ABC+: Advancing Basic Education in the Philippines

BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)

Grade 1 Mother Tongue Administration Guide

I. Orient your home learning partners on BoSY CRLA

 Set a meeting with your home learning partners individually or as a group prior to conduct of BoSY CRLA.
 Explain to them the importance of the activity and how they can help make it a success in the language they
understand best. Refer to the sample script below for guidance. Write down/type in the translations in the
second column.
English HLPs’ Language: _______________
Thank you for making time for this meeting. I would like
to inform you that I will be conducting the Beginning of
School Year Comprehensive Rapid Literacy Assessment
or CRLA soon.
The Beginning of School Year CRLA is a quick
assessment of your child’s current (mention Mother
Tongue here. Example: Central Bikol) reading ability. It
takes an average of 5 minutes to conduct this assessment.
Knowing your child’s current reading ability will help me
help your child learn how to read better. I can design
lessons and activities for them that will help them learn
and master skills they need to be able to move on to the
next level. This activity is NOT graded.
It is important that I obtain their most authentic current
reading ability. To do this, I need your help.

This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 1
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

English HLPs’ Language: _______________

Before the assessment, please tell your child the
following:
1. Your teacher is going to see you on (day) at (time)
for a short period.
2. You will be chatting and playing simple word
games together.
3. I want you to do your best and have fun at the
same time.
4. Remember, it is okay to make mistakes.
It is important for your child to be happy and excited
about the activity so they can give their best.
On the day of the assessment, please make sure of the
following:
1. Your child is well-rested.
2. Your child is well-nourished.
3. Your child has drinking water within reach.
4. Your child has a quiet and well-lit space for the
duration of the assessment. If possible, the child
should be alone in the room.
If you are in the same room as your child during the
assessment, your child might get self-conscious as they
naturally want to please you. Being their primary
caregiver, your child might also rely on you for help with
the tasks and/or seek validation. These will hinder me
from obtaining their most authentic current reading
ability. I am therefore requesting you to stay in another
room during the conduct of the CRLA.
English HLPs’ Language: _______________
If a separate room for your child is not possible, please
maintain enough distance between you and your child.
Do not, at any point, interfere. Should your child look to
you for help, please give them a reassuring smile and
direct them to focus on me again. A simple hand motion
pointing to me will do. For online administration, you
should only interfere during technical difficulties such as
frozen computer screen, audio problems, and the like.
Do you have any questions?
What the is best day and time for this CRLA?
Remember, I need to obtain your child’s most authentic
current reading ability so I can help them learn how to
read better. This activity is NOT graded.
 Note well:
- Send them the following reminders before the assessment:
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 2
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

a. Day and time of assessment

b. Tips on how to prepare their child emotionally and physically
c. Tips on how to prepare their child’s environment for the assessment
- DO NOT show them or give them a copy of the BoSY CRLA tool.
- DO NOT describe the tasks to them.
- The BoSY CRLA was developed using a meticulous process to ensure a standardized, accurate, and
authentic measure of children’s reading levels. To maintain the integrity of BoSY CRLA, we are
requesting you NOT to share the BoSY CRLA Package and Administration Video Explainer to your
home learning partners.

II. Prepare for the BoSY CRLA

Practice:
 Study the administration procedure using the Administration Video Explainer here
https://bit.ly/abcplus_RLAadminguideMTF and this Administration Guide as reference.
 Simulate the administration procedure with colleagues several times for mastery. Mastery of the administration
procedure will give you confidence in administering the assessment and ensure its smooth flow.

Print the following documents and bring them to the assessment with you:
 Grade 1 Mother Tongue Administration Guide
 Grade 1 Mother Tongue Learner Sheet

For FACE-TO-FACE administration, it is best to laminate the Learner Sheet so it can be easily disinfected
after every use.
For ONLINE administration, prepare the Learner Sheet in PowerPoint Presentation.
 Grade 1 Mother Tongue Scoresheet

 Grade 1 Class Record Sheet

This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 3
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

Make sure you also have the following with you during the assessment:
 Pencil and eraser
 Drinking water

III. Administer the BoSY CRLA

 Make sure the child is in a quiet and well-lit space. If possible, ask the home learning partners to stay in
another room.
 Establish rapport with the child by talking to them in the language they understand best. Refer to the
sample script below for guidance. Write down/type in the translations in the second column.
English Child’s Language: _______________
Hi, (child’s name). How are you today?
Ask whichever is appropriate:
 Have you eaten? What did you have for
breakfast/lunch/snack?
 What did you do before I arrived/before getting
online? How did you feel about that?
Before we continue, would you like to drink first? Or
would you like to go to the toilet first?

 Motivate the child in the language they understand best. Refer to the sample script below for guidance. Write
down/type in the translations in the second column.
English Child’s Language: _______________
Today, we are going to play two games! The first game is
all about letters. The second game is a listening game.
Are you excited?
Remember, this is just a game. I want you to do your best
and have fun at the same time. It is okay to make
mistakes.
Are you ready? Let us start!
(FACE-TO-FACE: Place the Grade 1 Mother Tongue
Learner Sheet in front of the child.
ONLINE: Flash the Grade 1 Mother Tongue Learner
Sheet TASK 1 on the screen.)
(Place the Grade 1 Mother Tongue Scoresheet and your
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 4
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

pencil and eraser in front of you.)

 Administer Task 1.
English Child’s Language: _______________
Look at the first box. There are many letters in the box. I
want you to make the sound for each letter loudly and
clearly.
FACE-TO-FACE: Can you point to the first letter in the
box?
(Guide the child in pointing to the first letter if necessary.
Proceed when the child is pointing to the first letter in the
box.)
ONLINE: Look at the arrow on your screen. Which letter
is it pointing to? We will start our game with that letter.
(Point the cursor to each letter as the child answers.)
English Child’s Language: _______________
Great! Now, what is the sound for this letter?
How about the next one? Next.
(Tally each correct answer on the Grade 1 Mother
Tongue Scoresheet as the child answers.)
Wow, great job for finishing the first game!
 Note well:
- If the child makes a mistake but immediately self-corrects, they still get a point.
- If the child gives the letter name instead of the letter sound on their first try, remind them to give the letter
sound instead. For example:
Child: Letter Aa!
Teacher: What is the sound for letter Aa?
Child: Letter Mm!
Teacher: Sound?
- If child continues to give letter names instead of letter sounds, DO NOT correct them or tell them they are
wrong. Simply ask them to move on to the next item.

 Score Task 1.
- Count and write down the total score for Task 1 to determine the child’s Task 2.
- If the child scores within seven (7) to 10, proceed to LETTERS (Task 2). If the child scores within zero (0)
to six (6), proceed to RHYMES (Task 2).

 Administer LETTERS (Task 2) ONLY IF Task 1 score is within seven (7) to 10.
- Follow the same administration and scoring procedure as Task 1.
- FACE-TO-FACE: Direct the child to the Grade 1 Mother Tongue Learner Sheet LETTERS (Task 2).
- ONLINE: Flash the Grade 1 Mother Tongue Learner Sheet LETTERS (Task 2) on the screen.
- DO NOT administer RHYMES (Task 2).

This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 5
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

 Administer RHYMES (Task 2) ONLY IF Task 1 score is within zero (0) to six (6).

- DO NOT administer LETTERS (Task 2).

English Child’s Language: _______________
(Remove the Grade 1 Mother Tongue Learner Sheet. DO
NOT show the rhymes to the child. The child should focus
on listening.)
Now, we are going to play a listening game! I will say
two words. Listen to them well. Then tell me if they
rhyme or have the same ending sound. Answer “Yes” if
they rhyme or have the same ending sound. Answer “No”
if they do not. Answer loudly and clearly.
Let us try this example first: cat–dog.
Do they rhyme or have the same ending sound?
How about cook–book?
Do they rhyme or have the same ending sound?
Let us start our listening game!
(Say each pair clearly. You may repeat each pair up to a
maximum of two times. Tally each correct answer on the
Grade 1 Mother Tongue Scoresheet as the child answers.)
 Note well:
- If the child seems unable to understand the task, try breaking down one or two pairs of words for them. For
example:
Cat ends in at. Dog ends in og. Do they rhyme or have the same ending sound?
Cook ends in ook. Book ends in ook. Do they rhyme or have the same ending sound?
- If the child makes a mistake but immediately self-corrects, they still get a point.
- If the child continues to give the wrong answers, DO NOT correct them or tell them they are wrong.
Simply proceed and finish all the items for the task.

 Close the activity. Refer to the sample script below for guidance. Write down/type in the translations in the
second column.
English Child’s Language: _______________
Thank you for playing two games with me! I had fun!
How about you? How do you feel about what we did?
We will play and learn more next time. See you soon and

This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 6
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

take care!

 Add Task 1 and Task 2 scores.

- If you administered LETTERS (Task 2), add Task 1 and LETTERS (Task 2) scores.
- Based on the sum, determine the child’s reading profile below:

LE TT E R S CO RE and
RE ADING PRO FIL E S
7 to 16 – Light Refresher
17 to 20 – Grade Ready
- If you administered RHYMES (Task 2), add Task 1 and RHYMES (Task 2) scores.
- Based on the sum, determine the child’s reading profile below:

RH YME SCO RE and

RE ADING PRO FIL ES
0 to 14 – Full Refresher
15 to 20 – Moderate Refresher

 Important reminders:
- If you notice the child feeling anxious, remind them one or more of the following:
a. The activity is just a game.
b. It is good to practice.
c. It is okay to make mistakes.
- If the child seems stuck but is unable to tell you so, ask them if they want to try the next items. For
example: Do you want to try the next one? Okay, let us do that.
- If the child is in distress, stop the assessment. Try again on another day when the child is feeling more
motivated and confident.

IV. Encode the results of the BoSY CRLA

 Open the Excel file G1 BoSY CRLA Scoresheet_v2_(teachername_schoolname)

 Save the file using your name and your school’s name:
For example: G1 BoSY CRLA Scoresheet_v2_Janice_VAES
 Enter the following information:
- School ID
- School
- Language
- Teacher
- Class Enrollment
- Grade
- Section

This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 7
 ABC+: Advancing Basic Education in the Philippines
BEGINNING OF SCHOOL YEAR COMPREHENSIVE RAPID LITERACY ASSESSMENT (BoSY CRLA)
Grade 1 Mother Tongue Administration Guide

 Encode your BoSY results:

- Child’s Name and Sex
- Date of Assessment
- Modality of Assessment
- Task 1 Score
- Task 2 (RHYMES or LETTERS) Score

 Note well:
- The Total Score and Reading Profile are automated.
- Errors in encoding will disable some cells. Please review your entries and edit as necessary.
- Add important details in the Remarks column.
For example:
 Child’s state during the assessment (in distress, assessment discontinued)
 Child’s reading behaviors (self-corrects, reads by syllables)
 Action points (review uppercase letters, reteach vowel sounds)

This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 8