Phil-IRI FORMS

Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Ifugao
TINOC NATIONAL HIGH SCHOOL
READING PROGRAM: BAHA: HAPPIYAW NI TANGLA
GRADE LEVEL PASSAGE RATING SHEET: ORAL READING ( PHIL-IRI FORM 3B) PRE-TEST
Name:_________________________________________Age:_______ Grade/Section:________
School: Tinoc National High School Teacher: RONALYN D. DOPLAH
Pre-Test: Level:_________ Set: ______ Date:____________
I was hungry …
And you formed humanities groups to discuss my hunger.
I was imprisoned …
And you crept off quietly to your church to pray for my release.
I was naked …
And in your mind you debated the morality of my appearance.
I was sick …
And you knelt and thanked God for your health.
I was lonely …
And you preached to me of the spiritual shelter of God.
I was lonely …
And you left me alone to pray.
You seem so holy, so close to God …
But I am still hungry … and lonely … and cold …
The poem above is a muted cry of the poor, those who have become victims to economic systems
that prejudice the weak, to corruption in society in both the public and private sector, to
hypocrisy of religion and help organizations who care more for their funding and sustainability
than the urgent needs of those they were supposed to care for, and to a value system that mirrors
the hierarchy of money and power. It is not about a rice shortage, it is about the greater
shortage of compassion, humaneness and our sense of fairness.
For 35 years, I spent some time and resources to address this picture of grave inequality. I did
not do so following the methodologies that others before me had used, simply because they
were mostly ineffective, if not violent. There have been good examples, but those examples
could not be replicated enough to reach the millions of families wallowing in poverty. Either the
methodology was exception -oriented like helping the best or most deserving of the poor
and therefore not for the ordinary or the weak, or a bureaucracy emerges from what was
originally a passion -mission group. I acknowledge that most start with a purity of intention,
even those who enter government, but end up eaten by a system that makes practitioners
eventually ask, “What’s in it for me?” because they could not sustain their original purpose,
“What is it that I can do for them?
Because solving the problem of poverty in the Philippines is like mission impossible, any and all
attempts to alleviate and reduce it substantially truly seemed inconsequential. Many times, I
got lazy, or tired, or just despaired that 35 years of effort would not amount to much.
Once or twice, I even thought of going the political route, radical as they were. But even removing
a president from office does not stop another corrupt one from coming in. Worse, even honest
people are not necessarily committed to dismantling poverty as a primordial obligation, only as a
necessary effort but not the flagship focus of governance.
Comprehension Questions
1. All of the following are techniques used by the author in creating bias in the text except
….
A. use of first person point of view B. use of emotionally charged language
C. lack of solid evidence D. lack of negative words
2. What might be the best reason of the author when he started his essay with a
poem?
A. To add realistic situation is his opinion B. To balance creative and objective writing
C. To provide strong support with the author’s claim
D. To stir emotion through imagery and making connection
3. How did the author develop his main points?
A. citing reference in history B. giving concrete examples
C. omitting important facts D. use of loaded words
4. Which of the following statement identifies the correct topic sentence in its
corresponding paragraph?
A. It is not about a rice shortage, it is about the greater shortage of compassion,
humaneness and our sense of fairness. ~1st par
B. I did not do so following the methodologies that others before me had used, simply
because they were mostly ineffective, if not violent. ~ 2 nd par
C. Once or twice, I even thought of going the political route, radical as they were. ~ 3 rd
par
D. What is it that I can do for them? ~ 3rd par
5. All of the following are the main ideas expressed in the passage except….
A. Poverty results from unjust economic system.
B. Though solutions were made, these became unsuccessful.
C. People’s intention change as the system begins to influence their decisions.
D. The privileged people always get the best in all aspects of life.
6. There have been good examples, but those examples could not be replicated enough to reach
the millions of families wallowing in poverty.
A. duplicated B. showed c. informed d. allowed
7. The paragraph sums up about___________ in the country.
A. equality b. inequality c. poverty d. both b and c
PART A.
Total time in Reading the text:__________ Minutes
Reading Rate:________ words per minute
Responses to Questions: Score:_______ %______Comprehension Level:______________
1._________ 5._______
2._________ 6._______
3._________ 7._______
4._________
PART B.
Word Reading
Passage:____________________________________________ Level:__________
Types of Miscues Number of Miscues
1 Mispronunciation
2 Omission
3 Substitution
4 Insertion
5 Repetition
6 Transposition
7 Reversal
Total Miscues
Number of words in the passage
Word Reading Score
Word Reading Level
Prepared by:
RONALYN D. DOPLAH
Reading Program Coordinator
INDIVIDUAL SUMMARY RECORD (ISR) PHIL-IRI FORM 4

PRE-TEST
Name: ____________________________ Grade/Section:___________
School: Tinoc National High School Teacher: RONALYN D. DOPLAH
Level Level Set Word reading Comprehension Date
started level Taken
Mark Indicate Ind Ins Frus Ind Ins Frus
with * if
A,B,C,D
V
VI
VII
VIII
Legend: Ind-Independent; Ins-Instructional; Frus- Frustration
ORAL READING OBSERVATION CHECKLIST
Behaviors while reading  Or X
Does word- by -word reading
Lacks expression, reads in monotonous tone
Voice is hardly audible
Disregards punctuation
Points to each word with his/her finger
Employs little or no method of analysis
Other observations:
Prepared by:
RONALYN D. DOPLAH
Brigada Pagbasa Implementer
INDIVIDUAL SUMMARY RECORD (ISR) PHIL-IRI FORM 2 PAGE 2
SUMMARY OF COMPREHENSION RESPONSES
Passage
level Pre-Test Post Test
A Responses to Questions Score per Score % Reading
B type of Level
C Questions
D
Q1 Q2 Q3 Q4 Q5 Q6 Q7
L=___/___
I=___/
V ____
C=__/____
L=___/___
I=___/
VI ____
C=__/____
L=___/___
I=___/___
VII C=___/___
L=___/___
VIII I=____/
___
C=___/___
Legend: L- Literal; I-Inferential; C-Critical
Prepared by:
RONALYN D. DOPLAH
SCREENING TEST CLASS READING RECORD (STCRR) PHIL-IRI Form 1B
Grade:_________________ Section:_________ Teacher: RONALYN D. DOPLAH

School: Tinoc National High School
Screening Test Level: Grade 8 Date: Sept.8, 2022
Name Test Number of Correct Total Score Score

Taken Responses Score < 14 ≥14

or X Literal Inferentia Critical
l
*Students with a total score of ≥ 14/20 need not take the PHIL IRI.
Prepared by:
RONALYN D. DOPLAH
BRIGADA PAGBASA ANSWER SHEET
Name:_______________________________ Grade:_______________ Date:________
LEVEL OF PASSAGES: GRADE 4
1. What is the title of the story?____________________________
2. Setting of the story?___________________________________
3. Who are the characters in the story?

A.______________________________
B._____________________________
C._____________________________
4. What happened in the story? List only important events or happening in the story
A_______________________________________________________________________
B_______________________________________________________________________
C. ______________________________________________________________________
D.______________________________________________________________________
5. Ending of the story
____________________________________________________________________________
____________________________________________________________________________
Anansi’s web wake up The best part of the The owl and the
Day Rooster
Score:____ Score:____ Score:____ Score:___
Comprehension Comprehension Comprehension Comprehension

level:_______ level:______ level:_____ level:______
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5. 5.
6. 6.
BRIGADA PAGBASA ANSWER SHEET 2
Name:_____________________________________ Grade :________________
PASSAGES LEVEL: Grade 5

Early Start Rice for Lunch The Gift One Stormy Night
Score:___________ Score:_____________ Score: ________ Score:____
Comprehension
level:____________ Comprehension level: Comprehension Com. Level:______
___________________ level:__________
1. 1.
1. 1. 2. 2.
2. 2. 3. 3.
3. 3. 4. 4.
4. 4. 5. 5
5. 5.
Grade 6 Passages
Chameleons The Philippine Eagle Home to Million of Fish
Score:__________ Score:_______ Score:________
Comprehension level: Comprehension level: Comprehension level:
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7
SCHOOL READING PROFILE
SUMMARY OF PRE-TEST RESULTS
School:Tinoc National High School Division: Ifugao

District: Tinoc District Region: CAR
Grade Sections Enrolment Score Remarks

<14 ≥ 14
A 45 35 10
B 45 31 14
7 C 47 41 6
D 44 35 9
A 39 18 21
B 36 29 7
8 C 36 28 10 Students who got score less
D 36 30 6 than 14 will undergo reading
A 44 34 10 remediation or Phil-IRI program
9 B 43 24 19
C 43 33 20
A 41 40 1
10 B 36 40 6
C 32 23 9
11 A 37 32 5
B 40 33 7
TVL 20 17 3
12 GAS 50 43 7
TVL 18 15 3
ToTal 727 554 173
Prepared by:
RONALYN D. DOPLAH MARIVEL M. CARIAS

Reading Program Coordinator Grade 9/7 Reading Program Coordinator
JUCELYN O. GUINANGHAN LORENA A. ULLANI

Grade 10/7 Reading Program Coordinator Grade 7 Reading Program Member
Noted by:
JERICO B. BANDO
School Head

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Republic of the Philippines

INDIVIDUAL SUMMARY RECORD (ISR) PHIL-IRI FORM 4

Legend: L- Literal; I-Inferential; C-Critical

SCREENING TEST CLASS READING RECORD (STCRR) PHIL-IRI Form 1B

Grade:_________________ Section:_________ Teacher: RONALYN D. DOPLAH

Name Test Number of Correct Total Score Score

BRIGADA PAGBASA ANSWER SHEET

Name:_______________________________ Grade:_______________ Date:________

LEVEL OF PASSAGES: GRADE 4

1. What is the title of the story?____________________________

2. Setting of the story?___________________________________

3. Who are the characters in the story?

5. Ending of the story

Comprehension Comprehension Comprehension Comprehension

BRIGADA PAGBASA ANSWER SHEET 2

Name:_____________________________________ Grade :________________

PASSAGES LEVEL: Grade 5

School:Tinoc National High School Division: Ifugao

Grade Sections Enrolment Score Remarks

RONALYN D. DOPLAH MARIVEL M. CARIAS

JUCELYN O. GUINANGHAN LORENA A. ULLANI

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Grade:_________ Section:_ Teacher: RONALYN D. DOPLAH

Name:_______________________ Grade:_ Date:__

Name:_____________________ Grade :