KEY STAGE 3

Department of Education - Region III

TARLAC CITY SCHOOLS DIVISION
Brgy. Binauganan, Tarlac City 2300 7-10
DIVISION CONTEXTUALIZED
READING ASSESSMENT TOOL

for
Grades 7 to 10

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
 ACADEMIC PROFILING- PRETEST
ORAL READING TEST
GRADE LEVEL PASSAGE
GRADE 9

Name of Learner:
Grade and Section:
Name of Teacher:
Name of School:
Date: Time Started: Time Finished:

SEWING HAPPINESS

The thread of life is always cut down by the challenges Athara is

experiencing as she reached the teenage years of her life. She started
making crafts as her past time. She can draw and paint but her most
favorite thing to do is sewing. She has been sewing her doll’s dresses
since she’s ten years old.
With the changes in her body and emotional encounters as a
teenager, she faces them with her artworks and crafts that best represents
her feelings. She is always calm and quiet. One day, her values education
teacher, Mrs. Nari, ask them to create a poster about self-love. She then
realized the value of living and loving. Observations popped out in her
sight as she turns the light in their classroom. It was a dark rainy afternoon,
when they started making their poster. At first, she looked at Tali, her best
friend. She thought of their childhood dreams. She wants to define self-
love by achieving dreams in life. With her hobbies now, it can represent
self-love as pursuing her ambition.
The charcoal of her pencil left a smudge of her fingers. “This is
living”, she said. Athara wrote a simple description of her output that
pencils can help you design or destruct your aspirations in life but doing
so is loving. It is letting yourselves do what you think is best without regret
but happiness.
Word count: 234
Writer: Monica C. Dayao
Encircle the letter of the correct answer.

1. Who is the main character of the story? Literal)

a. Ana
b. Athara
c. Ariana
d. Adana

2. How old is she when she started sewing? (Literal)

a. 8
b. 9
c. 10
d. 11

3. What is her favorite thing to do? (Literal)

a. Drawing
b. Painting
c. Sewing
d. Watching

4. How did the character define self-love? (Reorganization)

a. Value of Living With Happiness
b Value of Loving thyself
c. Value of Living and Loving
d. Value of Loving and Believing

5. How did she describe her output? (Reorganization)

a. “This is living.”
b. Pencils can make or break you.
c. Design or destruct your aspirations in life
d. Do what you think is best without regret but happiness.
Directions: Make sure that the text has the APPROPRIATE SYMBOLS for miscues. Write
the time started and time finished to identify his/her reading speed. ACCOMPLISH
COMPLETELY the needed information to identify the learner’s Reading Proficiency Level.

INDIVIDUAL SUMMARY OF RESULTS

Individual Summary of Miscues
Types of Miscues Example Number of Miscues
(Uri ng Mali) (Bilang ng Salitang mali ang
basa)

1 Mispronunciation (Maling Bigkas)

2 Omission (Pagkakaltas)

3 Substitution (Pagpapalit)

4 Insertion (Pagsisingit)

5 Repetition (Pag-uulit)
Transposition (Pagapapalit ng
6
lugar)

7 Reversal (Paglilipat)

Total Miscues (Kabuuan)

Number of Words in the Passage 152 words
Oral Reading Score
Reading Level (Antas ng Pagbasa)

Oral Reading Score: the number of words- number of miscues X 100

Number of words
Write here

Reading Speed: No. of words read X 60

Reading time in seconds

Write here

Comprehension: No. of correct answers

No. of questions X 100= % of comprehension

Write here
 Phil-IRI Oral Reading Profile
Oral Reading Level Word Reading Score (in %) Comprehension Score (in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below
Non-decoder *wasn’t able to decode (letters/words)
Student’s Reading Profiles Per Passage
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
Learner’s Word Reading Profile: __________________________
Learner’s Reading Comprehension Profile: __________________________
LEARNER’S READING PROFILE: __________________________
Behaviors while Reading (Paraan ng Pagbabasa) / or X
adapted from Gray Oral Reading Behavior
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 madaling marinig ang boses)
Disregards punctuation (Hindi pinanpansin ang mga bantas)
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)
Other observations: (Ibang Puna)

Qualitative Analysis:
Q: What miscues are often committed? Do these Miscues affect the meaning of the
passage?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Prepared by:

Reading Teacher/Adviser Noted:

Checked by: School Head

Reading Chairperson
For inquiries or feedback, please write or call:

Department of Education – Tarlac City Schools Division

Office Address: Brgy Binauganan, Tarlac City, Tarlac
Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph