EARLY GRADE READING ASSESSMENT TOOLKIT

ENGLISH

Student Name:_____________________________________ Grade and Section:_________________________________

Name of Teacher:__________________________________ Name of School:__________________________________

Time Started: ______________ am/pm

Component 1: Orientation to Print

Show the child a decodable book.

Read the instructions in the boxes below; recording the child’s response before moving to the next instruction.

This is a story book with pictures. Don’t read it now. On this page, point to me where would you begin to read?

(Child puts finger on the top row; left-most word) ___ Correct ___ Incorrect ___ No Response

Now point to me what words you would read next.

(Child moves finger from left to right) ___ Correct ___ Incorrect ___ No Response

When you get to the end of the line, where would you read next?

(Child moves finger to left-most word of second line) ___ Correct ___ Incorrect ___ No Response

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COMPONENT 2: Letter Name Knowledge

*Start the timer to count DOWN from 60 to 0 when a child reads the first letter. Follow along with your pencil and clearly mark any incorrect letters with
a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Stay quiet, except
if the child hesitates for 3 seconds, then point to the next letter and say “Please try the next one.” Mark the letter you provide to the child as incorrect. If
the student gives you the letter name, rather than the sound, provide the letter sound and say: [Please tell me the NAME of the letter”]. This prompt may
be given only once during the exercise. AFTER 60 SECONDS SAY, “stop.” Mark the final letter read with a bracket (])

Early Stop Rule. If you have marked as incorrect all of the answers on the first line with no self-corrections, say “Thank you!” discontinue this
exercise, check the box at the bottom, and go on to the next exercise.

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Time remaining on stopwatch if student completes in LESS than seconds (number of SECONDS): _____

Check box if the exercise was discontinued because the child had no correct answers in the first line.

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COMPONENT 3a: Letter Sound Knowledge

*Start the timer to count DOWN from 60 to 0 when a child reads the first letter. Follow along with your pencil and clearly mark any incorrect letters with
a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Stay quiet, except
if the child hesitates for 3 seconds, then point to the next letter and say “Please try the next one.” Mark the letter you provide to the child as incorrect. If
the student gives you the letter name, rather than the sound, provide the letter sound and say: [Please tell me the SOUND of the letter”]. This prompt
may be given only once during the exercise. AFTER 60 SECONDS SAY, “stop.” Mark the final letter read with a bracket (])

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 Early Stop Rule. If you have marked as incorrect all of the answers on the first line with no self-corrections, say “Thank you!” discontinue this
exercise, check the box at the bottom, and go on to the next exercise.

Time remaining on stopwatch if student completes in LESS than 60 seconds (number of SECONDS): _________

Check box if the exercise was discontinued because the child had no correct answers in the first line.

Component 3b. Initial Sound Identification

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 This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read these instructions to the child:

Pronounce each word twice. Allow 5 seconds for the child to respond. Use the grid below to mark whether the child gave the correct sound, the incorrect
sound, or if the child didn’t say anything at all.

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Early Stop Rule:

Discontinue only if the child provides incorrect response to all of the first 5 items.

Test is marked as discontinue

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Component 4: Familiar Word Reading

Start the timer when the child read the first word. Follow along with your pencil and clearly marl any incorrect words with a slash (/). Count self-
corrections as correct. If you’ve already marked the self-corrected letters as incorrect, circle the letter and go on. Stay quiet, except when providing
answers as follows: If the child hesitates for 3 seconds, provide the word, point to the next word and say, “Please go on.” Mark the word you provide to
the child as incorrect.

AFTER 60 SECONDS, SAY “Hinto.” Mark the final word read with a bracket (]). Early stop rule: If you have slashed/marked as incorrect
all of the answers on the first line, say “Salamat!”, discontinue the exercise, check the box at the bottom, and go on to the next exercise.

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 example: cat sick made

bat mad tack dam rag (5)

met well fed keg deck (10)

wig fit rim lip kiss (15)

cob jog mop not mom (20)

tub mud hug sum cut (25)

I the an is see (30)

you to go and make (35)

that black was said with (40)

are down will two was (50)

Time remaining on stopwatch if student completes in LESS than 60 seconds (number of SECONDS): _________

Check box if the exercise was discontinued because the child had no correct answers in the first line.

Component 5: Invented Word Decoding

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Place the student sheet in front of the child with the INVENTED WORDS page and prepare the timer.

Start the timer when the child read the first word. Follow along with your pencil and clearly mark any incorrect words with a slash (/). Count self-
corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Consider the child’s option to read words
in the context of his first language. Stay quiet, when providing answers as follows: If the child hesitates for 3 seconds, provide the word, point to the next
word and say “Ituloy mo lahat.” Mark the word you provide to the child as incorrect.

AFTER 60 SECONDS, SAY “Hinto.” Mark the final word read with a bracket (]). Early stop rule: If you have slashed/marked as incorrect
all of the answers on the first line, say “Salamat!”, discontinue the exercise, check the box at the bottom, and go on to the next exercise.

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Time remaining on stopwatch at completion (number of SECONDS): __________

Check the box if the exercise was discontinued because the child had no correct answers in the first line.

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Component 6a: Oral Passage Reading

Start the timer when the child reads the first word. Follow along with your pencil and clearly mark any incorrect words with a slash (/). Count self-
corrections as correct. Stay quiet, unless the child hesitates for 3 seconds, in which case provide the word and say “Sige, ituloy mo.” Mark the word you
provide to the child as incorrect.

After 60 seconds, say “Hinto.” Mark the final word with a bracket ()

Early stop rule: If the child gives no correct answers on the first line, say “Thank yout”, discontinue this exercise, check the box at the bottom of the page and go on to
the next exercise.

Jen is a hen. 1st line

She has an egg. 2nd line
She put it in a pot 3rd line
Max is a fox. 4th line
He likes eggs. 5th line
Max gets the eggs from Jens pot. 6th line
Jen is very sad. 7th line

Time remaining on stopwatch at completion (number of SECONDS)

Check this box if exercise stopped due to no correct answers in the first line.

COMPONENT 6b: Reading Comprehension

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When 60 seconds are up or if the child finishes reading the passage in less than 60 seconds, ask the first questions below.

Give the child at most 10 seconds to answer each question, mark the child’s response and move to the next questions.

Read the questions for each line up to the bracket showing where the child stopped reading.

Now , I am going to ask you a few question about the story you just rea. Try to answer the question as well as you
can.

Correct Incorrect No Response

Who is the hen?

Where did he put the eggs?
What is the name of the fox?
What did the fox do?
What did Jen feel when Max gets her egg?

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COMPONENT 7: Listening Comprehension

This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read the following passage aloud to the child ONLY ONE TIME, slowly (about1
word per second). Then allow 15 seconds for each question. Say,

COMPONENT 8: Dictation
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Give the pupil a lined page and a pencil for writing. Place them in front of the child. Then read the instructions below. Say,

Go to the store and buy some rice and sugar.

Grade 1
Go (wait 5 seconds)
to (wait 5 seconds)
the (wait 5 seconds)
store (wait 5 seconds)
and (wait 5 seconds)
buy (wait 5 seconds)
some (wait 5 seconds)
rice (wait 5 seconds)
and (wait 5 seconds)
sugar (wait 5 seconds)
Go to the store and buy some rice and sugar.
(wait 15 seconds)

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Grades 2-3

Read the following sentence aloud ONCE at about 1 word per second.

Then give the child a pencil, and repeat a SECOND time, grouping the words. Wait 10 seconds after each group, allowing the pupil to write.

The repeat the sentence a THIRD time while the child is writing. Give the child up to 15 seconds to complete writing after the third reading.

Bumili kami ng bigas at asukal kanina.

Bumil kam ng bigas (wait 10 seconds)

at asukal (wait 10 seconds)

kanina (wait 10 seconds)

Bumili kami ng bigas at asukal kanina. (wait 15 seconds)

CODING FOR DATA ENTRY PERSONNEL ONLY-DO NOT CODE AT THE SCHOOL
Evaluation Criteria Score 2=correct; 1=partially correct; 0=incorrect; 0=no response
Wrote “bumili” correctly 1=bum, bum, or ili, etc.)
Wrote “bigas” correctly 1=(bi, big, biga, gas, ga, etc.)
Wrote “asukal” correctly 1=(as, asu,kal,ukal etc.)
Wrote “kanina” correctly 1=(ka, kan, kani, kanina, etc.)
Used spacing between words (size of spacing 2=9 spaces (between all words)
does not matter 1=5-8 spaces
0=0-4 spaces
Use appropriate direction of text (left to tight) 2=Correct; 0=Incorrect (no partial score)
Used capital letter for the word “Bumili” 2=Correct; 0=Incorrect (no partial score)
Used full stop (.) at the end of sentence. 2=Correct; 0=Incorrect (no partial score)
Scoring Guide for Each Component For Kindergarten

Component Level
Beginning Developing Consistent
Component 1 1points 2 points 3 points

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Component 2 and 3A 1-20 points 21-60 points 61- 100 points
Component 3B 1-3 points 4-6 points 7-10 points
Component 4 and 5 1-15 points 16-30 points 31-50 points
Component 6A 1st and 2nd stanza 3rd and 4th stanza 5th and 6th stanza
Component 6B and & 1 -2 points 3-4 points 5points
Component 8 1-3 words 4-6 words 7 words

Scoring Guide for Each Component for Grade 1 - 3

The child’s score for this subtest should be calculated as the number of correct letters per minute.

If the child completes all of the words before the time expires, the time of completion should be recorded and the calculations
should be based on that time period.

Enumerators/Teachers should mark any incorrect letters with a slash (/), place a bracket (]) after the last letter named, and
record the time remaining on the stopwatch at the completion of the exercise.
Variables are:

 Total letters read

 Total incorrect
 Time remaining on stopwatch
 These three data points are then used to calculate the total correct letters per minute (CLPM):
 CLPM = (Total letters read – Total incorrect) / (60 – Time)

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