MRTI

FROP1 THE ANEAICAN PEOPLE

POST-ASSESSMENT TOOLS IN
ENGLISH
FOR THE 8—WEEK LEARNING RECOVERY CURRICULUM
 assessment tools in english
FOR THE 8-WEEK LEARNING RECOVERY CURRICULUM

Contents
Grades 2 and 3

1. Cover Page
2. Sequence of Contents
3. Introduction
a. Factors that Affect the Reading Process
b. Purpose of the Reading Intervention
c. What is Assessment?
d. Description of the LRC Post-Assessment
i. Purpose
ii. Post-assessment Flow Chart
iii.Composition
iv. Post-test Subtasks
v. Procedure
vi. Using the Summary Score Sheet
4. Alphabet Knowledge - Teacher’s Copy
5. Alphabet Knowledge - Student’s Copy
6. Word Reading - Teacher’s Copy
7. Word Reading - Student’s Copy
8. Sentence Reading and Comprehension - Teacher’s Copy
9. Sentence Reading and Comprehension - Student’s Copy
10. Reading Fluency and Comprehension - Teacher’s Copy
11. Reading Fluency and Comprehension - Teacher’s Copy
12. Teacher’s Self-Assessment Checklist
Grades 2 & 3
 Literacy Post-Assessment Tool – English

Factors that Affect the Reading Process

 The reader (our beginning reading students).
 The environment – the teacher and the learning environment (differentiated instruction to ability
groups; learning center activities) – we can provide what’s appropriate to the students/ readers.
 The reading material – provide the appropriate level of materials and books. (AK, WR, PSRC, or SRC?)

Purpose of Intervention
(Learning Recovery Program that uses the Learning Recovery Curriculum)

 Close the gap from current skills to expected skills based on age and grade level.
 Assess how far are the actual skills of the pupils with the expected skills for age and grade level has
been achieved (CRLA, ALNAT).
 Assess the specific literacy and numeracy needs of the pupils (pre-test).
 Meet the specific literacy and numeracy needs of pupils to help them progress better (Learning
Recovery Program using the Learning Recovery Curriculum).
 Assess if expected skills for age and grade level has been achieved (CRLA, ALNAT).
 Assess and report the progress of the pupils to inform further instruction (post-test).

What is Assessment?
 Assessment for learning (LRC Pre-test) – to know where the learning should begin in the program;
gives information on what skills students need to learn based on the results.
 Assessment of learning (CRLA, ALNAT) – to know how well the students have performed in the
program; to attain information on student achievement.
 Assessment as learning (LRC Weekly/ Monthly formative tests and LRC Post-test) – to reflect on and
monitor learning so teachers and students would know how to proceed with learning goals.
 Literacy Post-Assessment Tool – English

Description of the LRC Post-Assessment

I. Purpose

The CRLA and ALNAT will serve as assessment of learning to know how well the students have performed
in the program and to attain information on student achievement.

The LRC Post-test will serve as assessment as learning to reflect on and monitor learning so teachers and
students would know how to proceed with learning goals.

II. Post-Assessment Flow Chart

Lesson Map: Lesson Map: Lesson Map: Selection

Lesson Map:
Alphabet Phrase and Reading and
Word Reading
Knowledge Sentence Reading Comprehension

Sentence Reading Reading Fluency

Alphabet
Word Reading (fluency) and (story) &
Knowledge
Comprehension Comprehension
 Literacy Post-Assessment Tool – English

III. Composition
The LRC Post-test for English is to be given only to grades 2 and 3 students who went through the LRC. It is
composed of four tests namely Alphabet Knowledge, Word Reading, Sentence Reading and Comprehension, and
Story Reading and Comprehension.
The English Post-test for Alphabet Knowledge consists of letters that are considered borrowed by the Filipino alphabet.
The score for the common letters between English and Filipino/ Mother Tongue Alphabet will be carried over to the
English Post- test for Alphabet Knowledge.
The English Post-test for Word Reading consists of six subtasks – Subtask A to F, where each subtask covers a certain
worksheet code range as indicated in the table.
The English Post-test for Sentence Reading and Comprehension consists of five subtasks – Subtask A to E, where
each subtask covers a certain worksheet code range as indicated in the table.
The English Post-test for Reading Fluency and Comprehension consists of five subtasks – Subtask A to E, wherein
each subtask covers a certain worksheet code range as indicated in the table.

IV. Post-test Subtasks

WR Worksheet Word Reading PSRC Worksheet Sentence Reading and SRC Worksheet Reading Fluency &
Code Finished Subtask Code Finished Comprehension Subtask Code Finished Comprehension Subtask
A (1 sentence with
A (5 words X 2) 001-004 001-004 A (1 story with 2
001-004 2 questions)
questions)
B (1 sentence with
001-012 B (5 words X 2) 001-012 001-012 B (1 story with 2
2 questions)
questions)
C (1 sentence with
001-020 C (5 words) X 2 001-019 001-019 C (1 story with 2
2 questions)
questions)
D (1 sentence with
001-025 D (5 words X 2) 001-024 001-024 D (1 story with 2
2 questions)
questions)
E (1 sentence with
001-032 E (5 words X 2) 001-033 001-034 E (1 story with 2
2 questions)
questions)
001-033 F (5 words X 2)
 Literacy Post-Assessment Tool – English

V. Procedure

1. Identify the last lesson in the Lesson Map a week before the scheduled post-test.
2. Identify the post-test subtask/s to print/ photocopy. For example, if the ability group has been working on
PSRC worksheets and the last worksheet code that the ability group will do on their last week of LRC is PSRC
023, then Sentence Reading and Comprehension Subtask C will be given to the ability group.
3. If the ability group has been working on Alphabet knowledge worksheets, then just give the Post-test for
Alphabet Knowledge.
4. Prepare the post-test subtask identified.
5. Prepare the schedule for assessment. You are expected to conduct the post-test any time from November 3 to 29.
6. Conduct the post-test during the schedule that you have decided.
7. Use the LRC Post-Assessment Summary of Scores file/ sheet.

Using the Summary Score Sheet

Recording
Use the score sheet that matches the last worksheet in the Lesson Map (same basis as the post-test Subtask) that
the ability group accomplished. Is it Alphabet Knowledge, Word Reading, Sentence and Reading Comprehension, or
Selection Reading and Comprehension? There must be only one for each ability group.
Write the name of the students in the same ability group on the same score sheet. For skill observed, use “Present”
and use “Not Present,” if the skill is not observed at all.
Write the specific correct and wrong answers given by the student asked for under the appropriate columns.

Scoring
Write the number of correct answers under the columns for scores. Get the rate using this formula: Number of
correct answers divided by the perfect score multiplied by 100%. Write the rate beside the score in the same cell.
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: 2&3
Date:

ALPHABET KNOWLEDGE – TEACHER’S COPY

ALPHABET KNOWLEDGE
Materials:Alphabetstudent’scopy/
stimulus Child’s Actual
Summary Letters
Answers
Script: I will show you some letters. Tell me the name and the sound of the letters.

(The teacher will place a check mark for letters named correctly and letter sounds produced correctly. The teacher will write the a
Letters
Named
How to Collect Data: Write the actual answer ofIncorrectly
the child under “Name” and “Sound” if it is wrong. Place a ✔️if the
answer is correct; ✖️ if it is wrong; and
➖ if there’s no answer. Count the
number of correct answers. Count the
number of correct answers and write it in the designated cell and write the total score as well. Separate the scores for names and
Missed Letter
Names

Sounds
Incorrectly
Produced

Missed Letter
Sounds
 Literacy Post-Assessment Tool – English

ALPHABET KNOWLEDGE – TEACHER’S COPY

Letters Name Sound Letters Name Sound

E e

C c

O o

F f

J j

A a

Q q

V v

U u

X x

I i

Z z

Score Score
Literacy Post-Assessment Tool – English

ALPHABET KNOWLEDGE – STUDENT’S COPY

BIG LETTERS

E C O F
J A Q V
U X I Z
Small Letters

e c o f
j a q v
u x i z
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: 2&3
Date:

WORD READING – TEACHER’S COPY

WORD READING
Script: Read the words... How to collect data: Write Word Families Sight Words
WR
the child’s actual way of reading under WR Post-“Reading.”
the column,
Worksheet test
Code
Place a ✔️if the child’s reading is correct; ✖️ if Subtask
it s
i wrong,Words
and - Reading
if there’sRemarks
no Words Reading Remarks
answer under the column,
“Remarks.”
1. bet 1. is
Write the total score in the
row, “Total.”
2. ten 2. the
The perfect score is 10/10.
3. fed
Please remember that the child will 001-004 A words in the subtask for the worksheets
read only the 3. has his/ her ability group has fini

4. leg 4. and

5. hem 5. to

TOTAL
 Literacy Post-Assessment Tool – English

Word Families Sight Words

WR Worksheet WR Post-test
Code Subtask Words Reading Remarks Words Reading Remarks

1. nab 1. with

2. set 2. not

001-012 B 3. cap 3. will

4. pen 4. like

5. mad 5. give

TOTAL

1. rib 1. she

2. bag 2. had

001-020 C 3. pit 3. eat

4. win 4. he

5. men 5. on

TOTAL
 Literacy Post-Assessment Tool – English

1. met 1. of

2. cob 2. that

001-025 D 3. ran 3. was

4. top 4. say

5. hid 5. name

TOTAL

1. web 1. put

2. hat 2. did

001-032 E 3. sum 3. make

4. nip 4. live

5. jog 5. over

TOTAL

1. basket 1. very

2. hotdog 2. have

001-033 F 3. sunset 3. good

4. market 4. each

5. picnic 5. came

TOTAL
 Literacy Post-Assessment Tool – English

WORD READING – STUDENT’S COPY

WR Post-test
Word Families Sight Words
Subtask

1. bet 1. is

2. ten 2. the

A 3. fed 3. has

4. leg 4. and

5. hem 5. to

1. nab 1. with

2. set 2. not

B 3. cap 3. will

4. pen 4. like

5. mad 5. give

1. rib 1. she

2. bag 2. had

C 3. pit 3. eat

4. win 4. he

5. men 5. on
 Literacy Post-Assessment Tool – English

1. met 1. of

2. cob 2. that

3. ran 3. was
D

4. top 4. say

5. hid 5. name

1. web 1. put

2. hat 2. did

E 3. sum 3. make

4. nip 4. live

5. jog 5. over

1. basket 1. very

2. hotdog 2. have

F 3. sunset 3. good

4. market 4. each

5. picnic 5. came
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: 2&3
Date:

SENTENCE READING AND COMPREHENSION – TEACHER’S COPY

PSRC PSRC Child’s

Worksheet Post-test Sentences and Questions Actual Score
Code Subtask Answers

Sentence: Thank you for the pen. (5 words)

001-004 A Question 1: (literal): What did you thank me for? (The

pen.)

Question 2: (inferential): How does that make one

feel? (Thankful/ Happy)

Sentence: I was with my cat. (5 words)

001-012 B Question 1: (literal): Who were you with? (My cat.)

Question 2: (inferential): How does that make one

feel? (Maybe happy, excited, thankful)
 Literacy Post-Assessment Tool – English

Sentence: I can have ham in a tin can. (7 words)

001-020 C Question 1: (literal): Where is the ham? (In a tin can)

Question 2: (inferential): Is the ham on a pan? (No, it is

not.)

Sentence: Many kids will eat hot corn on the cob. (9

words)

Question 1: (literal): What will the kids eat? (Hot corn

001-025 D on the cob.)

Question 2: (inferential): Why do you think the kids will

eat hot corn on the cob? (Maybe because they’re
hungry. / Maybe because it’s snack time. / Maybe they
like eating it.)
Sentence: I will play basketball with my pals, then eat a bun.
(11 words)

Question 1: (literal): What will he / she do first?

001-033 E (Play basketball first)

Question 2: (inferential): What kind of food will he / she

eat? (A kind of bread.)
 Literacy Post-Assessment Tool – English

SENTENCE READING AND COMPREHENSION – STUDENT’S COPY

PSRC Post-
Sentences
test Subtask
A Thank you for the pen.

B I was with my cat.

C I can have ham in a tin can.

Many kids will eat hot corn on

D
the cob.

I will play basketball with my

E
pals, then eat a bun.
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: 2&3
Date:

Script: Read the story. Answer the questions that I will read...
STORY READING AND COMPREHENSION – TEACHER’S COPY
Remember that you will only ask the child to read SRC
the subtask that corresponds to the worksheets finished by the ability group. Reme
SRC Pupil’s
Works Answers Score
How to Score: Place a check (✔) above the word if the child Post-test Stories
is able to read it and Questions
heet
Subtask
correctly. Place an (X) above the word if the child is not able to read it correctly. I the child misreads the word the first time but corre
Code
How to Score in Answering the Questions: Write the child’s actual answers under the column, “Child’s Answers”. Give a score of
Story:
Ben and Den are in a jet.
They met in a jet one day.
They had a pet and ten pens in
the jet.
(24 words)
Question 1: (literal): What are
in
the jet? (Ben, Den, a pet, and
001- A ten pens)
004

Question 2: (inferential): Who

do
you think are Ben and Den?
(Maybe they are pilots/ people
who can fly jets/ student-
pilots/
friends/ family members. )
 Literacy Post-Assessment Tool – English

SRC Worksheet SRC Post- Pupil’s

Stories and Questions Score
Code test Subtask Answers
Story:
They will give a cat to the man.
The man holds the cat and pets
it. He likes cats as a pet.
(22 words)

Question 1: (literal): What did they give the man

001-012 B
as a pet? (A cat. )

Question 2: (inferential): How does one know that

the man likes the cat? (The man holds the cat and
pets it. )
Story:
We can play “Pin the Hat on the Pig” first.
Next, we will eat big figs.
Then, we will empty the tin
can. (23 words)

Question 1: (literal): What will they do after they

001-020 C
play? (They will eat big figs.)

Question 2: (inferential): How many things will they do?

(Three things.)
 Literacy Post-Assessment Tool – English

SRC Worksheet SRC Post- Pupil’s

Stories and Questions Score
Code test Subtask Answers
Story:
Mom buys packs of
corn. She cooks them
in a pot.
Hot corn on the cob is the
best! Many kids like it! I like
001-025 D it, too!
(27 words)

Question 1: (literal): What does Mom cook? (Corn.)

Question 2: (inferential): Why do you think Mom

cooked it? (Because the kids and I like it.)

Story:
A big bug lives in a big hut.
The big bug lives to eat big buns.
The big buns are also in the big
hut. More big buns? More big
bugs!
(31 words)
001-034 E
Question 1: (literal): Where does the big bug live?
(In the big hut. )

Question 2: (inferential): Why do you think the big

bug lives in the big hut? (Maybe because it likes
eating big buns, which are in the hut. Maybe
because it has what it needs, which are food and
shelter. )
 Literacy Post-Assessment Tool – English

STORY READING AND COMPREHENSION – STUDENT’S COPY

SRC Post-test
Subtask
Stories

Ben and Den are in a

A jet. They met in a jet
one day.
They had a pet and ten pens in the jet.

They will give a cat to the man.

B The man holds the cat and pets
it. He likes cats as a pet.

We can play “Pin the Hat on the Pig” first.

C Next, we will eat big figs.
Then, we will empty the tin can.

Mom buys packs of

corn. She cooks them
D
in a pot.
Hot corn on the cob is the
best! Many kids like it! I like
it, too!

A big bug lives in a big hut.

The big bug lives to eat big buns.
E
The big buns are also in the big
hut. More big buns? More big
bugs
ONLY THE TEACHER WILL ANSWER THIS BASED ON HOW HE/ SHE CONDUCTED THE POST—TEST

Assessment Tool Rubric for English

Put a check under YES or NO.

General (The expected answer is YES.)

General Procedure-related Questions YES NO
I . Did I greet the child!

2. Did I tell him/ her the purpose of our task and that is to know what he/ she has learned
and it’s like playing with and listening to sounds, letters, and words!

3. Did I use a friendly tone!

4. Did I have a neutral facial expression whether the child’s answer is correct or wrong!

5. Did I use the correct post-test subtask for the ability group based on the last lesson and
worksheet in the lesson map!

6. Did I follow the diagram and table correctly!

a. For the subject
b. Based on the lesson map finished
c. Based on worksheet code finished

7. Did I use all the necessa learner’s sheets/ stimuli!

8. Did I accomplish all the record sheets correctly!

. Alphabet Knowledge (The expected answer is YES.)

Procedure-related Questions YES NO

I . Did I use the correct set of letters ( 1 2 big and 1 2 small) for the English Post-test on Alphabet
Knowledge!

2. Did I ask the child to give the name and sound of the letters!

3. Did I write the answers of the child under the appropriate column, “Name” and “Sound”!

4. Did I mark all correct letter names and sounds with a check ( ), all wrong letter
names and sounds with an , and all unidentified letters and not sounded out letter
sounds with a !
5. Did I count and write the total score and computed the rate on the summat of scores!

6. Did I write all the letters that were named and sounded out correctly and incorrectly under the
appropriate columns in the summat of scores!
Assessment Tool Rubric for
English Put a check under YES
or NO.
Word Reading (The expected answer is YES.)
Procedure-related Questions YES NO

I . Was I able to identify the correct subtask based on the last lesson and worksheet in the
lesson map finished!

2. Did I ask the child to read all the words only in the correct subtask that I identified!

3. Did I ask the child to read only one subtask!

4. Did I write exactly how the child read the words!

5. Did I mark all words read correctly with a check ( ), all words read incorrectly with an
and all unread words with a !

6. Did I count and write the total score and computed the rate on the summary of scores!

7. Did I write all the words that were read correctly and incorrectly under the appropriate
columns in the summary of scores!

Sentence heading & Comprehension (The expected answer is YES.)

Procedure-related Questions YES NO

I . Was I able to identi/ the correct subtask based on the last lesson and worksheet in the
lesson map finished!

2. Did I ask the child to read the sentence only in the correct subtask that I identified!

3. Did I ask the child to read only one subtask!

4. Did I mark the words correctly!

5. Did I mark all correct answers with a check ( ), all wrong answers with an , and all
unread sentences and unanswered questions with a !

6. Did I count and write the total score for the reading of sentences and answering of questions
and computed the rate on the summat of scores!

7. Did I write all the words that were read correctly and incorrectly under the appropriate
columns in the summat of scores!
Assessment Tool Rubric for
English Put a check under YES
or NO.

leading Fluency and Comprehension (The expected answer is YES.)

Procedure-related Questions YES NO

I . Was I able to identify the correct subtask based on the last lesson and worksheet in the
lesson map finished!

2. Did I ask the child to read the sentence only in the correct subtask that I identified!

3. Did I ask the child to read only one subtask?

4. Did I mark the words correctly!

5. Did I mark all correct answers with a check ( ), all wrong answers with an , and all
unread sentences and unanswered questions with a !

6. Did I count and write the total score for the reading of stories and answering of questions and
computed the rate on the summary of scores!

7. Did I write all the words that were read correctly and incorrectly under the appropriate
columns in the summat of scores!
 Subject: Teacher: School:

Grade: Section: Date of Post—test:

SUMMARY OF SCORES — ALPHABET KNOWLEDGE

By Class By Class
Observatio
Observation:
n:
Post-Test Scores: Alphabet Post—Test Results (Mastered— Post-Test Results (Error-s For
Phonological
Studen Ability
Awareness Listening Knowledge For Review) Continuous Remediation)
t No. Group Comprehension
Score: (Small)
Syllable Literal Literal Inferential Score: Score: Score: (Big) (Small)
No. of Small Big (Big) Letter SmalLene Letter
Awareness Level Level Level No. of No. of No of Big Letter Letter
(Small) Letters Letters Sounds rs Named Sounds
(Present (Present (Present (Present Big Small (Big) Letters Sounds Sounds
Letter Named Named Produced tncorrecfl Produced
or Not or Not or Not or Not Letters Letters Letter Named Produced Produced
Sounds Correctly Incorrectly Incorrecdy/ y/ Missed Incorrectly/
Present?) Present?) Present? Present?) Named Named Sounds Correctly Correctly Correctly
Produced / Missed Missed Missed
) Produced
1. BUNAGAB
2. DIESTA
3. ESTIPONA
4. ESQUIERRA
5. FEROLINO
6. FRESNOZA
7. JULIAN
8. LORICA
9. PANUGA
10. CARLOTO
11 EBIO
12. ENCINARES
13. ESCAURIAGA
14. ESCORA
15. ESTABAYA
16. FEDERIO
17. FELICIA
18. FUNELAS
I9. HEDIA
20. MACEDONIO
21. MANIMTIM
22. PLAZA
23. QUINONES
24. SARMIENTO
25. VILLANUEVA
 Subject: Teacher: School:

Grade: Section: Date of Post—test:

SUMMARY OF SCORES — WORD READING

By Class Observation: By Class Observation: Post—Test Results (Mastered— Post—Test Results (Error—s
Post-Test Scores: Word Reading For
Phonological Awareness Listening Comprehension For Review)
Continuous Remediation)
Student Ability Inferential Score:
uo. Group Syllable Literal Level Literal Level Score: No. Score: No of Big) Letter Big Letters
Level No. of Big Letters (Big) Letter
Awareness (Present or (Present or of Big (Big) Letter Sounds Named
(Present or Small Named Sounds Produced
(Present or Not Not Letters Sounds Produced Incorrectly
Not Letters Correctly Incorrectly/ Missed
Not Present!) Present!) Named Produced Correctly / Missed
Present!) Named
Present!)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
I9.
20.
21 .
22.
23.
24.
25.
 Subject: Teacher: School:

Grade: Section: Date of Post—test:

SUMMARY OF SCORES — PHRASE AND SENTENCE READING

By Class Observation: By Class Observation: Post-Test Scores: Sentence Reading and Post—Test Results (Mastered Post—Test Results (Error—s
Phonological Awareness Listening Comprehension Comprehension - For Review) For
Continuous Remediation)
Student Ability Syllable Literal Literal Inferential Score: Word
Name Score: Score: Sight
uo. Group Awareness Level Level Level Inferential Word Families Sight Words
Subtask No. of Literal Words Read
(Present or (Present (Present (Present or Question Families Read Read
(A to G) Words Question Read
Not or Not or Not Not (I or 0) Correctly Incorrectly' Incorrectly/
Read (I or 0) Correct l
Present!) Present!) Present!) Present!) y Missed Missed

2.

4.

6.
7.
8.
9.
10.

12.
13.
14.
15.
16.
17.
18.
I9.
20.
21 .
22.
23.
24.
25.
26.
27.
28.
29.
30.
 Subject: Teacher: School:

Grade: Section: Date of Post—test:

SUMMARY OF SCORES — SELECTION READING AND COMPREHENSION

By Class Observation: By Class Observation: Post-Test Scores: Sentence Reading and Post—Test Results (Mastered Post—Test Results (Error—s
Phonological Awareness Listening Comprehension Comprehension - For Review) For
Continuous Remediation)
Student Ability Syllable Literal Literal Inferential Score: Word
Name Score: Score: Sight
uo. Group Awareness Level Level Level Inferential Word Families Sight Words
Subtask No. of Literal Words Read
(Present or (Present (Present (Present or Question Families Read Read
(A to G) Words Question Read
Not or Not or Not Not (I or 0) Correctly Incorrectly' Incorrectly/
Read (I or 0) Correct l
Present!) Present!) Present!) Present!) y Missed Missed

2.

4.

6.
7.
8.
9.
10.

12.
13.
14.
15.
16.
17.
18.
I9.
20.
21 .
22.
23.
24.
25.
26.
27.
28.
29.
30.