Component 1 Component 2 Component 3A Component 3B Component 4

Orientation to Print Letter Name Knowledge Letter Sound Knowledge Initial Sound Identification Familiar Word Reading

Beginnin Developing Consistent Beginnin Developing Consisten Beginnin Developing Consisten Beginnin Developing Consisten Beginnin Developing Consistent
g 2pts. 3pts. g 21-60 t g 21-60 t g 1-3 4-6 t g 1-15 16-30 31-50
1pt. 1-20 61-100 1-20 61-100 7-10

EARLY GRADES READING ASSESSMENT INDICATOR FOR KINDERGARTEN LEARNERS

(8 Components in the Assessment of Beginning Reading)
Grade 1 Section Diamond

Component 5 Component6A Component 6B Component 7 Component 8

Invented Word Reading Oral Passage Reading Reading Comprehension Listening Comprehension Dictation

Beginn Develop Consist Beginn Develop Consist Beginn Develop Consist Beginn Develop Consist Beginn Develop Consist
ing ing ent ing ing 24- ent ing ing ent ing ing ent ing ing ent
1-15 16-30 31-50 12-23 45 46-60 1-2 3-4 5 1-2 3-4 5 1-3 4-6 7-10 Submitted by:
Submitted to:

ROBERTA MALIKSI Jenny Tan

Adviser Reading Coordinator

EARLY GRADES READING ASSESSMENT INDICATOR FOR KINDERGARTEN LEARNERS

(8 Components in the Assessment of Beginning Reading)
 STA. MESA ELEMENTART SCHOOL

KINDERGARTEN TO GRADE 3 CONSOLIDATED REPORT ( 1 TEMPLATE PER GRADE /OR 1 TEMPLATE FOR ALL IF LEGENDS OF SCORES ARE TO BE PLACED
BELOW)
Component 1 Component 2 Component 3A Component 3B Component 4
Orientation to Print Letter Name Knowledge Letter Sound Knowledge Initial Sound Identification Familiar Word Reading

Beginnin Developin Consisten Beginnin Developin Consisten Beginnin Developin Consisten Beginnin Developin Consisten Beginnin Developin Consisten
g g t g g t g g t g 1-3 g t g 1-15 g 16-30 t
1pt. 2pts. 3pts. 1-20 21-60 61-100 1-20 21-60 61-100 4-6 7-10 31-50

Component 5 Component6A Component 6B Component 7 Component 8

Invented Word Reading Oral Passage Reading Reading Comprehension Listening Comprehension Dictation

Beginn Develop Consist Beginn Develop Consist Beginn Develop Consist Beginn Develop Consist Beginn Develop Consist Submitted by:
ing ing ent ing ing 24- ent ing ing ent ing ing ent ing ing ent Noted:
1-15 16-30 31-50 12-23 45 46-60 1-2 3-4 5 1-2 3-4 5 1-3 4-6 7-10
Reviewed:

JENNY TAN Jonie Mariano Loreta Figueroa

Reading Coordinator Principal II EPS English

Individual Template for Kindergarten

EARLY GRADE READING ASSESSMENT (EGRA)

Name ____________________________________ Grade level & Section __________

COMPONENTS Beginning Developing Consistent

1.Orientation to Print
2.Letter Name
Knowledge
3.a Letter Sound
 Knowledge
3.b Initial Sound
Identification
4 .Familiar Word
Reading
5. Invented Word
Reading
6.a Oral Passage
Reading
6.b Reading
Comprehension
7. Listening
Comprehension
8. Dictation

Prepared by: MARIA MELINDO, Adviser Submitted to: Jenny Tan, Reading Coordinator
 FOR KINDER AND GRADE 1

Questions
I. Orientation to print (Can the learner point 1. Where would you begin reading?
the following?) 2. Where to read next?
3. Where to read when you are at the end of
the line.
B-Beginning 1
D-Developing 2
C-Consistent 3
2. Letter-Name Knowledge (No. of Correct 1. Beginning 1 to 20 Discontinue only if the child provides
letters read per minute) 2. Developing 21 to 60 incorrect responses to all of the first 10
3. Consistent 61-100 letters)
3. A, Letter-Sound Knowledge - (No. of 1. Beginning 1 to 20 Discontinue only if the child provides
Correct letters pronounced/sounded per 2. Developing 21 to 60 incorrect responses to all of the first 10
minute) 3. Consistent 61-100 letters)

3. B. Initial-Sound Identification - (No. of 1. Beginning 1 to 20 (Discontinue only if the child provides

Correct initial letters pronounced/sounded per 2. Developing 21 to 60 incorrect responses to all of the 1st 5 items)
minute) 3. Consistent 61-100
Questions

4. Familiar-word Reading (assesses word 1. Beginning 1 to 15 (Discontinue only if the child provides
recognition or sight recognition words using a 2. Developing 16 to 30 incorrect responses to all of the 1st 5 items)
list of high frequency words which is arranged 3. Consistent 31-50
in increasing level of difficulty per minute)

5. Inverted-word Decoding (ability to decode 1. Beginning 1 to 15 Discontinue only if the child provides incorrect
CVC words that are pseudonym or non sense 2. Developing 16 to 30 responses to all of the 1st 5 items)
words as many as they can within a minute) 3. Consistent 31-50

6 A. Oral-passage Reading and 1. Beginning 12 to 23 Discontinue only if the child provides incorrect
Comprehension (Oral Fluency/Correct words 2. Developing 24 to 45 responses to all of the 1st 6 words)
per minute and ability to respond to literal and 3. Consistent 46-60
inferential questions per minute)
6 B. Reading Comprehension 1. Beginning 1 to 2
2. Developing 3 to 4
3 . Consistent 5
7. Listening Comprehension (Students ability 1. Beginning 1 to 2
to listen to a passage being read and answer 2. Developing 3 to 4
literal and inferential questions about the text) 3. Consistent 5

8. Dictation (Tests both oral and writing skills 1. Beginning 1 to 3

particularly the ability to hear sounds and 2. Developing 4 to 6
correctly write the letters or words , and use 3. Consistent 7 to 10
grammar properly)

FOR GRADES 2 AND 3

 FOR KINDER AND GRADE 1

Questions
I. Orientation to print (Can the learner point 1. Where would you begin reading?
the following?) 2. Where to read next?
3. Where to read when you are at the end of
the line.
B-Beginning 1
D-Developing 2
C-Consistent 3
2. Letter-Name Knowledge (No. of Correct 1. Beginning 1 to 20 Discontinue only if the child provides
letters read per minute) 2. Developing 21 to 60 incorrect responses to all of the first 10
3. Consistent 61-100 letters)
3. A, Letter-Sound Knowledge - (No. of 1. Beginning 1 to 20 Discontinue only if the child provides
Correct letters pronounced/sounded per 2. Developing 21 to 60 incorrect responses to all of the first 10
minute) 3. Consistent 61-100 letters)

3. B. Initial-Sound Identification - (No. of 1. Beginning 1 to 20 (Discontinue only if the child provides

Correct initial letters pronounced/sounded per 2. Developing 21 to 60 incorrect responses to all of the 1st 5 items)
minute) 3. Consistent 61-100
Questions

4. Familiar-word Reading (assesses word 1. Beginning 1 to 15 (Discontinue only if the child provides
recognition or sight recognition words using a 2. Developing 16 to 30 incorrect responses to all of the 1st 5 items)
list of high frequency words which is arranged 3. Consistent 31-50
in increasing level of difficulty per minute)

5. Inverted-word Decoding (ability to decode 1. Beginning 1 to 15 Discontinue only if the child provides incorrect
CVC words that are pseudonym or non sense 2. Developing 16 to 30 responses to all of the 1st 5 items)
words as many as they can within a minute) 3. Consistent 31-50

6 A. Oral-passage Reading and 1. Beginning 12 to 23 Discontinue only if the child provides incorrect
Comprehension (Oral Fluency/Correct words 2. Developing 24 to 45 responses to all of the 1st 6 words)
per minute and ability to respond to literal and 3. Consistent 46-60
inferential questions per minute)
6 B. Reading Comprehension 1. Beginning 1 to 2
2. Developing 3 to 4
3 . Consistent 5
7. Listening Comprehension (Students ability 1. Beginning 1 to 2
to listen to a passage being read and answer 2. Developing 3 to 4
literal and inferential questions about the text) 3. Consistent 5

8. Dictation (Tests both oral and writing skills 1. Beginning 1 to 3

particularly the ability to hear sounds and 2. Developing 4 to 6
correctly write the letters or words , and use 3. Consistent 7 to 10
grammar properly)

FOR GRADES 2 AND 3