SDO- NUEVA ECIJA

Curriculum Implementation Division

UTILIZATION OF LEARNER’S INDIVIDUAL

READING RECORD
REYNALDO S. REYES
EPS I, Filipino
ELLN Focal Person
Objectives:
At the end of the session, participants are expected to:

1. gain an in-depth understanding on the utilization of the

Learner’s Individual Reading Record;
2. improve the technical skill on using individual reading
record as an evidence-based and systematic way of
tracking learners progress ;
3. evaluate reading profile of learners in order to apply
appropriate reading intervention based on their needs.
Anticipation Guide
Study each statement below and respond to it by checking
“Agree or Disagree”.

AGREE The reading record aims to identify the reading ability of DISAGREE
the learner thus, this will tell the reading teacher where
to start teaching reading, and will closely monitor the
improvement/progress of the learner based on the
intervention/enhancement activities given by the
reading teacher.
Study each statement below and respond to it by checking
“Agree or Disagree”

AGREE CRLA, EGRA, and Phil-IRI can be the basis of DISAGREE

LIRR. LIRR is a more detailed reading record
focusing on a certain reading skill on the
child’s day-to-day or weekly progress.
Study each statement below and respond to it by checking
“Agree or Disagree”
AGREE Learners’ Reading abilities vary depending on DISAGREE
the spoken language they are familiar with.
Phonological features in English differ from
Filipino. The characteristics of sounds and
patterns are different. Some learners are good
in English but not in Filipino and vice versa.
Therefore, a learner may have LIRR in both
English and Filipino.
Study each statement below and respond to it by checking
“Agree or Disagree”
AGREE The LIRR is a progressive tool. Once a certain DISAGREE
reading level/skill has developed within the
given time frame, the reading teacher may
reconsider developing another reading skill
until the learner meets the grade-appropriate
reading level.
Study each statement below and respond to it by checking
“Agree or Disagree”

AGREE Reading records can be used to encourage DISAGREE

students to explore reading material. LIRR can
be used without the skilled support of a
reading teacher because the students typically
cultivate and exhibit proficiency in reading at
their own pace.
 Group 1 Group 2 Group 3 Group 4

Statements Agree Disagree Agree Disagree Agree Disagree Agree Disagree

5
ACTIVITY

In 5 minutes, give at least two (2) common reading difficulties/miscues

that you have observed among learners during the SDO NE Division-Wide
Reading Assessment in 2023.

What particular reading intervention activity, intervention materials and

approach/strategy can you suggest for the learners to improve reading
difficulties/ miscues?

Give specific timeline where the target skill can be achieved ?

 Reading Difficulties/ Reading Intervention Reading Intervention Approach / Timeline
Miscues (activity/ies) Material/s Strategies

1.

2.
ANALYSIS

What have you realized in doing the

activity?
ABSTRACTION
Summary on the Percentage of the Reading Classification of Grade 1, Grade 2, and
Grade 3 at the EoSY 2023-2024 (CRLA Post-Test)
Summary of the Percentage of the Reading Profile of Grade 4, Grade 5,
and Grade 6 at the EoSY 2023-2024 (Phil-IRI Post-Test)
What happened to:
➢ DO 50, s.2012 Guidelines on the Utilization of Funds for the ECARP
➢ DO 12, s. 2015 Guidelines on the Early Language Literacy and
Numeracy (ELLN0 Program: Professional Development Component
➢ DO 18, s.2017 Guidelines on the Utilization of the 2017 ECARP Funds
for the ELLN Program: Professional Development Component
➢ DM 173, s.2019 Hamon: Bawat Bata Bumabasa (3Bs Initiative)
➢ DO 45, s.2002 Reading Literacy Program in the Elementary Schools
 DO 45, s. 2002 Reading Literacy Program in the Elementary Schools
To: Regional Directors
Schools Division Superintendents
Principals/School Heads
1. One of the main thrusts of the 2002 Basic Education Curriculum (BEC) is to ensure that every child is a successful reader
at the end of Grade III.
2. Concomitant to this thrust, the Department of Education, shall enforce the policy “Every Child A Reader” beginning
School Year 2002-2003. It is expected that no pupil will be promoted to the next higher grade unless he/she manifests
mastery of the basic literacy skills in a particular grade level. All possible means of assistance and encouragement shall
be extended to enable the child to read.
3. In this connection, all schools are enjoined to develop a School-Based Reading Program that includes the conduct of an
inventory of the children’s reading ability, a diagnosis of those who need further reading instruction, and appropriate
measures to improve reading comprehension.
4. Immediate dissemination of this Order is desired.
RAMON C. BACANI
Undersecretary
Reference:
DepEd Orders: Nos. 25 and 43, s. 2002
CID –LEARNER’S INDIVIDUAL READING RECORD
 LEARNER’S INDIVIDUAL READING RECORD
/ Filipino English

Name: Alvin C. Aldin School: Anne Raquels Elementary School

Grade Level: 2_____________ _Gender: Male_____ Age: 8________
Directions: Indicate the reading assessment tool to be used in Column 2. Put a check (/) for the
skills the learner demonstrated based on the reading assessment done. Indicate the date when
the assessment was conducted at the top of each column.

BASIC SKILLS Reading 8-1-24 8-9-24

Assessment Tool
Reads from left to right, top to bottom CRLA /
Understands letter name and letter sound Alpabetong Filipino / 27/28 /
the syllables and words Marungko /
distinction Words and phrases
M-CRLA /
between:
Phrases and sentences M-CRLA /
Reads with finger or pointer M-CRLA /
 LEARNER’S INDIVIDUAL READING RECORD
/ Filipino English

Name: Ana D. An School: Anne Raquels Elementary School

Grade Level: 2_____________ _Gender: Female_____ Age: 8________
Directions: Indicate the reading assessment tool to be used in Column 2. Put a check (/) for the
skills the learner demonstrated based on the reading assessment done. Indicate the date when
the assessment was conducted at the top of each column.

BASIC SKILLS Reading 8-1-24

Assessment Tool
Reads from left to right, top to bottom CRLA /
Understands letter name and letter sound Alpabetong Filipino /
the syllables and words Marungko /
distinction Words and phrases
M-CRLA /
between:
Phrases and sentences M-CRLA /
Reads with finger or pointer M-CRLA /
 DECODING SKILLS Reading Assessment Tool
Attempts to basic sight words
read: Unknown words
Uses text/picture clues
Sounds out: basic sight words
Unknown words
Use chunking
Reads prefixes/suffixes/inflectional endings
SELF MONITORING Reading Assessment Tool
Self corrects errors
Rereads to gather information to solve
unknown words
Reads on to help solve unknown words
Rereads to confirm meaning
 WORD KNOWLEDGE Reading Assessment Tool
Recognizes most high-frequency words (Fil. / Eng.)
Reads diptonggo (Filipino)
Reads digrapo and klaster (Filipino)
Reads short vowel words (English)
Reads long vowel words (English)
Reads diagraphs and FLUENCY
blends (English) Reading Assessment Tool
Reads most words accurately
Reads at an appropriate speed
Reads smoothly (Reads with the correct phrasing
and intonation based on the punctuation marks)
Use expression/feeling
 COMPREHENSION Reading Assessment Tool

Asks questions
Retells (Sequencing events)
Visualizes
Makes predictions
Summarizes
Synthesizes
Makes connections
Determines importance
 OBSERVATION NOTES WAYS FORWARD
(Diagnosis) (Application of Intervention or Enhancement)
Observation Date: ______ : _______ Target Date/time: _______: _______
1. List down/Narrate all the authentic observation 1. Identify the learner’s need.
results/reading notes during the guided reading 2. Consider DAP approach for Key Stage 1 learners.
observation/follow-up, and formative reading 3. Indicate specifically the intervention/enhancement
assessment. to be used based on the diagnosis. (approach, strategy,
2. Describe the environment and mood of the learner technique, dosage [amount, frequency, and
while he/she is reading e.g. (He/ She doesn’t like appropriateness of intervention], timeline, and date
to read if the room is noisy, if everyone is around, of follow-up assessment agreed with the learner/
if someone is watching.) parents)
3. What is the best time for the learner to read? Why? 4. Provide the reason/s for using the identified
intervention/enhancement and materials.
5. List down/narrate the steps/procedure in using
the intervention/enhancement.
 OBSERVATION NOTES WAYS FORWARD
(Diagnosis) (Application of Intervention or
Enhancement)
Follow-up Assessment Date/Time: _______: _________ Target Date/time: __________:_________
4. What strategy/approach was given? 7. Identify the activities that will work well
5. What are the materials used in reading for follow-up for the learner based on his/ her personality/
assessment? reading or learning style in establishing
6. Why did you use/ modify the strategy employed? the best practice for assessing other learners.
7. Who are the persons involved in conducting the strategy? 8. Enumerate the different activities he/she will
(Teacher Adviser to the learner, Non-adviser to the learner, use for follow-up activities.
peer-to-peer, group learning, etc.) 9. Provide feedback for informed decision-making
8. What motivation did you use to encourage the learners and collective action between and among
to read? (Play, art activities, with the help of audiovisual, learners, parents, teachers, and the school
the traditional pen and paper, etc.) community.
9. How did the learner react/respond to the activities provided?
10. What are the significant improvement/s of the learner based
on the given intervention/ enhancement?
 OBSERVATION NOTES WAYS FORWARD
(Diagnosis) (Application of Intervention or Enhancement)
Observation Date & Time: 08/1/24 : 8:00AM Target Date/time: 08/2-9/24 : ____________
Alvin C. Aldin can read from left to right, top Exposure & familiarization with /NG/
to bottom, and understands the distinction Flash Card, video clips, books, etc
between letter names & letter sounds except 150minutes (30 minutes a day for 5 days)
for the letter NG. He can read syllables & ✓ 10min early AM, 10min after lunch & 10min
words, words and phrases with a pointer. before bedtime
Alvin is a shy boy. Follow-Up Reading Test: 08/09/24
 OBSERVATION NOTES WAYS FORWARD
(Diagnosis) (Application of Intervention or Enhancement)
Follow-up Assessment Date/Time: 08/09/29 Target Date/time: 08/13/24 : 8:00AM-9:00AM
Exact Time: 4:00-4:20PM
Significant Improvement of the learner was observed based on Guided reading observation focusing on Decoding Skill
the given intervention for 150minutes (30 minutes a day for 5 video clips, flash cards, books, etc
days)
Developing Reader.
Assessment Date Date/Time: ______:_____ Target Date/time/Time: _________:________

Prepared by: Validated:

______________________________ __________________________________
Name and signature of Reading Teacher Name and signature of School Head

Validated:

_______________________________ ___________________________________
Name and signature of PSDS Name of Monitoring EPS
The reading record aims to identify the reading ability
of the learner thus, this will tell the reading teacher
where to start teaching reading and, will closely
monitor the improvement /progress of the learner
based on the intervention/enhancement activities
given by the reading teacher.

- AGREE
CRLA, EGRA, and Phil-IRI can be the basis of LIRR.
LIRR is a more detailed reading record focusing on
a certain reading skill on the child’s day-to-day or
weekly progress.

- AGREE
Learners’ Reading abilities vary depending on the spoken
language they are familiar with. Phonological features in
English differ from Filipino. The characteristics of sounds
and patterns are different. Some learners are good in
English but not in Filipino and vice versa. Therefore, a
learner may have LIRR in both English and Filipino.

- AGREE
The LIRR is a progressive tool. Once a certain reading
level/skill has developed within the given time frame,
the reading teacher may reconsider developing another
reading skill until the learner meets the grade-
appropriate reading level.

- AGREE
Reading records can be used to encourage students to
explore reading material. LIRR can be used without the
skilled support of a reading teacher because the students
typically cultivate and exhibit proficiency in reading at
their own pace.

- DISAGREE
Reflection

Write a reflection on this statement.

“Most learning problems exist not within the child
but in the inadequacy of the system to find a way
to teach them”.

Gay Su Pinnell
APPLICATION

Plan your WAYS FORWARD for the better/best implementation

of the SCHOOL-BASED READING PROGRAM through SWA that
includes the conduct of an inventory of the children’s reading
ability, a diagnosis of those who need further reading
instruction, and appropriate measures to improve reading
comprehension.
SDO- NUEVA ECIJA
Curriculum Implementation Division

“ “Paunlarin, isulong ang Literasiya,

sa SDO NE Brigada Pagbasa
at Project Read Well tayo,y makiisa,
Tungo sa pag-unlad ng Nueva Ecija.”
SDO- NUEVA ECIJA
Curriculum Implementation Division

“ Salamat ti adu!