My Reading Milestones

Learners' Name: ______________________________________ Grade: _________________
LITERACY DOMAINS ABILITY YES NO

Can he/she identify the front/middle/back parts of the book?
Can he/she identify whre he/she should begin reading?
BOOK AND PRINT
KNOWLEDGE Can he/she identify the first letter, a word, first word, last word
of the sentence in a story?
Can he/she identify where the title of the story is?
Can he/she identify the first letter of his/her name?
Can he/she identify upper case letters?
ALPHABET KNOWLEDGE Can he/she identify lower case letters?
Can he/she write the letters of their names?
Can he/she write other letters?
Can he/she identify words that rhyme?
Can he/she identify words that sound different from groups of
similar-sounding words?
PHONEMIC Can he/she produce words that rhyme?
AWARENESS/ Can he/she count or clap the number of syllables in a word?
PHONOLOGICAL Can he/she identify the first sound of words?
AWARENESS Can he/she produce the sound of the letters?
Can he/she understand that the structure of the spoken
language is made up of words, and words are consist of
syllables, rhymes, and sounds?
Can he/she identify a written word by sight or by deciphering

PHONICS AND WORD
the relationship between the sound of the spoken language
RECOGNITION and the letters in written langiage?
Can he/she able to convert oral language sounds into printed

SPELLING language symbols?
Does he/she have a knowledge of language features and

GRAMMAR AWARENESS sentence sturctures in written language?

Can he/she formulate ideas into sentences or longer texts and
COMPOSING represent them in the conventional orthographic patterns of
written language?
Can he/she read with accuracy and appropriate for their age
or grade level?
Is her/his reading rates (number of words per minute)
appropriate for his/her age or grade level?
READING FLUENCY Does her/his voice tones rise and fall at appropritae point
when reading?
Does her/his inflections reflect the punctuation when reading
(i.e. voice tone rose near the end of the question)
Does he/she use punctuation to pause appropriately when
reading?
Can he/she read most high frequency words (words that are
not common in the reading textbook)
Is he/she able to read only words that are simple and used in
everyday language?
Is he/she able to read words that are more challenging but are
used by everyday language by more native speakers?
VOCABULARY
Is he/she able to write only words that are simple and used in
everyday language?
Does he/she have the knowledge of words and theire
meanings on both oral and print representations?
Is he/she able to write words that are more challenging but

are used in everyday language by more mature speakers?

1. Can he/she identify the main elements of texts they have
read? (characters, setting, main idea)
2. Can he/she answer basic and factual questions about a
text?
READING
COMPREHENSION 3. Can he/she make predictions about what will happen next
in the text?
4. Can he/she make inferences about a text they have read?
5. Can he/she make connections between their own
background knowledge and texts?
1. Can he/she display feelings and emotions consistent with
their ideas throough gestures, facial expressions, eye contact,
posture, etc?
2. Can he/she articulate oral abilites with correct arrangement
of words and phrases to create a well-informed sentences in
languages?
ORAL LANGUAGE/VIOCABULARY
DEVELOPMENT/GRAMMAR 3. Can he/she present ideas with style and creativity using
appropriate elements of voice (diction, inflecton, volume,
pace)
4. Can he/she sequence ideas and words in a logical manner
with effectove transitional words and connecting ideas?
5. Can he/she stay focus on topic, expresses main ideas
clearly and elaborate with supporting details?
Does he/she show mastery iin having techniques and
strategies that help him/her read or listen for specific
purposes with the intent to remember?
STUDY STRATEGIES Does he/she shows mastery of the specific skills like following
directiobs, alphabetizing, getting information from the table og
contents, getting information from tables, interpreting graphs,
represent information through graphs and other visual
representations?
ATTITUDE TOWARD LANGUAGE, LITERATURE AND LITERACY (Kindergarten)
ATTITUDE SHOWN YES NO

is willing to listen to stories
has a desire to be read to
looks at books on his/her own
volunteers to speak
is curious about words and letters
explores print forms
plays with words
enjoys of songs, poems
rhymes, books, and dramatic play
volunteers retell the stories
asks questions about the story
interacts with the teacher/reader
Book and Print Knowledge (Kindergarten)
He/she develops Book Knowledge because he/she can: YES NO

hold the book right side up
identify parts of a book: front and back cover,and its pages
know that a book has an author and an illustrator and can tell what
they do
know where a story begins
flip the pages of a book sequentially, from the front to the back
track the story line from left to right and from top to bottom while the
story is being read to them
make the correct return sweep
consistently look at the left page first before looking at the right page
He/she develops Print Knowledge because he/she can: YES NO

can tell that print in the form of words corresponds to speech
know that, in a book, what is read is the print and not the picture
understand the meaning of punctuation marks, such as a period and
question mark, when they see them in print
recognize that print messages represent spoken language and convey
meaning
Phonological Awareness (Kindergarten)
He/she manifests the following YES NO

Ability to think about the sounds in a word rather
than just the meaning of the word
Understanding of the structure of spoken language
Important for using sound-letter knowledge
(phonics) effectively in reading (decoding) and
writing (encoding)
Recognition of words that sound alike
Ability to count words in a sentence
Recognition that words are divided into parts, each

part containing a separate vowel sound
Awareness of the smallest units of sound in a word –
Ex. ako: /a/, /k/, /o/
Alphabet Knowledge (Kindergarten)
He/she has shown mastery in Alphabet Knowledge because YES NO
he/she can tell that
has a name
has an upper and a lower case

is written in a certain way (handwriting)
has a distinct sound
Match the upper with the lower case letters

Write all the letters of the alphabet, both the upper and the
lower case
Give the letter that begins or ends the name of a given
object/picture.
Identify the letters in given words.
Ability to form letters correctly in manuscript and cursive

styles
Writing and Composing (Kindergarten)
He/she learns to write through: YES NO
holding the pencil properly
using drawings to stand for writing
writing properly the letters of the
alphabet
observing proper spacing when writing
writing the letter and numbers legibly
writing correclty his/her name
writing the correct spelling (syllables and
simple words)
Study Skills (Kindergarten)
He/she shows mastery of this literacy domain because he/she: YES NO
Follows directions
Following a schedule
Getting information from references such as word walls, letter

cards, charts, books
Interpreting graphs or representing information through graphs

and other visual representations (ex. pictograph, line graph, bar
graph, pie graph, charts and tables, webs)
MONITORING OF THE PUPILS' PERFORMANCE IN READING USING THE MARUNGKO APPROACH
Syllables/ Phrases/
DATE LESSON WRITING Words Sentences Comprehension Fluency REMARKS
Lesson Mm
Lesson Ss
Lesson Aa
Lesson Ii
Lesson Oo
Lesson Bb
Lesson Ee
Lesson Uu
Lesson Tt
Lesson Kk
Lesson Ll
Lesson Yy
Syllables/ Phrases/
DATE LESSON WRITING
Words Sentences
Comprehension Fluency REMARKS
Lesson Nn
Lesson Gg
Lesson Ng
Leson Pp
Lesson Rr
Lesson Dd
Lesson Hh
Lesson Ww
Lesson Vv
Lesson Zz
Lesson Xx
Syllables/ Phrases/
DATE LESSON WRITING
Words Sentences
Comprehension Fluency REMARKS
Short Selections
Reminders:
A. KINDERGARTEN
1. For Kindergarten lessons, just introduce the letters sounds and how to write the letters.
The materials to be used for the kindergarten are the audio lessons and activity sheets
in Marungko.
No blending of sounds or syllabic reading yet in the first and second quarter.
They must first establish a good foundation in letter sounds and letter form.
2. But, if the child shows reading readiness after the teacher conducts an assessment,
the child can be given the reading Modules in Marungko.
B. GRADE 1 AND SLOW READERS

1. For grade 1 and slow readers, they may utilize the materials for the kindergarten.
Once letter sounds and letter formation are established, they will be given
the whole reading modules.
2. For grade 1 child showing advancement in reading, he will be given Fuller lessons- words and
short selections.
3. Other reading materials for the learners identified by the teachers shall be given to them
for mastery. These materials include
word drills for fluency
short selections for reading and comprehension
vocabulary development/enhancement
WEEKLY READING ACTIVITY
KINDERGARTEN, GRADE I AND STRUGGLING READERS
FULLER APPROACH
REMARKS REMARKS
LESSON KEY WORD LESSON KEY WORD
WORD RECOGNITION COMPREHENSION FLUENCY WORD RECOGNITION COMPREHENSION
(Indicate the Score) (Indicate the Score)
Lesson 1 Short "e" Family Lesson 14 /oa/as in boat
Lesson 2 Short"a" Family Lesson 15 / ow/as in cow
Lesson 3 Short "O" Family Lesson 16 /ow/as in row
Lesson 4 Short "i" Family Lesson 17 /oy/ as in boy
Lesson 5 Short "u" Family Lesson 18 /sk/ as in skim
Lesson 6 /e/ as in me Lesson 19 /ou/as in loud
Lesson 7 /ee/ as in feet Lesson 20 /aw/ as in saw
Lesson 8 /ea/ as in meat Lesson 21 /au/ as in Paul
Lesson 9 /ef/ as in chief Lesson 22 /i/ long i as nine
Lesson 10 / a/ as in cake Lesson 23 /y/ as in my
Lesson 11 /ai/ as I pail Lesson 24 /ie/ as in pie
Lesson 12 /ay/ as in day Lesson 25 /u/ as in tube
Lesson 13 /o/ as in note Lesson 26 /ew/ as in new

REMARKS REMARKS
LESSON KEY WORD COMPREHENSION LESSON KEY WORD
WORD RECOGNITION (Indicate the FLUENCY WORD RECOGNITION COMPREHENSION
Score) (Indicate the Score)
Lesson 27 /oo/ as in moon Lesson 48 /fl/ as in flag
Lesson 28 /oo/ as in door Lesson 49 /gl/ as in glad
Lesson 29 /sh/ as in fish Lesson 50 /pl/ as in play
Lesson 30 /ch/ as in chin Lesson 51 /sl/ as in sleep
Lesson 31 /ck/ as in duck Lesson 52 /br/as in bring

Lesson 32 /ll/ as in bell Lesson 53 /cr/ as in crab
Lesson 33 /ld/ as in gold Lesson 54 /dr/ as in drum
Lesson 34 /lk/ as in milk Lesson 55 /fr/ as in frog
Lesson 35 /lt/ as in belt Lesson 56 /gr/ as in grass
Lesson 36 /nd/ as in hand Lesson 57 /pr/ as in pray
Lesson 37 /nt/ as in hunt Lesson 58 /tr/ as in tray
Lesson 38 /tr/ as in tray Lesson 59 /sh/ as in ship
Lesson 39 /sp/ as in gasp Lesson 60 /ch/ as in chin
Lesson 40 /ss/ as in kiss Lesson 61 /se/ as in sean
Lesson 41 /est/ as in nest Lesson 62 /sk/ as in skim
Lesson 42 /act/ as in fact Lesson 63 /sl/ as in slap
Lesson 43 /ff/ as in cuff Lesson 64 /sm/ as in smile
Lesson 44 /ff/ as in off Lesson 65 /sn/ as in snap
Lesson 45 /mp/ as in jump Lesson 66 /sp/ as in spin
Lesson 46 /bl/ as in black Lesson 67 /st/ as in stop
Lesson 47 /cl/ as in clam Lesson 68 /sw/ as in swim
REMARKS REMARKS
LESSON KEY WORD COMPREHENSION LESSON KEY WORD
WORD RECOGNITION (Indicate the FLUENCY WORD RECOGNITION COMPREHENSION
(Indicate the Score)
Score)
Lesson 69 /tr/ as in train Lesson 96 /oe/ as in toe
Lesson 70 /tw/ as in twin Lesson 97 /kn/ as in know
Lesson 71 /th/ as in thin Lesson 98 /ge/ as in page
Lesson 72 /th/ as in bath Lesson 99 /dge/ as in edge
Lesson 73 /ar/ as in bar Lesson 100 /alkl as in talk
Lesson 74 /er/ as in her
Lesson 75 /ur/ as in fur
Lesson 76 /rb/ as in herb
Lesson 77 /rd/ as in herd
Lesson 78 /rk/ as in jerk
Lesson 79 /rl/ as in curl
Lesson 80 /rm/ as in warm
Lesson 81 /rn/ as in yarn
Lesson 82 /rp/ as in harp
Lesson 83 /rt/ as in cart
Lesson 84 /ce/ as in cell, rice
Lesson 85 /ci/ as in city
Lesson 86 /cy/ as in Cindy, icy
Lesson 87 /scr/ as in scrub
Lesson 88 /spr/ as in spring
Lesson 89 /str/ as in string
Lesson 90 /le/ as in file, truly
Lesson 91 /gh/ as in laugh
Lesson 92 /ght/ as in bought
Lesson 93 /are/ as in care
Lesson 94 /air/ as in fair
Lesson 95 /ey/ as in key
EMARKS
FLUENCY
EMARKS
FLUENCY
EMARKS
FLUENCY
DOLCH AND FRY
WORD RECOGNITION SPELLING

LESSON
COMMON ERRORS IN COMMON ERRORS IN ACHIEVEMENT/
WORD RECOGNITION ACHIEVEMENT/ SCORE
READING SPELLING SCORE
DOLCH PRE-PRIMER
DOLCH PRIMER
DOLCH FIRST GRADE
DOLCH SECOND GRADE
DOLCH THIRD GRADE
DOLCH FOURTH GRADE
DOLCH SIXTH GRADE
DOLCH SEVENTH GRADE
FRY'S 1- 100 WORDS
FRY'S 101- 200 WORDS

REMARKS SPELLING
LESSON
COMMON ERRORS IN COMMON ERRORS IN ACHIEVEMENT/
WORD RECOGNITION
READING ACHIEVEMENT/ SCORE SPELLING SCORE
FRY'S 901- 1,000 WORDS

DOLCH AND FRY
CAN TELL THE MEANING OF THE CAN USE THE WORD/S IN SENTENCES CAN USE THE WORD/S IN CAN WRITE SHORT
LESSON WORDS CONVERSATION PARAGPRAPH
DOLCH PRE-PRIMER
DOLCH PRIMER
DOLCH FIRST GRADE
DOLCH SECOND GRADE
DOLCH THIRD GRADE
DOLCH FOURTH GRADE
DOLCH SIXTH GRADE
DOLCH SEVENTH GRADE
FRY'S 1- 100 WORDS

LESSON WORD RECOGNITION COMMON ERRORS IN READING ACHIEVEMENT/ SCORE ACHIEVEMENT/ SCORE
FRY'S 901- 1,000 WORDS

WORD DRILL
REMARKS REMARKS
DATE LESSON DATE LESSON
WORD RECOGNITION SCORE WORD RECOGNITION SCORE
1 26
2 27
3 28
4 29
5 30
6 31
7 32
8 33
9 34
10 35
11 36
12 37
13 38
14 39
15 40
16 41
17 42
18 43
19 44
20 45
21 46
22 47
23 48
24 49
25 50
REMARKS REMARKS
DATE LESSON DATE LESSON
WORD RECOGNITION SCORE WORD RECOGNITION SCORE
51 76
52 77
53 78
54 79
55 80
56 81
57 82
58 83
59 84
60 85
61 86
62 87
63 88
64 89
65 90
66 91
67 92
68 93
69 94
70 95
71 96
72 97
73 98
74 99
75 100
DEVELOPING READING POWER
LESSON REMARKS LESSON REMARKS

WORD RECOGNITON COMPREHENSION WORD RECOGNITON COMPREHENSION
Noting Details 1 Getting the Significance 26
DEVELOPING READING POWER 1

Predicting the Outcome of Reading to Follow Precise
the Given Event and Directions 1
Making Inferences 1

Making Inferences 2

Making Inferences 3

Making Inferences 4

Making Inferences 5

Making Inferences 6

Making Inferences 7

Making Inferences 8

Making Inferences 9

Making Inferences 10





DEVELOPING READING POWER 4

WORD RECOGNITION COMPREHENSION WORD RECOGNITION COMPREHENSION
REMARKS REMARKS
LESSON LESSON
Reading to Follow Precise

Predicting the Outcome
of the Given Event and Directions 1
Making Inferences 1

Making Inferences 2

Making Inferences 3

Making Inferences 4

Making Inferences 5

Making Inferences 6

Making Inferences 7

Making Inferences 8
DEVELOPING READING POWER
REMARKS REMARKS
LESSON LESSON

Making Inferences 9







FLUENCY

WORD RECOGNITION PRONUNCIATION WORD RECOGNITION PRONUNCIATION
READING AND COMPREHENSION

WORD RECOGNITION COMPREHENSION WORD RECOGNITION COMPREHENSION

My Reading Milestones

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

My Reading Milestones

Uploaded by

Copyright:

Available Formats

Learners' Name: ______________________________________ Grade: _________________

LITERACY DOMAINS ABILITY YES NO

Can he/she identify a written word by sight or by deciphering

Can he/she able to convert oral language sounds into printed

Does he/she have a knowledge of language features and

LITERACY DOMAINS ABILITY YES NO

Is he/she able to write words that are more challenging but

LITERACY DOMAINS ABILITY YES NO

ATTITUDE SHOWN YES NO

He/she develops Book Knowledge because he/she can: YES NO

He/she develops Print Knowledge because he/she can: YES NO

He/she manifests the following YES NO

Recognition that words are divided into parts, each

has an upper and a lower case

Match the upper with the lower case letters

Ability to form letters correctly in manuscript and cursive

Getting information from references such as word walls, letter

Interpreting graphs or representing information through graphs

B. GRADE 1 AND SLOW READERS

Lesson 1 Short "e" Family Lesson 14 /oa/as in boat

Lesson 2 Short"a" Family Lesson 15 / ow/as in cow

Lesson 3 Short "O" Family Lesson 16 /ow/as in row

Lesson 4 Short "i" Family Lesson 17 /oy/ as in boy

Lesson 5 Short "u" Family Lesson 18 /sk/ as in skim

Lesson 6 /e/ as in me Lesson 19 /ou/as in loud

Lesson 7 /ee/ as in feet Lesson 20 /aw/ as in saw

Lesson 8 /ea/ as in meat Lesson 21 /au/ as in Paul

Lesson 9 /ef/ as in chief Lesson 22 /i/ long i as nine

Lesson 10 / a/ as in cake Lesson 23 /y/ as in my

Lesson 11 /ai/ as I pail Lesson 24 /ie/ as in pie

Lesson 12 /ay/ as in day Lesson 25 /u/ as in tube

Lesson 13 /o/ as in note Lesson 26 /ew/ as in new

Lesson 27 /oo/ as in moon Lesson 48 /fl/ as in flag

Lesson 28 /oo/ as in door Lesson 49 /gl/ as in glad

Lesson 29 /sh/ as in fish Lesson 50 /pl/ as in play

Lesson 30 /ch/ as in chin Lesson 51 /sl/ as in sleep

Lesson 31 /ck/ as in duck Lesson 52 /br/as in bring

WORD RECOGNITION SPELLING

DOLCH FIRST GRADE

DOLCH SECOND GRADE

DOLCH THIRD GRADE

DOLCH FOURTH GRADE

DOLCH SIXTH GRADE

DOLCH SEVENTH GRADE

FRY'S 1- 100 WORDS

FRY'S 101- 200 WORDS

FRY'S 201- 300 WORDS

FRY'S 301- 400 WORDS

FRY'S 401- 500 WORDS

FRY'S 501- 600 WORDS

FRY'S 601- 700 WORDS

FRY'S 701- 800 WORDS

FRY'S 801- 900 WORDS

FRY'S 901- 1,000 WORDS

DOLCH FIRST GRADE

DOLCH SECOND GRADE

DOLCH THIRD GRADE

DOLCH FOURTH GRADE

DOLCH SIXTH GRADE

DOLCH SEVENTH GRADE

FRY'S 1- 100 WORDS

FRY'S 101- 200 WORDS

FRY'S 201- 300 WORDS

FRY'S 301- 400 WORDS

Learners' Name: ______________________ Grade: _