EARLY GRADE READING ASSESSMENT TOOLKIT

ENGLISH

Name of Pupil:_____________________________________ Grade and Section:_________________________________

Name of Teacher:__________________________________ Name of School:__________________________________

Time Started: ______________ am/pm

Component 1: Orientation to Print

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COMPONENT 2: Letter Name Knowledge

*Start the timer to count DOWN from 60 to 0 when a child reads the first letter. Follow along with your pencil and clearly mark any incorrect letters with
a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Stay quiet, except
if the child hesitates for 3 seconds, then point to the next letter and say “ Please try the next one.” Mark the letter you provide to the child as incorrect. If
the student gives you the letter name, rather than the sound, provide the letter sound and say: [ Please tell me the NAME of the letter”]. This prompt may
be given only once during the exercise. AFTER 60 SECONDS SAY, “stop.” Mark the final letter read with a bracket (])

Early Stop Rule. If you have marked as incorrect all of the answers on the first line with no self-corrections, say “Thank you!” discontinue this
exercise, check the box at the bottom, and go on to the next exercise.

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Time remaining on stopwatch if student completes in LESS than seconds (number of SECONDS): _____

Check box if the exercise was discontinued because the child had no correct answers in the first line.

COMPONENT 3a: Letter Sound Knowledge

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*Start the timer to count DOWN from 60 to 0 when a child reads the first letter. Follow along with your pencil and clearly mark any incorrect letters with
a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Stay quiet, except
if the child hesitates for 3 seconds, then point to the next letter and say “ Please try the next one.” Mark the letter you provide to the child as incorrect. If
the student gives you the letter name, rather than the sound, provide the letter sound and say: [Please tell me the SOUND of the letter”]. This prompt
may be given only once during the exercise. AFTER 60 SECONDS SAY, “stop.” Mark the final letter read with a bracket (])

Early Stop Rule. If you have marked as incorrect all of the answers on the first line with no self-corrections, say “Thank you!” discontinue this
exercise, check the box at the bottom, and go on to the next exercise.

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Time remaining on stopwatch if student completes in LESS than 60 seconds (number of SECONDS): _________

Check box if the exercise was discontinued because the child had no correct answers in the first line.

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Component 3b. Initial Sound Identification

STOP IF THE CHILD FAILS TO ANSWER ALL FIRST 5 WORDS CORRECTLY. Otherwise, move on to 6 through 10 above.

Component 4: Familiar Word Reading

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Start the timer when the child read the first word. Follow along with your pencil and clearly marl any incorrect words with a slash (/). Count self-
corrections as correct. If you’ve already marked the self-corrected letters as incorrect, circle the letter and go on. Stay quiet, except when providing
answers as follows: If the child hesitates for 3 seconds, provide the word, point to the next word and say, “Please go on.” Mark the word you provide to
the child as incorrect.

AFTER 60 SECONDS, SAY “STOP.” Mark the final word read with a bracket (]). Early stop rule: If you have slashed/marked as incorrect
all of the answers on the first line, say “Salamat!”, discontinue the exercise, check the box at the bottom, and go on to the next exercise.

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Time remaining on stopwatch at completion (number of SECONDS): __________

Check the box if the exercise was discontinued because the child had no correct answers in the first line.

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Component 5: Invented Word Decoding

Place the student sheet in front of the child with the INVENTED WORDS page and prepare the timer.

Start the timer when the child read the first word. Follow along with your pencil and clearly mark any incorrect words with a slash (/). Count self-
corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Consider the child’s option to read words
in the context of his first language. Stay quiet, when providing answers as follows: If the child hesitates for 3 seconds, provide the word, point to the next
word and say “continue.” Mark the word you provide to the child as incorrect.

AFTER 60 SECONDS, SAY “STOP.” Mark the final word read with a bracket (]). Early stop rule: If you have slashed/marked as incorrect
all of the answers on the first line, say “Thank you!”, discontinue the exercise, check the box at the bottom, and go on to the next exercise.

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Check the box if the exercise was discontinued because the child had no correct answers in the first line.

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Component 6a: Oral Passage Reading

Show the child the story in the student stimuli booklet, say:

Start the timer when the child reads the first word. Follow along with your pencil and clearly mark any incorrect words with a slash (/). Count self-
corrections as correct. Stay quiet, unless the child hesitates for 3 seconds, in which case provide the word and say “Please continue.” Mark the word you
provide to the child as incorrect.

After 60 seconds, say “Stop.” Mark the final word with a bracket ()

Early stop rule: If the child gives no correct answers on the first line, say “Thank You”, discontinue this exercise, check the box at the bottom of the page and go on to
the next exercise.

Time remaining on stopwatch at completion (number of SECONDS)

Check this box if exercise stopped due to no correct answers in the first line.

COMPONENT 6b: Reading Comprehension

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When 60 seconds are up or if the child finishes reading the passage in less than 60 seconds, ask the first questions below.

Give the child at most 10 seconds to answer each question, mark the child’s response and move to the next questions.

Read the questions for each line up to the bracket showing where the child stopped reading.

COMPONENT 7: Listening Comprehension

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This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read the following passage aloud to the child ONLY ONE TIME, slowly (about1
word per second). Then allow 15 seconds for each question. Say,

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COMPONENT 8: Dictation

Give the pupil a lined page and a pencil for writing. Place them in front of the child. Then read the instructions below. Say,

Grade 1

Go (wait 5 seconds)

to (wait 5 seconds)

the (wait 5 seconds)

store (wait 5 seconds)

and (wait 5 seconds)

buy (wait 5 seconds)

some (wait 5 seconds)

rice (wait 5 seconds)

and (wait 5 seconds)

sugar (wait 5 seconds)

Go to the store and buy some rice and sugar. (wait 15 seconds)

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Grades 2-3

Read the following sentence aloud ONCE at about 1 word per second.

Then give the child a pencil, and repeat a SECOND time, grouping the words. Wait 10 seconds after each group, allowing the pupil to write.

The repeat the sentence a THIRD time while the child is writing. Give the child up to 15 seconds to complete writing after the third reading.

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