CRLA Reading Materials Grade 1
What Is the CRLA and Why Does It Matter?
If you’re a Grade 1 teacher in the Philippines, chances are you’ve already heard about the Comprehensive Rapid Literacy Assessment (CRLA) — or you’re about to use it for the first time. Either way, this guide is for you.
The CRLA is a quick, teacher-administered reading assessment developed by the Department of Education (DepEd) in partnership with USAID and the ABC+: Advancing Basic Education in the Philippines project. It was originally created in 2020 in response to the COVID-19 pandemic, when schools needed a fast, reliable way to measure how much learning loss children had experienced after months out of school.
“The CRLA made me look at assessment differently. Since it is not graded, my focus was on identifying the gaps in my students’ learning so I can help them. It is not about my performance as a teacher. It is not about how intelligent my students are. It is about what and how else can they learn.”— Grade 1 Teacher, ABC+ Target Region
What makes the CRLA special is its design philosophy: it’s not a test in the traditional sense. There are no grades, no prizes, and no penalties. The sole purpose is to give teachers a clear, honest picture of each child’s current reading ability so they can respond with the right instruction, at the right time.
Table of Contents
How CRLA Works: The Three Assessment Windows
One of the smartest things about the CRLA is that it isn’t a one-time event. It happens three times a year, with each window measuring different reading competencies appropriate to where children are in their learning journey.
| Window | Full Name | Duration | Competencies Assessed | Grade 1 Languages |
|---|---|---|---|---|
| BoSY | Beginning of School Year | ~5 minutes per language | Phonological Awareness, Alphabet Knowledge | Mother Tongue, Filipino |
| MoSY | Middle of School Year | ~8 minutes per language | Oral Reading Fluency, Comprehension | Mother Tongue, Filipino |
| EoSY | End of School Year | ~8 minutes per language | Fluency, Comprehension, Listening Comprehension | Mother Tongue, Filipino, English |
This three-window design allows teachers to track growth over time rather than just capturing a single snapshot. A child who starts the year as a “Full Refresher” can be monitored throughout the year to see if targeted instruction is working.
Grade 1 CRLA Reading Materials: A Full Breakdown
When people search for CRLA Reading Materials Grade 1, they usually want to know exactly what’s in the package. Here’s a complete breakdown of every document included and what each one is for.
📁 What’s in the Grade 1 CRLA Package?
1. Administration Guide
This is your script — literally. It walks you through exactly what to say to students and parents, how to set up the testing space, and how to handle common situations (a nervous child, a distraction from a sibling, a technical glitch during online administration). It comes in both English and editable format so you can add translations into your local language.
2. Learner Sheet (Grade 1)
The Learner Sheet is what the child looks at during the assessment. For Grade 1 BoSY, it contains:
- Task 1: A grid of letters for alphabet knowledge
- Task 2a: Rhyming word pairs (e.g., sanay–tunay, ulam–anim, hinog–lamig)
- Task 2b: A second set of letters (used if the child scores 7–10 on Task 1)
The Learner Sheet is meant to be laminated for face-to-face administration so it can be cleaned and reused between students. For online use, it can be shared on screen.
3. Score Sheet (Teacher’s Copy)
The Score Sheet is what you fill in. As the child reads or responds, you mark each item correct or incorrect in real time. The layout matches the Learner Sheet, making it easy to track responses without losing your place.
4. Class Record / Encoding Template
This Excel-based template lets you enter individual scores and automatically generates each student’s Reading Profile. DepEd has released an updated encoding template that includes error-checking formulas. The Total Score and Reading Profile columns are automated — you only need to enter raw task scores.
5. Reading Profile Legend
A quick-reference legend reminding you what the four profile abbreviations mean:
- GR — Grade Ready
- LR — Light Refresher
- MR — Moderate Refresher
- FR — Full Refresher
Languages Covered for Grade 1
| Assessment Window | Mother Tongue | Filipino / Tagalog | English |
|---|---|---|---|
| BoSY | ✅ Yes | ✅ Yes | ❌ Not yet |
| MoSY | ✅ Yes | ✅ Yes | ❌ Not yet |
| EoSY | ✅ Yes | ✅ Yes | ✅ Yes (Listening Comprehension only) |
English is introduced at the EoSY window for Grade 1, primarily through Listening Comprehension tasks. Full oral reading fluency and comprehension in English are assessed starting in Grade 2.
The Four Reading Profiles Explained
After you score the CRLA, each student is placed in one of four Reading Profiles. These are not labels — they are action signals. Each profile tells you what kind of instructional support the child needs next.
Grade Ready (GR)
Child is ready for grade-level instruction. Continue with the regular curriculum.
Light Refresher (LR)
Child has minor gaps. May have difficulty with a few specific phonics patterns. Focus on accuracy.
Moderate Refresher (MR)
Child may be at the previous grade level. Focus on alphabet knowledge and decoding.
Full Refresher (FR)
Child needs intensive support. Focus on foundational phonological awareness and letter sounds.
What These Profiles Mean Specifically for Grade 1
| Profile | What It Tells You | Recommended Focus |
|---|---|---|
| Grade Ready | Child shows solid alphabet knowledge and phonological awareness from Kinder. | Proceed with Grade 1 MTB-MLE instruction. Enrich with extension activities. |
| Light Refresher | Child mostly ready but may struggle with specific letter sounds or rhyming patterns. | Short targeted review during small-group time. Monitor closely for 2–3 weeks. |
| Moderate Refresher | Child has significant gaps, likely due to missed instruction or regression over summer. | Intensive alphabet knowledge review. Consider Tara, Basa! or similar intervention program. |
| Full Refresher | Child cannot yet identify letters or recognize rhymes — needs foundational reteaching. | Start from phonological awareness fundamentals. Coordinate with Reading Coordinator for intensive support. |
“There is less pressure on my students and their parents. I use the data for our remedial program — it helps me know exactly where to begin.”— K–3 Reading Teacher, ABC+ Project Documentation
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Step-by-Step Scoring Guide for Grade 1 BoSY CRLA
Scoring the BoSY CRLA is straightforward once you understand the branching logic. Here’s how it works for Grade 1:
Part 1: Letters (Alphabet Knowledge)
- Present the Learner Sheet to the child. Ask them to say the sound of each letter (not the letter name).
- Mark each correct response on your Score Sheet in real time. Do not correct mistakes during the assessment.
- Count the number of letters sounded correctly out of 10. This is the Task 1 Score.
- If Task 1 Score is 0–6: Proceed to Task 2 — Rhymes.
- If Task 1 Score is 7–10: Proceed to Task 2 — More Letters (second set).
Part 2: Rhymes or More Letters (based on branching)
- Administer whichever Task 2 version applies based on the branching decision above.
- For Rhymes: Say each word pair aloud and ask the child “Do these rhyme?” Mark correct responses.
- For More Letters: Present the second letter grid and count correct sounds.
- Record the Task 2 Score.
Computing Total Score and Reading Profile
Total Score = Task 1 Score + Task 2 Score
Enter the total into the encoding template. The Reading Profile will populate automatically. The possible range is 0–20.
| Total Score | Reading Profile | Next Steps |
|---|---|---|
| 17–20 | Grade Ready (GR) | Continue with Grade 1 curriculum |
| 13–16 | Light Refresher (LR) | Brief targeted review |
| 7–12 | Moderate Refresher (MR) | Structured intervention |
| 0–6 | Full Refresher (FR) | Intensive foundational support |
Key Reading Competencies Assessed at Each Window
Each CRLA window is aligned with where Grade 1 learners should be in their literacy development at that point in the year. Here’s a detailed look at what’s being measured — and why it matters.
BoSY — Beginning of School Year
Since Grade 1 students are just starting their formal reading journey, the BoSY CRLA looks at pre-reading and foundational skills that should have been developed in Kindergarten:
- Alphabet Knowledge: Can the child identify and produce the sounds of letters in their Mother Tongue?
- Phonological Awareness: Can the child recognize rhyming words? (e.g., knowing that “hinog” and “lamig” do not rhyme, but “sanay” and “tunay” do)
MoSY — Middle of School Year
By midyear, instruction has introduced decoding and simple reading. The MoSY CRLA shifts its focus to:
- Oral Reading Fluency: Can the child read a short passage accurately within a given time?
- Reading Comprehension: Can the child answer questions about what they just read — both literal and inferential?
EoSY — End of School Year
The EoSY CRLA is the most comprehensive window and also introduces English for the first time in Grade 1. It measures:
- Reading Fluency & Comprehension (Mother Tongue and Filipino) — using two short story passages
- Listening Comprehension (Filipino and English) — the teacher reads aloud and the child answers questions
| Competency | BoSY | MoSY | EoSY |
|---|---|---|---|
| Alphabet Knowledge | ✅ | — | — |
| Phonological Awareness (Rhyming) | ✅ | — | — |
| Oral Reading Fluency | — | ✅ | ✅ |
| Reading Comprehension | — | ✅ | ✅ |
| Listening Comprehension | — | — | ✅ (Filipino & English) |
EoSY Grade 1 Scoring Criteria (Mother Tongue & Filipino)
| Proficiency Level | Criteria |
|---|---|
| Meets Expectation | Reads most or all of the passage accurately in 1 minute AND answers 4–5 comprehension questions correctly |
| Light Intervention | Reads 50–100% of the passage mostly accurately in 1 minute BUT answers only 0–3 questions correctly |
| Moderate Intervention | Reads less than 50% of the passage accurately in 1 minute |
| Full Intervention | Cannot read a single word accurately in 1 minute |
Disclaimer:
Some educational materials may be inspired by or aligned with DepEd curriculum standards.
However:
All materials uploaded or created are intended to support teachers and students.
If any copyrighted content is unintentionally shared, please contact us here depedlibre@gmail.com immediately for removal or proper attribution.
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Frequently Asked Questions
Q: When is the Grade 2 3rd Periodical Test scheduled? A: According to the DepEd School Calendar for SY 2025-2026, the 3rd Quarter examinations are typically scheduled in late March or early April. Check with your school for the exact date.
Q: How many points is the GMRC test worth? A: Most schools use a 30-50 point scale for the periodical test, though this can vary. The test typically comprises 40% of the quarterly grade, with the remaining 60% from performance tasks, quizzes, and participation.
Q: What happens if my child doesn’t pass the periodical test? A: The periodical test is one component of the quarterly assessment. DepEd emphasizes continuous assessment, so teachers consider multiple factors. If a child struggles, remedial instruction and retesting opportunities are provided.
Q: Can I access the official DepEd test items? A: Official test items are confidential and released only to schools. However, teachers create school-based tests using the official Table of Specifications, ensuring alignment with DepEd standards. The sample materials I provide follow the same TOS framework.
Q: How can I tell if my child is ready for the test? A: Look for these indicators:
- Can explain environmental care practices
- Identifies different community workers
- Demonstrates compassion in daily interactions
- Makes value-based decisions in simple scenarios
- Participates actively in GMRC activities
Q: Are there special considerations for children with learning differences? A: Yes, DepEd policy supports inclusive education. Teachers can provide:
- Extended time for completion
- Read-aloud assistance
- Simplified language in questions
- Alternative assessment methods Consult with your child’s teacher about specific accommodations.
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