Republic of the Philippines Sk Department of Education g 4 Region VII, Central Visayas & } DIVISION OF NEGROS ORIENTAL Bs) Dumaguete City September 11, 2013 DIVISION MEMORANDUM No. 244 _, 8.2013 CONDUCT OF ORAL READING VERIFICATION PROGRAM IN ENGLISH FOR ELEMENTARY LEVEL To: Education Program Supervisors District Supervisors/District In-Charge Elementary School Administrators 1. This office announces the conduct of Quarterly Oral Reading Verification in English for Elementary Level. This activity is to be consistently conducted to sustain the Division and Regional Every Child a Reader Program (ECARP) that supports the thrust of the Department of Education to make every child a reader and writer at his/her grade level. It is also supporting the attainment of Education for All (EFA) targets of universal school participation and elimination of dropouts and repetition in the first three grades. 2. It is to be administered quarterly to elementary pupils from Grades III to VI. A unified format for the guidelines & templates should be followed in submitting ORV results. 3. Examiners for a certain grade level are the teachers of the next grade level, ie. grade two teachers to conduct the examination for the grade one pupils and so on, while grade one teachers will conduct the examination for grade six pupils. 4, Attached are the guidelines, templates and reading passages to be used for the first quarter. The remaining passages for the 2"! to 4"" quarters will be provided after every quarterly exam. 5. The expenses for reproduction and intervention activities are chargeable against Division MOOE/ School MOOE and other available funds subject to the usual accounting and auditing rules and procedures 6. Immediate dissemination of the Memorandum to all concerned is highly desired. SALUSTIANO T, JIMENEZ, Li. ‘Schools Division Superintendent},GUIDELINES ON ORAL READING VERIFICATION (ORV) PROGRAM FOR ELEMENTARY LEVEL Operating principles 1. The ORV shall be administered every one week after the written periodic tests in the four rating periods. 2. Examiners for a certain grade level are the teachers of the next grade level, i. grade two teachers to conduct the examination for the grade one pupils and so on, while grade one teachers will conduct the examination for grade six pupils. The arrangement would motivate the next grade teacher to conduct the test more effectively to upils/students who would be their learners in the next school year. The texts to be used for grades I & II pupils must be in Mother tongue and English texts for grades III to VI. 3. The ORY test shall consist of the words/vocabulary from the text or reference books of the grade level and rating period, webbed or composed differently from the original page, into sentences and paragraphs which contents are within the experience level of the pupils or according to the diseretion of the Division supervisors. 4. The ORV test shall include three or five comprehension questions for grades I and Il, five or seven ‘comprehension questions for grades III-VI. 5. The rating shall be descriptive and impressionistic, ic. with letter representation (see attached indicators ‘to further explain this.): ‘A- can read fluently with comprehension/ excellent reader, excellent comprehension B.- reads haltingly with comprehension/ slow reader, good comprehension C--cam read fluently with little or no comprehension fast reader, poor comprehension D- reads haltingly with little or no comprehension/ slow reader, poor comprehension E- non reader / cannot read or syllabic reader 6. Similarly, this type of examination could be conducted by the school principals, district supervisors, and education supervisors at the school, district or division level during their supervisory visits, utilizing their own Prepared oral examination pieces. Regional supervisors will have to validate the results/ORV data submitted by the divisions during their visit. 7. School principals are required to advise their teachers to create a corner for Reading Quadrants in their classrooms with the names of all their pupils written on it classified under different quadrants based on their reading level. Pupils’ names will eventually be transferred to the next quadrant as he improves his reading level, and so on. This technique will motivate children to strive harder to improve his reading skills.How to determine pupil's ORV descriptive rating: Tadicators Rating ‘Comprehension Reading Fluency/Word Recognition “Can read independently ‘A: Can read fluently with Commits only 1 with ease without the help and comprehension! Ist Quadrant Excellent Reader, Excellent Comprehension error or unable to answer only 1 comprehension question guidance of the teacher -Only 1 or 2 miscues (word recognition errors) are committed -The pupil is free from tension, ~The pupil reads with rhythm and with conversational tone and interprets punctuation correctly. B - Reads haltingly with Commits only 1 -The pupil commits 3 or more comprehi error or unable to miscues (word recognition errors) in (2nd Quadrant answer only 1 reading such as mispronunciation, Slow reader, comprehension substitution, insertion, omission, ‘Good Comprehension question repetition, reversal, and refusal to pronounce the word. ~The pupil may or sometimes ‘may not interpret punctuation correctly. C-Can read fluently with Commits 2 or -Can read independently Tittle or no comprehension! more errors or with ease without the help and 3rd Quadrant - unable to answer guidance of the teacher Fast reader, 2or more “Only 1 or 2 miscues (word Poor Comprehension comprehension recognition errors) are committed questions ~The pupil is free from tension. The pupil reads with thythm and with conversational tone and interprets punctuation correctly. D- Reads haltingly with little Commits 2 ot ~The pupil commits 3 or more or no comprehension/ more errors or miscues (word recognition errors) in (th Quadrant unable to answer reading such as mispronunciation, Slow reader, 2or more substitution, insertion, omission, Poor Comprehension comprehension repetition, reversal, and refusal to questions pronounce the word. ~The pupil may or sometimes ‘may not interpret punctuation correctly. E- Cannot read Incapable of -The pupil is unable to recognize and Syllabic reader answering. sound out letter-sound connections for comprehension single consonants and some consonant questions since blends. The pupil is unable to blend he cannot read consonants and vowels in simple one word (eve, ceve, evee) patterns. ~The pupil is unable to distinguish among long and short vowels. -The pupil reads syllable by syllable.ORAL READING VERIFICATION TEST IN ENGLISH (CLASS RATING SHEET School: Grade/Section: Quarter: District Rating (Pls. check the pupil's reading level) INDEPENDENT INSTRUCTIONAL FRUSTRATION | NON-READER Asai B/Q2 c/03 b/aa E Name of Pupils Read Feniy | Res Tain Teasing wT ‘womp cost | w Comp (Siow | Rls Fenty w! | Rs sr no comp / cannttess/ Reader Exeten | Rewer Good” | HRIEON |S Reger oor Ganmanrese | Corres | Comprehension | COmlFas | Teer Comprehension | Total Examiner ‘School HeadORAL READING VERIFICATION TEST IN ENGLISH ‘SCHOOL READING PROFILE Quarter: Rating. (Pls. check the pupil’s reading level) Hof INDEPENDENT INSTRUCTIONAL FRUSTRATION NON- Pupils READER tested Cad ‘A/a B/e2 jes 0/08 E ‘Reads Fenty Reads Hal ead Wa Wiconputsclent | wicomp./ stow | Retds Fenty w/ | Siren Reader Exedllent | Render,Good | GHCOUN® 4, | comp./siow | Coo tead/ Conprtaie | Comrtoion | Ceca | Reno | Mane Total ‘School English Coordinator ‘School HeadORAL READING VERIFICATION TEST IN ENGLISH DISTRICT READING PROFILE BY GRADE LEVEL Quarter: Rating (Pls. check the pupil’s reading level) Hof INDEPENDENT INSTRUCTIONAL FRUSTRATION ‘NON- Pupils READER tested be) asoa ea | CCas 0/08 E Reads Featly | Reads Haig ends vatingly wiomp/tectint | wiomp tsi |Seaeicntyw/ | Whip orns” | ce mea ReadrsExcteat | Reader, Good” | UCOPND || Comp Stow motes Comprehension | Comprehension | CO™ nde | Reader, Poor syfabie L Comorehension | compechension Total Prepared by: Noted by: District English Spectalist/Coordinator District SupervisorORAL READING VERIFICATION TEST IN ENGLISH CONSOLIDATED DISTRICT READING PROFILE Rating (Pls. check the pupil's reading level) fof | INDEPENDENT INSTRUCTIONAL FRUSTRATION | NON- Pupils READER tested coe a/aa B/an cea jaa € Reads Floenily | Reads Halth eats Hating wicompfEseieat | w/Comp./ Siow | Reeds lve w/ | ae orn ReaderyBxcelent | Reader, Good” | MSkerNe | Copsiow | Cat Ren! ‘Comprehension | Comprehension | CO ler. | ender, Poor —_ _| Sew comprehension | Pent owaon | _ Reser [Total Prepared by: Noted by: District Supervisor English Specialist/CoordinatorRepublic of the Philippines Department of Education Region VU, Central Visayas DIVISION OF NEGROS ORIENTAL Dumaguete City Oral Reading Verification in Grade It SY 2013-2014 1" Quarter Prompt: __ In this selection, find out how much the children have grown. Are You Growing “Hello, children!” greeted Miss Roldan, the school nurse. “Let's see how much you have grown. We will use the measuring tape for your height and the weighing scale for your weight. Record your own height and weight.” After a while, Rommel exclaimed. “Hurrah! I'm two centimeters taller and one kilo heavier now.” No. of words: 52 Questions: Answers: 1. Who is the schoo! nurse? Ms. Roldan 2. What is used in taking one’s height? Measuring tape 3. What did she want the children to know? If they are growing 4, How do you think did the nurse feel about Rommel's growth? Happy, glad 5. If Rommel was 25 kilos a month ago and gained a kilo, how many kilos is he now? 26 kilos 6. How will you know you are growing? My clothes are getting tighter. I'm getting bigger. I'm heavier. | become tall 7. What will you do if you want to become taller and heavier? | will eat balanced diet. | will have enough sleep and exercise. will eat go, glow, grow foods.Are You Growing “Hello, children!” greeted Miss Roldan, the school nurse. “Let's see how much you have grown. We will use the measuring tape for your height and the weighing scale for your weight. Record your own height and weight.” After a while, Rommel exclaimed. “Hurrah! I'm two centimeters taller and one kilo heavier now.” No. of words: 52Prompt: Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF NEGROS ORIENTAL Dumaguete City Oral Reading Verification in Grade IV SY 2013-2014 1* Quarter What do you do to help Mother and Father at home? Let's find out how the members of the family in the story help each other. Working Together “Remember, working together is rewarding.” Meriam hummed a tune as she helped mother arrange the neatly ironed clothes. “One more and we are off,” Joseph told Meriam as he was folding the last shirt. “When Father comes home from work we can take these clothes to Mrs. Balmes,” said Mother. “Then we will have good dinner,” shouted Meriam and Joseph. No. of words: 60 Questions: a 2. What did Meriam do as she helped Mother? Answer: She hummed a tune. For whom did the family work? Answer: Mrs. Balmes: . Why did the children expect a dinner? Possible Answers: Mother would get paid and buy food. They have helped Mother and Father with the work. }. How does Mother help Father earn a living? Possible Answers: ‘Washing and ironing clothes . What can be the reward for hard work? Possible Answers: joy, happiness, money, good food, nice dress. How can each member of the family make work light and easy? Possible Answers: By helping each other By working together By doing assigned work on time By cooperating . Ifyou were Joseph, would you help Mother and Father? Why? Possible Answers: Yes, to make them happy. Yes, to make work lighter and easier.Working Together Meriam hummed a tune as she helped mother arrange the neatly ironed clothes. “One more and we are off,” Joseph told Meriam as he was folding the last shirt. “When Father comes home from work we can take these clothes to Mrs. Balmes,” said Mother. “Then we will have good dinner,” shouted Meriam and Joseph. “Remember, working together is rewarding.” No. of words: 60a Republic of the Philippines ee se Department of Education iS Is) Region VII, Central Visayas. J) _ DIVISION OF NEGROS ORIENTAL LO Dumaguete City Oral Reading Verification in Grade V SY 2013-2014 4* Quarter Prompt: Have you ever been left alone in a dark room? In the story you are going to read, find out how the boy felt when left alone. Alone in the Dark It was Saturday evening. Alex's Mother went to Aunt Gigi’s house. Alex decided to stay home. After watching television, he started fixing his room getting ready for bed. Suddenly, the lights went off and the house was in darkness. Alex thought he saw something move by the window. Then, something hairy touched his feet. As he screamed, the lights were on again. Alex saw a mouse scampering the stairs. No. of words: 70 Questions: 1. When did the story happen? ‘Answer: Saturday evening 2. Where did Alex's mother go? Answer: to Aunt Gig’s house 3. Why did Alex decide to stay in the house? Possible Answers: He preferred watching tv. He was lazy to get out of the house. He did not like to go to Aunt Gigi’s house. . How did Alex feel when the lights went off? Possible Answers: afraid, scared . Is there a good reason for Alex to be afraid? Why? Possible Answers: No, because he only imagined things, No, because it was only a mouse. » 2Yes, because it was dark. Yes, because he was left alone in the house. 6. Is the title a suitable one? Answer: Yes, because it tells about the experience of a boy left alone in the house on a dark night. 7. If you were left alone in the house and the lights went off what would you do? Possible Answers: | would look for a flashlight, a candle or a lamp. | would lock the door securely. | will ight a candle/lamplete | will shout,Alone in the Dark It was Saturday evening. Alex's Mother went to Aunt Gigi’s house. Alex decided to stay home. After watching television, he started fixing his toom getting ready for bed. Suddenly, the lights went off and the house was in darkness. Alex thought he saw something move by the window. Then, something hairy touched his feet. As he screamed, the lights were on again. Alex saw a mouse scampering the stairs. No. of words: 70Republic of the Philippines Department of Education Region VI, Central Visayas % 4 Xe 4 DIVISION OF NEGROS ORIENTAL x on Dumaguete City Oral Reading Verification in Grade VI SY 2013-2014 4° Quarter Prompt: Can you imagine blade of grass talking to God? Woll, they did. Find cout what they told God. Best to Forget One day some blades of grass were standing before God. God asked them to report what they did in life. They related proudly the good things they have done. God saw a very quiet little blade of grass. God asked, “What good things have you done, Little One?” The little blade of grass shyly answered, “I can't remember anymore the good things | have done.” God lovingly said, “Oh, best little blade of grass!” No. of words: 75 Questions: 1. What did God ask the blades of grass? ‘Answer: to report what they did in life 2. What statement tells that the little blade of grass was ashamed to speak up? ‘Answer: One litle blade of grass was very quiet. 3. Was God pleased with the little blade of grass? What made you say so? Possible Answers: Yes, because God said, "Oh, best little blade of grass!” Yes, because God praised the little blade of grass. 4. Towhat can you compare the blades of grass in the story? Why? Answer: To people because they behave in different ways. 5. Ifthe blades of grass were people, what can you say about them? Possible Answers: Some are humble. Others are proud6. Whatis the lesson of the story? Possible Answers: Be humble. Don't be proud. Don't brag about the good things you have done. 7. Ifyou were standing before God and asked you for the good things you have done, what would be your answers? Possible Answers: | gave alms to a hungry beggar. I shared my “baon” with my classmate. Iran errand at home. | accompanied my little brother to school. I did not quarrel with my sister.Best to Forget One day some blades of grass were standing before God. God asked them to report what they did in life. They related proudly the good things they have done. God saw a very quiet little blade of grass. God asked, “What good things have you done, Little One?” The little blade of grass shyly answered, “I can’t remember anymore the good things | have done.” God lovingly said, “Oh, best little blade of grass!” No. of words: 75