Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF OLONGAPO CITY
DISTRICT II - B
BARRETTO II ELEMENTARY SCHOOL
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ACTIVITY COMPLETION REPORT

A. ACTIVITY: EARLY GRADE READING ASSESSMENT (EGRA) ENGLISH

PRE-TEST ADMINISTRATION
B. OBJECTIVE/S:
 To identify the reading level of K to 3 learners of Barretto II Elementary School.
 To identify the struggling readers of each class.
 To serve as basis for designing reading intervention.

C. DATE: April 4-8, 2022

D. VENUE: At Home/ Barretto II Elementary School
E: HOST: Adviser/ Reading Coordinator
F: PARTICIPANTS: Grade I, II, III
G. NARRATIVE REPORT

Assessment is an essential element of education used to inform instruction. The first step in
implementing good reading instruction is to determine student baseline performance. Students enter the
classroom with diverse backgrounds and skills in literacy. Some students are identified with special needs
that require review of basic skills in reading, while other students may have mastered the content a teacher
intends to cover. Due to these various student levels, it is necessary to design literacy instruction to meet the
individual needs of each student. Individual needs can be determined by initial and ongoing reading
assessments.
These assessments provide teachers with the information needed to develop appropriate lessons in
reading and improve instruction for all students, including students with disabilities. The information gained
from appropriate assessment enables teachers to provide exceptional students with improved access to the
general education curriculum.
This school year, the conduct of the Early Grade Reading Assessment (EGRA POST-TEST) is very
challenging. We identify several ways to assess the learner’s reading levels. We conducted online/virtual
reading assessment for those who can have access in the internet. We also assessed the others through phone
calls and home visitation.
 We started the individual assessment on April 4 and ended on April 8 and come up with the result on
their reading progress. On May 18, the grade leaders consolidated the results of pre-reading assessment and
submitted it on the same day with means of verification and documentation.

READING POST TEST CONSOLIDATED REPORT IN EGRA ENGLISH

BEGINNING LEVEL – Early Grades Reading Assessment (EGRA)

Targets for Meeting Expectations:

EGRA COMPONENTS K G1 G2 G3 TOTALS Total No. percentage

of Learners of
under Learners
beginning (Kto3)
level

No. of Cases 126 120 109 144

Orientation to Print 40 18 0 0 58 499 11.62 %

Letter Name Knowledge 50 30 0 0 80 499 16.03 %

Letter Sound Knowledge 55 34 0 0 89 499 17.84 %

Initial Sound Identification 45 24 0 0 69 499 13.83 %

Familiar Word Reading 107 52 0 0 159 499 31.86 %

Invented Word Decoding 107 53 0 0 160 499 32.06 %

Oral Passage Reading 112 61 1 0 174 499 34.87 %

Reading Comprehension 112 60 2 0 174 499 34.87 %

Listening Comprehension 80 55 6 0 141 499 28.26 %

Dictation 112 62 10 0 184 499 36.87 %

 DEVELOPING LEVEL – Early Grades Reading Assessment (EGRA)

Targets for Meeting Expectations:

EGRA COMPONENTS K G1 G2 G3 TOTALS Total No. percentage

of Learners of
under Learners
beginning (Kto3)
level

No. of Cases 126 120 109 144

Orientation to Print 54 56 12 0 122 499 24.45 %

Letter Name Knowledge 58 50 17 15 140 499 28.05 %

Letter Sound Knowledge 59 50 18 87 214 499 42.89 %

Initial Sound Identification 66 50 23 71 210 499 42.08 %

Familiar Word Reading 5 41 40 80 166 499 33.27 %

Invented Word Decoding 5 40 60 88 193 499 38.68 %

Oral Passage Reading 7 35 75 84 201 499 40.28 %

Reading Comprehension 7 36 79 88 210 499 42.08 %

Listening Comprehension 27 38 81 89 235 499 47.09 %

Dictation 11 36 82 86 215 499 43.09 %

 CONSISTENT LEVEL – Early Grades Reading Assessment (EGRA)

Targets for Meeting Expectations:

EGRA COMPONENTS K G1 G2 G3 TOTALS Total No. percentage

of Learners of
under Learners
beginning (Kto3)
level

No. of Cases 126 120 109 144

Orientation to Print 32 46 97 144 319 499 63.93 %

Letter Name Knowledge 18 40 92 129 279 499 55.91 %

Letter Sound Knowledge 12 36 91 57 196 499 39.28 %

Initial Sound Identification 15 46 86 73 220 499 44.09 %

Familiar Word Reading 14 27 69 64 174 499 34.87 %

Invented Word Decoding 14 27 49 56 146 499 29.26 %

Oral Passage Reading 7 24 33 60 124 499 24.85 %

Reading Comprehension 7 24 28 56 115 499 23.05 %

Listening Comprehension 19 27 22 55 123 499 24.65%

Dictation 3 22 17 58 100 499 24.04 %

H. ANNEXES
The following may be attached as additional MOVs:

REGION
AL/
DIVISIO
N MEMO

KINDE
RGART
EN

GRADE
 I

GRADE
II

GRADE
 III

Prepare
 Prepared:

JAYCEL O. PALANG
School Reading Coordinator

Contents Noted:

FROILAN N. RIVAS
Principal IV

LORETA D. FIGUROA
EPS- English/Division Reading Coordinator