Literacy Assessment

Tools
 Reading Ability Checklist

Literacy Domains Ability Yes No Remarks

Oral Language/Vocabulary  Can my pupils use various language conventions,
Development/Grammar both formal and informal that is appropriate to
context?
 Can my pupils display feelings and emotions
consistent with their ideas through gestures, facial
expressions, eye contact, posture, etc?
 Can my pupils articulate oral abilities with correct
arrangement of words and phrases to create a well-
formed sentences in a language?
 Can my pupils present ideas with style and creativity
using appropriate elements of voice (diction,
inflection, volume, pace)
 Can my pupils sequence ideas and words in a logical
manner with effective transitional words and
connecting ideas?
 Can my pupils stay focus on topic, expresses main
ideas clearly and elaborates with supporting details?

Book and Print  Can my pupils identify the front/middle/back parts of

Knowledge the book?
 Can my pupils identify where they should begin
reading?
 Can my pupils identify the first letter, a word, first
word, last word of the sentence in a story?

Alphabet Knowledge  Can my pupils identify the first letter of their names?
 Can my pupils identify uppercase letters?
 Can my pupils identify lowercase letters?
 Can my pupils write the letters of their names?
 Can my pupils write other letters?

Phonemic Awareness  Can my pupils identify words that rhyme?

 Can my pupils identify words that sound different
from groups of similar-sounding words?
 Can my pupils produce words that rhyme?
 Can my pupils count or clap the number of syllables
in a word?
 Can my pupils identify the first sound of words?

Reading Fluency  Are my pupils reading with accuracy appropriate for

their age or grade level?
 Are my pupils reading rates (number of words per
minute) appropriate for their age or grade level?
 Do my pupils voice tones rise and fall at appropriate
point when reading?
  Do my pupils inflections reflect the punctuation
when reading (i.e voice tone rose near the end of the
question)
 Do my pupils use punctuation to pause appropriately
when reading?

Vocabulary  Can my pupils read most high frequency words

(words that are not common in the reading
textbook)
 Are my pupils able to read only words that are
simple and used in everyday language?
 Are my pupils able to read words that are more
challenging but are used by everyday language by
more mature speakers?
 Are my pupils able to write only words that are
simple and used in everyday language?
 Are my pupils able to write words that are more
challenging but are used in everyday language by
more mature speakers?

Reading Comprehension  Can my pupils identify the main elements of texts

they have read? (characters, setting, main idea)
 Can my pupils answer basic and factual questions
about a text?
 Can my pupils make predictions about what will
happen next in a text?
 Can my pupils make inferences about a text they
have read?
 Can my pupils make connections between their own
background knowledge and texts?
 Balanced Scorecard

Academic Year: ____________________ Grade level ________ Section _______

Teacher’s Name: ______________________________________________________

Date 
Name of Pupils Literacy Domain

Legend:
M = Mastery
D = Developing
N = Not yet

Procedure and Administration:

1. Basic information on the student, teacher and class, including the name of the student and
teacher, the academic year and grade level being taught.
2. The top row of the Balanced Scorecard should include the dates each formative assessment
activity took place.
3. The second row of the Balanced Scorecard should list the reading component that is tested:
letter knowledge (LK), phonemic awareness (PA), reading fluency (RF), vocabulary (V), and
comprehension (C).
4. The first column of the Balanced Scorecard lists the names of the students in the class.
5. In each cell underneath the reading component, the teacher should write the rating for each
student on a particular assessment. The suggested ratings are:
 Not yet: this indicates the student has not yet mastered the reading component being assessed.
 Developing: this indicates the student is able to do some, but not all, of the skills necessary to
master the reading component being assessed.
 Mastery: this indicates the student has mastered all of the necessary skills for the reading
component being assessed
 Assessment for Book and Print Knowledge

Administration and Scoring: The first items are scored 1 point if the child responds correctly and 0 if the child
does not respond correctly. Item 11 and 12 can have a maximum of 2 points (1 point for identifying and 1
point for naming). Select books (3) that are developmentally appropriate for the children.

Puntos
(0 or 1)

1. GAWIN: Iabot ang libro sa bata ng patayo kung saan ang bahaging bukasan ng libro
ay nakatapat sa iyo.
SABIHIN: May titignan tayong libro, at kailangan ko ang tulong mo. Puwede bang
ituro mo sa akin ang harapan ng libro o ang “cover” nito?
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto para sa tamang sagot.

2. SABIHIN: Maaari mo bang ipakita sa akin kung papaano buksan ang libro?
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto para sa tamang sagot.

3. GAWIN: Buksan ang libro sa pahina ___ (kung saan nagsisimula ang kwento)
SABIHIN: Sisimulan kong basahin ang kwentong ito tungkol sa ______.
At nais kong tulungan mo ako. Sabihin o ipakita mo sa akin kung saan
dapat simulan ang pagbabasa ng kwento.
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kapag itinuro ang salita, 0 punto
kung itinuro ang larawan. Kung itinuro ng bata ang unang salita sa unang talata,
huwag nang itanong ang item 4—bigyan na rin ang item 4 ng isang punto.

4. SABIHIN: Ituro mo sa akin kung saan ako dapat magsimulang magbasa.

PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung itinuro ang unang salita ng
kwento.

5. SABIHIN: Saang direksyon dapat patungo ang aking pagbabasa?

PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung sabihin o ituro ng daliri na
dapat magbasa mula kaliwa papuntang kanan

6. SABIHIN: Pagkatapos, saan ko dapat ituloy ang pagbabasa?

PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung sabihin o ituro ng daliri na
bumaba sa susunod na linya simula sa kaliwa (return sweep to the left)

7. SABIHIN: Ituro mo sa akin ang bawat salita na aking babasahin.

GAWIN: Basahin ang buong talata ng dahan-dahan sa tamang bigkas. Huminto pag
kinakailangan, sa natural na paraan, upang matiyak na nakasusunod ang
 bata sa pagbabasa. Siguraduhin na sinusundan ng bata ang iyong
pagbabasa gamit ang kanyang daliri, pero huwag bagalan nang sobra ang
pagbabasa kung saan ikaw na ang sumusunod o naghihintay sa pagturo
ng bata.
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung nasusundan ng pagturo ang
karamihan o halos lahat ng salita.

8. HINDI DAPAT GAWIN: Ituro o sabihin ang bilang ng pahina ng libro.

SABIHIN: Maari mo bang buksan ang libro sa pahina ______? (Magbigay ng
pahina.)
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung tama ang sagot, hal., kung
itinuro ang unang linya, unang letra, o unang salita sa kwento.

9. GAWIN: Manatili sa pahina bilang _______. (Ang ibinigay na pahina kanina.)

SABIHIN: Pumili ka ng isang (1) letra at sabihin mo sa akin kung anong titik o letra
ito.
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung tama ang sagot, hal., kung
itinuro ang huling linya, huling letra, o huling salita sa kwento.

10. SABIHIN: Ngayon naman, pumili ka ng isang salita at basahin mo sa akin ito.
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung nabuksan ng bata sa pahina 3
ang aklat.

11. SABIHIN: Sabihin o ituro mo sa akin kung saan nag-umpisa ang kuwento o ang
unang bahagi ng kwento.
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung nakaturo ang bata ng isang
letra, isa pang punto kung masasabi niya ang pangalan ng letra.

12. SABIHIN: Ngayon naman, pumili ka ng isang salita at basahin mo sa akin ito.
PAGBIGAY NG PUNTOS: Bigyan ng 1 punto kung nakaturo ang bata ng isang
salita, isa pang punto kung mabasa niya ang salita.

Total Score: /14

  Assessment for Oral Language/Vocabulary

Assessment Guidelines for Expressive Language (Speaking): First –Third Grade Procedure

1. During the normal classroom routine observe individual children using expressive language
(speaking) in both large groups and small groups.
2. Identify four or five students to observe closely for a period of time using the Expressive Language
Rubric. Continue until you have assessed each child in your classroom
3. After completing the information at the top of the rubric:
record the individual focus child’s name,
record the names of group participants,
describe the context of the observation (i.e. small group discussion of informational text or
compare/contrast of two versions of a fairy tale, large group science reports),
and record on the rubric the qualities the student demonstrates in the oral interaction.
4. Utilize the expressive language rubric throughout the year in a variety of contexts and with several
groupings of students.
5. Record the student’s level(s) of performance on the student’s profile.
6. Analyze the marked rubric(s), place in the student’s portfolio and use as a guide when making
instructional decisions.

Analysis

Analysis of the student’s expressive language (speaking) performance will provide further information.
The following questions about the student’s performance will help in designing instruction:
• Is this experience typical of this child’s speaking?
• How is this experience similar to other expressive language interactions?
• Does the context and participants allow this student to demonstrate her/his strengths in oral
language?
• What further experiences are needed to gain a better understanding of this child’s speaking
abilities?
Rubric for Oral Language Assessment
  Assessment for Letter Knowledge

Paggawa: Bigyan ang bata ng listahan ng mga letra/titik at sabihin:

 Sabihin: Tumingin tayo ng mga letra.
 Tanungin ang bata: Pwede mo bang ituro ang bawat letra sa listahang ito at sabihin sa akin
ang pangalan nito?
 Magtanong ng iba pang katanungan kung di makasagot ang bata
1. Alam mo ba ang pangalan ng letrang ito? Anong ang tunog nito?
2. May alam ka bang salita na nagsisimula sa letrang ito?
 Kung ang bata ay tila mayroon pa ring pag-aalinlangan , ituro ang unang letra nga
kanyang pangalan at itanong: Anong letra ito?

Puntos: Lagyan ng I puntos ang kahon sa tabi ng letra kung ang bata ay makapagsabi ng
anuman sa mga sumusunod.)
 ang pangalan ng letra sa sarili man niyang wika o sa wika ng pagtuturo (Ingles o Filipino)
 anumang tunog ng letra na masasabing tama o akma sa sarili man niyang wika o sa wika ng
pagtuturo (Ingles o Filipino)
 Sagot katulad ng: “Halimbawa,____” kung saan nagbigay ang bata ng salita kung saan ang
letrang tinutukoy ay ang unang letra ng salita
Ang mga numerong nakasulat sa kulay abo ay ang kabuuang numero ng mga letra/titik sa bawat
linya; nilagay ito para mapadali ang pagbilang kung ilan ang tamang letra/titk.
E L V G P
S B Q R D
H W Ñ K U
N T A X J
C Z M F O
I Y NG
B L w g d
H P q r e
Ng V a f u
M T x y i
J Z o k n
C Ñ s
LETTER TEST SCORING SHEET
Student name: _____________________ Student number: ___________________

UPPER CASE
Row 1 E___ (1) L___ (2) V___ (3) G___ (4) P___ (5)

Row 2 S___ (6) B___ (7) Q___ (8) R___ (9) D___ (10)
Row 3 H___ (11) W___ (12) Ñ ___ (13) K___ (14) U___ (15)
Row 4 N___ (16) T___ (17) A___ (18) X___ (19) J___ (20)

Row 5 C___ (21) Z___ (22) M___ (23) F___ (24) O___ (25)
Row 6 I___ (26) Y___ (27) NG___(28)

Total UPPER CASE letters read correctly: _____

LOWER CASE
Row 1 b___ (1) l___ (2) w___ (3) g___ (4) d___ (5)

Row 2 h___ (6) p___ (7) q___ (8) r___ (9) e___ (10)
Row 3 s___ (11) v___ (12) a___ (13) f___ (14) u___ (15)
Row 4 ng__ (16) t___ (17) x___ (18) y___ (19) i___ (20)

Row 5 j___ (21) z___ (22) o___ (23) k___ (24) n___ (25)
Row 6 c___ (26) ñ____ (27) m___ (28)

Total LOWER CASE letters read correctly: _____

TOTAL LETTERS SCORE (UPPER + LOWER CASE TOTALS): ________

  Assessment for Comprehension

Administration
1. Give the student the selected passage.
2. Place the assessor’s passage on a clipboard in front of you, and shield it so the student cannot
see what you record.
3. Say: When I say 'begin,' start reading aloud at the top of this page. Read across the page.
(POINT). (Kapag sabihin kong “simula,” magsimula kang magbasa ng malakas mula sa unang
bahagi ng pahina. Basahin mo ang mga salita sa buong pahina.)
4. Say: Try to read each word. If you come to a word you don't know, I'll tell it to you. Be sure
to do your best reading. Do you understand what I want you to do? (subukan mong basahin
ang bawat salita. Kapag umabot ka sa isang salita na hindi mo alam, sasabihin ko ito sa iyo.
Basta’t gawin mo ang iyong pinakamahusay na pagsubok sa pagbasa. Naintindihan mo ba ang
gusto kong gawin mo?)
5. Say: 'begin' (simula) and start your timer when the student says the first word. If the student
fails to say the first word of the passage after about 3 seconds, tell them the word and mark it
as incorrect, then start your timer. (IF THE CHILD STOPS READING BEFORE THE END OF
THE PASSAGE, TELL THE CHILD TO KEEP READING). Show the child where you mean if
necessary.
6. Follow along on your copy. Put a slash (/) through words read incorrectly (see scoring
procedures).
7. At the end of 1 minute, place a bracket (]) after the last word. Allow the pupil to finish the
passage. Continue marking which words are read incorrectly.
8. When the child has finished the last sentence on the assessor’s passage, say: Please stop.
Thank you. (Salamat. Pakitigil mo na ang pagbasa.)
9. If at the end of one minute a pupil has read less than 4 words correctly and the child is
struggling, stop the child, place a straight edge under the first line and say: Now I want you to
look at the rest of this line. Can you read something from this line? Do you see any words
you know? Look and say the words you know. (Ngayon, pakitignan mo muna ang linyang ito.
 May nababasa ka bang salita mula sa linyang ito? May nakikilala ka bang salita dito? Tignan
mo at sabihin mo ang mga salitang nababasa o nakikilala mo.)
a. After the child responds, move the straight edge to the next line and repeat this
prompt. Continue for each line in the story. If, however, the child is still unable to
read any words, stop moving line by line and ask if he/she can read any more words
on the page.
b. On the Record Sheet, circle the words that the child is able to read (the child must
point to the word and say what it is). If the child still struggles, stop here, there is no
need to ask the child word by word to tell you he/she cannot read the passage.
10. Comprehension questions: say to the child: Now I am going to ask you some questions about
what you read. You may look back in the story for the answers. (Ngayon may ilang akong
tanong tungkol sa nabasa mo. Maaari mong tignan muli ang pahina kung gusto mo para sa
sagot.)
11. Ask each of the comprehension questions. Write the child’s response on the score sheet.
12. If the child has been unable to read, take a moment to read him/her the passage. Then ask
him the comprehension questions. Be sure to tick the box: “Comprehension questions asked
after assessor read passage” on the score sheet.
Listening to children read and recording their progress: To ensure that all assessors are
counting children’s correctly read words in the same way, review the listen rules below with all
who will be assessing the children. Try them on each other as you familiarize yourself with the
tools prior to the pilot. These examples are in English, so for those assessing in other or several
languages, discuss the common mistakes that children in your context make when reading these
languages.

Rule 1: Correctly read words are pronounced correctly. A word must be read correctly given
the context of the sentence. For example:
 The word "read" must be pronounced "reed" when presented in the context of: "He
will read the book." Not as "He will red the book."
 The word "lead" must be pronounced "led" when presented in the context of: "She
picked up the lead pipe." Not as "She picked up a leed pipe."

Rule 2: Self-corrected words are counted as correct. Words misread initially but corrected
within 3 seconds are counted as correctly read. For example: "The river was cold." read as: The
river was could...(2 seconds)...cold. [4 correctly read words]

Rule 3: Repeated words are counted as correct. Words said over again correctly are ignored. For
example: "Ama ran swiftly" read as "Ama ran...Ama ran swiftly." [3 correctly read words]

Rule 4: Dialect. Variations in pronunciation that are explainable by local language norms are not
errors.

Rule 5: Inserted words are ignored. When a pupil adds extra words, they are not counted as
correct words nor as reading errors. For example: "Yaw was happy." read as "Yaw was very
happy." [3 words correctly read]

Rule 6: Mispronounced or substituted words are counted as incorrect. For example: "Yaw
wanted a new hat." read as "Yaw want a new hat." [4 correctly read words]
Rule 7: Omitted words are counted as errors. For example: "Kofi climbed the tall tree." read as
"Kofi climbed the tree." [4 correctly read words]

Rule 8: Hesitations: When a pupil hesitates or fails to correctly pronounce a word within 3
seconds, the pupil is told the word and an error is scored. For example: "Dede saw an elephant."
read as "Dede saw an ...(3 seconds)" or "Dede saw an ell-ee...(3 seconds)" At this point the
examiner says, "elephant" [3 correctly read words]

Rule 9: Reversals: When a pupil transposes two or more words, those words not read in the
correct order are errors. For example: “Mensa ran quickly." read as "Mensa quickly ran." [1
correctly read word]

Rule 10: Numbers written as numerals are counted as words and must be read correctly within
the context of the passage. For example: "Mensa had 13 balls." read as "Mensa had thirteen
balls." [4 correctly read words]; not as "Mensa had one three balls." [3 correctly read words]

Rule 11: Abbreviations are counted as words, and must be read correctly within the context of
the sentence. For example: "Mr. Poku went to the farm." should be read as "Mister Poku went to
the farm." [6 words]
 Kahusayan sa salitang Binasa at Talaan ng Pagkakaayos

Unang Baitang sa Pagbasa ng Sipi

Pangalan__________________________ Paaralan ___________________________

UNIQUE ID Number:____________________ Baitang________ Petsa____________

Passage #1
Ang Aking Pamilya
1 2 3

Ako si Isko. Ako ay may masayang pamilya. Si Tatay ay nagtratrabaho sa bukid. Si Nanay ay nagtitinda
sa
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
palengke. May tatlo akong kapatid. Si Ate Nena ang panganay. Masipag siyang magbasa. Si Kuya Dado
ang kasunod.
23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Mahilig siyang tumulong kay Tatay sa bukid. Si Ate Maria ang sinundan ko. Madalas kaming maglaro ng
bahay-bahayan.
41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58

Mga Tanong Pang-Unawa:

1. Saan nagtratrabaho ang tatay ni Isko? (sa bukid = 1)

2. Ilan ang kapatid ni Isko? (tatlo = 1)
3. Ano ang pangalan ng Kuya ni Isko? (Dado = 1)
4. Sino ang kalaro ni Isko ng bahay-bahayan? (Maria = 1)

Bilang ng tamang salita kada minuto : _____________

Kalahatang bilang ng tamang salita : _____________
Porsyento ng tamang salita (#/50) : _____________
Pagkakaintindi : ___________
Pagkakaintindi sa mga katanungan na itinanong pagkatapos basahin : 
 Kahusayan sa salitang Binasa at Talaan ng Pagkakaayos

Unang Baitang sa Pagbasa ng Sipi

Pangalan__________________________ Paaralan ___________________________

UNIQUE ID Number:____________________ Baitang________ Petsa____________

Passage #1
Si Juan Tamad
1 2 3

Si Juan na yata ang pinakatamad na lalaki sa mundo. Mula pa sa kanyang pagkabata, kinatamaran na niya
ang maligo.
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Kinakailangan pa siyang kaladkarin ng kanyang ina para paliguan. Tamad din siyang magpalit ng damit.
May panahon na
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41
umaabot ng ilang araw o isang linggo bago siya makapaligo o makapagpalit ng bagong suot. Ngunit may
isang bagay na
42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61
hindi kinatatamaran si Juan. Ito ay ang pagtulog. Kung siya lang ang masusunod, matutulog na lang siya
buong araw at
62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81
buong gabi. Isang araw, inutusan si Juan ng kanyang ina na pumunta sa gubat upang manguha ng kahoy
na panggatong.
82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101
Mabigat man ang kanyang loob, bumangon si Juan mula sa kanyang higaan upang magtungo sa
kagubatan. Pagdating
102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
niya sa kakahuyan, nakita ni Juan ang isang puno ng bayabas na may nahihinog na bunga. Tinamad si Juan
na lundagin
119120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139
ang mga bunga o akyatin ang puno para pitasin ang bayabas. Sa halip, nahiga si Juan sa ilalim ng puno, at
naghintay na
140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161
162
bumagsak ang bunga sa kanyang nakangangang bibig.
163 164 165 166 167 168 169

1. Ano ang gawain na kinatamaran ni Juan mula pa sa kanyang pagkabata? (maligo)

2. Sino ang kumakaladkad kay Juan para paliguan? (ina/nanay=1)
3. Ano ang isang bagay na di kinatatamaran gawin ni Juan? (matulog)
4. Ano ang pinakukuha ng nanay ni Juan sa gubat ? (kahoy, panggatong = 1)

Bilang ng tamang salita kada minuto : _____________

Kalahatang bilang ng tamang salita : _____________
Porsyento ng tamang salita (#/50) : _____________
Pagkakaintindi : ___________
Pagkakaintindi sa mga katanungan na itinanong pagkatapos basahin : 
  Assessment for Vocabulary Development and Word Recognition (Most used
words)

Administration

Sabihin: Nais kong basahin mo ng malakas ang mga salita sa listahan ko. Ito ay mga salita na
galing sa inyong textbook o libro. Ituro mo at sabihin sa akin ang mga salita.
Kung ang bata ay mayroon pa ring pag-aalinlangan, itanong sa bata, “meron bang salita sa listang ito na
kilala mo o mababasa mo? Paki-sabi mo sa akin ang mga salitang ito na alam mo nang basahin.”
Ulitin ang tanong kung kinakailangan upang ma-engganyo ang bata na magpatuloy sa pagbasa. Kung
makakatulong, ibigay ang direksyon o tanong sa sariling wika ng bata.

Puntos

Bigyan ng puntos ang bata sa bawat tamang salita na mabasa, sa anumang pagkakasunod-sunod niya
mabasa ang mga ito. Bilanging tama ang pagkabasa ng salita kung sa simula’y mali ang pagkabasa ngunit
matapos ng ilang sandali ay gagawin niyang tama ang pagkabasa ng walang nagtuturo sa kanya (if the
child self-corrects). Sa papel na hawak na gamit ng nag-aassess para itala ang mga puntos (scoring
format), lagyan ng 1 ang bawat salita na mabasa ng tama; lagyan ng 0 ang mga salitang hindi nabasa o
mali ang pagkabasa. Bilangin ang kabuuang bilang ng salita na nabasa ng tama at itala sa huling kolum.
Filipino
kung ____ (1) ako ____ (11)
guro ____ (2) pagpapakilala ____ (12)
sulat ____ (3) ayon ____ (13)
tao ____ (4) papel ____ (14)
sila ____ (5) huni ____ (15)
may ____ (6) mo ____ (16)
titik ____ (7) isang ____ (17)
salita ____ (8) ito ____ (18)
hayop ____ (9) bawat ____ (19)
po ____ (10) pagsulat ____ (20)
total

Filipino version 2
kung ____ (1) inyong ____ (11)
guro ____ (2) pagpapakilala ____ (12)
sulat ____ (3) ayon ____ (13)
tao ____ (4) papel ____ (14)
sila ____ (5) huni ____ (15)
may ____ (6) nang ____ (16)
titik ____ (7) isang ____ (17)
salita ____ (8) ibigay ____ (18)
hayop ____ (9) bawat ____ (19)
tunog ____ (10) pagsulat ____ (20)
total
  Assessment for Phonological awareness (Rhyming)

Administration

Identify the pictures in each row and remind students to draw a circle around the picture in each
row whose name rhymes with the name of the first picture, but provide no other assistance.

Sample:

Put your marker/pointer under the row that begins with a ring. Ring is the name of the first picture.
Now point to each of the other three pictures in a row as I say their names: ball, king, shoe. Which
picture name - ball, king, shoe – rhymes with ring. The answer is king. They both have an ‘ing’ sound.

Analysis

A score of 8 out of 10 indicates a good grasp of rhyme. Scores lower than that suggest the need for
additional work in the area. If students do poorly, it may be because they have little experience with
rhyme or because they find the terminology confusing.
  Assessment for Phonics and word recognition
Administration

Give one copy of the Phonics inventory to the student and one copy for marking. Mark each
response with a check (/) for correct or with a check with a tail (or an x) for incorrect.
Say: I am going to ask you to read a list of words to me. Some of the words may be hard for you, but
read as many as you can.

Interpretation

Each level represent word patterns:

Items 1-10 = short vowel patterns
Items 11-20 = short vowel with clusters (blends)
Items 21-30 = long vowels
Items 31-40 = r vowels
Items 41-50 = other vowels
*Long vowels are subdivided into final -e (21-25) and vowel digraphs (26-30).
Phonics Inventory Form A
Phonics Inventory Form B
Phonics Inventory Form C
  Matching Beginning Sounds

Administration

Say: I am going to say some words and I want you to listen carefully and tell me the first sound you
hear in each word. If I say the word sun, you would tell me you hear /s/.
Administer the test items.

Interpretation
A score of 8 out of 10 is adequate. If students get fewer than 5 items correct, provide additional
instruction in this skill.
  Word segmentation

Administration

Say: I am going to say a word. After I say the word, I want you to say its sounds. For example, if I say
see, you would say the two sounds in see. You would say /s/ and /ee/, see. If I say hat, you would say
the three sounds in hat. You would say /h/ /a/ /t/, hat.

Interpretation
A score of 8 out of 10 is adequate. If students can segment two phonemes but not three, this
indicates an understanding of the task but they may have difficulty with the finer discrimination and
memory needed to segment three sounds.