Early Grade Reading Assessment Toolkit English 3: Name of Learner: Grade and Section: Name of Teacher: Name of School

Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
PANDI NORTH DISTRICT
Poblacion, Pandi, Bulacan
EARLY GRADE READING ASSESSMENT TOOLKIT

ENGLISH 3
Name of Learner:
Grade and Section:
Name of Teacher:
Name of School:
Date: Time Started: am/pm
COMPONENT 1: ORIENTATION TO PRINT
Show the child a decodable book.

Read the instructions in the boxes below, recording the child’s response before moving to the
next instruction. Enumerator can translate instruction in Tagalog or lingua fraca if the child
does not respond to the English Instruction. This is a story book with pictures. Don’t read it
now. On this page, point to me where would you begin to read?
(Child puts finger on the top row; left-most word)

___ Correct ___ Incorrect ___ No Response Now point to me what words you would
read next
(Child moves finger from left to right)

___ Correct ___ Incorrect ___ No Response When you get to the end of the
line, where would you read
(Child moves finger to left-most word of second line)

___ Correct ___ Incorrect ___ No Response Can you find a period? (ask child it point it)
(Child points finger to a period )
___ Correct ___ Incorrect ___ No Response What is the last word in the page?
(Child points finger to the word “mouse”)

___ Correct ___ Incorrect ___ No Response
C1. SCORE SHEET

NAME GENDER ITEM 1 ITEM 2 ITEM 3 ITEM 4 ITEM 5
C I NR C I NR C I NR C I NR C I NR
Component 2: Letter Name Knowledge

Here is a page full of letters of the alphabet. Please tell me the NAMES of as many letters a s you can –
not the SOUNDS of the letters, but the names. For example, the name of this letter [point to A] is “A”.
AvL
Let’s practice: tell me the name of this letter [point to v]:

If the child responds correctly say: Good, the name of this letter is “VEE.”
If the child does not respond correctly, say: The name of this letter is “VEE.”
Now try another one: tell me the name of this letter [point to L:] If the child responds correctly say:
Good, the name of this letter is “ELL.”
If the child does not respond correctly, say: The name of this letter is “ELL.”
Do you understand?
When I say “Begin”, name the letters as quickly and carefully as you can. Start here and continue this
way. [Point to the first letter on the row after the example and draw your finger across the first line]. If you
come to a letter you do not know, I will tell it to you. Otherwise, I will keep quiet and listen to you.
Ready? Begin.
*Start the timer to count DOWN from 60 to 0 when a child reads the first letter. Follow along with your pencil and clearly
mark any incorrect letters with a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected
letter as incorrect, circle the letter and go on. Stay quiet, except if the child hesitates for 3 seconds, then point to the next
letter and say “Please try the next one.” Mark the letter you provide to the child as incorrect. If the student gives you the
letter name, rather than the sound, provide the letter sound and say: [Please tell me the NAME of the letter”]. This
prompt may be given only once during the exercise. AFTER 60 SECONDS SAY, “stop.” Mark the final letter read with a
bracket (])
Early Stop Rule. If you have marked as incorrect all of the answers on the first line with no self-corrections, say
“Thank you!” discontinue this exercise, check the box at the bottom, and go on to the next exercise.
1 2 3 4 5 6 7 8 9 10
L i h R S y E O n T (10)
i e T D A t a d e F (20)
H O e m U r L G R U (30)
g R B E i f m t s r (40)
S T C N p A F c a E (50)
y s Q A M C O t n P (60)
e A e s O F h u A t (70)
R q H b S i g m i L (80)
L i N O e o E r p X (90)
N a c D d i O j e n (100)
letter name, rather than the sound, provide the letter sound and say: [Please tell me the NAME of the letter”]. This
bracket (])
C2. Score Sheet

Letters Correct Incorrect No Response
1. Nn
2. Ff
3. Bb
4. Pp
5. Tt
6. Rr
7. Ee
8. Oo
9. Hh
10. Dd
Time remaining on stopwatch at completion (number of SECONDS): __________ Check the box if the exercise was
discontinued because the child had no correct answers in the first line.
COMPONENT 3.A. LETTER SOUND KNOWLEDGE

Here is a page full of letters of the alphabet. Please tell me the SOUNDS of as many letters a s you can –
not the NAMES of the letters, but the SOUNDS. For example, the sound of this letter [point to A] is /ae/ as
in “APPLE” or /ey/ as in “AGE”.
AvL
Let’s practice: Please tell me the sound of this letter [point to v]: If the child responds correctly say:
Good, the sound of this letter is /v/. If the child does not respond correctly, say: The sound of this
letter is /v/
Now try another one: tell me the sound of this letter [point to L:] If the child responds correctly, say:
Good, the sound of this letter is /l/. If the child does not respond correctly, say: The sound of this letter
is /l/. Do you understand?
When I say “Begin”, please sound out the letters as quickly and carefully as you can. Tell me the sound
of the letters, starting here and continuing this way. [Point to the first letter on the row after the example
and draw your finger across the first line]. If you come to a letter, you do not know, I will tell it to you.
Otherwise, I will keep quiet and listen to you. Ready? Begin.
1 2 3 4 5 6 7 8 9 10
L i h R S y E O n T (10)
i e T D A t a d e F (20)
H O e m U r L G R U (30)
g R B E i f m t s r (40)
S T C N p A F c a E (50)
y s Q A M C O t n P (60)
e A e s O F h u A t (70)
R q H b S i g m i L (80)
L i N O e o E r p X (90)
N a c D d i O j e n (100)
letter name, rather than the sound, provide the letter sound and say: [Please tell me the SOUND of the letter”]. This
bracket (])
C3a. SCORE SHEET

Letter Correct Incorrect No Response
1. Nn
2. Ff
3. Bb
4. Pp
5. Tt
6. Rr
7. Ee
8. Oo
9. Hh
10. Dd
Time remaining on stopwatch at completion (number of SECONDS): __________ Check the box if the
exercise was discontinued because the child had no correct answers in the first line.
3.b. Beginning or First Letter Sound

This is a listening exercise. I want you to tell me the beginning or first sound of each word. For example, in the word
“pot”, the first sound is /p/. I would like you to tell me the beginning or first sound you hear in each word. I will say
each word two times, listen to the word, then tell me the very first sound in that word.
Let’s practice. What is the first or beginning sound in ‘mouse’? “Mouse.”
[If the child responds correctly, say]: Very good, the sound in “mouse” is /m/ If the child does not respond
correctly, say]: Listen again: “mmmouse”. The first sound in “mouse” is /m/.
Do you understand?
Pronounce each word twice. Allow 5 seconds for the child to respond. Use the grid below to mark whether the child gave the
correct sound, the incorrect sound, or if the child didn’t say anything at all.
1. map /mmmmm/ o Correct o Incorrect o No Response
2. say /sssss/ o Correct o Incorrect o No Response
3. up /uh/ o Correct o Incorrect o No Response
4. go /g’/ o Correct o Incorrect o No Response
5. now /nnnn/ o Correct o Incorrect o No Response
6. can /k’/ o Correct o Incorrect o No Response
7. fish /fffff/ o Correct o Incorrect o No Response
8. pot /p’/ o Correct o Incorrect o No Response
9. run /rrrrr/ o Correct o Incorrect o No Response
10.look /lllll/ o Correct o Incorrect o No Response
STOP IF THE CHILD FAILS TO ANSWER ALL FIRST 5 WORDS CORRECTLY. Otherwise, move on to
6 through 10 above.
Component 4: Familiar Word Reading

Show the child the sheet of familiar words in the student stimuli booklet. Say:
Here are some words. I would like you to read to me as many words as you can. Do
not spell the words, but read them. For example, this word is: “cat”.
Let’s practice: Please read this word [point to the word “sick”]:
If the child responds correctly say: Good, this word is “sick”. If the child does not
respond correctly, say: This word is “sick”.
Now try another one: Please read this word [point to the word “made”]: If the
child responds correctly say: Good, this word is “made”. If the child
does not respond correctly, say: This word is
“made”.
When I say “begin”, read the words as quickly and carefully as you can. Read the
words across the page, starting at the first row. I will keep quiet and listen to you,
unless you need help. Do you understand? Ready?
go at up sit me [5]
big two run see red [10]
sad and stop you are [15]
man ask when now him [20]
sing soon like they good [25]
girl help down know under [30]
jump want chair fly going [35]
must green play those once [40]
many which upon find clean [45]
please always come thank house [50]
Begin.
Start the timer when the child read the first word. Follow along with your pencil and clearly marl any incorrect
words with a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected letters as
incorrect, circle the letter and go on. Stay quiet, except when providing answers as follows: If the child hesitates for
3 seconds, provide the word, point to the next word and say, “Please go on.” Mark the word you provide to the
child as incorrect.
AFTER 60 SECONDS, SAY “Stop.” Mark the final word read with a bracket (]). Early stop rule: If you
have slashed/marked as incorrect all of the answers on the first line, say “Thank You!”, discontinue the exercise,
check the box at the bottom, and go on to the next exercise.
Time remaining on stopwatch at completion (number of SECONDS): __________ Check the box if the exercise
was discontinued because the child had no correct answers in the first line.
COMPONENT 5: INVENTED WORD DECODING

Place the student sheet in front of the child with the INVENTED
WORDS page and prepare the timer.
Here are some made-up words. I would like you to read as many as
you can. Do not spell the words, but read them. For example, this
made-up words is “ut” [Point to the word “ut”]
ut dil mab
Let’s practice: Please read this word [ point to next word: “dif”] [If
the student says “dif”, say] “Very Good”: “diff” [If the student does not
say “dif” correctly, say]: “This made up word is “dif”
Now try another one: please read this word [point to the next
word: mab]
[If the student says “mab”, say]: “Very good”: “mab” [If the
student does not say “mab” correctly say]: “This made-up words
is “mab”
Ready? Begin.
Start the timer when the child read the first word. Follow along with your pencil and clearly mark any
incorrect words with a slash (/). Count self-corrections as correct. If you’ve already marked the self-
corrected letter as incorrect, circle the letter and go on. Consider the child’s option to read words in the
context of his first language. Stay quiet, when providing answers as follows: If the child hesitates for 3
seconds, provide the word, point to the next word and say “Ituloy mo lahat.” Mark the word you provide
to the child as incorrect.
AFTER 60 SECONDS, SAY “Stop.” Mark the final word read with a bracket (]).
Early stop rule: If you have slashed/marked as incorrect all of the answers on the first line, say “Thank You!”,
discontinue the exercise, check the box at the bottom, and go on to the next exercise.
Fut Lusbeb dit Leb gak [5]
Huz Jod Kib Lek Tob [10]
Nom Rop Hig Reg San [15]
Tup Ral Wix Nep Nad [20]
Lut Yod Sim Tat Sig [25]

En Mon Nup Sen Kad [30]
Taw Lew Paf Sal Zuv [35]
Ved Kag Vom Riz Gof [40]
Maz Kol Ver Et Beb [45]
tib lef Yag lim Dov [50]
COMPONENT 6a: ORAL PASSAGE READING

Here is a short story. I want you to read it aloud, quickly, carefully and with
understanding. When you have finished, I will ask you some questions about what
you have read. Do you understand? When I say “begin”, read the story as best as you
can. I will keep quiet and listen to you, unless you need help. Ready? Begin.
Start the timer when the child reads the first word. Follow along with your pencil and clearly mark any
incorrect words with a slash (/). Count self-corrections as correct. Stay quiet, unless the child hesitates
for 3 seconds, in which case provide the word and say “Sige, ituloy mo.” Mark the word you provide to
the child as incorrect.
After 60 seconds, say “Stop.” Mark the final word with a bracket ()
Early stop rule: If the child gives no correct answers on the first line, say “Thank Yout”, discontinue this exercise, check
the box at the bottom of the page and go on to the next exercise .
Good morning. My name is Pat.
I am seven years old. My brother’s name is Sam.
He is five years old. I also have a sister.
Her name is Ana. We live in the Philippines
We like to read stories. My father is a farmer.
We go to town together every Saturday.
My mother sells fruits at the market in town.
COMPONENT 6b: READING COMPREHENSION

When 60 seconds are up or if the child finishes reading the passage in less than 60 seconds, ask the first questions below.
Give the child at most 10 seconds to answer each question, mark the child’s response and move to the next
questions.
Read the questions for each line up to the bracket showing where the child stopped reading.
Now, I am going to ask you a few questions about the story you just read.
Try to answer the questions as well as you can.
Correct Incorrect No Response
What is the name of Pat’s Brother?

(Sam)
How many children are in Pat’s family?

(three)
Where does Pat live?

(Philippines)
What do Pat, Sam, and Ana like to do?

(To read; to read storied)
How often do the children go to town?

(once a week; every Saturday;
Saturdays)
COMPONENT 7: LISTENING COMPREHENSION

This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read the following passage
aloud to the child ONLY ONE TIME, slowly (about 1 word per second). Then allow 15 seconds for each
question. Say,
I am going to read a short story aloud ONCE and then ask you some questions. Please
listen carefully and answer the questions as best as you can.
Do you understand?
There will be a Christmas Program at the school covered court on, December 17
at nine o’ clock in the morning.
A guest speaker will talk about celebrating Christmas and New Year safely. Some
Grade Three pupils will sing and dance for the visitors. Everyone is invited. Visitors
are also welcome to attend.
1. What is the A Christmas o Correct o Incorrect o No Response
announcement about? Program
2. Where will the at the school o Correct o Incorrect o No Response

Christmas program covered court
take place?
3. When will the December 17 o Correct o Incorrect o No Response

Christmas program
happen?
4. Who are invited to Everyone o Correct o Incorrect o No Response

attend?
5. At what time will the nine o’ clock in o Correct o Incorrect o No Response
program start? the morning
6. Why will the speaker So, everyone will o Correct o Incorrect o No Response
talk about celebrating know how to
Christmas and New celebrate
Year? Christmas and
New Year safely
COMPONENT 8. DICTATION
I am going to read you a short sentence. Please listen carefully then write the sentence on the
sheet of paper in front of you. I will read the whole sentence once. Then I will read it in parts
so you can write what you hear. I will then read it again so that you can check your work. Do
you understand?
Go to the store and buy some rice and sugar.

Go to the store (wait 10 seconds)
and buy some rice (wait 10 seconds)
and sugar. (wait 10 seconds)
Go to the store and buy some rice and sugar.
(wait 15 seconds)
SCORING TEMPLATE
Evaluation Criteria CORRECT INCORRECT NO
RESPONSE
Wrote “store”
Wrote “buy”
Wrote “rice”
Wrote “sugar”
Used spacing between words (size of

spacing does not matter).
Used appropriate direction of text (left to

right)
Used capital letter for the word “Go”.
Used full stop (.) at end of sentence.


Early Grade Reading Assessment Toolkit English 3: Name of Learner: Grade and Section: Name of Teacher: Name of School

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Early Grade Reading Assessment Toolkit English 3: Name of Learner: Grade and Section: Name of Teacher: Name of School

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Republic of the Philippines

EARLY GRADE READING ASSESSMENT TOOLKIT

Grade and Section:

Date: Time Started: am/pm

COMPONENT 1: ORIENTATION TO PRINT

Show the child a decodable book.

(Child puts finger on the top row; left-most word)

(Child moves finger from left to right)

line, where would you read

(Child moves finger to left-most word of second line)

(Child points finger to the word “mouse”)

C1. SCORE SHEET

Component 2: Letter Name Knowledge

Let’s practice: tell me the name of this letter [point to v]:

C2. Score Sheet

COMPONENT 3.A. LETTER SOUND KNOWLEDGE

C3a. SCORE SHEET

3.b. Beginning or First Letter Sound

1. map /mmmmm/ o Correct o Incorrect o No Response

2. say /sssss/ o Correct o Incorrect o No Response

3. up /uh/ o Correct o Incorrect o No Response

4. go /g’/ o Correct o Incorrect o No Response

5. now /nnnn/ o Correct o Incorrect o No Response

6. can /k’/ o Correct o Incorrect o No Response

7. fish /fffff/ o Correct o Incorrect o No Response

8. pot /p’/ o Correct o Incorrect o No Response

9. run /rrrrr/ o Correct o Incorrect o No Response

10.look /lllll/ o Correct o Incorrect o No Response

Component 4: Familiar Word Reading

big two run see red [10]

sad and stop you are [15]

man ask when now him [20]

sing soon like they good [25]

girl help down know under [30]

jump want chair fly going [35]

must green play those once [40]

many which upon find clean [45]

please always come thank house [50]

COMPONENT 5: INVENTED WORD DECODING

Fut Lusbeb dit Leb gak [5]

Huz Jod Kib Lek Tob [10]

Nom Rop Hig Reg San [15]

Tup Ral Wix Nep Nad [20]

Lut Yod Sim Tat Sig [25]

En Mon Nup Sen Kad [30]

Taw Lew Paf Sal Zuv [35]

Ved Kag Vom Riz Gof [40]

Maz Kol Ver Et Beb [45]

tib lef Yag lim Dov [50]

COMPONENT 6a: ORAL PASSAGE READING

Good morning. My name is Pat.

I am seven years old. My brother’s name is Sam.

He is five years old. I also have a sister.

Her name is Ana. We live in the Philippines

We like to read stories. My father is a farmer.

We go to town together every Saturday.

My mother sells fruits at the market in town.

COMPONENT 6b: READING COMPREHENSION

Correct Incorrect No Response

What is the name of Pat’s Brother?

How many children are in Pat’s family?

Where does Pat live?