THE DIVISION READING ASSESSMENT TOOL

FOR FILIPINO (DRAT-FIL) AND

THE DIVISION READING ASSESSMENT TOOL
FOR ENGLISH (DRAT-ENG)
FOR GRADES 7 TO 12
MANUAL 2023
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THE DIVISION READING ASSESSMENT TOOL FOR FILIPINO (DRAT-FIL)

AND THE DIVISION READING ASSESSMENT TOOL FOR ENGLISH
(DRAT-ENG)FOR GRADES 7 TO 12
MANUAL 2023

A. OVERVIEW OF THE DIVISION READING ASSESSMENT TOOL FOR GRADES

7-12

The Division Reading Assessment Tool for Filipino (DRAT-FIL) and for English
(DRAT-ENG) for grades 7 to 12 is an initiative of the Curriculum Implementation
Division, Schools Division Office Quezon City, in response to the need of the Division
for an easy-to-administer, uniform assessment tool for reading skills that can be
used in the Division’s secondary schools, given that at the time the project was
launched, there was no available locally-made assessment tool that covered all the
grade levels in secondary schools.

The DRAT is a qualitative inventory of reading skills loosely patterned after

the Department of Education’s Philippine Informal Reading Inventory (Phil-IRI 2018)
and the Qualitative Reading Inventory-4 by Lauren Leslie and Joanne Caldwell
(2005). The tools are composed of one narrative and one expository reading selection
in Filipino or in English for Grades 7-10, and 2 expository and/or opinion-laden
passages for Grades 11-12. Each passage is followed by 5 reading comprehension
questions.

The results of the assessment can be expressed numerically as a student’s

comprehension score, with corresponding descriptive phrases (Very Proficient,
Proficient, Moderately Proficient, Less Proficient, and Not Proficient). More
importantly, the assessment enables teachers to determine the strengths and
weaknesses of the learners in terms of the levels of reading comprehension being
measured by the tools – literal, inferential, integrative, and evaluative
comprehension.

B. BRIEF HISTORY OF THE DRAT

Development of the DRAT began in March 2022 upon the approval of the
proposal titled Development and Validation of the Division Reading Assessment Tool
for Filipino (DRAT-FIL) and for English (DRAT-ENG) for grades 7 to 12. The project was
approved for funding through the General Management and Supervision (GASS)
Fund of the SDOQC, with a total budget allocation of Fifty-nine Thousand Two
Hundred and Fifty pesos (P59,250.00).

The Committee for the Development and Validation of the DRAT was
constituted through Division Memorandum No. 393, s. 2022. Said Memo also
authorized the conduct of a coordination and orientation meeting of the committee
on July 5, 2022 at the Multipurpose Hall, Green Building, SDOQC Proper.

As of the release of these guidelines, the final list of DRAT Committee members
is as found in Table 1 below.

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Table 1. Members of the DRAT Committee

ROLE IN DRAT NAME DESIGNATION
COMMITTEE
Project Management Dr. Heidee F. Ferrer Chief Education Supervisor,
CID
Dr. Ebenezer A. Beloy PSDS, Former OIC-Office of
the CES, CID
Project Coordinator Mrs. Perlita P. Depatillo PSDS, Former Division
Coordinator for Reading
Remediation
In-Charge of Content Dr. Rodolfo F. De Jesus Education Program
and Language Supervisor for Filipino/MTB
Validation, Filipino
In-Charge of Content Dr. Ma. Nimfa P. Gabertan Education Program
and Language Supervisor for English
Validation, English
Validation and Item Dr. Joel P. Feliciano EPS for Mathematics
Analysis Processes
Writer, DRAT Filipino Marissa P. Francisco Ernesto Rondon HS
7
Writer, DRAT Filipino Israelita J. Perez Sergio Osmena HS
8
Writer, DRAT Filipino Elsa V. Villar Quezon City Science HS
9
Writer, DRAT Filipino Alexandria M. Castillo Camp Crame HS
10
Writer, DRAT Filipino Josephine B. Sandoval Eugenio Lopez Jr. CMA SHS
11
Writer, DRAT Filipino Erwin E. Urian San Francisco HS
12
Writer, DRAT English Emily V. Larong San Francisco HS
7
Writer, DRAT English Mary Grace R. Espiel Quezon City Science HS
8
Writer, DRAT English Milbie S. Bagando Sauyo HS
9
Writer, DRAT English Reden M. Juego Ramon Magsaysay (Cubao)
10 HS
Writer, DRAT English Bernadette G. Pascuaal Maligaya HS
11
Writer, DRAT English Julie Anjanette D. Canonce San Francisco HS
12
Administrative Ms. Grace Gumasing Administrative Assistants
Assistants Ms. Jocelyn E. Maglaqui
Ms. Maryjenne Magdalene
B. Saddul

The twelve (12) selected teacher-writers, six for the Filipino and six for the
English versions of the DRAT, participated in a seminar/workshop on July 18-20,
2022, also at the Multi-purpose Hall, Green Building, SDOQC Proper. The Resource
Person for the said seminar/workshop was Prof. Portia P. Padilla of the College of

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Education, University of the Philippines Diliman. The output of said workshop was
the first draft of the DRAT-FIL and DRAT-ENG.

The original budget being found to be insufficient to cover the validation phase
of the project, the allocation for KKK SA PAGBASA, a one-day capability-
enhancement for teachers that couldn’t push through because of the Department of
Education’s directive to refrain from holding mass trainings during school days, was
realigned for the DRAT Validation. This gave the project an additional Thirty-one
Thousand and Four Hundred Pesos (P31,400.).

On November 8, 2022, from 9:00-4:00 PM, at the Multi-purpose Hall in the

Green Building, SDOQC Proper, twelve selected Department Heads, 6 from the
Filipino Department and 6 from the English Department, conducted expert content
and language validation of the first draft of the DRAT. The expert validators are listed
in Table 2.

Table 2. List of Expert Validators

Marco Irinco Juan Sumulong HS Validator, DRAT Fil 7
Risaluna Pascual E. Rodriguez Jr. HS Validator, DRAT Fil 8
Lily Pingol Sta. Lucia HS Validator, DRAT Fil 9
Rosalie Zingapan Jose P. Laurel HS Validator, DRAT Fil 10
Cid Alcaraz San Francisco HS Validator, DRAT Fil 11
Florian Ruiz Ramon Magsaysay (Cubao) HS Validator, DRAT Fil 12
Rex B. San Diego Ismael Mathay Sr. HS Validator, DRAT Eng 7
Helen Ingeniero Quirino HS Validator, DRAT Eng 8
Charlie Dauag Quezon City High School Validator, DRAT Eng 9
Cristina F. Abanador San Francisco HS Validator, DRAT Eng 10
Josephine Miranda Batasan Hills National HS Validator, DRAT Eng 11
Ma. Gina Anama Ramon Magsaysay (Cubao) Validator, DRAT Eng 12

On November 10, 2022, the 12 DRAT writers convened once again at the
Multi-purpose Hall in the Green Building, SDOQC Proper, and from 9:00 AM to 4:00
PM, they revised DRAT version 1 and submitted DRAT version 2. The revisions done
were based on the notes of the content and language validators. The writers were
also asked to format their three selected passages as per the guidelines given by Mrs.
Depatillo, to make the version ready for printing and field validation.

On November 15, 2022, Mrs. Depatillo oriented the twelve PSDS for Secondary
Schools on the conduct of the field validation of the DRAT version 2. The orientation
was held at the LRMD Center instead of at the Green Building, due to conflicts in
scheduling for the latter venue. Each of the twelve PSDS was to administer one DRAT
each to 120-150 students. The 12 PSDS field validators are listed in Table 3 below.

Table 3. List of Field Validators

Dr. Leonilo C. Angeles CID, SDOQC
Dr. Leonor M. Banez CID, SDOQC
Dr. Liberato T. Barsaba CID, SDOQC
Dr. Ebenezer A. Beloy CID, SDOQC
Dr. Ludevina R. Bruan CID, SDOQC
Mr. Jeffrey D. De Guzman CID, SDOQC
Mrs. Perlita P. Depatillo CID, SDOQC

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Dr. Edna R. Galiza CID, SDOQC

Dr. Dolores M. Lucero CID, SDOQC
Dr. Estrella R. Pangan CID, SDOQC
Dr. Ana Rosa R. Rabanal CID, SDOQC
Dr. Mary Ann I. Rondaris CID, SDOQC
Dr. Ruth G. Yap CID, SDOQC

The field validation was scheduled for November 16, 18, 22 and 23 but was
extended up to November 28, 2022. The schools involved in the validation were:
Batasan Hills NHS, Holy Spirit NHS, Commonwealth HS, Maligaya HS, Lagro HS,
North Fairview HS, Quirino HS, C.P. Garcia HS, Don Q. Paredes HS, Balingasa HS,
E. Rodriguez Jr. HS, E. Rondon HS, Carlos Albert HS, Judge Juan Luna HS, Sergio
Osmena HS, Quezon City HS, P. Bernardo HS, Camp Crame HS, Ismael Mathay Sr.
HS, Emilio Jacinto SHS, New Era HS, Novaliches HS, San Bartolome HS, Sta. Lucia
SHS, Krus na Ligas HS, Flora A. Ylagan HS, Don A. Roces Sr. STHS, R. Magsaysay
(Cubao) HS, Jose V. Palma SHS, Quezon City Science HS, Apolonio Samson SHS,
Melchora Aquino SHS, Camp E. Aguinaldo HS, Balara HS, and Justice C. M. Palma
HS.

The checking of answer sheets, item analyses, and consolidation of reports

were finished by Mrs. Depatillo on November 29, 2022.

On December 5, 2022, the twelve writers of the DRAT convened once again,
this time at the LRMD Center, to work on version 3 of the assessment tool, with
revisions based on the results of the item analysis, which informed the writers as to
whether each item was accepted as is, accepted but to be increased in difficulty,
accepted with minor revisions in the stem or options, for major revisions, or rejected.
The final output expected was DRAT version 3 and adjusted answer keys.

From that output, DRAT Set A will be utilized among all secondary school
students in June 2023.

C. GENERAL GUIDELINES FOR THE ADMINISTRATION OF THE DRAT

1. The DRAT is to be administered as an individual oral assessment.

2. Each student will read two passages in Filipino and two passages in English.
For Grades 7-10, one passage is a narrative text while the other is an
expository text. For Grades 11-12, both passages are either expository or
opinion-laden texts, since these are the types of texts students in Senior High
School are expected to be proficient with, in preparation for higher learning.
3. For this first roll-out of the DRAT, the selections to be used are as follows:

DRAT-FIL PASSAGES
GRADE DRAT TITLE AUTHOR TYPE OF TEXT
LEVEL PASSAGE
CODE
7 DRAT- Bubong Marissa F. Narrative
FIL7N1 Francisco
DRAT- Mindanao An excerpt Expository
FIL7E1
8 DRAT- Maaliwalas na mga Mark Anthony Narrative
FIL8N1 Kulay S. Salvador
DRAT- Bilis ng Internet sa An excerpt Expository
FIL8E1 Pilipinas

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9 DRAT- Pinatigil ni Hesus and Hango sa Biblia Narrative

FIL9N1 Bagyo sa Lawa
DRAT- Para sa Bayan Elsa V. Villar Editorial
FIL9E1
10 DRAT- Ang Mabuting Hango sa Biblia Narrative
FIL10N1 Samaritano
DRAT- May Pera Rin sa Alexandria M. Expository
FIL10E1 Paghahalaman Castillo
11 DRAT- Ang Pagbasa Josephine B. Expository
FIL11E1 Sandoval
DRAT- Ang Pananaliksik Erwin E.Urian Expository
FIL11E2
12 DRAT- Ang Akademikong Erwin E. Urian Expository
FIL12E1 Sulatin
DRAT- Ang Teknikal na Erwin E. Urian Expository
FIL12E2 Sulatin

DRAT-ENG PASSAGES
GRADE DRAT TITLE AUTHOR TYPE OF TEXT
LEVEL PASSAGE
CODE
7 DRAT- My Boracay Emily V. Larong Narrative
ENG7N1
DRAT- E-mail Emily V. Larong Expository
ENG7E1
8 DRAT- The Parable of the An excerpt from Narrative
ENG7N1 Sower The Bible
DRAT- Simple Ways to Mary Grace R. Expository
ENGE1 Become a Responsible Espiel
Citizen
9 DRAT- Bill’s Good Friend Unknown Narrative
ENG9N1
DRAT- Take a Rest from Reden M. Juego Expository
ENG9E1 SocMed
10 DRAT- Payback Time Bernadeth Narrative
ENG10N1 Pascual
DRAT- Remembering Lolong Margaret Davis Expository
ENG10E1
11 DRAT- I Don’t Need a Car – I Saab Lariosa Opinion
ENG11E1 Need the Country to (An excerpt) column
Have a Better
Transportation
System
DRAT- Climate-change An excerpt from Expository
ENG11E2 Mitigation Crucial to a news article
Socio-economic
Planning: NEDA
12 DRAT- Alternative Sources of Unknown Expository
ENG12E1 Energy
DRAT- The Effects of Unknown Expository
ENG12E2 Juvenile Delinquency

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D. SPECIFIC GUIDELINES FOR THE ADMINISTRATION OF THE DRAT-FIL AND

DRAT-ENG

STEP 1. Download all DRAT Materials.

a. Each English and Filipino teacher should have a copy of this document - The
DRAT Manual 2023, which contains:
1. An Overview of the DRAT
2. A Brief History of the DRAT
3. 1 set of Student’s Copy of the DRAT-FIL Set A, which contains the graded
passages to be used for the individual oral assessments
4. 1 set of Student’s Copy of the DRAT-ENG Set A, which contains the
graded passages to be used for the individual oral assessments
5. 1 set of SDOQC-DRAT-FIL Markahang Papel A (for reproduction of
enough copies for one-to-one correspondence with number of students per
class)
6. 1 set of SDOQC DRAT-ENG Rating Sheet A (for reproduction of enough
copies for one-to-one correspondence with number of students per class)
b. Each teacher should also download the following official template for the
reporting of results, from the Google link for DRAT materials that will be
provided by the CID, SDOQC.
1. 1 copy of SDOQC-DRAT-FIL Form 1 – Class Report on DRAT Individual
Oral Assessment Results in Filipino (for reproduction of 1 copy per section)
2. 1 copy of SDOQC-DRAT-ENG Form 1 – Class Report on DRAT Individual
Oral Assessment Results in English (for reproduction of 1 copy per section)
c. Each school should also download the following template for school-level
reporting templates, from the same link mentioned above:
1. 1 copy of SDOQC DRAT FIL Form 2 – School Report on DRAT Individual
Oral Assessment Results in Filipino
2. 1 copy of SDOQC DRAT ENG Form 2 – School Report on DRAT
Individual Oral Assessment Results in Filipino
d. Schools also need to download the following materials using the same link
mentioned above:
1. Kagamitan sa Pagtatasa ng mga Mag-aaral na Lubos na Hirap sa
Pagbabasa o Di Nakakabasa
2. Diagnostic Toolkit for Reading Remediation Teachers

STEP 2. Prepare for testing.

a. Prepare Learning Activity Sheets for students to do while teacher is
administering the DRAT Individual Oral Assessment (DRAT IOA) to one
student at a time.
b. Make sure the DRAT Assessment materials you need are on hand.
c. Lay out the necessary materials.
d. Arrange two chairs for yourself as assessor and for the student to be assessed
in a relatively private part of the classroom, preferably with the student to be
assessed NOT facing the class.
e. Orient the students by assuring them that the DRAT is meant to help the
teachers and the school help the students, and that the results will not affect
their grades.
f. Hand out the LAS to keep the students busy.

STEP 3. Assess students’ reading comprehension performance using the following

procedure.

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a. Prepare the DRAT Student’s Copy and the Markahang Papel or Rating Sheets.
(Note: The texts that will serve as starting point of the students is the text for
his/her current level. For example, a Grade 10 student will start with the
Grade 10 texts in Set A. The teacher-assessor will use the Markahang
Papel/Rating Sheet for Grade 10 as well. This applies to both Filipino and
English.)
b. Call the learners one at a time for DRAT IOA in alphabetical order regardless
of gender, to avoid any sort of labeling of the students.
c. Write the learner’s name on the Markahang Papel or Rating Sheet.
d. Ask the motivation question to get an idea about the prior knowledge of the
student on the topic of the first text that he/she will read about. (N1 texts for
Grades 7-10 and E1 texts for Grades 11-12).
e. Record the student’s answer and tick the appropriate box beside the best
description of the student’s prior knowledge on the Markahang Papel/Answer
Sheet.
f. Give the learner the DRAT Student’s Copy, opened at the appropriate page.
g. Start the timer when the learner begins to read, starting with the title.
h. While the learner is reading, mark his/her miscues on the Markahang
Papel/Rating Sheet, and note also the learner’s behaviors while reading.
i. Stop the timer when the learner finishes reading and record his/her time onn
the Markahang Papel/Rating Sheet.
j. After the learner has read the first passage show him/her the multiple choice
items on the student’s copy of the text Let the learner read the questions and
their options. Ask the learner to answer the questions by saying out loud the
letter of his/her choice. Write down the learner’s answers on the Markahang
Papel/Rating Sheet. Mark with a check the correct answers and with an X the
wrong answers. Make sure the learner does not see the marks you are making.
k. If the learner answers a question with “Hindi ko po alam” or “I don’t know,”
mark the item with an X.
l. If the learner asks to go back to the selection to look for the answer, he/she
may do so. If the learner is then able to answer the question correctly, mark
that item on the rating sheet as correct, but add the notation LB (looked back).
m. Repeat steps c to k for the second passage.

STEP 4. Determine the next step.

a. Compute for the learner’s total score by combining his/her score in the 1st
and 2nd passages read. A perfect score would be 10.
b. Use the scale below to determine the learner’s reading performance in terms
of reading comprehension. On the Markahang Papel/Rating Sheet, encircle
the learner’s score and corresponding description. Follow the suggested Next
Step/s.
SCORE DESCRIPTION NEXT STEP/S
9-10 Very Proficient • Stop testing.
with Grade ____
Text
7-8 Proficient with • Stop testing.
Grade ____ Text • identify which level of comprehension
the learner needs help with by looking
at which questions he/she got wrong.
• For in-class intervention in the next SY.
5-6 Moderately • Stop testing.
Proficient with • Identify which level of comprehension
Grade ___ Text the learner needs help with by looking
at which questions he/she got wrong.

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• For in-class intervention in the next SY.

3-4 Less Proficient • Continue testing.

with Grade ____ • Have the learner read the passages from
Text lower grade levels until the level where
he/she is moderately proficient is
reached.
• For Grade 7 learners in this category,
leveled passages from the Phil-IRI may
be utilized, but computation and
interpretation of scores should be the
same as with the DRAT.
• For inclusion in additional reading
remediation program OR for special
sectioning as an LCRP class. (*)
0-2 Not Proficient • Continue testing.
with Grade ___ • Have the learner read the passages from
Text lower grade levels until the level where
he/she is moderately proficient is
reached.
• For Grade 7 learners in this category,
leveled passages from the Phil-IRI may
be utilized, but computation and
interpretation of scores should be the
same as with the DRAT.
• For inclusion in additional reading
remediation program OR for special
sectioning as an LCRP class. (*)

* IMMPORTANT CONSIDERATIONS
1. If, while the learner is reading, it is very evident that he/she is struggling with
the passage for his/her grade level (e.g. reading in a very soft voice, mumbling
the words, not reading at all), the assessor has the option to let the learner
read a passage for a lower grade level.
2. If the learner is found to be less proficient or not proficient with grade 1 text
in Filipino or Grade 2 text in English, continue testing using the following
materials, which will be downloadable along with other DRAT materials
through the link provided by the Division Office.
1) Filipino: Kagamitan sa Pagtatasa ng mga Mag-aaral na Lubos na Hirap
sa Pagbabasa o Di Nakakabasa
2) Diagnostic Toolkit for Reading Remediation Teachers

STEP 5. Report the results.

a. Once all the learners in the class have been assessed, record the learners’
scores and which questions they got right or wrong in the SDOQC-DRAT-FIL

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Form 1 or DRAT ENG Form 1 (Class Report on DRAT Individual Oral

Assessment Results). This is to be done per section.

b. Submit DRAT FIL Form 1 or DRAT ENG Form 1 to the teacher designated by
the School Head to consolidate the data for the school. Said person will
consolidate the DRAT data using DRAT FIL Form 2 and/or DRAT ENG Form
2 – School Report on DRAT Individual Oral Assessment Results

STEP 6. Forward results to the SDO Quezon City.

Submission of the DRAT FIL Form 2 and DRAT ENG Form 2 shall be through the
following modes:
a. Two (2) hard copies, properly indorsed, through the Records Unit; and
b. Accomplishment of Google sheet through a link to be provided at a later
date.

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THE DIVISION READING ASSESSMENT

TOOL FOR FILIPINO (DRAT-FIL)
SET A

STUDENT’S COPY

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DRAT-FILIPINO GRADE 7 – NARRATIVE

(DRAT-FIL7N1)

Bubong
Sa lalawigan ng Ilocos Sur, naninirahan ang mag-asawang sina Ben at Cora. Mayroon
silang dalawang anak, isang lalaki at isang babae.
“Lakay*, mahal ko, ganito na lang ba lagi ang ating sitwasyon? Kawawa ang mga bata,
nagkasasakit na sila sa sobrang init kapag tag-araw at tulo mula sa bubong kapag tag-ulan,”
ang pahayag ni Cora kay Ben.
“Baket**, mahal ko, hayaan mo kapag natapos ang aking trabaho sa bayan ay titignan
ko kung ano ang problema sa bubong natin,” ang tugon ni Ben.
Araw ng Linggo, inakyat ni Ben ang kanilang bubong. Laking gulat niya sapagkat
malaki na pala ang butas at kinakalawang ang malaking bahagi ng yero. Kaya, ipinasya niyang
tumungo sa kanilang bayan upang bumili ng yero at iba pang kailangan sa pagpapalit nito.
Kasama ang kaniyang anak na lalaki, maingat nilang binaklas ang lumang yero at
sinimulan nang palitan ng bago. Abala naman ang kaniyang kabiyak at anak na babae sa
paghahanda ng kanilang meryenda at ganoon din ang kanilang pananghalian. Bawat miyembro
ng pamilya ay ginagawa ang kanilang makakaya upang makabahagi sa paglutas ng kanilang
suliranin. Sa huli, sama-sama ang mag-anak sa paglilinis at pagliligpit ng mga ginamit sa
pagpapalit ng yero ng kanilang bubong.
- Marissa F. Francisco

*Lakay- tawag ng mga Ilocano sa asawang babae.

**Baket – tawag ng mga Ilocano sa asawang babae.

1. Ano ang suliranin ng mag-anak sa binasang teksto?

A. Sobrang init kapag tag- araw.
B. Tumutulo ang bubong kapag tag-ulan.
C. Nagkasasakit ang kanilang dalawang anak.
D. Butas ang malaking bahagi ng yero.

2. Ano ang mahihinuha sa pahayag ni Cora sa ikalawang talata?

A. Nag-aalala sa kalagayan ng mga anak.
B. Nagagalit na siya sa kaniyang asawa dahil sa kapabayaan.
C. Nahihirapan na siya sa kanilang kalagayan sa loob ng bahay.
D. Nakikiusap na siya sa kaniyang asawa na gumawa na ng paraan.
3. Anong kahanga-hangang katangian mayroon ang mag-anak sa kuwento?
A. May pagbibigayan
B. May pagtutulungan
C. May pagmamahalan
D. May pagkauunawaan

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4. Ano ang nais iparating ng teksto sa mambabasa?

A. Unahin ang pamilya
B. Maagap sa paglutas sa suliranin
C. Maging bahagi sa paglutas ng suliranin
D. Ipahayag ang nararamdaman upang magkaunawaan

5. Ano ang mainam na maging wakas ng kuwento?

A. Simula sa araw na iyon, hindi na magkakasakit ang mga bata.
B. Simula sa araw na iyon, mapayapa at tahimik na ang mag-anak.
C. Simula sa araw na iyon, maayos at komportable na ang kanilang bahay.
D. Simula sa araw na iyon, hindi na mainit at tutulo sa loob ng kanilang bahay.

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DRAT-FILIPINO GRADE 7 – EXPOSITORY

(DRAT-FIL7E1)
Mindanao

Ang Mindanao ay pangalawang pinakamalaking pulo sa Pilipinas. Bagamat ang

Mindanao ay siyang tahanan ng mga Muslim na Pilipino, may mga rehiyon na hindi nakararami
ang mga Muslim, tulad ng mga Rehiyon X, XI at CARAGA. Karamihan sa mga rehiyong ito
ay gumagamit ng panitikang Cebuano. Ang mga rehiyong IX at ARMM ay mga sadyang
Muslim sa lahi, wika, at panitikan.
‘Lupang Pangako’ ang naging bansag sa isla ng Mindanao. Ito ay naging popular nang
himukin ng dating Pangulong Magsaysay ang mga Pilipino na humayo at manirahan sa
Mindanao upang paunlarin ang kanilang kabuhayan. Maraming Pilipino mula sa Luzon ang
tumugon sa panawagang ito kaya naman ngayon, isang isla ang Mindanao na puwedeng
sabihing kinatatampukan ng dibersidad. Bukod sa mga Muslim, marami rin ang mga grupong
Kristiyano at mga Lumad. Ito ang mga nagtuturing sa kanilang sarili na katutubo ng Mindanao,
hindi dayo kundi nag-ugat dito bilang mga tao at mga komunidad.
Ang pag-aaral sa mga panitikan ng Mindanao kung gayon ay isang pag-aaral din ng
dibersidad ng lahing Pilipinas. Hindi ipinapanukala gayunman na ang dibersidad na ito ay
indikasyon ng pagkatawak-watak ng lahi. Nakadaragdag pa nga ito upang higit na maging
makulay ang mga kabihasnan at kulturang Pilipino.
(Hango sa “Ang Panitikang Mindanao at Kasaysayan Nito: “Lupain ng mga Pangako”” mula sa Ang
Pitak -Ang Pandayan ng Isip, Talino at Angking Kasanayan – Baitang 7)

1. Anong rehiyon sa Mindanao ang sadyang Muslim sa lahi, wika, at panitikan?

A. Rehiyon X
B. Rehiyon XI
C. Rehiyon IX at ARMM
D. Rehiyon IX at CARAGA
2. Ano ang ibinigay na bansag sa pulo ng Mindanao?
A. Lupang Pangako
B. Dibersidad na Pulo
C. Tahanan ng mga Muslim
D. Pangalawang Pinakamalaking Pulo

3. Ano ang kahulugan ng dibersidad na ginamit sa teksto?

A. Pagkaiba-iba
B. Pagkakatulad
C. Pagkawatak-watak
D. Pagkapantay-pantay

4. Ano ang mahihinuhang dahilan ng mga Pilipino sa paninirahan sa Mindanao?

A. Maraming oportunidad ng pag-unlad
B. Kakaunti pa lamang ang tao sa Mindanao
C. Hinimok sila na manirahan sa Mindanao
D. Iba-ibang lahi ang mga nakatira sa Mindanao

DRAT-Manual-2023/ppdepatillo-june2023
 15

5. Bilang isang Pilipino, paano mo ipakikita na hindi hadlang ang dibersidad sa pagtatamo
ng pag-unlad?
A. Igalang ang kultura, relihiyon, panitikan at lahi ng bawat isa.
B. Ipaliwanag sa mga tao na mahalaga ang kultura, relihiyon, panitikan at lahi.
C. Himukin ang mga tao na tangkilikin ang magagandang kultura, relihiyon, panitikan
at lahi.
D. Magmungkahi ng batas sa pag-aaral at pagpapayaman ng kultura, relihiyon,
panitikan at lahi.

DRAT-Manual-2023/ppdepatillo-june2023
 16

DRAT-FILIPINO GRADE 8 – NARRATIVE

(DRAT-FIL8N1)

Maaliwalas na mga Kulay

Magaling gumuhit si Nanay. Ipinanganak daw siyang may hawak na krayola, sabi ng
mga kapitbahay. Sa kanya kami nagpapaturo ng kapatid kong si Jean para sa mga proyekto
namin sa eskuwela. Oo, nagpapaturo lang. Sabi kasi niya, kami raw ang minamarkahan sa
klase kaya kami ang dapat gumagawa ng mga proyekto namin.
“Malinaw ang detalye ng mga guhit ni Kate,” sabi ng labanderang si Aling Ine.
“Maaliwalas at masarap sa mata,” sabi naman ng panaderong si Mang Alex.
Matitingkad lagi ang bulaklak sa mga guhit ni Nanay. Parang kayang umawit ng mga
ibon. At parang gagapang at lilipad ang mga insekto.

Hango sa “Maaliwalas na mga Kulay” ni Mark Anthony S. Salvador

1/ Sino si Kate sa Tekstong binasa?

A. Ang anak
B. Ang nanay
C. Ang kapatid
D. Ang panadero

2. Tukuyin ang damdamin ng nagsasalaysay sa teksto.

A. paghanga
B. pagkabagot
C. pagmamahal
D. pagmamalaki

3. . Anong katangian ang ipinahihiwatig ng mga salitang nakasalungguhit sa pahayag na

“Matitingkad lagi ang bulaklak sa mga guhit ni Nanay. Parang kayang umawit ng mga ibon.
At parang gagapang at lilipad ang mga insekto.”
A. kasiglahan
B. kasiyahan
C. kahusayan
D. kagandahan

4. . Naibahagi ng may akda ang mensahe sa tekstong binasa sa pamamagitan ng ________

A. pagkukuwento.
B. pagtukoy sa sinabi ni Aline Ine.
C. paggamit ng mga salitang naglalarawan.
D. pagtukoy sa pangyayaring tinuturuan ng ina ang magkapatid.

5. . Piliin sa mga sumusunod ang nagpapahayag ng matatag na pagsang-ayon sa usaping

ikaw ang gagawa ng iyong proyekto dahil ikaw ang mamarkahan kahit hindi ka marunong
gumuhit?
A. Sa aking palagay ito po ay tama.
B. Opo, ako ang dapat na gagawa kahit hindi ako marunong gumuhit,
C. Naniniwala po ako na talagang ako ang dapat gumawa ng proyekto.
D. Opo, makabubuti na kung sino ang nag-aaral siya ang gagawa ng proyekto.

DRAT-Manual-2023/ppdepatillo-june2023
 17

DRAT-FILIPINO GRADE 8 – EXPOSITORY

(DRAT-FIL8E1)

Bilis ng Internet sa Pilipinas

MANILA, Philippines - Bumilis sa parehong mobile at fixed broadband ang internet speed ng
Pilipinas sa gitna ng pagpasok ng ikatlong Telco company sa bansa na ginagamit na ng 10
milyong Filipino.

Ayon sa Speedtest Global Index ng website na Ookla, gumanda ang mobile internet
speed ng Pilipinas ng 11% tungo sa 21.41 Mbps sa Hunyo mula sa 19.26 Mbps noong Mayo.
Sa kabila ng bahagyang pagbilis ng internet sa cellphone, mabagal pa rin ito kumpara sa
global median speed na 31.01 Mbps.

Ayon kay principal industry analyst Sylwia Kechiche, gumanda ang kalagayan ng
LTE sa bansa mula 11.15 Mbps bago pumasok ang Dito tungo sa 15.53 Mbps isang taon
matapos magsimula ang kanilang operasyon.

“Our analysis suggests that Dito’s entry, combined with the regulatory changes,
resulted in more network investment and an overall improvement in the 4G coverage and
performance across all operators,” dagdag pa ni Kechiche.

Noong nakaraang linggo, sinabi ng Dito na mahigit kumulang 10-milyong Pilipino na

ang kanilang subscribers nitong Hulyo.

Smart ang pinakamabilis na internet mobile provider sa bansa na may median speed
na 24.01 Mbps. Sinundan sila ng Dito na may 16.96 Mbps habang ikatlo naman Globe na
may bilis na aabot sa 15.25 Mbps.
Hango mula sa: Philstar.com intern Jomarc Corpuz
https://www.philstar.com/pilipino-star-ngayon/bansa/
2022/07/20/2196770/internet-sa-pilipinas-bahagyang-
bumilis-mabagal-pa-rin-kumpara-sa-ibang-bansa

1. Ano ang ikatlong Telecommunication company na pumasok sa bansa ayon sa ulat?

A. LTE
B. Dito
C. Smart
D. Globe

2. Kung ang Smart ay may bilis na 24.01 mbps at ang Globe ay may bilis na 15.25, gaano
kabilis ang Smart kumpara sa Dito?
A. Mas mabilis ng 1.71
B. Mas mabilis ng 7.05
C. Mas mabilis ng 8.76
D. Mas mabilis ng 39.26

3. Sa iyong palagay alin sa mga sumusunod ang higit na kapakipakinabang sa mga

subscriber sa bansa sa pagpasok ng ikatlong telco?
A. Pagbilis ng LTE
B. Pagdami ng subscriber
C. Pagdami ng internet provider
D. Pagbilis ng mobile internet speed

DRAT-Manual-2023/ppdepatillo-june2023
 18

4. Ang sinabi ni Sylvia Kechiche sa ulat ay maaaring nangangahulugan na _________.

A. sa pagkakaroon ng bagong internet provider nagkakaroon ng bagong internet
speed.
B. sa pagpasok ng Dito nagkaroon ng maraming network provider na nagpaganda sa
LTE ng bansa.
C. ang pagkakaroon ng bagong internet provider ay nagresulta sa maayos na
operasyon ng mga network.
D. sa pagpasok ng Dito nagkaroon ng pagbabago sa regulasyon na nagresulta sa
pagbuti ng pangkalahatang operasyon ng mga network provider.

5. Ano ang layunin ng may akda ng artikulong ito?

A. Magpahayag ng opinyon
B. Magsalaysay ng isang kuwento
C. Magulat nga mga datos ukol sa pa
D. Magbigay ng aliw sa mambabasa

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 19

DRAT-FILIPINO GRADE 9 – NARRATIVE

(DRAT-FIL9N1)

Pinatigil ni Jesus ang Bagyo sa Lawa

Nang minsang sumakay si Jesus sa bangka kasama ang kanyang mga alagad ay
bumugso sa lawa ang isang malakas na bagyo. Sa lakas ng bagyo ay halos matabunan na ng
alon ang bangkang sinasakyan nila. Nagkataon namang natutulog noon si Jesus’ kaya ang mga
alagad ay nilapitan at ginising siya.

“Panginoon, tulungan ninyo kami! Mamamatay kami! Lulubog tayo!”

Nang magising si Jesus ay sinabi niya sa mga alagad, “Ano’t kayo’y natatakot?
Napakaliit naman ng pananalig ninyo!”

Nang oras ding yaon ay bumangon si Jesus, pinatigil ang hangin at ang mga alon, at
bumuti ang panahon. Ang lahat ng nakasakay sa bangka ay namangha at sinabing, “Ano kayang
uri ng tao ito? Maging ang hangin at ang lawa ay sumusunod sa kanya!”

Hango sa Bibliya mula sa aklat ng Mateo kabanata 8 talata 23 hanggang 27

1. Sino ang kasama ni Jesus na sumakay sa bangka?

A. Jesus
B. Isang Alagad
C. Mga alagad
D. Jesus at mga alagad

2. Ano ang nakapangamba sa kanila nang nakasakay na sila sa bangka?

A. Dumating ang malakas na buhawi.
B. Bumuhos ang malakas na bagyo.
C. Bumuhos ang ihip ng hangin.
D. Dumating ang malakas na kulog.

3. Sa sobrang takot, ano ang ginawa ng mga alagad?

A. Nilapitan at ginising si Jesus
B. Nilapitan at pinatulog si Jesus
C. Ginising at binulungan si Jesus
D. Ginising at kinukwentuhan si Jesus

4. Ano ang naging REAKSYON ng mga alagad ng biglang lumakas ang bagyo?
A. natuwa sa pagdating ng malakas na bagyo.
B. nalungkot sa pagdating ng malakas na bagyo.
C. natakot sa pagdating ng malakas na bagyo.
D. nagulat sa pagdating ng malakas na bagyo

5. Ano ang ginawa ni Jesus sa mga alagad niyang matatakutin?

A. Sinigawan niya ang mga alagad.
B. Tinalikuran niya ang mga alagad.
C. Tumayo at kumaway siya sa mga alagad.
D. Ipinadama niya ang pagiging mahinahon at pananalig.

DRAT-Manual-2023/ppdepatillo-june2023
 20

DRAT-FILIPINO GRADE 9 – EDITORYAL

(DRAT-FIL9E1)

Para sa Bayan (Editoryal)

Bilang isang mamamayang Pilipino, kahit isang estudyante pa lamang ako ay hindi
dapat ako nagbubulag-bulagan sa mga nangyayari sa aking paligid. Magmula sa mga basurang
nakakalat sa kalsada hanggang sa pinakamaitim na usok na ibinubuga ng mga sasakyan na
nakakasira sa kalikasan.

Masigasig akong nakikinig, nagmamatyag at nagbibigay impormasyon sa mga

kinauukulan kung kinakailangan. Ito ay pagpapakita ng aking malasakit at pagmamahal sa
aking bayan at nawa’y maging ehemplo sa iba. Ang pagiging alisto, maagap at bukas-mata sa
mga nangyayari sa ating paligid ay isang solusyon na maaaring makatulong sa ating bayan.

Ang kahirapan kaya ang laging dahilan ng mga problema? Ang mga walang tirahan,
trabaho o salapi paano ba nila maitatawid ang pang araw araw na buhay. Kung mabibigyan
lang sana sila ng mga trabaho mula sa ating gobyerno, mga trabahong maaring makatulong at
bumuhay sa kanilang pamilya. Ang mga programa ng gobyerno na nagbibigay tulong pinansyal
at pagbibigay ng mga murang pabahay ay iilan lamang sa mga solusyong maaring magpabago
ng kanilang buhay.
- Elsa V. Villar

1. Sino ang naglalahad sa teksto?

A. pamilya
B. mamamayan
C. Pilipino
D. Estudyante

2. Ano ang ipinahayag ng may-akda na hindi dapat gawin?

A. Magdiwang sa mga nangyayari sa paligid
B. Huwag magbulag- bulagan bilang isang Pilipino
C. Balewalain ang mga nangyayari sa ating paligid
D. Isantabi na lamang kung ano mang nagaganap sa paligid

3. Alin sa mga sumusunod ang hindi napag-ukulan ng pansin ng naglalahad?

A. basurang nakakalat sa kalsada
B. usok na ibinubuga ng mga sasakyan
C. walang tirahan, trabaho o salapi
D. kalagayan ng ating kalusugan

4. Ano ang mungkahi ng may-akda na gawin para mabago ang buhay ng tao?
A. Maayos na pangulo
B. magsawalang bahala
C. malisto, maagap, at bukas mata sa mga nangyayari
D. maayos na programa at pamamalakad ng gobyerno

DRAT-Manual-2023/ppdepatillo-june2023
 21

5. Bilang kabataan, ano ang maaari mong maibahagi para sa pagbabago at pagsulong ng
ating bansa?
A. Deadmahin at maging alisto lang.
B. makiisa at makilahok sa tamang aspekto
C. Makiisa at makilahok sa mga pwedeng baguhin
D. Manggulo sa pamamagitan ng pag-post sa social media.

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 22

DRAT-FILIPINO GRADE 10 – NARRATIVE

(DRAT-FIL10N1)

Ang Mabuting Samaritano

Isang araw ay may taong naglalakbay mula sa Jerusalem papuntang Jerico. Hinarang
siya ng mga tulisan. Hinubaran, binugbog, at iniwang halos patay na.
May isang pari na napadaan sa lugar ngunit sa halip na tulungan ay lumihis siya ng
daan at nagpatuloy lamang sa paglalakad na parang walang nakita.
Ganoon din ang ginawa ng isang Levita na nakakita sa bugbog saradong katawan ng
lalaki.
Nagkataon namang napadaan ang isang lalaking Samaritano na naglalakbay at nang
makita ang lalaki ay agad niya itong tinulungan. Siya’y naawa dito, binuhusan at nilinis ang
sugat saka binendahan.
Pagkaraan ay isinakay niya ang lalaki sa kanyang asno at dinala ito sa bahay-panuluyan
upang maalagaan siya doon.
Bago umalis kinabukasan ay nag-iwan pa siya ng dalawang salaping pilak ang
namamahala ng bahay-panuluyan at nagbilin na alagaan niya muna ang lalaki at kung sakaling
may magastos pa siya na higit sa iniwan niyang pera ay babayaran na lamang niya ito sa
kanyang muling pagbabalik.
Pagkatapos mailahad ni Jesus ang talinghaga ay nagtanong ito, “Sa palagay mo, sino
kaya sa tatlo ang naging tunay na kapwa ng taong hinarang ng mga tulisan?”
“Ang taong tumulong sa kanya,” tugon ng eskriba.
Kaya’t sinabi sa kanya ni Jesus, “Kung gayon, humayo ka’t gayon din ang gawin mo.”
-Parabula Halimbawa: 8 Parabula sa Bibliya na may Aral - Pinoy Collection

1. Saan dinala ng lalaking Samaritano ang taong sugatan?

A. Jerico
B. Jerusalem
C. Samaritano
D. Bahay-panuluyan

2. Ano ang damdaming naramdaman ng lalaking sugatan nang dumaan ang isang pari at
Levita?
A. pagkamuhi
B. pagkalungkot
C. pagkadismaya
D. panghihinayang

3. Sa kasalukuyang panahon, mayroong pa bang tulad ng isang pari at Levita sa teksto?

A. Opo, dahil may mga taong ayaw makipag-away.
B. Opo, dahil may mga taong nagsasawalang bahala sa kapwa.
C. Opo, dahil may mga taong dumadaan sa buhay ng bawat isa.
D. Opo, dahil may mga taong tahimik tumitingin sa ating buhay.

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 23

4. Bilang kabataan, paano ka makakatulong sa kapwa mong nangangailangan?

A. Tutulungan siya at hihingi ng kapalit.
B. Tutulungan siya at makikipag-ugnayan sa pulisya.
C. Tutulungan siya at maghahanap ng ibang makatutulong sa kanya.
D. Tutulungan siya at hahanapin ang gumawa sa kanya ng kasamaan.

5. Ano ang layunin ni Jesus sa pagsasalaysay sa kuwento ng Samaritano?

A. Upang tumulong sa kapwa.
B. Upang matutuhan ang kahalagahan ng bibliya.
C. Upang malaman ang kagandahan ng mabuting gawa.
D. Upang matutuhan ang tungkol sa pagmamahal sa kapwa.

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 24

DRAT-FILIPINO GRADE 10 – EXPOSITORY

(DRAT-FIL10E1)

May Pera rin sa Paghahalaman

Sapagkat may pera sa basura, may pera rin sa paghahalaman. Matatandaang nag-
trending sa internet ang iba’t ibang klase ng halaman na hindi mo aakalain ang presyo. Isa na
rito ang Cycad o Pitugo na berdeng halaman at popular sa mga tahanan sa Pilipinas. Umaabot
ang presyo nito sa 5,000-50,000 pesos depende sa taas at laki nito. Sumunod pa rito ay ang
“Variegated Yucca Plants”, popular ito sa bansang Mexico at ginagamit ang katas nito sa
paggawa ng sabon at shampoo. Marami itong benipisyong medikal tulad ng asthma, arthritis
at pananakit ng buto. Ang presyo nito ay umaabot sa 500,000 pesos. Dahil sa mahal ng mga
presyo ng ilan sa mga halaman ay sinubukan ng ilang mga plantita at plantito na magparami
ng mga ito dahil nalilibang ka na nga, may mapagkakakitaan ka pa.
Maaring pagsamahin ang iyong talento sa pagbuo ng mga magagandang paso na
pagtataniman o pagsasabitan ng mga halaman. Ang pagkakaroon ng mga halaman ay
nagdadagdag ng maaliwalas ang paligid sa mga tahanan. Nagsisilbi rin itong dekorasyon mula
sa pagpasok ng pinto hanggang sa loob ng mga kwarto base sa mga tawag dito. May tinatawag
na ‘Welcome Plant’ na mainam ilagay sa pinto ng bahay, at ‘Money Plant’ na sinasabing
makapaghahatid ng suwerte sa mga bahay. Nagbibigay rin ito ng positibong tingin at agaw-
pansin sa mga bisita dahil sa taglay nitong kagandahan.
- Alexandria M. Castillo
-
1. Alin sa sumusunod na mga halaman ang ginagamit ang katas sa paggawa ng mga
produkto?
A. Cycad
B. Money Plant
C. Welcome Plant
D. Variegated Yucca Plant

2. Nagbibigay rin ito ng positibong tingin at agaw-pansin sa mga bisita dahil sa taglay
nitong kagandahan.
Ano ang nais ipahiwatig ng pahayag?
A. Ang mga halaaman ay isang kasangkapan.
B. Ang mga halaman ay nagpapakita ng kalinisan.
C. Ang mga halaman ay nagbibigay ng karunungan.
D. Ang mga halaman ay nagbibigay ng kaligayahan.

3. Ano ang layunin ng mag-akda ng teksto?

A. maglahad
B. magsalaysay
C. manghikayat
D. mangatwiran

DRAT-Manual-2023/ppdepatillo-june2023
 25

4. Lahat ng halaman ay makatutulong sa mga tao. Alin sa sumusunod na halaman ang mas
kapakipakinabang sa mga tao?
A. Cyrad dahil sa presyo nito na nakadepende pa sa laki o taas.
B. Variegated Yucca Plants dahil sa may benepisyo itong medikal.
C. Money Plant dahil nakapagbibigay ito ng suwerte sa mga tao sa bahay.
D. Welcome Plant dahil nagbibigay ito ng magandang impresyon sa tahanan.

5. Matapos basahin ang teksto, ano ang iyong naging impresyon sa mga taong
tumantangkilik sa mga halaman?
A. Sila ay matulungin at maagap.
B. Sila ay malikhain at maparaan.
C. Sila ay maparaan at maasahan
D. Sila ay maasahan at malikhain.

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 26

DRAT-FILIPINO GRADE 11 – EXPOSITORY

(DRAT-FIL11E1)

Ang Pagbasa

Alam mo ba na ang pagbasa ay pakikipag-usap ng awtor sa kaniyang mga mambabasa?

Ito ay isang proseso ng pagbuo ng mga kahulugan mula sa mga nakasulat o nakalimbag na mga
salita sa isang teksto. Ito rin ay isang kasanayan na nangangailangan ng koordinasyon ng iba’t
iba at magkakaugnay na pinagmulan ng impormasyon at pagtuklas sa kahulugan ng bawat
simbolo tungo sa pagbuo ng kahulugan.

May dalawang uri ng pagbasa; ang scanning o skimming. Tumutukoy ang scanning sa
mabilisang pagbasa ng teksto na ang layunin ay hanapin ang ispesipikong impormasyon na
itinatakda bago bumasa. Halimbawa nito ang pangalan, petsa, lugar, at iba pang impormasyon
na nais mong hanapin sa teksto. Ang skimming naman mabilisang pagbasa na ang layunin ay
alamin ang kahulugan ng kabuoang teksto, kung paano inorganisa ang mga ideya o kabuoang
diskurso ng teksto at kung ano ang pananaw at layunin ng manunulat.
Mayroon namang iba’t ibang uri ng teksto na maaaring basahin; ito ang tekstong
impormatibo, deskriptibo, persuweysib, naratib, argyumentatibo, at prosidyural. Ang bawat uri
ng teksto at may iba’t ibang layunin at tiyak na istilo kung paano binubuo at sinusulat. Bawat
isa ay may kaniya-kaniyang katangian kung bakit ito natatangi sa iba.

Ano’t ano man ang teksto na iyong binabasa, mahalaga na ito ay makapagbigay ng
tunay at makatotohanang kaalaman na magagamit mo sa pang-araw-araw na buhay. Kaya’t ano
pang hinihintay mo? Simulan mo nang magbasa at tumuklas ng bagong kaalaman!

- Josephine B. Sandoval
1. Ano ang paksa ng teksto na iyong binasa?
A. Pagbasa
B. Scanning
C. Skimming
D. Iba’t Ibang Uri ng Teksto

2. Ano ang kabutihang dulot ng pagbabasa?

A. Maisagawa ang scanning at skimming
B. Makapagbasa ng iba’t ibang uri ng teksto
C. Makatuklas ng bagong ideya upang magamit ng tao
D. Makapulot ng kaalaman na magagamit sa araw-araw

3. Ano ang layunin ng tekstong binasa?

A. Maglarawan
B. Masalaysay
C. Manghikayat
D. Magbigay impormasyon

DRAT-Manual-2023/ppdepatillo-june2023
 27

4. Ano ang nais na ipagawa ng teksto sa mga mambabasa?

A. Mailarawan ang scanning at skimming
B. Magbigay ng impormasyon hinggil sa pagbasa
C. Maisalaysay kung paano ginagawa ang pagbabasa
D. Mahikayat na magbasa ng iba’t ibang uri ng teksto

5. Ano ang angkop na pamagat ng teksto?

A. Tara! Halina’t Magbasa
B. Kabutihang Dulot ng Pagbabasa
C. Tuklasin ang Iba’t Ibang Uri ng Teksto
D. Scanning at Skimming: Mga Uri ng Pagbasa

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 28

DRAT-FILIPINO GRADE 11 – EXPOSITORY

(DRAT-FIL11E2)
Ang Pananaliksik

Ang pananaliksik ay uri ng sulating masuri, makatotohanan, napapanahon at may

masistemang proseso upang makapangalap, makabuo at makatuklas ng mga kasagutan at
inobasyon sa isang tiyak na larangan.

Ayon kay Clarke at Clarke (2005), ang pananaliksik ay isang maingat, sistematiko at
obhetibong imbestigasyon na isinasagawa upang makakuha ng mga balidong katotohanan,
makabuo ng konklusyon at makalikha ng mga simulaing kaugnay ng inilahad na suliranin batay
sa iba’t ibang larangan o disiplina.

Samantala, ayon naman kina Nuncio, et al. (2013), ang pananaliksik ay isang lohikal na
proseso ng paghahanap ng obhetibong sagot sa mga katanungang nakabatay sa suliranin at
metodo ng pag-aaral tungo sa produksiyon ng maraming kaalaman at kasanayang makatutugon
sa pangangailangan ng tao at ng lipunan.

Dagdag pa, ayon kina Calderon at Gonzales (1993), ang pananaliksik ay isang sistematiko
at siyentipikong pamamaraan ng pag-iipon, pagsusuri, paglilinaw, pag-aayos, pagpapaliwanag,
at pagbibigay ng kahulugan sa isang datos o impormasyon na nangangailangan ng solusyon sa
problema.

Samakatuwid, ang pananaliksik ay nangangailangan ng intelektuwal na kasanayan at sapat

na kaalaman sa pamaraan at etikal na pagbuo nito upang humantong sa paglalahat at
kongklusyon ng bagong pagkatuto sa isang partikular na larangan.
-Erwin E. Urian

1. Ayon kina Nuncio, et al. (2013), ang pananaliksik ay _______

A. proseso ng paghahanap ng obhetibong sagot.
B. maingat,sistematiko at obhetibong imbestigasyon.
C. siyentipikong pamamaraan ng pag-iipon, pagsusuri, paglilinaw ng datos.
D. paghahanap sa mahahalagang impormasyon sa paglutas ng mga suliranin.

2. Isa sa mga katangian ng pananaliksik ay ____________

A. balido
B malinaw
C. malikhain
D. masistema

3. Ano ang maaaring maging pangunahing hanguan ng datos sa pagbuo ng pananaliksik?

A. magasin at diyaryo
B. tesis at disertastyon
C. dokumentaryo at pelikula
D. akdang pampanitikan at musika

4.Anong pangunahing katangian ang dapat taglayin ng manunulat sa pagbuo ng pananaliksik?

A. matalino
B. mapanuri
C. madiskarte
D. makuwento

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5. Matapos mabasa ang teksto, nabuo sa aking isipan na ang pananaliksik ay____________?
A. nagbibigay kalinawan at kasagutan sa mga isyung panlipunan.
B. naglalahad ng napapanahong pangyayari sa loob at labas ng bansa.
C. nagpapakita ng mga datos na magsisilbing batayan sa pag-unawa sa teksto.
D. nagdudulot ng pag-unlad sa pamamagitan ng pagtuklas at inobasyon sa iba’t ibang
larangan.

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DRAT-FILIPINO GRADE 12 – EXPOSITORY

(DRAT-FIL12E1)

Ang Akademikong Sulatin

Ang pagsulat ng mga akademikong sulatin tulad ng katitikan ng pulong, abstrak,

sintesis, pamanahong papel at posisyong papel ay intelektuwal na pamamaraan ng pagsulat na
naglalaman ng mga makatotohanan at napapanahong datos, masuri at sistematikong balangkas,
pormal na antas ng wika, estruktura at maging estilo ng manunulat kung kaya ang ganitong uri
ng mga sulatin ay nangangailangan ng mataas na antas ng kasanayang akademiko. Layunin ng
akademikong sulatin na makapagbahagi ng mga impormasyong may kaugnayan at magagamit
sa iba’t ibang larangan sa akademya. Hindi lamang ito nakukulong sa mga mag-aaral ng wika
at gramatika bagkus ginagawa rin ito ng mga propesyunal sa kani-kanilang industriya. Dagdag
pa, layunin din ng akademikong sulatin ang makapagsuri at makabuo ng wastong konsepto
mula sa tinalakay na paksa, mga babasahin o sa isinagawang pag -aaral.

-Erwin E. Urian

1. Alin ang isa pang taguri o tawag sa akademikong sulatin?

A. pormal
B. balangkas
C. intelektuwal
D. propesyunal

2. Alin sa sumusunod ang HINDI katangian ng akademikong sulatin?

A. mga opinyon ng mananaliksik
B. masuri at may sistematikong balangkas
C. makatotohanan at napapanahon ang mga datos
D. pormal na antas, estruktura at estilo sa pagsulat

3. Ano ang katangiang dapat taglayin ng manunulat ng mga akademikong sulatin?

A. sinusuri ang mga sulating nakalathala
B. nangongolekta ng mga nakalimbag na sulatin
C. nagbibigay puna sa mga likhang literari o akda
D. may sapat na kaalaman at karanasan sa kasanayang ito

4. Ano ang layunin ng manunulat tungkol sa pagkatuto ng mga mag-aaral sa mga

akademikong sulatin?
A. magsuri
B. maglahad
C. magsalaysay
D. manghikayat

5. Paano mo magagamit ang mga akademikong sulatin sa pansariling pag-unlad?

A. sa pamamagitan ng pagkalap ng impormasyon sa isyu
B. sa pamamagitan ng paglalahad at pagsusuri sa partikular na paksa.
C. sa pamamagitan ng pag-uugnay ng mga impormasyong natutuhan at
karanasan ng ibang tao
D. sa pamamagitan ng pagkuha ng pananaw ng iba’t ibang tao sa mga
napapanahong usapin

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DRAT-FILIPINO GRADE 12 - EXPOSITORY

(DRAT-FIL12E1)

Ang Teknikal na Sulatin

Mahalaga ang papel na ginagampanan ng teknikal na sulatin sa iba’t ibang industriya

dahil ito ang nagbibigay ng mahalagang dokumentasyong teknikal sa gamit at aplikasyon ng
mga produkto at serbisyo. Ang paggawa ng ganitong uri ng sulatin ay nangangilangan ng sapat
na kaalaman at karanasan sa isang partikular na larangan upang makabuo ng isang epektibong
dokumento. Taglay ng sulating ito ang pagiging masuri, malinaw, obhektibo, at
makatotohanang mga impormasyon maging ang mga teknikal na termino.

Ilan sa mga katangiang dapat taglayin ng manunulat ng mga teknikal na sulatin ay ang
pagkilala sa target na babasa, marapat din na alam ng manunulat ang mga pangangailangan at
kagustuhan ng mga mambabasa. Gayundin, malinaw at nakakamit nito ang mga layunin.
Makatutulong ang paggamit ng mga talahanayan, grapiko at mga larawan sa malinaw at
epektibong pagbuo nito. Dagdag pa, ang teknikal na sulatin ay hindi maramdamin o emosyunal
na sulatin sa halip, binibigyan ng pansin ang deskripsyon ng produkto, pamaraan ng pagbuo at
paggamit, mga dapat at di dapat gawin.

Erwin E. Urian
(Halaw sa modyul ng Filipino sa Piling Larang-Tech-Voc)

1. Ayon sa binasa, ano ang HINDI katangian ng teknikal na sulatin?

A. Malinaw
B. Obhektibo
C. Maramdamin
D. Makatotohanan

2. Ang uri ng sulating ito ay nangangailangan ng sapat na kaalaman at karanasan sa isang

partikular na larangan.
A. masuri
B. teknikal
C. dokumento
D. akademiko

3. Batay sa mga ibinigay na kahulugan at katangian, ano ang maaaring halimbawa ng teknikal
na sulatin?
A. iskrip ng dula
B. liriko ng awit
C. promo materials
D. pamanahong papel

4. Ano ang layunin ng awtor sa kabuoan ng teksto?

A. mangaral
B. maglahad
C. mangatwiran
D. magsalaysay

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5. Paano mo nakikita ang malalim na layunin sa pagkatuto ng mga sulating teknikal?

A. makabuo ng mga halimbawang kaugnay sa larangang kinabibilangan
B. magamit ang kasanayan sa paggawa ng epektibong sulating pangnegosyo
C. makapagpakilala ng gawain sa higit pang ikauunlad ng mga sulating teknikal
D. makapagsuri ng isang epektibong sulating teknikal sa partikular na larangan

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THE DIVISION READING ASSESSMENT

TOOL FOR ENGLISH (DRAT-ENG)
SET A

STUDENT’S COPY

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DRAT-ENGLISH GRADE 7 - NARRATIVE

(DRAT-ENG7N1)
My Boracay

For me, Boracay, one of the most famous beaches in the world, is a blessed island. I was
amazed and fascinated when I visited the place. Its powder-like sand made me feel like I was
on a paradise island. Seeing its crystal-clear waters made me feel blessed and alive. Many
locals and tourists often go back not only because of the paradise-like view but also to enjoy
life and its blessings. I am one of them.

1. What makes tourists go back to Boracay?

A. It is beautiful.
B. It is a blessed place.
C. It has a paradise-like view.
D. It has crystal-clear waters.

2. Why does the author consider Boracay a paradise island?

A. It is famous all over the world.
B. It has powder-like sand and crystal-clear waters.
C. Because of statement B.
D. Because of statements A and B.

3. What message does the paragraph convey?

A. Boracay’s characteristics make it a famous island.
B. Boracay’s characteristics make it a blessed island.
C. Boracay’s characteristics make people talk about it a lot.
D. Boracay’s characteristics make people return to it again and again.

4. Do you think Boracay needs to be advertised on TV, social media and other
promotional platforms?
A. Yes, because Boracay is a fascinating island.
B. Yes, because many people still do not know about this island.
C. No, because it is just like any other island.
D. No, because it is not safe to visit this island.

5. What do you think is the author’s purpose in writing this paragraph?

A. The author wants to discuss the things you can do in Boracay.
B. The author wants to provoke one’s imagination on the beauty of Boracay.
C. The author wants to explain the behavior of locals and tourists in this island.
D. The author wants to compare Boracay with the other islands in the Philippines.

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DRAT-ENGLISH GRADE 7 - EXPOSITORY

(DRAT-ENG7E1)

Email

An email is not something you can hold in your hand and send by post. It is simply mail in
digital form that can be sent to its recipient through the Internet. Also, you don’t need a stamp
to send it. It is an electronic document that can be sent anyplace, anytime, as long as the
recipient has an internet connection. Consequently, a person does not need to go to the post
office just to send an important letter or message. All he or she has to do is simply open his or
her email account, type a message and send it to the recipient’s email address. In other words,
email is mail made simpler and easier.

1. Which of the following statements is NOT said about email by the author?
A. It is mail of all mails.
B. It is mail in digital form.
C. It is mail made simpler and easier.
D. It is mail that can be sent anyplace, anytime.

2. Is it necessary to have an email?

A. Yes, because it needs a recipient.
B. Yes, because it can be sent electronically.
C. Yes, because it needs internet connection.
D. Yes, because it is a requirement in today’s world.

3. Which mail is more useful, the traditional mail or the email?

A. Both mails are not that important.
B. Both mails are useful, relevant and necessary.
C. The email because it is fast, convenient and cheap.
D. The traditional mail because everyone knows how to send it.

4. Do you think old people must have an email?

A. Yes, because the present time demands it.
B. Yes, because it is their right to have an email.
C. No, because this technology will just scare them.
D. No, because they do not need this challenging technology.

5. How will you maximize the value of the email?

A. I will use it when I want to.
B. I will use it only for urgent matters.
C. I will use it in all of my communications.
D. I will use it when I am too busy to go to the post office.

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DRAT-ENGLISH GRADE 8 - NARRATIVE

(DRAT-ENG8N1)

The Parable of the Sower

That same day Jesus went out of the house and sat by the lake. Such large crowds gathered
around him that he got into a boat and sat in it, while all the people stood on the shore. Then
he told them many things in parables, saying: “A farmer went out to sow his seed. As he was
scattering the seed, some fell along the path, and the birds came and ate it up. Some fell on
rocky places, where it did not have much soil. It sprang up quickly, because the soil was
shallow. But when the sun came up, the plants were scorched, and they withered because they
had no root. Other seed fell among thorns, which grew up and choked the plants. Still other
seed fell on good soil, where it produced a crop—a hundred, sixty or thirty times what was
sown. Whoever has ears, let them hear.”
-Matthew 13:1-9, The Bible

1. What is a parable, as exemplified by the passage above?

A. a simple story used to illustrate a moral or spiritual lesson
B. a bible story that centers around the deeds of heroes of faith
C. an artistic writing that attempts to stir a reader’s imagination or emotion
D. a short tale to teach a moral lesson, often with animals or objects as characters

2. Where does the sown seed have the shortest life span?
A. on good soil
B. on rocky places
C. among thorns
D. along the path

3. What does the seed represent in the parable?

A. the Word of God
B. the Works of God
C. the blessings of God
D. the miracles of God on earth

4. What is the message of the “Parable of the Sower”?

A. We should ensure that our hearts are like the good soil.
B. We should earn to identify good types of soil to plant a seed.
C. We should be industrious like a farmer to have an abundant harvest.
D. We should realize that different places will give us various amounts of
harvest.

5. What can people learn from the soil in the parable?

A. Jesus can make good soil for every farmer.
B. Jesus’ teachings won’t be equally received by everyone.
C. Never give up on planting no matter what kind of soil you have.
D. There are factors that interfere with the quality of the soil we get.

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DRAT-ENGLISH GRADE 8 - EXPOSITORY

(DRAT-ENG8E1)

Simple Ways to Become a Responsible Citizen

One important factor for a country to be successful is having responsible citizens. Young
Filipinos can already do things to become responsible citizens of the Philippines.
1. Follow traffic rules. You should be a responsible commuter or pedestrian. Cross the street
on pedestrian lanes and get off vehicles in the right spots. Following simple traffic rules can
lead to having better and safer roads in the country.
2. Be punctual and do not procrastinate. To be a responsible citizen, you should make it a habit
to come on time. You should also do tasks on time. Doing these ensures productivity and helps
you achieve your goal faster.
3. Conserve water and energy. Part of your responsibility as a citizen is to manage the nation’s
resources well. Make sure not to waste water and to turn off lights and electrical appliances
when not in use. When you conserve water and energy, you also help solve the problem on
global warming.
4. Protect the environment. You can do this by disposing of trash properly, planting trees, and
reusing recyclable materials. Having a healthy ecosystem helps provide clean water, purify
the air, regulate the climate, and provide food.
- Mary Grace Ramos-Espiel

1. According to the text, why is following traffic rules a way of helping the country?
A. It can lessen expenses on road repair.
B. It can result in shorter time for road trips.
C. It can ease the traffic situation on main roads.
D. It can make roads safer to traveling and commuting.

2. What does the word procrastinate mean?

A. to do something on time
B. to rush doing something
C. to delay doing something
D. to excel in doing something

3. According to the selection, how can you help solve the problem on global warming?
A. Do not pollute the air.
B. Participate in clean up drives.
C. Use water and electricity wisely.
D. Turn off the faucet when not in use.

4. Based on the text, which of the following would you do as a responsible citizen?
A. Reuse drinking water to conserve it.
B. Report damaged roads to the local authorities.
C. Put empty plastic water bottles in the “Recyclable Bin”.
D. Submit your requirements, such as school projects ahead of time.

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5. What is the purpose of the writer?

A. to critic
B. to advise
C. to inform
D. to persuade

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DRAT-ENGLISH GRADE 9 - NARRATIVE

(DRAT-ENG9N1)

Bill’s Good Friend

"Did you see that?" Joe said to his friend Bill.

"You're a great shooter!" Bill caught the basketball and bounced it before throwing it
again. The ball flew into the net.

"Bill, you never miss!" Joe said admiringly. "Unless I'm in a real game," Bill
complained. "Then I miss all the time."

Joe knew that Bill was right. Bill performed much better when he was having fun with
Joe in the school yard than he did when he was playing for the school team in front of a large
crowd.

"Maybe you just need to practice more," Joe suggested. "But I practice all the time
with you!" Bill objected. He shook his head. "I just can't play well when people are watching
me."

"You play well when I'm watching," Joe pointed out. "That's because I've known you
since we were five years old," Bill said with a smile. "I'm just not comfortable playing when
other people are around." Joe nodded and understood, but he also had an idea.
The next day Joe and Bill met in the school yard again to practice. After a few
minutes, Joe excused himself. "Practice without me," Joe said to his friend. "I'll be back in a
minute."

Joe hurried through the school building, gathering together whomever he could find—
two students, a math teacher, two secretaries, and a janitor. When Joe explained why he
needed them, everyone was happy to help.
Joe reminded the group to stay quiet as they all went toward the school's basketball
court. As Joe had hoped, Bill was still practicing basketball. He made five baskets in a row
without noticing the silent people standing behind him.

"Hey, Bill!" Joe called out finally. Bill turned. A look of surprise came over his face.
"I just wanted to show you that you could play well with people watching you," Joe said.
"Now you'll have nothing to worry about for the next game!"

1. The word performed as used in the story means _______.

A. acted
B. played
C. moved
D. changed

2. Why does Bill play well when only Joe is watching him?
A. He is comfortable with Joe.
B. Joe tells him how to play better.
C. He does not know that Joe is there.
D. He wants to prove to Joe that he is a good player.

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3. Why does Joe decide to gather a group of people?

A. He wants to show them Bill’s talent.
B. He wants more players for his team.
C. He wants to help Bill feel less nervous.
D. He wants more people to see the next game.

4. Why does the group have to be quiet when they go to the basketball court?
A. because Bill likes to practice alone
B. because Joe is telling Bill what to do
C. because the group needs to listen to Joe’s instructions
D. because Joe does not want Bill to know they were there

5. At the end of the story, all of the following people watch Bill practice EXCEPT _____.
A. Joe
B. a janitor
C. a math teacher
D. the basketball coach

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DRAT-ENGLISH GRADE 9 - EXPOSITORY

(DRAT-ENG9E1)

Take a Rest from SocMed

When was the last time we chatted with a friend using our Messenger account? Maybe,
right before we read this question, we actually had one. How about the last Facebook post of
our friend that we “liked” and “hearted”? Maybe, just a moment ago. But when was the last
moment we really had a fun-filled face-to-face conversation with our family? Remember when
we were all just laughing about an old joke? Memorable, isn’t it? The sad truth is our frequent
exposure and utilization of social media has developed in us a separation from our realities.
Thus, we need to take a break from it.

We might have already witnessed a family where all the members are busy with their
gadgets, scrolling through their social media (socmed) profiles, reacting to newsfeeds, chatting
to a friend oversees while disregarding that they’re in front of the dining table for their dinner
celebration. This is a classic example of too much engagement with the socmed world and a
diversion from the real one.

But this can be eradicated, and it is a decision that we must do. Just like the deactivate
feature of Facebook, we can actually take a rest from social media use and embrace again the
real, genuine, non-electronic conversation that we use to have with our friends, families, or
acquaintances. This elicits authentic life-to-life interaction where we foster our emotional and
social facets. Remember that we are real persons and we have to spend more time in the real
world.
- Reden M. Juego

1. According to the text, which is forgotten by the family?

A. reacting to the newsfeed contents seen on social media
B. viewing several SocMed profiles of different individuals
C. being physically and mentally present on social gatherings
D. conversing with people living in the other parts of the world

2. What is the meaning of the word “eradicated” in the passage?

A. to erase mistakes or errors
B. to improve one’s social being
C. to remove a systemic problem
D. to lessen exposure to a problem

3. What is the main idea of the passage?

A. Excessive use of social media creates an anti-social behavior among its users.
B. Excessive use of social media alienates people from the real-world experiences.
C. Excessive use of social media brings so much problems among family members.
D. Excessive use of social media is perilous to human connection and conversation.

4. What is purpose of the author expressed in the passage?

A. to describe to the readers the steps to be undertaken to limit social media usage
B. to explicate to the readers the causes and effects of excessive use of social media
C. to persuade the readers to limit themselves from the excessive use of social media
D. to inform the readers to get rid of usual media use and be present in the real world

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5. How did the writer relay his/her message and purpose as reflected in the passage?
A. through the description of a scientific phenomenon
B. through the elaboration of data taken from surveys
C. through the discussion of a problem and its solution
D. through the analysis of cause-and-effect relationship

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DRAT-ENGLISH GRADE 10 - NARRATIVE

(DRAT-ENG10N1)

Payback Time

Facing my blank screen at one in the morning proved just how badly I procrastinated
for the last three weeks. With two term papers and a video presentation due in five hours, I
lamented the time I spent binge-watching serial-killer documentaries and playing online games.
After taking two cups of coffee, I haphazardly browsed the required readings hoping I could
get their gist with a single glance and started encoding chunks of words until I filled up a page.
The result, naturally, not only lacked focus and content, but also showed obvious disagreement
of ideas. When I realized that my writing prowess was just not enough to finish the task, I
decided to watch videos and looked for inspiration for my presentation. However, the more I
watched, the more my ideas tangled. I tried to record videos for my presentation mimicking
the host in my favorite TV series, but exhaustion and panic made me stutter more until I finally
went into a tirade about how inconsiderate the teachers were for not giving ample time to finish
such difficult tasks. I knew this would happen. I then lay on the bed and stared at the ceiling as
rays of the sun filled my room.
- Bernadeth Pascual
1. What caused the author’s problem?
A. exhaustion
B. procrastination
C. inconsiderate teachers
D. term papers and video presentation

2. Which detail in the text showed that the author did not feel accountable for his actions?
A. He realized that he was not good at writing.
B. He blamed his teachers for his unfinished tasks.
C. He spent most of his time watching TV and playing online games.
D. He tried to write his term papers and recorded a video presentation.

3. Which word describes the feeling of the author at the end?

A. unconcerned
B. desperate
C. frightened
D. optimistic

4. What was the author’s purpose in writing the text?

A. To describe the difficulty of academic tasks given to students
B. To recount the consequences of lacking time management
C. To persuade readers to list down their tasks ahead of time
D. To inform readers about the challenges of being a student

5. Which of the following would most likely happen next?

A. He would skip his classes.
B. He would finish his tasks just in time.
C. He would ignore his teachers’ instructions.
D. He would spend the rest of the afternoon doing his tasks.

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DRAT-ENGLISH GRADE 10-EXPOSITORY

(DRAT-ENG10E1)

Remembering Lolong: The Largest Saltwater Crocodile Who Died of 'Stress' After
Allegedly Eating a Fisherman, Biting a Schoolgirl and 2-Year Captivity

The saltwater crocodile is known to show aggression towards people and is responsible for
many attacks each year. Oceania said that crocodiles use their powerful jaws and strong teeth
up to five inches (13 cm) long to create the deadliest bite in the animal kingdom. Crocodiles
usually lurk along the water's edge and plunge at any potential prey approaching their
territory.

In 2011, a crocodile was captured in the municipality of Bunawan, Philippines, after being
suspected of eating a fisherman and a 12-year-old. It was later considered the largest
saltwater crocodile in captivity. However, after two years, in February 2013, the crocodile
named Lolong died. Bunawan municipality Mayor Edwin Elorde said in an interview that the
crocodile was ill for several weeks before its death. He noted that Lolong refused to eat for a
month before dying. They also noticed a change in the color of its feces. There was also an
unusual ballooning of the reptile's belly.

A local veterinarian claimed that the unseasonably cold weather could also have caused
the downward spiral of the crocodile's health.
- Margaret Davis
Source: https://www.sciencetimes.com/

1. Which of the following symptoms did NOT manifest in Lolong?

A. Lolong’s feces changed its color.
B. Lolong’s belly bloated unusually.
C. Lolong ate a Bunawan fisherman.
D. Lolong changed its diet drastically.

2. What is the major cause of the death of Lolong?

A. a problem with sanitation
B. a problem with food intake
C. a problem with the weather
D. a problem caused by human

3. Which is the possible illness of Lolong?

A. excretory disease
B. digestive disease
C. sensorial disease
D. respiratory disease

4. What is the relationship of the third paragraph to the second paragraph?

A. The third paragraph analyzes the contents of the second paragraph.
B. The third paragraph elaborates the contents of the second paragraph.
C. The third paragraph synthesizes the contents of the second paragraph.
D. The third paragraph summarizes the contents of the second paragraph.

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5. If you could have done something to prevent Lolong from getting sick, which of the
following would you do?
A. Transfer him to a warmer environment.
B. Provide him more food like poultry meat.
C. Return him to the sea which is his habitat.
D. Remove the cause of his belly’s ballooning.

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DRAT-ENGLISH GRADE 11 - EDITORIAL

(DRAT-ENG11E1)

“I don’t need a car — I need the country to have a better transportation system”
(An excerpt)

In the metro, you have three choices to get somewhere on time: you book a ride-sharing app
(with astronomical prices), you drive there (and pay gas with astronomical prices) or try your
luck with public transport (and be astronomically hassled).
You might think I’m exaggerating, but that has been the situation for many Filipinos amid
the reopening of life amid the pandemic. Long lines waiting for buses, the jeep, the train – you
might have been at the crossroads and convinced yourself to stay home instead.
In a 2021 report by the crowd-sourced database Numbeo, it was found that the Philippines
has the worst traffic situation in ASEAN, placing ninth in the entire world behind Nigeria, Sri
Lanka and Kenya, among others. We Filipinos don’t need studies to know that when we’ve
mastered the art of calculating the best time to leave so we don’t end up getting sandwiched on
the road.
While many Filipinos have turned to biking to lessen their carbon footprint, all while staying
away from the hassle of road transport, it remains a shame that the Philippines has not yet
reached the bar set by its fellow SEA countries with superb public transport – places where it’s
actually normal not to own a car.
- Saab Lariosa
Source: Philippine Star, July 19, 2022

1. What social issue is discussed in the text?

A. poor public transport
B. increase in the price of gas
C. difficulty in booking a ride-sharing app
D. poor time management among passengers

2. How has the problem discussed in the text affected working Filipinos?
A. It has limited their working hours.
B. It has consumed much of their time.
C. It has forced them to stay at home.
D. It has caused an increase in their carbon footprint.

3. What is the tone of the text?

A. Indignant
B. Optimistic
C. Disinterested
D. sympathetic

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4. How did the author support her claims?

A. She explained how ride-sharing app prices vary overtime.
B. She mentioned that Filipinos have mastered calculating their time.
C. She presented facts about the country’s ranking in world in terms of traffic
situation.
D. She insisted that working Filipinos need to wait in long lines for buses, jeepneys,
and trains.

5. What should the government do to encourage Filipinos take alternative ways of

transportation?
A. Provide alternative work arrangements.
B. Regulate the price of ride-sharing applications.
C. Ensure the safety of bicycle and electric vehicle lanes.
D. Deploy more traffic enforcers to apprehend undisciplined drivers.

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DRAT-ENGLISH GRADE 11 - EXPOSITORY

(DRAT-ENG11E2)

Climate change mitigation crucial to socioeconomic planning: NEDA

(An excerpt)

MANILA – Climate change adaptation and mitigation need to be placed at the heart of
socioeconomic planning for the country to achieve its 2040 vision of eradicating extreme
poverty, the National Economic and Development Authority (NEDA) said Tuesday.
“Addressing the triple planetary crisis (of climate change, biodiversity loss, and pollution)
has become our top development challenge. If we are to eradicate extreme poverty in the
Philippines by 2040 and hand down a better planet to our children and grandchildren, climate
change adaptation and mitigation need to be placed at the heart of socioeconomic planning,”
Socio-economic Planning Secretary Karl Kendrick Chua said at the Philippine Environment
Science Summit 2022.
Chua said urgent actions are needed to curb greenhouse gas emissions to achieve the goals
of the Paris Agreement of limiting global warming to 1.5 degrees Celsius in response to
climatechange. “The health of terrestrial and marine ecosystems has been deteriorating at a
rapid pace,” he added.
Chua described the third planetary crisis –pollution and waste– as the toxic trail of economic
growth that results in premature deaths of millions of terrestrial and marine life, and even
people.
In response to the triple planetary crisis, Chua said NEDA has proposed for the theme of
the next Philippine Development Plan to be ‘saving our planet, saving our country.’
Source: Philippines News Agency, June 7, 2022
1. What problem is sought to be addressed through climate change adaptation and
mitigation?
A. extreme poverty
B. premature deaths
C. depletion of marine life
D. greenhouse gas emissions

2. Which of the following is NOT included in the triple planetary crisis?

A. climate change
B. economic decline
C. biodiversity loss
D. environmental pollution

3. What does the statement “Addressing the triple planetary crisis has become our top
development challenge” imply?
A. The problems that the world experience are interrelated.
B. The triple planetary crisis has affected millions of people worldwide.
C. Progress cannot be achieved without dealing the triple planetary crisis.
D. Development is expected among countries that consistently manage in
planetary crisis.

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4. What relationship of ideas was conveyed in the second paragraph?

A. cause and effect
B. problem and solution
C. illustration and example
D. similarities and differences

5. What does the response of NEDA show about our country?

A. We watch out for the adverse effects of climate change in our country.
B. We support the global movement to lessen the cause of climate change.
C. We carry out our own ways of helping people affected by climate change.
D. We are aware of the sufferings of people from different parts of the world.

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DRAT-ENGLISH GRADE 12 – EXPOSITORY

(DRAT-ENG12E1)

Alternative Sources of Energy

Alternative sources of energy and conservation efforts must be applied to preempt potential
energy problems. Today, most of the energy resources we have are generated from limited
resources like coal, oil, and natural gas. If continuously consumed at an alarming rate, fossil
fuels necessary for generating power to operate vehicles and factories will run out before long.
Nonetheless, this problem can be addressed by using alternative sources of energy and by
emphasizing conservation. First, using alternative sources of energy such as solar energy and
fusion energy would lessen pollution. These alternatives are actually more accessible and cost-
efficient. Although there are some potential risks in using fusion energy, these risks can be
mitigated by implementing strict safety measures. The second solution that governments can
adopt is the enhancement of conservation efforts. To do this, governments need to make the
public more aware of the benefits of conservation as well as ways of conserving energy, such
as recycling. Laws can also be passed to mandate the public and all stakeholders to recycle
energy.

1. What must be applied to prevent potential energy problems?

A. Stakeholders and laws
B. Coal, oil and natural gas
C. Power generator and fossil fuels
D. Alternative sources of energy and conservation efforts

2. What is the benefit of using solar energy and fusion energy?

A. It will lessen pollution.
B. It will conserve energy.
C. It will generate limited resources.
D. It will operate vehicles and factories.

3. What could be a good title for this reading text?

A. Reduce. Reuse. Recycle
B. Potential energy problems
C. Energy crisis in the Philippines
D. Energy efficiency and conservation

4. What is the purpose of the author in writing this text?

A. To inform about alternative sources of energy.
B. To present a solution to potential energy problems
C. To persuade the importance of alternative sources of energy
D. To explain step by step procedure on how to conserve energy

5. What does the text implicitly state about alternative sources of energy?
A. It should be consumed.
B. It is needed to generate power.
C. It is necessary to operate vehicles.
D. It will prevent possible energy problems.

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DRAT-ENGLISH GRADE 12 - EXPOSITORY

(DRAT-ENG12E2)

The Effects of Juvenile Delinquency

The most obvious people affected by juvenile delinquency are the victims. Whether the
crime involves theft, vandalism, or violence, the victim always suffers loss. The victim may
incur expenses related to lost wages, health care, or psychological care in addition to the cost
of replacing damaged or destroyed items.

The juvenile who commits a crime also suffers effects that he or she is probably unable
to predict. He or she may lose his or her freedom while being incarcerated or placed on
probation. The juvenile may lose ground academically as well. Although placement residential
detention centers for juveniles may be appropriate consequences for the adolescent's criminal
actions, it also puts him or her in relationships with other delinquents, who may be more
sophisticated or influential. This makes recidivism likely and, in many rates, when a juvenile
older than 14 becomes a repeat offender, he or she can be tried d sentenced as an adult. The
delinquency may even have future consequences on the adolescent's college and career
choices.

Young people who commit serious crimes before they are 18 years old challenge the
future for everyone involved. They may be acting out to protest perceived abuses that have
perpetrated against them. They may believe that there is no future for them outside of a life of
crime. They may be expressing anger or frustration directed against another person, group or
looking for approval from a group. Whatever the motive, juvenile delinquency acts affect too
many individuals, families, and communities. It is a serious problem that challenges the efforts
of government agencies, politicians, educators, faith communities, nonprofit organizations
alike.

1. What do you call a young person who commit serious crimes?

A. active
B. young
C. corrupt
D. delinquent

2. What is the purpose of the author in writing this text?

A. To inspire the youth to do good deeds
B. To persuade the youth to have better education
C. To narrate about the story of the victims of crimes
D. To inform the youth about the consequences of committing crimes

3. What is the tone of the author in the entire text?

A. vagueness
B. hopefulness
C. assertiveness
D. light-heartedness

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4. What does the text implicitly state about juvenile delinquency?

A. It is a serious problem to the society.
B. It influences other youth to commit crimes.
C. It shows violence and disorder in the society.
D. It affects the physical and psychological well-being of a person.

5. Which of the following statements will you include if you were asked to deliver a
speech about the effects of juvenile delinquency?
A. Juvenile delinquents may lose their freedom.
B. Juvenile delinquents may be acting out to protest.
C. Juvenile delinquents are involved in crimes and violence.
D. Juvenile delinquents may express anger and frustration to others.

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DIVISION READING ASSESSMENT TOOLS

IN FILIPINO (DRAT-FIL)
FOR GRADES 7-12
SET A

MGA MARKAHANG PAPEL

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DIVISION READING ASSESSMENT TOOLS IN FILIPINO FOR GRADES 7-12

SET A
MARKAHANG PAPEL – GRADE 7

PANGALAN NG MAG-AARAL ________________________________ KASARIAN ____ GULANG ____

BAITANG & PANGKAT _________________ PAARALAN ______________________________________
NGALAN NG GURONG NAGPABASA ______________________________________________________
PETSA NG PAGPAPABASA ________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-FIL7N1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Ano ang masasabi mo tungkol sa
Boracay?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Bubong

Sa lalawigan ng Ilocos Sur, naninirahan ang mag-asawang sina Ben at Cora. Mayroon silang dalawang anak, isang
lalaki at isang babae.
“Lakay*, mahal ko, ganito na lang ba lagi ang ating sitwasyon? Kawawa ang mga bata, nagkasasakit na sila sa
sobrang init kapag tag-araw at tulo mula sa bubong kapag tag-ulan,” ang pahayag ni Cora kay Ben.
“Baket**, mahal ko, hayaan mo kapag natapos ang aking trabaho sa bayan ay titignan ko kung ano ang problema sa
bubong natin,” ang tugon ni Ben.
Araw ng Linggo, inakyat ni Ben ang kanilang bubong. Laking gulat niya sapagkat malaki na pala ang butas at
kinakalawang ang malaking bahagi ng yero. Kaya, ipinasya niyang tumungo sa kanilang bayan upang bumili ng yero at iba
pang kailangan sa pagpapalit nito.
Kasama ang kaniyang anak na lalaki, maingat nilang binaklas ang lumang yero at sinimulan nang palitan ng bago.
Abala naman ang kaniyang kabiyak at anak na babae sa paghahanda ng kanilang meryenda at ganoon din ang kanilang
pananghalian. Bawat miyembro ng pamilya ay ginagawa ang kanilang makakaya upang makabahagi sa paglutas ng kanilang
suliranin. Sa huli, sama-sama ang mag-anak sa paglilinis at pagliligpit ng mga ginamit sa pagpapalit ng yero ng kanilang
bubong.
*Lakay- tawag ng mga Ilocano sa asawang babae.
**Baket – tawag ng mga Ilocano sa asawang babae.

(Bilang ngmga salita: 200) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-
aaral.
_____ 1. Ano ang suliranin ng mag-anak sa binasang teksto? (Literal)
A. Sobrang init kapag tag- araw.
B. Tumutulo ang bubong kapag tag-ulan.
C. Nagkasasakit ang kanilang dalawang anak.
D. Butas ang malaking bahagi ng yero.

_____ 2. Ano ang mahihinuha sa pahayag ni Cora sa ikalawang talata? (Inferential)

A. Nag-aalala sa kalagayan ng mga anak.
B. Nagagalit na siya sa kaniyang asawa dahil sa kapabayaan.
C. Nahihirapan na siya sa kanilang kalagayan sa loob ng bahay.
D. Nakikiusap na siya sa kaniyang asawa na gumawa na ng paraan.

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_____ 3. Anong kahanga-hangang katangian mayroon ang mag-anak sa kuwento? (Inferential)

A. May pagbibigayan
B. May pagtutulungan
C. May pagmamahalan
D. May pagkauunawaan

_____ 4. Ano ang nais iparating ng teksto sa mambabasa? (Evaluative)

A. Unahin ang pamilya
B. Maagap sa paglutas sa suliranin
C. Maging bahagi sa paglutas ng suliranin
D. Ipahayag ang nararamdaman upang magkaunawaan

_____ 5. Ano ang mainam na maging wakas ng kuwento? (Infernetial)

A. Simula sa araw na iyon, hindi na magkakasakit ang mga bata.
B. Simula sa araw na iyon, mapayapa at tahimik na ang mag-anak.
C. Simula sa araw na iyon, maayos at komportable na ang kanilang bahay.
D. Simula sa araw na iyon, hindi na mainit at tutulo sa loob ng kanilang bahay
ISKOR SA BAHAGI I: _____/5

II. EXPOSITORY PASSAGE (DRAT-FIL7E1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Ano ang naaalala mong mga bagay
o datos tungkol sa Mindanao?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Mindanao

Ang Mindanao ay pangalawang pinakamalaking pulo sa Pilipinas. Bagamat ang Mindanao ay siyang tahanan ng
mga Muslim na Pilipino, may mga rehiyon na hindi nakararami ang mga Muslim, tulad ng mga Rehiyon X, XI at CARAGA.
Karamihan sa mga rehiyong ito ay gumagamit ng panitikang Cebuano. Ang mga rehiyong IX at ARMM ay mga sadyang
Muslim sa lahi, wika, at panitikan.
‘Lupang Pangako’ ang naging bansag sa isla ng Mindanao. Ito ay naging popular nang himukin ng dating Pangulong
Magsaysay ang mga Pilipino na humayo at manirahan sa Mindanao upang paunlarin ang kanilang kabuhayan. Maraming
Pilipino mula sa Luzon ang tumugon sa panawagang ito kaya naman ngayon, isang isla ang Mindanao na puwedeng sabihing
kinatatampukan ng dibersidad. Bukod sa mga Muslim, marami rin ang mga grupong Kristiyano at mga Lumad. Ito ang mga
nagtuturing sa kanilang sarili na katutubo ng Mindanao, hindi dayo kundi nag-ugat dito bilang mga tao at mga komunidad.
Ang pag-aaral sa mga panitikan ng Mindanao kung gayon ay isang pag-aaral din ng dibersidad ng lahing Pilipinas. Hindi
ipinapanukala gayunman na ang dibersidad na ito ay indikasyon ng pagkatawak-watak ng lahi. Nakadaragdag pa nga ito upang
higit na maging makulay ang mga kabihasnan at kulturang Pilipino.
(Hango sa “Ang Panitikang Mindanao at Kasaysayan Nito: “Lupain ng mga Pangako”” mula sa Ang Pitak -Ang Pandayan ng Isip, Talino at Angking
Kasanayan – Baitang 7

(Bilang ng mga Salita: 200) Oras na ginugol sa pagbasa: ______ Segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-aaral.
_____1. Anong rehiyon sa Mindanao ang sadyang Muslim sa lahi, wika, at panitikan? (Literal)
A. Rehiyon X
B. Rehiyon XI
C. Rehiyon IX at ARMM
D. Rehiyon IX at CARAGA

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 56

_____ 2. Ano ang ibinigay na bansag sa pulo ng Mindanao? (Literal)

A. Lupang Pangako
B. Dibersidad na Pulo
C. Tahanan ng mga Muslim
D. Pangalawang Pinakamalaking Pulo

_____ 3. Ano ang kahulugan ng dibersidad na ginamit sa teksto? (Inferential)

A. Pagkaiba-iba
B. Pagkakatulad
C. Pagkawatak-watak
D. Pagkapantay-pantay

_____ 4. Ano ang mahihinuhang dahilan ng mga Pilipino sa paninirahan sa Mindanao? (Integrative)
A. Maraming oportunidad ng pag-unlad
B. Kakaunti pa lamang ang tao sa Mindanao
C. Hinimok sila na manirahan sa Mindanao
D. Iba-ibang lahi ang mga nakatira sa Mindanao

_____ 5. Bilang isang Pilipino, paano mo ipakikita na hindi hadlang ang dibersidad sa pagtatamo ng pag-unlad? (Integrative)
A. Igalang ang kultura, relihiyon, panitikan at lahi ng bawat isa.
B. Ipaliwanag sa mga tao na mahalaga ang kultura, relihiyon, panitikan at lahi.
C. Himukin ang mga tao na tangkilikin ang magagandang kultura, relihiyon, panitikan at lahi.
D. Magmungkahi ng batas sa pag-aaral at pagpapayaman ng kultura, relihiyon, panitikan at lahi.

ISKOR SA BAHAGI II: _____/5

KABUUANG ISKOR (I + II) = _____/10

IV. ANTAS NG PAGUNAWA SA BINASA NG MAG-AARAL

Bilugan ang interpretasyon sa iskor ng mag-aaral.

KABUUANG ISKOR INTERPRETASYON

9-10 Very Proficient with Filipino texts written for Grade 7
7-8 Proficient with Filipino texts written for Grade 7
5-6 Moderately Proficient with Filipino texts written for Grade 7
3-4 Less Proficient with Filipino texts written for Grade 7
1-2 Not Proficient with Filipino texts written for Grade 7

V. MUNGKAHING HAKBANG
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
PANGALAN AT LAGDA NG NAGPABASA

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DIVISION READING ASSESSMENT TOOLS IN FILIPINO FOR GRADES 7-12

SET A
MARKAHANG PAPEL – GRADE 8

PANGALAN NG MAG-AARAL ________________________________ KASARIAN ____ GULANG ____

BAITANG & PANGKAT _________________ PAARALAN ______________________________________
NGALAN NG GURONG NAGPABASA ______________________________________________________
PETSA NG PAGPAPABASA ________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-FIL8N1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Ano ang nakikita mong talento ng
iyong nanay?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Maaliwalas na mga Kulay

Magaling gumuhit si Nanay. Ipinanganak daw siyang may hawak na krayola, sabi ng mga kapitbahay. Sa kanya
kami nagpapaturo ng kapatid kong si Jean para sa mga proyekto namin sa eskuwela. Oo, nagpapaturo lang. Sabi kasi niya,
kami raw ang minamarkahan sa klase kaya kami ang dapat gumagawa ng mga proyekto namin.
“Malinaw ang detalye ng mga guhit ni Kate,” sabi ng labanderang si Aling Ine.
“Maaliwalas at masarap sa mata,” sabi naman ng panaderong si Mang Alex.
Matitingkad lagi ang bulaklak sa mga guhit ni Nanay. Parang kayang umawit ng mga ibon. At parang gagapang at
lilipad ang mga insekto.
Hango sa “Maaliwalas na mga Kulay” ni Mark Anthony S. Salvador

(Bilang ng mga Salita: 105) Oras na ginugol sa pagbasa: ______ Segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-
aaral.
_____1. Sino si Kate sa Tekstong binasa? (Literal)
A. Ang anak
B. Ang nanay
C. Ang kapatid
D. Ang panadero

_____2. Tukuyin ang damdamin ng nagsasalaysay sa teksto. (Inferential)

A. paghanga
B. pagkabagot
C. pagmamahal
D. pagmamalaki

_____3. . Anong katangian ang ipinahihiwatig ng mga salitang nakasalungguhit sa pahayag na “Matitingkad lagi ang
bulaklak sa mga guhit ni Nanay. Parang kayang umawit ng mga ibon. At parang gagapang at lilipad ang mga insekto.”
(Inferential)
A. kasiglahan
B. kasiyahan
C. kahusayan
D. kagandahan

_____4. . Naibahagi ng may akda ang mensahe sa tekstong binasa sa pamamagitan ng ________ (Evaluative)
A. pagkukuwento.
B. pagtukoy sa sinabi ni Aline Ine.
C. paggamit ng mga salitang naglalarawan.
D. pagtukoy sa pangyayaring tinuturuan ng ina ang magkapatid.

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_____ 5. . Piliin sa mga sumusunod ang nagpapahayag ng matatag na pagsang-ayon sa usaping ikaw ang gagawa ng
iyong proyekto dahil ikaw ang mamarkahan kahit hindi ka marunong gumuhit? (Inferential)
A. Sa aking palagay ito po ay tama.
B. Opo, ako ang dapat na gagawa kahit hindi ako marunong gumuhit,
C. Naniniwala po ako na talagang ako ang dapat gumawa ng proyekto.
D. Opo, makabubuti na kung sino ang nag-aaral siya ang gagawa ng proyekto.
ISKOR SA BAHAGI I: _____/5

II. EXPOSITORY PASSAGE (DRAT-FIL8E1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Sa tingin mo ba ay husto na ang
bilis ng Internet sa Pilipinas? Bakit moi nasabi iyan?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Bilis ng Internet sa Pilipinas

MANILA, Philippines - Bumilis sa parehong mobile at fixed broadband ang internet speed ng Pilipinas sa gitna ng pagpasok
ng ikatlong Telco company sa bansa na ginagamit na ng 10 milyong Filipino.
Ayon sa Speedtest Global Index ng website na Ookla, gumanda ang mobile internet speed ng Pilipinas ng 11%
tungo sa 21.41 Mbps sa Hunyo mula sa 19.26 Mbps noong Mayo.
Sa kabila ng bahagyang pagbilis ng internet sa cellphone, mabagal pa rin ito kumpara sa global median speed na 31.01
Mbps.
Ayon kay principal industry analyst Sylwia Kechiche, gumanda ang kalagayan ng LTE sa bansa mula 11.15 Mbps
bago pumasok ang Dito tungo sa 15.53 Mbps isang taon matapos magsimula ang kanilang operasyon.
“Our analysis suggests that Dito’s entry, combined with the regulatory changes, resulted in more network
investment and an overall improvement in the 4G coverage and performance across all operators,” dagdag pa ni Kechiche.
Noong nakaraang linggo, sinabi ng Dito na mahigit kumulang 10-milyong Pilipino na ang kanilang subscribers
nitong Hulyo.
Smart ang pinakamabilis na internet mobile provider sa bansa na may median speed na 24.01 Mbps. Sinundan sila
ng Dito na may 16.96 Mbps habang ikatlo naman Globe na may bilis na aabot sa 15.25 Mbps.

Hango mula sa: Philstar.com intern Jomarc Corpuz

https://www.philstar.com/pilipino-star-ngayon/bansa/
2022/07/20/2196770/internet-sa-pilipinas-bahagyang-
bumilis-mabagal-pa-rin-kumpara-sa-ibang-bansa

(Bilang ng mga Salita:206) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-aaral.
_____1. Ano ang ikatlong Telecommunication company na pumasok sa bansa ayon sa ulat? (Literal)
A. LTE
B. Dito
C. Smart
D. Globe

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_____2. Kung ang Smart ay may bilis na 24.01 mbps at ang Globe ay may bilis na 15.25, gaano kabilis ang Smart kumpara
sa Dito? (Integrative)
A. Mas mabilis ng 1.71
B. Mas mabilis ng 7.05
C. Mas mabilis ng 8.76
D. Mas mabilis ng 39.26

_____3. Sa iyong palagay alin sa mga sumusunod ang higit na kapakipakinabang sa mga subscriber sa bansa sa pagpasok
ng ikatlong telco? (Integrative)
A. Pagbilis ng LTE
B. Pagdami ng subscriber..
C. Pagdami ng internet provider
D. Pagbilis ng mobile internet speed.

_____ 4. Ang sinabi ni Sylvia Kechiche sa ulat ay maaaring nangangahulugan na _________. (Inferential)
A. sa pagkakaroon ng bagong internet provider nagkakaroon ng bagong internet speed.
B. sa pagpasok ng Dito nagkaroon ng maraming network provider na nagpaganda sa LTE ng bansa.
C. ang pagkakaroon ng bagong internet provider ay nagresulta sa maayos na operasyon ng mga network.
D. sa pagpasok ng Dito nagkaroon ng pagbabago sa regulasyon na nagresulta sa pagbuti ng
pangkalahatang operasyon ng mga network provider.

_____5. Ano ang layunin ng may akda ng artikulong ito? (Evaluative)

A. Magpahayag ng opinyon
B. Magsalaysay ng isang kuwento
C. Magbiay ng aliw sa mga mambabasa
D. Mag-ulat nga mga datos ukol sa paksa
ISKOR SA BAHAGI II: _____/5

KABUUANG ISKOR (I + II) = _____/10

IV. ANTAS NG PAG-UNAWA SA BINASA NG MAG-AARAL

Bilugan ang interpretasyon sa iskor ng mag-aaral.

KABUUANG ISKOR INTERPRETASYON

9-10 Very Proficient with Filipino texts written for Grade 8
7-8 Proficient with Filipino texts written for Grade 8
5-6 Moderately Proficient with Filipino texts written for Grade 8
3-4 Less Proficient with Filipino texts written for Grade 8
1-2 Not Proficient with Filipino texts written for Grade 8

V. MUNGKAHING HAKBANG
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
PANGALAN AT LAGDA NG NAGPABASA

DRAT-Manual-2023/ppdepatillo-june2023
 60

DIVISION READING ASSESSMENT TOOLS IN FILIPINO FOR GRADES 7-12

SET A
MARKAHANG PAPEL – GRADE 9

PANGALAN NG MAG-AARAL ________________________________ KASARIAN ____ GULANG ____

BAITANG & PANGKAT _________________ PAARALAN ______________________________________
NGALAN NG GURONG NAGPABASA ______________________________________________________
PETSA NG PAGPAPABASA ________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-FIL9N1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: May alam ka bang kapangyarihan ni
Jesus? Ano iyon?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Pinatigil ni Jesus ang Bagyo sa Lawa

Nang minsang sumakay si Jesus sa bangka kasama ang kanyang mga alagad ay bumugso sa lawa ang isang malakas
na bagyo. Sa lakas ng bagyo ay halos matabunan na ng alon ang bangkang sinasakyan nila. Nagkataon namang natutulog noon
si Jesus’ kaya ang mga alagad ay nilapitan at ginising siya.
“Panginoon, tulungan ninyo kami! Mamamatay kami! Lulubog tayo!”
Nang magising si Jesus ay sinabi niya sa mga alagad, “Ano’t kayo’y natatakot? Napakaliit naman ng pananalig
ninyo!”
Nang oras ding yaon ay bumangon si Jesus, pinatigil ang hangin at ang mga alon, at bumuti ang panahon. Ang lahat
ng nakasakay sa bangka ay namangha at sinabing, “Ano kayang uri ng tao ito? Maging ang hangin at ang lawa ay sumusunod
sa kanya!”
Hango sa Bibliya mula sa aklat ng Mateo kabanata 8 talata 23 hanggang 27

(Bilang ng mga salita: 128) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-
aaral.
_____1. Sino ang kasama ni Jesus na sumakay sa bangka? (Literal)
A. Jesus
B. Isang Alagad
C. Mga alagad
D. Jesus at mga alagad
_____2. Ano ang nakapangamba sa kanila nang nakasakay na sila sa bangka? (Kiteral)
A. Dumating ang malakas na buhawi.
B. Bumuhos ang malakas na bagyo.
C. Bumuhos ang ihip ng hangin.
D. Dumating ang malakas na kulog.

_____3. Sa sobrang takot, ano ang ginawa ng mga alagad? (Literal)

A. Nilapitan at ginising si Jesus
B. Nilapitan at pinatulog si Jesus
C. Ginising at binulungan si Jesus
D. Ginising at kinukwentuhan si Jesus

_____4. Ano ang naging REAKSYON ng mga alagad ng biglang lumakas ang bagyo? (Inferential)
A. natuwa sa pagdating ng malakas na bagyo.
B. nalungkot sa pagdating ng malakas na bagyo.
C. natakot sa pagdating ng malakas na bagyo.
D. nagulat sa pagdating ng malakas na bagyo

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 61

_____5. Ano ang ginawa ni Jesus sa mga alagad niyang matatakutin? (Inferntial)
A. Sinigawan niya ang mga alagad.
B. Tinalikuran niya ang mga alagad.
C. Tumayo at kumaway siya sa mga alagad.
D. Ipinadama niya ang pagiging mahinahon at pananalig.
ISKOR SA BAHAGI I: _____/5

II. EXPOSITORY PASSAGE (DRAT-FIL9E1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Ano sa palagay mo ang solusyon sa
lubos na kahirapan ng marami sa ating mga kababayan?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Para sa Bayan (Editoryal)

Bilang isang mamamayang Pilipino, kahit isang estudyante pa lamang ako ay hindi dapat ako nagbubulag-bulagan
sa mga nangyayari sa aking paligid. Magmula sa mga basurang nakakalat sa kalsada hanggang sa pinakamaitim na usok na
ibinubuga ng mga sasakyan na nakakasira sa kalikasan.
Masigasig akong nakikinig, nagmamatyag at nagbibigay impormasyon sa mga kinauukulan kung kinakailangan. Ito
ay pagpapakita ng aking malasakit at pagmamahal sa aking bayan at nawa’y maging ehemplo sa iba. Ang pagiging alisto,
maagap at bukas-mata sa mga nangyayari sa ating paligid ay isang solusyon na maaaring makatulong sa ating bayan.
Ang kahirapan kaya ang laging dahilan ng mga problema? Ang mga walang tirahan, trabaho o salapi paano ba nila
maitatawid ang pang araw araw na buhay. Kung mabibigyan lang sana sila ng mga trabaho mula sa ating gobyerno, mga
trabahong maaring makatulong at bumuhay sa kanilang pamilya. Ang mga programa ng gobyerno na nagbibigay tulong
pinansyal at pagbibigay ng mga murang pabahay ay iilan lamang sa mga solusyong maaring magpabago ng kanilang buhay.
- Elsa V Villar

(Bilang ng mga salita: 169) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-aaral.
_____ 1. Sino ang naglalahad sa teksto? (Literal)
A. pamilya
B. mamamayan
C. Pilipino
D. Estudyante

_____ 2. Ano ang ipinahayag ng may-akda na hindi dapat gawin? (Inferential)

A. Magdiwang sa mga nangyayari sa paligid
B. Huwag magbulag- bulagan bilang isang Pilipino
C. Balewalain ang mga nangyayari sa ating paligid
D. Isantabi na lamang kung ano mang nagaganap sa paligid

_____3. Alin sa mga sumusunod ang hindi napag-ukulan ng pansin ng naglalahad? (Lieral)
A. basurang nakakalat sa kalsada
B. usok na ibinubuga ng mga sasakyan
C. walang tirahan, trabaho o salapi
D. kalagayan ng ating kalusugan

_____ 4. Ano ang mungkahi ng may-akda na gawin para mabago ang buhay ng tao? (Literal)
A. Maayos na pangulo
B. magsawalang bahala
C. malisto, maagap, at bukas mata sa mga nangyayari
D. maayos na programa at pamamalakad ng gobyerno

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 62

_____5. Bilang kabataan, ano ang maaari mong maibahagi para sa pagbabago at pagsulong ng ating bansa? (Integrative)
A. Deadmahin at maging alisto lang.
B. makiisa at makilahok sa tamang aspekto
C. Makiisa at makilahok sa mga pwedeng baguhin
D. Manggulo sa pamamagitan ng pag-post sa social media.

ISKOR SA BAHAGI II: _____/5

KABUUANG ISKOR (I + II) = _____/10

IV. ANTAS NG PAG-UNAWA SA BINASA NG MAG-AARAL

Bilugan ang interpretasyon sa iskor ng mag-aaral.

KABUUANG ISKOR INTERPRETASYON

9-10 Very Proficient with Filipino texts written for Grade 9
7-8 Proficient with Filipino texts written for Grade 9
5-6 Moderately Proficient with Filipino texts written for Grade 9
3-4 Less Proficient with Filipino texts written for Grade 9
1-2 Not Proficient with Filipino texts written for Grade 9

V. MUNGKAHING HAKBANG
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
PANGALAN AT LAGDA NG NAGPABASA

DRAT-Manual-2023/ppdepatillo-june2023
 63

DIVISION READING ASSESSMENT TOOLS IN FILIPINO FOR GRADES 7-12

SET A
MARKAHANG PAPEL – GRADE 10

PANGALAN NG MAG-AARAL ________________________________ KASARIAN ____ GULANG ____

BAITANG & PANGKAT _________________ PAARALAN ______________________________________
NGALAN NG GURONG NAGPABASA ______________________________________________________
PETSA NG PAGPAPABASA ________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-FIL10N1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Kaya mo bang tulungan ang isang
kaaway mo? Bakit?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Ang Mabuting Samaritano

Isang araw ay may taong naglalakbay mula sa Jerusalem papuntang Jerico. Hinarang siya ng mga tulisan. Hinubaran,
binugbog, at iniwang halos patay na.
May isang pari na napadaan sa lugar ngunit sa halip na tulungan ay lumihis siya ng daan at nagpatuloy lamang sa
paglalakad na parang walang nakita.
Ganoon din ang ginawa ng isang Levita na nakakita sa bugbog saradong katawan ng lalaki.
Nagkataon namang napadaan ang isang lalaking Samaritano na naglalakbay at nang makita ang lalaki ay agad niya
itong tinulungan. Siya’y naawa dito, binuhusan at nilinis ang sugat saka binendahan.
Pagkaraan ay isinakay niya ang lalaki sa kanyang asno at dinala ito sa bahay-panuluyan upang maalagaan siya doon.
Bago umalis kinabukasan ay nag-iwan pa siya ng dalawang salaping pilak ang namamahala ng bahay-panuluyan at
nagbilin na alagaan niya muna ang lalaki at kung sakaling may magastos pa siya na higit sa iniwan niyang pera ay babayaran
na lamang niya ito sa kanyang muling pagbabalik.
Pagkatapos mailahad ni Jesus ang talinghaga ay nagtanong ito, “Sa palagay mo, sino kaya sa tatlo ang naging tunay
na kapwa ng taong hinarang ng mga tulisan?”
“Ang taong tumulong sa kanya,” tugon ng eskriba.
Kaya’t sinabi sa kanya ni Jesus, “Kung gayon, humayo ka’t gayon din ang gawin mo.”
-Parabula Halimbawa: 8 Parabula sa Bibliya na may Aral - Pinoy Collection

(Bilang ng salita: 210) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-
aaral.
_____1. Saan dinala ng lalaking Samaritano ang taong sugatan? (Literal)
A. Jerico
B. Jerusalem
C. Samaritano
D. Bahay-panuluyan

_____2. Ano ang damdaming naramdaman ng lalaking sugatan nang dumaan ang isang pari at Levita? (Infernetial)
A. pagkamuhi
B. pagkalungkot
C. pagkadismaya
D. panghihinayang

_____3. Sa kasalukuyang panahon, mayroong pa bang tulad ng isang pari at Levita sa teksto? (Integrative)
A. Opo, dahil may mga taong ayaw makipag-away.
B. Opo, dahil may mga taong nagsasawalang bahala sa kapwa.
C. Opo, dahil may mga taong dumadaan sa buhay ng bawat isa.
D. Opo, dahil may mga taong tahimik tumitingin sa ating buhay.

DRAT-Manual-2023/ppdepatillo-june2023
 64

_____ 4. Bilang kabataan, paano ka makakatulong sa kapwa mong nangangailangan? (Integrative)

A. Tutulungan siya at hihingi ng kapalit.
B. Tutulungan siya at makikipag-ugnayan sa pulisya.
C. Tutulungan siya at maghahanap ng ibang makatutulong sa kanya.
D. Tutulungan siya at hahanapin ang gumawa sa kanya ng kasamaan.

_____ 5. Ano ang layunin ni Jesus sa pagsasalaysay sa kuwento ng Samaritano? (Evaluative)

A. Upang tumulong sa kapwa.
B. Upang matutuhan ang kahalagahan ng bibliya.
C. Upang malaman ang kagandahan ng mabuting gawa.
D. Upang matutuhan ang tungkol sa pagmamahal sa kapwa.

ISKOR SA BAHAGI I: _____/5

II. EXPOSITORY PASSAGE (DRAT-FIL10E1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Ano sa tingin mo ang magandang
dulot ng paghahalaman?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

May Pera rin sa Paghahalaman

Sapagkat may pera sa basura, may pera rin sa paghahalaman. Matatandaang nag-trending sa internet ang iba’t ibang
klase ng halaman na hindi mo aakalain ang presyo. Isa na rito ang Cycad o Pitugo na berdeng halaman at popular sa mga
tahanan sa Pilipinas. Umaabot ang presyo nito sa 5,000-50,000 pesos depende sa taas at laki nito. Sumunod pa rito ay ang
“Variegated Yucca Plants”, popular ito sa bansang Mexico at ginagamit ang katas nito sa paggawa ng sabon at shampoo.
Marami itong benipisyong medikal tulad ng asthma, arthritis at pananakit ng buto. Ang presyo nito ay umaabot sa 500,000
pesos. Dahil sa mahal ng mga presyo ng ilan sa mga halaman ay sinubukan ng ilang mga plantita at plantito na magparami ng
mga ito dahil nalilibang ka na nga, may mapagkakakitaan ka pa.

Maaring pagsamahin ang iyong talento sa pagbuo ng mga magagandang paso na pagtataniman o pagsasabitan ng
mga halaman. Ang pagkakaroon ng mga halaman ay nagdadagdag ng maaliwalas ang paligid sa mga tahanan. Nagsisilbi rin
itong dekorasyon mula sa pagpasok ng pinto hanggang sa loob ng mga kwarto base sa mga tawag dito. May tinatawag na
‘Welcome Plant’ na mainam ilagay sa pinto ng bahay, at ‘Money Plant’ na sinasabing makapaghahatid ng suwerte sa mga
bahay. Nagbibigay rin ito ng positibong tingin at agaw-pansin sa mga bisita dahil sa taglay nitong kagandahan.

- Alexandria M. Castillo
(Bilang ng mga salita: 229) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-aaral.
_____1. Alin sa sumusunod na mga halaman ang ginagamit ang katas sa paggawa ng mga produkto? (Literal)
A. Cycad
B. Money Plant
C. Welcome Plant
D. Variegated Yucca Plant

_____2. Nagbibigay rin ito ng positibong tingin at agaw-pansin sa mga bisita dahil sa taglay nitong kagandahan.
(Inferential)
Ano ang nais ipahiwatig ng pahayag?
A. Ang mga halaaman ay isang kasangkapan.
B. Ang mga halaman ay nagpapakita ng kalinisan.
C. Ang mga halaman ay nagbibigay ng karunungan.
D. Ang mga halaman ay nagbibigay ng kaligayahan.

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 65

_____3. Ano ang layunin ng mag-akda ng teksto? (Evaluative)

A. maglahad
B. magsalaysay
C. manghikayat
D. mangatwiran

_____4. Lahat ng halaman ay makatutulong sa mga tao. Alin sa sumusunod na halaman ang mas kapakipakinabang sa
mga tao? (Literal)
A. Cyrad dahil sa presyo nito na nakadepende pa sa laki o taas.
B. Variegated Yucca Plants dahil sa may benepisyo itong medikal.
C. Money Plant dahil nakapagbibigay ito ng suwerte sa mga tao sa bahay.
D. Welcome Plant dahil nagbibigay ito ng magandang impresyon sa tahanan.

_____5. Matapos basahin ang teksto, ano ang iyong naging impresyon sa mga taong tumantangkilik sa mga halaman?
(Integrative)
A. Sila ay matulungin at maagap.
B. Sila ay malikhain at maparaan.
C. Sila ay maparaan at maasahan
D. Sila ay maasahan at malikhain.

ISKOR SA BAHAGI II: _____/5

KABUUANG ISKOR (I + II) = _____/10

IV. ANTAS NG PAG-UNAWA SA BINASA NG MAG-AARAL

Bilugan ang interpretasyon sa iskor ng mag-aaral.

KABUUANG ISKOR INTERPRETASYON

9-10 Very Proficient with Filipino texts written for Grade 10
7-8 Proficient with Filipino texts written for Grade 10
5-6 Moderately Proficient with Filipino texts written for Grade 10
3-4 Less Proficient with Filipino texts written for Grade 10
1-2 Not Proficient with Filipino texts written for Grade 10

V. MUNGKAHING HAKBANG
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
PANGALAN AT LAGDA NG NAGPABASA

DRAT-Manual-2023/ppdepatillo-june2023
 66

DIVISION READING ASSESSMENT TOOLS IN FILIPINO FOR GRADES 7-12

SET A
MARKAHANG PAPEL – GRADE 11

PANGALAN NG MAG-AARAL ________________________________ KASARIAN ____ GULANG ____

BAITANG & PANGKAT _________________ PAARALAN ______________________________________
NGALAN NG GURONG NAGPABASA ______________________________________________________
PETSA NG PAGPAPABASA ________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-FIL11E1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Para sa iyo, ano ang kahalgahan ng
pagbabasa?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Ang Pagbasa

Alam mo ba na ang pagbasa ay pakikipag-usap ng awtor sa kaniyang mga mambabasa? Ito ay isang proseso ng
pagbuo ng mga kahulugan mula sa mga nakasulat o nakalimbag na mga salita sa isang teksto. Ito rin ay isang kasanayan na
nangangailangan ng koordinasyon ng iba’t iba at magkakaugnay na pinagmulan ng impormasyon at pagtuklas sa kahulugan
ng bawat simbolo tungo sa pagbuo ng kahulugan.
May dalawang uri ng pagbasa; ang scanning o skimming. Tumutukoy ang scanning sa mabilisang pagbasa ng teksto
na ang layunin ay hanapin ang ispesipikong impormasyon na itinatakda bago bumasa. Halimbawa nito ang pangalan, petsa,
lugar, at iba pang impormasyon na nais mong hanapin sa teksto. Ang skimming naman mabilisang pagbasa na ang layunin ay
alamin ang kahulugan ng kabuoang teksto, kung paano inorganisa ang mga ideya o kabuoang diskurso ng teksto at kung ano
ang pananaw at layunin ng manunulat.

Mayroon namang iba’t ibang uri ng teksto na maaaring basahin; ito ang tekstong impormatibo, deskriptibo,
persuweysib, naratib, argyumentatibo, at prosidyural. Ang bawat uri ng teksto at may iba’t ibang layunin at tiyak na istilo kung
paano binubuo at sinusulat. Bawat isa ay may kaniya-kaniyang katangian kung bakit ito natatangi sa iba.
Ano’t ano man ang teksto na iyong binabasa, mahalaga na ito ay makapagbigay ng tunay at makatotohanang
kaalaman na magagamit mo sa pang-araw-araw na buhay. Kaya’t ano pang hinihintay mo? Simulan mo nang magbasa at
tumuklas ng bagong kaalaman!

- Josephine B. Sandoval

(Bilang ng mga salita: 237) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-
aaral.
_____1. Ano ang paksa ng teksto na iyong binasa? (Literal)
A. Pagbasa
B. Scanning
C. Skimming
D. Iba’t Ibang Uri ng Teksto

_____2. Ano ang kabutihang dulot ng pagbabasa? (Literal)

A. Maisagawa ang scanning at skimming
B. Makapagbasa ng iba’t ibang uri ng teksto
C. Makatuklas ng bagong ideya upang magamit ng tao
D. Makapulot ng kaalaman na magagamit sa araw-araw

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_____3. Ano ang layunin ng tekstong binasa? (Evaluative)

A. Maglarawan
B. Masalaysay
C. Manghikayat
D. Magbigay impormasyon

_____4. Ano ang nais na ipagawa ng teksto sa mga mambabasa? (Evaluative)

A. Mailarawan ang scanning at skimming
B. Magbigay ng impormasyon hinggil sa pagbasa
C. Maisalaysay kung paano ginagawa ang pagbabasa
D. Mahikayat na magbasa ng iba’t ibang uri ng teksto

_____5. Ano ang angkop na pamagat ng teksto? (Creative)

A. Tara! Halina’t Magbasa
B. Kabutihang Dulot ng Pagbabasa
C. Tuklasin ang Iba’t Ibang Uri ng Teksto
D. Scanning at Skimming: Mga Uri ng Pagbasa

ISKOR SA BAHAGI I: _____/5

II. EXPOSITORY PASSAGE (DRAT-FIL11E2)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Ano ang pananaliksik?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Ang Pananaliksik

Ang pananaliksik ay uri ng sulating masuri, makatotohanan, napapanahon at may masistemang proseso upang
makapangalap, makabuo at makatuklas ng mga kasagutan at inobasyon sa isang tiyak na larangan.
Ayon kay Clarke at Clarke (2005), ang pananaliksik ay isang maingat, sistematiko at obhetibong imbestigasyon na
isinasagawa upang makakuha ng mga balidong katotohanan, makabuo ng konklusyon at makalikha ng mga simulaing kaugnay
ng inilahad na suliranin batay sa iba’t ibang larangan o disiplina.
Samantala, ayon naman kina Nuncio, et al. (2013), ang pananaliksik ay isang lohikal na proseso ng paghahanap ng
obhetibong sagot sa mga katanungang nakabatay sa suliranin at metodo ng pag-aaral tungo sa produksiyon ng maraming
kaalaman at kasanayang makatutugon sa pangangailangan ng tao at ng lipunan.
Dagdag pa, ayon kina Calderon at Gonzales (1993), ang pananaliksik ay isang sistematiko at siyentipikong pamamaraan
ng pag-iipon, pagsusuri, paglilinaw, pag-aayos, pagpapaliwanag, at pagbibigay ng kahulugan sa isang datos o impormasyon
na nangangailangan ng solusyon sa problema.
Samakatuwid, ang pananaliksik ay nangangailangan ng intelektuwal na kasanayan at sapat na kaalaman sa pamaraan at
etikal na pagbuo nito upang humantong sa paglalahat at kongklusyon ng bagong pagkatuto sa isang partikular na larangan.
-Erwin E. Urian

(Bilang ng mga salita: 190) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-aaral.

_____1. Ayon kina Nuncio, et al. (2013), ang pananaliksik ay _______ (Literal)
A. proseso ng paghahanap ng obhetibong sagot.
B. maingat,sistematiko at obhetibong imbestigasyon.
C. siyentipikong pamamaraan ng pag-iipon, pagsusuri, paglilinaw ng datos.
D. paghahanap sa mahahalagang impormasyon sa paglutas ng mga suliranin.

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____2. Isa sa mga katangian ng pananaliksik ay ____________ (Literal)

A. balido
B malinaw
C. malikhain
D. masistema

_____3. Ano ang maaaring maging pangunahing hanguan ng datos sa pagbuo ng pananaliksik? (Infernetial)
A. magasin at diyaryo
B. tesis at disertastyon
C. dokumentaryo at pelikula
D. akdang pampanitikan at musika

____4.Anong pangunahing katangian ang dapat taglayin ng manunulat sa pagbuo ng pananaliksik? (Inferential)
A. matalino
B. mapanuri
C. madiskarte
D. makuwento

_____5. Matapos mabasa ang teksto, nabuo sa aking isipan na ang pananaliksik ay____________? (Integrative)
A. nagbibigay kalinawan at kasagutan sa mga isyung panlipunan.
B. naglalahad ng napapanahong pangyayari sa loob at labas ng bansa.
C. nagpapakita ng mga datos na magsisilbing batayan sa pag-unawa sa teksto.
D. nagdudulot ng pag-unlad sa pamamagitan ng pagtuklas at inobasyon sa iba’t ibang larangan.

ISKOR SA BAHAGI II: _____/5

KABUUANG ISKOR (I + II) = _____/10

IV. ANTAS NG PAG-UNAWA SA BINASA NG MAG-AARAL

Bilugan ang interpretasyon sa iskor ng mag-aaral.

KABUUANG ISKOR INTERPRETASYON

9-10 Very Proficient with Filipino texts written for Grade 10
7-8 Proficient with Filipino texts written for Grade 10
5-6 Moderately Proficient with Filipino texts written for Grade 10
3-4 Less Proficient with Filipino texts written for Grade 10
1-2 Not Proficient with Filipino texts written for Grade 10

V. MUNGLAHING HAKBANG
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
PANGALAN AT LAGDA NG NAGPABASA

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DIVISION READING ASSESSMENT TOOLS IN FILIPINO FOR GRADES 7-12

SET A
MARKAHANG PAPEL – GRADE 12

PANGALAN NG MAG-AARAL ________________________________ KASARIAN ____ GULANG ____

BAITANG & PANGKAT _________________ PAARALAN ______________________________________
NGALAN NG GURONG NAGPABASA ______________________________________________________
PETSA NG PAGPAPABASA ________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-FIL12E1)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Anu-ano ang mga halimbawa ng
akademikong sulatin?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Ang Akademikong Sulatin

Ang pagsulat ng mga akademikong sulatin tulad ng katitikan ng pulong, abstrak, sintesis, pamanahong papel at
posisyong papel ay intelektuwal na pamamaraan ng pagsulat na naglalaman ng mga makatotohanan at napapanahong datos,
masuri at sistematikong balangkas, pormal na antas ng wika, estruktura at maging estilo ng manunulat kung kaya ang ganitong
uri ng mga sulatin ay nangangailangan ng mataas na antas ng kasanayang akademiko. Layunin ng akademikong sulatin na
makapagbahagi ng mga impormasyong may kaugnayan at magagamit sa iba’t ibang larangan sa akademya. Hindi lamang ito
nakukulong sa mga mag-aaral ng wika at gramatika bagkus ginagawa rin ito ng mga propesyunal sa kani-kanilang industriya.
Dagdag pa, layunin din ng akademikong sulatin ang makapagsuri at makabuo ng wastong konsepto mula sa tinalakay
na paksa, mga babasahin o sa isinagawang pag -aaral.
-Erwin E. Urian

(Bilang ng mga salita: 132) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-
aaral.
_____1. Alin ang isa pang taguri o tawag sa akademikong sulatin? (Literal)
A. pormal
B. balangkas
C. intelektuwal
D. propesyunal

_____2. Alin sa sumusunod ang HINDI katangian ng akademikong sulatin? (Literal)

A. mga opinyon ng mananaliksik
B. masuri at may sistematikong balangkas
C. makatotohanan at napapanahon ang mga datos
D. pormal na antas, estruktura at estilo sa pagsulat

_____3. Ano ang katangiang dapat taglayin ng manunulat ng mga akademikong sulatin? (Literal)
A. sinusuri ang mga sulating nakalathala
B. nangongolekta ng mga nakalimbag na sulatin
C. nagbibigay puna sa mga likhang literari o akda
D. may sapat na kaalaman at karanasan sa kasanayang ito

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_____4. Ano ang layunin ng manunulat tungkol sa pagkatuto ng mga mag -aaral sa mga akademikong sulatin?
(Evaluative)
A. magsuri
B. maglahad
C. magsalaysay
D. manghikayat

_____5. Paano mo magagamit ang mga akademikong sulatin sa pansariling pag -unlad? (Integrative)
A. sa pamamagitan ng pagkalap ng impormasyon sa isyu
B. sa pamamagitan ng paglalahad at pagsusuri sa partikula r na paksa.
C. sa pamamagitan ng pag-uugnay ng mga impormasyong natutuhan at karanasan ng ibang tao
D. sa pamamagitan ng pagkuha ng pananaw ng iba’t ibang tao sa mga napapanahong usapin

ISKOR SA BAHAGI I: _____/5

II. EXPOSITORY PASSAGE (DRAT-FIL12E2)

A. BAGO MAGBASA. Itanong ng guro ang Tanong na Pagganyak: Anong mga katangian ang
kailangan sa isang manunulat ng mga teknikal na sulatin?
Sagot: _____________________________________________________________________________________________
Obserbasyon ng guro tungkol sa sagot ng mag-aaral:
 Maraming alam ang mag-aaral tungkol sa paksa.  Kaunti lamang ang alam ng mag-aaral tungkol sa paksa.
 May hustong alam ang mag-aaral tungkol sa paksa.  Halos walang alam ang mag-aaral tugkol sa paksa.

B, HABANG NAGBABASA. Itala ng guro ang mga mali ng mag-aaral gamit ang mga sumusuno na
marka:
Maling bigkas ( ) ) Pagpapalit (S) Pagkakaltas (/)
Pagsisingit/Insertion () Paglilipat ( ) Pag-uuli ®
BILANG NG MGA MALI: _________

Ang Teknikal na Sulatin

Mahalaga ang papel na ginagampanan ng teknikal na sulatin sa iba’t ibang industriya dahil ito ang nagbibigay ng
mahalagang dokumentasyong teknikal sa gamit at aplikasyon ng mga produkto at serbisyo. Ang paggawa ng ganitong uri ng
sulatin ay nangangilangan ng sapat na kaalaman at karanasan sa isang partikular na larangan upang makabuo ng isang
epektibong dokumento. Taglay ng sulating ito ang pagiging masuri, malinaw, obhektibo, at makatotohanang mga
impormasyon maging ang mga teknikal na termino.
Ilan sa mga katangiang dapat taglayin ng manunulat ng mga teknikal na sulatin ay ang pagkilala sa target na babasa,
marapat din na alam ng manunulat ang mga pangangailangan at kagustuhan ng mga mambabasa. Gayundin, malinaw at
nakakamit nito ang mga layunin. Makatutulong ang paggamit ng mga talahanayan, grapiko at mga larawan sa malinaw at
epektibong pagbuo nito. Dagdag pa, ang teknikal na sulatin ay hindi maramdamin o emosyunal na sulatin sa halip, binibigyan
ng pansin ang deskripsyon ng produkto, pamaraan ng pagbuo at paggamit, mga dapat at di dapat gawin.

Erwin E. Urian

(Bilang ng mga salita: 170) Oras na ginugol sa pagbasa: ______ segundo

III. PAGKATAPOS MAGBASA. Lagyan ng tsek (√) kung tama o ng ekis (X) kung mali ang sagot ng mag-aaral.
_____1. Ayon sa binasa, ano ang HINDI katangian ng teknikal na sulatin? (Literal)
A. Malinaw
B. Obhektibo
C. Maramdamin
D. Makatotohanan

_____2. Ang uri ng sulating ito ay nangangailangan ng sapat na kaalaman at karanasan sa isang partikular na larangan. (Literal)
A. masuri
B. teknikal
C. dokumento
D. akademiko

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_____3. Batay sa mga ibinigay na kahulugan at katangian, ano ang maaaring halimbawa ng teknikal na sulatin? (Inferential)
A. iskrip ng dula
B. liriko ng awit
C. promo materials
D. pamanahong papel

_____4. Ano ang layunin ng awtor sa kabuoan ng teksto? (Evaluative)

A. mangaral
B. maglahad
C. mangatwiran
D. magsalaysay

_____5. Paano mo nakikita ang malalim na layunin sa pagkatuto ng mga sulating teknikal? (Integrative)
A. makabuo ng mga halimbawang kaugnay sa larangang kinabibilangan
B. magamit ang kasanayan sa paggawa ng epektibong sulating pangnegosyo
C. makapagpakilala ng gawain sa higit pang ikauunlad ng mga sulating teknikal
D. makapagsuri ng isang epektibong sulating teknikal sa partikular na larangan

ISKOR SA BAHAGI II: _____/5

KABUUANG ISKOR (I + II) = _____/10

IV. ANTAS NG PAG-UNAWA SA BINASA NG MAG-AARAL

Bilugan ang interpretasyon sa iskor ng mag-aaral.

KABUUANG ISKOR INTERPRETASYON

9-10 Very Proficient with Filipino texts written for Grade 12
7-8 Proficient with Filipino texts written for Grade 12
5-6 Moderately Proficient with Filipino texts written for Grade 12
3-4 Less Proficient with Filipino texts written for Grade 12
1-2 Not Proficient with Filipino texts written for Grade 12

V. MUNGKAHING HAKBANG
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
PANGALAN AT LAGDA NG NAGPABASA

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DIVISION READING ASSESSMENT TOOLS

IN ENGLISH (DRAT-ENG)
FOR GRADES 7-12
SET A

RATING SHEETS

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DIVISION READING ASSESSMENT TOOLS IN ENGLISH FOR GRADES 7-12

SET A
RATING SHEET – GRADE 7

NAME OF LEARNER _____________________________________ SEX ____________ AGE __________

GRADE & SECTIION _________________ SCHOOL ___________________________________________
NAME OF TEACHER-ASSESSOR ______________________________________________________
DATE OF ASSESSMENT________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-ENG7N1)

A. BEFORE READING. Assessor should ask the motivation question: Would you like to go to Boracay?
Why or why not?
Answer: ___________________________________________________________________________________________
Assessor’s observation regarding the learner’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

My Boracay

For me, Boracay, one of the most famous beaches in the world, is a blessed island. I was amazed and fascinated when I
visited the place. Its powder-like sand made me feel like I was on a paradise island. Seeing its crystal-clear waters made me
feel blessed and alive. Many locals and tourists often go back not only because of the paradise-like view but also to enjoy life
and its blessings. I am one of them.
- Emily V. Larong

(Word Count: 78) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____ 1. What makes tourists go back to Boracay? (Literal)
A. It is beautiful.
B. It is a blessed place.
C. It has a paradise-like view.
D. It has crystal-clear waters.

_____ 2. Why does the author consider Boracay a paradise island? (Literal)
A. It is famous all over the world.
B. It has powder-like sand and crystal-clear waters.
C. Because of statement B.
D. Because of statements A and B.

_____ 3. What message does the paragraph convey? (Inferential)

A. Boracay’s characteristics make it a famous island.
B. Boracay’s characteristics make it a blessed island.
C. Boracay’s characteristics make people talk about it a lot.
D. Boracay’s characteristics make people return to it again and again.

_____ 4. Do you think Boracay needs to be advertised on TV, social media and other promotional platforms? (Inferential)
A. Yes, because Boracay is a fascinating island.
B. Yes, because many people still do not know about this island.
C. No, because it is just like any other island.
D. No, because it is not safe to visit this island.

_____ 5. What do you think is the author’s purpose in writing this paragraph? (Evalluative)
A. The author wants to discuss the things you can do in Boracay.
B. The author wants to provoke one’s imagination on the beauty of Boracay.
C. The author wants to explain the behavior of locals and tourists in this island.
D. The author wants to compare Boracay with the other islands in the Philippines.
SCORE IN PART I: _____/5

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II. EXPOSITORY PASSAGE (DRAT-ENG7E1)

A. BEFORE READING. Assessor should ask the motivation question: What makes an email different
from ordinary mail?
Answer:
_____________________________________________________________________________________________
Assessor’s observation regarding the leanrer’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________
Email

An email is not something you can hold in your hand and send by post. It is simply mail in digital form that can be sent
to its recipient through the Internet. Also, you don’t need a stamp to send it. It is an electronic document that can be sent
anyplace, anytime, as long as the recipient has an internet connection. Consequently, a person does not need to go to the post
office just to send an important letter or message. All he or she has to do is simply open his or her email account, type a
message and send it to the recipient’s email address. In other words, email is mail made simpler and easier.
(Word Count: 118) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. Which of the following statements is NOT said about email by the author? (Literal)
A. It is mail of all mails.
B. It is mail in digital form.
C. It is mail made simpler and easier.
D. It is mail that can be sent anyplace, anytime.

_____ 2. Is it necessary to have an email? (Inferential)

A. Yes, because it needs a recipient.
B. Yes, because it can be sent electronically.
C. Yes, because it needs internet connection.
D. Yes, because it is a requirement in today’s world.

_____3. Which mail is more useful, the traditional mail or the email? (Inferential)
A. Both mails are not that important.
B. Both mails are useful, relevant and necessary.
C. The email because it is fast, convenient and cheap.
D. The traditional mail because everyone knows how to send it.

_____ 4. Do you think old people must have an email? (Integrative)

A. Yes, because the present time demands it.
B. Yes, because it is their right to have an email.
C. No, because this technology will just scare them.
D. No, because they do not need this challenging technology.

_____5. How will you maximize the value of the email? (Integrative)
A. I will use it when I want to.
B. I will use it only for urgent matters.
C. I will use it in all of my communications.
D. I will use it when I am too busy to go to the post office.

SCORE IN PART II: _____/5

TOTAL SCORE (I + II) = _____/10

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IV. READING COMPREHENSION PROFILE OF STUDENT

Circle of highlight the interpretation of the learner’s total score.

TOTAL SCORE INTERPRETATION

9-10 Very Proficient with English texts written for Grade 7
7-8 Proficient with English texts written for Grade 7
5-6 Moderately Proficient with English texts written for Grade 7
3-4 Less Proficient with English texts written for Grade 7
1-2 Not Proficient with English texts written for Grade 7

V. RECOMMENDED ACTION
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
NAME AND SIGNATURE OF ASSESSOR

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DIVISION READING ASSESSMENT TOOLS IN ENGLISH FOR GRADES 7-12

SET A
RATING SHEET – GRADE 8

NAME OF LEARNER _____________________________________ SEX ____________ AGE __________

GRADE & SECTIION _________________ SCHOOL ___________________________________________
NAME OF TEACHER-ASSESSOR ______________________________________________________
DATE OF ASSESSMENT________________________________________________________________
I. NARRATIVE PASSAGE (DRAT-ENG8N1)
A. BEFORE READING. Assessor should ask the motivation question: What does a seed need to grow?
Answer: ___________________________________________________________________________________________
Assessor’s observation regarding the learner’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

The Parable of the Sower

That same day Jesus went out of the house and sat by the lake. Such large crowds gathered around him that he got into a
boat and sat in it, while all the people stood on the shore. Then he told them many things in parables, saying: “A farmer went
out to sow his seed. As he was scattering the seed, some fell along the path, and the birds came and ate it up. Some fell on
rocky places, where it did not have much soil. It sprang up quickly, because the soil was shallow. But when the sun came up,
the plants were scorched, and they withered because they had no root. Other seed fell among thorns, which grew up and choked
the plants. Still other seed fell on good soil, where it produced a crop—a hundred, sixty or thirty times what was sown. Whoever
has ears, let them hear.”
-Matthew 13:1-9, The Bible
(Word Count: 157) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. What is a parable, as exemplified by the passage above? (Inferential(
A. a simple story used to illustrate a moral or spiritual lesson
B. a bible story that centers around the deeds of heroes of faith
C. an artistic writing that attempts to stir a reader’s imagination or emotion
D. a short tale to teach a moral lesson, often with animals or objects as characters

_____ 2. Where does the sown seed have the shortest life span? (Literal)
A. on good soil
B. on rocky places
C. among thorns
D. along the path

_____ 3. What does the seed represent in the parable? (Inferential)

A. the Word of God
B. the Works of God
C. the blessings of God
D. the miracles of God on earth

_____ 4. What is the message of the “Parable of the Sower”? (Integrative)

A. We should ensure that our hearts are like the good soil.
B. We should earn to identify good types of soil to plant a seed.
C. We should be industrious like a farmer to have an abundant harvest.
D. We should realize that different places will give us various amounts of harvest.

_____ 5. What can people learn from the soil in the parable? (Integrative)
A. Jesus can make good soil for every farmer.
B. Jesus’ teachings won’t be equally received by everyone.

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C. Never give up on planting no matter what kind of soil you have.

D. There are factors that interfere with the quality of the soil we get.

SCORE IN PART I: _____/5

II. EXPOSITORY PASSAGE (DRAT-ENG8E1)

A. BEFORE READING. Assessor should ask the motivation question: What can you do to become a
responsible citizen?
Answer:
_____________________________________________________________________________________________
Assessor’s observation regarding the leanrer’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________
Simple Ways to Become a Responsible Citizen

One important factor for a country to be successful is having responsible citizens. Young Filipinos can already do things to
become responsible citizens of the Philippines.

1. Follow traffic rules. You should be a responsible commuter or pedestrian. Cross the street on pedestrian lanes and get off
vehicles in the right spots. Following simple traffic rules can lead to having better and safer roads in the country.

2. Be punctual and do not procrastinate. To be a responsible citizen, you should make it a habit to come on time. You should
also do tasks on time. Doing these ensures productivity and helps you achieve your goal faster.

3. Conserve water and energy. Part of your responsibility as a citizen is to manage the nation’s resources well. Make sure
not to waste water and to turn off lights and electrical appliances when not in use. When you conserve water and energy, you
also help solve the problem on global warming.

4. Protect the environment. You can do this by disposing of trash properly, planting trees, and reusing recyclable materials.
Having a healthy ecosystem helps provide clean water, purify the air, regulate the climate, and provide food.

- Mary Grace Ramos Espiel

(Word Count: 202) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. According to the text, why is following traffic rules a way of helping the country? (Literal)
A. It can lessen expenses on road repair.
B. It can result in shorter time for road trips.
C. It can ease the traffic situation on main roads.
D. It can make roads safer to traveling and commuting.

_____ 2. What does the word procrastinate mean? (Inferential)

A. to do something on time
B. to rush doing something
C. to delay doing something
D. to excel in doing something

_____ 3. According to the selection, how can you help solve the problem on global warming? (Literal)
A. Do not pollute the air.
B. Participate in clean up drives.
C. Use water and electricity wisely.
D. Turn off the faucet when not in use.

_____ 4. Based on the text, which of the following would you do as a responsible citizen? (Integrative)
A. Reuse drinking water to conserve it.
B. Report damaged roads to the local authorities.
C. Put empty plastic water bottles in the “Recyclable Bin”.
D. Submit your requirements, such as school projects ahead of time.

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_____ 5. What is the purpose of the writer? (Evaluative)

A. to critic
B. to advise
C. to inform
D. to persuade

SCORE IN PART II: _____/5

TOTAL SCORE (I + II) = _____/10

IV. READING COMPREHENSION PROFILE OF STUDENT

Circle or highlight the interpretation of the learner’s total score.

TOTAL SCORE INTERPRETATION

9-10 Very Proficient with English texts written for Grade 8
7-8 Proficient with English texts written for Grade 8
5-6 Moderately Proficient with English texts written for Grade 8
3-4 Less Proficient with English texts written for Grade 8
1-2 Not Proficient with English texts written for Grade 8

V. RECOMMENDED ACTION
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
NAME AND SIGNATURE OF ASSESSOR

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DIVISION READING ASSESSMENT TOOLS IN ENGLISH FOR GRADES 7-12

SET A
RATING SHEET – GRADE 9

NAME OF LEARNER _____________________________________ SEX ____________ AGE __________

GRADE & SECTIION _________________ SCHOOL ___________________________________________
NAME OF TEACHER-ASSESSOR ______________________________________________________
DATE OF ASSESSMENT________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-ENG9N1)

A. BEFORE READING. Assessor should ask the motivation question: What qualities make a good
friend?
Answer: ___________________________________________________________________________________________
Assessor’s observation regarding the learner’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

Bill’s Good Friend

"Did you see that?" Joe said to his friend Bill.

"You're a great shooter!" Bill caught the basketball and bounced it before throwing it again. The ball flew into the
net.
"Bill, you never miss!" Joe said admiringly. "Unless I'm in a real game," Bill complained. "Then I miss all the
time."
Joe knew that Bill was right. Bill performed much better when he was having fun with Joe in the school yard than
he did when he was playing for the school team in front of a large crowd.
"Maybe you just need to practice more," Joe suggested. "But I practice all the time with you!" Bill objected. He
shook his head. "I just can't play well when people are watching me."
"You play well when I'm watching," Joe pointed out. "That's because I've known you since we were five years
old," Bill said with a smile. "I'm just not comfortable playing when other people are around." Joe nodded and understood,
but he also had an idea.
The next day Joe and Bill met in the school yard again to practice. After a few minutes, Joe excused himself.
"Practice without me," Joe said to his friend. "I'll be back in a minute."
Joe hurried through the school building, gathering together whomever he could find—two students, a math
teacher, two secretaries, and a janitor. When Joe explained why he needed them, everyone was happy to help.
Joe reminded the group to stay quiet as they all went toward the school's basketball court. As Joe had hoped, Bill
was still practicing basketball. He made five baskets in a row without noticing the silent people standing behind him.
"Hey, Bill!" Joe called out finally. Bill turned. A look of surprise came over his face. "I just wanted to show you
that you could play well with people watching you," Joe said. "Now you'll have nothing to worry about for the next game!"

(Word Count: 324) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. The word performed as used in the story means _______. (Infernetial)
A. acted
B. played
C. moved
D. changed

_____ 2. Why does Bill play well when only Joe is watching him? (Inferential)
A. He is comfortable with Joe.
B. Joe tells him how to play better.
C. He does not know that Joe is there.
D. He wants to prove to Joe that he is a good player.

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_____ 3. Why does Joe decide to gather a group of people? (Inferential)

A. He wants to show them Bill’s talent.
B. He wants more players for his team.
C. He wants to help Bill feel less nervous.
D. He wants more people to see the next game.

_____ 4. Why does the group have to be quiet when they go to the basketball court? (Infenrential)
A. because Bill likes to practice alone
B. because Joe is telling Bill what to do
C. because the group needs to listen to Joe’s instructions
D. because Joe does not want Bill to know they were there

_____ 5. At the end of the story, all of the following people watch Bill practice EXCEPT _____. (Literal)
A. Joe
B. a janitor
C. a math teacher
D. the basketball coach

SCORE IN PART I: _____/5

II. EXPOSITORY PASSAGE (DRAT-ENG9E1)

A. BEFORE READING. Assessor should ask the motivation question: Why is it important to take a rest
from social media every now and then?
Answer:
_____________________________________________________________________________________________
Assessor’s observation regarding the leanrer’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________
Take a Rest from SocMed

When was the last time we chatted with a friend using our Messenger account? Maybe, right before we read this
question, we actually had one. How about the last Facebook post of our friend that we “liked” and “hearted”? Maybe, just a
moment ago. But when was the last moment we really had a fun-filled face-to-face conversation with our family? Remember
when we were all just laughing about an old joke? Memorable, isn’t it? The sad truth is our frequent exposure and utilization
of social media has developed in us a separation from our realities. Thus, we need to take a break from it.
We might have already witnessed a family where all the members are busy with their gadgets, scrolling through their
social media (socmed) profiles, reacting to newsfeeds, chatting to a friend oversees while disregarding that they’re in front of
the dining table for their dinner celebration. This is a classic example of too much engagement with the socmed world and a
diversion from the real one.
But this can be eradicated, and it is a decision that we must do. Just like the deactivate feature of Facebook, we can
actually take a rest from social media use and embrace again the real, genuine, non-electronic conversation that we use to have
with our friends, families, or acquaintances. This elicits authentic life-to-life interaction where we foster our emotional and
social facets. Remember that we are real persons and we have to spend more time in the real world.
- Reden M, Juego
(Word Count: 254) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. According to the text, which is forgotten by the family? (Literal)
A. reacting to the newsfeed contents seen on social media
B. viewing several SocMed profiles of different individuals
C. being physically and mentally present on social gatherings
D. conversing with people living in the other parts of the world

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 81

_____ 2. What is the meaning of the word “eradicated” in the passage? (Inferential)
A. to erase mistakes or errors
B. to improve one’s social being
C. to remove a systemic problem
D. to lessen exposure to a problem

_____. What is the main idea of the passage? (Inferential)

A. Excessive use of social media creates an anti-social behavior among its users.
B. Excessive use of social media alienates people from the real-world experiences.
C. Excessive use of social media brings so much problems among family members.
D. Excessive use of social media is perilous to human connection and conversation.

_____ 4. What is purpose of the author expressed in the passage? (Evaluative)

A. to describe to the readers the steps to be undertaken to limit social media usage
B. to explicate to the readers the causes and effects of excessive use of social media
C. to persuade the readers to limit themselves from the excessive use of social media
D. to inform the readers to get rid of usual media use and be present in the real world

_____5. How did the writer relay his/her message and purpose as reflected in the passage? (Evaluative)
A. through the description of a scientific phenomenon
B. through the elaboration of data taken from surveys
C. through the discussion of a problem and its solution
D. through the analysis of cause-and-effect relationship
SCORE IN PART II: _____/5

TOTAL SCORE (I + II) = _____/10

IV. READING COMPREHENSION PROFILE OF STUDENT

Circle or highlight the interpretation of the learner’s total score.

TOTAL SCORE INTERPRETATION

9-10 Very Proficient with English texts written for Grade 9
7-8 Proficient with English texts written for Grade 9
5-6 Moderately Proficient with English texts written for Grade 9
3-4 Less Proficient with English texts written for Grade 9
1-2 Not Proficient with English texts written for Grade 9

V. RECOMMENDED ACTION
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
NAME AND SIGNATURE OF ASSESSOR

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DIVISION READING ASSESSMENT TOOLS IN ENGLISH FOR GRADES 7-12

SET A
RATING SHEET – GRADE 10

NAME OF LEARNER _____________________________________ SEX ____________ AGE __________

GRADE & SECTIION _________________ SCHOOL ___________________________________________
NAME OF TEACHER-ASSESSOR ______________________________________________________
DATE OF ASSESSMENT________________________________________________________________
I. NARRATIVE PASSAGE (DRAT-ENG10N1)

A. BEFORE READING. Assessor should ask the motivation question: What are the consequences of
delaying doing your tasks?
Answer: ___________________________________________________________________________________________
Assessor’s observation regarding the learner’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

Payback Time
Facing my blank screen at one in the morning proved just how badly I procrastinated for the last three weeks. With
two term papers and a video presentation due in five hours, I lamented the time I spent binge-watching serial-killer
documentaries and playing online games. After taking two cups of coffee, I haphazardly browsed the required readings hoping
I could get their gist with a single glance and started encoding chunks of words until I filled up a page. The result, naturally,
not only lacked focus and content, but also showed obvious disagreement of ideas. When I realized that my writing prowess
was just not enough to finish the task, I decided to watch videos and looked for inspiration for my presentation. However, the
more I watched, the more my ideas tangled. I tried to record videos for my presentation mimicking the host in my favorite TV
series, but exhaustion and panic made me stutter more until I finally went into a tirade about how inconsiderate the teachers
were for not giving ample time to finish such difficult tasks. I knew this would happen. I then lay on the bed and stared at the
ceiling as rays of the sun filled my room.

- Bernadeth Pascual

(Word Count: 205) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. What caused the author’s problem? (Literal)
A. exhaustion
B. procrastination
C. inconsiderate teachers
D. term papers and video presentation

_____2. Which detail in the text showed that the author did not feel accountable for his actions? (Inferential)
A. He realized that he was not good at writing.
B. He blamed his teachers for his unfinished tasks.
C. He spent most of his time watching TV and playing online games.
D. He tried to write his term papers and recorded a video presentation.

_____3. Which word describes the feeling of the author at the end? (Infernetial)
A. unconcerned
B. desperate
C. frightened
D. optimistic

_____ 4. What was the author’s purpose in writing the text? (Evaluative)
A. To describe the difficulty of academic tasks given to students
B. To recount the consequences of lacking time management

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C. To persuade readers to list down their tasks ahead of time

D. To inform readers about the challenges of being a student

_____ 5. Which of the following would most likely happen next? (Inferential)
A. He would skip his classes.
B. He would finish his tasks just in time.
C. He would ignore his teachers’ instructions.
D. He would spend the rest of the afternoon doing his tasks.
SCORE IN PART I: _____/5

II. EXPOSITORY PASSAGE (DRAT-ENG10E1)

A. BEFORE READING. Assessor should ask the motivation question: Have you ever seen a crocodile?
How did it look?
Answer:
_____________________________________________________________________________________________
Assessor’s observation regarding the leanrer’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________
Remembering Lolong: The Largest Saltwater Crocodile Who Died of 'Stress' After Allegedly Eating a Fisherman,
Biting a Schoolgirl and 2-Year Captivity

The saltwater crocodile is known to show aggression towards people and is responsible for many attacks each year.
Oceania said that crocodiles use their powerful jaws and strong teeth up to five inches (13 cm) long to create the deadliest
bite in the animal kingdom. Crocodiles usually lurk along the water's edge and plunge at any potential prey approaching their
territory.
In 2011, a crocodile was captured in the municipality of Bunawan, Philippines, after being suspected of eating a
fisherman and a 12-year-old. It was later considered the largest saltwater crocodile in captivity. However, after two years, in
February 2013, the crocodile named Lolong died. Bunawan municipality Mayor Edwin Elorde said in an interview that the
crocodile was ill for several weeks before its death. He noted that Lolong refused to eat for a month before dying. They also
noticed a change in the color of its feces. There was also an unusual ballooning of the reptile's belly.
A local veterinarian claimed that the unseasonably cold weather could also have caused the downward spiral of the
crocodile's health.
- Margaret Davis

(Word Count: 199) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.

_____1. Which of the following symptoms did NOT manifest in Lolong? (Literal)
A. Lolong’s feces changed its color.
B. Lolong’s belly bloated unusually.
C. Lolong ate a Bunawan fisherman.
D. Lolong changed its diet drastically.

_____ 2. What is the major cause of the death of Lolong? (Literal)

A. a problem with sanitation
B. a problem with food intake
C. a problem with the weather
D. a problem caused by human

_____ 3. Which is the possible illness of Lolong? (Inferential)

A. excretory disease
B. digestive disease
C. sensorial disease

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 84

D. respiratory disease

_____ 4. What is the relationship of the third paragraph to the second paragraph? (Evaluative)
A. The third paragraph analyzes the contents of the second paragraph.
B. The third paragraph elaborates the contents of the second paragraph.
C. The third paragraph synthesizes the contents of the second paragraph.
D. The third paragraph summarizes the contents of the second paragraph.

_____ 5. If you could have done something to prevent Lolong from getting sick, which of the following would you do?
(Integrative)
A. Transfer him to a warmer environment.
B. Provide him more food like poultry meat.
C. Return him to the sea which is his habitat.
D. Remove the cause of his belly’s ballooning.
SCORE IN PART II: _____/5

TOTAL SCORE (I + II) = _____/10

IV. READING COMPREHENSION PROFILE OF STUDENT

Circle or highlight the interpretation of the learner’s total score.

TOTAL SCORE INTERPRETATION

9-10 Very Proficient with English texts written for Grade 10
7-8 Proficient with English texts written for Grade 10
5-6 Moderately Proficient with English texts written for Grade 10
3-4 Less Proficient with English texts written for Grade 10
1-2 Not Proficient with English texts written for Grade 10

V. RECOMMENDED ACTION
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
NAME AND SIGNATURE OF ASSESSOR

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 85

DIVISION READING ASSESSMENT TOOLS IN ENGLISH FOR GRADES 7-12

SET A
RATING SHEET – GRADE 11

NAME OF LEARNER _____________________________________ SEX ____________ AGE __________

GRADE & SECTIION _________________ SCHOOL ___________________________________________
NAME OF TEACHER-ASSESSOR ______________________________________________________
DATE OF ASSESSMENT________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-ENG11E1)

A. BEFORE READING. Assessor should ask the motivation question: What is your opinion on the
Philippines’ public transportation system?
Answer: ___________________________________________________________________________________________
Assessor’s observation regarding the learner’s response to the motivation question:
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

“I don’t need a car — I need the country to have a better transportation system”
(An excerpt)

In the metro, you have three choices to get somewhere on time: you book a ride-sharing app (with astronomical prices),
you drive there (and pay gas with astronomical prices) or try your luck with public transport (and be astronomically hassled).
You might think I’m exaggerating, but that has been the situation for many Filipinos amid the reopening of life amid the
pandemic. Long lines waiting for buses, the jeep, the train – you might have been at the crossroads and convinced yourself to
stay home instead.
In a 2021 report by the crowd-sourced database Numbeo, it was found that the Philippines has the worst traffic situation in
ASEAN, placing ninth in the entire world behind Nigeria, Sri Lanka and Kenya, among others. We Filipinos don’t need studies
to know that when we’ve mastered the art of calculating the best time to leave so we don’t end up getting sandwiched on the
road.
While many Filipinos have turned to biking to lessen their carbon footprint, all while staying away from the hassle of road
transport, it remains a shame that the Philippines has not yet reached the bar set by its fellow SEA countries with superb public
transport – places where it’s actually normal not to own a car.
- Saab Lariosa

Source: Philippine Star, July 19, 2022

(Word count: 223) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. What social issue is discussed in the text? (Literal)
A. poor public transport
B. increase in the price of gas
C. difficulty in booking a ride-sharing app
D. poor time management among passengers

_____ 2. How has the problem discussed in the text affected working Filipinos? (Integrative)
A. It has limited their working hours.
B. It has consumed much of their time.
C. It has forced them to stay at home.
D. It has caused an increase in their carbon footprint.

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_____ 3. What is the tone of the text? (Evaluative)

A. Indignant
B. Optimistic
C. Disinterested
D. sympathetic

_____4. How did the author support her claims? ((Evaluative)

A. She explained how ride-sharing app prices vary overtime.
B. She mentioned that Filipinos have mastered calculating their time.
C. She presented facts about the country’s ranking in world in terms of traffic situation.
D. She insisted that working Filipinos need to wait in long lines for buses, jeepneys, and trains.

_____ 5. What should the government do to encourage Filipinos take alternative ways of transportation? (Integrative)
A. Provide alternative work arrangements.
B. Regulate the price of ride-sharing applications.
C. Ensure the safety of bicycle and electric vehicle lanes.
D. Deploy more traffic enforcers to apprehend undisciplined drivers.
SCORE IN PART I: _____/5

II. EXPOSITORY PASSAGE (DRAT-ENG111E2)

A. BEFORE READING. Assessor should ask the motivation question: What are the negative effects of
climate change?
Answer:
_____________________________________________________________________________________________
Assessor’s observation regarding the leanrer’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

Climate change mitigation crucial to socioeconomic planning: NEDA

(An excerpt)
MANILA – Climate change adaptation and mitigation need to be placed at the heart of socioeconomic planning for the country
to achieve its 2040 vision of eradicating extreme poverty, the National Economic and Development Authority (NEDA) said
Tuesday.
“Addressing the triple planetary crisis (of climate change, biodiversity loss, and pollution) has become our top development
challenge. If we are to eradicate extreme poverty in the Philippines by 2040 and hand down a better planet to our children and
grandchildren, climate change adaptation and mitigation need to be placed at the heart of socioeconomic planning,” Socio-
economic Planning Secretary Karl Kendrick Chua said at the Philippine Environment Science Summit 2022.
Chua said urgent actions are needed to curb greenhouse gas emissions to achieve the goals of the Paris Agreement of
limiting global warming to 1.5 degrees Celsius in response to climatechange. “The health of terrestrial and marine ecosystems
has been deteriorating at a rapid pace,” he added.
Chua described the third planetary crisis –pollution and waste– as the toxic trail of economic growth that results in
premature deaths of millions of terrestrial and marine life, and even people.
In response to the triple planetary crisis, Chua said NEDA has proposed for the theme of the next Philippine Development
Plan to be ‘saving our planet, saving our country.’
Source: Philippines News Agency, June 7, 2022

(Word count: 222) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. What problem is sought to be addressed through climate change adaptation and mitigation? (Literal)
A. extreme poverty
B. premature deaths
C. depletion of marine life
D. greenhouse gas emissions

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 87

_____2. Which of the following is NOT included in the triple planetary crisis? (Literal)
A. climate change
B. economic decline
C. biodiversity loss
D. environmental pollution

_____ 3. What does the statement “Addressing the triple planetary crisis has become our top development challenge”
imply? (Inferential)
A. The problems that the world experience are interrelated.
B. The triple planetary crisis has affected millions of people worldwide.
C. Progress cannot be achieved without dealing the triple planetary crisis.
D. Development is expected among countries that consistently manage in planetary crisis.

_____ 4. What relationship of ideas was conveyed in the second paragraph? (Evaluative)
A. cause and effect
B. problem and solution
C. illustration and example
D. similarities and differences

_____ 5. What does the response of NEDA show about our country? (Integrative)
A. We watch out for the adverse effects of climate change in our country.
B. We support the global movement to lessen the cause of climate change.
C. We carry out our own ways of helping people affected by climate change.
D. We are aware of the sufferings of people from different parts of the world.
SCORE IN PART II: _____/5

TOTAL SCORE (I + II) = _____/10

IV. READING COMPREHENSION PROFILE OF STUDENT

Circle or highlight the interpretation of the learner’s total score.

TOTAL SCORE INTERPRETATION

9-10 Very Proficient with English texts written for Grade 11
7-8 Proficient with English texts written for Grade 11
5-6 Moderately Proficient with English texts written for Grade 11
3-4 Less Proficient with English texts written for Grade 11
1-2 Not Proficient with English texts written for Grade 11

V. RECOMMENDED ACTION
 For regular sectioning
 For in-class intervention/remediation
 For after or before-class intervention/remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
NAME AND SIGNATURE OF ASSESSOR

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 88

DIVISION READING ASSESSMENT TOOLS IN ENGLISH FOR GRADES 7-12

SET A
RATING SHEET – GRADE 12

NAME OF LEARNER _____________________________________ SEX ____________ AGE __________

GRADE & SECTIION _________________ SCHOOL ___________________________________________
NAME OF TEACHER-ASSESSOR ______________________________________________________
DATE OF ASSESSMENT________________________________________________________________

I. NARRATIVE PASSAGE (DRAT-ENG12E1)

A. BEFORE READING. Assessor should ask the motivation question: Why do we need alternative
sources of energy?
Answer: ___________________________________________________________________________________________
Assessor’s observation regarding the learner’s response to the motivation question:
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

Alternative Sources of Energy

Alternative sources of energy and conservation efforts must be applied to preempt potential energy problems. Today, most
of the energy resources we have are generated from limited resources like coal, oil, and natural gas. If continuously consumed
at an alarming rate, fossil fuels necessary for generating power to operate vehicles and factories will run out before long.
Nonetheless, this problem can be addressed by using alternative sources of energy and by emphasizing conservation. First,
using alternative sources of energy such as solar energy and fusion energy would lessen pollution. These alternatives are
actually more accessible and cost-efficient. Although there are some potential risks in using fusion energy, these risks can be
mitigated by implementing strict safety measures. The second solution that governments can adopt is the enhancement of
conservation efforts. To do this, governments need to make the public more aware of the benefits of conservation as well as
ways of conserving energy, such as recycling. Laws can also be passed to mandate the public and all stakeholders to recycle
energy.
(Word count: 175) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
_____1. What must be applied to prevent potential energy problems? (Literal)
A. Stakeholders and laws
B. Coal, oil and natural gas
C. Power generator and fossil fuels
D. Alternative sources of energy and conservation efforts

_____2. What is the benefit of using solar energy and fusion energy? (Literal)
A. It will lessen pollution.
B. It will conserve energy.
C. It will generate limited resources.
D. It will operate vehicles and factories.

_____3. What could be a good title for this reading text? (Creative)
A. Reduce. Reuse. Recycle
B. Potential energy problems
C. Energy crisis in the Philippines
D. Energy efficiency and conservation

_____4. What is the purpose of the author in writing this text? (Evaluative)
A. To inform about alternative sources of energy.
B. To present a solution to potential energy problems
C. To persuade the importance of alternative sources of energy
D. To explain step by step procedure on how to conserve energy

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_____ 5. What does the text implicitly state about alternative sources of energy? (Inferential)
A. It should be consumed.
B. It is needed to generate power.
C. It is necessary to operate vehicles.
D. It will prevent possible energy problems.
SCORE IN PART I: _____/5

II. EXPOSITORY PASSAGE (DRAT-ENG121E2)

A. BEFORE READING. Assessor should ask the motivation question: What effects of juvenile
delinquency are you aware of?
Answer:
_____________________________________________________________________________________________
Assessor’s observation regarding the leanrer’s response to the motivation question::
 Learner has extensive prior knowledge.  Learner has less than sufficient prior knowledge.
 Learner has sufficient prior knowledge.  Learner has almost no prior knowledge.

B, DURING READING. Assessor marks the miscues of the learner while reading aloud.
Wrong pronunciation ( ) ) Substitution (S) Omission (/)
Insertion () Inversion ( ) Repetition (R)
NUMBER OF MISCUES: _________

The Effects of Juvenile Delinquency

The most obvious people affected by juvenile delinquency are the victims. Whether the crime involves theft,
vandalism, or violence, the victim always suffers loss. The victim may incur expenses related to lost wages, health care, or
psychological care in addition to the cost of replacing damaged or destroyed items.
The juvenile who commits a crime also suffers effects that he or she is probably unable to predict. He or she may
lose his or her freedom while being incarcerated or placed on probation. The juvenile may lose ground academically as well.
Although placement residential detention centers for juveniles may be appropriate consequences for the adolescent's criminal
actions, it also puts him or her in relationships with other delinquents, who may be more sophisticated or influential. This
makes recidivism likely and, in many rates, when a juvenile older than 14 becomes a repeat offender, he or she can be tried d
sentenced as an adult. The delinquency may even have future consequences on the adolescent's college and career choices.
Young people who commit serious crimes before they are 18 years old challenge the future for everyone involved.
They may be acting out to protest perceived abuses that have perpetrated against them. They may believe that there is no future
for them outside of a life of crime. They may be expressing anger or frustration directed against another person, group or
looking for approval from a group. Whatever the motive, juvenile delinquency acts affect too many individuals, families, and
communities. It is a serious problem that challenges the efforts of government agencies, politicians, educators, faith
communities, nonprofit organizations alike.
(Word count: 272) Time it took for the learner to read the passage: ______ seconds

III. AFTER READING. Use a check (√) to indicate the learner’s correct answers and an (X) to indicate wrong
answers.
____ 1. What do you call a young person who commit serious crimes? (Literal)
A. active
B. young
C. corrupt
D. delinquent

_____2. What is the purpose of the author in writing this text? (Evaluative)
A. To inspire the youth to do good deeds
B. To persuade the youth to have better education
C. To narrate about the story of the victims of crimes
D. To inform the youth about the consequences of committing crimes

_____3. What is the tone of the author in the entire text? (Evaluative)
A. vagueness
B. hopefulness
C. assertiveness
D. light-heartedness

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_____ 4. What does the text implicitly state about juvenile delinquency? (Inferential)
A. It is a serious problem to the society.
B. It influences other youth to commit crimes.
C. It shows violence and disorder in the society.
D. It affects the physical and psychological well-being of a person.

_____5. Which of the following statements will you include if you were asked to deliver a speech about the effects of
juvenile delinquency? (Integrative)
A. Juvenile delinquents may lose their freedom.
B. Juvenile delinquents may be acting out to protest.
C. Juvenile delinquents are involved in crimes and violence.
D. Juvenile delinquents may express anger and frustration to others.
SCORE IN PART II: _____/5
TOTAL SCORE (I + II) = _____/10

IV. READING COMPREHENSION PROFILE OF STUDENT

Circle or highlight the interpretation of the learner’s total score.

TOTAL SCORE INTERPRETATION

9-10 Very Proficient with English texts written for Grade 12
7-8 Proficient with English texts written for Grade 12
5-6 Moderately Proficient with English texts written for Grade 12
3-4 Less Proficient with English texts written for Grade 12
1-2 Not Proficient with English texts written for Grade 12

V. RECOMMENDED ACTION
 For intensive remediation
 For further testing
 Other remarks _____________________________________________________________


_________________________________________
NAME AND SIGNATURE OF ASSESSOR

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