LETRA (Language Enhancement Through Reading Assessment – LEARNER’S COPY)

KEY STAGE 3: GRADE 10

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

kit flip growl peach

mop scan freight tow
not twig night rake
jam shred noise load
beg hard mare mule

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

DESCRIPTION NO YES

The learner is able to Stop the assessment Let the learner proceed to
read at least 10 out of the here. the next level (Sentence
20 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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LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 10

LEVEL 2: SENTENCE LEVEL

BEFORE ASSESSMENT
Present to the learner 5 sentences.

DURING ASSESSMENT
Let the learner read the sentences.

SENTENCES

1. Studying for a test requires long-term preparation and a focused mindset to

have a successful outcome.
2. Cramming is not a good study habit, yet many students are fond of doing it.
3. Grades are just mere numbers, but they somehow reveal something about
one’s values and attitudes.
4. Study habits can vary from one person to another since everyone has their
own learning styles and pace.
5. While many students tend to normalize cheating in the class, there are few
who have the courage to take their academics seriously, and these learners
should be highly commended.

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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LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 10

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 ✔ ✔ ✔ ✔
layout on the Insects live all around us.
page.
A word is Draw a line above Record as an
substituted. the word that was error.
meant to be read.
Write the ✔ ✔ ✔ above ✔
substituted word Insects live all around us.
above the line.
A word is Draw a line above Record as an
omitted. the word that was error.
meant to be read. ✔ ✔ ✔ __-__ ✔
Draw a dash Insects live all around us.
above the line.
A word is Insert the extra Record as an
inserted. word by recording error.
exactly where it
was said. Draw a
line and add the many ✔ ✔✔ ✔ ✔
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 and the last
the attempt by ✔ l-i-v-E ✔ ✔ ✔ letter was
recording exactly Insects live all around us. named. The
what was said. word was not
stated. Record

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 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
Record SC to ✔ ✔ ✔ above SC ✔ up
show the word
Insects live all around us.
was then read
accurately.
A word is Record by placing This is not an
repeated an R above the error.
word that is ✔R ✔ ✔ ✔ ✔
repeated Insects live all around us.
A section of Record by placing This is not an
text is an R above the error.
repeated last word
repeated. Draw a ✔ ✔ ✔ ✔ ✔R
line from the R to Insects live all around us.
the first word
repeated.
Self- Draw a line above Record as a
correction by the word that was self-correct.
rereading substituted. This is not an
Record exactly ✔ ✔ ✔ above 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 error.
help with an appealed. Write a A_ ✔ ✔ ✔ ✔
unknown T next to the word Insects T live all around us.
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 is above the line. - _ ✔ ✔ ✔ ✔ repeated proper
made. Write a T next to Insects T live all around us. 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
problem of the text inside self-corrections
solving has the bracket, point occur, 5 errors
occurred) where the reader would be

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 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

Over the years, plastic bags have been used by people for different
purposes. They surely make people’s lives convenient. However, due
to incorrect management of used plastic bags, they have already
become harmful to the environment. Because they are so lightweight,
plastic bags get easily picked up by the wind and travel long distances
to settle anywhere especially in bodies of water. This does not only
make the rivers, lakes, and oceans look bad, but this also endangers
the lives of marine animals living there. Over time, plastic bags are
often mistaken for food by animals, birds, and marine life like fish and
sea turtles. Also, animals can easily become entangled in plastic,
which could lead them to bleed profusely. Further, plastic wastes do
not disappear quickly for it takes them several years to decompose.
This means that every year, more and more plastic bags will
accumulate if not properly managed making the world a huge pile of
plastic wastes. Indeed, plastic bags are harmful to the environment.
Therefore, it is essential to ban its usage immediately before the world
comes to its inevitable destruction.

185 words, Grade 10

Excerpt from ‘Why Plastic Bags Should be Banned’

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 Mispronunciatio Transposition

n

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 = number of correctly read

RATE/WORDS PER MINUTE words – number of skipped
(WPM) 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

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 Stop the assessment Let the learner proceed to

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read at least 120-150 here. the next level (Story
words in the paragraph Record the learner’s level Level).
within 1 minute. as Sentence Level.

The learner committed no

more than 5 miscues.

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

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LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 10

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

Federigo, a very wealthy man, fell in love with Monna Giovanna who is a
woman of nobility and beauty. Federigo bought Monna a lot of presents and
held sumptuous banquets and celebrations for her. Federigo loved Monna
so dearly that he was ready to sacrifice everything to win her heart.

Later on, Federigo became very poor, and Monna married a much richer
man and had a son leaving Federigo’s heart in despair.

As a result of Federigo’s poverty, he moved away to his farm in the

countryside with few pennies to sustain his living and his precious falcon.
When Monna’s husband died, she and her child went for a seasonal
vacation near Federigo’s farm, and her son became friends with Federigo
and also became fond of Federigo’s falcon.

One day, her son fell very ill and felt that only Federigo's falcon would
make him feel better. Monna, determined to make her child feel better,
gathered all her strength to approach Federigo’s abode and ask for his
falcon. As she reached Federigo's home, the man, who never lost his
feelings for Monna, hastened to host a sumptuous dinner despite having no
food in stock. Without a second thought, he had his falcon roasted to offer
his beloved.

Monna was pleased with the tasty meal. Soon after, she expressed the
reason for her visit. She asked Federigo if she could have his falcon for her
son. After hearing this, Federigo was stunned and told Monna the truth.
Monna didn’t believe at first until Federigo showed her the feathers and
beak. Monna left and after a few days, her son succumbed to death.

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 Federigo was told by his brother to marry Monna, but Federigo believed
that Monna would not love a poor man that he is and that she never loved
Federigo when he was rich, much less now that he is poor.

Soon after, Monna realized that it is better to have a gentleman without

riches than to have riches without a gentleman. In the end Federigo and
Monna ended up in marriage.

341 words, Grade 10

Excerpt from ‘Federigo’s Falcon’

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

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

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. “Federigo bought Monna a lot of presents and held sumptuous banquets and
celebrations for her.” What is the meaning of the underlined word?
A. elegant edibles
B. festive meals
C. formal dinner
D. light foods

2. Which word is synonymous with the word abode as used in the fourth
paragraph?
A. apartment
B. home
C. hotel
D. school

3. Whom did Federigo fall in love with?

A. Jane
B. Leila

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 C. Mary
D. Monna

4. What did Federigo cook for dinner?

A. beef
B. chicken
C. falcon
D. pork

5. What value is seen in Federigo’s act of warmly welcoming Monna?

A. hospitality
B. humility
C. love
D. patience

6. What lesson does the story teach?

A. Love begets love.
B. Wealth equals power.
C. There’s beauty in love.
D. Wealth is not a measure of true love.

7. Which of the following sentences is TRUE based on the story?

A. Federigo showed sincerity to Monna.
B. Monna was influenced by riches.
C. Federigo was blinded by beauty.
D. Monna did not care for her son.

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

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

10
LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 10

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

When one hears the word, “Ilocanos,” what comes first in his mind is the
word stingy or “kuripot”. The Ilocanos who live in the northern part of Luzon
from Pangasinan down to Cagayan Valley are hardworking, determined,
simple, appreciative and are famously known for their frugality. This is not a
negative description of their kind. It is known that living with prudence is
truly an art because one must use his financial resources on things that he
values. The Ilocanos learned to be thrifty because of the difficult life they
had in the olden times with few comforts and amenities. Most of the
population concentrated along a narrow coastal plain that has only a few
good harbors. This environment is harsh, forcing Ilocanos to be hard-
working and thrifty. In fact, most Ilocanos left their homeland to seek
employment elsewhere. They learned to spend their money wisely. They
know their limitations and always consider not to waste their money for
things that they do not need, which indeed they make sure that their money
doesn't go to waste, they save and earn rather than spend. Frugality among
Ilocanos does not mean living less in life rather to live with social respect
and social standing because most Ilocanos never run into debt, which
means no liabilities to friends and relatives. Since they save from every
centavo they earn in a day’s work, they have something to use in cases of
emergency, share with their loved ones and give to those who need
financial help. Living a frugal life like the Ilocanos must be every Filipino’s
trait during these times of national crisis. They should live a simple and
economical life so they may learn how to save for the rainy days ahead. It
must be a culture that every Filipino, not only Ilocanos must uphold and
practice so that this legacy will live in eternity among the next generations
and will shun us from indulging oneself with too much materialism.

326 words, Grade 10

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

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

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. Which word in the selection is synonymous with the word frugal?

A. brave
B. determined
C. hardworking
D. thrifty

2. “It is known that living with prudence is truly an art because one must use
his financial resources on things that he values.” Which of the following best
defines the word prudence?
A. the trait of being kind and generous
B. the capacity to acquire and apply knowledge and skills
C. the ability to govern and discipline oneself by the use of reason
D. the quality of having experience, knowledge, and good judgement

3. What are the characteristics of the Ilocanos as mentioned by the text?

A. Ilocanos are spendthrift and misers.
B. Ilocanos are loving, kind-hearted and amiable.
C. Ilocanos are loyal, peace-loving and God fearing.
D. Ilocanos are hardworking, determined, simple, and appreciative.

4. Why is living with prudence considered an art?

A. Because one has to live within his means
B. Because one has to make both ends meet in order to survive
C. Because one has to use his financial resources on things that he
values
D. Because saving money is a difficult task nowadays since
commodities are expensive

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 5. What is most likely true when a person practices frugality?
A. He gains social respect because he is debt free.
B. He saves for himself and invests it for his luxuries.
C. He spends money by sharing it with the impoverished.
D. He gets the respect of the community for having money.

6. What conclusion would you have when an individual is frugal?

A. He wants to save money.
B. He is stingy and self-centered.
C. He spends money only for himself.
D. He used to live a difficult and hard life.

7. Why do you think frugality is a positive value that every Filipino must adopt?
Because it ______________________________.
A. teaches them to set their priorities in life
B. gives avenues for their better financial status
C. frees them from debt and financial obligations
D. allows them to save money for their future needs

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

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

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LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 10

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

Over the years, the debate between hard work and talent has gotten
more heated. With the recent shift in perspectives, being labeled as genius
or talented can make someone develop one of two things: complacency that
leads to a lack of desire to exert enough effort to do things, or an intense
fear of failure that can hinder a person’s will to try. Therefore, at the end of
the day, hard work trumps talent.

In several studies, many researchers conclude that perseverance pays

off more than ability does, and observations made by professionals have
also shown that while talent can make things easier for a person, it is still
through hard work that one achieves his goals.

Hard work really pays off. For example, at school, let's compare two
students: a student who has an innate talent in art and the ability to produce
quality output but makes excuses to be lax with his work, and a student who
is not as gifted but always exerts maximum effort and thoughtful planning to
accomplish his tasks. The gifted student may have had the potential to get a
higher mark, but the odds are that the hard-working student will outdo him
because the latter gave all his best and worked hard to achieve his goal.

A similar situation can also happen in the workplace. Hard-working

people succeed because of the effort and perseverance that they put in their
work. Some say that talent is everything one needs to succeed. However, a
natural talent not nurtured early on and not used properly later in life can
only be stagnant

Having talent is an advantage, but it is hard work that brings further

learning, development, and success. Hard work is more valuable than
talent. It hones important values such as perseverance and grit. One may

14
 not be the most talented person, but with enough persistence and hard
work, he can get further in life than a talented person without the grit to
match.

332 words, Grade 10

Excerpt from ‘Hard Work or Talent’

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

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

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. “Being labeled as genius or talented can make someone develop

complacency that leads to a lack of desire to exert enough effort to do things.”
The underlined word means ______.
A. firmness, being consistent
B. state of staying in one place
C. the act of complying to standards
D. self-satisfaction on current situation

2. How is the word lax in the third paragraph used?

A. deficient in firmness
B. having loose bowels
C. having open or loose texture
D. having constituents spread apart

3. According to the text, what can help a person achieve his goal in life?
A. hard work
B. intelligence
C. money
D. talent

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 4. Who is more likely to perform better in school as revealed in the text?
A. rich student
B. gifted student
C. popular student
D. hardworking student

5. What lesson can be learned from the text?

A. It is better to be persistent than to be smart.
B. It is better to be smart than to be persistent.
C. Intelligence and hard work can go hand in hand.
D. One should be persistent and intelligent to succeed in life.

6. What would happen if students value intelligence more than hard work?
A. They will take learning for granted.
B. They will achieve their goals easier.
C. They will learn more in their classes.
D. They will perform well in their academics.

7. Which could be the best alternative title for the essay?

A. Hard Work Over Talent
B. Hardworking Vs. Talented
C. How to be a Hardworking Person
D. The Difference Between Hard Work and Talent

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 Record the learner’s level for successfully
than 4 mistakes. as Academic Level. completing the
assessment.

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

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