GRADE

Rapid Literacy Assessment Tool-English Teacher’s Copy

Name: ______________________________ Age: ___________

Grade & Section: ______________________ Date: ___________

PRE-TEST
Task 1 (Sentence Box)

SENTENCES

Mila is good at learning the English subject. She slowly reads the directions
in her module. She writes new words and some texts on a separate sheet of paper.
She practices making sentences and simple paragraphs. She does her activity
and task. She also corrects her work.

Score:

Task 2-A (Phrase Box)

PHRASES

the men all women common act happy person sad story

long time her opinion data bank good news stand tall

old
full support short video loving mother best solution
television

Score:

Recovering for Academic Achievement by Improving instructions through Sustainable Evidence-based learning programs
Task 2-B (Word Box)
WORDS

verb girl form tense modal

name show affix complex express

lesson main effect perfect information

Score:

Recovering for Academic Achievement by Improving instructions through Sustainable Evidence-based learning programs
 GRADE
5

Rapid Literacy Assessment Tool-English Learner’s Copy

Name: _______________________________ Age: ___________

Grade & Section: ______________________ Date: ___________

PRE-TEST
Task 1 (Sentence Box)

SENTENCES

Mila is good at learning the English subject. She slowly reads the directions in
her module. She writes new words and some texts on a separate sheet of paper. She
practices making sentences and simple paragraphs. She does her activity and task.
She also corrects her work.

Task 2-A (Phrase Box)

PHRASES

the men all women common act happy person old television

long time her opinion data bank good news stand tall

full support short video loving mother best solution sad story

Task 2-B (Word Box)

WORDS
verb girl form tense modal

name show affix complex express

lesson main effect perfect information

Recovering for Academic Achievement by Improving instructions through Sustainable Evidence-based learning programs
 GRADE
5

Rapid Literacy Assessment Tool-English Teacher’s Copy

Name: ______________________________ Age: ___________

Grade & Section: ______________________ Date: ___________

POST-TEST
Task 1 (Sentence Box)
SENTENCES

In school, a boy found an old type of notebook with pictures of Filipinos'

journey that made him learn the meaning of life. Each image held clues about the

past, present, and future. He saw the fact that actions matter and part of people’s

ideas are made into useful things. It gave him a new view.

Score:

Task 2-A (Phrase Box)

PHRASES
red bird no context high intensity fresh product viewing spot

frequency
one column right answer the summary adverb of time
count

more compound
other aspect the propaganda fake evidence
examples word

Score:

Recovering for Academic Achievement by Improving instructions through Sustainable Evidence-based learning programs
Task 2-B (Word Box)
WORDS
clause
material elements adjective subordinating
article
clipped identify progressive stereotype
problem
feature technique inverted relationship
Score:

Recovering for Academic Achievement by Improving instructions through Sustainable Evidence-based learning programs
 GRADE
5

Rapid Literacy Assessment Tool-English Learner’s Copy

Name: ______________________________ Age: ___________

Grade & Section: ______________________ Date: ___________

POST-TEST
Task 1 (Sentence Box)

SENTENCES

In school, a boy found an old type of notebook with pictures of

Filipinos' journey that made him learn the meaning of life. Each image held
clues about the past, present, and future. He saw the fact that actions
matter and part of people’s ideas are made into useful things. It gave him
a new view.

Task 2-A (Phrase Box)

PHRASES

red bird no context high intensity fresh product viewing spot

frequency
one column right answer the summary adverb of time
count
the compound
other aspect more examples fake evidence
propaganda word

Task 2-B (Word Box)

WORDS

clause material elements adjective subordinating

article clipped identify progressive stereotype

problem feature technique inverted relationship

Recovering for Academic Achievement by Improving instructions through Sustainable Evidence-based learning programs