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LETRA (Language Enhancement Through Reading Assessment)

Manual for Teachers and Parents
English, First Edition, 2023

Republic Act 8293, Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from them. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Region 1

Secretary: Sarah Z. Duterte
Undersecretary: Gina O. Gonong
Development Team

Writers: Sid Arada Mark Gil Dichoso Roy Allen Perez

Noraima Baguan Rachel Ruth Espinueva Liezl Quitoriano
Jennylyn Bibal Kathleen Fandag Joy Jean Marie Rapada
Myleene Boquiren Michelle Felstead Reb Cassey Trinidad
Emmanuel Cacapit Irene Arellano-Javillonar Lavinia Vez
Lovely Jane Durante Arvin Homer Lardizabal SDO San Carlos

Layout Artists
and Illustrators: Bobbit Dale M. Bulatao, San Carlos City
Santino B. De Jesus, San Carlos City
Armando S. Vinoya, San Carlos City
Editors: Sheila Marie Bugayong, San Fernando City
Belen Aquino, La Union
Gloria Pernes, Pangasinan 2
Ritchelle B. Dejolde, Ilocos Norte
Lilibeth Magtang, San Carlos City
Almera Zarate, Urdaneta City
Agnes Royulada, Dagupan City
Joycelyn Pangat, Batac City
Marlon Taloza, Ilocos Sur
Nelson Robinol, Vigan City
Regina Nagtalon, Laoag City
Anna Lisa Aquino, Candon City
Elnora T. Raroque, Alaminos City
Marilou Roldan, Pangasinan I
Project Proponent: Johnson P. Sunga, EPS-English
Consultants: Arlene A. Niro, Chief Education Supervisor, CLMD
Rhoda T. Razon, Assistant Director
Tolentino G. Aquino, Director IV

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 LEVEL 1: WORD LEVEL
BEFORE ASSESSMENT
1. Before the assessment activity, make sure that the learner is comfortable both
physically and emotionally.
2. Establish rapport with the learner by greeting him/her and doing warm-up
activities in 1 minute. The learner will perform at his/her best when he/she trusts
you.
3. Explain to the learner that you are doing this assessment activity because you
want to help him/her become a better reader.
4. After doing the warm-up activities, start the assessment and make sure that the
word list and forms to be used are prepared ahead of time.

DURING ASSESSMENT
1. Conduct the assessment.
2. Use the prescribed materials and forms.
3. Present the word list to the learner.
4. Ask the learner to read each word from top to bottom.
5. Check the words read correctly by the learner. Use the word list provided below.

WORD LIST

wet drink kneel chaos

mud block switch tomb
bit jolt graph receipt
jab provide climax climb
fun global south knob

AFTER ASSESSMENT
Refer to the table below to assess if your learner is at Word Level.

DESCRIPTION NO YES

The learner is able to read Stop the assessment Let the learner proceed to
at least 10 out of the 20 here. the next level (Sentence
words. Record the learner’s level Level).
as Below Word Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVEL 2: SENTENCE LEVEL

BEFORE ASSESSMENT
Present to the learner 5 sentences.

DURING ASSESSMENT
Let the learner read the sentences.

SENTENCES

1. Yesterday, I told my father that I wanted to go to the US to celebrate my

birthday.
2. The telephone operator’s failed attempts to connect to her husband‘s office
number discouraged her tremendously.
3. Romeo and Juliet fell in love with each other, so they arranged
a secret wedding to fulfill their dreams to unite.
4. Her hair was like gravy, running brown off her head and clumping up on
her shoulder.
5. They plan to attend the party in the social hall, and, since it is a costume
party, they can hide their identity and can roam around undetected.

AFTER ASSESSMENT
Refer to the table below to assess if your learner is at the Sentence Level.

DESCRIPTION NO YES

The learner is able to Stop the assessment Let the learner proceed to
read 5 sentences here. the next level (Paragraph
correctly. Record the learner’s level Level).
as Word Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVEL 3: PARAGRAPH LEVEL

BEFORE ASSESSMENT
In this level, you will test the reading ability and fluency of the learner using a
paragraph.
1. Listen carefully as the learner reads aloud the paragraph.
2. Note the miscues committed by the learner. Miscues include
mispronunciation, omission, substitution, insertion, repetition, transposition
and reversal.
3. Set the timer before asking the learner to read.
4. Be guided by this running record conventions developed by Clay (1993) in
recording the miscues of the learner.

Response How do you What does it look like? How do you

record it? score?
A word is A tick for every This is correct.
read correctly. correct word. Ticks ✔ ✔ ✔ ✔ ✔ No errors.
reflect the text Insects live all around us.
layout on the
page.
A word is Draw a line above Record as an
substituted. the word that was error.
meant to be read. ✔ ✔ ✔ above ✔
Write the Insects live all around us.
substituted word
above the line.
A word is Draw a line above Record as an
omitted. the word that was ✔ ✔ ✔ __-__ ✔ error.
meant to be read. Insects live all around us.
Draw a dash
above the line.
A word is Insert the extra Record as an
inserted. word by recording error.
exactly where it
was said. Draw a many
line and add the ✔ ✔✔ ✔ ✔
word above the - Insects live all around us.
line. Place a dash
under the line.
An attempt at Draw a line above 3 letters were
a word is the word that was sounded out
made. attempted. Insert ✔ l-i-v-E ✔ ✔ ✔ and the last
the attempt by Insects live all around us. letter was

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 recording exactly named. The
what was said. word was not
stated. Record
as an error.
Self- Draw a line above Record as a
correction of a the word that was self-correct.
word substituted. This is not an
Record exactly error because it
what was said. has been fixed
✔ ✔ ✔ above SC ✔
Record SC to up
Insects live all around us.
show the word
was then read
accurately.
A word is Record by placing This is not an
repeated an R above the ✔R ✔ ✔ ✔ ✔ error.
word that is Insects live all around us.
repeated
A section of Record by placing This is not an
text is an R above the error.
repeated last word ✔ ✔ ✔ ✔ ✔R
repeated. Draw a Insects live all around us.
line from the R to
the first word
repeated.
Self- Draw a line above Record as a
correction by the word that was self-correct.
rereading substituted. ✔ ✔ ✔ above This is not an
Record exactly R/SC ✔ error because
what was said. Insects live all around us. through
Record R/SC to rereading, it has
show the word been fixed up.
was then read
accurately and
repeated.
Reader Write an A above Record as an
appeals for the word that was A_ ✔ ✔ ✔ ✔ error.
help with an appealed. Write a Insects T live all around us.
unknown T next to the word
word and is that was told.
told.
Reader is told Draw a line above Record as an
a word if no the word and dash - _ ✔ ✔ ✔ ✔ error. If
attempt above the line. Insects T live all around us. repeated proper
made. Write a T next to noun errors
the word that was occur in the
told. reading, score
as an error once
only
Reader is Record the error An error is
instructed to responses. scored because
try that again
(usually when
meaning or
significant
Draw brackets
around the
confused text,
write TTA on top
[ TTA
These l-i-v-e al at sa
Insects live all around us. ]
the reader was
prompted to go
back and have
another try. If no

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 problem of the text inside self-corrections
solving has the bracket, point occur, 5 errors
occurred) where the reader would be
is to begin recorded for this
rereading and say example.
“try that again.”

DURING ASSESSMENT:
1. Ask the learner to read aloud the following paragraph.

PARAGRAPH

Inferring is a reading skill that is done by making an opinion based on 13

given facts. It can help us understand what we read even better. When we 13
infer, we use things we already know, what we read in the text, and our 15
own thoughts to make an educated guess about something that is not 12
specifically written in the text. Inferring helps us connect what we read to 13
our own experiences, making it easier for us to comprehend the text on a 13
deeper level. It also helps us think smartly and make predictions about 13
what might happen next in a story. To get better at inferring, it is important 13
to pay close attention to the details in the text and use your own 14
background knowledge and experiences to make connections. You can 10
practice by asking yourself questions like "Why did the author include this 10
detail?" or "What might happen next based on what I've read?" In general, 13
inferring is an essential skill that can help us become better readers and 14
thinkers. With more practice, we can get even better at inferring to 11
understand stories even more deeply. 10

187 words, Grade 9

2. You may also use the following template for your own consumption to note the
miscues committed by your learners. This summary of miscues will not be
submitted as a report.

Omission Insertion Substitution Repetition Mispronunciation Transposition

3. Note the number of words read by the learner per minute.

4. Compute the oral reading accuracy rate by following the steps and the given
formula.

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 HOW TO GET THE ORAL READING ACCURACY RATE
(PARAGRAPH LEVEL)

1. Count the number of CORRECTLY READ words in one minute. (ex: 128)
2. Count the number of SKIPPED WORDS. (ex: 6)
3. Subtract the number of skipped words from the correctly read words. (ex:
128-6 = 122)
4. The answer (122) is the ORAL READING RATE in terms of WORDS PER
MINUTE (wpm).
5. To compute for the oral reading rate, use the following formula:

ORAL READING RATE/WORDS = number of correctly read words

PER MINUTE (WPM) – number of skipped words

Example: 128 – 6 = 122wpm

6. Count the number of ERRORS/MISREAD words. (ex: 3)

7. Subtract the number of errors (ex: 3) from the reading rate (ex: 122)
Ex: 122 – 3 = 119
8. To determine the accuracy rate/percentage, divide the accuracy number
(119) by the reading rate (ex: 122) then divide by 100 as can be seen in the
following formula:

READING ACCURACY RATE = reading rate – number of

errors/misread words divided by
the reading rate x 100

Example: 122 – 3 = 119

= 119/122 x 100
= 97%

95% and above = meeting accuracy rate expectation

90% to 94% = nearing accuracy rate expectation
89% and below = struggling to meet the accuracy rate expectation
(Source: Allington, 2002; Armbruster et al., 2003; Hasbrouck, 2006)

Proposed revised standards under fluency:

[Fluency] The learner has at least 95% reading accuracy rate.
[Leveling] The learner commits no more than 5 mistakes

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AFTER ASSESSMENT
Refer to the table below to assess if your learner is at the Paragraph Level.

DESCRIPTION NO YES

The learner is able to read Stop the assessment here. Let the learner proceed
at least 120-150 words in Record the learner’s level as to the next level (Story
the paragraph within 1 Sentence Level. Level).
minute.

The learner committed no

more than 5 miscues.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 4-5: STORY LEVEL & STORY +
COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the story. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the story aloud (first attempt) while you listen
carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided with the Summary of Miscues.
3. Record all the miscues in Form ___.

STORY

My Very First Flight

by Sid Arada
I can never forget that ecstatic jolt of excitement when I finally arrived at my
seat. Scanning the aisle that led to more seats at the back, I cautiously positioned
myself by the window—stiff, anxious, and apprehensive about what would come
right after I settled in.
"Ladies and gentlemen, we are now ready for take-off."
I immediately clutched to my seat as I closed my eyes—it was a mixture of
excitement and apprehension. As the plane slowly ascended, I took one of the
deepest breaths I could and held it for a few seconds longer. It was an ecstatic
moment.
"Hang in there, Sid. Hang in there..."
The deafening noise did not last long; it gradually subsided.
“Ding!”
"Ladies and gentlemen, the seatbelt sign has been deactivated. You may now
unfasten your seatbelts."

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 I then slowly released my breath and opened my eyes, unfolding the blinds.
My eyes were filled with wonder as I gently moved my gaze out the window,
captivated by the blinding, spectacular vista of the sky. It was a wonder to behold!
I was in awe from my seat, watching the clouds softly drift and dance as we
flew through the skies. I had never considered how small people appeared from
above until I observed the expansive view of the blue water sweeping over the
islands. And, like a child at a theme park, I broke into one of the biggest, brightest
smiles I'd ever had, my eyes gleaming like diamonds, as if they had just
witnessed the most beautiful treasure ever discovered. This was my very first
flight experience, with all expenses paid for, so one can imagine how happy I
was with such a rare lifetime opportunity.
It was a wonderful and breathtaking experience—another item crossed off my
long bucket list.

301 words, Grade 9

AFTER ASSESSMENT
1. Count the total number of recorded miscues.
2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner can read the Stop the assessment here. Let the learner proceed
story with no more than 3 Record the learner’s level as to the Story +
mistakes. Paragraph Level. Comprehension
Level. Follow steps 3-
6.

3. Ask the learner to read the story aloud again.

4. Let him or her answer the comprehension questions.

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 COMPREHENSION QUESTIONS

1. I gently moved my gaze out the window. What does the word gaze mean?
A. attention
B. goggle
C. peer
D. sight

2. I immediately clutched to my seat as I turned my eyes shut. The word clutched

in the sentence refers to ______________.
A. holding on to something tightly
B. a transmission system in a vehicle
C. achieving success at a critical moment
D. a group of eggs fertilized at the same time

3. Whose experience is the journal entry about?

A. crew
B. kid
C. lady
D. Sid

4. How was the sky described in the text?

A. vast and blue
B. big and sparkling
C. amazing and exciting
D. stunning and magnificent

5. Who are the “ladies and gentlemen” the crew was referring to?
A. the readers
B. the audience
C. the passengers
D. the pilot and co-pilot

6. Where was the main character in the story?

A. in a car
B. on a bench
C. at the beach
D. on an airplane

7. How can you describe the character’s overall experience from the ride?
A. enticing
B. exciting
C. inviting
D. persuading

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 5. Record the total number of correct responses.
6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner can read the Stop the assessment here. Let the learner proceed
story and answer 5 out of Record the learner’s level as to the Local Material
7 questions correctly. Story Level. Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 6-7: LOCAL MATERIAL LEVEL & LOCAL MATERIAL
+ COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the text. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the text aloud (first attempt) while you listen carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided with the Summary of Miscues.
3. Record all the miscues in Form ___.

LOCAL TEXT MATERIAL

The Hand-woven Iloko Identity

by Sid Arada

Native art can give a glimpse of the rich cultural heritage of a country. The
richness of each region in the Philippines can also be seen in its hand-woven
fabrics. These fabrics come in many colors and designs. As one of the many
prides of the Ilocos region, the Inabel weaving has been a part of its culture for
centuries. It has been preserved for many years and is still living up to its
historical value.
The term Inabel came from the Iloko word abel which means weave. This
hand-woven cotton fabric is used in clothing, but it has also become popular as
a blanket because it is thick and very durable. In Ilocos, it is common to use
Inabel as a home essential, such as curtains, table cloths, bath towels, bed
covers and bags. Due to its minimalist design feature, the textile is in high
demand in fashion for its structure that can adapt to the modern demands of
design.
Inabel, like any other textile in the Philippines, offers a wide range of colors
and designs. What they call Binandera is the simplest that has a striped pattern.
Binakul, on the other hand, is another design that has a seemingly optical
illusion which looks like a whirlpool. Ancient tribes use it as protection, having
thought that its complex design can ward off evil spirits. Pinilian is the most
detailed of all its designs. The fabric is hand-woven with various geometric

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 figures and patterns such as horses and birds. It is often used as a ritual
blanket. It has a symbolic use of animal patterns that roots to tales and myths.
One way Ilocanos show their strong identity is through the use of Inabel
fabric. However, apart from being recognized, it is important to help the locals
that sourced and preserve these cultural textiles for the next generations.

307 words, Grade 9

AFTER ASSESSMENT

1. Count the total number of recorded miscues.

2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment
read the text with no more here.
than 3 mistakes. Record the learner’s level
as Story +
Comprehension Level.
Let the learner proceed to
the next level (Local
Material +
Comprehension Level).

3. Ask the learner to read the text aloud again.

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. Native art can give a glimpse into the rich cultural heritage of a country. What
does the word glimpse mean?
A. behold
B. glance
C. sparkle
D. stare

2. Its complex design can ward off evil spirits. Ward off in the sentence is used to
mean
A. evicting
B. guarding
C. protecting
D. watching

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 3. The Ilocano ancestors believed that the __________ design can ward off evil
spirits.
A. Binandera
B. Binakul
C. Pinilian
D. Inabel

4. Based on the text, what does the Iloko word abel mean?
A. design
B. fabric
C. hand
D. weave

5. The abel production can be found in

A. La Union
B. Cotabato
C. Davao
D. Cebu

6. How are the Binakul and Pinilian designs similar?

A. They both are used for protective garments.
B. They both are made with simple patterns.
C. They both use optical illusions.
D. They both are used for rituals.

7. This selection is mainly providing

A. a description of the Inabel fabric.
B. the process of weaving in the Ilocos region.
C. explanation on the problems of Ilocano weavers.
D. the causes and effects of confusing fabric designs.

5. Record the total number of correct responses.

6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the local material to the next level
and respond correctly to 5 Record the learner’s level as (Academic Level).
out of 7 questions. Local Material Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 8-9: ACADEMIC TEXT LEVEL & ACADEMIC TEXT +
COMPREHENSION LEVEL
BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the text. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the text aloud (first attempt) while you listen carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided with the Summary of Miscues.
3. Record all the miscues in Form ___.

ACADEMIC TEXT MATERIAL

There are more bullying cases in the Philippines than in any other country.
This is based on the most recent study done by the World Health Organization
and the Southeast Asia Primary Learning Metrics. This means that at least
seven out of every ten kids in public schools are bullied. The survey also
showed that bullying happens in middle school. This is alarming given that the
Philippines ranks second to last in reading, math, and science.
Bullying can happen in many ways like through physical or mental harm.
According to the survey, this kind of violence is regular and widespread in the
Philippines. Bullying hurts students' self-esteem and their ability to learn.
Studies show that when students are bullied, their math scores tend to go down,
which makes them do badly in school.
Even though a law against bullying went into force in 2013, bullying has
gotten worse. This is because there are more stories about bullying, especially
in schools. Sadly, people who are bullied still don't tell anyone because they
are afraid of retaliation.
The Department of Education aims to set up ways for students to report
bullying as a way to solve the problem. For example, the agency is making a
scheme where students can report crimes through tele-safe centers. By doing
something about bullying in schools, students can feel safe and at ease in a
place that builds trust and learning skills.
In short, bullying is a major problem in this country that affects a lot of
students. The government is making it easier for kids to report bullying by giving
them new ways to do so. In this manner, school children are given the
assurance to move freely in schools. This will help the government to make
sure that all kids have a safe place to learn.
305 words, Grade 9

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AFTER ASSESSMENT
1. Count the total number of recorded miscues.
2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the text with no more to the next level
than 4 mistakes. Record the learner’s level as (Academic +
Local Material + Comprehension
Comprehension Level. Level).

3. Ask the learner to read the text aloud again.

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. Bullying hurts students' self-esteem and their ability to learn. What does the word
self-esteem mean?
A. It refers to an individual's overall evaluation or perception of their
self-worth or value as a person.
B. It can be understood as abilities, achievements, and character traits.
C. It is the extent to which an individual feel accepted, respected.
D. It can also be seen as the right to happiness and success.

2. They are making a scheme where students can report crimes through tele-safe
centers. In the context of the previous sentence, what does the word scheme
mean?
A. measure
B. plan
C. plot
D. trick

3. According to the passage, what is the ratio of public-school students in the

Philippines experiencing bullying?
A. 3 out of 10
B. 5 out of 10
C. 7 out of 10
D. 9 out of 10

4. What is the aim of the Department of Education in relation to bullying in schools?

A. to punish the bullies
B. to educate students about bullying
C. to prevent bullying from happening
D. to make it easier for students to report bullying

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5. How does bullying affect students' academic performance according to the
passage?
A. It has no effect on their academic performance
B. It makes them more confident and focused
C. It tends to lower their math scores
D. It improves their math scores

6. Why are students unable to report cases of bullying despite the government's
effort to provide ways to report them?
A. They are not aware of the new reporting methods
B. They don't care about the issue
C. They are afraid of retaliation
D. They enjoy being bullied

7. As stated in the text, which is NOT a reason why bullying has increased in the
Philippines despite the implementation of law against it?
A. Lack of awareness and education about bullying
B. Insufficient programs that support anti-bullying
C. Ineffective implementation of the law
D. Poor enforcement of school policies

5. Record the total number of correct responses.

6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner is able to Stop assessment here. Congratulate the learner

read the text with no more for successfully
than 4 mistakes. Record the learner’s level completing the
as Academic Level. assessment.

NOTE: Remember to thank and recognize the efforts of the learner.

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 Explain to the learner that he or she
has reached the highest possible literacy
level. Encourage the learner to read more
so he or she can further enhance his or her
literacy skills. Don’t forget to thank the
learner for his or her cooperation and
participation.
Thank you for your dedication in
conducting the assessment. You may now
proceed to the preparation and submission
of the FLAT report.

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