ABC+: Advancing Basic Education in the Philippines

COMPREHENSIVE RAPID LITERACY ASSESSMENT (CRLA) – GRADE 1

Administration Guide

PREPARING FOR THE CRLA ADMINISTRATION

▪ Orient the parents and guardians on the CRLA
o Send them the following reminders before the assessment:
a. Day and time of assessment
b. Tips on how to prepare their child emotionally and physically
c. Tips on how to prepare their child’s environment for the assessment
o DO NOT show them or give them a copy of the CRLA tool.
o DO NOT describe the tasks to them.
o The CRLA was developed using a meticulous process to ensure a standardized,
accurate, and authentic measure of children’s reading levels. To maintain the
integrity of CRLA, we are requesting you NOT to share the CRLA Package and
Administration Video Explainer to your home learning partners.
▪ Prepare yourself and your materials for assessment
o PRACTICE! Study the administration procedure Administration Guide as reference.
Simulate the administration procedure with colleagues several times for mastery.
Mastery of the administration procedure will give you confidence in administering
the assessment and ensure its smooth flow.
o PRINT the following documents and bring them to the assessment with you.
 o PRINT the Scoresheets (1 copy per class) and Record Form (1 copy PER CHILD)

ADMINISTERING THE CRLA Part 1

▪ Make sure the child is in a quiet and well-lit space. To prevent distractions during
assessment, CRLA must be done in a space where no other activities are going on. Parents
and guardians can stay in a designated waiting area.

▪ Fill-out the CRLA Part Scoresheet:

▪ Establish rapport with the child by talking to them in the language they understand best.
Refer to the sample script below for guidance (translate according to the child’s language).

o Hi, (child’s name)! How are you today? Before we continue, would you like to drink first? Or
would you like to go to the toilet first?
▪ Motivate the child in the language they understand best. Refer to the sample script below
for guidance.

o Today, we are going to have fun with words! We will be reading words and sentences. Think
of this like a game so I want you to have fun. Are you ready? Let us start!

▪ Administer Task 1. Show the learner sheet to the child. Use the script below to guide your
instruction to the learner.

TEACHER: Look at the first box. There are many letters in the box.
I want you to make the SOUND for each letter loudly and clearly.
TEACHER: Can you point to the first letter in the box? Great! Now,
what is the sound for this letter? How about the next one? Next.
(Tally each correct answer on the MT scoresheet as the child
answers. Thank the child for finishing the game.)

Take note!
o If the child makes a mistake but immediately self-corrects, they still get a point.
o If the child gives the letter name instead of the letter sound on their first try,
remind them to give the letter sound instead. For example:

Child: Letter Aa!

Teacher: What is the sound for letter Aa?
Child: Letter Mm!
Teacher: Sound?

o If child continues to give letter names instead of letter sounds, DO NOT correct
them or tell them they are wrong. Simply ask them to move on to the next item.

▪ Score Task 1.
o Count and write down the total score for Task 1 to determine the child’s Task 2.
o If the child scores within zero (0) to six (6), proceed to RHYMES (Task 2-L).
o If the child scores within seven (7) to 10, proceed to SENTENCE (Task 2-H). - - DO NOT
administer RHYMES (Task 2).
▪ Administer TASK 2-L (RHYMES) if TASK 1 score is within 0 to 6
o Remove TASK 1 learner sheet. DO NOT show the TASK 2-L Rhymes to the child. Ask
the child to focus on listening.

TEACHER: Now, we are going to play a listening game! I will say two words. Listen to them well.
Then tell me if they rhyme or have the same ending sound. Answer “Yes” if they rhyme or have the
same ending sound. Answer “No” if they do not. Answer loudly and clearly.

TEACHER: Let us try this example first: cat–dog. Do they rhyme or have the same ending sound?
How about cook–book? Do they rhyme or have the same ending sound? Let us start our listening
game!

(Say each pair clearly. You may repeat each pair up to a maximum of two times. Tally each
correct answer on the Grade 1 Mother Tongue Scoresheet as the child answers.)

Take note!

▪ If the child seems unable to understand the task, try breaking down one or two pairs of
words for them. For example:

TEACHER: Cat ends in at. Dog ends in og. Do they rhyme or have the same ending sound?
Cook ends in ook. Book ends in ook. Do they rhyme or have the same ending sound?

▪ If the child makes a mistake but immediately self-corrects, they still get a point.
▪ If the child continues to give the wrong answers, DO NOT correct them or tell them they are
wrong. Simply proceed and finish all the items for the task.

▪ Administer TASK 2-H (SENTENCES) if TASK 1 score is within 7 to 10

o Show the TASK 2-H Learner sheet to the child. Ask the child to read the sentences.
You can point to the first word of the first sentence and say that they can begin reading
from that word. Use the script below to guide your instruction to the learner.
o

TEACHER: Now, we are ready for the reading game! In this box are two sentences. I would like
you to read to me each sentence loudly and clearly.

TEACHER: This is sentence 1 and this is sentence 2. You can start reading from this word.
Take note!

▪ Point only to the first word of the first sentence then let the child read independently.
▪ Each word correctly read equals one point. If the child makes a mistake in reading a word
but immediately self-corrects, they still get a point.
▪ If the child continues to read the words incorrectly, DO NOT correct them or tell them they
are wrong. Simply proceed and finish all the items for the task.
▪ After each child completes Part 1 tasks fill out the scoresheet.

▪ Only children who completed Task 2-H (Sentence Reading Task) will proceed to CRLA Part 2
tasks. See flowchart below for guidance:
ADMINISTERING CRLA Part 2

▪ Check-in with the child and make sure the they are ready for the passage reading task.
Once the child is ready, prepare a timer, the CRLA Part 2 Learner Sheets

and record forms:

▪ Once you have confirmed that the child is ready for Part 2 task, show the tile card to the
child. Tell them that you have prepared two stories for the activity, and you will ask them
to read the story that they choose. Emphasize that you will ask them questions about the
story after they have finished reading. Below is a script that you can follow as guide:

o TEACHER: This is our last game for today. I have

here two stories (show the title card to the child and
read each title carefully.).
o TEACHER: Which of the two stories would you like to
read? (Let the child choose the story.)
o TEACHER: Good choice! Here is the story. (Give the
Learner Sheet with the chosen story to the child.) Read the story clearly and loudly.
After reading the story, I will ask you questions about what you have read. If you are
ready, you can begin reading here (point to the first word of the first sentence).
• Make sure that you are holding the record for the corresponding story that the child
chose to read.
• Start the timer as soon as the child begins reading the first word.
• Mark each miscue as the child reads the passage. Put the number of miscue on the
3rd column of the record form

• Use the guide below in marking the miscues.

• Encircle the last word read at the 1-minute mark.

• Take note of the total number of seconds of reading time if the child completes
reading the passage in less than 1 minute.

• Count the total number of miscues. All words read beyond the 1-minute time
allotment are considered miscues.

• Proceed to asking the questions. Remind the child that the questions you will ask
are about the story that was just read. Read the question carefully and let the
child answer before going to the next question. DO NOT paraphrase the question.
• Below is a script that you can use as guide for this task.

o TEACHER: Thank you for reading the story! Now I am going to ask you
some questions about the story. Listen carefully.
 • After all the questions have been asked, count all the correct answers of the child.

Take note!

• If the child answers incorrectly, move on to the next question.

• If the child asks for the question again, you can only repeat the question once.
• In a question that asks for more than one response and the child only gives one
answer, you can say, “what else?”
• If the child is not able to complete reading the passage within the 1-minute mark
and the child does not seem struggling and wishes to continue reading, allow the
child to do so. However, all words read beyond the one minute mark are counted
as miscues.
• If the child is not able to finish reading the passage in the allotted number of
minutes, ask only the questions that are covered in the passage that was read by
the child before the time ended. The rest of the questions will be marked “Not
Asked.”

WHEN TO DISCONTINUE ASSESSMENT

- When the child is obviously unless or distressed, ask the child if they want to continue
with the task or just reschedule the assessment.
- When the child is Full Refresher or Moderate Refresher in the CRLA Part 1 tasks.