. sabon (2) 2
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12. bag (1) 1
13. magkaklase (4) 4
Ang bata ay nakababasa.
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Template for Literacy Assessment Results Report
Child’s Name: SILVA, ASHLEY F. Grade Level: THREE
Age as of Assessment: 8 years 11

Birthday: AUGUST 28, 2014 months
Behavioral Observations: (How was the child during assessment? Was he cooperative, eager or shy? Did he
understand instructions easily? Was he focused or easily distracted?)
 The learner is focused while the teacher is giving instruction.
Strengths: (What does the child already know? You may list down skills and competencies organized by
literacy domain.)
 The learner know how to answer the questions, recalled the information.
Possible Areas of Instruction (What does the child need to learn? You may list down skills and competencies
organized by literacy domain.)
 Reading words with the same meaning can boost the learners vocabulary.
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STO. DOMINGO ELEMENTARY SCHOOL
Assignment 11 - Evaluation
Criteria Before assessment
1. (For Grade 2 teachers): I asked a colleague to refer an average- performing


Grade 3 student for assessment.
2. I prepared / printed / read all the materials prior to the assessment session:
a. Student’s copy of the reading passages
b. Teacher’s copy of the pre-test recording sheets
c. Oral reading profile and observation checklist
d. Table of Oral Reading profiles
e. Timer 
f. Pen
g. Recording device
3. I reviewed the procedures for marking oral reading miscues. 
During assessment
1. I established rapport and explained the task to the student before starting the actual
assessment. 
2. I started the assessment by asking the motivation and motive questions.


3. I gave the student a copy of the passages, and marked how he/she read in my recording

sheet.
4. I read the comprehension questions and answer choices to the student, and recorded

his/her answers in my recording sheet.
5. I quickly accomplished the Oral reading profile and observation checklist. 
6. I determined the student’s reading level of the graded passage based on my computation
of the student’s word reading score and reading comprehension score.

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STO. DOMINGO ELEMENTARY SCHOOL
7. Bonus point: I recorded a video or an audio of the reading, and used the recording to
review the errors made by the student, as well as check the accuracy of my miscue
recordings.
After assessment
1. I thanked the student for his/her participation.

2. (For Grade 2 teachers, or teachers who did not assess their own students):
I conferred with the student’s teacher to see if my assessment is 
comparable to his/her teacher’s observation/assessment.
3. Bonus: I conducted another assessment with the same student using a different graded
passage (one level higher or lower depending on his reading level in the Grade 3
passage) to find out his frustration and/or independent level. 
TOTAL: 12
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Assignment 11-Grade 2

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Republic of the Philippines

Types of Miscues Number of Miscues

1 Mispronunciation (Maling Bigkas) 0

6 Transposition (Pagpapalit ng lugar)

Total Miscues (Kabuuan) 0

Number of Words in the Passage 56

Oral Reading Score 56

Reading Level (Antas ng Pagbasa) 100%

Oral Reading Observation Checklist

Behaviors while Reading

Does word-by-word reading

Lacks expression; reads in a monotonous tone

Voice is hardly audible

Points to each word with his/her finger

Employs little or no method of analysis

Other observations: (Ibang Puna)

Ang bata ay nakababasa.

Sample Non-Word Decoding Test

Child’s Name: Grade Level:

Birthday: Age as of Assessment:

Date of Assessment: JULY 3, 2023

Time Started: Time Finished:

Practice Items: Provide feedback for his/her answers. Mahusay!

Test Items: Child’s Answer:

10. munep munep

11. hifen hifen

12. raygos raygos

13. benjuy benjuy

14. waphis waphis

15. aserbakai aserbakai

16. alepusto alepusto

17. kraperle kraperle

18. grohintro grohintro

19. treklip treklip

20. dyoget dyoget

Template for Classroom-Based Assessment Tools

Child’s Name: Grade Level:

Birthday: Age as of Assessment:

Date of Assessment: JULY 3, 2023

Time Started: Time Finished:

Practice Items: masaya , tumatakbo , kumain

Test Items: Child’s Answer:

SYLLABLE COUNTING TASK

Child’s Name: Grade Level:

Date of Assessment: JULY 3, 2023

Time Started: Time Finished:

Practice Items: Tatay (2) Sapatos (3)

Test Items: Child’s Answer:

10. sipilyo (3) 3

11. sabon (2) 2

12. bag (1) 1

13. magkaklase (4) 4

Template for Literacy Assessment Results Report

Child’s Name: SILVA, ASHLEY F. Grade Level: THREE

Age as of Assessment: 8 years 11

Date of Assessment: JULY 4, 2023

Criteria Before assessment

1. (For Grade 2 teachers): I asked a colleague to refer an average- performing

3. I reviewed the procedures for marking oral reading miscues. 