Flat English March 16 1

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FLAT (Functional Literacy Assessment Tool)

Manual for Teachers and Parents
English, First Edition, 2020
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Published by the Department of Education, Region 1

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team
Writers: Romuald A. Abulencia Noraima G. Baguan Lovella J. Galut
Gemma Marie C. Baltazar Sarah Jean U. Berbon Zorayda Paguyo
Manny R. Cuison Betty M. Gutierrez Marilou Omotoy
Arlene R. Mamasig Edlyn Kay M. Palafox Orlando Pascua
Jonathan D. Rosete Mary Jane B. Silao Raymart Jay Ballesteros
Jonarex B. Morella Gillian Karl D. Bolo Joel B. Manuel
Jenelyn B. Asuncion Lovely Jane L. Durante Carlota Acacio
Gladys B. Lampitoc Joycelyn Perdido
Geraldyn Joy P. Fernandez
Illustrators/Layout Artists: Bobbit Dale M. Bulatao Rodel R. Rimando

Clifford Clemente Calilit Rex Cairos V. Delmendo
Editors:
Sheila Marie Bugayong, San Fernando City Almera Zarate, Urdaneta City
Elnora T. Raroque, Alaminos City Agnes Royulada, Dagupan City
Belen Aquino, La Union Joycelyn Pangat, Batac City
Marilou Roldan, Pangasinan I Marlon Taloza, Ilocos Sur
Gloria Pernes, Pangasinan 2 Nelson Robinol, Vigan City
Ritchelle B. Dejolde, Ilocos Norte Regina Nagtalon, Laoag City
Lilibeth Magtang, San Carlos City Anna Lisa Aquino, Candon City
Project Proponent: Johnson P. Sunga, EPS-English

Consultants: Arlene A. Niro, Chief Education Supervisor, CLMD
Ronald B. Castillo, Director III
Tolentino G. Aquino, Director IV
Printed in the Philippines by ________________________

Department of Education – Region I
Office Address: Flores St., Catbangen, City of San Fernando, La Union
Telefax: (072) 682-2324; (072) 607-8137
E-mail Address: region1@deped.gov.ph
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FUNCTIONAL LITERACY
ASSESSMENT TOOL
(FLAT)
MANUAL FOR TEACHERS
AND PARENTS
iii
Table of Contents
Part 1: TEACHERS’ GUIDE………………………………..……………….…… 1

Introduction…………………………………………………………………….…. 1
Assessment Proper
Level 1: Letter Level.............................................................................. 3
Level 2: Word Level............................................................................... 4
Level 3: ParagraphLevel....................................................................... 5
Level 4: Story Level.............................................................................. 7
Level 5: Story Comprehension Level.................................................. 8
Level 6: Local Material Level................................................................. 10
Submitting the FLAT Report................................................................. 11
Glossary ................................................................................................. 15
Appendix ................................................................................................ 15
References.............................................................................................. 16
Part 2: PARENTS’ GUIDE……………………………………………………….. 17

Introduction
To the Parents……………………………………………………………. 17
Reading Test Competencies…………………………………………… 18
Level 1: Letters……………………………………………………………… 19
Level 2: Words………………………………………………………………. 20
Level 3: Paragraph………………………………………………………….. 21
Level 4: Story Reading Level…………………………………………….. 22
Level 5: Story Comprehension…………………………………………… 23
Level 6: Local Material……………………………………………………… 24
Appendix A: Modified Summary of Miscues……………………………….. 26

Appendix B: FLAT Assessment Report……………………………………… 27
References………………………………………………………………………… 28
Part 3: FUNCTIONAL ASSESSMENT TOOL

FLAT ASSESSMENT FOR GRADE 1 and 2 ……………………………. 29
Level 1: Letters………………………………………………….…………... 31
Level 2: Words ……………………………………………………………… 31
Level 3: Paragraph……………………………………………………….… 32
FLAT ASSESSMENT FOR GRADE 3……………………...…………….. 33

Level 1: Letters…………………………………………………………….. 35
Level 2: Words………………………………………………………........... 35
Level 3: Paragraph…………………………………………………………. 36
Level 4: Story 1 Reading Level…………………………………………… 37
Level 5: Story Comprehension………………………………………..….. 38
Level 4: Story 2 Reading Level………………….……………………….. 40
Level 5: Story 2 Comprehension…………………………………………... 41
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FLAT ASSESSMENT FOR GRADE 4……………………………………… 43
Level 1: Letters……………………………………………………... 45
Level 2: Words ……………………………………………………... 45
Level 3: Paragraph……………………………………………..….. 46
Level 4: Story 1…………………………………………………….. 47
Level 5: Story 1 Comprehension Questions………………….. 49
Level 4: Story 2 ……………………………………………………. 50
Level 5: Story 2 Comprehension Questions …………….….… 53
Level 4: Story 3 ……………………..………………………………. 55
Level 5: Story 3 Comprehension Questions …………….….… 57
Level 6: Local Material ……………………………………………. 59

Level 1: Letters……………………………………………………… 65
Level 2: Words …………………………………………………..… 65
Level 3: Paragraph……………………………………………….… 66
Level 4: Story 1…………………………………………………..… 67
Level 5: Story 1 Comprehension……………..……………….… 69
Level 4: Story 2…………………………………………………...… 71
Level 5: Story Comprehension…………………………………... 73
Level 6: Local Material 1……………………………………..……. 75
Local Material 1Comprehension Question ………….... 76
Level 6: Local Material 2 ……………………………………………. 78
Local Material Comprehension Question………….….. 79

Level 1: Letters……………………………………………………… 85
Level 2: Words ……………………………………………………... 85
Level 3: Paragraph…………………………………………………. 86
Level 4: Story 1 …………………………………………………….. 87
Level 5: Story 1 Comprehension Question …………………… 90
Level 4: Story 2 ……………………………………………………. 92
Level 5: Story 2 Comprehension Questions………………….. 96
Level 6: Local Material 1……………………………………….…. 98
Local Material 1 Comprehension Questions……….. 99
Level 6: Local Material 2…………………………………………. 101
Local Material 2 Comprehension Questions……….. 103
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FUNCTIONAL LITERACY ASSESSMENT TOOL (FLAT)
TEACHER’S GUIDE
Assessing your learners’ reading level is integral to effective reading instruction.

Hence, you must be acquainted with the performance levels of your learners in reading
literacy to help you develop and deliver appropriate reading lessons addressing the
needs of your learners.
The development of the Functional Literacy Assessment Tool (FLAT) is geared
towards helping you conduct effective and efficient literacy assessment, specifically
functional literacy. The FLAT also serves as your guide in developing lessons and
resource materials specially designed to cater to your learners’ reading levels.
Functional literacy is defined as the ability to read through the FLAT to the story or the
local material and answer retrieval questions about the story or material as accurately
as possible. This is an essential literacy skill the learners need to do everyday tasks.
The FLAT aims to help teachers identify the learners’ literacy levels so they will be able
to provide effective remediation.
To the Teachers:
You are now holding the FLAT Teacher’s Guide which is designed to help you
conduct the reading assessment effectively and efficiently. Your role as a teacher is
crucial to the successful conduct of this reading assessment because the FLAT requires
your knowledge and expertise.
The FLAT is composed of different materials and rating scales used to measure
the attainment of the desired reading test competencies per grade level. This is a
ladderized assessment tool; thus, every phase of the assessment should be followed
strictly. You may proceed to the succeeding levels until you can determine the functional
level the child has achieved with ease. You need to explain to the learners that the
results of the FLAT assessment will not affect their grades.
For a better understanding of what FLAT is all about, you may refer to the Glossary of
Terms on page 17 as it elaborates the salient points of this tool.
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In using the FLAT, you will refer to the following rating scales to determine
your learner’s functional literacy level:
Table 1. FLAT Reading Test Competencies per Grade Level

GRADE AGES READING TEST COMPETENCIES
1 6-8 Able to read at least 4 letters.
1 6-8 Able to read at least 5 common words.
2 7-9 Able to read one of the paragraphs – Grade 2 text.
3 8-10 Able to read a short – story – Grade 3 text.

Able to respond to at least four fact retrieval questions.
4-6 11-13 Able to read a passage of local authentic text.

Able to respond to at least four fact retrieval questions.
Table 2. FLAT Rating Scale

FLAT RATING SCALE
Can read nothing Fewer than 4 out of 10 letters
Can read letters 4 out of 10 letters
Can read common words 5 out of 10 common words
Can read a paragraph of 4 simple No more than 3 mistakes
sentences
Can read a story No more than 3 mistakes
Can read and understand a story 4 out of 5 questions must be answered
correctly
Can read and understand local 4 out of 5 questions must be answered
material correctly
Table 3. Literacy Level Scale

READING LEVEL
0 Nothing
1 Letter Level
2 Word Level
3 Paragraph Level
4 Story Level
5 Story Level + Comprehension
6 Local material Level + Comprehension
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Assessment Proper
As teachers, you are tasked to conduct the reading assessment using the FLAT
effectively and efficiently. You are also requested to assist the parents who opted to use
FLAT in assessing their child’s literacy level at home.
Before proceeding to conduct the assessment activity, make sure that your learner is
comfortable both physically and emotionally. Establish rapport with your learner by doing
a small talk or other warm-up activities. Your learner will perform at his or her best when
he or she trusts you. Explain to your learners that you are doing this assessment activity
because you want to help them become better readers.
Now, you are ready to conduct the assessment activity using the FLAT! So, read on and
follow the steps. Don’t forget to have fun doing the assessment activity.
Level 1: Letter Level
In this phase, an assessment tool is provided for you. The learners are expected
to recognize at least 4 letters from the given reading tool.
Ask the learner to choose and read any 5 letters from the letter list provided.
If the learner does not choose, you may help him or her by pointing out letters.
3
Here’s the rubric you will use to identify if the learner is at Letter Level:
NO YES
● If the child cannot recognize 4 ● If the child correctly
out of 10 letters. recognizes at least 4 out of 10
letters with ease.
● Mark the child at ‘Below Letter
Level’ ● Ask your child to try reading
theletters again and then
● Stop here. No need to
follow the instructions for letter-
proceedto the next level.
level testing.
(This indicates that the child was
● If he or she can read 4 out of
not able to recognize at least 4
10letters but cannot
letters from the letter list. Provide comfortably read letters. Then
remedial activities to support the mark the childat ‘Letter
child’s reading development.) Reader’
Well done!
Your learner has passed the ‘Letter Level’.
For those who did not pass this level, you may provide remedial reading
activities for the learner’s development and mastery.
Level 2: Word Level
At this level, your learners are expected to recognize and read at least
4common words. Use the word list provided below. From the word list, ask the
learner to read any 5 of the words given. You can point out the words if the learner
does not choose from any of the words in the list.
mat
get
pot
4
Here’s the rubric you will use to identify if the learner is at the Word
Level:
NO YES
● If the child cannot read at least5 ● If the child reads at least 5
out of the ten words with ease. out of the 10 words from the
wordlist.
(This indicates that the child was
not able to recognize at least 5
words from the word list. Provide
remedial activities to support the
child’s reading development.)
Great job!
Your learner has passed the ‘Word Level’.
For those who did not pass this level, you may provide remedial
reading activities for the learner’s development and mastery.
Level 3: Paragraph Level
In this level, you will ask the learner which of the two paragraphs he or she
likes to read aloud. If the learner does not choose, point to one paragraph and let
him or her read it aloud. Listen carefully to how he or she reads.
Take note of the miscues (mispronunciation, omission, substitution, insertion,

repetition, transposition, reversal) that the learner committed.
Paragraph #1(Refer to the given Reading Material)
Paragraph #2 (Refer to the given Reading Material)
5
This is an optional template for recording miscues of the learners. You may
use this enumerator sheet to list down the miscues committed by the learner while
reading. This table will not be submitted as a report.
Transposition
Substitution
of Learner
Repetition
Omission
Mispronu
Reversal
nciation
Miscues
Insertion
Name
No. of
Total
Here’s the guide you will use to determine if your learner is at the
‘Paragraph-Level.’
NO YES
● Your learner reads the text like a ● Your learner reads the text like
string of words, rather than a sentence. he/ she is reading a sentence.
● Your child reads the text haltingly ● Your learner reads the text
(nervously) and stopsvery often. fluently and with ease, even ifhe/she
is reading slowly.
Or ● Your learner reads the text with
one to three mistakes only.
● Your child reads the text fluently
but with more than three mistakes.
● Stop here. No need to proceed

to the next level.
(Provide remedial activities to support
the child’s reading development.)
That was amazing!!!

Your learner has passed the ‘Paragraph Level’.
For those who did not pass this level, you may provide remedial reading activities
for the learner’s development and mastery.
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Level 4: Story Level
Before you proceed to the assessment activity, please keep in mind that
your learners do not need to read all the reading texts. The learners must choose
only one text they will read for this level.
In this level, let the learner read the short story aloud while you listen
carefully to how he or she reads. Give the learner enough time to choose what
text he or she will read.
List down all the miscues (mispronunciation, omission, substitution, insertion,

repetition, transposition, reversal) that the learner committed.
Story #1 (Refer to the given Reading Material)
Story #2(Refer to the given Reading Material)
This is an optional template for recording miscues of the learners. You

may use this enumerator sheet to list down the miscues committed by the
learner while reading. This table will not be submitted as a report.
Total No. of
Substitution
Repetition
Omission
Name of
Mispronu
nciation
Miscues
Insertion
Learner
Reversal
Transp
osition
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Here’s the guide you will use to determine if your learner is at the
‘Story ReadingLevel.’
NO YES
● Your learner reads the short ● Your learner reads the short
story with more than 3 mistakes. story with one to three
● Mark your learner in the mistakes.
‘Paragraph Level’.
● Stop here. No need to Let your learner proceed to Level 5Story

proceedto the next level. Comprehension.
(Provide remedial activities to support
That was amazing!!!

Your learner has passed the ‘Story Level’.
reading activities for the learner’s development and mastery.
Level 5: Story Comprehension Level
This is one of the advanced levels for functional literacy assessment. Before
proceeding to the assessment properly, make sure that the learner is at ease andis
ready to proceed with the assessment activity.
Ask the learner to choose the story from the three selections that he or she
wants to read. Give the learner enough time to choose the story. Once a story
has been selected, ask the learner to read the story aloud without any
interruptions and at his or her own pace. There is no time limit for this part. If the
learner wishes to read the story again or wishes to read the other selection, he or
she may do so.
After reading the story, you may proceed to ask the learner comprehension
questions. You may repeat the questions many times as needed by the child to
understand.
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Story #1 Comprehension Questions (Refer to the given Reading Material)
Use this rubric to determine if your learner is at the ‘Comprehension Level.
NO YES
● The learner fails to answer all the ● The learner can answer 4
questions or gives only one out of5 comprehension
correct answer out of the five questions correctly.
comprehension questions. ● He/She is in the
● Mark your child at ‘ Story ‘Story
Reading Level.’ Comprehension
Level’
proceedto the next level. Let your child proceed to
(Provide remedial activities to support Level 6Local Material.
Excellent!!!
Your learner has passed the ‘Story Comprehension Level’.
reading
activities for the learner’s development and mastery.
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Level 6: Local Material Level
Local Materials refer to the available reading resources either printed or

digital (newspaper, magazines, comics, journals, diaries, pamphlets, signages, and
other related supplementary reading materials) that the learners are familiar with.
You may provide brief explanations about the local material to activate yourlearner’s
schema knowledge related to the local materials.
For the final level, your learner will read local material aloud. Give your
learner enough time to choose the local material he or she will read. It is importantto
keep in mind to give your learner more than one chance to read the material.
When your learner is done reading the chosen local material, read the
comprehension questions and give the learner enough time to answer the
questions. Repeat the questions as necessary.
Local Material #1 (Refer to the given Reading Material)
Local Material #2 (Refer to the given Reading Material)
Local Material #1 Comprehension Questions
Local Material #2 Comprehension Questions
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Refer to this table below to assess if your learner is at the ‘Local Material Level.’
NO YES
● The learner cannot read the text or Your learner can read the text fluently
can read the text but commits two with less than two mistakes and
to four mistakes inthe given correctly answer 4 out of 5 questions.
questions.
● Mark your learner at ‘Story
Comprehension Level.’
(Reading intervention should be givento the
learner.)
Congratulations!
Your learner has reached the ‘Local Material Level.’
He or she has finished the FLAT as an advanced reader and is functionally literate.
Explain to your learner that he or she has reached the highest possible
literacy level. Encourage your learner to read more so he or she can further enhance
his or her literacy skills. Don’t forget to thank the learner for their cooperation and
participation.
Thank you for your dedication in conducting the FLAT assessment activity.
You may now proceed to the preparation and submission of the FLAT report.
Submitting the FLAT Report

Once you are done conducting the literacy assessment using FLAT, please
use the given form in submitting the evaluation report. If the assessment is
conducted by parents, get the learners’ literacy levels and include them in the
assessment report. You may use the report to track the progress of your learners.
The forms you will use are adapted from the FLAT manual developed by
World Vision International and was retrieved from this website:
https://www.wvi.org/sites/default/files/STAR%20Guidance_v1.3.pdf.
The forms were contextualized appropriately to the purpose and context of your
school/Division. The assessment results will be submitted to your respective Division
Offices and be forwarded to DepEd Region 1 office
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Glossary Functional Literacy
Functional literacy is defined as the ability to read through the FLAT to the
story or the local material and answer two retrieval questions about the story or
material as accurately as possible. If your learners can achieve these things thenhe
or she is considered to be functionally literate. Furthermore, this shows that your
learners can read materials needed to function in everyday life.
The highest level of functional literacy your learner might achieve is theability to
read and comprehend local material. On the other hand, both the ability of your
learners to read and comprehend a story or a local material isconsidered to be
functional literacy.
FLAT (Functional Literacy Assessment Tool)
The FLAT assesses the highest level of reading your learners can perform
comfortably. You will use the FLAT to determine The Child Well-being Target on
functional literacy among learners in the primary grade levels, Grades 1 to 3, upuntil
the intermediate grade levels, Grades 4 to 6.
The FLAT follows the given reading test competencies as criteria in identifying
your learners’ functional literacy levels. Your learners’ reading level isconsidered as
“functional” if they can read through the story or local materialand answer at least
two fact retrieval questions about the given text material.
Appendix A
Preparation of Reading Materials
In cases where you opt to use other reading materials available to your school or
locality to be used as alternative texts for the FLAT, the following guidelines and
format should be followed:
● The reading materials should pass the readability level using the Flesch-
Kincaid readability tool to ensure that the materials are appropriate to thegrade
level of the learners.
● The following font size and font style appropriate per grade level shouldbe
followed:
15
Table 2. The recommended font size used per reading level
Grade/Reading Level Recommended Font and Size

1st Grade Alfabeto, Font Size 18
2nd to 3rd Grade Alfabeto, Font Size 16

4th - 6th Grade Alfabeto, Font Size 12
The installer file for the font style Alfabeto can be downloaded for free from this
link: https://www.wfonts.com/font/ancla-alfabeto
Note: Keep in mind that although you have the option to use alternative texts
due to several reasons like you have found a text that is more interesting to your
learners, the materials attached in the FLAT tool are standardized and
havebeen evaluated as suitable and grade-level appropriate.
References
World Vision International. 2017. Functional Literacy Assessment Tool (FLAT).

https://www.wvi.org/sites/default/files/STAR%20Guidance_v1.3.pdf
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FUNCTIONAL LITERACY ASSESSMENT TOOL (FLAT) PARENTS’ GUIDE
Your role as parents in the success of your children’s learning is

tremendously indispensable especially during this unprecedented time. Your
cooperation is most needed in the enhancement of reading as the most
significant basic skill children should learn because this serves as the key to
the understanding of lessons across all learning areas.
Knowing the baseline of a child’s reading level is essential to determine

the next steps to be done. The Functional Literacy Assessment Tool (FLAT)
assesses the highest level of reading a child can perform comfortably.
Proper reading assessment is vital to understanding the overall reading

abilities of your child and it guides the reading teachers in providing appropriate
reading remediation, intervention. It also guides teachers on what assistance
shall be extended to you as parents to effectively teach reading at home. With
this, we would be able to make significant progress in terms of the reading skills
of your child until he/she can be counted as a functionally literate learner.
To the Parents
Hello, Dear Parents!
We at the Department of Education appreciate your effort, support, and

dedication to ensure that learning takes place despite the pandemic. Our strong
partnership will surely make this assessment successful and beneficial to all
Filipino learners. We are glad to inform you that you can utilize the Functional
Literacy Assessment Tool (FLAT) as your primary instrument in assessing your
child’s reading level and progress that will significantly help DepEd reduce the
high number of learners who are unable to read.
We believe that with your wholehearted support and involvement in the

learning of your child, we will be able to achieve our goal as a nation of making
17
every child a reader. Your participation in the literacy activities will lead to
higher academic achievement, greater cognitive competence, and problem-
solving skills of your child. We are happy and excited to work with you and be
part of this endeavor to make your children functionally literate individuals who
can realize their full potential and make a milestone in their growth and
development.
Are you ready to know the reading level of your child?
Just follow the instructions below and if you have questions, you may
seek help or assistance from the reading teachers in your school.
Let’s Begin!
The Assessment Starts Here
In the table below, you can check where your child's grade and age are
with the expected reading test competency, he/she should be able to perform
Grade Ages Reading Test Competencies
1 6-8 Able to read at least 4 letters
1 6-8 Able to read at least 5 common words
2 7-9 Able to read one of the paragraphs - Grade 2

text
3 8-10 Able to read a short story - Grade 3 text
Able to respond to four fact retrieval questions
4-6 11-13 Able to read a passage of local authentic

text.
Able to respond to four fact retrieval

questions
18
Below is an illustration that shows the developmental progress of your
child in reading before he/she reaches the highest literacy level.
Functionally Literate
Local Material
Level
Comprehension
Level
Story Reading
Level
Paragraph
Level
Word
Level
Letter
Level
Using the Functional Literacy Assessment Tool (FLAT), you would be

able to assess the possible highest reading level of your child. The result will
not affect the grades of the learner.
The following are the reading levels, procedures, and indicators of

whether your child completes or does not complete the reading assessment
using the FLAT.
Level 1. Letters
In level 1, ask your child to read any 5 letters from the given letter list.
Let your child choose the letters. If your child does not choose, then you can
point to any letter. Please refer to the reading assessment tool provided.
Reminders: Give your child more than one chance to read the letters.
Practice and familiarity with a task that improves your child’s performance.\You
can see from the table below if your child is at ‘Letter Level’ or at ‘Below Letter
Level’.
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No Yes
• If your child cannot recognize 4 • If your child correctly

out of 5 letters chosen recognizes at least 4 out
• Mark the child at ‘Below Letter of 5letters with ease.
Level’ this means that your child • Ask your child to try reading
cannot recognize 4 letters from theletters again and then
the letter list. follow the instructions for
• Stop here. No need to letter-level testing.
proceedto the next level. • If he or she can read 4 out of
• The assessment is finished 5 letters but cannot
*(Reading intervention should be given comfortably read letters.
to your child with the help of thereading Then mark the childat ‘Letter
teacher of his/her school.) Reader’
Good job! Your child has successfully finished ‘Letter Level’. He/She
may now proceed to Level 2.
Level 2. Words
In this level, ask your child to read any 5 words from the word list
provided to you. Let your child choose the words that they are comfortable
reading. If your child does not choose, then you can point any words from the
word list. Please refer to the reading assessment tool provided.
Reminders: Give your child more than one chance to read the words.
Practice and familiarity with a task that4improves your child’s performance.
20
You can see from the table below if your child is at ‘Word Level’
No Yes
• If your child cannot read at • If your child reads at least five

least five (5) out of the ten (10)
(5) out of the ten (10) words.
words with ease.
• Stop here. No need to
* (Reading intervention should be given to
your child with the help of thereading
teacher of his/her school.)
Great job!Your child has mastered the ‘Word Level’. He/She may now
advance to Level 3.
Level 3. Paragraph
For level 3, let your child choose either of the two paragraphs to read
aloud. If your child does not choose, point to one paragraph to read. Ask your
child to read it. Listen carefully to how he or she reads. Please refer to the
reading assessment tool provided.
Note: You may choose to list down all the miscues such as
(mispronunciation/ maling bigkas, omission/ pagkakaltas,
substitution/pagpapalit, insertion/ pag sisingit, repetition/ pag uulit,
transposition/ pagpapalit ng lugar, reversal/ paglilipat) that your child committed
for you to go back or review.
Reminders: Give your child more than one chance to read the paragraph.
Practice and familiarity with a task that improves your child’s performance.
21
You can see from the table below if your child is at the ‘Paragraph Level’.
No Yes
• If your child reads the text • If your child reads the text
like astring of words, rather likeshe is reading a
than a sentence. sentence.
• If your child reads the text • If your child reads the text
haltingly(nervously) and stops fluently and with ease,
very often. OR even if he/she is reading
slowly.
• If your child reads the text
• If your child reads the text
fluentlybut with more than three
withone to three mistakes
mistakes.
only.
proceed tothe next level.
*(Reading intervention should be given to

your child with the help of the reading
Nailed it! Your child has passed the ‘Paragraph Level’. This time, let your child
proceed to Level 4.
Level 4. Story Reading Level
At this level, let your child read the short story aloud. Listen carefully to
how he or she reads. Please refer to the reading assessment tool provided.
Note: You may choose to list down all the miscues such as (mispronunciation/
maling bigkas, omission/ pagkakaltas, substitution/pagpapalit, insertion/ pag
sisingit, repetition/ pag uulit, transposition/ pagpapalit ng lugar, 6reversal/
paglilipat) that your child committed for you to go back or review.
22
Reminders: Give your child more than one chance to read the text. Practice
and familiarity with a task that improves your child’s performance. You can see
from the table below if your child is in ‘Story Reading Level’.
No Yes
• If your child reads the short • If your child reads the

storywith more than 3 short storywith one to
mistakes. three mistakes only.
• Mark your child as • Let your child proceed to
‘Paragraph level’. level
5. Story Comprehension.
*(Reading intervention should be
given to your child with the help of
thereading teacher of his/her
school.)
Superb! Your child aced the Story Reading Level. He/She can dive into the
world of story comprehension!
Level 5. Story Comprehension
At this level, you need to read the questions and choices out loud to your
child and let him/her answer out loud. Please refer to the reading assessment
tool provided.
Reminders: Give your child more than one chance to read the text. Practice
and familiarity with a task that improves your child’s performance.
23
You can see from the table below if your child is at ‘Story Comprehension
Level’.
No Yes
• If your child commits two to • If your child commits
fourmistakes out of the only one mistake out of
givenquestions. the given questions, he/
• Mark your child at ‘Story she is in the Story
ReadingLevel’ Comprehension Level.
• Stop here. No need to • Then, let your child
proceedto the next level. proceed tolevel 6. Local
*(Reading intervention should be Material
givento your child with the help of
the reading teacher of his/her
school.)
Amazing! Your child is almost functionally literate. He/she needs to finish the
last level. Please proceed to Level 6.
Level 6. Local Material
For the final level, let your child read the texts aloud found in the Reading
Assessment Tool provided. Then you need to read the questions out loud to
your child and let him/her answer aloud. 8
Reminders: Give your child more than one chance to read the text aloud.
Practice and familiarity with a task that improves your child’s performance.
24
You can see from the table below if your child is at the ‘Local Material Level’.
No Yes
• If your child commits two to four • If your child commits only
mistakes out of the given one mistake out of the given
questions. questions, he/ she is in the
• Mark your child at ‘Story Local Material Level.
Comprehension Level’
*(Reading intervention should be given to
your child with the help of the reading
CONGRATULATIONS!
Your child has reached the Story Comprehension Level of Local

Material Level. Through your help and guidance, your child is now counted in
the highest level of reading.
Thank you!
You are an amazing modern parent-reading teacher. The assessment

is now finished. Don’t forget to thank your child for participating! Appreciate and
understand the attempt that your child is making!
25
Appendix A
Modified Summary of Miscues
This task is OPTIONAL. You may use this form to list down
miscues or reading errors of your child for Level 3 and 4 only. You may
submit this form to the learner’s adviser for the appropriate reading
intervention to be given to your child.
Name of Learner: ______________________________________

Grade Level: ______________________________________
Directions/Panuto: Identify and count the number of miscues committed by the learner while
reading the text. Tukuyin at bilangin ang mga salitang mali ang pagkabigkas ng bata.
Types of Miscues Number of Miscues

Uri ng Mali Bilang ng Salitang Mali ang Basa
1 Mispronunciation (Maling Bigkas)
2 Omission (Pagkakaltas)
3 Substitution (Pagpapalit)
4 Insertion (Pagsisingit)
5 Repetition (Pag-uulit)
6 Transposition (Pagpapalit ng Lugar)
7 Reversal (Paglilipat)
Total Miscues (Kabuuan)
Name of Parent/Guardian who administered the assessment: _________________________

Signature: ________________
Date Administered: ____________________
26
27
References
Phil-IRI Full Package

2018 Accessed on
September 27, 2021
World Vision_Brigada Pagbasa FLAT Enumerator Instrument

Accessed on September 27, 2021
Accessed from
https://www.wvi.org/sites/default/files/STAR%20Guidance_v1.3.pdf), October
13, 2021
28
29
30
GRADE 1 and GRADE 2
Reading Assessment
START HERE:

Directions: Ask the child to choose and read any 5 letters from the letter list
provided. If the learner does not choose, you may help him or her by pointing out
letters.
LETTERS
m t z f
k o a r
v p
Refer to the rubric provided in this manual to determine if your child is at Letter Level.
Level 2: Word Level
Direction: Ask your child to read any 5 of the words given. You can point out
the words if your child does not choose from any of the words in the list.
WORDS
both step cup outrope
dog hat
key wish doll
31
Direction: Ask the child which of the two paragraphs he or she likes to read
aloud. If the child does not choose, point to one paragraph and let him or her
read it aloud. Listen carefully to how he or she reads.
PARAGRAPH 1
This is a big monkey.

He lives on a tree.
He likes to jump.
He also likes bananas
PARAGRAPH 2
Peter is six years old.

He loves to study.
He also likes to play.
Peter goes to school.
Paragraph Level.
32
33
34
GRADE 3
Reading Assessment
START HERE:

letters.
LETTERS
m t z f
k o a r
v p
Level 2: Word Level
Direction: Ask your child to read any 5 of the words given. You can point out
WORDS
dog hat
key wish doll
35
Direction: Ask the child which of the two paragraphs he or she likes to read
PARAGRAPH 1

He lives on a tree.
He likes to jump.
PARAGRAPH 2

He loves to study.
Paragraph Level.
36
Direction: Ask the child to read the short story aloud while you listen carefully
to how he or she reads. Give the child enough time to read.
STORY 1
Prada’s Pride
Prada, a grade three pupil, has a problem
with her printer. She commanded the printing
of her project done in Microsoft Word, but only
lines in the sheet of bond paper are coming
out. She already tried checking the
connections and reprinting the document, but
the same issue came out. She asked her Uncle
Primo to check the printer. “I guess it has no
ink,” says Uncle Primo.
Prada gave the bottles of ink to Uncle Primo.
“Please put them for me, Uncle,” she said.
Uncle Primo put the ink. He tried to test the
printer once, twice, then thrice. The printer did
not give good printing.
“What do you think is the problem, Uncle
Primo? We did not use this much yet.”
Refer to the rubric provided in this manual to determine if the child is at theStory
Level.
37
“I am not sure, but I will put it off then try
again, Prada.” Uncle Primo tried the printer
again. He also checked the maintenance
options of the printer. He did not stop trying. At
last, the printer worked.
"Yehey! Thank you so much, Uncle Primo. You
have proven again that we will succeed if we
keep trying," Prada remarked.
“You are welcome. Your printer is good. Pray
that it will work for years,” Uncle Primo advised.
“Of course, I will! I will also take extra care of it,
Uncle,” Prada answered.
“This is your gift, and I am proud of it,” she
added.
Story 1 Comprehension Questions
1. Who are the characters in the story?
A. Prada and Uncle Prima C. Prada and Uncle Primo
B. Preda and Uncle Primo D. Preda and Uncle Prima
38
2. Which is the problem in the story?
A. Prada’s printer is working.
B. Prada’s printer is not working.
C. Uncle Primo’s printer is working.
D. Uncle Primo’s printer is not working.
3. What did Uncle Primo tell to Prada to fix the

printer?
A. He suggested to buy a new one
B. He asked Prade to call a technician
C. He asked Prada to check the ink level.
D. He asked prada to read the manual.
4. Why Prada loves his printer so much?
A. It is the only printer left in the market.
B. It is his uncle’s gift to her.
C. It works well for her projects.
D. It worth a thousands of pesos.
39
5. What is the moral of the story?
A. Be polite in speaking.
B. Spend your money wisely.
C. Love your parents.
D. Take care of your belongings.
STORY 2
Juan’s Delayed Holiday
Juan is excited for November 1 and 2. He has

thought about what to bring to the cemetery.
He has also thought of his meeting with friends
and relatives.
“I will bring my kite. We will fly kites while

eating. I will also bring candles and flowers,”
he thought.
“Are you going to cook suman for a holiday,

Nanay?
Everyone surely misses your puto, too,” Juan

asked.
40
Nanay shook her head. “We will not visit on
November 1 or 2, Anak. We will go on
November 4 as scheduled to avoid meeting
many people.” Nanay explained.
“But…. Nanay, will they not wait for us? They
will wait for the food, candles, music, and our
prayers. It’s a holiday,” Juan said.
“We can spend it at home, light a candle, and
say a prayer for their souls, Anak. We can even
pray for them every day,” she answered.
Juan paused. “Ah, okay. We will follow the
rules. We will go there another day. It’s a
delayed holiday, Nanay.” Nanay smiled. “Yes,
Anak. It will be Juan’s delayed holiday.
1. What excites Juan in the story?
A. his visit to his friends C. his visitors at

home
B. his visit to his relatives D. his visit to the
cemetery
41
2. Which holiday is celebrated on November 2?
A. All Souls’ Day C. All Saints’ Day

B. Halloween Day D. Thanksgiving Day
3. Which is NOT a part of Juan’s experience when

going to the cemetery?
A. buying lots of toys

B. flying a kite while eating ones
C. offering flowers and candles
D. praying for their dead loved
4. Which line from Juan shows that he is an

obedient son?
A.Ah, okay. We will follow the rules.

B.
But…. Nanay, will they not wait for us?
C.
I will bring my kite. We will fly kites while
eating.
D. Are you going to cook suman for a holiday,
Nanay?
5. Why was the visit to the cemetery rescheduled?
A. To avoid flying kites

B. To avoid crowding of people
C. To avoid disturbance of souls
D. To avoid the meeting of families
42
43
44
GRADE 4
Reading Assessment
START HERE:

letters.
LETTERS
m t z f
k o a r
v p
Level 2: Word Level
Directions: Ask your child to read any 5 of the words given. You can point out
WORDS
both step cup out
rope dog hat
key wish doll
Refer to the rubric provided in this manual to determine if your child is at Word Level.
45
Directions: Ask the child which of the two paragraphs he or she likes to read
PARAGRAPH 1

He lives on a tree.
He likes to jump.
PARAGRAPH 2

He loves to study.
Paragraph Level.
46
Directions: Ask the child to read the short story aloud while you listen carefully
STORY 1
Why Can’t Tommy Go to School?
It is Monday morning again and it is the first

day of classes.Tommy thinks he will go to school,
but he can’t. No matter how he
2019 (COVID-19). He just needs to stay at

home, no playground to
a bath. He then prepares his

ballpen, paper, notebook, and self-
adult are being heard. It is like a

reunion of people gathered to see each other
again with smiles on their faces and excitement
to start the day. “Good morning, Grade 4,” says
Teacher Ruby. “Good morning, Teacher Ruby,”
the thirty-fourth graders replied.
47
Everyone sees and hears each other but
only on screen. No matter how Tommy wants
to go to school, he now understands that he
can’t when Teacher Ruby explained it in their
online classes. Children like them can’t go to
school yet because they might get infected
by COVID-19 and schools are being closed to
prevent this virus from spreading. No gathering
is allowed, and everyone should practice
physical distancing.
Even if Tommy can’t go to school yet,
now he knows that even if he is at home, he
can still learn with his teacher online and study
his lessons with his self-learning modules.
“We are in blended learning with my
classmates, Mom. I don’t need to go to school
at this time of the pandemic. My teacher says I
need to stay at home and learn my lessons
with your guidance and with my teacher’s
instructions,” Tommy happily explains to his
mother after his online class.
Mother nodded, “Oh, so that is blended
learning, son!”
Refer to the rubric provided in this manual to determine if the child is at the Story
Level.
48
1. Who is the main character in the story?

A. Benny C. Ruby
B. Cathy D. Tommy
2. Where does the child in the story want to go?
A. market C. playground
B. school D. mall
3. How did the child meet his teacher and
classmates?
A. They went to school.
B. They gathered at a party.
C. They called each other on a telephone.
D. They had their online class with their
smartphones.
4. Why can children still learn their lesson even if
they are not with their teacher?
A. because they can be the teacher on their own
B. because they can do whatever they want to do
C. because they can watch cartoons on television
D. because of their parents’ guidance and
teacher’s instruction
5. If you were the child in the story, what is the best

thing to do to have good grades in blended
learning?
49
A. I will let my mother answer my exams.
B. I will only do my assignments when the deadline
is near.
C. I will not attend online classes, but I will answer
my self-learning modules properly.
D. I will listen attentively during online classes so I
can answer my self-learning modules properly.
STORY 2
Little Teacher
by Carlota A. Acacio
Kristy is a smart kid. She is only four years

old and speaks English. She loves to play with
her toys.
One day, as she was playing with her toy
chalkboard, Divina and Zita, who were both
retired teachers, came to the house and saw
Kristy playing and heard her say, “Good
morning class!”
“Are you a teacher?” asked Zita. “Yes, I am
like my granny. When I grow up, I’d follow her
footsteps.”
“Amazing. But you are so small,” said Zita.
“Yes, but I love to be a teacher, Lola. After all,
size or age doesn’t matter for as long as you
have the passion
50
"Do you know how to teach?" asked Divina.
"Of course, Lola!" she replied.
“Oh, so can I sit in your class?” asked Zita.
“Yes, you may sit down, Lola, and listen well as
I discuss,” Kristy answered as she graciously
waved her stick as if casting a spell on her two
pupils.
Zita sat down. Divina, dumbstruck as she was,
sat down, too.
“Good morning class, “Kristy greeted.

“Good morning, Teacher Kristy,” Divina and
Zita responded. Kristy opened her book for a
while then closed it immediately. “I want you
to draw a ball,” she said in a tiny voice.
Divina raised her hand and seriously drew a
ball on the toy chalkboard.
“What is this, Lola?” Kristy asked. “That’s a
ball,” replied Divina.
“Next, draw a kite, Lola Zita,” Kristy said.
51
Lola Zita raised her hand and drew a kite.
After a few seconds, “Wow, it’s a nice kite. It’s
colorful!” Kristy applauded.
“This time, I want you to name the different
shapes that I am going to draw, okay?” she
said. The two waited eagerly for what Kristy
would draw.
A minute later, Kristy grasped her stick and
asked, “What are these?”
As she was about to call Lola Zita, she saw that
a tiny hand was also raised from a distance.
It was Paulo, her older brother.
“Come to the front, Kuya Paulo, and tell the
class what shapes these are,” she said with
beaming gladness.
Her eyes sparkled as her brother briskly moved
forward and started saying: “
This is a circle. This is a triangle. This is a square
and this is a rectangle.”
52
“Excellent, Kuya!” Kristy praised. “Thank you,”
answered Paulo.
Then, Kristy let her class name the shapes on
the toy chalkboard again.
Finally, Kristy instructed them to stand up.
“As we end our class today, let us sing
“Goodbye Dear Teacher, Goodbye!” Kristy
said. They all sang together as if they were
really in school.
Lola Divina, Lola Zita, and Kuya Paulo were
amazed that Kristy can act as a little teacher.
All of them said, “Thank you, teacher. We will
come again next time. Goodbye!”
1. Where did the story happen?

A. at school
B. in the house
C. at the library
D. in the garden
53
2. Why does Kristy want to be a teacher?
A. She wants to be called a teacher.
B. She wants to be like her mother.
C. She wants to be like her sister.
D. She wants to be like her granny.
3. Why did Kristy open her book?
A. to impress her pupils
B. to get her pupils’ attention
C. to act just like a real teacher
D. to have an idea of what object she would let her
pupils draw.
4. Kristy is a smart kid. When a person is smart, it means
that one is .
A. clever
B. naughty
C. beautiful
D. obedient
5. What do you think will make Kristy a successful teacher
in the future?
A. her enthusiasm to teach grows more
B. her ability and smartness to conduct a class
C. the influence of her granny who is a teacher
D. the encouragement of her Lola Divina and Zita
Refer to the rubric provided in this manual to determine if the child is at theStory Level.
54
STORY 3
TOTO
By Orlando A. Pascua
Toto is a very stout boy. He loves to eat
sweets and junk food. He does not want to
exercise and help with the household chores. All
he wants to do is sit in front of the television while
munching on his favorite potato chips.
One day, he wakes up in a world full of
chocolates, chips, and candies. Excitedly, he
gets his bag and fills it up with his favorite sweets.
"I will reserve some for tonight," he exclaims.
When his bag is already full, he starts to walk
and finds his way home. Still uncontended, he
grabs the floating chips on his way and pins them
on his shirt. How joyful he is while walking with his
preferred goodies!
After some time, he feels so exhausted. He
looks for something to drink, but all he sees are
flying gummies and dancing bags of processed
delights.
55
He thinks about the chicken and
vegetables that his mom cooks. He starts to feel
hungry, “I am starving and thirsty," he cries. "I do
not know how to go home, and I am so
exhausted,” he sighs.
Suddenly, a big thing appears. It's Super
Malunggay! Toto is stunned. He looks like the
leafy vegetable that his mom prepares.
"Come, I will bring you home," says Super
Malunggay. Toto rides on his stem, and in
minutes, they are at Toto's home. Super
Malunggay explains to Toto the importance of
eating healthy food and bids farewell to him.
Toto rushes to the kitchen and finds out that
his mom is cooking. He gladly sits down and eats
a very healthy meal. "Oh, dear, it looks like you
haven't eaten for years!" his mom exclaims. Toto
flashes a sweet smile.
Toto has finally learned his lesson. He is now
choosing healthy food rather than unhealthy
ones.
56
1. What does Toto love to do?
A. He loves to exercise.
B. He loves to stay fit.
C. He loves to eat healthy food.
D. He loves to eat chocolates and junk food.
2. What happens one day?
A. He wakes up in a school.
B. He wakes up in a hospital.
C. He wakes up in his room
D. He wakes up in a magical world.
3. Choose the best reason why Toto prefers candies and

chips rather than a healthy meal.
A. They are tasty.
B. They are cheap.
C. They are colorful.
D. They are what his mother gives.
57
4. Why do children like you need to eat healthy meals?
A. for them to be intelligent
B. for them to become healthy
C. for them to be popular
D. for them to have superpowers
5. What lesson does the story teach?
A. Flying is an exciting activity.
B. Watching television is fun.
C. Eating sweets is a healthy habit.
D. Choosing a healthy lifestyle is advisable.
58
LEVEL 5: LOCAL MATERIAL LEVEL
Directions: Ask the child to read local material aloud. Give him/her enough
time to choose the local material he or she will read. Give him/her more than
one chance to read the material. When the child is done reading the chosen
local material, read the comprehension questions and give him/her enough
time to answer the questions. Repeat the questions as necessary.
LOCAL MATERIAL 1
The School Magazine

By: Samantha Cruz
A school magazine is a creative publication by

the learners and teachers at a school. Every year a
school magazine gets published. That reflects so many
things about the school. School magazine is a really
unique and creative idea that helps learners to
express their writing skills.
Local Material Comprehension Questions

1. What is a school magazine?
a. A creative presentation.
b. A creative publication.
c. A creative expression.
d. A creative writing
.
59
2. Which among the following words has the same
meaning as the phrase, “every year”?
a. annually
b. monthly
c. weekly
d. daily
3. If a school magazine reflects so many things about the
school, which of the following topics you will most likely read
in it?
a. School projects
b. School activities and events
c. School teachers and administrators
d. All of the above
4. According to the article, a school magazine needs a
committee to run the whole process of publication. Which of
the following statements is NOT a reason for having a school
magazine committee?
a. To ensure that the articles to be included in the
school magazine are accurate.
b. To ensure that the teachers will only publish the
articles that they have written.
c. To ensure that the school magazine reflects the
image of the school.
d. To ensure that the school magazine gets published
on time.
60
5. How will a school magazine be beneficial to a learner
like you?
a. A school magazine does not benefit students.
b. A school magazine lets teachers express their
opinions.
c. A school magazine is a good advertisement for the
school.
d. A school magazine is a good opportunity to let
learners express themselves.
Refer to the rubric provided in this manual to determine if the child is at theLocal
Material Level.
61
62
63
64
GRADE 5
Reading Assessment
START HERE:

letters.
LETTERS
m t z f
k o a r
v p
Level 2: Word Level
WORDS
dog hat
key wish doll
65
PARAGRAPH 1

He lives on a tree.
He likes to jump.
PARAGRAPH 2

He loves to study.
Paragraph Level.
66
STORY 1
The Missing Cat

By: Geraldyn Joy P. Fernandez
Cathy’s dream was to have a pet cat that

looked like her favorite cartoon character
named Garfield. Therefore, when her aunt
bought her a Persian Tabby, it became her most
precious pet. She called it Muning.
Muning and Cathy became inseparable.
They went together during mealtime, snack time,
playtime, and even during bedtime.
Muning suddenly disappeared. Cathy kept on
searching for it for almost two days. “Muning,
Muning,” called Cathy, but she could not find it.
She asked for the help of her sister, Betty.
Betty and Cathy looked for Muning
everywhere. They went up to the small living
room, down to the vast garden and the
backyard. They also searched in their neighbor’s
house. Still, they could not find it. Cathy became
so lonely, for she loved her cat so dearly.
67
One Saturday morning while Betty was playing
with her friends, she heard a familiar sound.
She followed the sound from the playground
to their old doghouse. Betty screamed with
happiness and exclaimed, “Cathy, come
down, quick!”
Cathy rushed down from their house,
and to her joy, she saw her pet with cute
kittens. Muning gave birth to three fat
white kittens! “Now, we have more cats
to take care of,” said Cathy with a thankful
heart.
68
1. What was Cathy’s dream?
A. to have a pet that looked like Garfield
B. to have a pet from America
C. to have a pet that is a cartoon character
D. to have a pet named Muning
2. What happened to Muning one day?
a. It ran away.
b. It was missing.
c. It became sick.
d. It climbed up and fell.
3. Why do you think they looked for Muning?
A. because it is cute
B. because it is given by their aunt
C. because they love and care for it
D. because their mom might get angry
69
4. Which of these lines shows a happy emotion?
A. Betty and Cathy looked for it everywhere.
B. Cathy's dream was to have a pet cat.
C. Muning gave birth to four fat white kittens!
D. One day, Muning suddenly disappeared.
5. Choose the best way to take care of a pet.
A. by dressing it up
B. by giving its needs, including love
C. by posting its pictures on Facebook
D. by preparing food when it is its birthday
70
STORY 2
The Monkey, the Turtle and the Coconut

By Joel B. Manuel
Turtle missed his friend, the Monkey, so he went
looking for him. He went looking for his friend in the
forest. He looked up among the trees. He looked for
him in the riverbank.
He finally found Monkey at the edge of a squash field.
Monkey seemed stuck. He seemed to be helpless. He
was pale and seemed confused. Knowing that his
friend needed help, Turtle moved up to him.
“Friend Monkey, what’s happening?” Turtle asked.
“I could not get my hands off this coconut!” Monkey
complained.
“How did you get your hand stuck inside it?” asked
Turtle.
“I wanted to get some meat of the coconut,” Monkey
cried.
“Then let us get this coconut with you,” Turtle
suggested.
“We could not get it with us. It is fastened strongly to
the ground,” Monkey cried.
Turtle studied the situation. He peered at the hole
where Monkey entered his arm.
71
“In this case, release the coconut meat. Then
spread your fingers. You would be able to pull your
hand back out.”
“If I would do that, I wouldn’t be getting any
coconut meat!”
“If you won’t do that, you can’t get your hands
out!” replied Turtle.
“If I release the meat, I won’t get to eat any of
it?” asked Monkey.
“But if you don’t do it, you are trapped!” Turtle
exclaimed. “The farmer’s dogs are coming!”
“I could fight the dogs!” Monkey wailed.
“You will lose because you are not free,”
warned Turtle. “If you lose the fight, you will die. Or
they would be able to catch you!”
Just then, near the bend of the path, the dogs
appeared. The farmer walked behind the dogs.
“If you let go, you will live!” Turtle panicked.
Just then, Monkey spread his palm. He pulled
his hand out of the coconut. He picked up Turtle
and hastily climbed up a tree.
“Because you learned to let go, we were
saved!” exclaimed Turtle.
72
1. Why did the Turtle come looking for his friend, the Monkey?
A. He missed him.
B. He was angry at him.
C. He wanted to play with him.
D. He had a visit schedule with him
2. Why was Monkey’s hand stuck inside the coconut?
A. He accidentally put it inside.
B. He played with the coconut.
C. He wanted to eat coconut meat.
D. He was curious of what might happen.
3. Which of the following is NOT a possible happy ending for the

story?
A. Farmer releases both Monkey and Turtle.
B. Farmer chases Monkey and Turtle across the forest.
C. Farmer catches Monkey and gets him and Turtle as pets.
D. Farmer catches Monkey and Turtle and let the dogs

harass them.
73
4. What characteristic of Monkey is shown by his reluctance to let
go of the coconut meat?
A. Hate
B. Anger
C. Greed
D. Jealousy
5. Which could be a good theme of the story?
A. Friendship is tested in danger.
B. A friend could be so stubborn.
C. There are times we need to let go.
D. We must work hard for our goals in life.
74
Directions: Ask the child to read local material aloud. Give him/her enough time to
choose the local material he or she will read. Give him/her more than onechance
to read the material. When the child is done reading the chosen localmaterial,
read the comprehension questions and give him/her enough time toanswer the
questions. Repeat the questions as necessary.
LOCAL MATERIAL 1
The Basic Types of Hygiene for Kids

There are three basic types of hygiene for
kids. First is the cleanliness of the body. A child
should be taught to bathe or shower every day
and to wash his or her hands frequently. It was
proven that hand washing is one of the most
important cleanliness habits children must learn.
A child must learn to wash his or her hands
before meals and after using the restroom.
The second is oral hygiene, which means
brushing the teeth regularly. It should be done at
least twice a day, once in the morning and once
at night. Ideally, the child should learn to brush
after every meal too.
The third is wearing clean clothing. A child
should learn to choose a clean outfit, including
underwear, each day and to change their play
clothes if they become excessively soiled.
75
Comprehension Questions
LOCAL MATERIAL1 COMPREHENSION QUESTIONS

1. What are the basic types of hygiene for kids?
A. Maintaining a clean body, having proper oral hygiene,
and wearing clean clothes.
B. Showering every day, brushing teeth, and wearing
beautiful clothes
C. Using clean restroom, brushing teeth changing clothes
every day
D. Handwashing, brushing, wearing new clothing.
2. How can kids maintain a clean body?
A. By taking a shower every day and washing his hands
before and after meals
B. By washing hands before going to restrooms.
C. By removing dirt and odor to the body.
D. By wearing cologne before going out
3. What does it mean by oral hygiene?
A. It means brushing the teeth whenever they are
aching.
B. It means brushing the teeth every after meals.
C. It means brushing the teeth twice a day.
D. It means brushing the teeth regularly.
76
4. What happens when kids have proper hygiene?
A. Kids will not get sick.
B. Kids will be lovable.
C. Kids will look more beautiful.
D. Kids will stay clean and healthy.
5. How can you show other children that having proper
hygiene is important?
A. By making myself look good, brushing my teeth
regularly, and wearing clean clothes
B. By telling them to take a bath and wash their hands
regularly and wear beautiful clothes.
C. By letting them read stories about the importance of
staying healthy.
D. By going away from them whenever they are dirty.
77
LOCAL MATERIAL 2
78
Local Material 2 Comprehension Questions
1. What can enhance our minds and let us learn new

things?
A. Good books C. Mental health
B. Best friends D. Booklovers
2. What is the importance of reading books?
A. Books can give us friends.
B. Books can change our mood.
C. Books improves our mental health.
D. Books can improve our imagination.
3. What happens when we read a lot?
A. We will become intelligent people.
B. We will be famous.
C. We will be booklovers.
D. We will become a person who is full of
information.
79
4. How can reading books reduce our stress?
A. Books make us feel happy and become creative.
B. Books make us travel all over the world.
C. Books make us imagine things.
D. Books make us feel alive.
5. How can you convince others to read books?
A. By reading books more often and telling them
about what I read.
B. By showing off to them the beautiful books I own.
C. By telling them to also read books.
D. By buying more books.
Refer to the rubric provided in this manual to determine if the child is at theLocal Material Level.
80
81
82
83
84
GRADE 6
Reading Assessment
START HERE:

letters.
LETTERS
m t z f
k o a r
v p
Level 2: Word Level
WORDS
dog hat
key wish doll
85
PARAGRAPH 1

He lives on a tree.
He likes to jump.
PARAGRAPH 2

He loves to study.
Paragraph Level.
86
STORY 1
Buboy’s Red Box

By: Manny Cuison
In an old hut just beside the wide rice field

live Buboy and his mother, Aling Alma, a widow
who sells vegetables in the market for a living.
Instead of staying home and playing with his
peers, Buboy helps his mother sell vegetables on
weekends.
He seldom buys food during recess and
prefers to stay inside their classroom because he
has only enough allowance in his pocket. His
classmates usually invite him to go to the
canteen and buy snacks, but he refuses and tells
them honestly that he has something to eat in his
bag. Instead, he prefers to work on his lessons
and reads stories in the mini-library corner of their
classroom.
“Let’s go and play at the game shop!” they
tell him. “We still have time to play!”, they add.
87
“Thanks! But I have more important things
to do,” Buboy answers.
His classmates are doubting where he spends
his allowance because they just see him stay
inside the room and seldom buy snacks and
play with them. Unbeknownst to them, Buboy
eats nutritious food for breakfast at home and
his mother prepares him a sandwich and
bottled water inside his bag before he goes to
school.
Buboy secretly saves money in his piggy bank.
He is motivated by his mother’s reminder to
spend his spare money on necessary things.
But Buboy has other plans aside from that. He
is determined to save some of his money
because he wants to surprise his mother on her
special day.
One Saturday, Buboy wakes up early, does all
the household chores, and prepares
breakfast. He cooks scrambled eggs, fried
rice, steamed camote tops, and hot rice
coffee.
88
After doing all the chores and preparing
the table for breakfast, he goes to his mother’s
room saying, “Good morning, ‘Nay!” “Happy
Birthday!” “Come ‘Nay, breakfast is ready!”
When his mother approaches the table, she is
amazed! “Did you prepare all of these, son?
You’re so sweet!” mother exclaims. “Yes ‘Nay!
Buboy proudly answers. Then, Buboy suddenly
gives a red box to his mother. “This is for you
‘Nay!” Buboy says.
His mother excitedly opens it and is surprised to
see a beautiful floral dress, perfect for her to
wear when she attends church gatherings.
Teary-eyed, her mother embraces Buboy and
says, “Thank you!” “This is the happiest
birthday I’ve ever had Buboy!” “I’m so proud
of you, son!”
The two sweetly hug each other and enjoy
breakfast together.
89
1. What does Buboy do before he goes to school?

He prepares his sandwich.
A. He helps his mother with the household chores.
B. He helps his mother sell some vegetables in the
market.
C. He eats his breakfast and brings bottled water and a
sandwich.
2. What is inside the red box that Buboy gives her mother?
A beautiful hat
A. A pair of sandals
B. A long floral dress
C. A beautiful floral dress
3. Why does Buboy’s mother always remind him to save

money?
A. So that Buboy can have extra money to buy food.
B. So that Buboy can buy whatever things he wants.
C. So that Buboy can buy her a beautiful birthday
present.
D. So that Buboy can have something to spend on
more important things he needs.
90
4. Based on the story, what symbolizes the gift of Buboy to his
mother?
A. It symbolizes Buboy’s thriftiness.
B. It symbolizes Buboy’s love for his mother.
C. It shows how responsible Buboy is in his studies.
D. It shows the sacrifice of Buboy in saving money.
5. If you were Buboy, will you also save money to buy gifts
for your parents? Why?
A. No, because I don’t earn money yet.
B. Yes, because they also give gifts on my birthday.
C. No, because my money is for buying food and toys.
D. Yes, because it shows my love to them as my
parents.
91
STORY 2
A RACE TO REMEMBER
By: Noraima G. Baguan
Buknoy and Pedro were Grade 6 pupils. They were
friends and classmates since Grade 1. They always went
on biking during their free time. They also used their
bicycles to school. They were some of the fastest bike
riders in their school.
One day, the Barangay where they lived
organized a Bicycle Race as part of its sports festival to
encourage children to love cycling and enjoy its health
benefits. The barangay believed that cycling improves
children’s self-esteem and boosts their mental attitude.
The Barangay would grant the winner a full scholarship
for schooling and a free allowance for the coming
school year.
Buknoy and Pedro decided to join the race and
agreed that it would be a friendly competition. They
excitedly told their parents about it. Their parents were
hesitant at first, but they still agreed on the condition
that they would be extra careful. Before the big day,
Buknoy spent the whole day preparing his bike. He put
air in his bike tires, oiled the chain, and checked the
frame to make sure everything was just right. He also
slept early that night so he would stay awake and
conditioned during the race.
92
?
?
He answered. Buknoy urged Pedro to do some
exercising before the race, but they heard the sound that
signaled the activity would begin. The two wished each
other good luck. The race started. The two suddenly
became aware of everything around them, the race and
their opponents, and the black track that laid ahead of
them. Then, all the contestants began to pedal.
93
Buknoy and Pedro plunged forward, their hands on
the handlebars. They were soon speeding like a bullet.
There went one opponent, then another. Soon, it
became clear that they passed other bikers. They were
above all the rest. Suddenly, Pedro’s bike started
sputtering and making weird noises. The chain had fallen
off his bike. He stopped and parked his bike to inspect it.
He saw Buknoy getting back for him to help.
“Let’s fix your bike so you can go back to the

race.” He spoke. Pedro felt his hands and legs trembling.
“I don’t think I can go back. I’m tired.” He complained.
“No. you can do it!” urged Buknoy. Soon, other
opponents came rushing past them. Pedro stood up
and urged Buknoy to go on with the race. “I know it’s my
fault, I didn’t check on my bike and I did not get ready
for this. Go on and win this race.” He told Buknoy.
Buknoy was hesitant to leave his friend, but Pedro
pushed him to go on with the race. Other contestants
were now far ahead of them. Buknoy decided to go
back to the race. He felt sad about Pedro withdrawing
from the race. He lurched his whole body and tried to
speed up.
94
As he looked ahead, he noticed that one
competitor was already 20 meters away from him to
the finish line.
He put all his energy in and kept on peddling.

He looked up and saw that someone was standing in
one of the towers waving a black and white checked
flag. Then he heard a roar and clap. His parents
95
1. What did Buknoy and Pedro do the day before the race?
A. Buknoy and Pedro went to school to play.
B. Buknoy and Pedro went for a stroll using their bikes.
C. Buknoy did some warm-up activity while Pedro
came late to the race.
D. Buknoy fixed his bicycles while Pedro played games
on his mobile phone.
2. Why did the barangay organize the Bike Race?
A. To grant scholarships for children
B. To give children an allowance for school.
C. To inspire children to do their best in bike racing.
D. To let children enjoy the health benefits of cycling.
3. Why did Pedro decide not to go back to the race?
A. His bike was damaged.
B. He was tired and weak.
C. He was not prepared for the race.
D. He wanted Buknoy to win the race.
4. What character traits are shown by Buknoy in the story?
A. Buknoy is a true friend and a good sport.
B. Buknoy is a good friend and a responsible boy.
C. Buknoy is an intelligent boy who loves to bike.
D. Buknoy is a good son who wants to make his parents
proud.
96
5. Which of the following statements is true based on the
story?
A. Pedro could’ve won the race if he had inspected his
bike and slept well as Buknoy did.
B. Buknoy could’ve won the race if he hadn’t gotten
back to help Pedro with his bike.
C. Buknoy should have reminded Pedro to check on his
bike before the race.
D. Pedro should not have joined the race because he
was not ready for it.
Directions: Ask the child to read local material aloud. Give him/her
enough time to choose the local material he or she will read. Give
him/her more than one chance to read the material. When the child
is done reading the chosen local material, read the comprehension
questions and give him/her enough time to answer the questions.
Repeat the questions as necessary.
97
LOCAL MATERIAL 1
UNIQUE PRACTICES OF ILOCANO

By: Noraima G. Baguan
Ilocanos are one of the dominating groups in the
Philippines. They are unique because they have their
way of living. They are known as Ilokano and Iloko. The
name Ilocano comes from I, meaning ‘from’, look,
meaning ‘bay’ and ano, meaning ‘native of,’ thus
Ilocano means ‘people of the bay.’ Their language is
the third largest spoken language in the country.
Ilocanos are living in Northern Luzon. They are
known to be thrifty and hardworking. They believe that
every centavo counts. There are traditions, customs,
and beliefs that are distinct for Ilocanos.
The first one is the “atang.” The family prepares
foods and places them on the altar as offerings to God.
Ilocanos practice this to ward off evil spirits. The most
common prepared food for atang is a rice cake usually
called sinukat or sinuman. Atang is done to keep
sickness away from the family. It is also done to ask God
for a good harvest. It is also performed after a relative or
loved one passed away. It is their way of showing family
members that they are still important and loved even if
they are already gone.
98
Local Material 1 Comprehension Questions:
1. Which of the following Ilocano practices is observed after the
burial of a family member and is performed by washing the head?
A. Atang
B. Gulgul
C. Dayu-dayu, bari-bari
D. Agawidun, di ka agbatbati
2. Why do Ilocanos prepare foods and place them on the altar as

offerings to God?
A. To keep illness away from the family.
B. To ask for their soul to go home with them.
C. To ease the pain of losing someone they love.
D. To send out bad spirits from a strange place.
3. Ilocanos prepare atang after a loved one passed away. What

does this practice show about the Ilocanos?
99
A. Ilocanos have strong family ties.
B. Ilocanos are spiritual in nature.
C. Ilocanos believe in supernatural beings.
D. Ilocanos show importance and love to loved ones
who passed away.
4. When Ilocanos recite dayu-dayu, bari-bari to a strange place,
what does this show about the Ilocanos?
A. Ilocanos believe that there are harmful unseen spirits in
strange places.
B. Ilocanos believe that there they can get illness when
going to strange places.
C. Ilocanos believe that it is bad luck to go to strange
places.
D. Ilocanos believe that their soul can be left in a place
unfamiliar to them.
5. Which of the following statements is NOT true about
Ilocanos?
A. Ilocanos are God-fearing individuals.
B. Ilocanos are thrifty and believe that every centavo
counts.
C. Ilocanos have distinct traditions that make them a
diverse group in the country.
D. Ilocanos are better than other groups in the country
because of their unique practices.
100
LOCAL MATERIAL 2
101
102
Local Material 2 Comprehension Questions
1. What was the narrator’s reaction when she heard about the
announcement of the national lockdown?
A. She was scared.
B. She knew it was bad news.
C. She didn’t care about it.
D. She was sad because many were dying from the virus.
2. How did the lockdown change the narrator’s life?
A. Her family became closer and extra careful.
B. Her family was always scared about the monster virus.
C. Her family was not allowed to travel and play outside.
D. Her family could not go to school and worship places.
3. Why did the narrator want the school to open?
A. She missed the learning activities in school.
B. She wanted to play with her classmates.
C. She missed her classmates and friends.
D. She wanted to go to school and continue his studies.
103
4. How did the narrator cope with her studies in home-based
learning?
A. The barangay teacher volunteers donated computers

for her to use.
B. The barangay teacher volunteers answered her
workbooks at home.
C. The barangay teacher volunteers helped her with her
subject she couldn’t understand.
D. The barangay teacher volunteers provided
her internet connectivity so she can video call her
classmates.
5. What do you think will happen to the narrator after the school
year?
A. She will be promoted to the next grade with high grades.
B. She will stop her studies after the barangay teacher-
volunteers stop helping her.
C. She will stop schooling and will take care of her brother
and sister.
D. She will become skillful in using computers.
104
6. How can pupils like you make good grades while studying at
home?
A. Go to the barangay and ask for teacher-volunteers to
help me.
B. Ask my mother and father to answer my modules.
C. Look for other learning materials in addition to my
modules to better understand my lessons.
D. Watch television and play video games during class
hours at
Refer to the rubric provided in this manual to determine if the child is at theLocal Material Level.
105
For inquiries or feedback, please write or call:
Department of Education – Region I
Office Address: Flores St., Catbangen, City of San Fernando, La Union
Telefax: (072) 682-2324; (072) 607-8137
E-mail Address: region1@deped.gov.ph

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FLAT (Functional Literacy Assessment Tool)

Published by the Department of Education, Region 1

Illustrators/Layout Artists: Bobbit Dale M. Bulatao Rodel R. Rimando

Project Proponent: Johnson P. Sunga, EPS-English

Printed in the Philippines by ________________________

Part 1: TEACHERS’ GUIDE………………………………..……………….…… 1

Part 2: PARENTS’ GUIDE……………………………………………………….. 17

Appendix A: Modified Summary of Miscues……………………………….. 26

Part 3: FUNCTIONAL ASSESSMENT TOOL

FLAT ASSESSMENT FOR GRADE 3……………………...…………….. 33

FLAT ASSESSMENT FOR GRADE 5……………………………………… 63

FLAT ASSESSMENT FOR GRADE 6……………………………………… 83

Assessing your learners’ reading level is integral to effective reading instruction.

Table 1. FLAT Reading Test Competencies per Grade Level

1 6-8 Able to read at least 5 common words.

2 7-9 Able to read one of the paragraphs – Grade 2 text.

3 8-10 Able to read a short – story – Grade 3 text.

4-6 11-13 Able to read a passage of local authentic text.

Table 2. FLAT Rating Scale

Table 3. Literacy Level Scale

Level 1: Letter Level

Level 2: Word Level

Level 3: Paragraph Level

Take note of the miscues (mispronunciation, omission, substitution, insertion,

Paragraph #1(Refer to the given Reading Material)

Paragraph #2 (Refer to the given Reading Material)

● Stop here. No need to proceed

That was amazing!!!

List down all the miscues (mispronunciation, omission, substitution, insertion,

Story #1 (Refer to the given Reading Material)

Story #2(Refer to the given Reading Material)

This is an optional template for recording miscues of the learners. You

● Stop here. No need to Let your learner proceed to Level 5Story

That was amazing!!!

Level 5: Story Comprehension Level

Story #2 (Refer to the given Reading Material)

Story #3 (Refer to the given Reading Material)

Story #1 Comprehension Questions (Refer to the given Reading Material)

Story #2 Comprehension Questions (Refer to the given Reading Material)

Story #3 Comprehension Questions (Refer to the given Reading Material)

Use this rubric to determine if your learner is at the ‘Comprehension Level.

Local Materials refer to the available reading resources either printed or

Local Material #1 (Refer to the given Reading Material)

Local Material #2 (Refer to the given Reading Material)

Local Material #1 Comprehension Questions

Local Material #2 Comprehension Questions

Submitting the FLAT Report

FLAT (Functional Literacy Assessment Tool)

Grade/Reading Level Recommended Font and Size

2nd to 3rd Grade Alfabeto, Font Size 16

World Vision International. 2017. Functional Literacy Assessment Tool (FLAT).

Your role as parents in the success of your children’s learning is

Knowing the baseline of a child’s reading level is essential to determine

Proper reading assessment is vital to understanding the overall reading

Hello, Dear Parents!

We at the Department of Education appreciate your effort, support, and

We believe that with your wholehearted support and involvement in the

Are you ready to know the reading level of your child?

The Assessment Starts Here

Grade Ages Reading Test Competencies

1 6-8 Able to read at least 4 letters

1 6-8 Able to read at least 5 common words

2 7-9 Able to read one of the paragraphs - Grade 2