KEY STAGE 2

Department of Education - Region III

TARLAC CITY SCHOOLS DIVISION
Brgy. Binauganan, Tarlac City 2300 5
DIVISION
CONTEXTUALIZED
READING ASSESSMENT
TOOL
GROUP SCREENING TEST
AND INDIVIDUAL
ASSESSMENT

for
Grade 5
PROJECT RESCUE 2.0
Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
 LITERACY PROFILING IN ENGLISH 5
(Group Screening Test and Individual Assessment)

Name of Learner:
Grade and Section:
Name of Teacher:
Date:

TEXT 1

EARLY START
Mara woke up with a start. “Oh no!” The sun was shining brightly
on her face. She looked at her alarm clock. She was not going to make it
to school. She hurriedly put on her uniform, gathered her things and
dumped them into her bag. She rushed so that she could be in school
before the bell rang. As she was going out the door, her mother stopped
her and asked, “Why are you rushing? Did you forget? It’s Saturday
today! (82
words)
Reference: The Philippine Informal Reading Inventory Manual

Read the following questions carefully, then, encircle the letter of the correct answer.
1. Mara woke up with a start. When a person wakes up 4. How do you think did Mara feel after her
with a start, it means that one got out of bed ________. mother talked to her? (INFERENTIAL)
(INFERENTIAL) A. anxious
A. sad B. nervous
B. happy
C. relieved
C. worried
D. excited D. unhappy
2. Why does Mara have to rush? (LITERAL) 5. What did the author intend when she wrote
A. So she would get to school on time. the selection? (CRITICAL)
B. So she would be the first student in school. A. to inform
C. So she would be the fastest runner in school. B. to entertain
D. So she could eat breakfast before going to school. C. to evaluate
3. What did Mara forget? (INFERENTIAL) D. to convince
A. That she did not set her alarm clock early enough for the
next day. Level of Questions Score
B. That she did not need to rush because there were no
PROJECT RESCUE 2.0
Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
classes today. Literal
C. That she cannot anymore eat breakfast if she was Inferential
rushing to school. Critical
D. That she cannot anymore go to school because she was
very late.
TOTAL

TEXT 2

THE PHILIPPINE EAGLE

The Philippine Eagle has replaced the maya as our

national bird. It is one of the three largest and strongest eagles
in the world, but it is in danger of extinction. Hunting and
deforestation have caused the number of Philippine Eagles to
dwindle. Scientists have tried to increase their number by
breeding them in captivity. The first eagle to be bred in captivity
is “Pag-asa”. At 25 years old, Pag-asa is not yet suited to be
released to the wild as she has developed dependency on her
human keeper.
(89 words)
Reference: The Philippine Informal Reading Inventory Manual

Read the following questions carefully, then, encircle the letter of the correct answer.

6. The Philippine Eagle is in danger of 9. What is the problem posed in the selection?
extinction. It means this type of eagle will The Philippine Eagles _________________.
eventually _________________. (INFERENTIAL)
(INFERENTIAL) A. are in danger of being gone forever
A. disappear B. are dying because of a disease
B. increase C. migrate to other countries
C. migrate D. are not growing fast
D. starve
10. The purpose for writing the selection is to?
7. When birds are bred in captivity, they (CRITICAL)
are ______. (INFERENTIAL) A. Invite researchers to study the Philippine eagle.
A. allowed to freely fly in the wide forest B. Make the reader proud of the Philippine eagle.
B. cared for in a safe environment C. Warn the hunters not to harm the Philippine
C. caught and sold as pets eagle.
D. given a diet of bread D. Raise an alarm about the possible
disappearance of the Philippine Eagle.
8. What is responsible for the decrease in
the number of Philippine Eagles? (LITERAL) Level of Questions Score
A. Their migration to cooler countries. Literal
B. Their transfer to warmer places.
PROJECT RESCUE 2.0
Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
C. The activities of humans. Inferential
D. Lack of available food. Critical
TOTAL

TEXT 3

RICE FOR LUNCH

Anika washed the rice grains. Then she put them into a
pot. She also put in two cups of water. Finally, she covered the
pot and left it on the electric stove. After twenty minutes, she
went to check on the pot. It was not hot. She saw that the plug
was still on the floor. Anika looked at the clock and shook her
head. It was almost lunchtime.
(69 words)
Reference: The Philippine Informal Reading Inventory Manual

Read the following questions carefully, then, encircle the letter of the correct answer.

11. What did Anika want to do? (INFERENTIAL) 14. What did Anika feel when she saw
A. wash rice the clock? (INFERENTIAL)
B. cook rice A. glad
C. serve rice B. angry
D. measure rice C. excited
D. worried
12. Why Anika was unable to cook the rice?
(LITERAL)
15. What is the possible ending of the
A. The lid was very hot. story? (CRITICAL)
B. The clock was not working. A. She plug the stove and eat late.
C. The stove was not plugged. B. She set the alarm clock.
D. The pot had too much water. C. She wash the rice grains again.
D. She add more water to the pot.
13. Why did Anika look at the clock.? She looked
at the clock to see if _____________. (INFERENTIAL)
A. the clock was still working Level of Questions Score
B. she still had time to watch TV Literal
C. the time on the clock was correct Inferential
D. the rice will be cooked in time for lunch Critical
TOTAL

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
 TEXT 4

ALEXANDER GRAHAM BELL

Alexander Graham Bell accidentally invented the

telephone. He was testing a new transmitter when it happened.
He spilled a burning acid on it and produced sound waves. Bell
didn’t realize that the sound waves make sound travel to
different places. He shouted for help from Mr. Watson who was
in the kitchen. Mr. Watson was surprised to hear Bell’s voice
clearly. He went to Bell and uttered, “I heard every word you
said.” This was how telephone was discovered.
(79 words)
Reference: The Philippine Informal Reading Inventory Manual

Read the following questions carefully, then, encircle the letter of the correct answer.

16. What Bell’s invention was mentioned in 19. What other title can be given for this
the paragraph? (LITERAL) story? (CRITICAL)
A. radio A. The Importance of Sounds
B. laptop B. How Telephone Was Discovered
C. telephone C. The Importance of Telephone
D. clock D. The Burning Acid

17. What happened when Bell accidentally
spilled a burning acid on the transmitter?
(LITERAL)
A. The transmitter produced heat.
B. The transmitter produced sound waves.
C. The transmitter burned.
D. The transmitter melted.
20. How is the last paragraph of the selection
developed? (CRITICAL)
A. Giving a list of effects.
B. Enumerating importance of the topic.
C. Stating sequenced events of the main topic.
D. Defining the problem and the possible
solution.

18. What did the author intend when she

wrote the selection? (CRITICAL) Level of Questions Score
A. to inform Literal
B. to entertain Inferential
C. to evaluate Critical
D. to convince TOTAL

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
Phil-IRI Graded Passage Assessment (ORAL READING)

Directions: Use the Text “EARLY START” to determine the Oral Reading Score of
the learner. Make sure that the text has the APPROPRIATE SYMBOLS for miscues.
Write the time started and time finished to identify his/her reading speed.
ACCOMPLISH COMPLETELY the needed information to identify the learner’s
Reading Proficiency Level.
INDIVIDUAL SUMMARY OF RESULTS
Individual Summary of Miscues
Name of Learner: ____________________________________________________
Grade and Section: 5- AQUINO
Time Started: ________ Time Finished: _____
Types of Miscues Example Number of Miscues
(Uri ng Mali) (Bilang ng Salitang mali
ang basa)

1 Mispronunciation (Maling Bigkas)

2 Omission (Pagkakaltas)

3 Substitution (Pagpapalit)

4 Insertion (Pagsisingit)

5 Repetition (Pag-uulit)
Transposition (Pagapapalit ng
6
lugar)

7 Reversal (Paglilipat)

Total Miscues (Kabuuan)

Number of Words in the Passage 82 words
Oral Reading Score
Reading Level (Antas ng
Pagbasa)

Oral Reading Score: the number of words- number of miscues X 100

Number of words
Write here

Reading Speed: No. of words read X 60

Reading time in seconds

Write here

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
Comprehension: No. of correct answers
No. of questions X 100= % of comprehension

Write here

Phil-IRI Oral Reading Profile

Oral Reading Level Word Reading Score (in %) Comprehension Score (in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below
Non-decoder *wasn’t able to decode (letters/words)

Student’s Reading Profiles Per Passage

Word Reading Reading Comprehension Reading Profile per passage
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration

Learner’s Word Reading Profile: __________________________

Learner’s Reading Comprehension Profile: __________________________
LEARNER’S READING PROFILE: __________________________
Behaviors while Reading (Paraan ng Pagbabasa) / or X
adapted from Gray Oral Reading Behavior
Does word-by-word reading (Nagbabasa nang pa-isa isang salita)
Lacks expression; reads in a monotonous tone
(Walang damdamin; walang pagbabago ang tono)
Voice is hardly audible (Hindi madaling marinig ang boses)
Disregards punctuation (Hindi pinanpansin ang mga bantas)
Points to each word with his/her finger (Itinuturo ang bawat salita)
Employs little or no method of analysis (Bahagya o walang paraan ng pagsusuri)
Other observations: (Ibang Puna)

Qualitative Analysis:
Q: What miscues are often committed? Do these Miscues affect the meaning
of the passage?
___________________________________________________________________
___________________________________________________________________
Prepared by:
Reading Teacher/Adviser: CYNDEE L. PAMINTUAN

Checked by:
Reading Chairperson: MARIA REMEDIOS P. BACANI

Noted by:
MA. ASUNCION C. IBAÑEZ, EdD
School Head

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
ANSWERS KEY:

TEXT 1- EARLY START

1. C
2. A
3. B
4. C
5. B

TEXT 2- THE PHILIPPINE EAGLE

6. A
7. B
8. C
9. A
10. D

TEXT 3- RICE FOR LUNCH

11. B
12. C
13. D
14. D
15. A

TEXT 4- ALEXANDER GRAHAM BELL

16. C
17. B
18. A
19. B
20. C

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
PROJECT RESCUE 2.0
Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction
PROJECT RESCUE 2.0
Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction