LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 7

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

van glass shake knife

gum blanket chance wrinkle
web scale health plumber
zip cricket fright salmon
box traffic kitchen foreigner

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 7

LEVEL 2: SENTENCE LEVEL

BEFORE ASSESSMENT
Present to the learner 5 sentences.

DURING ASSESSMENT
Let the learner read the sentences.

SENTENCES

1. Maria Makiling, a tall, graceful, and mysterious fairy, has hair almost
touching the ground.
2. In the beginning, the world was only a great sea of water under the sky.
3. The Karibanga may be a small mythical creature, but it is said to
possess magical powers.
4. Awiyao, Lumnay’s husband, has to marry another girl named
Madulimay because Lumnay cannot bear a child.
5. Damiana Eugenio, the mother of Philippine Folklore, gathered
proverbs, and spent a lifetime collecting pieces of folk literatures that
reveal our ancestors’ wisdom.

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 7

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 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

The Philippines is an archipelago. It is composed of 81 provinces.

Ilocos Sur and Ilocos Norte are provinces in the northern part of the
Philippines. They have a lot in common. Both places have a rich
history. They have nice places to visit and good food to taste. Ilocos
Sur is known for places with an abundance of history. Vigan City is
one. The Spanish historical buildings have been kept. Some of these
are sites like old structures and houses. The World Heritage List
includes the city. Ilocos Norte is also known for its sandy hills and
beautiful beaches. People love to go to the beaches in Pagudpud. Tall
windmills can also be found in the province. The two provinces are not
the same. But they offer moments that are special and worth
remembering. These provinces are truly must-visit places in the
country. They show how lovely the Philippines is.

151 words, Grade 7

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.

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

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 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
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 7

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 1.

STORY

The Parable of The Rainbow Colors

Juan M. Flavier

It all started as innocent statements by each of the colors; no attempt

was made by anyone to denigrate the others. There was even an element of
restraint and humility. But as time went on the colors’ declaration became
stronger and haughty. It reached the point when the colors were actually
quarreling.

Red said, “I am the brightest, for red is the most striking. Why? Life-
sustaining blood is red. I represent Courage and Bravery. Even love
symbols such as hearts and roses are red.”

Yellow retorted, “What can be brighter than my Yellow exemplified by

the sun? I am the color of gaiety and warmth.”

“What outlandish claims!” Interposed by the Orange. “The sunrise is

orange. I am important because I represent health and strength. Look at the
ripened fruits and vegetables, they are predominantly orange.”

“Well if you’re talking about vegetables and lives you are referring to
me,” Green declared. “I am the symbol of life. All that thrives in the fields
and forest is the greenery I provide.”

Blue shouted, “What can be more expensive than the skies and seas?
Do you forget the farthest sky and the deepest sea are Blue? I represent
patriotism.”

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 Indigo came out, “You’re talking about wide areas. I hope you realize
that the largest area in the world is silence. I represent the dimensions with
my color. It means thoughtfulness.”

“Aha! You forget the pomp of royalty and power is violet. I am wisdom
and authority. What can be more overwhelming?”

Suddenly, the rain interrupted the continuous exchanges of arguments

of colors. Stop! You are all wrong and all right. You all have your features,
but all of you have a special role. More importantly, you need to give each
other the mixed color of beauty. From now on, you will not be seen
separately. When it rains, a strip of colors will appear in the sky. You will
appear together. You will be called a rainbow. You will then represent
cooperation and hope.
With that, the rain disappeared.

348 words, Grade 7

Excerpt from: The Parable of Rainbow Color

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. It all started as innocent statements by each of the colors; no attempt was

made by anyone to denigrate the others. The following words have the same
meaning as the underlined word EXCEPT:
A. belittle
B. criticize
C. defame
D. praise

2. The Yellow retorted, what can be brighter than my Yellow exemplified by the

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 sun? I am the color of gaiety and warmth. Which of the following words below
has the same meaning as the underlined word?
A. declared loudly
B. stated calmly
C. said clearly
D. replied angrily

3. Which color embodies thoughtfulness?

A. Blue
B. Green
C. Indigo
D. Orange

4. What does Yellow represent according to the story?

A. power and royalty.
B. warmth and gaiety.
C. health and strength.
D. bravery and courage.

5. What happened to the colors in the story? The colors_______________

A. had a contest in which among them was the most beautiful color.
B. argued as to which among them is the best color.
C. showed off their capability to one another.
D. asked one another to cooperate.

6. Why does the rain emphasize the need for cooperation among colors?
A. The colors quarrel because of a lack of cooperation among one another.
B. Each color has a special power that needs to be enhanced through
cooperation.
C. The rain knows each color’s weakness and strength and this can be
solved through cooperation.
D. All colors have special features and roles and when shared with one
another, they become stronger and more beautiful.

7. How will you encourage others to cooperate in group activities?

A. Tell them to be friendly with one another.
B. Share with them an unforgettable experience in the past.
C. Ask them to participate well in group activities and expect a reward.
D. Show them how to work together to accomplish a common purpose.

5. Record the total number of correct responses.

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

DESCRIPTION NO YES

9
 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.

LETRA (Language Enhancement Through Reading Assessment)

KEY STAGE 3: GRADE 7

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

News Report
Strong Quake hits Northern Luzon

Vigan City- On July 27, an earthquake hit the northern part of the
Philippines. At least five people died, and 130 others were injured after the
powerful earthquake.

The 7.0-magnitude quake hit northern Luzon, the country’s most

populous island, at 8:43 a.m. local time. The 7.1 magnitude was later
downgraded to 7.0. Its epicenter was about 13 kilometers (8 miles)
southeast of the small town of Dolores, Abra province.

Infrastructure was damaged across the country. This includes more than
400 homes, roads, dozens of schools, hospitals, and bridges. The quake
also destroyed old churches like the Vigan Cathedral and the bell tower in
Bantay. This resulted in P1.88 million worth of damage.

10
 The quick response team (QRT) was deployed to Abra and Vigan to do
hazard tests. This provided the public with updates and data about the
earthquake.

President Ferdinand Marcos Jr. went to Abra to inspect the damages

made during the said impact. Power has been restored in most areas, but
water was still a problem.

Food packs and cash donations had also been given to affected
families. The local leaders made sure that there was enough food and
shelter for all the residents in the area.

Residents were sleeping outside their homes. They camped out and still
feared that their weakened houses might collapse due to the aftershocks.
They said they felt safer outside their homes.

“We do not have a critical problem when it comes to food. Maybe,

shelter — that is the most important part of the relief that we have to provide
now for the people affected by the earthquake last night,” the president told
reporters.

As of this writing, work and classes are still suspended until further
notice since some schools were damaged by the earthquake. The LGU still
has to inspect school buildings to ensure safety among students.

309 words, Grade 7

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

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1. Which word refers to homes, schools, hospitals, bridges, and churches?
A. buildings
B. dwellings
C. institution
D. infrastructure

2. We do not have a critical problem when it comes to food. The italicized word
means:
A. deadly
B. important
C. serious
D. significant

3. Where was the epicenter of the earthquake?

A. Dolores, Abra
B. Northern Luzon
C. Philippines
D. Vigan City

4. What was the actual magnitude of the earthquake that hit northern Luzon?
A. 7.0
B. 7.1
C. 8.0
D. 13

5. Why did residents prefer to sleep outside their homes after the earthquake?
A. The power was down, so it’s better to camp out.
B. The residents did not want to go back inside their homes.
C. They feared that their house would collapse because of aftershocks.
D. The rescuers would easily find them outside their homes in case there
was another aftershock.
6. The following will likely happen after the powerful earthquake, except:
A. The power and water supply will be restored.
B. The residents will not go back to their homes after the aftershocks.
C. The government will fix damaged infrastructure, especially the old
churches.
D. The LGU will inspect school buildings to ensure safety among students.
7. What is the purpose or aim of the text above?
A. to explain
B. to inform
C. to entertain
D. to convince

5. Record the total number of correct responses.

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

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 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.

LETRA: Language Enhancement Through Reading Assessment

KEY STAGE 3: GRADE 7

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

HENERAL LUNA
A Movie Review

Heneral Luna, a film by Jerrold Tarog, is a 2015 Filipino history movie.

It is about General Antonio Luna's life. He is a smart soldier. He has great
plans for beating the Americans who ruled the Philippines for their freedom.
The story takes place at the start of the 20th century.

At the beginning of the movie, one can see Filipino and American troops
fighting. This fight scene shows how intense and deep the movie is about
war. The movie presents how difficult a battle can be. People are tortured
and killed, and there is deception and fighting among the leaders of the
Philippines.

The best thing about the movie is the character of General Luna. John
Arcilla is the one who plays it. He gives a wonderful show. He is fitted for the
character. Luna is shown to be a complicated person. He can get very

13
 angry. He sticks to his beliefs and works hard for the freedom of the
Philippines. His personality is different from those of the politicians and
military leaders he works with. These leaders care more about themselves
than about the people they lead. They are not concerned with what's best
for the country.

The cinematography of the film is also impressive. The color and

lighting add to the mood of each scene. The musical score is also excellent.
It adds tension and emotion to the film. Viewers are amazed at how the film
is created.

Overall, "Heneral Luna" is a powerful film. It gets mind-going. It shows

how hard our heroes had to work. It presents their sacrifices for the country.
It is a movie that is both fun and informative. Everyone needs to see this
movie. People who want to learn more about the past of the Philippines
should watch it.

304 words, Grade 7

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. “At the beginning of the movie, Filipino and American troops are fighting”. What
does “troop” mean?
A. heroes
B. leaders
C. officials
D. soldiers

2. Which clues from the text help you understand the meaning of the word
“complicated”?

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 A. Luna is difficult to deal with.
B. Luna often changes decisions.
C. Luna causes trouble to his colleagues.
D. Luna gets very angry and sticks to his beliefs.
3. What is the movie about?
A. It is about Heneral Antonio Luna’s life.
B. It is about the challenges faced by Antonio Luna.
C. It is about the Filipino troops led by Antonio Luna.
D. It is about how Filipino heroes fought for our freedom.
4. The movie is strongly recommended for those who ___________ .
A. are patriotic
B. idolize John Arcilla as an actor
C. want to learn more about the past of the Philippines
D. want to understand the war between the Filipinos and the Americans
5. How does the author feel about the movie?
A. happy
B. proud
C. sad
D. satisfied
6. What can you conclude about the movie?
A. The movie is boring.
B. The movie is good for Filipinos of all ages.
C. The movie is intended only for action-lovers viewers.
D. The movie is a well-directed, dramatic, and action-packed history film.
7. Would you like to watch the film after reading the movie review? Why?
A. Yes, because I want to learn about Philippine history.
B. Yes, because I am a fan of John Arcilla.
C. No, because I think the movie is boring.
D. No, because I don’t like Filipino films.

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.

15
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