EARLY GRADE READING ASSESSMENT TOOL KIT

Philippine Version, September 2010

Student Name:

Grade and Section:

Name of Teacher:

Name of School:

Time Started :_ am/pm

COMPONENT 1. Orientation to Print

Show the child a decodable book.

Read the instructions in the gray boxes below; recording the child’s response before moving to the next instruction.
Enumerator can translate instructions in Tagalog or lingua franca 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 next?

[Child moves finger to left-most word of second line] ○ Correct ○ Incorrect ○ No Response
COMPONENT 2. Letter Name Knowledge

Show the child the sheet of letters in the student stimuli booklet. Say:

Here is a page full of letters of the alphabet. Please tell me the NAMES of as many letters as you can—
not the SOUNDS of the letters, but the names.

For example, the name of this letter [point to A] is “A”

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 & listen to you. Ready? Begin.

Start the timer when the 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 when providing answers as follows:
if the
child hesitates for 3 seconds, provide the name of the letter; point to the next letter and say “Please go on.”
Mark the letter you provide to the child as incorrect. If the student gives you the letter sound rather than the
name, provide the letter name and say: [“Please say 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 the child does not give a single correct response on the first line, say “Thank You!”
discontinue this exercise, check the box at the bottom, and go on to the next exercise.
Example A v L
:

L i h R S y E O n T [10]

i e T D A t a d e w [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]

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 3a: Letter Sound Knowledge

Show the child the sheet of letters in the student stimuli booklet. Say:

Here is a page full of letters of the alphabet. Please tell me the SOUNDS of as many letters as 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”.

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 sound you do not know, I will tell you.
Otherwise, I will keep quiet and listen to you. Ready? Begin.

Start the timer when the 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 when providing answers as follows: if the child hesitates for 3 seconds,
provide the sound of the letter, point to the next letter and say “Please go on.” 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 SOUND 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.
Example A v L
:

L i h R S y E O n T [10]

i e T D A t a d e w [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]

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 3b. Initial Sound Identification

This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read aloud each word twice, and have the student say
the sounds. Remember to model the “sounds: /p/, not “puh” or “pay”. Say:

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 first sound in “mouse” is /m/.
[if the child does not respond correctly, say]: Listen again: “mmmouse”. The first sound in “mouse”
is /m/.

Now let’s try another one: What is the first or beginning sound in “day”? “Day”.
[If the child responds correctly, say]: Very good, the first sound in “day” is / d /.
[If the child does not respond correctly, say]: Listen again: “day”. The first sound in “day” is / d /.

Do you understand?

Read the prompt and then pronounce the target word a second time. Accept only as correct the isolated sound (without
a shwah). If the child does not respond after 3 seconds, mark as “No response” and say the next prompt. Enunciate
clearly; but do not overemphasize the beginning sound of each word.

Early stop rule: If the child responds incorrectly or does not respond to the first five words, say “Thank You!”,
discontinue this exercise, check the box at the bottom of the page, and go on to the next exercise.

What is the first sound in “ ”? “ _” [Read the word twice]

map /mmmmm/ ○ Correct ○ Incorrect ○ No Response

say /sssss/ ○ Correct ○ Incorrect ○ No Response
up /uh/ ○ Correct ○ Incorrect ○ No Response
go /g’/ ○ Correct ○ Incorrect ○ No Response
now /nnnn/ ○ Correct ○ Incorrect ○ No Response (5 words)
can /k’/ ○ Correct ○ Incorrect ○ No Response
fish /fffff/ ○ Correct ○ Incorrect ○ No Response
pot /p’/ ○ Correct ○ Incorrect ○ No Response
run /rrrrrr/ ○ Correct ○ Incorrect ○ No Response
look /llllll/ ○ Correct ○ Incorrect ○ No Response

Check the box if the exercise was discontinued because the child had no correct answers in the first five words:
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 below the line. I will keep quiet and listen to you, unless you need help. Do you
understand? 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. If you’ve already marked the self-corrected
letters as incorrect, circle the letter and go on. Stay quiet, except when providing answers as follow: 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.
Example: cat sick made
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]

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

Show the child the sheet of invented words in the student stimuli booklet. Say:

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”.

Let’s practice: please read this word [point to next word: dif ].
[If the student says “dif”, say] “Very good”: “dif”.
[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 word is “mab”.

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. 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 “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 the next exercise.
Example: ut dif mab
fut lus 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]

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 6a: Oral Passage Reading

Show the child the story in the student stimuli booklet, say,

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 & 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 “Please go on.”. Mark the word you provide to the child as
incorrect.

At 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 You!”, 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. 6

I am seven years old. My brother’s name is Sam. 16
He is five years old. I also have a sister. 26
Her name is Ana. We live in the Philippines. 35
We like to read stories. My father is a farmer. 45
We go to town together every Saturday. 52
My mother sells fruits at the market in town. 61

Very good! Did you understand what you read?

Time remaining on stopwatch at completion (number of SECONDS):

Check this box if exercise stopped due to no correct answers in the first line.