What is Brigada Pagbasa?

Pursuant to the DepEd Memorandum No. 053,

s. 2020 on the Joint Implementing Guidelines for
Brigada Eskwela and Oplan Balik Eskwela,
Enclosure No. 2 on the Brigada Eskwela Mandated
Partnership Activities and Stakeholders'
Engagement under the New Normal, the World
Vision Development Foundation in partnership with
the Department of Education through External
Partnerships Service established the project
called "BRIGADA PAGBASA".
The Brigada Pagbasa as a form of Brigada
Eskwela is a national movement for reading that
aims to bring together all education champions and
supporters to contribute to nation building by
helping all Filipino children how to read and
become functional literate in the context of
partnership. This is to support the DepEd's goal to
provide children access to quality education and
achieving the targets of DepEd's Bawat Bata
Bumabasa (ECARP, DO 18, S. 2017).
What is FLAT?
The FLAT is an assessment tool that assesses the highest level of
reading that a child can perform comfortably. The FLAT is used to
measure The Child Well-being Target on functional literacy with children
nearing end of primary school, Grade 6 or equivalent.

What is Functional Literacy?

Functional Literacy refers to the capacity of a person to engage in
all those activities in which literacy is required for effective function of
his or her group and community and also for enabling him or her to
continue to use reading, writing and calculation for his or her own and the
community’s development (UNESCO, 2021).The reading level considered as
‘functional’ is if a child can read through the FLAT to the story or to the
local material and answer at least two fact retrieval questions about the
story or local material correctly. This will show whether children can read
material needed to function in everyday life. The highest level of
functional literacy is reading and comprehension of the local material.
While this measure is very important and useful, both this and reading
and comprehension of the story are classified as functional literacy and
reaching either level is the desired outcome for literacy Target.

Grade Ages Reading Test Competencies

1 6-8 Able to read at least 4 letters
1 6-8 Able to read at least 4 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 two fact retrieval
questions
4-6 11-13 Able to read a passage of local authentic
Can read nothing text Fewer than 4 out of 5 letters
Able to respond to two fact retrieval
Can read letters questions4 out of 5
Can read common words 4 out of 5
Can read a paragraph of 4 simple sentences No more than 3 mistakes
Can read a story No more than 3 mistakes
Can read and understand a story No more than 3 mistakes. Plus 2 out of 3
questions must be answered correctly

Can read and understand local material 2 out of 3 questions must be answered
correctly

FLAT RATING SCALE

General Guidelines on Conducting Assessment

1. Recognize your role as an assessor. The purpose of assessment is to gather

information about the learner and describe his/her performance and not to instruct.

2.Develop rapport. Be in a pleasant disposition when conducting the assessments.

Create an atmosphere that is conducive to learners that will encourage them to
perform at their best. Clarify that this will not compromise their performance in class.

3. Clarify your purpose. Explain to the learners how the results will be used. The
primary reason for conducting these assessments is to gather information so that the
teacher may design instruction.

4. Recognize diversity. Understand that cultural differences do not imply cultural

deficits.

5. Regard the learners with respect. The conduct of the assessments must be in a non-
threatening environment that treats learners in a friendly, amicable manner.

Specific Directions for the Administration of FLAT

STEP 1: Secure an updated copy of the class list. If available, attach the
class list to: Form 2: Summary of Students’ Reading Profile

STEP 2: Secure a complete set of Functional Literacy Assessment Tool from the
Principal’s office or the designated coordinator.
a. FLAT Teacher’s Manual for Administration
b. FLAT Assessment Process Guide (See Appendix G)
c. FLAT READING MATERIALS (See Appendix A-F)
d. Form 1: Individual Reading Profile
e. Form2: Summary of Students’ Reading Profile
f. Form 3: Target Outcome: Improved Reading Level of Learners
STEP 3: Prepare for Testing

a. Secure an area conducive for testing (i.e. well-ventilated, well-lit

and free from distractions).
b. Review the procedures for administration and accompanying forms.
c. Lay out the necessary materials (forms).
d. Establish rapport and orient the student as follows:

Say: Sabihin:

“Hello. I am . “Kumusta. Ako po si________

Today we will do a short
assessment about reading.
This information will help
Sa araw na ito ay magkakaroon
tayo ng maikling pagtataya sa
pagbabasa. Ang makakalap na
impormasyon ay makatutulong sa
 STEP 4: Administer the FLAT Test
a. For smooth administration, give the following reminders before assessing.

REMINDERS MGA PAALALA

1. Talking to others, eating, and 1. Ipinagbabawal and makipag-

going to the rest room while usap sa iba, kumain at pumunta
sa banyo habang nagtataya.
assessment is going on is not
2. Huwag sulatan ang kagamitan
allowed.
sa pagbasa.
2.Do not write on the material. 3. Basahin ang kagamitan sa
pagbasa sa abot ng makakaya.
3. Read the material as best as
4. Sagutin ang mga katanungan ng
you can.
guro sa abot ng makakaya.
4. Answer asked questions by the 5. Kung kinakailangan ng
teacher as best as you can. paglilinaw , wag mag-atubiling
magtanong sa guro.
5. If you have a question, do not
hesitate to ask.
b. Fill in Form 1A
a. Start the assessment using the reading tools (Appendices A-F) while filling in Form 1B.
Put check mark ( ) if the student attains a certain level. (see Form 1).

STEP 5: Report the Results

b. Fill in Form 1 C (See Appendix H )

c. Fill out Form 2
d. Fill out Form 3
e. Submit the accomplished form/s to the Principal’s office/ Reading Coordinator
APPENDIX A: Letters
APPENDIX B: Words
APPENDIX C1: Paragraphs
APPENDIX C2: Paragraph
APPENDIX D: Story Reading
APPENDIX E: Story
Comprehension
APPENDIX F: Local Material
APPENDIX G: Assessment Process
Category
A. LETTERS
 Ask the child to read any 5
letters from the letters list.
Let the child choose the
letters. If he or she does not
choose, then point out letters.
B. WORDS
•Ask the child to read any 5 words from
the word list.
•Let the child choose the words. If he or
she does not choose, then point out 5
words to read.
C. PARAGRAPH
 Ask the child to try to read the
paragraph again to confirm.
Follow the instructions for
paragraph level testing.
 If he or she can correctly and
comfortably read words but is
still struggling with the
paragraph, then mark the child
at ‘Word Level’.
 Ask the child to read either of
the 2 paragraphs aloud. Let the
child choose the paragraph. If
the child does not choose, point
to one paragraph to read. Ask
the child to read it. Listen
carefully to how he or she
reads.
D. STORY READING
• Ask the child to read the story aloud
E. STORY COMPREHENSION
Read the questions out loud to the child
and then let the child answer out loud
F. LOCAL MATERIAL
• Ask the child to read the local material
aloud
•Then read the questions out loud to the
child and then let the child answer aloud.
Reading Level
Nothing Level Letter Level
NO YES
•If the child cannot recognize •If the child correctly recognizes at least
4 out of 5 letters chosen 4 out of 5 letters with ease.
•Mark the child at ‘Nothing Level’ •Ask the child to try reading the words
•The assessment is finished again and then follow the instructions for
word level testing. If he or she can read 4
out of 5 letters but cannot comfortably
read words, then mark the child at ‘Letter
Level’
Word Level
NO YES
•If the child cannot read at least 4 out of •If the child reads at least 4 out of the 5
the 5 words with ease. words with ease
Paragraph Level
NO YES
• Reads the text like a string of words, • Reads the text like she is reading a
rather than a sentence. sentence, rather than a string of words.
• Reads the text haltingly and stops very • Reads the text fluently and with ease,
often. even if she is reading slowly.
OR • Reads the text with not more than 3
• Reads the text fluently but with more mistakes.
than 3 mistakes
Story Reading Level
NO YES
•If the child cannot read the text without •Reads story with not more
more than 3 mistakes or answer at least 2 than 3 mistakes.
questions
•Mark the child at ‘Paragraph Level’
Story Comprehension Level
NO YES
• If the child cannot answer at • If the child can answer 2
least 2 comprehension questions comprehension questions
• Mark the child at ‘Story
Reading Level’.
Local Material Level
NO YES
• If the child cannot read the • Can read the text without
text without more than 3 mistakes or more than 3 mistakes and correctly
answer at least 2 questions answer at least 2 questions about it.
• Mark the child at ‘Story
Comprehension Level’
 APPENDIX H:
Sample Student Remarks

Learner can recognize letters

Learner can read/ pronounce words properly
Learner’s voice in hardly inaudible
Learner does word-by-word reading in sentences and
paragraph
Learner points to each word while reading
Learner can read but disregards punctuation.
Learners read with monotonous tone; lacking expression.
Learner can read sentences and paragraph smoothly with
proper expression.
Learner can read without comprehension
Learner can read with comprehension
 FUNCTIONAL LITERACY ASSESSMENT TOOL
FORM 1
INDIVIDUAL READING PROFILE

A Name:________________________________________Age: ________ Gender: _________________

Teacher:______________________________ Date: _____________ Grade & Section: _____________

Pre-test: Post-test: Reading Level: _________________________________________

B Category Nothing Level

A. LETTERS Nothing Level Letter Level

DIRECTIONS:
NO YES
C
Put a check mark ( )if
REMARKS:
B. WORDS Word Level the student attains a
NO YES ___________________
certain level.
___________________
C. PARAGRAPH Paragraph Level ___________________
NO YES ___________________
___________________
___________________
D. STORY READING Story Reading Level
___________________
NO YES
___________________
E. STORY Story Comprehension Level
COMPREHENSION
NO YES Assessed by:
_______________________________
Teacher’s Name and Signature

F. LOCAL MATERIAL Local Material Level

NO YES
 FUCTIONAL LITERCY ASSESSMENT TOOL
FORM 3
Target Outcome: Improved Reading Level of Learners
GRADE and Section: _________________
 Reading Level  Pre-Assessment Post Assessment
Test (Number of Test
learners)  (Number of
learners) 

No. of learners that cannot read any

letter

No. of learners that can read letters (4

of 5 letters)

No. of learners that can read common

words (4 of 5 words) 

No. of learners at that can read a

paragraph of 4 simple sentences (with
no more than 3 mistakes) 

No. of learners that can read and

understand a story (2 of 3 questions
answered correctly) 

No. of learners that can read and

understand local material (2 of 3
questions answered correctly) 

Prepared By: _______________________________

REREFERENCES:
Pado, Dr. Felicitas E., et al. The Philippine Informal Reading Inventory Manual . 1st ed., Department
of Education – Bureau of Learning Resources (DepEd-BLR).

Briones, Leonor Magtolis. “DepEd MEMORANDUM No. 053 S. 2020 JOINT IMPLEMENTING
GUIDELINES ON THE 2020 BRIGADA ESKWELA AND OPLAN BALIK ESKWELA
RELATIVE TO THE COVID-19 SITUATION (Amending Thereby DepEd Memorandum No.
032, s. 2020 Titled 2020 Brigada Eskwela Program Implementing Guidelines, and DepEd
Memorandum No. 014, s. 2020 Titled 2020 Oplan Balik Eskwela).” Department of Education,
Scribd, https://www.deped.gov.ph/2020/05/28/dm-053-s-2020/.

BRIONES, L. E. O. N. O. R. M. A. G. T. O. L. I. S. (n.d.). DO 18, S. 2017 – GUIDELINES ON THE

UTILIZATION OF THE 2017 EVERY CHILD A READER PROGRAM FUNDS FOR THE
EARLY LANGUAGE, LITERACY, AND NUMERACY PROGRAM: PROFESSIONAL
DEVELOPMENT COMPONENT. Department of Education. Retrieved from
https://www.deped.gov.ph/2017/04/19/do-18-s-2017-guidelines-on-the-utilization-of-the-2017-
every-child-a-reader-program-funds-for-the-early-language-literacy-and-numeracy-program-
professional-development-component/

Sadsad, Gilbert T. “Regional Memorandum No. 52, s. 2021: REGIONAL IMPLEMENTATION OF

BRIGADA PAGBASA DURING THE BRIGADA ESKWELA THE BRIGADA
IMPLEMENTATION.” Department of Education,
https://www.depednaga.ph/wp-content/uploads/Memos/Unnumbered%20June
%2016,%202021%20Regional%20Implementation%20of%20Brigada%20Pagbasa%20During
%20the%202021%20Brigada%20Eskwela%20Implementation.pdf.

Sadsad, Gilbert T. “REGIONAL MEMORANDUM No. 55 s. 2021 REGIONAL BRIGADA

PAGBASA IMPLEMENTATION PLAN, MONITORING, EVALUATION AND
VOLUNTEER APPRECIATION.” Department of Education, https://www.depednaga.ph/wp-
content/uploads/Memos/Unnumbered%20June%2016,%202021%20Regional
%20Implementation%20of%20Brigada%20Pagbasa%20During%20the%202021%20Brigada
%20Eskwela%20Implementation.pdf.

“World Vision - Brigada Pagbasa - Flat.” Scribd,

Scribd,https://www.scribd.com/document/527056831/World-Vision-Brigada-Pagbasa-FLAT.

https://www.canva.com/design/DAE4_lShd08/RDQ-XBqVuZgcqYp-UVizPA/edit