Republic of the Philippines

Department of Education
Cordillera Administrative Region
Schools Division of Tabuk City
Northern Tabuk District
TABUK CITY CENTRAL SCHOOL
Dagupan Weste, Tabuk City, Kalinga

READING
DIAGNOSTIC TOOL
GRADE 4

ADORA DIVINA S. BENTA

AUDEE P. PENALBER
EVANGELINE A. LANG-AY
LEOPOLDO V. BUSTON
JULIA S. SANDOVAL
MARILYN O. BULA AY

Department of Education • Schools Division of Tabuk City

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF TABUK CITY
Purok 2, Bulanao Norte, Tabuk City

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2023

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency of office wherein the work is created shall be necessary
for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through the Curriculum
Implementation Division (CID)—Learning Resource Management and Development System
(LRMDS). It can be reproduced for educational purposes and the source must be acknowledged.
Derivatives of the work including creating an edited version, an enhancement or a supplementary
work are permitted provided all original work is acknowledged and the copyright is attributed. No
work may be derived from this material for commercial purposes and profit.

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 PREFACE

This Reading Diagnostic Tool is a project of the Curriculum Implementation Division

particularly the Learning Resource Management Unit, Department of Education, Schools Division
of Tabuk City which is in response to the implementation of the K-12 Curriculum.

This Reading Assessment Tool is a property of the Department of Education- CID, Schools
Division of Tabuk City. It aims to improve pupils’ performance in the different learning areas.

Date: January 2023

Resource Location: Tabuk City Central School

Northern Tabuk District 1
Schools Division of Tabuk City

Learning Area: English

Grade Level: 4

Learning Resource Type: Reading Assessment Tool

Objective General: To develop contextualized assessment tool for reading.

Specific: 1. To identify the reading level of struggling readers, and

2. to use as a basis for planning in addressing reading gaps of

struggling readers.

3. to track the reading progress of struggling readers

4. To raise the proficiency level of struggling readers in the

different disciplines.

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 ACKNOWLEDGEMENT

The developers would like to express their gratitude to those who facilitated and helped them
in the development of this reading assessment tool. The fulfillment of this tool would not be possible
without these people who gave their support and technical assistance.
Above all, We Thank God for the good health and guidance for the success of this
assessment tool.

DEVELOPMENT TEAM
Developers: ADORA DIVINA S. BENTA, AUDEE P. PENALBER, EVANGELINE A. LANG-AY,
LEOPOLDO V. BUSTON, JULIA S. SANDOVAL, MARILYN O. BULA AY

Illustrators: ROXANNE MAE A. SANGDAAN

Editors:
TEOFILA A. AGSUNOD LORIET L. IYADAN
Librarian II Project Development Officer II

Reviewers:

SEVERA P. TUGAS
Principal I

HENRY M. ALUNDAY MARIBEL G. BRAVO

PSDS-NTD I EPS-English

MANAGEMENT TEAM

IRENE S. ANGWAY Ph.D., CESO VI

Office of the Schools Division Superintendent

FELICIANO L. AGSAOAY Jr, PhD.

Officer-in-Charge
Office of the Assistant Schools Division Superintendent

RAMONCHITO A. SORIANO HELEN B. ORAP

Chief Education Supervisor, CID Education Program Supervisor-LRMDS

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 TABLE OF CONTENTS

Cover Page - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i
Copyright - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ii
Preface - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iii
Acknowledgement - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iv
Table of Content - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - v
Title Page ------------------------------------------------------ 1
Guide Sheet - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2
Level 1 & 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3
Level 3 ---------------------------------------------------------4
Level 4 ---------------------------------------------------------7
Level 5 ---------------------------------------------------------8
Level 6 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10
Level 7 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12
Level 8 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14
Level 9 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 15
Level 10 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18

Reading Diagnostic Assessment Result (template)- - - - - - - - - - - - - - - - - - - - - - - - - 20

Reading Diagnostic Assessment Result (sample) - - - - - - - - - - - - - - - - - - - - - - - - - 20

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Guide Sheet

What is the Reading Diagnostic Tool?

The Reading Diagnostic Tool is designed to identify the specific reading ability
of learners under the frustration level of Phil-IRI test results.

How to use the diagnostic tool?

1. For levels 1-8, the learner reads the set of letters/blended letters or
words.

For level 9, the learner reads each word, then describes/defines/gives

examples.

For level 10. The learner reads the passage and answers the questions in
the comprehension check.

2. Reading diagnostic assessment form is attached at the back. This is used

to record the result which serves as the basis for profiling the reading
level of the learners.

3. If the learner will be able to read at least 80% of the given set, he/she
then moves to the next level.

4. If the learner reads below 80% of the given set within the level, then that
is his/her reading level.

1
Levels 1 and 2

LETTER NAME and SOUND KNOWLEDGE

A b o Y R pwS t
c T X r HqU I n
d B WV s l Ba
mG N e Cu Z F v
x J QO f K j i L
My k P g z Dh
2
Level 3

BLENDING
Vowel - Consonant

ad ap am as
en eg et em
ib im it ip
Op od on ot
ug ub um up
3
Level 3

BLENDING
Consonant – Vowel

ba da fa la
se ke ge me
fi ni pi ti
ho wo so go
bu tu hu nu
4
Level 3

BLENDING
Consonant – Vowel – Consonant

pan cat bag

ten bet leg
dim nip lit
cop box not
hum bug tub
5
Level 4

SHORT VOWEL SOUNDS

after imam
across oval
eleven open
enter under
into umber
6
Level 5

CLUSTER
Two Consonant

drag dunk
skip bark
crop belt
clef pork
Flag wink
7
Level 6

LONG VOWEL SOUNDS

pay male
delay raise
jeep heal
eve yeast
wife pie
8
Level 6

LONG VOWEL SOUND

night twice
toe rode
low throat
use cube
huge cupid
9
Level 7

WORDS WITH SILENT LETTERS

tomb bomb
muscle scent
edge bridge
sign honor
knee knife
10
Level 7

WORDS WITH SILENT LETTERS

hymn yolk
island castle
listen build
guitar write
two psalm
11
Level 8

SIGHT WORDS

left lost
address between
country different
mouth quick
enough finger
12
Level 9

VOCABULARY
Definition of Terms

church parent
friend gadget
book cheap
rich heart
plant small
13
Level 9

VOCABULARY
Synonyms

pretty fat
little fast
keep finish
true soft
start sad
14
Level 9

VOCABULARY
Antonyms

big good
long happy
wet exit
noisy soft
slow young
15
Level 10
COMPREHENSION
Black, White, Brown
by Nemah N. Hermosa
(Adapted from a Philippine folktale)
Once upon a time, there were no people. There
was only the
earth and the God Kabunian. He said, “The earth is a
beautiful place. But who will take care of it? I will
make people.”

In the afternoon, Kabunian got some clay. He

worked for a long
time. When he finished making a man, it was night.
The color of the
night became the color of the man. “He is too dark,”
Kabunian said.

The next morning, Kabunian woke up before

sunrise. He got
some clay. He made a man. When the sun came up,
Kabunian saw
the man. “He is too white,” Kabunian said.

So Kabunian got more clay. He made another

man. It was
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noon. The hot sun made the man brown. “I like this
brown man,” said Kabunian.

Kabunian sent the men to different parts of the

Earth. That is why there are black people and white
people. That is why Filipinos are brown.

Comprehension Check

Answer the following questions.

1. What is the title of the story?

A. A color a skin
B. Black, White and Brown
C. Kabunian, The God of Filipinos
D. How God make Filipinos
2. When the story happens?
A. At 2’oclock am
B. At 3’oclock pm
C. During midnight
D. Once upon a time
3. Who made the man?
A. God
B. Imam
C. Kabunian
D. Lord
4. When did Kabunian make the black people?
A. In the morning
B. During nighttime
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 C. During daytime
D. At 3’oclock pm
5. Why are Filipinos brown?
A. Because Kabunian made them at noon
B. Because Kabunian made them at night
C. Because Kabunian made them in the morning
D. Because Kabunian made them in the
afternoon.

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 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Tabuk City
Northern Tabuk District 1
TABUK CITY CENTRAL SCHOOL

READING DIAGNOSTIC ASSESSMENT FORM

Name: _____________ Date:____

Grade Level: ______

Reading Yes No Remarks

Level
1
2
3
4
5
6
7
8
9
10

Reading Teacher: _________________ ____

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 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Tabuk City
Northern Tabuk District 1
TABUK CITY CENTRAL SCHOOL

READING DIAGNOSTIC ASSESSMENT FORM

Name: Learner 2 Date:_September 25, 2022_

Grade Level: __4__

Reading Yes No Remarks

Level
1 /
2 /
3 /
4 /
5 /
6 / can’t read words with long u sound
7
8
9
10

Reading Teacher: _____AUDEE P. PENALBER____

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