Scribd
Upload
118 views43 pages

Egra Grade 1

Uploaded by

Jovy Jovita
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
118 views43 pages

Egra Grade 1

Uploaded by

Jovy Jovita
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 43

ONLINE DIVISION

ORIENTATION ON
EARLY GRADES
ASSESSMENT
(EGRA)
November 18,
2021
Administration and
Utilization of Early
Grades Reading
Assessment
(EGRA)Tools
in Grade I
Lloyda L. Retuerto
San Miguel District
Session
1.Objectives:
Identify the components to be
tested in the conduct of EGRA;
2. Identify the materials to be used
in the conduct of EGRA; and
3. Gain knowledge on the
administration and utilization of
Early Grades Reading Assessment
(EGRA) Tools in Grade 1.
Componen
ts in EGRA
Grade I
1. Book and Print Knowledge

the understanding of how books and


print work, like how to turn the pages of
a book. Print awareness is the
understanding that print is speech
written down.

 includes concepts such as front cover,


back cover, title, author, and which way
to turn the pages. It even incorporates
how we treat books.
2. Letter Name Knowledge

It is one of the early literacy skills that


researchers say is important for children
to have in order to learn to read.

Letter Knowledge is knowing that the


same letter can look different, that
letters have names and are related to
sounds.
3. Letter Sound Knowledge

Letter-sound knowledge is knowledge of


the letters or groups of letters which
represent the individual speech sounds in
language. Letters and letter patterns that
represent speech sounds are also called
'graphemes', while the speech sounds of
a language are also called 'phonemes'.
4. Initial Sound Identification

This component lets the child recognize


the 1st sound of a word being told by the
teacher.

Learning beginning letter sounds is the


next step to linking a child's oral
language skills to written language -
what they see and will attempt to write
themselves.
5. Familiar Word Reading

This component lets the child read words


that they usually hear, see or encounter
in the classroom, in their homes, and
other places.
6. Invented Word Reading
Refers to reading words with incorrect
and unusual spellings for words.

Typically, this is used by students who


are just learning to put sounds together
to make words. The written form of an
inventively-spelled word often will
contain the letters of the sounds a child
hears when he says a word.
7a. Oral Reading Fluency Passage

Oral reading fluency is the ability to


read connected text quickly,
accurately, and with expression.

Students who read with automaticity and


have appropriate speed, accuracy, and
proper expression are more likely to
comprehend material because they are
able to focus on the meaning of the text.
7b. Reading Comprehension

Reading comprehension is the ability to read


text, process it and understand its meaning.
It relies on two, interconnected abilities: word
reading (being able to decode the symbols on
the page) and language comprehension (being
able to understand the meaning of the words
and sentences).
8. Listening Comprehension

Listening comprehension encompasses


the multiple processes involved in
understanding and making sense of spoken
language. These include recognizing speech
sounds, understanding the meaning of
individual words, and/or understanding the
syntax of sentences in which they are
presented.
9. Dictation

Dictation is the process of writing down


what someone else has said.

It provides a chance for an adult to model


many writing behaviors including handwriting,
matching sounds-to-letters to spell words, and
sentence formation.
When to
conduct?
Materials
Needed
1.EGRA Tool Kit
2.Timer
3.Decodable Book
4.Pupil’s Copy of
the Tasks
5. Pencil
6. Paper
Reminders
When
Administeri
ng the Test
 Begin with simple topics
of interest to the child.

 Engage them in
conversation.

 Be gentle and
supportive.
 Pupils should leave
happy and feeling
successful.
 Thank the pupil
for participating.
 Give the pupils a
small gift of
appreciation.
EGRA Tool
Kit for
Grade 1
“/eɪtʃ/ or /aitch/” an ngaran hini nga letra.

“/eɪtʃ/ or /aitch/” an ngaran hini nga letra.

“/aɪ/” an ngaran hini nga letra.

“/aɪ/” an ngaran hini nga letra.


CODING FOR DATA ENTRY PERSONNEL ONLY- DO NOT CODE AT THE SCHOOL
Evaluation Criteria Score 2=correct; 1=partially correct; 0=incorrect; 0=no
response

Wrote “marasa” correctly 1=mar, rasa, or asa, etc.)


Wrote “pagkaon” correctly 1=(pag, kaon, pagka, etc.)
Wrote “nanay” correctly 1=(ay, nay,nana, etc.)
Wrote “lamisa” correctly 1=(lam, misa, lam, isa, etc.)
Used spacing between words 2=7 spaces (between all words)
(size of spacing does not
1=4-6 spaces
matter
0=0-3 spaces

Use appropriate direction of 2=Correct; 0=Incorrect (no partial score)


text (left to tight)

Used capital letter for the 2=Correct; 0=Incorrect (no partial score)
word “May”

Used full stop (.) at the end 2=Correct; 0=Incorrect (no partial score)
of sentence.
Thank
You and Be
Safe! 

You might also like