Enclosure 1 to Regional Memorandum No.2 (03 s. 2023 (GUIDELINES IN THE ADMINISTRATION OF THE RAPID LITERACY ASSESSMENT FOR GRADES 4-12 LEARNERS IN REGION V I. General Guidelines 1. There are two scts of Rapid Literacy Assessment (RLA) tools that are available for utilization; for pre-test and post-test, composed of Teacher’s Copy and Learner's Copy fer each set, in English and Filipino, which should be both administered to the learners in Grades 4 to 12. 2. Prepare the materials ahead of time. The Teacher’s Copy needs to be repraduced according to the number of learners in the class. During the assessment, the teacher must record the miscues (if any) of each learner through marking, thus it is important that a copy per learner should be made available. On the other hand, the Learner’s Copy shall be reproduced only once and can be used by the entire class. 3. Establish rapport with the learner prior to the actual conduct of the reading assessment, Clear instructions should also be given.Il. Specific Guidelines During the Literacy Assessment 1. Reading miscues should be carefully noted by the teacher. A reading miscue happens when there is a difference between what is on the page and what students say during oral reading. 2. A reading miscue is significant when: a. the miscue changes the meaning of the sentence, b, the miscue does not make sense within the sentence, ¢. the students skip the word, or d. the student needs help with the word. ‘This tells us that a learner is struggling with decoding skills. 3. The teacher must be familiar with these miscues: a. Insertion. An insertion is a word(s) added by the child that is net in the text. b. Omission. During oral reading, the student omits a word that changes the meaning of the sentence ©. Repetition. The student repeats a word or portion of the text. 4. Reversal. A child will reverse the order of the print or the word. (from instead of form, etc.) ¢. Substitution. Instead of reading the word in the text, a child substitutes a word that may or may not make sense in the passage.4. The following markings can be used by the teacher, and should be written in the Teacher's Copy when miscues are heard/observed during the oral reading: Misciwe marking Last word read Substitution word (misarticulation, non-word, unsuccessful correction, abardioned correct) (option to write the actual word articulated) Insertion word (word “read” but not in the passage) “nN omission {word in the passage but not read) wort” Repstition (word read more than once) word Reversion (word or group of words not read In order) ee5. Do NOT comment on the learner’s answers or give clues. Do not say: X Are you sure? X Check again. 6. Prompt and encourage. wv Next. ¥ Continue. ¥ Itis okay to try! 7. Do not correct the learner’s mistakes. There is a separate time for instruction. 8. Do not force the learner to finish the activity if they are already in distress. Always put the learner's well-being first.MHL. Scoring and Interpretation Here is how the teacher should score the literacy assessment and how the results will be interpreted: students who accurately and automatically read at least 80% of the ‘total number of igh frequency words in the paragraph are ‘considered Established. Students who scored lower than 80% shall proceed with Task2 (Phrase Reading). Students who accurately and automatically read at least 50% of the high frequency words in the phrases are considered Emerging. ‘Those who got lower than 50% shall proceed with Task 3 (Word Reading) Students who accurately and automatically read '30% of the. Individual words are considered Coping. 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Neal ojo 99 792 Gawain 28 (Kanon ng moe raping oreseriaeyon cor ag malanagong tenotonys ro mosatns| MGA SALITA, [Sore sangpunin parler cera selgnatrang Matra IC. a Agha ganda "ng impeayon so Kanye se bug Intitusyen, at sa Komuiad Tagisan | aigran | semsyo venkat | resin Hr amen 28 eksaeradong p=pbiboay ro desrpsyon, sy ney no ; |} sa |estutura ra pagum ng Sarg personae. raring baad mara ee pant eth yang pegdananbibng mags! ay napeptgumparen yo to Nooro ‘avithan | matatita | alatpan | tervon | peraine teagan a sanaigen ra sn ga maa so bay ne pnephanoguan m3 Ineprasyon wang melsasatna’en 29 naming Sngated Se 34D | anaiaia | rerekibo | _pokaulayo | merrrenaim | adyenda aang alademkong patipagraparan i sary oie ms ‘rita | sonar on syn Propesponal a dehbracang ttunnista mereIV. Observing Reading Behaviors 1. During oral reading, the teacher can also observe the behavior displayed by the learner, which can assist in profiling their reading ability. 2. These are the levels of reading behavior, and their characteristics: Level 1 — Reads word by word or lower Level 2 - Reads words by chunks Level 3 - Reads accurately but does not observe punctuation marks or shows signs of hesitation Level 4 - Reads with automaticity, accurateness and with proper expression 3. The level of reading behavior exhibited by the learner as they read should be recorded by the teacher,Tesora 2 kainel Memerandim to SOB 2038 RAPID LITERACY ASSESSMENT (FLA) SUMMARY RECORD SHEET NOTE: Tis shld be accomplished hy the teacher iho administered the Taabating Baeraing EInEaEARY RECORD {persia} Inaeractions: Apter the learner's name, check. whaiher he/she ‘x Ratatat, ‘Bergen Coping Dept Sanaa tthe sores the REN or bth Bah ad ‘balan Lonet 3 pode words by chunks Eovel 3 read atcurataly Dut doas not ‘heer punsucon tara or uhowe as of Renan oF eed 4 rds