English Binder R5 Assessment Tools Gr2-3

ASSESSMENT TOOLS IN
ENGLISH
FOR THE 8-WEEK LEARNING RECOVERY CURRICULUM
assessment tools in english
FOR THE 8-WEEK LEARNING RECOVERY CURRICULUM
Contents
Grade 2
Assessment Tools
Instructions with Assessment flow/ diagram and Ability Groupings
Listening Comprehension
Phonological Awareness- Syllable Awareness
Phonological Awareness- Phonemic Awareness
Phonological Awareness- Fist Sound
Phonological Awareness- Last Sound
Assessment of Strengths and Weaknesses
Summary of Errors
Self-Assessment Checklist
Grade 3
Assessment Tools
Instructions with Assessment flow/ diagram
Listening Comprehension (CRLA)
Learner’s Sheet: Word List
Word Reading- Word Families
Word Reading- Sight Words
Word Reading- Non-words
Word Reading- Summary
Phonological Awareness- Syllable Awareness
Phonological Awareness- Phonemic Awareness
Phonological Awareness- First Sound
Phonological Awareness- Last Sound
Learner’s Sheet: Alphabet Big Letters
Learner’s Sheet: Alphabet Small Letters
Alphabet Knowledge and Summary
Assessment of Strengths and Weaknesses
Summary of Errors
Self-Assessment Checklist
Grade 2
Literacy Assessment Tool – English
The Assessment Tools for the Learning Recovery Program (LRP)

1. We will follow the CRLA EoSY grouping for our ability groups in the LRP for those grade levels and subjects with EoSY. For
those subjects with no CRLA EoSY, the ability groups will be based on the result of the LRP Assessment Tools: Alphabet
Knowledge Test for Grade 1 Mother Tongue and Listening Comprehension for Grade 2 English.
For Math, Grades 2 and 3 ability groups will be based on the ALNAT score of the learners from number sense
items only while the Grade 1 ability groups will come from their score in the LRP Assessment Tool in Math for
Grade 1 pupils.
2. For similar tests in CRLA, we will gather more information from additional record sheets and tools that will be provided in
this assessment. The gathered data will be the basis for the content of the lessons for each ability group.
3. The result of the assessment will tell us how the students learn best and where we can start in our Lesson Map in teaching
them how to read. It will give us an idea of their strengths and weaknesses in terms of how they learn and what skills they
already know and do not know yet.
ENGLISH
Grade
2
Name: Age: Grades
2
Grade: Date: ENGLISH
Script: I will read the
selection two times. It’s School Time Questions and Answers Child’s Answers Scoring
Listen very well
because I will ask you by June Kate Perello
some questions
about the selection.
(Read the selection It’s school time once again! 1. What is the story about? (School
and questions twice) time/ It’s about a child who is
I wonder who are the people excited about going to school. / It is
Scoring: Write the that we are going to meet about a child who is thinking about
child’s answer under and the places we will go to what he/ she will learn and the
“Child’s Answer”. in my teacher’s stories! people he/ she will meet for the first
Under “✔️ or ✖️,” put a
Thinking about the Science time in school.)
✔️ if the answer is
experiments makes me
correct and put an ✖️
excited! I hope to solve a lot 2. How does the child feel about
if it is wrong. Put a ➖,
of Math problems, too. school? (He/She likes it/ excited/
if no answer was
given. Write the total
happy/ hopeful/curious/looking
score under “Total Most of all, I think about my forward. Any of these or a similar
Score.” A score of 0 teacher and classmates. It answer is good.)
for a wrong answer will be my first time meeting
and a score of 1 is them. Will my teacher be 3. What do you think he/ she did to
given to a correct kind? Will my classmates be prepare for the first day of school?
answer. friendly? Will they like me? (Maybe he/she took a bath;
prepared his/ her clothes, shoes,
and bag; woke up early; ate
breakfast. Any of these or a similar
answer is good.)
4. What does he/ she wants to learn

in school? (The answer is any from
the second paragraph. At least one
answer is good.)
5. How do you think he/ she feels

about meeting her teacher and
classmates? (Maybe he/ she is
happy/ excited/ hopeful/scared/
worried/ curious/ anxious. Any of
these or a similar answer is good.)
6. Why do you think he/ she feels this

way about meeting them? (Maybe
because he/ she felt the same on
his/ her first day in the previous
grade. Maybe he/ she feels this way
for people he/ she hasn’t met yet.
Any of these or a similar answer is
good.)
Total Literal- #s 1, 2, 4 Literal =

(78 words) Inferential- #s 3, 5, 6 Inferential =
GRADE 2 English ABILITY GROUPINGS

Full Intervention (0 - 33%) = 0 – 2 out of 6

Moderate & Light Intervention (50 - 67%) = 3 – 4 out of 6
Grade Ready (83%-100%) = 5 – 6 out of 6
Name: Age: Grade
2-3
Phonological Awareness (Syllable Awareness)

SYLLABLE AWARENESS
Script:
Let’s clap our hands like this. Copy what Words Syllabication Number of Syllables Remarks
I am doing. (The teacher will clap her
hands and guide the child in copying
him/ her). I will mention some words.
Let’s clap each syllable or sound that we
hear. After that, we will count how many 1. basket
syllables/ sounds there are in the word.
Let’s use my name as an example. (Clap
the syllables in the name of the teacher;
1 clap for each syllable). My name is 2. tree
________. (Clap the syllables in the name
of the teacher). My name has _____
syllables or sounds. Now, let’s clap the
syllables or sounds in your name. (Clap
the syllables in the name of the child; 1 3. animal
clap for each syllable.) How many
syllables does your name have? (Guide
the child in clapping the syllables in his/
her name). Your name has ______
syllables or sounds. (If there are 3 errors,
4. name
you may stop the test.)
Scoring:
Write the actual syllabication that the 5. birthday
child did under “Syllabication.” Then
write the number of syllables according
to the child under “No. of Syllables.” Put
a ✔️ if the number of syllables is correct
TOTAL SCORE
and an ✖️ if it is wrong. Place all your
other observations under “Remarks.”
Write the total score in the row, “Total
Score.” The perfect total score is 5/5 x
100% = 100%.
Name: Age: Grades
2-3
Phonological Awareness (Phonemic Awareness)

Materials: 2 pencils
Script: Words Phonemes Number of Phonemes Remarks

(Give the child a pencil.) Tap the
pencil like this. Copy what I am doing.
(The teacher will tap the pencil and
guide the child in copying him/ her.) I
will mention some words. Let’s tap the
smallest sound that we can hear in
1. to
the word. After that, we will count
how many sounds there are in the
word. Let’s use my name as an
example. My name is ________. (Tap
the phonemes in the name of the
2. and
teacher; 1 tap for each phoneme).
My name has _____ sounds. Now, let’s
tap the sounds in your name. (Tap the
phonemes in the name of the child; 1 3. cold
tap for each phoneme.) How many
sounds does your name have? (Guide
the child in tapping the phonemes in
his/ her name). Your name has ______
sounds. (If there are 3 errors, you may 4. on
stop the test.)
Scoring:
Write the actual phonemes that the
child gave under “Phonemes.” Then 5. tree
write the number of phonemes
according to the child under” No. of
Syllables.” Put a ✔️ if the number of
phonemes is correct and an ✖️ if it is
wrong. Place all your other Total Score
observations under “Remarks.” Write
the total score in the row, “Total
100% = 100%.
Name: Age: Grades
2-3
ENGLISH
Grade: Date:
Script:
Phonological Awareness (First Sound)
I will mention some words.
Give me the first sound of Words First Sound Remarks
these words. Let’s try the word,
“cat.” What is the first sound of
the word, “cat.” The word,
“cat” begins with /c/. Now, 1.boat
let’s try another word. What is
the first sound of the word,
“donut”? (Help the child if
needed). What is the first 2. mango
sound of the word _______? (If
there are 3 errors, you may
stop the test.)
3. sun
Scoring:
Write the actual answer of the
child under “First Sound.” 4. apple
Place a ✔️ if the first sound is
correct and an ✖️ if it is wrong.
Write your other observations
under “Remarks.” Write the 5. doll
total score beside “Total
Score.” The perfect total score
is 5/5 x 100% = 100%.
Total Score
Grades
Name: Age:
2-3
ENGLISH
Grade: Date:
Phonological Awareness (Last Sound)

Script:
I will mention some words. Give
me the last sound of these words. Words Last Sound Remarks
Let’s try the word, “bag.” What is
the last sound of the word, “bag”.
The word, “bag” ends with /g/.
Now, let’s try another word. What 1. ham
is the last sound of the word,
“mat”? (Help the child if needed.)
What is the last sound of the word,
_______? (If there are 3 errors, you 2. boat
may stop the test.)
Scoring:
Write the actual answer of the child 3. kiss
under “Last Sound.” Place a ✔️ if
the first sound is correct and an ✖️
if it is wrong. Write your other 4. pan
observations under “Remarks.”
Write the total score beside “Total
Score.” The perfect total score is
5/5 x 100% = 100%. 5. cub
Total Score
Literacy Assessment Tool – Filipino
Assessment of Strengths and Weaknesses of the Group

Put a ✔️ under strength if the child’s score in the test is 3/5, 7/10, 8/12, 14/20, 18/ 26, or 19/ 28
and above. Put a ✔️ under weakness if the child’s score is below the score mentioned.
Write/ Type NA if the test is not applicable or was not used.
ASSESSMENT TOOLS Strength Weakness
Listening
Comprehension
Reading Fluency and

Comprehension
Sentence Reading
and Comprehension
Word Reading (Word

Families/ Pinagsama-
samang Tunog)
Word Reading
(Sight Words/ Mga
Pantulong na Kataga)
Word Reading
(Non-words)
Phonological
Awareness- Syllable
Awareness
Phonological
Awareness- Phoneme
Awareness
Phonological
Awareness- First Sound
Phonological
Awareness- Last
Sound
Alphabet Knowledge
Summary of Errors of Ability Groups

List ALL the errors asked for in ALL the applicable tests of ALL the members of each group.
ASSESSMENT Full Moderate Slight Grade Ready

TOOLS Intervention Intervention Intervention (Meets
Expectation)
Listening
Comprehension
(type of question
with more errors)
Reading Fluency
(words and
punctuation
marks read
incorrectly,
average speed in
reading, & other
observations)
Sentence Reading
(words and
punctuation
marks read
incorrectly
Sentence
Comprehension
(type of question
with more errors)
Word Reading:
Word Families/
Pinagsama-
samang Tunog
(words read
incorrectly)
Word Reading:
Sight Words/ Mga
Pantulong na
Kataga (words
read incorrectly)
Word Reading:
Non-words (read
incorrectly)
Alphabet
Knowledge- Letter
Names (named
incorrectly)
Alphabet
Knowledge- Letter
Sounds (sounds
produced
incorrectly)
Where to Start Using the Result of the Assessment?
1. Based on the Summary of Errors, get the baseline (minimum starting point) for each group. Do this
for each domain- naming letters, producing letter sounds, syllable or phoneme analysis, final or last
sound, word reading, sentence reading.
2. All the letters that the members made a mistake will be the starting point for the lesson on
Alphabet Knowledge for both the directed instruction, worksheets, and learning centers.
3. The directed instruction will also focus on the words where the students in the group made the
most mistakes. The letter sounds present in the words with “pinagsama-samang tunog” represent
the group/s of words where the instruction may start if an error was committed in reading that
word. The word families/ “pinagsama-samang tunog” as well as “pantulong na kataga” and sight
words that all the students can already read may be part of the words for review. The results in
reading non-words/hindi tunay na mga salita will show if blending letter sounds to read words is
the student’s/ group’s strength.
4. To develop reading fluency, the lesson will target the words that the students in the group read
incorrectly and based on observations, the teacher will know if the child will need help in
observing the punctuation marks, reading with proper emotion and speed.
5. The type of questions where most errors were committed will also be the focus of the intervention-
is it on inferential or literal level of questions?
6. The components which are concluded as the weaknesses of the group will be the focus of the
main topic during teacher-directed instruction and learning centers while the strengths will be
used for the review part during teacher-directed instruction and worksheets as well as the guided
practice and collaborative activities at the learning centers.
Self-Assessment Checklist for Filipino, English, and Mother Tongue
(For teachers only)
Put a check under YES or NO.
General
General Procedure-related Questions YES NO
1. Did I greet the child?
2. Did I tell him/ her the purpose of our task and that is to know what he/ she can
do 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 assessment tools for the grade level?
6. Did I follow the diagram correctly?:

a. for the grade level tool
b. sequence
c. flow of the system
7. Did I use all the necessary learner’s sheets/ stimuli?
8. Did I accomplish all the record sheets correctly?
Procedure-related Questions YES NO
1. Did I read the story to the child twice?
2. Did I read the questions to the child twice?
3. Did I mark all correct answers with a check (✔️) and give a score of 1 per
correct answer?
4. Did I mark all wrong answers with an ✖️and give a score of 0 per wrong answer
?
5. Did I place a ➖ for unanswered questions?
6. Did I count and write the correct answers to the literal questions?
7. Did I count and write the correct answers to the inferential questions?
8. Did I count and write the total score?

(For teachers only)
Sentence Reading & Comprehension (For Grades 2 & 3 only)

1. Did I ask the child to read the sentences?
2. Did I ask the child to read the questions and answer them only if he/ she was
able to read the whole sentence?
3. Did I mark all correct answers with a check (✔️), all wrong answers with an ✖️,
and all unread sentences and unanswered questions with a ➖?
5. Did I write the words that were read incorrectly?
6. Did I write the words that were not read?
7. Did I write the punctuation marks that were not observed?
8. Did I write the number of literal and inferential questions that were not
answered correctly?
Word Reading (For Grades 2 & 3 only)

1. Did I ask the child to read all the words in the 3 sets?
2. Did I write exactly how the child read the words?
3. Did I mark all words read correctly with a check (✔️), all words read incorrectly
with an ✖️, and all unread words with a ➖?
4. Did I stop after 3 consecutive errors? (Answer only if applicable.)

(For teachers only)
Phonological Awareness
1. Did I demonstrate the procedure first?
2. Did I guide the child until he/ she understood the procedure?
3. Did I stop the test when 3 consecutive mistakes were committed? (Answer this
only if applicable.)
4.1. Did I write exactly the way the child segmented the words into:
a. syllables?
b. phonemes?
4.2. Did I write the:
a. initial
b. final
letter sound?
5. Did I write the number of syllables/ phonemes?

(Not applicable to Initial and Final Sound)
and all unread unanswered items with a ➖?
Alphabet Knowledge
1. Did I show all the letters of the alphabet?
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 ➖?
6. Did I write all the letters that were named and sounded out incorrectly?
7. Did I write all the letters that were not named and not sounded out?
Grade 3
The Assessment Tools for the Learning Recovery Program (LRP)

1. We will follow the CRLA EoSY grouping for our ability groups in the LRP for those grade levels and subjects with EoSY. For
those subjects with no CRLA EoSY, the ability groups will be based on the result of the LRP Assessment Tools: Alphabet
Knowledge Test for Grade 1 Mother Tongue and Listening Comprehension for Grade 2 English.
For Math, Grades 2 and 3 ability groups will be based on the ALNAT score of the learners from number sense
items only while the Grade 1 ability groups will come from their score in the LRP Assessment Tool in Math for
Grade 1 pupils.
2. For similar tests in CRLA, we will gather more information from additional record sheets and tools that will be provided in
this assessment. The gathered data will be the basis for the content of the lessons for each ability group.
3. The result of the assessment will tell us how the students learn best and where we can start in our Lesson Map in teaching
them how to read. It will give us an idea of their strengths and weaknesses in terms of how they learn and what skills they
already know and do not know yet.
ENGLISH
Grade
3
Grade
ENGLISH
3
Use the result on the

record form of EoSY
Grade 2
Grade
ENGLISH
3
Word Families Sight Words Non-Words
1. bet 1. the 1. feg
2. hat 2. you 2. Id
3. cot 3. And 3. ross
4. fit 4. today 4. dack
5. tub 5. sunny 5. lut

Name: Age: Grade
3
Word Reading
Word Families
Word Reading- Word Families
Materials: Learner’s Sheet- Word Reading Remarks

Word List
1. bet
Script: Read the words. (Point
the words that the child will
read. You may fold the
paper to hide the other 2. hat
words that the child does not
need to read yet. Stop the
test after 3 consecutive 3. cot
mistakes.)
Scoring: Write exactly how 4. fit

the child read the word
under “Reading”. Put a ✔️if
the child’s reading is correct 5. tub
and✖️if it is wrong. Place a
➖ if it was not read under
“Remarks.” Write the total
Total Score
score beside “Total ScoreL”.
The perfect score is 5/5
=100%.
Name: Age: Grade
3
Word Reading
Word Reading- Sight Words
Sight Words
Word Reading Remarks

Materials: Learner’s Sheet-
Word List
Script: Read the words. 1. the

(Point the words that the
child will read. You may fold
the paper to hide the other 2. you
words that the child does
not need to read yet. Stop
the test after 3 consecutive 3. and
mistakes.)
Scoring: Write exactly how 4. today

the child’s reading is correct 5. sunny
and✖️if it is wrong. Place a
➖ if it was not read under
“Remarks.” Write the total
score beside “Total Score”. Total Score
The perfect score is 5/5
=100%.
Grade
Name: Age:
3
ENGLISH
Grade: Date:
Word Reading
Word Reading – Non- Non-words
words
Materials: Learner’s Sheet- Word Reading Score

Word List
1. fep (as in leg)
Script: The following are
not real words but read
them as you would read 2. id (as in if)
real words. (Point the
words that the child will
read. You may fold the 3. ross (as in moss)
paper to hide the other
words that the child does
not need to read yet. Stop 4. dack (as in back)
the test after 3
consecutive mistakes.)
5. lut (as in hut)
Scoring: Write exactly how
the child’s reading is Total Score
correct and✖️if it is wrong.
Place a ➖ if it was not
read under “Remarks.”
Write the total score
beside “Total Score”. The
perfect score is 5/5 X 100%
=100%.
Name: Age: Grade
2
ENGLISH
Grade: Date:
Word Reading
Scoring:
Actual Answers of the Child /
For each group of Summary Words
Other Observations
words- Word
Families, Sight Words Read
Words, and Non- Incorrectly
words, write the
(Word Families)
words that the
child was
supposed to read Words Unread
but read (Word Families)
incorrectly and
also those missed
under “Words” Words Read
and in the Incorrectly
appropriate row. (Sight Words)
Then, write
exactly how the Words Unread
child read the (Sight Words)
words under
“Actual Answers Words Read
of the Child”. You Incorrectly
may also write (Non-words)
your observations
under the same Words Unread
column. (Non-words)
Name: Age: Grade

Grade: Date:
2-3
ENGLISH
Phonological Awareness (Syllable Awareness)

SYLLABLE AWARENESS
Words Syllabication Number of Syllables Remarks
Script:
Let’s clap our hands like this. Copy what I
am doing. (The teacher will clap her
hands and guide the child in copying
him/ her). I will mention some words. Let’s 1. basket
clap each syllable or sound that we
hear. After that, we will count how many
syllables/ sounds there are in the word.
Let’s use my name as an example. (Clap
the syllables in the name of the teacher; 2. tree
1 clap for each syllable). My name is
________. (Clap the syllables in the name
of the teacher). My name has _____
syllables or sounds. Now, let’s clap the 3. animal
syllables or sounds in your name. (Clap
the syllables in the name of the child; 1
clap for each syllable.) How many
syllables does your name have? (Guide
the child in clapping the syllables in his/ 4. name
her name). Your name has ______
syllables or sounds. (If there are 3 errors,
you may stop the test.)
5. birthday
Scoring:
Write the actual syllabication that the
child did under “Syllabication.” Then
write the number of syllables according TOTAL SCORE
to the child under “No. of Syllables.” Put
a ✔️ if the number of syllables is correct
and an ✖️ if it is wrong. Place all your
other observations under “Remarks.”
Write the total score in the row, “Total
100% = 100%.
Grades
Name: Age:
2-3
ENGLISH
Grade: Date:
Phonological Awareness (Phonemic Awareness)

Materials: 2 pencils
Script: Number of
(Give the child a pencil.) Tap the Words Phonemes Remarks
pencil like this. Copy what I am doing. Phonemes
(The teacher will tap the pencil and
guide the child in copying him/ her.) I
will mention some words. Let’s tap the
smallest sound that we can hear in the
word. After that, we will count how
1. to
many sounds there are in the word.
Let’s use my name as an example. My
name is ________. (Tap the phonemes
in the name of the teacher; 1 tap for
each phoneme). My name has _____ 2. and
sounds. Now, let’s tap the sounds in
your name. (Tap the phonemes in the
name of the child; 1 tap for each
phoneme.) How many sounds does
your name have? (Guide the child in 3. cold
tapping the phonemes in his/ her
name). Your name has ______ sounds.
(If there are 3 errors, you may stop the
test.)
Scoring:
4. on
Write the actual phonemes that the
child gave under under “Phonemes.”
Then write the number of phonemes
according to the child under” No. of
Syllables.” Put a ✔️ if the number of 5. tree
phonemes is correct and an ✖️ if it is
wrong. Place all your other
observations under “Remarks.” Write
the total score in the row, “Total
Score.” The perfect total score is 5/5 x Total Score
100% = 100%.
Name: Age: Grades
Grade: Date:
ENGLISH
2-3
Phonological Awareness (First Sound)
Script:
I will mention some words. Words First Sound Remarks
Give me the first sound of
these words. Let’s try the word,
“cat.” What is the first sound of
the word, “cat.” The word,
1.boat
“cat” begins with /c/. Now,
let’s try another word. What is
the first sound of the word,
“donut”? (Help the child if 2. mango
needed). What is the first
sound of the word _______? (If
there are 3 errors, you may
stop the test.) 3. sun
Scoring:
child under “First Sound.”
4. apple
under “Remarks.” Write the
total score beside “Total 5. doll
Score.” The perfect total score
is 5/5 x 100% = 100%.
Total Score
Name: Age: Grades
2-3
ENGLISH
Grade: Date:
Script: Phonological Awareness (Last Sound)

I will mention some words.
Give me the last sound of Words Last Sound Remarks
these words. Let’s try the
word, “bag.” What is the last
sound of the word, “bag”?
The word, “bag” ends with 1. ham
/g/. Now, let’s try another
word. What is the last sound
of the word, “mat”? (Help the 2. boat
child if needed.)
What is the last sound of the
word, _______? (If there are 3 3. kiss
errors, you may stop the test.)
Scoring 4. pan
child under “Last Sound.”
5. cub
under “Remarks.” Write the
total score beside “Total
Total Score
Score.” The perfect total
score is 5/5 x 100% = 100%.
ALPHABET
A B C D
E F G H
I J K L
M N O P
Q R S T
U V W X
Y Z
ALPHABET
a b c d
e f g h
i j k l
m n o p
q r s t
u v w x
y z
Name: Age: Grades
3
Materials: Learner’s Sheet Alphabet Knowledge

Big and Small Letters
Letter Name Sound Letter Name Sound
Script: A a
I am going to show you B b
some letters. Tell me their
C c
name and sound. Then, I
will just write what you will D d
say. E e
(The teacher will point to
the letters from top to F f
bottom beginning on the G g
first column and the next H h
until the fourth column.
He/ she will put a check if I i
the student is able to J j
give the name and
K k
sound of the letter. The
teacher will write the L l
student’s actual answer if M m
he/ she got the answer
wrong.) N n
O o
P p
Scoring:
Q q
Write the child’s actual
answer under “name” R r
and “sound”. Put a ✔️ S s
beside the child’s actual
T t
answer if it is correct and
an ✖️ if it is wrong. Put a U u
➖ if no answer is given. V v
Count the number of
W w
correct answers and
write it beside “Score” on X x
the left for the total score Y y
in naming the letters.
Write the score for
Z z
producing the sound SCORE SCORE
beside the “Score” on
the right. The perfect
total score is 26/26 X
100% = 100%. Then write
the summary in the next
table.
Summary Letters Student’s Answers

Letters
misnamed
Missed letter
names
Letters with
wrong sound
Missed letter
sounds
Assessment of Strengths and Weaknesses of the Group

Put a ✔️ under strength if the child’s score in the test is ⅗, 7/10, 8/12, 14/20, 18/ 26, or 19/ 28 and
above. Put a ✔️ under weakness if the child’s score is below the score mentioned. Write/ Type NA if
the test is not applicable or was not used.
ASSESSMENT TOOLS Strength Weakness
Listening
Comprehension
Reading Fluency and

Comprehension
Sentence Reading
and Comprehension
Word Reading (Word

Families/ Pinagsama-
samang Tunog)
Word Reading
(Sight Words/ Mga
Pantulong na Kataga)
Word Reading
(Non-words)
Phonological
Awareness- Syllable
Awareness
Phonological
Awareness- Phoneme
Awareness
Phonological
Awareness- First Sound
Phonological
Awareness- Last
Sound
Alphabet Knowledge
Summary of Errors of Ability Groups

List ALL the errors asked for in ALL the applicable tests of ALL the members of each group.
ASSESSMENT Full Intervention Moderate Slight Intervention Grade Ready

TOOLS Intervention (Meets
Expectation)
Listening
Comprehension
(type of question
with more errors)
Reading Fluency
(words and
punctuation marks
read incorrectly,
average speed in
reading, & other
observations)
Sentence Reading
(words and
punctuation marks
read incorrectly
Sentence
Comprehension
(type of question
with more errors)
Word Reading:
Word Families/
Pinagsama-
samang Tunog
(words read
incorrectly)
Word Reading:
Sight Words/ Mga
Pantulong na
Kataga (words
read incorrectly)
Word Reading:
Non-words (read
incorrectly)
Alphabet
Knowledge- Letter
Names (named
incorrectly)
Alphabet
Knowledge- Letter
Sounds (sounds
produced
incorrectly)
Where to Start Using the Result of the Assessment?
1. Based on the Summary of Errors, get the baseline (minimum starting point) for each group. Do this
for each domain- naming letters, producing letter sounds, syllable or phoneme analysis, final or last
sound, word reading, sentence reading.
2. All the letters that the members made a mistake will be the starting point for the lesson on
Alphabet Knowledge for both the directed instruction, worksheets, and learning centers.
3. The directed instruction will also focus on the words where the students in the group made the
most mistakes. The letter sounds present in the words with “pinagsama-samang tunog” represent
the group/s of words where the instruction may start if an error was committed in reading that
word. The word families/ “pinagsama-samang tunog” as well as “pantulong na kataga” and sight
words that all the students can already read may be part of the words for review. The results in
reading non-words/hindi tunay na mga salita will show if blending letter sounds to read words is
the student’s/ group’s strength.
4. To develop reading fluency, the lesson will target the words that the students in the group read
incorrectly and based on observations, the teacher will know if the child will need help in
observing the punctuation marks, reading with proper emotion and speed.
5. The type of questions where most errors were committed will also be the focus of the intervention-
is it on inferential or literal level of questions?
6. The components which are concluded as the weaknesses of the group will be the focus of the
main topic during teacher-directed instruction and learning centers while the strengths will be
used for the review part during teacher-directed instruction and worksheets as well as the guided
practice and collaborative activities at the learning centers.
(For teachers only)
General
General Procedure-related Questions YES NO
1. Did I greet the child?
2. Did I tell him/ her the purpose of our task and that is to know what he/ she can
do 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 assessment tools for the grade level?
6. Did I follow the diagram correctly?:

a. for the grade level tool
b. sequence
c. flow of the system
7. Did I use all the necessary learner’s sheets/ stimuli?
8. Did I accomplish all the record sheets correctly?
1. Did I read the story to the child twice?
2. Did I read the questions to the child twice?
3. Did I mark all correct answers with a check (✔️) and give a score of 1 per
correct answer?
4. Did I mark all wrong answers with an ✖️and give a score of 0 per wrong answer
?
5. Did I place a ➖ for unanswered questions?
6. Did I count and write the correct answers to the literal questions?
7. Did I count and write the correct answers to the inferential questions?

(For teachers only)
Sentence Reading & Comprehension (For Grades 2 & 3 only)

1. Did I ask the child to read the sentences?
2. Did I ask the child to read the questions and answer them only if he/ she was
able to read the whole sentence?
and all unread sentences and unanswered questions with a ➖?
7. Did I write the punctuation marks that were not observed?
8. Did I write the number of literal and inferential questions that were not
answered correctly?
Word Reading (For Grades 2 & 3 only)

1. Did I ask the child to read all the words in the 3 sets?
2. Did I write exactly how the child read the words?
3. Did I mark all words read correctly with a check (✔️), all words read incorrectly
with an ✖️, and all unread words with a ➖?
4. Did I stop after 3 consecutive errors? (Answer only if applicable.)

(For teachers only)
Phonological Awareness
1. Did I demonstrate the procedure first?
2. Did I guide the child until he/ she understood the procedure?
3. Did I stop the test when 3 consecutive mistakes were committed? (Answer this
only if applicable.)
4.1. Did I write exactly the way the child segmented the words into:
a. syllables?
b. phonemes?
4.2. Did I write the:
a. initial
b. final
letter sound?
5. Did I write the number of syllables/ phonemes?

(Not applicable to Initial and Final Sound)
and all unread unanswered items with a ➖?
Alphabet Knowledge
1. Did I show all the letters of the alphabet?
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 ➖?
6. Did I write all the letters that were named and sounded out incorrectly?
7. Did I write all the letters that were not named and not sounded out?

English Binder R5 Assessment Tools Gr2-3

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ASSESSMENT TOOLS IN

The Assessment Tools for the Learning Recovery Program (LRP)

Name: Age: Grades

4. What does he/ she wants to learn

5. How do you think he/ she feels

6. Why do you think he/ she feels this

Total Literal- #s 1, 2, 4 Literal =

GRADE 2 English ABILITY GROUPINGS

Full Intervention (0 - 33%) = 0 – 2 out of 6

Name: Age: Grade

Phonological Awareness (Syllable Awareness)

Name: Age: Grades

Phonological Awareness (Phonemic Awareness)

Script: Words Phonemes Number of Phonemes Remarks

Name: Age: Grades

Phonological Awareness (Last Sound)

Assessment of Strengths and Weaknesses of the Group

ASSESSMENT TOOLS Strength Weakness

Reading Fluency and

Word Reading (Word

Summary of Errors of Ability Groups

ASSESSMENT Full Moderate Slight Grade Ready

Where to Start Using the Result of the Assessment?

1. Did I greet the child?

3. Did I use a friendly tone?

6. Did I follow the diagram correctly?:

7. Did I use all the necessary learner’s sheets/ stimuli?

8. Did I accomplish all the record sheets correctly?

1. Did I read the story to the child twice?

2. Did I read the questions to the child twice?

5. Did I place a ➖ for unanswered questions?

8. Did I count and write the total score?

Sentence Reading & Comprehension (For Grades 2 & 3 only)

1. Did I ask the child to read the sentences?

4. Did I count and write the total score?

5. Did I write the words that were read incorrectly?

6. Did I write the words that were not read?

7. Did I write the punctuation marks that were not observed?

Word Reading (For Grades 2 & 3 only)

2. Did I write exactly how the child read the words?

4. Did I stop after 3 consecutive errors? (Answer only if applicable.)

5. Did I count and write the total score?

6. Did I write the words that were read incorrectly?

7. Did I write the words that were not read?

1. Did I demonstrate the procedure first?

5. Did I write the number of syllables/ phonemes?

7. Did I count and write the total score?

1. Did I show all the letters of the alphabet?

5. Did I count and write the total score?

The Assessment Tools for the Learning Recovery Program (LRP)

Use the result on the

1. bet 1. the 1. feg

3. cot 3. And 3. ross

4. fit 4. today 4. dack

5. tub 5. sunny 5. lut

Name: Age: Grade

Materials: Learner’s Sheet- Word Reading Remarks

Scoring: Write exactly how 4. fit

Name: Age: Grade

Word Reading Remarks

Script: Read the words. 1. the

Scoring: Write exactly how 4. today

Materials: Learner’s Sheet- Word Reading Score

Name: Age: Grade