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The Philippine Informal

Reading Inventory
Manual 2018

Department of Education Republic of the Philippines

 Philippine Informal Reading Inventory
Manual First Edition, 2018
ISBN:

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Lorna Dig Dino
Assistant Secretary: Nepomuceno A. Malaluan

Development Team of the Philippine Informal Reading Inventory Manual

Technical Consultants and Writers: Dr. Felicitas E. Pado, Dr. Leonor E. Diaz, Prof.
Maria Hazelle P. Ongtengco, Prof. Marie Yvette C. Alcazar, Prof. Ana Maria
Margarita S. Salvador, Dr. Fe Josefa G. Nava (University of the Philippines)

Review and Editing: Bonna Duron-Luder and Sierra Mae Paraan

Graphics and Lay-out: Roman Soriano-Esguerra

Printed in the Philippines by

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: Ground Floor, Bonifacio Building, DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
(02) 634-1054; 634-1072; 631-4985
Email Address: [Link]@[Link] / [Link]@[Link]
The Philippine Informal
Reading Inventory
Manual 2018
 TABLE OF CONTENTS
Acknowledgement.................................................................................................. i
Preface.................................................................................................................. ii

A. Essential Information about the Phil-IRI......................................................................... 1

1. What is the Phil-IRI?..................................................................................... 1
2. Why was the Phil-IRI developed?.................................................................. 1
3. What adjustments were made in the Phil-IRI selections?............................. 1
4. What can Phil-IRI tell the teachers?.............................................................. 2
5. What are flexible ways to use Phil-IRI?......................................................... 3
6. Who needs to take the Phil-IRI?................................................................... 3
7. When should Phil-IRI be administered?........................................................ 3
8. How long does it take to administer the Phil-IRI.......................................... 4
9. Who can administer the Phil-IRI?................................................................. 4
[Link] do we get a copy of the Phil-IRI materials?.......................................... 4

B. Description of the Phil-IRI Testing Kit............................................................................. 4

1. Manual of Administration............................................................................. 4
2. The Phil-IRI Group Screening Test................................................................ 5
3. The Phil-IRI Graded Passages (Sets A, B, C and D)....................................... 5
4. Phil-IRI Forms............................................................................................... 6
a. for Group Screening Test................................................................... 6
b. for Graded Passages.......................................................................... 7

C. GeneralDirectionsforAdministration:TheFourStages..................................................... 7
1. Stage 1: Initial Screening Using the Phil-IRI Group Screening Test..............8
2. Stage 2: Administration of the Phil-IRI Graded Passages (Pre-Test)...........10
3. Stage 3: Provision of Specialized Instruction.............................................. 12
4. Stage 4: Administration of the Phil-IRI Graded Passages (Posttest)...........12

D. Specific Directions for the Administration of the Phil-IRI Group Screening Test....12

E. Specific Directions for the Administration of the Phil-IRI Graded Passages............15

1. Conducting the Phil-IRI Graded Passages Pretest...................................... 15
a. Marking and Scoring the Miscues.................................................... 17
b. Recording the Miscues..................................................................... 18
c. Computing the Oral Reading Score per Passage.............................. 19
d. Recording the Speed and Rate in Oral Reading............................... 20
e. Computing the Student’s Comprehension of the Passage...................20
f. Analysis and Interpretation of Word Reading and Comprehension Level 21
g. QualitativeAnalysis........................................................................... 22
2. The Phil-IRI Listening Comprehension and Silent Reading Test.................. 23

F. Conducting the Reading Intervention...........................................................................23

G. Conducting the Phil-IRI Graded Passages Posttest.................................................... 23

Glossary............................................................................................................... 24
References........................................................................................................... 27
List of Appendices............................................................................................... 29
 ACKNOWLEDGEMENT
The Department of Education through the Bureau of Learning Delivery extends
its gratitude to various individuals, writers and consultants who have contributed
in the development of the Philippine Informal Reading Inventory (Phil-IRI)
Manual.

PROJECT MANAGEMENT AND DEVELOPMENT TEAM - DEPED

Lorna Dig Dino Undersecretary, Curriculum and Instruction

Marilette R. Almayda Director III and OIC, Office of the Director IV
Rosalina J. Villaneza Chief, Teaching and Learning Division
Jocelyn S. Tuguinayo Supervising Education Program Specialist (TLD)

TECHNICAL CONSULTANTS AND WRITERS

Dr. Felicitas E. Pado University of the Philippines

Dr. Leonor E. Diaz University of the
Philippines Prof. Maria Hazelle P. Ongtengco University of
the Philippines Prof. Marie Yvette C. Alcazar University of
the Philippines
Prof. Ana Maria Margarita S. Salvador University of the Philippines
Dr. Fe Josefa G. Nava University of the Philippines

Review and Editing: Bonna Duron-Luder Save the Children

Philippines
Sierra Mae Paraan Save the Children
Philippines
Lay-out: Roman Soriano- Save the Children
Esguerra Philippines

Special recognition is extended to the original team of writers (English and Filipino
groups) from DepEd regions and divisions - selected Education Program
Supervisors, Master Teachers, Principals, Assistant Schools Division
Superintendents, Chief/Assistant Chief of Education Divisions (2009) and private
individuals who shared their expertise in the development of the tools.

i
 PREFACE
The Philippine Informal Reading Inventory (Phil-IRI) is an initiative of the Bureau
of Learning Delivery, Department of Education that directly addresses its thrust to
make every Filipino child a reader. It is anchored on the flagship program of the
Department: “Every Child A Reader Program,” which aims to make every Filipino
child a reader and a writer at his/her grade level.

The Phil-IRI is an informal reading inventory composed of graded passages

designed to determine the individual student's performance in oral reading,
silent reading and listening comprehension. These three types of assessments
aim to find the student’s independent, instructional and frustration levels. The
data from these measures could be used to design or adjust classroom, small
group or individualized instruction to fit the students’ needs and abilities. The Phil-
IRI is not the sole assessment tool that provides the holistic reading performance
of the students; it only provides an approximation of the students' abilities and
could be used in combination with other reliable tools of assessment. The data
shall also serve as one of the bases in planning, designing/redesigning the
reading programs or activities in the school to improve the overall school
reading performance.

The entire set or package of Phil-IRI materials consists of: 1) Manual of Administration,
2) Group Screening Test in Filipino (GST) from Grades III-VI, 3) Group Screening
Test inEnglish from Grades IV to VI, 4) Graded Passages from Grade II to VII (Sets
A, B, C, D) in English and Grades I to VI in Filipino (Sets A, B, C, D) and, 5)Forms
for recording purposes both in English and Filipino.

It is important for the teachers to study the manual and be oriented on

the proper administration of the 2018 Phil-IRI.

ii
 ESSENTIAL INFORMATION ABOUT THE PHIL-IRI
1. What is the Phil-IRI?
The Philippine Informal Reading Inventory (Phil-IRI) was created to provide
classroom teachers a tool for measuring and describing reading performance. It
is an assessment tool composed of graded passages designed to determine a
student’s reading level. It is important to note that the Phil-IRI only provides an
approximation of the learner’s abilities and may be used in combination with
other reliable tools of assessment.

2. Why was the Phil-IRI developed?

The development of the Phil-IRI is one of the initiatives put in place in support of
the Every Child A Reader Program (ECARP). Before teachers can design and
provide appropriate reading instruction for their students, they should be armed
with information about their students’ current reading levels and abilities. This
diagnostic approach to describing how children read embraces inclusionary
principles that emphasize the need for education that is learner-oriented,
responsive and culturally sensitive. The Phil-IRI is one of the diagnostic tools that
teachers can use to determine students' abilities and needs in reading.

3. What adjustments were made in the Phil-IRI selections?

The Revised Phil-IRI was prepared in early 2013, prior to the introduction of the
K-12 Curriculum. The readability level of the selections for oral and silent reading
were based on the old English and Filipino curricula and were validated to pupils
who were products of these old curricula; they were taught to read in Filipino
and in English starting in Grade 1.

Under the K-12 curriculum, the pupils are introduced to Reading in Filipino
during the first semester of Grade 2 while Reading in English is introduced
during the second semester.

For example, the curriculum in Phonics and Word Recognition for Grade 2 English
during the second semester is reading short e, a and i words in consonant-vowel-
consonant pattern. By Grade 3, the curricular offering under word recognition is
as follows:

First Quarter Second Quarter Third Quarter Fourth Quarter

Read words with Read words with Read words with Read words with
short o and u initial consonant long a, i, o and u vowel digraphs ai
sounds
in CVC pattern and blends (l, r and s sound (ending in (pail), ay (bay), ea
common sight blends) followed e) one syllable (lead), ee (seed;
words; and
read 2-syllable by short vowel 2-syllables. read words with
words
consisting of short sounds, read vowel diphthongs
words oy
e to u sound (e. with initial and (boy), oi (boil), ou
final

1
 g.: basket, hotdog, consonant (out) and ow (bow);
digraph
sunset). ch and sh. read some
irregularly
spelled words (e.g.
such as enough,
through, beautiful).

1
Flippo, R. (2014). Assessing readers qualitative diagnosis and instruction. 2nd Edition. Chapter 2 Retrieved
from [Link] [Link]/Libraries/books/[Link] Copublished with
Routledge/Taylor & Francis

2
Aside from adjusting the readability level of the Phil-IRI selections based on the
present curriculum, the Phil-IRI constructed in 2013 was revalidated to the present
group of learners in 2016 to give a better assurance that the readability levels of the
selections are appropriate for the grade levels for which they are assigned. Nineteen
schools, each representing a particular Mother Tongue, were chosen for the
revalidation. Phil-IRI Filipino was administered to Grade
3 and 4 pupils while Phil-IRI English was administered to Grade 4 and 5 pupils.
The MTB- MLE coordinator/Master teacher/the subject teacher in Filipino and
English/ the class adviser who had a training in ELLN conducted the revalidation.

The result of the examination of the literacy curriculum in both English and
Filipino as well as the revalidation were the bases for adjusting the Phil-IRI
selections both in the Screening Test and the Pretest and Posttest.

4. What can Phil-IRI tell the teachers?

The Phil-IRI Group Screening Test (GST) can tell teachers whether students are
reading at, above, or below their grade levels. The individually administered Phil-
IRI Graded Passages can be used to assess students’ Oral Reading, Silent
Reading Comprehension and/or Listening Comprehension levels.

When used to assess oral reading skills, the Phil-IRI may be used to describe
decoding and word recognition, fluency and comprehension. The student’s
performance in decoding (the ability to read isolated words using phonics
knowledge) and word recognition (the ability to automatically identify words on
sight) is measured through a Reading Miscue Inventory
(Phil-IRI Form 3A and 3B: Grade Level Passage Rating Sheet). The child is asked
to read a passage and each word read incorrectly is noted and marked. In terms
of fluency (the ability to read with speed, accuracy and prosody), the time taken
by the child to read a passage is recorded and the number of words that he/she
can read per minute is computed. Furthermore, a qualitative description of the
child’s manner of reading is described via a checklist. Finally, test taker’s
comprehension skills (the ability to create meaning) may be gauged by having
the child answer five to eight questions of varying difficulty based on the graded
passage after it has been read.

When used to assess Silent Reading Comprehension, Phil-IRI may be used to

describe reading speed and comprehension. The student’s reading speed is
measured by recording the time it takes the child to read each passage
completely. Silent reading comprehension is measured by asking the student to
answer five to eight questions of varying difficulty after a passage has been
read.

When used to assess listening comprehension, the Phil-IRI may be used by

having the student listen to the passages as they are read by the test
administrator and answer five to eight questions of varying difficulty about each
passage.

For all three types of individual assessments (oral reading comprehension,

listening comprehension and silent reading comprehension), the aim is to find

3
the learner’s independent, instructional and frustration levels, so that teachers
know what level of reading materials the student can read and understand well,
as well as what level of reading materials the student is not ready for.

4
Since the Phil-IRI is administered at the start and at the end of the school year,
it can also tell teachers about the growth and changes in students’ reading
skills and levels.

5. What are flexible ways to use Phil-IRI?

The Phil-IRI may be used to:

a. Group Reading Level

The Phil-IRI GST can be used to determine a whole class’ reading level,
and identify particular students who may need more assistance in
performing reading tasks.

b. Individual Reading Level

The individually administered Phil-IRI Graded Passages can be used to
determine a student’s independent, instructional and frustration levels for
three types of literacy tasks: Oral Reading, Silent Reading, and Listening
Comprehension.

c. Monitor Growth and Response to Intervention

Pretest and Posttest results of the Phil-IRI can be compared to monitor
growth in students’ reading skills, as well as determine the efficacy of the
program or reading interventions conducted by the school and/or
classroom teachers.

d. Describe Reading Behaviors

The recording of the student’s oral reading behaviors during the conduct
of the individually administered Phil-IRI Graded Passages can help the
teacher describe a student’s reading performance and behavior. It
specifies the number of words read per minute, the cues used for
identifying or recognizing words, manner of reading, etc. Types of miscues
as well as types of comprehension questions answered correctly can also
be analyzed by the teacher to help him/her design appropriate reading
lessons or interventions.

6. Who needs to take the Phil-IRI?

All students in Grades 3 to 6 will undergo the Phil-IRI Group Screening Test (GST)
in Filipino, while students in Grades 4 to 6 will undergo the GST in English.
Students identified to be performing below level of expectation (those with a
total Raw Score below 14 in the Phil-IRI GST) should undergo further assessment
through the individually administered Phil- IRI graded passages.

7. When should the Phil-IRI be administered?

The following table below shows the administration schedule of Group Screening
Test and the Individualized Phil-IRI assessments. Group assessments must be
conducted within class time while Individual assessments may be conducted
outside class hours.

5
 Table 1. Schedule of Phil-IRI Administration

Filipino English
(for Grade 3 to Grade (for Grade 4 to Grade
6 learners) 6 learners)
Type of Test Pretest Posttest Pretest Posttest

Within Within
the first the first
Phil-IRI Group
Screening or second or second
Test (GST) Within Within
month of month of
January to January to
the
school year the
school year
February of February of
the school the school
Individualized Phil-IRI Within a year Within a year
Assessment (only for month after month after
pupils who did not pass the GST is the GST is
the GST) administered administered

8. How long does it take to administer the Phil-IRI?

The administration of the Phil-IRI GST for a whole class takes approximately 30
minutes. The time it takes to administer the Phil-IRI Graded Passages would vary
for each student.

9. Who can administer the Phil-IRI?

All Filipino subject teachers for Grades 3 to 6 and English subject teachers for
Grades 4 to 6 can administer the Phil-IRI Group Screening Tests in their
respective classes. ELLN-trained teachers can administer the Phil-IRI Graded
Passages to individual students who need further [Link] region and/or
division can also conduct training programs to teachers on the conduct of the
Phil-IRI. Teachers who will administer the Phil-IRI should read the manual
thoroughly and prepare all the necessary materials and forms prior to the
scheduled date of test administration.

10. How do we get a copy of the Phil-IRI materials?

The Phil-IRI materials will be uploaded to the Learning Resource Management
Development System (LRMDS) portal of the DepEd website which can be
downloaded by the teachers, school heads and education supervisors. Schools
are advised to use the MOOE funds for the reproduction and distribution of the
materials to teachers.

B. DESCRIPTION OF THE PHIL-IRI TESTING KIT

The Phil-IRI Testing Kit consists of the Manual of Administration; Group Screening
Tests for both Filipino and English; Graded Passages with Comprehension
Questions; and the Phil- IRI Forms.

1. Manual of Administration

The manual includes information about the Phil-IRI, the directions for the

4
administration of the test, and instructions for recording and reporting results. It
serves as a guide to teachers, principals and supervisors in administering the
tests as well as in recording results.

4
The manual should be studied carefully before administering the Phil-IRI Tests. The
mechanics of administration are the same for both Filipino and English. Thus, only
one manual will be printed for both languages. The manual also contains the Keys to
Correction for both the Group Screening Tests and the Phil-IRI Graded Passages in
Filipino and English.

2. The Phil-IRI Group Screening Test

The Phil-IRI Group Screening Test (GST) is a silently-administered test in both

Filipino and English. Each tool is composed of a 20-item comprehension test
based on a set of leveled passages for each grade level covering Grades 3 to 6
in Filipino and Grades 4 to 6 in English. The passages were written and selected
based on concept load, level of vocabulary used, sentence complexity, nature of
themes and cohesion.

In consideration of Abadzi’s1(2014) recommendations on the kind and size of

font and spacing options in between letters used in textbooks, the font features
in Table 2 were followed in the design of the tools.

Table 2: Font Size Used for the Passages for each Grade Level

Grade/Reading Level Recommended Font and Size

Kindergarten to 1st Grade Comic Sans, Font Size
18
2nd Grade Comic Sans, Font Size 16
3rd Grade Comic Sans, Font Size 14
4th to 7th Grade Comic Sans, Font Size 12

The objective of the GST is to identify students who need further testing.
Appendix A1 to A4 presents the titles of passages, kinds of text, and number of
questions per passage, as well as the Keys to Correction for the GST for Grades 3
to 6 in Filipino and Grades 4 to 6 in English respectively.

3. The Phil-IRI Graded Passages (Sets A, B, C and D)

The Phil-IRI Graded Passages is an informal individualized assessment tool used

to record the student’s performance in oral reading, silent reading and/or
listening comprehension.

The Phil-IRI Oral Reading Test is administered in order to:

identify the student’s miscues in oral reading;

record the number of words that a student reads per
minute; and find out how well a student understands the
passage read.

5
1
Abadzi, H. (2014). Hidden insights from cognitive neuroscience. Retrieved from
[Link]
and_Myths_of_Reading_Hidden_insights_from_cognitive_neuroscience

6
The Phil-IRI Listening Comprehension is administered when the student is
identified as anonreader. The purpose is to find out how well a student
understands the selection which will be read by the test [Link] the
test administrator reads the multiple choice questions and the student answers
them orally.

The Phil-IRI Silent Reading Test may be administered after the Oral Reading Test
isconducted to further check the student’s comprehension skill. This is an optional
activity.

The Graded Passages range from Grade 2 to Grade 7 Readability levels for English
and Grade 1 to Grade 7 Readability levels for Filipino. The selections for Grade 2 to
Grade 4 are narrative texts, while those from Grades 5 to 7 are expository texts. The
expository texts in Filipino deal with Social Studies concepts, while those in English
focus on Science concepts.

Phil-IRI Graded Passages are both in Filipino and English. For both languages,
there are four sets (Sets A, B, C and D) of passages with a readability level of
Grade 2 to Grade 7 to be used for the pre-test. Similarly, there are also four sets
(Sets A, B, C and D) of posttest graded passages. The pre-test and the posttest
for each grade level are comparable in the following: number of words, concept load,
level of vocabulary used, sentence complexity, nature of themes and cohesion. Appendix
A5 to A12 presents the titles of passages used for the Phil-IRI Graded Passages
(Pre-Test and Post Test) in both Filipino and English.

4. The Phil-IRI Forms

Phil-IRI Forms for Group Screening Test

Phil-IRI Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI

The Phil-IRI Form 1A is to be used for the GST in Filipino. The objectives of
completing and submitting this form include the following: a) to identify the
types of questions
(literal, inferential or critical) that each child can answer; b) to classify the
students to be recommended for administration of the Phil-IRI tests, c) to
capture the reading performance of the class, thus design appropriate
classroom instruction. This form includes the class list, the itemized scores
of the students according to the types of questions answered, and their
total score. A sample of this form is shown in Appendix B1.

Phil-IRI Form 1B: Summary of the Phil-IRI Group Screening Test Class Reading
Record (CRR)
This form has the same content and objectives as the Phil-IRI Form 1A. Phil-IRI
Form 1B is to be used for the GST in English. A sample of this form is shown in
Appendix B2.

3) Phil-IRI Form 2: Talaan ng Paaralan sa Pagbabasa / School Reading

Profile (SRP)
This form presents a summary of a school’s performance in the GST.

7
Furthermore, it shows the school’s reading profile, which includes the
number of students who are reading at their level (test scores ≥ 14 out of
20 items), and those who are in need of further Phil-IRI administration
(test scores < 14). A sample of this form is shown in Appendix C.

8
b. Phil-IRI Forms for Graded Passages

1) Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na Teksto / Phil-

IRI Form 3B: Grade Level Passage Rating Sheet
This form is the rating sheet with the passage to be read (either orally or
silently by the student, or orally by the teacher). The teacher indicates the
time spent by the student in reading the passage. Likewise, the student’s
miscues are marked and summarized, and the comprehension responses are
recorded in this form. This form will yield the speed and rate in reading, and
the reading level for the passage in both word reading and comprehension. A
sample of these forms are shown in Appendix D1 and D2.

2) Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary

Record (ISR)
This form summarizes the performance and level of each learner in word
reading and comprehension in all the administered Phil-IRI. It also
indicates the oral reading behaviors exhibited by the student. A sample of
this form is shown in Appendix E.

C. General Directions for Administration: The Four Stages

There are four stages in the administration of the Phil-IRI. Figure 1 on the
next page presents the four stages, namely:

Stage 1: Initial Screening Using the Phil-IRI Group

Screening Test Stage 2: Administration of the Phil-IRI
Graded Passages (Pre-test) Stage 3: Provision of
Specialized Instruction/Intervention
Stage 4: Administration of the Phil-IRI Graded Passages (Post Test)

9
 Figure 1: Stages in the Administration of Phil-IRI

STAGE 1
Initial Screening (Phil-IRI Group Screening Test)
All students from 3rd until 6th grade undergo the Phil-IRI
Filipino Group Screening Test; all students from 4th to 6th
grade undergo the Phil-IRI English GST
(Class Reading Reports to be submitted to the Principal)

If Raw Score is < 14: If Raw Score is = or > 14:

- Student undergoes further -Student continues
receiving
assessment classroom instruction
-No need to undergo
further
testing
-No need for reading
1st QTR remediation
(June –
July) STAGE 2
Administration of the Phil-IRI DISCONTINUE
Graded Passages
(Individual Administration)
(Oral Reading English/Filipino)
Administration of the Phil-IRI
Listening Pre-Test for
English/ Filipino
Administration of the
Phil-IRI Pretest
(Silent Reading English/
Filipino)
(Optional for Readers; Not
to be Administered for Non-
Readers)
2nd &3rd
QTR STAGE 3
Provision of Reading Intervention
Student is given individualized/small group

4th QTR
(Feb – STAGE 4
March) Administration of the Phil-IRI
Posttest (English/Filipino)
(Progress Reports to be submitted to the

10
For SY 2018-2019, the Phil-IRI Group Screening Test (GST) in Filipino must be
administered to Grade 3 to 6 students while the GST in English must be
administered to the Grade 4 to 6 students on the first month of the school year. It is
a 20-item multiple choice test that the test takers must accomplish within 30
minutes. This should be administered during class time. By the end of July, the
learner must have completed 2 tests (1 in English; 1 in Filipino).

Upon completion of the administration of the GST, the Class Reading Reports are
submitted to the Principal. These contain a summary of the students who
performed equal or above and below the cut-off score. Refer to Appendix B1,
Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI for Filipino
or Appendix B2, Form 1B: Class Reading Report (CRR) for English.

As shown on Figure 1, students who garner a Raw Score that is equal to or

greater than 14 (75%) need not undergo further testing. The first stage is done
for these students.

However, students who garner a Raw Score that is lower than 14 (74%) need to
undergo further assessment, as this may be an indication that the student is
experiencing difficulty reading at- level text. It is thus necessary to conduct
individualized assessment in order to further describe the child’s reading
performance. The learners will be assessed using the Phil-
IRI Graded Passages. If a student garners a score of 13 and below in the Filipino GST,
s/he will be given the Filipino Graded Passages Pre-Test. If the student garners a
score of 13 or below in the English GST, s/he will be given the English Graded
Passages Pre-Test. Note that it is possible for a student to undergo the Phil-IRI
Graded Passages in one or both languages.

STAGE 2: Administration of the Phil-IRI Graded Passages (Pre-Test)

The Phil-IRI Graded Passages Pre-Tests have a total of four parallel sets (SETS A
to D) that the test-administrator can choose from. The administration of the Phil-
IRI should begin with the Oral Reading Test. Figure 2 presents the steps for
Stage 2 in greater detail.

11
 Figure 2. Flowchart for the Administration of the Phil-IRI: Stage 2

STAGE 2
Administration of the Oral Reading Test using Phil-IRI Graded Passages

Step 1: Determine Starting Point of Graded Passages

(depending on Raw Score in Phil-IRI GST)

Step 2: For each passage, compute scores in Word Reading

and Comprehension to identify student’s Reading Levels
(Independent, Instructional, Frustration levels)

IF performance is at
the
IF performance is at the IF performance is at the
INDEPENDENT LEVEL, INSTRUCTIONAL LEVEL, FRUSTRATION LEVEL,
give a grade level text give a text that is a give a grade level text
that is higherto find the grade
INSTRUCTIONAL LEVEL. level higherto find the that is lowerto find the
IF performance remains FRUSTRATION LEVEL INSTRUCTIONAL LEVEL.
INDEPENDENT, continue
giving a text that is a
grade level higher till
performance registers at
the INSTRUCTIONAL
LEVEL. Once the FRUSTRATION
LEVEL has been
identified, give a grade
level text lower than the Once the
IF performance is at starting point to find the INSTRUCTIONAL LEVEL
the INDEPENDENT LEVEL. has been identified, give
INSTRUCTIONAL LEVEL, Continue doing so a grade level text lower
give a grade level higher until performance to find the
than the last text read registers at the INDEPENDENT LEVEL.
till performance INDEPENDENT LEVEL Repeat instructions till
registers at the is identified. found.
FRUSTRATION LEVEL.

(Optional) Step 3: Administer Listening Comprehension and Silent Reading

STAGE 2a comprehend texts when the decoding task is

The Listening Comprehension Test lifted.
may be administered to those
found to be poor/non-readers to
describe their ability to

12
 STAGE 2b
The Silent Reading
Comprehension test
may be administered to
further describe the kind
of text that a child can
read independently. This
helps in identifying the
kind of text that can be
used for classroom
activities/seat work.

13
Step 1: Determine the Starting Point of Graded Passages.

The first passage that the child should be asked to read aloud must depend on
the child’s raw score in the GST.

If the child’s raw score in the GST is 0-7, he/she must be given a passage
that is 3 grade levels below his current level.
If the child’s raw score in the GST is 8-13, he/she must be given a passage
that is 2 grades below his current level.

To illustrate, if Pedro, a 5th grader, garnered a Raw Score of 6/20 in the Filipino
GST, the first selection that he must be asked to read should be at 2nd grade
level. Once the first selection to be read has been identified, the test
administrator is ready for Step 2.

Step 2: For each passage, compute scores in Word Reading and Comprehension
to identifystudent’s Reading Levels (pages 21-29 details the procedures for
computing the Word
Reading and Comprehension scores).

Using these graded passages, the test administrator must find the student’s
independent, instructional and frustration levels. Awareness of a child’s reading
levels can help the teacher identify materials that are suitable for developing the
learner’s reading skills.

Finding the independent level means that we are looking for the grade
level passage that the child can read on his/her own without any
assistance. To find the independent level, the test administrator
continues to give a selection that is one
level lower than a given selection until the child able to register
is performance
at 97 to 100% in word reading and 80 to 100% comprehension. It is
important
to find the independent level so that we know the kind of text that
the child is
already able to perform well in. material at the independent
Providing level
may serve as a source of motivation or as a starting point for
instruction.

Finding the instructional level means that we are looking for the grade
level passage that the child can read with the support of a teacher. This is
the level
where students make the most progress in reading. To find the
instructional level, the test administrator continues to give a selection that
is one level higher than the independent level passage until the learner is
able to register performance at 90 to 96% in word reading and 59 to 79%
in comprehension.

Finding the frustration level means that we are looking for the grade level
passage that the child can no longer read and understand on his own. To
11
find the frustration level, the test administrator continues to give a
selection that is one level higher than the instructional level passage until
the learner’s oral reading score performance is at 89% and below in Word
Reading and 58% and below in Comprehension. It is important to identify
the frustration level so that we are aware of the kind of material that the
student is not yet ready for.

11
To illustrate, let us continue with our hypothetical 5th grade learner named
Pedro. The test administrator gave Pedro a 2nd grade passage, and his
performance registered at the independent level for that passage. The test
administrator then gave him a higher level passage (3rd grade) and Pedro's
performance registered at the instructional level. Finally, the test administrator
gave him a text that is a grade level higher (4th grade), where his performance
registered at the frustration level. The test administrator now has Pedro’s
independent, instructional and frustration levels. He can proceed to Step 3.

Step 3: Administer Listening Comprehension Test (Stage 2a) and Silent Reading Test (Stage
2b). Note that both stages are optional.

STAGE 2a:
After administering the Oral Reading Test, if there is a need to describe the
performance of the child when the reading task is lifted (i.e. especially when
the students have been identified to be non-readers), the Listening
Comprehension Test may be administered. The process of finding the
independent, instructional and frustration levels are the same except that the
passages are no longer read by the student and instead are read by the test
administrator. After each selection has been listened to, the test
administrator reads the multiple choice questions that the students must
respond to orally.

STAGE 2b:
After administering the Listening Comprehension Test, if there is a need to
describe the performance of the child when doing the reading task on
his/her own, the Silent Reading Comprehension Test may be administered.
The process of finding the independent, instructional and frustration levels
are the same except that the time it takes for the student to finish reading
each passage is recorded by the test administrator. After each selection
has been read, the test administrator reads the multiple choice questions
that the students must respond to orally.

STAGE 3: Provision of Specialized Instruction/Reading Intervention

Once all the data describing the child’s reading performance has been gathered,
the teacher may use this information to design an intervention program (i.e.
remedial reading program) or adjust classroom instruction.
(see Appendix H for a full discussion of the Handbook on Suggested Intervention)

STAGE 4: Administration of the Phil-IRI Graded Passages (Posttest)

After receiving specialized instruction, the students will be re-assessed using the
Phil-IRI Posttest Forms. The Phil-IRI Posttests have a total of 4 parallel sets
(SETS A-D) that the test-administrator can choose from. Using these graded
passages, the test administrator must again identify the student’s
independent, instructional and frustration levels. The posttest results may be
compared with the pre-test results.

D. Specific Directions for the Administration of the Phil-IRI Group Screening Test

12
This section details the specific instructions for the Group Screening Test and the
individually administered Graded Passages accordingly. For general reminders on
the conduct andinterpretation of assessment and assessment results, please see Appendix
G.

13
STEP 1: Secure an updated copy of the class list. If available, attach the class list to:
Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI for
Filipino or Form 1B: Summary of the Phil-IRI Group Screening Test Class
Reading Record (CRR) for English (See Appendix B1 and B2)

STEP 2: Secure a complete set of the Phil-IRI Testing Kit from the Principal’s office or
the designated coordinator.
Phil-IRI Manual for
Administration Phil-IRI
Practice Item Charts
Phil-IRI Group Screening Test Forms (See Appendix A1-A4, B1
and B2) Phil-IRI Group Screening Test Answer Sheets (See
Appendix F)
Time
r Pen
Masking Tape

STEP 3: Prepare for Testing

Secure an area conducive for testing (i.e. well-ventilated, well-lit and

free from distractions).
Review the procedures for administration and accompanying forms.
Lay out the necessary materials (e.g. practice item charts, group
screening test forms).
Establish rapport and orient the test-takers as follows:

Say: Sabihin:
“Hello. I am . “Magandang umaga/hapon. Ako po si
(If the test administrator is not the teacher of . Sa araw na ito, hindi tayo
the students). For this day, we will not magkakaroon ng regular na klase.
beholding regular class. Each of you Bawat isa sa inyo ay bibigyan ng ilang
will be asked to read a set of passages mga babasahin na may mga nakalakip
that have corresponding questions. na tanong ukol sa inyong binasa.

Read each passage carefully and answer Basahin nang mabuti ang talata at
the questions that follow. sagutan ang mga tanong sa abot ng
You will only be given 30 minutes to inyong makakaya.
finish reading the selections and Bibigyan lamang kayo ng 30 minuto
answer all of the questions.” para tapusin ang pagbasa ng mga
talata at pagsagot sa mga tanong.”

STEP 4: Administer the Phil-IRI Group Screening Test

Secure the number of copies necessary for testing (i.e. number of
test-takers, plus one)
For smooth administration, give the following reminders before testing:

14
 REMINDERS MGA PAALALA

Avoid talking, eating, and going to Iwasan makipag-usap sa katabi at

the rest room while testing is going on. magpunta sa banyo habang
Do not write on the test booklet. sinasagutan ang pagsusulit na ito.
Write your answers on the answer Iwasan ang pagsulat/pagmarka sa
sheet. test booklet. Isulat ang mga sagot sa
Read all of the selections as best as sagutang papel.
you can. Basahin lahat ng seleksyon nang
Answer all of the questions that mabuti. Sagutan lahat ng
follow. sumusunod na tanong.
If you have a question, please raise Kung kinakailangan ang paglilinaw,
your hand. The teacher will approach itaas ang kamay para malapitan kayo
c. Distribute the answer sheets. Have the students fill in their personal information.

Say: Sabihin:
Write the following: Isulat ang sumusunod:
(Name, age, grade, section, name of (Pangalan, edad, baitang, seksyon,
school and date of test). pangalan ng paaralan, petsa).
Encircle MALEif you are male/a Bilugan ang LALAKIkung ikaw ay
boy andFEMALE if you are female/a girl. lalaki, at bilugan ang BABAEkung ikaw
REMINDER: Here is the sheet where ay babae.
you will write your answers in (show the PAALALA: Ito ang papel (ipakita
answer sheet). ang sagutang papel) kung saan
ninyo isusulat ang inyong mga
d. Using a chart, model how the test should be answered.

Read the following: (written on a chart Basahin ang sumusunod: (nakasulat sa

or on the board) pisara o sa tsart)

Say: Sabihin:
Where does one go when one wishes Saan pupunta kung nais magbasa at
to read and borrow a book? manghiram ng mga aklat?
clinic klinik
library silid-aklatan
market palengke
playgroun palaruan
d
Ano ang tamang sagot sa tanong? Ang
What is the answer to the question? tamang sagot na b ang dapat isulat sa
The correct answer b should be the sagutang papel.
letter written on your answer sheet.
Distribute the test booklets.
If there are no questions, have them answer the test silently.

STEP 5: Report the Results

Fill out Form 1A (if Filipino GST is taken) or Form 1B (if English GST is
taken). Record the names of the students in the class. On the second
column, put a (check mark) if the student took the screening test; if
not, mark with an X.

15
 Refer to the GST booklet (Teacher’s copy) to identify the type of
question for each item in the test. Record the number of Literal,
Inferential and Critical questions answered in the test. (Ex: If Student A
got 3 correct answers out of 5 literal questions, record it as 3/5 under
Literal column)
Record the total number of correct responses (over 20) of each
student. Mark with a (check mark) the appropriate column where each
student’s score may be classified (either ≥ 14, or < 14).
At the bottom of the form, indicate the total number of students for
each column. Submit the accomplished form/s and answer sheets to
the Principal’s office.

E. Specific Directions for the Administration of the Phil-IRI Graded Passages

STEP 1: Secure a copy of the submitted Form A1 / A2

STEP 2: Secure a complete set of the Phil-IRI

Testing Kit: Phil-IRI Manual for
Administration
Phil-IRI Test Booklets for one-on-one
administration Teacher’s Copy
Student’s Copy
Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong
Lebel na Teksto / Grade Level Passage Rating Sheet (Appendix
D1 and D2)
Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR) (Appendix
E) Timer
Pen
Recording device

STEP 3: Set Up the Testing Area

Secure an area conducive for testing (i.e. well-ventilated,
well-lit and free from distractions)
Make sure the testing kit is complete
Layout the necessary materials (e.g. booklets, score sheets)

STEP 4: Prepare for Testing

Review the procedures for administration and accompanying
forms Determine the kind of test to be administered
Oral Reading
Comprehension Listening
Comprehension Silent
Reading Comprehension
4. Determine the Starting Point

16
 Table 3. Starting Point for the Graded Passage

If the raw score in the Start with a Graded

GST is Passage that is Example:
Three (3) Grade levels GST: Grade 6
0-7 points lower than current level Graded Passage: Grade
3
Two (2) Grade levels GST: Grade 3
8-13 points lower than current level Graded Passage: Grade
1
14 points and above Discontinue testing

STEP 5:Assess Performance

Orient the test-taker, establish rapport, and administer

the test: Oral Reading Comprehension, or
Listening Comprehension,
or Silent Reading
Comprehension
Procedure
Ask the motivation and motive questions. The teacher will have an
idea about the prior knowledge of the student on the topic that s/he will
read based on the response to the motivation question. The response to
the motive question will indicate the student’s ability to make
predictions. The teacher may or may not record the student’s
responses.
Let the pupil read/listen to the selection.
After the child has listened to/read the selection, show the multiple
choice items on the student’s booklet. The student may read the
question or the teacher may read it for him/her and read the options
which the test-taker will choose from.
Ask the child to answer the question by writing the letter of the option that
he/she thinks has the correct answer. Repeat the process until all
questions are answered.
If the child answers the question with the response, “I don’t know,”
mark the item on the scoring sheet with an X.
If the student asks to go back to the selection to look for the answer,
he/she may do so. If the student is then able to answer correctly, mark
the item on the scoring sheet as correct and write LB (Looked Back)3.
STEP 6: Report Results

Form 3A/3B
Fill out all the required student information and test details in Form 3A / 3B.
In Part A of the form, record the time when the student starts and ends
reading the passage. Then, compute the reading rate (Refer to Section
G: Recording
the Speed and Rate in Reading).
If the student is asked to read orally:
17
 As the child reads, record the student’s miscues. (Refer to
Table 4 under Section G.)

3
Caldwell, L. ( ). Qualitative Reading Inventory

18
 Then, record the student’s response to each question. Check the
responses of the student (Refer to Appendix A for the answer keys).
Indicate the total number of correct responses. Look for the
equivalent percentage of the score by referring to Table 6. Then, use
Table 7 to indicate the reading level of the student in
comprehension.
In Part B of the form, get the total miscues of the student. Indicate the
number of words read correctly in the passage. Compute the word
reading score (Refer to Section K: Computing the Oral Reading
Score). Finally, indicate the word reading level by referring to Table
7.

b. Form 4
Use separate forms for the English and Filipino administered
Phil-IRI. Fill out the required student information and test
details.
Record the word reading and comprehension levels of the student in all
Phil-IRI taken. Refer to Forms 3A and 3B for the details.
Fill out the Oral Reading Observation Checklist by marking each item
with a or an X.
To fill out the Summary of Comprehension Responses Table, refer to
the Phil-IRI booklet (Teacher’s copy) to identify the type of question for
each item in the tests taken. Record the number of Literal, Inferential
and Critical questions answered in each test. (Ex: If Student B got 1
correct answer out of 2 literal questions, record it as 1/2 beside L=)
Indicate the Total Score, Percentage, and Reading Level for each
test taken. Refer to Forms 3A and 3B for the details.

The results of the Phil-IRI are analyzed quantitatively and qualitatively.

Quantitative analysis involves summing up the number of miscues
observed; recording the number of minutes it took the student to read
the passage; and getting the number of correctly answered
comprehension questions about the passage. The combined results of
the word recognition and the answers to the comprehension questions
will give the reading level of the student per passage: whether s/he is in
the independent, instructional or frustration level.

The qualitative analysis consists of analyzing what types of miscues are

made and describing the student’s behavior while reading. Likewise,
while the teacher administers the oral reading test, s/he assesses
whether the reading material matches the learner’s reading
performance. The teacher may give the student a reading material with
a lower readability level if s/he detects that the grade level reading
material is too difficult for the student.

a. Marking and Scoring the Miscues

When administering the Phil-IRI Graded Passages, both the teacher and
the student need to have a copy of the passage to be read by the student.
While the student is reading a passage orally, the teacher records every

19
miscue committed. The guide in marking and scoring the miscues is
shown in Table 4.

20
 Table 4. Marking and Scoring the Oral Reading Miscues

Types of Miscues Marking the Miscue Example Scoring

Count as 1
error every
Underline the
mispronunciation.
text and write the sleed
Mispronunciation (The dialectal
phonetic spelling slide
variation should
above it. be counted as an
error).
Count as one error
Circle the omitted
Omission The huge elephant a word or a phrase
unit of a language.
omitted.
Underline the
money
text and write the Count as one error
Substitution substituted word monkey every substitution.
above it.
Use a caret to
show
where the word/s lovely Count a word or a
Insertion was inserted and the^ flowers in the phrase inserted as
write the word vase one error.
above
the caret.
Underline the Count as one error
Repetition portion
of the text that was They found it in the every word or
repeated. phrase
repeated.
Use a
Count as one error
transpositional
symbol over and The girl is
Transposition every transposition
under the letters or pretty
made.
words transposed.
Write the word/ dab
Count as one error
Reversal nonword above the bad
every reversal
correct word.
made.
Write S above the Don’t count self-
S
Self -Correction word that was self- correction as an
hasn’t
corrected. error.

b. Recording the Miscues

The summary of the miscues made are recorded on Table 9 (See
Appendix D, Phil IRI Form 4).
18
 Table 5. Summary of Miscues

Types of Miscues Number of Miscues

(Uri ng Mali) (Bilang ng Salitang mali ang basa)
1 Mispronunciation (Maling Bigkas)

2 Omission (Pagkakaltas)

3 Substitution (Pagpapalit)

4 Insertion (Pagsisingit)

5 Repetition (Pag-uulit)

6 Transposition (Pagpapalit ng lugar)

7 Reversal (Paglilipat)

Total Miscues (Kabuuan)

Number of Words in the Passage

Oral Reading Score

Reading Level (Antas ng Pagbasa)

c. Computing the Oral Reading Score per Passage

The computation of the oral reading score involves counting the number
of miscues during oral reading. Each miscue carries equal weight,
regardless of whether it affects the meaning of the passage or not.
Pedro’s oral reading illustrates a sample computation of miscues.

Oral Reading Score: the number of words – number of

miscuesX100number of words

Example: Pedro’s Performance in Oral

Reading No. of words in the passage: 65
No. of miscues: 15

65-15 = 50x100 = 76.9%

65

Pedro’s rating in oral reading is 76.9%

19
 d. Recording the Speed and Rate in Oral Reading
The teacher-administrator records the time that the student starts reading
the passage orally; s/he computes the number of seconds/minutes that it
took the student to read the passage.

Pedro was asked to read the passage “The Snail with the Biggest House,”
a Grade 5 Pre-test passage which has 103 words. It took him 1.5 minutes
(90 seconds) to read the passage. Dividing 103 words by 90 seconds will
yield 69; thus, Pedro's reading rate is 69 words per minute.

Reading speed = No. of words read X 60

Reading time in
seconds
No. of words in the passage: 103
No. of minutes it took Karlo to read it: 1.5mins. (90 seconds)

103 words read= 69 words per

minute 90 seconds

Pedro’s reading rate: 69 words per minute

e. Computing the Student’s Comprehension of the Passage

After the student has read the passage, the teacher reads the
comprehension questions and records the student’s responses in the Form
2A/2B. For items where the student asks to go back to the selection to
look for the answer, and is then able to answer correctly, mark the item
on the scoring sheet as correct and indicate LB (Looked Back).

If Pedro got 4 correct answers out of the 7 comprehension questions, his

comprehension level is computed using the following formula:

C= No. of correct answers

No. of questions X100= % of comprehension

No. of correct answers: 4

Total no. of questions: 7
4/7 = 57

Pedro’s comprehension: 57%

20
Table 6 presents the percentage of comprehension which is derived by
dividing the number of correct answers over the number of questions
and multiplying it by 100.
Table 6. Table of Percentage for Comprehension Scores

No. of Score in No. of Score in

% items Comprehension %
items Comprehension
5 100
6 100
5 83
4 80
4 67
5 3 60 6 3 50
2 40 2 33
1 20 1 17

No. of Score in No. of Score in

items Comprehension % items Comprehension %

7 100 8 100
6 86 7 88
6 75
5 71
5 63
7 4 57 8 4 50
3 43 3 38
2 29 2 25
1 14 1 13

f. Analysis and Interpretation of Word Reading and Comprehension Level

The Phil-IRI reading test uses predetermined set of criteria in identifying
the reading level of each student for each passage. These criteria include
the percentage of word recognition accuracy and the percentage of
correct answers to comprehension questions (adapted from Johnson, Kress
and Pikulski, 1987). Table 7 shows these criteria.
Table 7. Phil-IRI Oral Reading Profile

Oral Reading Word Reading Comprehension

Level Score (in %) Score (in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below

21
 To illustrate, let us look at Karlo who is in Grade 4. His word
reading and comprehension scores are as follows:
Word reading score: 15 miscues =
76.9%:Frustration Comprehension score: 4 out of
7= 57%:Frustration Reading Rate: 69.5 words
per minute

Karlo’s Oral Reading Profile: Frustration

The learner’s word reading score and comprehension score should be
taken together to determine a comprehensive reading profile for that
passage. A description of the student’s reading profile in word reading
and comprehension per passage is presented in Table 8.
Table 8. Student’s Reading Profile Per Passage

Reading Reading Profile per

Word Reading Comprehension passage
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration
g. Qualitative Analysis
The teacher examines the type of miscues made and analyzes them:
What miscues are often committed?
Do these miscues affect the meaning of the passage?

The teacher likewise records the behavior of the student while reading
using the Observation Checklist in Table 13 (adapted from Gray Oral Reading
Behavior).(See Appendix D, Phil IRI Form 4).

Behaviors while Reading

Paraan ng Pagbabasa or X

Does word-by-word reading

(Nagbabasa nang pa-isa isang salita)

Lacks expression; reads in a monotonous tone

(Walang damdamin; walang pagbabago ang tono)

Voice is hardly audible

(Hindi madaling marinig ang boses)

22
 Table 9. Oral Reading Observation Checklist

Disregards punctuation
(Hindi pinanpansin ang mga bantas)

Points to each word with his/her finger

(Itinuturo ang bawat salita)

Employs little or no method of analysis

(Bahagya o walang paraan ng pagsusuri)

Other observations:
(Ibang Puna)

The Handbook on Reading Intervention discusses the causes of the

student's behaviors while reading and suggests ways of correcting them.

The Listening Comprehension and Silent Reading Test

After the administration of the Phil-IRI Oral Reading Test, the teacher may
opt to administer a Listening Comprehension for the nonreaders and a
Silent Reading Test to further assess the student’s reading speed and
comprehension. These are, however, optional activities.

F. Conducting the Reading Intervention

Based on the reading difficulty of the student, a reading intervention
program is designed for him/her.

Appendix H contains the Handbook on Reading Intervention. It discusses

some cases of different problems in reading of some pupils and the
recommended intervention. It likewise looks into the behavior of some
readers, as recorded in Table 9 (word-by-word reading, reading on a
monotonous tone, disregards punctuation . . .) and tries to correct these
during the reading intervention.

G. Conducting the Phil-IRI Graded Passages Posttest

The Phil-IRI Posttest for the grade level is administered during the 4th
quarter. The teacher records the score of each student and compares the
result of the posttest against the pre test. Likewise, the behavior during
the reading of the selection is compared to the student's behavior during
the pretest.

It should be noted that only the pupils who got a score of 14 and below
during the Group Screening Test are subjected to further testing through
the individual reading of graded selection. Based on the observed reading
needs of these pupils, they are given the appropriate reading intervention.
Then they take the Phil-IRI posttest. The result of the posttest and the
improved behavior while reading will indicate the pupils' improved reading
skills. The better readers are not subjected to Phil-IRI activities, but it is
expected that the regular classroom instruction in Reading will further

23
improve their reading skills.

24
 GLOSSARY
The following terms used in the manual are operationally defined as
follows:
a general term that includes all the ways in which
information
Assessment is collected, synthesized, and interpreted in order to
aid in
understanding learners and making instructional
decisions
(Airasian, P.W., 2001).
an instrument used to describe a learner’s
Assessment Tool performance in
a particular skill

Comprehension understanding what one reads or listens to

questions that require varying cognitive skills;

Levels of Comprehension types of questions include:

questions in which the answers are explicitly stated

a) Literal in the
text
questions in which the answers are not explicitly
stated in
the text. These questions require the reader to
establish
b) Inferential
relationships between what he/she knows and what
is
stated in the text. Questions regarding vocabulary
words
used in the text may also be considered inferential
when
they require the reader to use context clues in
order to
figure out word meanings
questions which require the learner to analyze,
c) Critical synthesize,
and make judgments on the author’s ideas

the percentage of items correctly answered over

Comprehension Score the total
number of items in a passage-specific
comprehension test
an instrument used to assess learners’ needs and
Diagnostic Tool abilities
(in reading)

25
Dialectal Variations regional differences in pronunciation

Fluency the ability to read with speed, accuracy, and

prosody
a text that is grade level-appropriate in terms of
Graded Passage content and
readability

26
 informal reading tests which consist of a set of
graded
passages administered to individual learners; in
contrast
to formal reading tests that are standardized and
Informal Reading Inventory often
conducted for the purpose of comparing a
student’s
performance with that of others (Weaver, 2014),
informal
reading tests are designed to provide greater
insight into
an individual learner’s reading level vis-à-vis a
specific
passage in order to allow teachers to customize
instruction
to the needs of their students (Rutledge, 1998)
a set of activities designed to address student-
Intervention specific
(reading) difficulties

Leveled Text see Graded Passage

Listening Comprehension when a learner listens to a selection read aloud in

order to
Assessment assess his/her comprehension level

unexpected responses a reader makes to a text

Miscues (Goodman,
1996, in Martens, 1998)
a way of looking at individual learners’ oral reading
Miscue Analysis errors in
order to gain insight into their reading processes
(Goodman,
1974, in Gunning, 2002)
when a learner reads a selection aloud in order
Oral Reading to
assess word recognition, reading fluency and
reading
comprehension level
an informal reading inventory which consists of a
set of
contextualized graded passages administered to
Philippine Informal Reading
individual
learners in order to determine their reading
Inventory performance
and thus help teachers tailor instruction to fit their
needs
and abilities

Prosody Reading with proper expression

the level at which a learner can read and
comprehend a
Reading Level leveled text or graded passage; given a particular
 leveled
text, a learner may fall under any of the following
reading
levels:
the level at which readers function on their own
[Link]
with almost
perfect oral reading and excellent comprehension
Reading Level (Flippo,
2014)
b. Instructional the level at which readers profit the most from
teacher
Reading Level directed instruction in reading (Flippo, 2014 )
the level at which readers find reading materials so
c. Frustration
difficult
that they cannot successfully respond to them
Reading Level (Flippo,
2014)
25
 a recording of the errors that a reader makes, the
Reading Miscue Inventory amount
of time he/she takes in reading a passage, as well
as the
number of correctly read words per minute
a summary of a learner’s reading level based on
Reading Profile his/
her word reading and comprehension scores in a
given
passage
ease with which a book or other piece of written
Readability material
can be understood (Gunning, 2002)
the level at which a written material can be
understood
Readability Level using text characteristics such as the kinds of
words, the
length of words and sentences used, as well as
grade level
expectations as the standard
the ratio between the number of words read in a
Reading Rate passage
and the time it took for a reader to finish reading
a group-administered assessment tool made up of
leveled
Screening Test passages and comprehension questions to be read
silently
and accomplished independently; intended to
identify
students who need further testing
when a learner reads a selection independently and
Silent Reading Assessment answers
comprehension questions in order to assess reading
rate
and reading comprehension level
the percentage of words correctly read over the total
Word Reading Score number
of words in a given passage

26
 REFERENCES
Abadzi, H. (2014). Hidden insights from cognitive neuroscience. Retrieved from
https://
[Link]/6429908/Mysteries_and_Myths_of_Reading_Hidden_insights_from_
cognitive_neuroscience

Airasian, P. W. (2001). Classroom Assessment Concepts & Applications

(Fourth ed., p. 4, 420). New York, NY: McGraw-Hill.

Bryant, B. R., & Wiederholt, J. (1991). Gray Oral Reading Tests, Diagnostic.
Austin, TX: Pro-ed.

Burkins, J.M, Croft, M. M. (2010), Preventing misguided reading: New strategies

for guided reading teachers. Retrieved from [Link]
id=Veu
rAAAAQBAJ&pg=PA102&lpg=PA102&dq=basal+and+ceiling+in+IRIs&source=b
l& ots=- 3twcp_pLN&sig=KIrKCw3p-
GIOP38ho2ql1dMH1e4&hl=en&sa=X&ei=8WiVU-
m4F9Hs8AWDrIKQCA&ved=0CCAQ6AEwAA#v=onepage&q=basal%20and
%20ceiling%20 in%20IRIs&f=false

Cobb , C. (2004). Turning on a dime: Making change in literacy classrooms.

The Reading Teacher, 58, 104-106

Department Order No. 40, Series 2012. DepEd Child Protection Policy

Department Order No. 7, Series 2015. Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program

Department of Education. Every Child A Reader Program (ECARP) Bureau of

Elementary Education Flagship Program
Flippo, R. (2014). Assessing readers qualitative diagnosis and instruction. 2nd
Edition. Chapter 2 Retrieved from
[Link]
- [Link] Copublished with Routledge/Taylor & Francis

Gunning, T. G. (2002). Assessing and Correcting Reading and Writing

Difficulties (Second ed., p. 104). Boston, MA: Allyn & Bacon.

Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An
Interdisciplinary Journal, 2, 127-160.

Johnson, M.J. , Kress, R.A., & Pikulski, P. L. (1987). INFORMAL READING INVENTORIES
(2ND ed.). Newark, DE: International Reading Association.

Leslie, L., & Caldwell, J. (2006). Qualitative Reading Inventory-4. Boston, MA:
Pearson Education, Inc.

27
Mariotti, A., & Homan, S. P. (2005). Linking Reading Assessment to
Instruction (Fourth ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

28
Ocampo, D. S. (1997). EDR 210 Module: Trends in Reading Instruction,
U.P. Open University, Diliman Q. C.

Philippine Informal Reading Inventory. (2008-2009). N.p.: Department of Education.

R.A. 10533, The Enhanced Basic Education Act of 2013

Rutledge, S. (1998). Informal Reading Inventory. Retrieved from

[Link] students/srutledg/[Link]

Vacca, J. L., Vacca, R. T., & Gove, M. K. (1991). Reading and Learning to
Read (Second ed.). New York, NY: Harper Collins Publishers.

Walker, B. (2004). Diagnostic teaching of reading (5th ed.). Upper Saddle River, NJ: Merrill
Prentice Hall.

Weaver, B. (2014). Formal vs Informal Assessments. Retrieved from

[Link] students/srutledg/[Link]

29
 LIST OF APPENDICES
A1 Phil-IRI Group Screening Tests in Filipino (Pangkatang Pagtatasa sa Filipino)

A2 Key to Correction Group Screening - Filipino (Gabay sa Pagwasto Pangkatang

Pagtatasa)
A3 Phil-IRI Group Screening Test in English
A4 Key to Correction Group Screening – English

A5 Titles of Phil-IRI Graded Passages Pretest in Filipino (Panimulang Pagtatasa sa

Filipino)
Key to Correction Graded Passages in Filipino Pre-Test (Sets A, B, C, D ( Baitang 1-
A6 7)
Gabay sa Pagwasto ng Panimulang Pagtatasa sa Filipino (Sets A, B, C, D ( Baitang
1-7)
Titles of Phil-IRI Graded Passages for Posttests in Filipino (Panapos na Pagtatasa
A7 sa
Filipino)
Key to Correction Graded Passages in Filipino Post-Test (Sets A, B, C, D (Baitang
A8 1-7)
Gabay sa Pagwasto ng Panapos na Pagtatasa sa Filipino (Sets A, B, C, D (Baitang
1-7)
A9 Titles of Phil-IRI Graded Passages for Pre-Tests in English

A10 Key to Correction: Graded Passages in English Pre-Test (Sets A, B, C, D (Grade 2 –

7)
A11 Titles of Phil-IRI Graded Passages for Posttests in English

A12 Key to Correction: Graded Passages in English Post-Test (Sets A, B, C, D (Grade 2-

7)
B1 Phil-IRI Form 1A – Talaan ng Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI
Phil-IRI Form 1B – Summary of the Phil-IRI Group Screening Test Class Reading
B2 Record
(CRR)
C Phil-IRI Form 2 – Talaan ng Paaralan sa Pagbabasa (TPP) / School Reading Profile
(SRP)
D1 Phil-IRI Form 3A – Markahang Papel ng Panggradong Lebel na Teksto

D2 Phil-IRI Form 3B – Grade Level Passage Rating Sheet

E Phil-IRI Form 4 – Talaan ng Indibidwal na Pagbabasa (TIP) / Individual Summary
Record
(ISR)
F1 Pangkatang Pagtatasa Sagutang Papel (Baitang 2 Filipino)

F2a Pangkatang Pagtatasa Sagutang Papel (Baitang 3 Filipino)

F2b Group Screening Answer Sheet (Grade 3 English)

F3a Pangkatang Pagtatasa Sagutang Papel (Baitang 4 Filipino)

F3b Group Screening Answer Sheet (Grade 4 English)

F4a Pangkatang Pagtatasa Sagutang Papel (Baitang 5 Filipino)

F4b Group Screening Answer Sheet (Grade 5 English)

30
F5a Pangkatang Pagtatasa Sagutang Papel (Baitang 6 Filipino)

F5b Group Screening Answer Sheet (Grade 6 English)

G Reminders on Conducting Assessments and Interpreting Assessment Results

H Handbook on Reading Intervention

31
 APPENDIX A1
Phil-IRI Group Screening Tests in Filipino
(Pangkatang Pagtatasa sa Filipino)

Pamagat ng mga
Antas Bilang at Uri ng Teksto Bilang ng Tanong
Seleksyon
•Ang Loro ni Lolo Kiko
•O Pagong
3rd 4 na kuwento •Reyna ng Duwende 20
•Manonood Ako
•Ang Aso sa Lungga
•Si Muning
4th 4 na kuwento •Si Brownie 20
•Balat ng Saging
•Ang Regalo Kay Lea
•Napulot ko!
5th 4 na kuwento •Ang Matanda 20
•Sinaunang Sistema ng
Pagsulat at Panitikan
•Paano Nabubuo ang
6th 2 Sanaysay Isang 20
Batas?
•Panahon ng Bagong Bato
•Karapatang Sibil
7th 2 Sanaysay •Ang Hukbong Paggawa 20
ng
Pilipinas

32
 Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Baitang 3

Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos,

basahin angmga tanong at isulat ang titik ng tamang sagot sa
sagutang papel.

A. Ang Loro ni Lolo Kiko

May loro si Lolo Kiko.

Nagsasalita ang loro ni
Lolo. Keso ang paborito
nito.
Aba! Nakawala ang
loro! Ay! Nasa puno na
ang loro!

Bilang ng mga salita: 29

(Filipino: Wika ng Pagbabago, Medrano, Z.S., 2004

Ano ang alaga ni Lolo Kiko? (Literal)

aso
loro
pus
a

Ano ang paborito ng alaga ni Lolo?

(Literal) Paborito nito ang .
makalipad sa puno
makatikim ng keso
makausap si Lolo Kiko

Ano kaya ang naramdaman ni Lolo nang mawala ang loro?

(Paghinuha) masaya
malungkot
nagalit

Saan kaya naganap ang kuwento?

(Paghinuha) Naganap ang kuwento sa
.
bahay
gubat
paarala
n

Ano ang isa pang magandang pamagat sa kuwento?

(Pagsusuri) Si Lolo Kiko
33
Ang Loro sa Puno
Ang Alagang Loro

34
B. O Pagong!

O, pagong na
maliit sa garapon
nakatira.
Ikaw ba ay sasaya
kapag nakawala ka
na?

O, batang mabait
tulungan mo ako.
Paglabas ko rito
masaya talaga ako.

Bilang ng mga salita: 30

(Filipino: Wika ng Pagbabago, Medrano, Z.S., 2004)

Nasaan ang pagong sa kuwento?

(Literal) Ang pagong ay nasa .
loob ng hardin
loob ng garapon
labas ng
garapon

Alin sa sumusunod na mga salita ang nagsasabi tungkol sa pagong? (Literal)

mabait
maliit
masay
a

Sino ang nag-uusap sa kuwento?

(Paghinuha) ang mga bata
ang mga pagong
ang bata at ang pagong

Ano kaya ang nararamdaman ng pagong sa kuwento?

(Paghinuha) Ang pagong ay .
malungkot
masaya
galit

Bakit kaya sinulat ang kuwentong ito?

(Pagsusuri) Hatid nito ang isang
balita.
Nais nitong magbigay-kaalaman.
Nais nitong magbigay ng aliw.

35
C. Reyna ng Duwende

Selina ang pangalan

ng reyna ng mga duwende.
Lagi siyang
nakaupo sa
malaking balde.

Berdeng balde ang paborito

niya at balat ng saging
ang korona niya.
O! Kay saya ni Reyna Selina!

Bilang ng mga salita:

35 Sinulat ni:T. Nong

Para saan ang balde ng reyna? (Literal)

Upuan ito ng reyna.
Ginagamit ito sa
paglalaba. Lalagyan ito ng
tubig ng reyna.

Ano ang nararamdaman ng reyna? (Literal)

ang reyna.
Nag-aalala
Natutuwa
Napapagod

Alin sa sumusunod ang sinasabi sa kuwento? (Paghinuha)

Hinahawakan ng mga duwende ang korona.
Ang korona ay may mamahaling diamante.
Galing sa prutas ang korona ng reyna.

Saan kaya naganap ang kuwento?

(Paghinuha) Naganap ang kwento sa .
kaharian ng mga balde
kaharian ng mga saging
kaharian ng mga duwende

Bakit kaya sinulat ang “Reyna ng Duwende”?

(Pagsusuri) Hatid nito ang isang balita.
Nais nitong magbigay-aral.
Nais nitong magbigay ng aliw.

36
D. Manonood Ako!

May karera ng kotse.

Makukulay raw ang mga
kotse. Manonood ako ng
karera.
Magdadala ako ng kamera.
Magsisimula na ito.
Sasakay na ako sa
bisikleta. Mabilis ang
andar ko.
Naku! Dumulas ang bisikleta!
Aray! Kay raming putik ng tuhod ko!

Bilang ng mga salita:

42 Sinulat ni:T. Nong

Saan papunta ang bata sa kuwento?

(Literal) Papunta ang bata sa .
parada ng mga kotse
karera ng mga kotse
karera ng mga
bisikleta

Alin sa sumusunod ang nagsasabi tungkol sa mapapanood ng bata? (Literal)

Madaming bisikleta rito.
Makukulay ang mga kotse rito.
Makukulay ang mga bisikleta
rito.

Bakit kaya mabilis ang andar ng bata?

(Paghinuha) Gusto niyang
mapanood ang karera. Sasali siya sa
makulay na parada.
May kaibigan siya sa karera.

Alin sa sumusunod ang nagpapakitang nasaktan ang bata sa kuwento?

(Paghinuha)
Mabilis and andar ko.
Naku! Dumulas ang bisikleta!
Aray! Kay daming putik ng tuhod ko!

Alin sa sumusunod ang isa pang magandang pamagat para sa

kuwento? (Pagsusuri)
Parada ng mga Kotse
Karera ng mga Kotse
Karera ng Bisikleta

37
 Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Baitang 4

Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos, basahin

ang mga tanong at isulat ang titik ng tamang sagot sa sagutang papel.

A. Ang Aso sa Lungga

May isang asong gutom na gutom na naglalakad sa kalsada.

Habang naglalakad, ibinubulong niya sa sarili na kailangan niyang
makakita ng isang lunggang puno ng pagkain. Nang makakita siya
ng lunggasa dulo ng kalsada, agad siyang pumasok dito. Kumain
siya hanggang mabusog.
Pero kahit busog na siya, kumain pa rin at inubos ang lahat ng
pagkain sa loob ng lungga. Sa kanyang kabusugan, halos pumutok
ang malaki niyang tiyan. Nang lalabas na lamang siya, napansin
niyang hindi na siya magkasya sa labasan. Sumigaw siya upang
humingi ng tulong. Dumating ang isa pang aso at nalaman ang
nangyari. Bago ito umalis, nagwika siya sa kasamang aso,
“Hintayin mo na lang umimpis ang tiyan mo.”

Bilang ng mga salita: 116

(Bagong Filipino sa Puso at Diwa 2, Aragon et al, 1989)

Saan nangyari ang kuwento?

(Literal) sa bukid
sa gubat
sa kalsada
sa lansangan

Ano ang hinahanap ng aso? (Literal)

makakain
makakasama
mapapasyalan
matutulugan

Anong ugali ang ipinakita ng aso?

(Paghinuha) madamot
matakaw
masipag
mayabang

Bakit hindi makalabas ang aso sa lungga?

(Paghinuha) may harang ang labasan
may bitbit pa siyang pagkain
lubos na marami ang kinain
niya mali ang paraan ng

38
paglabas niya

39
 Bakit kaya hindi siya natulungan ng isa pang aso?
(Inferential) natakot sa kanya ang aso
para matuto siya sa pangyayari
nainggit sa kanya ang isa pang
aso hindi rin ito makakalabas sa
lungga

B. Si Muning!

Muning! Muning!
Hanap nang hanap si Susan kay Muning. Dala ni Susan
ang lalagyan ng pagkain ni Muning. May laman na ang lalagyan,
pero wala si Muning. Wala siya sa kusina. Wala rin siya sa silid.
Nasaan kaya si Muning?
Bumaba ng bahay si Susan. Hinanap niya kung naroon si
Muning. Ikot na siya nang ikot, pero hindi pa rin niya nakita.
Baka lumabas ito ng bahay.
Ngiyaw! Ngiyaw!
Hayun si Muning! Ngiyaw siya nang ngiyaw. Nasa loob
siya ng kahon. May mga kasama si Muning sa loob ng kahon.
Nakita ni Susan ang kasama ni Muning. Mga kuting ang
kasama ni Muning sa kahon! May puti, itim at magkahalong
puti at itim na kulay ng kuting. Tuwang-tuwa si Susan!

Bilang ng mga salita: 122

(Yaman ng Panitik 1, Resuma et al, 1987)

Sino ang naghahanap ng pusa?

(Literal) ang kuting
si
Muning
si
Nanay
si Susan

Bakit niya hinahanap ang pusa? (Paghinuha)

ipapasyal niya ito
paliliguan niya ito
pakakainin niya ito
patutulugin niya ito

Saan niya nakita ang pusa?

(Literal) sa silid
sa
silong
sa kahon
sa

40
kusina

41
 Sino ang mga kasama ni Muning sa kahon? (Paghinuha)
mga anak nito
mga kalaro nito
mga nahuli nito
mga kaibigan
nito

Ano ang isa pang magandang pamagat ng kuwento?? (Pagsusuri)

Nasaan si Muning?
Nasaan ang Kahon?
Ang Kahon ni Susan
Ang Pagkain ini
Muning

C. Si Brownie

Si Brownie ay aking alagang aso. Ang aking aso ay

masamang magalit. Minsan ay may pumasok na malaking manok
sa aming bakuran.
Kaagad niya itongtinahulan. Kung hindi lamang siya nakatali
nang mahigpit, malamang na habulin niya ito. Nagulat ang
manok at tumakbo ito nang mabilis palabas ng bakuran.

Kagabi ay hindi ko naitali si Brownie. Panay ang ungol

niya. Maya-maya ay may tinahulan siya nang malakas. Biglang
lumukso si Brownie sa kanyang tulugan at may hinabol. Dali-
dali kong sinilip ang aking alaga. May napatay siyang daga!
Bahagya pa niyang ginalaw ang kanyang buntot nang makita
ako. Kaagad kong binitbit sa buntot ang daga at ipinakita kay
Tatay. Masayang hinimas ni Tatay si Brownie. “Talagang
maaasahan ang asong ito,” sabi niya.

Bilang ng mga salita: 122

(Bagong Filipino Saligang-Aklat II, Ibita et al, 1990)

Saan naganap ang kuwento? (Literal)

sa bahay
sa
paaralan
sa
palengke
sa simbahan

Ano ang katangiang ipinakita ni Brownie? (Paghinuha)

matapang
masungit
maharot
malikot
42
 Ano ang napatay ni Brownie? (Literal)
pesteng ipis
pusang bahay
dagang bahay
ligaw na manok

Bakit kaya bahagyang ginalaw ni Brownie ang buntot nang makita ang
amo? (Paghinuha)
gusto niyang gisingin ang daga
nagulat siya sa kanyang
ginawa natakot siyang
mapagalitan ng amo
upang ipakita sa amo ang kanyang ginawa

Bakit kaya sinulat ang kuwentong “Si Brownie”?

(Pagsusuri) Hatid nito ang isang balita.
Nais nitong magbigay-aral.
Gusto nitong magbigay ng aliw.
Nais nitong magbigay ng bagong kaalaman.

D. Balat ng Saging

“Lito! Lito!” Si Mina ang sumisigaw. Kay lakas ng

kanyang sigaw. “Bakit, Ate? Ano iyon?” Ito naman ang
tanong ni Lito. Lumapit
siya kay Mina. Ayaw niyang sumigaw pa ang kanyang ate.
“Balat ng saging ito, hindi ba? Sino ang nagtapon nito?”
Galit si Mina. Galit siya sa nagtapon ng balat ng saging.
“Ako, Ate,” sagot ni Lito. Mahina ang kanyang sagot. Mahina
ang kanyang tinig.
“Sabi ko na nga ba. Huwag ka nang magtatapon dito, ha!
Sa basurahan ka magtatapon. Hayan ang basurahan natin.
Hayan, natapakan ko ang balat ng saging. Nadulas ako.”
“E... hindi ko sinasadya, Ate. Talaga, hindi ko sinasadya.
Hindi na ako magtatapon ng balat ng saging kahit saan. Sa
basurahan na ako magtatapon.”
“Mabuti. Mabuti kung gayon,” sabi ni Mina.

Bilang ng mga salita: 128

(Yaman ng Panitik 1, Resuma et al, 1987)

Sino ang nakatatandang kapatid? (Literal)

Mina
Lito
Lita
Tina

43
Bakit sumisigaw si Mina? (Paghinuha)
galit siya
maingay kasi
tinatakot niya si
Lito
hindi marinig ang boses niya

Ano ang naramdaman ni Lito nang tinanong siya ni Mina nang pasigaw? (Paghinuha)
nagalit siya
natuwa siya
natakot siya
nagtampo siya

Bakit nadulas si Mina? (Literal)

madulas ang sahig
di niya nakita ang nilalakaran
natapakan niya ang balat ng saging
natapakan niya ang basang bahagi ng sahig

Ano ang isa pang magandang pamagat ng kuwento?

(Pagsusuri) Ang Basurahan
Ang Saging ni Lito
Pulutin ang Saging
Ang Sigaw ni Mina

44
 Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Baitang 5

Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos, basahin

ang mga tanong at isulat ang titik ng tamang sagot sa sagutang papel.

A. Ang Regalo kay Lea

May biglang sumigaw sa labas ng bahay nina Lea. Narinig

niya ang malakas na ungol ni Dagul, ang alaga niyang tuta.
Dumungaw si Lea sa bintana. Nakita niya ang kanyang
tuta sa daan. Nakahiga at may dugo ito sa mukha. Tumakbo
siya sa labas.
“Patay na si Dagul. Nasagasaan siya ng dyip,” malungkot
na sabi ng kanyang kapatid na si Bong.
“May bibilhin ako sa tindahan. Sumunod siya sa akin,”
paliwanag ni Bong.
Bumalik si Lea sa bahay. Ayaw niyang kumain at
maglaro. Naiisip niya si Dagul.
Kinabukasan ay Pasko na! Nagising si Lea sa ingay. Sa
tabi niya ay may basket na may kard. Nakasulat sa kard ang
“Para kay Lea, mula kina Daddy at Mommy.”
Inalis ni Lea ang takip ng basket. Nakita niya ang isang
magandang tuta. Ito ay katulad na katulad ni Dagul.
Inakap ni Lea ang tuta!

Bilang ng mga salita: 146

(Pagsulong sa Pagbasa 1, Ortiz-Baterna, 1990)

Ano ang nangyari kay Dagul?

(Literal) natapakan ng
bata nabundol ng kotse
nasagasaan ng dyip
nawala sa tindahan

Nasaan si Lea nang maaksidente ang tuta?

(Paghinuha) nasa tabi ng sa tindahan
nasa loob ng bahay
nakasakay sa dyip
nasa paaralan

Ano ang naramdaman ni Lea nang pumasok siya sa bahay?

(Paghinuha) nagalit
natakot
nalungkot
nangamba

45
 Kailan nangyari ang aksidente?
(Paghinuha) sa araw ng
Pasko
pagkatapos ng Pasko
sa araw ng Bagong Taon
isang araw bago mag-Pasko

Bakit kaya inisip ni Tatay regaluhan si Lea ng isa pang tuta?

(Pagsusuri) dahil ito ang nasa tindahan
dahil mura lang bilhin ang tuta
para maibigay kay Lea ang hiningi niya
para makalimutan ni Lea ang nangyari

B. Ang Regalo kay Lea

“Kuya! May napulot ako sa daan.” Tuwang-tuwa si

Luis. “Anong napulot mo?” tanong ni Jun.
“Nakapulot ako ng pitakang may lamang
pera.” “Pera? Magkano ang pera, Luis?”
tanong ni Jun.
“Sandaang piso, Kuya. May sandaang piso na ako.
Mapalad ako, hindi ba?” tuwang-tuwang sabi ni Luis.
“Hindi, Luis. Hindi iyo ang perang iyan. Isasauli natin ang
pitaka sa may ari,” sabi naman ni Jun.
“Kuya, napulot ko ito sa daan. Akin na ito, hindi ba?” Nagtataka si
Luis.
“Pero kawawa naman ang may-ari ng pitaka. Hala, tingnan mo
ang loob ng pitaka. Baka may pangalan sa loob,” utos pa ni Jun.
Tiningnan ng dalawa nang mabuti ang loob ng pitaka.
Isang tarheta ang nakita ni Luis.
“Isabelo Santos. Labing-isa, daang Sta. Elena, Sampalok.”
Ito ang nabasa ni Jun.
“Kilala ko ang may-ari ng pitaka, Kuya. Nakikita ko siya
tuwing umaga. Alam ko rin ang kanyang bahay. Sige, isauli
natin ang pitaka,” yaya ni Luis.

Bilang ng mga salita: 156

(Yaman ng Panitik 1, Resuma et al, 1987)

Ano ang napulot ni Luis? (Literal)

pera
piso
pitaka
tarhet
a

Magkano ang laman ng pitaka?

(Literal) piso
46
dalawampiso

47
 sampung piso
sandaang piso

Ano ang nakita nila sa tarheta?

(Inferential) pangalan at
tirahan ng may-ari listahan ng
bibilhin
pera ng may
ari tatak ng
pitaka

Ano ang pinakitang ugali ng magkapatid sa katapusan ng kuwento? (Inferential)

matapat
masakim
matalino
palakaibiga
n

Bakit kaya sinulat ang kuwentong “Napulot Ko!”?

(Critical) Hatid nito ang isang balita.
Nais nitong magbigay ng mungkahi.
Nais nitong magbigay ng aliw sa mga bata.
Gusto nitong magbigay ng mabuting halimbawa.

C. Ang Matanda
Tanghaling tapat na. Marami sa mga mag-aaral ang
nagmamadali nang umuwi. Walang lilim na masisilungan kahit
saan.
Sa gitna ng initan ay may isang matandang babaeng
may dalang malaking balutan. Palinga-linga ang matanda.
Parang may hinahanap ito. Maraming batang mabilis na
nagdadaan sa tabi niya.
“Mga bata, ” ang sabi ng matanda. Nguni't hindi siya
pinapansin ng mga bata. Paminsan-minsan, may ilang batang
napapalingon sa kanya, ngunit patuloy pa rin ang matulin
nilang lakad.
Dumating si Nelia. Nagmamadali rin si Nelia na makauwi.
Nagugutom na kasi siya.
Napansin niya ang matanda. Nakita niya ang nakakaawang ayos
nito.
“Bakit po, Lola?” ang tanong ni Nelia.
“Ay Ineng” ang sagot ng matanda. “Naligaw ako. Saan ba ang
papunta sa istasyon ng bus?”
“Doon lang iyon sa kabilang kanto, Lola.”
Kahit na pagod si Nelia, inihatid niya ang matanda.
Bago sumakay sa bus ang matanda ay hinaplos si Nelia sa ulo.
“Pagpapalain ka ng Diyos, Ineng,” ang sabi nito sa kanya.

48
Bilang ng mga salita: 160
(Bagong Filipino Saligang-Aklat II, Ibita et al, 1990)

49
Saan naligaw ang matanda sa kuwento?
(Inferential) sa sakayan ng bus
sa labas ng paaralan
sa bahay nina Noel
sa labas ng
simbahan

Ano ang panahon nang maganap ang kuwento? (Literal)

maaraw
mahangin
maulan
maulap

Ano-ano ang hindi pinansin ni Nelia habang kinakausap ang matanda? (Paghinuha)
gutom at pagod
nanay at tatay
ang bitbit niyang mga
gamit kung saan ang
istasyon ng bus

Anong ugali ang ipinakita ni Nelia?

(Paghinuha) malinis
madasalin
matulungin
mapagmahal

Bakit kaya sinulat ang kuwentong “Ang Matanda”?

(Pagsusuri) Hatid nito ang isang balita.
Nais nitong magbigay ng mungkahi.
Nais nitong magbigay ng aliw sa mga bata.
Gusto nitong magbigay ng mabuting halimbawa.

50
D. Sinaunang Sistema ng Pagsulat at Panitikan

Ang sistema ng pagsulat ng sinaunang Pilipino ay ang

baybayin. Binubuo ito ng 17 na titik – 14 na katinig at tatlong
patinig. Ang pagsulat ay mula itaas pababa at mula kaliwa
pakanan. Ang sinusulatan ay balat ng puno, buho ng kawayan,
malapad na dahon, o hinabing himaymay ng halaman. Ang
panulat ay matulis na kawayang patpat o kahoy. Ang tinta at
tina ay mula sa dagta ng mga halaman.
Ang panitikan ay binubuo ng mga awiting bayan, kuwentong
bayan, alamat, pabula, salawikain, bugtong, at epiko. Halimbawa
ng ating mga alamat ay ang “Alamat ni Mariang Makiling,”
“Alamat ni Malakas at Maganda” at “Alamat ni Mariang Sinukuan.”
Ang epiko naman ay isang mahabang tula tungkol sa
pakikipagsapalaran ng isang bayani. Nabibilang sa mga epiko ng
ating mga ninuno ang “Biag ni Lam-ang” nga mga Ilocano,
“Ibalon” ng mga Bicolano, at “Batugan” ng mga Maranao.

Bilang ng mga Salita: 148

(Agno, L. et. al. Kultura, kasaysayan at kabuhayan: Heograpiya, kasaysayan
at sibika. (2007). QC: Vibal Pub.)

Alin sa sumusunod ang nagsasabi tungkol sa sinaunang sistema ng pagsulat?

Binubuo ito ng 17 katinig at 3 patinig.
Matulis na kawayang patpat ang panulat.
Malapad na dahon at papel ang
sinusulatan.
Mula itaas pababa at mula kanan pakaliwa ang pagsulat.

Alin sa sumusunod ang halimbawa ng sinaunang panitikan?

(Literal) kuwentong awit at epiko
tula at awiting salawikain
awiting bugtong at pabula
kuwentong bayan at alamat

Ano ang tinutukoy na baybayin sa seleksyon?

(Paghinuha) Ang direksyon ng pagsulat ang
tinutukoy nito.
Ito ang paggamit ng panulat na mula sa kawayan.
Sistema ito ng pagsulat ng ating ninuno gamit ang 17 titik.
Ito ang sistema ng pagsulat na gamit natin sa kasalukuyan.

Ano ang sinasabi ng seleksyon tungkol sa mga ninuno natin?

(Pagsusuri) Mahilig sila sumulat ng mga alamat at epiko.
Nagtulungan sila kaya nabuo nila ang baybayin.
Hindi madali ang paghanap nila sa pansulat at susulatan.
Pinakita nila ang pagiging malikhain sa maraming paraan.

51
Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe
nito? (Pagsusuri)
Naglarawan ito at nagbigay ng mga halimbawa.
Binanggit ang kasaysayan ng sinaunang sistema ng pagsulat.
Nakasaad ang mga dahilan ng sinaunang sistema ng
pagsusulat. Tinalakay nito ang sanhi at bunga ng sinaunang
sistema ng pagsusulat.

52
 Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Grade 6

Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos, basahin

ang mga tanong at isulat ang titik ng tamang sagot sa sagutang papel.

Paano Nabubuo ang Isang Batas?

May pinagdadaanang proseso ang isang panukalang-

batas bago ito tuluyang maging batas para maipatupad sa
ating bansa. Ang bawat panukalang-batas na pinagtibay ng
Kongreso ay dapat sumaklaw ng isang paksa lamang na dapat
nakalahad sa pamagat nito.
Ang isang panukalang-batas ng anumang kapulungan ay
pinagtitibay sa tatlong pagbasa sa magkakahiwalay na araw.
Tatlong araw bago mapagtibay ito ay ipinag-uutos ang
pamamahagi ng nakalimbag na kopya nito sa mga kagawad ng
kapulungan.
Ang bawat panukalang-batas na mapagtitibay ng
Kongreso ay ihaharap sa pangulo bago maging batas.
Lalagdaan ito ng pangulo kung sinasang-ayunan niya ito. Kung
hindi naman, ipaiiral niya ang kapangyarihang betohan ito at
ibalik sa Kongreso. Kinikilala ito bilang veto power. Kalakip nito
ang kanyang mga tutol laban sa panukalang- batas upang
muling talakayin ang mga ito.

Bilang ng mga Salita: 130

(Inocencio, et. Al, Pilipinas: Ugat ng Lahing Pilipino 5 (2006). Wizard
Publishing Haws, Inc. Tarlac, Tarlac)

Mga Tanong:
Alin sa sumusunod ang nagsasabi tungkol sa isang panukalang batas?
(Literal) Nilalagdaan ito ng pangulo bago ito pinagtitibay.
Kasama ang pangulo sa pagtitibay nito sa Kongreso.
Maaaaring tutulan ito ng pangulo bago maging batas.
Hinaharap ito sa pangulo bago pinagtitibay ng
Kongreso.

Alin sa sumusunod ang unang nagaganap sa pagbuo ng isang batas?

(Literal) Hinaharap ang panukala sa pangulo upang lagdaan.
Ipinapamahagi ang kopya ng panukala sa mga kagawad.
Pinagtitibay ang panukala sa tatlong pagbasa sa Kongreso.
Ibinabalik ito ng pangulo sa Kongreso kung may mga tutol
dito.

Kailan ginagamit ng pangulo ang kanyang kapangyarihang betohan

ang isang panukalang-batas ? (Paghinuha)

53
Ginagamit ng pangulo ang veto power kapag .
sang-ayon siya sa panukalang batas
hindi sang-ayon ang Kongreso sa panukalang batas
may mga dahilan siyang tutulan ang panukalang batas

54
 hindi ipinagtibay ng tatlong beses ang panukalang batas

Ano ang salitang maaaring kasingkahulugan ng sumaklaw sa

ikalawang pangungusap ng seleskyon? (Paghinuha)
bumangg
it
magsama
mag-
usisa
tumalakay

Ano kaya ang dahilan kung bakit kinailangang makapagpatibay ng

mga bagong panukalang-batas? (Paghinuha)
Isinasaalang-alang nito ang ikabubuti ng Kongreso.
Kailangan ng batas para sa ikabubuti ng mga mamamayan.
Pinagtitibay ang batas para sundin ang panukala ng
pangulo. Trabaho ng Kongreso na makabuo at
makapaglimbag na batas.

Ano kaya ang mangyayari kapag hindi napagpatibay ang isang batas sa
Kongreso? (Paghinuha)
Ito ay hindi maaaring maipatupad.
Madadagdagan ang batas na
susundin. Ipaaalam na ito sa lahat
para ipatupad.
Hindi ito lalagdaan ng pangulo bilang pagtutol.

Alin sa sumusunod ang nagsasabi ng pangunahing ideya ng seleksyon? (Paghinuha)

Sa Kongreso nabubuo ang isang batas.
Maraming paraan para makabuo ng batas sa Kongreso.
May paraang pinagdaraanan ang pagbuo ng bagong batas.
Ang isang panukalang batas ay dapat sumaklaw sa isang paksa.

Saang bahagi ng seleksyon matatagpuan ang pangunahing ideya nito?

(Pagsusuri) Makikita ito sa ng seleksyon.
gitna
katapusa
n simula
simula at katapusan

Ano ang layunin ng sumulat ng seleksyon?

(Pagsusuri) Hatid nito ang isang balita.
Hangad nitong manghikayat.
Nais nitong magbigay ng kaalaman.
Gusto nitong magbigay ng mungkahi.

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe

nito? (Pagsusuri)
Binanggit ang kasaysayan ng pagbuo ng batas.
Nakasaad ang mga dahilan ng pagbuo ng
55
batas. Inilarawan ang sanhi bunga ng pagbuo
ng batas. Tinalakay ang pinagdaraanan sa pabuo
ng batas.

56
B. Panahon ng Bagong Bato

Sa pagdaan ng mga panahon nagkaroon ng bagong

pangangailangan ang mga sinaunang tao. Kinailangan nila
ng mga bagong kagamitang yari rin sa mga bato na lubos na
pinakinis at inayos. Sa paglabas ng mga gamit na ito ay
dumating ang isang bagong panahon, ang Panahon ng
Bagong Bato.
Ang mga tao ay natutong magtanim, magsaka at mag-alaga
ng mga hayop. Palay ang sinasabing pinakaunang produkto ng
mga sinaunang tao na ginamitan ng ararong bato na lalong
nagpaunlad ng pagsasaka.
Patuloy pa rin ang kanilang pangangaso kahit gumawa na sila
ng mga sasakyang pantubig.
Bukod dito, natutong gumawa at gumamit ang mga tao
ng mga kasangkapang yari sa putik (earthenware). Isang
pinakamagandang halimbawa nito ay ang Bangang Manunggul na
sinasabing ginawa noong 900 BC.
Nagsimula na rin silang maniwala sa buhay pagkatapos ng
kamatayan. Mapapatunayan ito sa pamamagitan ng ginawa
nilang pagsama ng mga gamit ng yumao sa kanilang mga labi.
Ito rin ang naging gamit ng Bangang Manunggul. May iba’t
ibang paraan pang ginagawa sa mga labi depende sa lipunang
ginalawan ng yumao.

Bilang ng mga Salita: 177

(Saroca at Rosales, (2005), Lahing Pilipino, Diwang Makabayan 5,
Innovative Educational Materials, Inc.)

Alin sa sumusunod ang nagpapatunay kung bakit Panahon ng Bagong Bato

ang tawag sa panahong tinalakay sa seleksyon? (Literal)
Yari sa bato ang lahat ng mga kagamitan nila.
Gumamit sila ng mga kagamitang gawa sa pinakinis na bato.
Nakahanap sila ng bago at pinakinis na bato na ginamit
nila. Dumating sila sa lugar na may kagamitang pinakinis
na bato.

Alin sa sumsusunod ang HINDI nagpapakita ng naganap noong

Panahon ng Bagong Bato? (Paghinuha)
Nakapaglakbay sila sa tubig.
May mga kagamitan silang yari sa putik.
Higit na mas mahusay ang uri ng pagsasaka nila.
Naniniwala sila na may buhay pagkatapos ng
kamatayan.

Ano ang sanhi ng bagong kagamitan sa panahong ito?

(Literal) Nagsawa na sila sa lumang mga gamit at

57
kasangkapan. Hindi sapat sa pangangailangan nila
ang mga yari sa putik.
Hindi na angkop ang dating kagamitan sa pangangailangan nila.
Mas mahusay na gamit kaysa sa yari sa putik ang natuklasan nila.

58
 May mga gamit ng yumao na isinama sa kanilang
mga labi.
Ano ang kahulugan ng labi sa pangungusap sa loob ng kahon?
(Paghinuha) Ito ay .
isang bahagi ng katawan
gamit ng namatay na tao
katawan ng namatay na tao
ang yumao na isinama sa
putik

Anong mga katangian ng mga sinaunang tao ang ipinakita sa seleksyon?

(Paghinuha) Sila ay .
matapang at magalang
masipag at maka-Diyos
mapamaraan at masipag
matulungin at
mapamaraan

Ano kaya ang magiging bunga nang nakagawa ang mga sinaunang
tao ng sasakyang pantubig? (Paghinuha)
Maaari silang maglakbay sa tubig.
Walang pagbabago sa paglalakbay
nila. Makaaalis silang ligtas kapag
may bagyo.
Magkakaroon na sila ng bago at ligtas na tirahan.

Ano ang naging halaga ng Bangang Manunggul sa panahong iyon?

(Paghinuha) Magandang pag-aari ito ng mga yumao.
Isinasama ito sa yumao sa kabilang buhay.
Ito ay tanda ng paniniwala sa kabilang
buhay. Magandang gamit ito na yari sa
pinakinis na bato.

Alin sa sumusunod ang isa pang magandang pamagat para sa

seleksyon? (Pagsusuri)
Ibang Uri ng Kagamitang Bato
Pamumuhay ng Sinaunang Tao
Masisipag na mga Sinaunang Tao
Mga Kagamitan ng Panahon ng Bagong Bato

Ano ang layunin ng sumulat ng seleksyon?

(Pagsusuri) Hatid nito ang isang balita.
Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

(Pagsusuri) Binanggit ang suliranin ng paksa.
Nakasaad ang mga solusyon sa paksa.
59
Tinalakay ang maraming sanhi ng
paksa.
Inilarawan ang paksa gamit ang mga halimbawa.

60
 Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Grade 7

Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos, basahin

ang mga tanong at isulat ang titik ng tamang sagot sa sagutang papel.

A. Karapatang Sibil

Kinikilala ng bayan ang mga karapatang sibil ng mga

mamamayan. Ito ay sumasakop sa kalayaan nating makamit
ang kaginhawaan at makipag-ugnayan sa isa’t isa. Kabilang sa
karapatang sibil ay karapatan sa pananalita at pamamahayag,
kalayaan sa relihiyon, paninirahan at paglalakbay, magkaroon
ng ari-arian, maiwasan ang pagka-alipin, at iba pa.
May karapatan ang bawat isa, maging anuman ang
katayuan nito sa lipunan, laban sa di-makatuwirang pagdakip at
lihim na pagpapabilanggo.
Ang writ of habeas corpus ang kautusang mula sa hukuman na
nagsisiguro sa karapatang ito. Dagdag pa rito ang kautusang
Miranda (Miranda Rule) na buod ng mga karapatan ng
nasasakdal. Itinadhana ang mga ito at ipinagtibay. Kabalikatng
karapatang ito ay ang prinsipyo ng isang nakasuhang
mananatiling inosente hanggang hindi napapatunayang
nagkasala (innocent until proven guilty) at nang walang
pasubali (beyond reasonable doubt). Maipatutupad ito kung
isasailalim sa isang mablis, hayagan, at patas na paglilitis. Ang
pagdadaos ng mabilis na paglilitis at pagkakaloob ng hustisya
ay ayon na rin sa kasabihang “justice delayed is justice
denied.”

Bilang ng mga Salita: 166

(Pilipinas: Ugat ng Lahing Pilipino 6, Inocencio, et. Al (2006). Wizard
Publishing Haws, Inc., Tarlac, Tarlac.)

Mga Tanong:
Alin sa sumusunod ang HINDI saklaw ng karapatang sibil?
(Literal) HINDI saklaw ng karapatang sibil ang karapatan
.
na maipahayag ang saloobin
na makapagbiyahe saan man nais
na magpatayo ng titirhan saan man
sa malayang pagsamba at pananalig

Alin sa sumusunod ang sinasabi sa seleksyon? (Literal)

Ang karapatan ay ayon sa katayuan natin sa
lipunan. Kilala ang ating bayan sa pagpaptupad
ng Miranda Rule.
61
Maraming mga karapatang sibil na kinikilala ang ating bayan.
Mahusay na naipatutupad ang karapatang sibil sa ating bayan.

62
Paano kaya ipinapakita ng ating bayan ang pagkilala sa karapatang sibil?
(Inferntial) Hindi ito nilalabag sa ating bansa.
Pinag-aaralan ang mga ito ng lahat ng mamamayan.
Inililimbag at ipinapaabot sa lahat ang tungkol dito.
May mga kautusang nagsisiguro sa pagkilala ng mga ito.

Ano ang panlaban natin sa di-makatuwirang pagdakip at lihim na

pagpapabilanggo? (Literal)
Ito ay napapaloob sa Miranda Rule.
Lilitisin at ikukulong ang nagkasala.
Makatarungan na paglilitis ang kasunod
nito. Tamang panangga rito ang writ of
habeas corpus.

Ano ang nasasaad sa writ of habeaus corpus?

(Literal) Laban ito para hindi
masampahan ng kaso.
Ito ay panangga sa di-makatwirang pagkadakip.
Nakalahad dito ang karapatan laban sa paglilitis.
Ipinapahayag nito ang karapatan na madama ang kaginhawahan.

Kabalikat ng karapatang ito ay ang prinsipyo ng

isang nakasuhangmananatiling inosente
hanggang hindi nagkasala.
napapatunayang

Ano ang kahulugan ng pangungusap sa loob ng kahon?

(Paghinuha) Tunay na inosente ang nasasakdal na
may prinsipyo.
Kabalikat ng taong nakasuhan ang kanyang
prinsipyo. May kabalikat ang taong nakasuhan
lalo kung inosente.
May proteksyon ang nasasakdal hangga't hindi nasisiguro ang sala.

Ano ang layunin ng sumulat ng seleksyon?

(Critical) Hatid nito ang isang balita.
Gusto nitong magbigay ng aral.
Nais nitong magbigay ng kaalaman.
Hangad nitong magbigay ng pananaw.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe nito? (Critical)
Binanggit ang pinagmulan ng paksa.
Nakasaad ang mga suliranin ng paksa.
Tinalakay ang sanhi at mga bunga ng
paksa.
Nagbigay ng mga halimbawa tungkol sa paksa.

Saan matatagpuan ang pangunahing ideya ng seleksyon?

(Critical) Ito ay makikita sa ng seleksyon.
gitna
simula
katapusa
n
simula at katapusan
51
Alin sa sumusunod ang isa pang magandang pamagat para sa
seleksyon? (Critical)
Pagkilala sa Ating Karapatan
Mga Halimbawa ng
Karapatan Mga Dulot ng
Sibil na Karapatan
Sibil na Karapatan sa Malayang Bansa

Ang Hukbong Paggawa ng Pilipinas

Ang hukbong paggawa ng ating bansa ay binubuo ng mga

taong may edad na 15 taong gulang pataas. Itinuturing silang may
sapat nang lakas, kasanayan, at kakayahan sa paggawa o
produksyon. Ngunit hindi lahat ng saklaw ng edad na 15 taon at
pataas ay kasapi ng hukbong paggawa. Kabilang nito ay ang mga
kabataang nag-aaral, mga inang hindi naghahapbuhay, yaong
may mga kapansanan, mga matatanda na at hindi na
naghahanapbuhay, o ang mga nagretiro na sa paghahanapbuhay.
Nahahati sa iba’t ibang pangkat ang hukbong paggawa
ng Pilipinas. Nariyan ang sector ng agrikultura, industriya,
serbisyo, at propesyonal. Karamihan sa mga kasapi ng hukbong
paggawa sa mga sektor na nabanggit ay gumagamit ng lakas-
bisig sa paggawa.
Subalit hindi lamang ito ang gamit sa produskyon.
Nakatutulong ding higit ang lakas-isip na nakukuha sa pag-
aaral at pagsasanay. Ang mga nagtatapos sa pag-aaral ng kusa
ay maaaring pumasok ng trabaho bilang mga propesyonal na
doctor, guro, inhinyero, abogado, accountant, at iba pa.
Hindi lamang sa loob ng bansa matatagpuan ang mga
manggagawang Pilipino. Mula noong taong 1975 ay mabilis na
ang pagtaas ng dami ng mga migranteng Pilipinong
naghahanapbuhay sa ibang bansa. Karaniwang trabaho nila ay
bilang nars, caregivers, seaman, domestic helpers,
manggagawa sa konstruksyon, at kahit pa bilang mang-aawit
at mananayaw.

Bilang ng mga Salita: 212

(Inocencio, et. Al Pilipinas: Ugat ng Lahing Pilipino 6 (2006). Wizard
Publishing Haws, Inc. Tarlac, Tarlac)

Alin sa sumusunod ang HINDI kabilang sa hukbong paggawa?

(Literal) mga matatandang nasa opisina
retiradong patuloy na nagtatrabaho
mga mag-aaral na gumagawa ng aralin
mga inang tumutulong sa paghahanapbuhay

Alin sa sumusunod ang sinasabi ng seleksyon tungkol sa hukbong

paggawa? (Literal)
52
Lahat sila ay .
walang pagod sa paghahahanapbuhay

53
 walang tigil ng pagpapalakas at pagsasanay
nangangarap maghanapbuhay sa ibang
bansa
may kasanayan at kakayahan na makibahagi sa produksyon

Alin sa sumusunod ang HINDI kasama sa lakas-bisig sa paggawa? (Paghinuha)

doktor
hardinero
karpintero
mangingisd
a
Nakukuha ang lakas-isip sa pag-aaral at
pagsasanay
Ano ang kahulugan ng pangungusap sa loob ng kahon?
(Paghinuha) Nasasanay ang nag-aaral na mag-isip.
Nahahasa ang kaisipan sa pag-aaral.
Nararapat na sanayin ang takbo ng
pag-iisip. Mauunawaan ng nag-iisip ang
pinag-aaralan.

Sino sa sumusunod ang HINDI kasama sa hukbong paggawa?

(Paghinuha) isang pari na nagmimisa
isang dyanitor na may sakit
isang pulis na makikita sa lansangan
isang musmos na nagtitinda ng sampagita sa kalye

Saan matatagpuan ang pangunahing ideya ng seleksyon?

(Critical) Ito ay makikita sa ng seleksyon.
gitna
simula
katapusa
n
simula at katapusan

Ano ang layunin ng sumulat ng seleksyon?

(Critical) Hatid nito ang isang balita.
Gusto nitong magbigay ng aral.
Nais nitong magbigay ng kaalaman.
Hangad nitong magbigay ng ibang pananaw.

Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

(Critical) Binanggit ang pinagmulan ng paksa.
Nakasaad ang mga solusyon ng paksa.
Tinalakay ang sanhi at bunga ng paksa.
Nagbigay ito ng mga halimbawa sa seleksyon.

Alin sa sumusunod ang isa pang magandang pamagat para sa

seleksyon? (Pagsusuri)
Lakas-Bisig ng ating Bansa

54
Mga Manggagawa ng Ating Bayan
Mga Suliranin ng mga Manggagawa
Pinagmulan ng Hukbong Paggawa sa
Pilipinas

55
Ano ang pangunaking ideya na tinalakay sa seleksyon?
(Paghinuha) Tinalakay sa seleksyon ang .
mga problema ng hukbong paggawa
uri ng pamumuhay ng hukbong paggawa
iba’t ibang halimbawa ng hukbong paggawa
mga pagsasanay at mga paghihirap ng hukbong paggawa

56
 APPENDIX A2
Gabay sa Pagwasto: Pangkatang Pagtatasa – Filipino (Grades 3-7)
Grade 3
A B C D
Ang Loro ni Lolo Reyna ng
Kiko O Pagong! Duwende Manonood Ako!
1. b 6. b 11. a 16. b
2. b 7. b 12. b 17. b
3. b 8. c 13. c 18. a
4. a 9. a 14. c 19. c
5. c 10 c 15. c 20. b
.
Grade 4
A B C D
Ang Aso sa
Lungga Si Muning Si Brownie Balat ng Saging
1. c 6. d 11. a 16. a
2. a 7. c 12. a 17. a
3. b 8. c 13. c 18. c
4. c 9. a 14. d 19. c
5. b 10 a 15. c 20. d
.
Grade 5
A B C D
Sinaunang
Ang Regalo Kay Sistema ng
Lea Napulot Ko! Ang Matanda Pagsulat at
Panitikan
1. c 6. c 11. b 16. b
2. b 7. d 12. a 17. d
3. c 8. a 13. a 18. c
4. d 9. a 14. c 19. d
5. d 10 d 15. d 20. a
.

57
 Grade 6
A B
Paano Nabubuo Panahon ng
ang Isang Batas? Bagong Bato
1. c 11. b
2. b 12. a
3. c 13. c
4. d 14. c
5. b 15. c
6. a 16. a
7. c 17. b
8. c 18. b
9. c 19. d
10. d 20. d

Grade 7
A B
Ang Hukbong
Karapatang Sibil Paggawa ng
Pilipinas
1. c 11. c
2. c 12. d
3. d 13. a
4. a 14. b
5. b 15. d
6. d 16. b
7. c 17. c
8. d 18. d
9. b 19. b
10. d 20. c

58
 APPENDIX A3
Phil-IRI Group Screening Tests in English

Number and Kind of Pamagat ng mga

Level Bilang ng Tanong
Text Seleksyon
•The Best Part of the Day
•Ice Cream for Sale
4th 4 Narrative Texts •At Last 20
•The Owl and the Rooster
•Early Start
•Rice for Lunch
5th 4 Narrative Texts •The Gift 20
•One Stormy Night
•Chameleons
6th 3 Expository Texts •The Philippine Eagle 20
•Home to Millions of Fish
•Telling Time
7th 3 Expository Texts •Counting the Hours 20
•Nosebleeds

59
 Screening Test, Grade 4

Read each selection silently. Then read the questions that follow
and write the letter of the correct answer in the answer sheet:

A. The Best Part of the Day

Mia was in her bedroom when she heard a rooster crow.

Then she heard a man yell, “Hot pandesal! Buy your hot
pandesal!” Mia wanted to sleep some more. But she knew
she might be late for school if she did. Finally, she began
to smell fried eggs and fish. “It’s time to get up,” she said.
Mia jumped out of bed and ran down
the steps.

words

At the beginning of the story, where was Mia? (Literal)

She was in her bedroom.
She was in the bathroom.
She was at the kitchen
table. She was on a
bench outside.

What time of the day was it?

(Inferential) middle of the
day
late in the evening
early in the morning
late in the
afternoon

What do you think will happen next?

(Inferential) She will have lunch.
She will have dinner.
She will have a snack.
She will have breakfast.

What will she say when she gets up?

(Inferential) “Good evening.”
“Good afternoon!”
“Good morning!”
“Thank you very
much!”

What other title can be given for this story?

(Critical) The End of the Day
60
The Start of the Day
Just Before
Sleeping The
Middle of the Day

61
B. Ice Cream for Sale

“Cling! Cling! Cling!” Benito and his sister Nelia raced out
the door. He took some coins from his pocket and counted
them. “I can have two scoops,” he thought. But then his
little sister Nelia asked, “Can I have an ice cream?” Benito
looked at his coins again. “May I have two cones?” he
asked. The vendor nodded. Benito and Nelia left with a
smile.

words

Why did Benito and Nelia race out the door? (Inferential)
They wanted to buy something.
They wanted to open the door.
They wanted to find out what was going
on. They wanted to know what was
making noise.

In the beginning, what did Benito plan to do?

(Literal) buy ice cream for himself
and his sister buy two scoops of ice
cream for himself buy two scoops of
ice cream for his sister
reach the ice cream vendor ahead of his sister

Why were they smiling at the end of the story?

(Inferential) They each got a free ice cream
cone.
They made the ice cream vendor happy.
They shared a cup with two scoops of ice cream.
They each had a scoop of ice cream on a cone.

A vendor is someone who . (Inferential)

sells things
buys things
counts things
gives things
away

Which of the following best describes Benito?

(Inferential) He is selfish.
He is giving.
He is
thrifty. He
is greedy.

62
C. At Last!

The spotted egg finally hatched. Out came a little bird who
was afraid. The tree where his mother built their nest was
just too tall. “I don’t know how to fly,” he thought. He looked
around for his mother, but she was not there. Where could
she be? He looked down and felt his legs shake. He started
to get dizzy and fell out of his nest.
He quickly flapped his wings. At last – he was flying.

words

Where did the bird come from?

(Literal) an egg with lots
of spots an egg with
many colors
an egg with only one
color an egg with plenty
of stripes

Why was the bird afraid? (Inferential)

He did not have any
friends. He did not know
how to fly. He did not
know his mother. He did
not see his brothers.

Why was the bird’s mother not in the nest? (Inferential)

She had to look for a nest to house the little
bird. She had to leave the bird so he will learn
on his own. She had to find food to feed the
hungry little bird.
She had to look for something to help the little bird fly.

How did the bird learn to fly?

(Inferential) by studying
and practicing
by watching other birds fly
by having his mother teach him
by accidentally flapping its wings

At the end of the passage, how did the little bird feel?
(Inferential) lonely
afraid
nervou
s
63
excited

64
D. The Owl and the Rooster

While the other owls slept in the day time, Hootie slept at
night. She always yawned and fell asleep when her friends
asked her to hoot with them. This made her sad because
she liked hooting a lot. One day, she met a rooster who
could not wake up in the morning. He could not awaken the
villagers. This made the rooster unhappy. Hootie said, “I
know how to help you. I’ll hoot in the morning so you can
wake up to do your job!”

words

What was the owl’s problem?

(Inferential) She slept in the
morning.
She couldn’t hoot at night.
She was awake all night
long. She couldn’t wake the
people up.

What was the rooster’s problem?

(Literal) He couldn’t hoot
with the owl.
He couldn’t wake the people up.
He couldn’t sleep in the
morning. He couldn’t be with
his friends.

The word rouse has a synonym in the selection. What is this word? (Inferential)
wake
solv
e
slept
hoot

How did the owl and the rooster feel at the end of the passage?
(Inferential) worried
alarme
d
relieved
unhapp
y

What was the author's purpose when she wrote the selection?
(Critical) to inform
to entertain
65
to
evaluate
to
convince

66
 Screening Test, Grade 5

Read each selection silently. Then read the questions that follow
and write the letter of the correct answer in the answer sheet:
A. Early Start

Mara woke up with a start. “Oh no!” The sun was shining
brightly on her face. She looked at her alarm clock. She was
not going to make it to school. She hurriedly put on her
uniform, gathered her things and dumped them into her bag.
She rushed so that she could be in school before the bell
rang. As she was going out the door, her mother stopped her
and asked, “Why are you rushing? Did you
forget? It’s Saturday today!”

words

Mara woke up with a start. When a person wakes up with a start, it

means that one got out of bed . (Inferential)
sad
happy
worried
excited

Why does Mara have to rush? (Literal)

so she would get to school on time
so she would be the first student in
school so she would be the fastest
runner in school
so she could eat breakfast before going to school

What did Mara forget? (Inferential)

that she did not set her alarm clock early enough for the next day
that she did not need to rush because there were no classes today
that she cannot anymore eat breakfast if she was rushing to
school that she cannot anymore go to school because she
was very late

How do you think did Mara feel after her mother talked to her?
(Inferential) anxious
nervou
s
relieved
unhapp
y

What did the author intend when she wrote the selection?
(Critical) to inform
67
to entertain
to
evaluate
to
convince

68
B. Rice for Lunch

Anika washed the rice grains. Then she put them into a pot.
She also put in two cups of water. Finally, she covered the
pot and left it on the electric stove. After twenty minutes,
she went to check on the pot. It was not hot. She saw that
the plug was still on the floor. Anika
looked at the clock and shook her head. It was almost lunchtime.

words

What did Anika want to do?

(Inferential) wash rice
cook rice
serve rice
measure
rice

Why was she unable to do what she wanted to do?

(Inferential) The lid was very hot.
The clock was not
working. The stove was
not plugged. The pot had
too much water.

Why did Anika look at the clock.? She looked at the clock to see if
.
(Inferential) the clock was
still working
she still had time to watch
TV. the time on the clock
was correct
the rice will be cooked in time for lunch.

What did Anika feel when she saw the clock?

(Inferential) glad
angry
excited
worried

What should Anika do to finish what she started? (Inferential)

She should plug the stove.
She should set the alarm clock.
She should wash the rice grains
again. She should add more water
to the pot.

69
C. The Gift

The colorfully-wrapped box was lying on the table when

Mario got home. Thinking that it was his parents’ birthday
gift to him, he took it and quickly tore it open. It was the
coolest looking pair of shoes he had ever seen. Mario put
them on, walked out into the street and jumped into a
puddle. “Mario, why are you wearing your brother’s
shoes?” his Mother cried. When he looked down, he said,
“Oh no, that’s a lot of cleaning I have to do.”

words

Why did Mario think the box was for him?

(Literal) It was Christmas.
It was his birthday.
It was New Year’s
Eve. It was
Valentine’s day.

In the selection, it said that Mario saw the coolest-looking pair of shoes.
(Inferential) What does this mean?
The shoes were very fashionable.
The shoes kept his feet from being warm.
The shoes felt very cold when he touched
them. The shoes made him shiver when he
wore them.

As Mario looked down, what did he think he needed to do? (Literal)

Clean the shoes.
Wrap the shoes.
Wear the shoes.
Hide the shoes.

How did Mario’s mother feel when she saw Mario?

(Inferential) happy
lonely
worried
excited

What do you think was Mario feeling when he saw his mother?
(Inferential) afraid
lonely
excited
nervous

70
D. One Stormy Night

That night, Jessica helped her mother close the windows.

The wind was howling. Droplets of rain started pelting the
roof. “Go find the candles and I will get the matches,”
said her mother. Lightning flashed. A clap of thunder
followed. Soon after, the lights went off. “A blackout!”
shouted Jessica. “Don’t be alarmed. It’s a good thing we
have what we need,” said mother.

words

Why did they close the windows?

(Inferential) to keep their
home clean
to make their feel cooler
to protect them from the rain
to prevent bats from coming in

Which of the following did Jessica and her mom do?

(Inferential) prayed hard
bought
supplies
worked together
watched the
wind

Which of the following best describes the characters in our story? (Inferential)
lucky
giving
loving
prepared

What does the word “blackout” mean?

(Inferential) There is a strong
storm.
There is no electric power.
There are dark rain clouds.
There are no stars in the
sky.

What did the mother feel at the end of the story? (Inferential)
relaxed
helples
s
worried
unhapp
y

71
 Screening Test, Grade 6

Read each selection silently. Then read the questions that follow
and write the letter of the correct answer in the answer sheet:
A. Chameleons

Chameleons are extraordinary animals. They are one of

the few animals that can change their color. This is their
way of hiding themselves. Chameleons that live in trees
are often green. Those that live in desert lands are usually
brown.

It is also their way of keeping warm. Turning a darker

shade helps them absorb more heat. They also change
colors to send messages to other chameleons. Their
bright colors may attract another chameleon or warn
enemies.

words

What is one unique characteristic of chameleons? (Literal)

Their color changes.
They live in trees.
They live in
deserts.
They climb trees fast. They send messages to other animals.

What will happen to a chameleon on a cold day?

(Inferential) It will become invisible.
It will turn a shade
lighter. It will turn
white.
It will turn a shade darker.

Changing its color is the chameleon’s way of .

(Literal) showing its special power
hiding itself from other animals
finding its
family
shedding its
skin

Chameleons are extraordinary animals. Another word for extraordinary is

.
(Inferential) amazing
not
known

72
common
unusual

73
 What is the advantage of changing color? (Inferential)
It can hide itself.
It can kill enemies
It can join with other chameleons.
It can hold on to the branch as it climbs.

The main idea of the selection is (Critical)

why chameleons change colors.
how chameleons survive in the
wild. where chameleons come
from. where chameleons live.

The best title for this selection is (Critical)

How Chameleons Communicate with Other Animals
Why Chameleons Change Color
The Different Habitats of
Chameleons The Enemies of
Chameleons
B. The Philippine Eagle

The Philippine Eagle has replaced the maya as our

national bird. It is one of the three largest and strongest
eagles in the world. But it is in danger of extinction.
Hunting and deforestation have caused the number of
Philippine Eagles to dwindle. Scientists have tried to
increase their number by breeding them in captivity. The
first eagle to be bred in captivity is Pag-asa. At 25 years
old, Pag-asa is not yet suited to be released to the wild as
she has developed dependency on her human keeper.

words

The Philippine Eagle is in danger of extinction. It means this type of

eagle will eventually .(Inferential)
disappear
increase
migrate
starve

When birds are bred in captivity, they are .

(Inferential) allowed to freely fly in the wide forest
cared for in a safe environment
caught and sold as
pets given a diet of
bread

What is responsible for the decrease in the number of Philippine Eagles? (Inferential)
their migration to cooler
countries their transfer to

74
warmer places the activities
of humans
lack of available food

75
 Pag-asa is the name of the first eagle which
(Literal) was discovered first in our
country.
was born in captivity.
was kept in the wild
was given as a gift.

What is the problem posed in the selection? (Critical)

The Philippine Eagles .
are in danger of being gone forever
are dying because of a disease
migrate to other countries
are not growing fast

The purpose for writing the selection is to (Critical)

invite researchers to study the Philippine
eagle. make the reader proud of the
Philippine eagle. warn the hunters not to
harm the Philippine eagle.
raise an alarm about the possible disappearance of the Philippine Eagle.

A good title for this selection is

(Critical) Help Save the
Philippine Eagle See the Rare
Philippine Eagle Breeding
the Philippine Eagle The
Effects of Deforestation

C. Home to Millions of Fish

Coral reefs are found in shallow areas of tropical ocean

waters. They are like beautiful underground gardens
that grow in salty waters. Millions of fish and sea plants
make their home in the reefs as these provide a safe
sanctuary for them. They allow small fish to hide from
large predator fish.

But many coral reefs are in trouble. Water pollution is

destroying many reefs. Tourism likewise harms them. If
reefs are damaged, we will lose many of our most
beautiful fish.

words

Coral reefs are described as underground gardens because . (Inferential)

they are full of flowers
there are many sea plants
they have many enormous
fish there are many types of

76
pebbles

77
Coral reefs provide a safe sanctuary to live for the small fish. A
sanctuary is synonymous to . (Inferential)
water
shelter
cage
cave

Which of these bodies of water would have coral reefs? (Inferential)

the sea
the
lake
the
river
the
pond

Why are the small fish safer in the coral reefs than in the open sea?
(Inferential) The water is saltier.
The waves are not so big.
There is no pollution
there.
It is less likely that the big fish will eat them.

How is the last paragraph of the selection developed?

(Critical) by giving a list of effects
by enumerating a series of sequenced events
by stating the main topic and giving examples
by defining the problem and the possible solution

Which cause of the destruction of coral reefs is mentioned in the last

paragraph? (Literal)
pollution
the presence of big fish
the strong wind and big waves
the increasing temperature of the ocean

78
 Screening Test, Grade 7

Read each selection silently. Then read the questions that follow
and write the letter of the correct answer in the answer sheet:
A. Telling Time

Humans have used different objects to tell time. In the

beginning, they used an hourglass. This is a cylindrical
glass with a narrow center which allows sand to flow from
its upper to its lower portion. Once all the sand has
trickled to the lower portion, one knows that an hour has
passed. Using the same idea, water clocks were
constructed to measure time by having water flow
through a narrow passage from one container to another.
On the other hand, sundials allowed people to estimate an
hour by looking at the position of the shadow cast by the
sun on a plate. At night, people measured time by
checking the alignment of the stars in the sky. None of
these were accurate, though. The clock was the first
accurate instrument for telling time.

words

Which of the following ways of telling time made use of sand?

(Literal) water clocks
hourglass
sundials
clock

None of the clocks used long ago were accurate. Accurate in the sentence
means (Inferential)
free from
error
comparable
very useful
efficient

When men of long ago told time at night, they looked at the
to tell the time. (Literal)
cloud
formation
moon
stars
sun

The sundials may not be useful in telling time . (Inferential)

at noontime
in the morning
79
during a rainy day
when the sun shines brightly

80
 How are the hourglass and the water clock similar?
(Inferential) Both tell time by the hour.
Both use water to tell time.
Both are used only in the daytime.
Both have a narrow center through which something flows.

The best title of the selection is .

(Critical) The Uses of Clocks
Why People Need to Tell Time
Ways of Telling Time: Then and Now
Comparing the Different Types of Clocks

Which of these sentences is a topic sentence? (Critical)

The invention of the clock 600 years ago was the
first accurate measurement of time.
Hourglass contained sand that fell through one container to
another. Long ago people used simple tools such as the hour
glass.
Humans have used different objects to tell the time.
B. Counting the Hours

When men decided to divide the day into twenty-four hours,

they used numbers one through twelve two times. As a
result, there was one o’clock during the day and another one
o’clock after midnight.
This created confusion. If one was told to submit a project
at six o’clock, did this mean six o’clock in the morning or
at night?

The Romans provided a solution to this problem. They

thought that noon time, the time when the sun is at its
apex, is an important time. They called noon Meridies and
measured time by this. They called the morning ante
meridiem, which means “before noon” while “after noon”
was called post meridiem. Ante meridiem was shortened
to A.M. while post meridiem was shortened to P.M.

words
When the day was divided into twenty-four hours, what numbers
were used to express time? (Literal)
one to six
one to twelve
one to thirty-six
one to twenty
four

Having one number to express time twice caused confusion.

In this selection confusion may mean .

81
(Inferential) differences
discussions
problems
mistakes

82
 The Romans thought of a solution. This means
that they provided . (Inferential)
an answer to the problem
a better
interpretation a
new set of
numbers another
clock

Meridies means .
(Literal) apex
noon
before
dayligh
t

The early Romans used the position of the sun to tell the time. When
the sun was at its apex, it was noon. What does apex mean?
highest point
lowest point
farthest point
nearest point

Another good title for this selection is .

(Critical) Why There Are Twenty-Four Hours in a Day
Why Noontime is Important to Romans
How the Romans Told Time
The Meaning of A.M. and P.M.

B. Nosebleeds

Having a nosebleed is a common occurrence. Children

experience epistaxis when blood flows out from either or
both nostrils, often for a short period of time. It may be
caused by one’s behavior like frequent nose picking or
blowing too hard when one has a cold.
It may also be caused by certain physical factors such as
an allergy or abnormal growths in the nasal cavity. Or it
may be due to environmental conditions such as
exposure to toxic fumes or dryness of the air. While it is
often thought that holding one’s head back can treat a
nosebleed, this can actually cause one to choke or vomit.
The best thing to do is to lean forward, pinch the top of
the nose and apply a cold compress. And if that doesn’t
work, it’s best to get professional help.
When children experience epistaxis, we can observe that there is
. (Literal)
a steady flow of nasal discharge
83
blood flow from the nasal passage
build up of mucus in our nasal
cavity blood stoppage in the
nostrils

84
When an experience is described as a common
occurrence it is .(Inferential)
an incident that is
disappointing an episode
that is quite alarming
an event that is no longer surprising
an occasion that is overwhelming

Which of these options help treat a nosebleed?

(Literal) applying a cold compress on the
nose pinching the nostrils shut
holding the head back to keep the blood from
flowing applying a warm compress on the nose

Which of these causes of a nosebleed are within our control ?

(Inferential) allergies
picking one’s nose
dryness in the air
abnormal growth in the nasal cavity

Which of these factors that cause nosebleeds are directly within our control?
(Inferential)
physical factors
environmental
factors behavioral
factors social
factors

This selection is mainly providing (Critical)

a description of a nosebleed.
the causes and effects of a nosebleed.
an explanation of what to do when one has a
nosebleed. a listing of the myths regarding
treatment of a nosebleed.

Another good title for this selection is .

(Critical) Nosebleeds: A Cause for Concern
Nosebleeds: An Unavoidable Experience
Nosebleeds: A Common Childhood Experience
Nosebleeds: Common Myths and
Misconceptions

85
 APPENDIX A4
Key to Correction: Screening Test– English (Grades 4-7)
Grade 4
A B C D
The Best Part of Ice Cream The Owl and the
the Day for Sale At Last! Rooster
1. a 6. a 11. a 16. b
2. c 7. b 12. b 17. b
3. d 8. d 13. c 18. a
4. c 9. a 14. d 19. c
5. b 10 b 15. d 20. b
.
Grade 5
A B C D
Early Star Rice for Lunch The Gift One Stormy Night
1. c 6. b 11. b 16. c
2. a 7. c 12. a 17. c
3. b 8. d 13. a 18. d
4. c 9. d 14. c 19. b
5. b 10. a 15. d 20. a

Grade 6
A B C
The Philippine Home to Millions
Chameleons Eagle of Fish
1. a 8. a 15. b
2. d 9. b 16. b
3. b 10 c 17. a
.
4. d 11. b 18. d
5. a 12 a 19. c
.
6. a 13 d 20. a
.
7. b 14 a
86
.

87
 Grade 7
A B C
Counting the
Telling Time Hours Nosebleeds
1. b 8. b 14. b
2. a 9. c 15. c
3. c 10 a 16. a
.
4. c 11 b 17. b
.
5. d 12 a 18. c
.
6. c 13 c 19. a
.
7. d 20. c

References:

[Link]
#[Link] [Link]
[Link] [Link]
[Link]
[Link]
eagle-pag- asa-turns-25

88
 APPENDIX A5
Titles of Phil-IRI Graded Passages: Pretest in Filipino

Grade
Level Set A Set B Set C Set D

1 Ang Daga Sa Lawa Ang Mesa ni Lupe Sako ni Rita

Si Dilis at si
2 Si Mila Gitara ni Lana Ang Ibon ni
Pating
Islaw

Magpalipad Maliit na Duhat, Ang Matalinong

3 Tayo Laruang Dyip
Malaking
ng Saranggola Bulate
Pakwan

4 Isang Pangarap Parol sa may Bakasyon ni Galing sa Japan

Bintana Heber

Tagtuyot Hatid Pista ng Ama ng Wikang

5 Biyaya ng Bulkan
ng El Nino Bulaklak Pambansa
Ang Puerto
Buhayin ang Princesa Kalabanin ang Puno pa rin ng
6 Kabundukan Underground Dengue Buhay
River
Pagpapala sa Kasaysayan Pagsalungat ni Talambuhay ni
7 ng
Pangingisda Tacloban Macario Sakay Benigno Aquino Jr.

89
PANIMULANG PAGTATASA
SA FILIPINO

SET A

Level Pamagat ng mga seleksyon:

Grade 1 Ang Daga
Grade 2 Si Mila
Grade 3 Magpalipad Tayo ng Saranggola
Grade 4 Isang Pangarap
Grade 5 Tagtuyot Hatid ng El Niño
Grade 6 Buhayin ang Kabundukan
Grade 7 Pagpapala sa Pangingisda

90
 ANG DAGA
Pumunta sa lawa si Tito.
Kasama niya si Lina sa lawa.
Malayo ang lawa.
Nakita nila ang palaka sa
lawa. Nakita nila ang bibe
sa lawa. Nakita rin nila ang
buwaya. Naku! Ang laki ng
buwaya!

91
Mga Tanong:
Ano ang nasa mesa?
bas
o
dag
a
pus
a

Anong mayroon ang daga?

damit
laruan
pagkai
n

Ano ang unang nangyari sa kuwento?

Nakita ng pusa ang daga.
Nakita ng daga ang keso.
Tumakas ang daga sa
pusa.

Ano ang gagawin ng daga sa keso?

lulutuin
kakainin
paglalaruan

Bakit kaya nawala ang daga?

natakot sa
pusa nahuli
ng bata
ayaw maagawan ng keso

92
 SI MILA
Si Mila ay nakatira sa
bukid. Maraming hayop
sa bukid.
Marami ring halaman sa
bukid. Maraming alagang
hayop si Mila.
May alagang baboy si Mila.
May alaga din siyang baka at kambing.
Sa mga hayop niya, ang manok niya ang kanyang paborito.
Tiko ang pangalan ng manok
niya.
Si Tiko ay kulay pula at puti.
Siya ang gumigising kay Mila tuwing umaga.

93
Mga Tanong:
Sino ang may alaga?
si
Mila
si
Olla
si
Tiko

Saan nakatira si Mila?

sa zoo
sa Maynila
sa
probinsya

Ano ang alaga ni Mila?

isda
buway
a
tandan
g

Paano ginigising ni Tiko si Mila sa umaga?

tumatah
ol
tumitilao
k
umiiyak

Ano ang isa pang magandang pamagat ng kuwento?

Ang Tandang ni
Mila Ang Kambing
ni Mila Hayop sa
Gubat

94
 MAGPALIPAD TAYO NG
SARANGGOLA
Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko
na maglaro ang kakambal na si Noli. Pumunta ang kambal sa labas.
May dala silang mga saranggola. Makukulay ang mga saranggola ng
kambal.

Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng

saranggola ni Niko.

Napansin ni Niko si Noli. Malungkot ang mukha ni Noli habang

nakatingin kay Niko.

“Halika, tuturuan kita kung paano paliparin ang saranggola.” sabi ni

Niko.

Tumingin si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad.

Ilang saglit pa, nakangiti na si Noli.

“Salamat, Niko,” wika niya.

“Maraming salamat mga bata. Natatapos agad ang gawain

kung nagtutulungan,” sabi niya.

95
Mga Tanong:
Saan pumunta ang mga bata?
sa labas
sa
paaralan
sa
simbahan

Ano ang gusto nilang gawin?

kumain
maglaro
magpahin
ga

Anong panahon kaya magandang magpalipad ng saranggola?

maaraw
mahangin
maulan

Bakit kaya tinuruan ni Niko ng tamang paglipad si Noli?

Walang sariling saranggola si Niko.
Nasira ang hawak na saranggola ni
Niko.
Hindi mapalipad ni Niko ang saranggola niya.

Anong uri ng kapatid si Niko?

maasikaso
magalang
matulungin

Bakit napangiti na si Noli sa katapusan ng kuwento?

Napalipad na niya ang
saranggola. Binigyan siya ng
premyo.
Nanalo siya sa paglalaro.

96
 ISANG PANGARAP
Kasama si Jamil, isang batang Muslim, sa sumalubong sa
pagdating ng kanyang tiyuhin.

“Tito Abdul, saan po ba kayo galing?” tanong ni Jamil.

“Galing ako sa Mecca, ang banal na sambahan nating mga

Muslim. Bawat isa sa atin ay nangangarap na makapunta roon.
Mapalad ako dahil narating ko iyon.”

“Bakit ngayon po kayo nagpunta roon?”

“Kasi, isinasagawa natin ngayon ang Ramadan, ang pinakabanal

na gawain ng mga Muslim. Pag-alala ito sa ating banal na aklat na
tinatawag na Koran. Doon ipinahayag na sugo ni Allah si Mohammed.”

“Alam ko po ang Ramadan. Nag-aayuno tayo at hindi kumakain

mula sa pagsikat ng araw hanggang hapon.”

“Oo. Isang paraan kasi natin ito upang ipakita ang pagsisisi sa
nagawa nating kasalanan.”

“Pangarap ko rin pong makapunta sa Mecca,” sabi ni Jamil.

97
Mga Tanong:
Saang banal na sambahan nanggaling si Tito Abdul?
sa
Mecca
sa Israel
sa
Jerusalem
sa
Bethlehem

Ano ang tawag sa banal na aklat ng mga Muslim?

Bibliy
a
Koran
Misal
Vedas

Ano ang pakiramdam ni Tito Abdul nang makarating siya sa Mecca?

nagsisi
napagod
nasiyahan
nanghinayan
g

Ano ang natupad sa pagpunta ni Tito Abdul sa Mecca?

ang pangako kay Allah
ang plano na makapangibang-bansa
ang tungkulin na makapagsisi sa mga
kasalanan ang pangarap na makapunta sa
banal na sambahan

Anong katangian ang pinapakita nina Tito Abdul at Jamil?

magalang
masunurin
maalalahanin
mapagbigay

Ano ang tingin ni Jamil sa kanyang Tito Abdul?

Mahusay siyang maglakbay.
Siya ay isang mapagmahal na
ama. Isa siyang masipag na
mamamayan. Siya ay isang
magandang halimbawa.

98
Ano ang tinutukoy sa kuwento?
ang mga tungkulin ng mga
Muslim ang pagmamahalan
sa pamilya ang pamamasyal
ni Tito Abdul ang kagandahan
ng Mecca

99
 TAGTUYOT HATID NG EL NIÑO
Tagtuyot ang hatid ng El Niño. Dahil dito, bumababa ang water
level at nagkukulang sa suplay ng tubig sa mga anyong tubig, gaya ng
mga ilog at batis. Nagkukulang din sa suplay ng tubig sa mga
imbakan gaya ng La
Mesa Dam na matatagpuan sa Lungsod Quezon at Angat Dam sa
Bulacan. Ang mga ito ang pinagkukunan ng tubig sa Kamaynilaan at
sa mga karatig probinsya nito.

Malaki ang epektong dulot ng El Niño sa buhay ng tao.

Kukulangin ang suplay ng tubig na inumin, pati na rin ang gagamiting
tubig para sa iba pang pangangailangan.

Hindi lamang tao ang mahihirapan sa epekto ng tagtuyot. Kung

kulang ang tubig, magkakasakit ang mga hayop at maaari rin silang
mamatay.

Ang tubig ay kailangan din ng mga halaman at kagubatan.

Maraming apektadong taniman kung kulang ang patubig. Dahil sa
sobrang init, maaaring mag-apoy ang mga puno na nagdudulot ng
sunog.

Isang malaking tulong sa panahon ng El Niño ay ang pagtitipid ng tubig.

Iwasang aksayahin at gamitin ang tubig sa hindi mahahalagang bagay.

100
Mga Tanong:
Ano ang nangyayari kapag may El Niño?
tagtuy
o red
tide
ipu-ipo
bagyo

Maliban sa tao, ano-ano pa ang maaapektuhan sa El Niño?

hayop, halaman at
gubat hangin, lupa at
buhangin bato,
semento at tubig
ulap, araw at bituin

Ano ang HINDI nagaganap kapag tagtuyot?

pag-ihip ng
hangin pag-ulan
pagdili
m pag-
araw

Ano kaya ang nararamdaman ng mga tao kapag El Nino?

giniginaw
masigla
naiinitan
nanlalamig

Bakit kaya maaaring maraming magutom kapag tagtuyot?

Magkakasakit ang mga tao.
Tatamarin magluto ang mga
tao. Kukulangin ang tubig sa
pagluluto.
Hindi makapagtatanim ang magsasaka.

101
Bakit kayang mahalaga na mabasa at maintindihan ang talatang ito?
para maiwasan ang pagkakaroon ng El
Niño para magtulungan sa pagtitipid
ng tubig para magkaroon ng lakas ng
loob
para hindi maging handa sa tag-ulan

Ano ang HINDI nakasaad sa seleksyon?

ang dahilan ng El Nino
ang mga epekto ng El Nino
ang maaaring gawin kapag may El
Nino kung sino at ano ang apektado
sa El Nino

102
 BUHAYIN ANG KABUNDUKAN
Ang mga kabundukan ay isa sa magagandang tanawin sa ating
kapaligiran. Taglay nito ang mga punungkahoy na nagbibigay ng ating
mga pangangailangan. Makikita rito ang sari-saring mga halaman na
nakalulunas ng ibang karamdaman, mga orkidyas, mga ligaw na
bulaklak at mga hayop.

Ang mga punungkahoy at iba pang halaman ay tumutulong sa

pagpigil ng erosyon o pagguho ng lupa dulot ng ulan o baha.
Nagsisilbi rin itong watershed para sa sapat na pagdaloy ng tubig.

Subalit marami sa mga kabundukan natin ang nanganganib. Ang

dating lugar na pinamumugaran ng mga ibon at mga ligaw na
bulaklak ay unti-unti nang nasisira. Dahil sa patuloy na pagputol ng
mga punungkahoy, marami na ang nagaganap na mga kalamidad
tulad ng biglaang pagbaha sa iba’t ibang pook.

Sa pangunguna at pakikipagtulungan ng Department of

Environment and Natural Resources (DENR), ang ahensya ng bansa na
tumutugon sa pag- aalaga ng kapaligiran at kalikasan, ang pagkasira
ng kabundukan ay nabigyan ng solusyon. Ang reforestation o muling
pagtatanim ng puno kapalit ng mga pinutol o namatay na mga puno
ay isa sa mga programa ng DENR.
Maraming tao ang natuwa dito at inaasahan nila na darating ang
panahon na manunumbalik ang kagandahan at kasaganaan ng mga
kabundukan.

103
Mga Tanong:
Ano ang nakukuha sa kabundukan na tumutugon sa pangangailangan ng
tao?
bat
o
gint
o
lupa
punungkahoy

Ano ang ginagawa sa punungkahoy na nagiging sanhi ng mga kalamidad?

pagsunog ng puno
pagtanim ng puno
pagputol ng puno
pagparami ng puno

Bakit nawawalan ng hayop sa kabundukan kapag nagpuputol ng mga

puno?
Naliligaw sila sa gubat.
Wala silang matitirahan.
Nakakain sila ng ibang
hayop. Madali silang
nahuhuli ng tao.

Ano ang salitang kasingkahuluganng pagguho ng lupa? (Literal)

erosyon
kalamidad
reforestation
watershed

Ano kayang ugali ang ipinapakita ng mga taong patuloy na nagpuputol

ng mga puno ng kagubatan?
mapagbig
ay
masipag
sakim
tamad

104
Ano ang magandang maidudulot ng reforestation?
maiiwasan ang tagtuyot
maiiwasan ang pagbaha
maiiwasan ang pag-ulan
maiiwasan ang pagbagyo

Piliin ang angkop na kadugtong ng slogan na “Buhayin ang

Kabundukan: ”
Magtanim ng Mga Puno
Ilagay sa Hawla Ang Mga Ibon
Ilipat sa Kapatagan Ang Mga
Halaman Iwasan ang Pagkuha ng
Mga Bulaklak

Ano ang koneksyon ng pagputol ng mga puno sa kagubatan sa pagbaha sa

kapatagan?
Sa kabatagan na babagsak ang ulan.
Kapag wala ng puno, madalas na ang pag-ulan.
Wala ng mga hayop na magbabantay sa daloy ng
tubig. Wala nang pipigil sa pagdaloy ng tubig mula
sa kabundukan.

105
 PAGPAPALA SA PANGINGISDA
Ang ating bansa ay napaliligiran ng malawak na karagatan.
Sagana ito sa iba’t ibang uri ng isda. Kaya marami sa mga Pilipino ay
pangingisda ang ikinabubuhay.

Sa pakikipagtulungan ng mga pribadong kumpanya ng

pangingisda, ang ating pamahalaan ay nag-eeksport sa Hongkong at
Taiwan. Iba’t ibang uri ng isda ang dinadala natin sa mga bansang ito
tulad ng tuna at lapu-lapu.
Malaki ang naitutulong nito sa hanapbuhay ng ating mga
mangingisda. Subalit ang kasaganahang ito ay malimit na inaabuso.
May mga mangingisdang gumagamit ng mga pampasabog at lasong
kemikal para makahuli ng maraming isda. Namamatay ang maliliit na
isda na dapat sana ay lumaki at dumami pa. Ang iba naman ay sinisira
ang mga coral reefs na tirahan ng mga isda.

Ang Kagawaran ng Agrikultura sa pangunguna ng Bureau of

Fisheries and Aquatic Resources (BFAR) ay patuloy na gumagawa ng
mga hakbang para masugpo ang mga mangingisdang lumalabag sa
batas pagdating sa paraan ng pangingisda. Ang BFAR ay
nagsasagawa ng mga proyekto na magpapaunlad sa produksyon ng
isda. Kasama rito ang pagbabawal ng pangingisda na nakasisira sa
coral reefs, ang pagbubuo ng mga artificial reefs, at pagmomonitor ng
red tide sa iba’t ibang karagatan sa buong bansa.

Malaking bahagi ng ekonomiya ang nagbubuhat sa sektor ng

mga mangingisda. Maraming tao rin ang nakikinabang sa
pagtatrabaho sa industriya ng pangingisda tulad ng fish marketing,
fish processing, net making, boat- building at fish trading. Ito ang mga
dahilan kung bakit kailangang alagaan ang industriyang ito.

106
Mga Tanong:
Ano-anong isda ang ipinapadala sa ibang bansa?
dilis at tawilis
tilapia at
bangus tuna
at lapu-lapu
galunggong at bisugo

Alin sa sumusunod ang paraan ng pangingisda na ipinagbabawal?

(Paghinuha)
pamimingwit
paggamit ng
lambat
ang paraang pagbubuslo
paggamit ng pampasabog

Anong tanggapan ang nangunguna sa pagsugpo sa labag na batas na

paraan ng pangingisda?
Bureau of Food and Drug
Metro Manila Development Authority
Bureau of Fisheries and Aquatic
Resources
Department of Energy and Natural Resources

Bakit maraming Pilipinong may hanapbuhay na pangingisda?

Magaling lumangoy ang mga Pilipino.
Maraming hindi nais magtrabaho sa
taniman.
Walang ibang makuhang trabaho ang mga
Pilipino. Napaliligiran ng malawak na karagatan
ang Pilipinas.

Ano kaya ang masamang epekto ng paggamit ng pampasabog at lason sa

pangingisda sa tao?
Natatakot ang mga isda.
Hindi na lumalaki ang mga isda.
Wala nang makakaing isda ang mga tao.
Namamatay ang maliliit at batang isda.

107
Ano ang maaaring mangyari kung hindi ipagbawal ang maling paraan ng
pangingisda?
Mauubos ang mga isda sa dagat.
Mawawalan ng hanapbuhay ang mga
mangingisda. Matatakot na gumamit ng
pampasabog ang mga tao. Maraming gagamit
ng tamang paraan ng pangingisda.

Anong ugali ang ipinakikita ng mga mangingisdang patuloy na gumagamit

ng maling paraan ng pangingisda?
mahilig sa gulo
matigas ang ulo
malikhain sa
trabaho
masipag maghanapbuhay

Ano ang layunin ng manunulat ng seleksyon? (Pagsusuri)

Nais ng manunulat na .
ipagmalaki ang Pilipinas bilang isang mayamang bansa
makilala ang Pilipinas bilang magandang pinagkukunan
ng isda
ipaubaya sa pamahalaan ang pag-aalaga sa mga katubigan ng bansa
malaman ng tao na sa bawat gawain ay may kaakibat na responsibilidad

108
PANIMULANG PAGTATASA
SA FILIPINO

SET B

Level Pamagat ng mga seleksyon:

Grade 1 Sa Lawa
Grade 2 Si Dilis at Si Pating
Grade 3 Maliit na Duhat, Malaking Pakwan
Grade 4 Parol sa May Bintana
Grade 5 Pista ng Bulaklak
Grade 6 Ang Puerto Princesa Underground
River
Grade 7 Kasaysayan ng Tacloban

109
 SA LAWA
Pumunta sa lawa si Tito.
Kasama niya si Lina sa lawa.
Malayo ang lawa.
Nakita nila ang palaka sa
lawa. Nakita nila ang bibe
sa lawa. Nakita rin nila ang
buwaya.
Naku! Ang laki ng buwaya!

110
Mga Tanong:
Sino-sino ang nasa lawa?
sina Tito at
Lina sina Tito
at Tita si Lina

Ano-ano ang mga nakita niya sa lawa?

mga
halaman
mga
insekto
mga hayop

Ano ang hitsura ng buwaya?

maliit
malaki
magand
a

Ano ang naramdaman ni Tito nang makita ang buwaya?

nagulat
nagalit
nalungk
ot

Ano kaya ang ginawa ni Tito?

lumango
y
naglaro
sumigaw

111
 SI DILIS AT SI PATING
Sa dagat nakatira si Dilis. Kalaro niya ang mga maliliit na isda. Sila
ay masaya.

Nasa dagat din si Pating. Malaki at mabangis ito. Takot si Dilis

at ang mga kalaro niyang isda kay Pating.

Minsan, hindi kaagad nakita ni Dilis si Pating. Gutom na gutom

na si Pating.

Mabilis si Dilis. Nagtago siya sa ilalim ng korales. Hindi siya

nakain ni Pating. Matalino talaga si Dilis.

Dapat maging matalino para matulungan ang sarili.

112
Mga Tanong:
Saan nakatira si Dilis?
sa
dagat
sa ilog
sa sapa

Ano ang sama-samang ginagawa nina Dilis at ng maliliit na isda?

namamasy
al
nagtatago
naglalaro

Bakit takot si Dilis kay Pating?

Baka awayin siya ni Pating.
Maaari siyang kainin ni
Pating.
Baka agawan siya ni Pating ng pagkain.

Paano ipinakita ni Dilis ang pagiging matalino?

Mabilis siyang nakapagtago sa
korales. Tinulungan niya ang mga
maliliit na isda. Hindi siya
nakipaglaro kay Pating.

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Sa Ilalim ng Dagat
Ang Gutom na
Pating
Si Dilis, ang Mabangis na Isda

113
 MALIIT NA DUHAT,
MALAKING PAKWAN
Nasa likod-bahay si Pido. Pumunta siya sa silong ng punong
duhat. Sabi niya, “Ang laki ng punong ito, ang liit naman ng bunga.”

Nakita rin niya sa may taniman ang halaman ng pakwan, “Ang

pakwan na gumagapang lamang sa lupa, kay laki ng bunga.” dagdag
niyang sinabi. “Mali kaya ang pagkagawa ng Diyos?”

Habang iniisip niya ang tanong sa sarili, biglang nalaglag ang

isang bunga ng duhat. “Aray!” sigaw niya. “Tama pala ang Diyos.
Kung kasinlaki ng pakwan ang duhat, may bukol ang ulo ko ngayon,”
pailing na sinabi ni Pido.

114
Mga Tanong:
Sino ang nasa silong ng puno?
Diday
Pandoy
Pido

Ano ang ipinagtataka ni Pido tungkol sa puno ng duhat?

malaki ang puno maliit ang
bunga ang hugis ng prutas sa
puno
ang kulay ng bunga ng punong duhat

Saan nalaglag ang bunga ng duhat?

sa sahig
sa
basket
sa ulo ni Pido

Ano ang naramdaman ni Pido nang mahulugan siya ng bunga ng duhat?

nagalit
natakot
nasakta
n

Ano ang mangyayari kay Pido kung malaki ang bunga ng duhat?
mapipilayan
mabubukulan
magkakasakit

Ano ang katangian ng Diyos ang naisip ni Pido?

maalalahanin
matalino
masipag

115
 PAROL SA MAY BINTANA
Disyembre na naman.

Tumulo ang luha sa mga mata ni Julia. Nakita niya ang nakasabit
na parol sa sulok ng kanilang bahay. Gawa iyon ng kanilang ama.
Nilagyan niya ng ilaw ang parol at isinabit ito sa may bintana.

Kay ganda ng parol! Tumayo si Julia at hinawakan ang parol.

Tandang- tanda niya pa ang kasiyahan nilang mag-anak noong
nakaraang Pasko.

“Huwag kayong malulungkot,” sabi ng kanyang ama. “Aalis ako

upang mabigyan kayo ng magandang kinabukasan.”

“Ingatan ninyo ang parol. Magsisilbi itong gabay sa inyong mga

gagawin,” paliwanag ng ama noong bago umalis sa kanilang bahay.

“Tama si Itay. Kahit nasa malayo siya, ang parol na ito ang
magpapaalala sa amin sa kanya at sa kanyang mga pangaral.”

Parang napawi ang lungkot ni Julia, napangiti siya sabay kuha sa parol.

116
Mga Tanong:
Anong mahalagang araw ang malapit nang sumapit?
Pasko
Mahal na Araw
Araw ng mga
Puso

Ano ang unang naramdaman ni Julia nang makita niya ang parol?
nagalit
nalungk
ot
nasasabi
k

Sino ang naalala ni Julia tuwing makikita ang parol?

Ina
Itay
kapati
d

Ano ang ibig sabihin ng ama ni Julia nang sinabi niya ang “Ingatan ninyo
ang parol, magsisilbi itong gabay sa inyong mga gagawin” ?
Huwag pabayaang masira ang parol.
Ang parol ang magpapaalala sa mga habilin ng
ama. Ang ilaw nito ang magpapaliwanag sa mga
gawain nila.

Ano kaya ang ginagawa ng tatay ni Julia sa malayong lugar?

nag-aaral
nagtatrabaho
namamasyal

Bakit napangiti si Julia sa katapusan ng kuwento?

dahil may ilaw ang parol
dahil naintindihan nya ang ama
niya dahil malapit nang umuwi
ang ama niya

117
 PISTA NG BULAKLAK
Tuwing Pebrero, ipinagdiriwang ang pista ng mga bulaklak sa
Lungsod ng Baguio. Kilala rin ito sa tawag na Pista ng Panagbenga.
Ang Panagbenga ay salitang galing sa Cordillera na ang kahulugan ay
panahon ng pagbukadkad ng bulaklak. Binibigyang halaga sa pistang
ito ang naggagandahang bulaklak kung saan kilala ang lungsod na ito.

Nagsimula ang pagdiriwang ng Panagbenga noong 1995.

Isinagawa ng pistang ito para maiangat muli ang Lungsod ng Baguio
mula sa malagim na lindol noong 1990.

Maraming gawain ang makikita sa pagdiriwang ng Panagbenga.

Ang pinakasikat at inaabangang gawain tuwing pista ng bulaklak ay
ang parada. Kasama sa paradang ito ay sayawan sa kalsada at
pagtugtog ng mga banda. Pinakabida sa paradang ito ang mga
higanteng karosa na puno ng mga magaganda at mababangong
bulaklak. Sa paggawa ng karosang ito, ipinakikita ng mga Pilipino ang
kanilang pagiging malikhain at pagiging matulungin. Ipinaparada ang
mga ito sa malalaking kalsada ng lungsod.
Maraming mga taong galing pa sa iba’t ibang bahagi ng Pilipinas ang
dumadayo sa Baguio upang mapanood ito.

118
Mga Tanong:
Anong buwan nagaganap ang Pista ng Panagbenga?
unang buwan ng taon
ikalawang buwan ng
taon ikatlong buwan ng
taon huling buwan ng
taon

Kailan nagsimula ang pagdiriwang na ito?

1908
1990
1995
2012

Ano ang inaabangang gawain sa pistang ito?

tugtog ng banda
palaro sa mga
bata parada ng
bulaklak sayawan
sa kalsada

Ano-anong katangian ng mga Pilipino ang ipinakikita sa seleksyon?

(Pagsusuri)
pagiging matalino at palaisip
pagiging masipag at
matulungin pagiging malikhain
at masayahin
pagiging maalalahanin at palakaibigan

119
Bakit sinimulan ang Pista ng Panagbenga?
para maging sikat ang lalawigan
para hindi masayang ang mga bulaklak
para maiwasan ang pag-ulit ng lindol noong 1990
para mapaunlad muli ang lugar matapos ang lindol noong 1990

Bakit kaya maraming tao ang dumadayo sa pagdiriwang na ito?

ayaw nilang pumasok sa
paaralan gusto nilang makakita
ng mga turista
maraming gustong makarating sa Baguio
Nais nilang makita ang mga karosa ng bulaklak

Ano ang tinutukoy sa seleksyon?

ang kagandahan ng Lungsod ng
Baguio ang kasaysayan ng
Lungsod ng Baguio ang isang
kilalang pista sa Baguio
ang ugali ng mga tao sa Baguio

120
 ANG PUERTO PRINCESA
UNDERGROUND RIVER
Ang Puerto Princesa Subterranean River National Park
(PPSRNP) ay makikita sa Palawan. Ito ay matatagpuan sa hilagang
kanlurang bahagi ng Puerto Princesa.

Ipinakikita sa tanyag na pook na ito ang mga higanteng

limestone na nasa kuwebang pinalolooban ng ilog. Iba’t ibang
kamangha-manghang hugis ang nabuo mula sa mga limestone sa loob
ng kuweba. Ang ilog ay tinatayang
8.2 kilometro ang haba at ito ay tumutuloy sa dagat. Ang kagandahan
nito ang dahilan kung bakit nakilala ang Puerto Princesa Underground
River bilang isa sa Pitong New Wonders of Nature.

Makikita sa paligid ng ilog ang kabundukan at kagubatan. Ang

makapal na kagubatan ang nagsisilbing tahanan ng ilang hayop na
pambihira at endangered. Sa baybayin naman nito makikita ang
halamang bakawan at mga coral reefs.

Mula nang maitalaga ang Puerto Princesa Underground River

bilang isa sa Pitong New Wonders of Nature, dumami na ang mga
taong gustong makita ito, maging Pilipino man o dayuhan.

Maliban sa pagsakay sa bangka upang makita ang limestones sa

loob ng kuweba, marami pang maaaring gawin dito na ikasasaya ng
mga turista. Kinagigiliwan ng mga bisita rito ang jungle trekking,
wildlife watching, mangrove forest tour at ang paglangoy sa tabing-
dagat na puti ang buhangin.

121
Mga Tanong:
Saang lalawigan matatagpuan ang Underground River?
sa
Bicol
sa
Iloilo
sa
Mindoro
sa
Palawan

Ano ang kamangha-manghang tingnan sa loob ng kuweba ng Underground

River?
ang napakalinaw na tubig-ilog
ang mga hayop sa loob ng
kuweba ang iba't-ibang hugis ng
limestone ang mga halaman sa
loob ng kuweba

Bakit kaya dumami ang turistang bumibisita sa Underground River?

madali lang puntahan ito
nakamamangha ang tubig sa ilog
naging tanyag ito sa buong mundo
pambihira ang hugis ng kuweba sa
ilog

Bakit dapat alagaan ang mga hayop na makikita sa kagubatan sa paligid

ng Underground River?
dahil ito ay endangered at
pambihira dahil may karapatan
itong mabuhay dahil makukulay
ito at magaganda dahil maaari
itong pagkakitaan

122
Ano kaya ang kailangang gawin ng lokal na pamahalaan para sa
Underground River?
magtayo ng iba’t ibang water sports
dito lagyan ito ng mga bahay-
bakasyunan pangalagaan at
proteksyonan ito pagbawalan ang
bumibisita rito

Ayon sa seleksyon, ano pa ang maaaring gawin ng mga pumupunta sa

Underground River maliban sa pagpasok sa kuweba?
mangisda sa ilog
maglaro sa kuweba
lumangoy sa
tabindagat
kumain ng masasarap na pagkain

Ano kaya ang naramdaman ng mga Pilipino nang mahirang ang

Underground River bilang isa sa Pitong New Wonders of Nature?
Nagulat dahil hindi ito dapat
nangyari. Natuwa dahil
maipagmamalaki nila ito.
Nalito at nakipagtalo kung kailangang
puntahan ito. Nag-alala dahil magiging mahal
na ang pagpunta rito.

Alin sa sumusunod ang pinakamagandang sabihin sa mga turistang

bumibisita sa Underground River? (Pagsusuri)
Kaunting halaman lamang ang kunin mula dito.
Ingatan ang kapaligiran sa Underground River.
Iwasang mag-ingay habang nasa loob ng
kuweba. Ingatan ang pagkuha ng litrato sa
Underground River.

123
 KASAYSAYAN NG TACLOBAN
Ang Tacloban ay kabisera ng lalawigan ng Leyte. Ang Leyte ay
matatagpuan sa Rehiyon 8 ng Pilipinas na bahagi ng Silangang
Visayas.

Ang Tacloban ay unang nakilala bilang Kankabatok, na ang ibig

sabihin ay “pag-aari ng mga Kabatok." Kabatok ang tawag sa mga
unang naninirahan dito. Mayaman sa yamang tubig ang lugar na ito.
May ginagamit silang isang uri ng basket na panghuli sa mga isda at
alimango. Ang tawag nila dito ay “Taklub." Kapag may mga darayo sa
lugar, ang sinasabi nila ay pupunta sila sa “tarakluban." Pagtagal ay
tinawag din itong Tacloban.

Ang Tacloban ay nakilala dahil sa ginampanang papel nito

noong Ikalawang Digmaang Pandaigdig. Dito naganap ang tanyag na
pagbabalik ni General Macarthur. Naganap ito sa baybayin ng “White
Beach” ng Tacloban.
Dito rin nagtayo ng base militar ang pwersa ng mga Amerikano at ang
bayang ito ay ang unang napalaya mula sa mga puwersa ng mga
Hapon.
Naging pansamantala itong kapital ng Pilipinas habang ang Maynila
ay nasa kapangyarihan pa ng mga Hapon.

Sa syudad na ito nanggaling ang dating Unang Ginang ng

Pilipinas na si Imelda Romualdez Marcos. Ang Pamilya Romualdez ay
isa sa mga kilalang pamilyang politiko sa lugar. Ang pangalan ng
paliparan sa Tacloban ay Romualdez airport.

Kakaunti lang ang nakakaalam kung kailan naging munisipalidad

ang Tacloban dahil ang mga dokumentong nakapagpapatunay rito ay
nasira ng bagyo. Pero marami ang naniniwala na ang Tacloban ay
opisyal na na- iproklamang munisipalidad noong 1770.

124
Mga Tanong:
Saan matatagpuan ang Tacloban?
sa Kanlurang
Visayas sa
Silangang Visayas
sa Hilagang
Visayas sa Timog
Visayas

Sino ang kilalang tao na dumako sa Tacloban noong Ikalawang Digmaang

pandaigdig?
Imelda Marcos
Emilio Aguinaldo
Imelda
Romualdez
Douglas
MacArthur

Sino ang pangulo ng Pilipinas na nakapangasawa ng isang taga-Tacloban?

Pangulong Gloria Arroyo
Pangulong Fidel Ramos
Pangulong Ferdinand Marcos
Pangulong Diosdado
Macapagal

Bakit naging kabisera ng Pilipinas ang Tacloban?

Marami ang may ayaw sa Maynila.
Maraming tanyag na tao sa
Tacloban.
Ang Maynila ay sinasakop pa ng mga Hapon.
Maraming makapangyarihang politiko sa
Tacloban.

Bakit kaya unang napalaya mula sa puwersa ng Hapon ang Tacloban?

Takot ang mga Hapon sa mga taga-
Tacloban. Kilala kasi ang mga taga-Tacloban
na matatapang. Walang maraming
sundalong Hapon sa Tacloban.
Mayroong base militar ng mga Amerikano ang Tacloban.

125
Ano ang ikinabubuhay ng mga taong taga-Tacloban?
pangingisda
pagtatanim
pagtitinda
pagtutuba

Bakit kaya pinangalanang Romualdez airport ang paliparan sa Tacloban?

Malaki ang naitulong ng Romualdez sa lugar.
Malaki ang pamilya ng Romualdez sa
Tacloban. Maraming Romualdez ang nasa
lokal na gobyerno.
Marami sa Romualdez ang madalas sumakay sa eroplano.

Ano ang layunin ng sumulat ng seleksyon?

Nais nitong hikayatin ang mambabasa na bumisita sa
Tacloban. Gusto nitong ipaalam ang pinagmulan at
naganap sa Tacloban. Hangad nitong maghatid ng aliw
sa mambabasa.
Hatid nito ang isang mabuting halimbawa.

126
PANIMULANG PAGTATASA
SA FILIPINO

SET C

Level Pamagat ng mga seleksyon:

K Ang Mesa ni Lupe
Grade 1 Gitara ni Lana
Grade 2 Ang Matalinong Bulate
Grade 3 Bakasyon ni Herber
Grade 4 Kaarawan ni Samuel
Grade 5 Biyaya ng Bulkan
Grade 6 Kalabanin ang Dengue
Grade 7 Pagsalungat ni Macario Sakay

127
ANG MESA NI LUPE
Ito ang mesa ni Lupe.
Malaki ang mesa ni Lupe.
Nasa mesa ang relo ni
Lupe.
May baso at tasa sa mesa ni Lupe.
May bola rin sa mesa.
Naku! Ang bola!
Tumama ang bola sa baso.
Hala! Nabasa ang relo sa

128
Mga Tanong:
Kanino ang mesa?
kay Lupe
kay
Nanay
kay Lani

Alin sa sumusunod ang wala sa mesa ni Lupe?

bol
a
bot
e
relo

Ano ang nangyari sa baso?

nabasag
nahulog sa sahig ang
baso tumapon ang
lamang tubig

Ano kaya ang mangyayari sa relo?

magagasg
as masisira
matutunaw

Ano kaya ang naramdaman ni Lupe?

nalungk
ot
napagod
nasabik

129
 GITARA NI LANA
May gitara si Lana.
Maganda ang gitara ni Lana.
Bago ang gitara niya.
Kulay pula at may bulaklak na puti ito.
Bigay ito ni Tita Ana.
Binigay niya ito noong kaarawan ni
Lana. Laging dala ni Lana ang
gitara. Lagi rin niyang
pinatutugtog ito.
Hawak ni Lana ang gitara habang naglalakad.
Naglalakad siya papunta sa parke.
Tumama ang paa ni Lana sa isang malaking bato.
Aaaa! Nahulog sa bato ang gitara!

130
Mga Tanong:
Sino ang may gitara?
si
Lana
si Mila
si Tita Ana

Kanino galing ang gitara?

sa isang
kalaro sa
isang kaklase
sa isang kamag-anak

Ano ang kulay ng kanyang gitara?

asu
l
puti
pul
a

Saan naganap ang kuwento?

sa loob ng
bahay sa labas
ng bahay sa
isang handaan

Ano kaya ang nangyari sa gitara ni Lana?

nabasa
ninaka
w
nasira

131
 ANG MATALINONG BULATE
Umaga na sa bukirin. Maagang lumabas si Bulate. Nais niyang
masikatan ng araw. Sa di kalayuan, nakita siya ni Tandang. Lumapit si
Tandang upang kainin si Bulate.

Nagulat si Bulate at nag-isip nang mabilis. Biglang nagsalita si

Bulate
.
“Kaibigan,” simula ni Bulate, “Bago mo ako kainin, mayroon sana
akong hiling. Nais ko munang marinig ang maganda mong boses.”

Natuwa si Tandang sa sinabi ni Bulate. Alam ni Tandang na

maganda ang boses niya. Tumilaok siya nang mahaba. Ang hindi niya
alam, nagtago na si Bulate sa ilalim ng lupa.

132
Mga Tanong:
Sino ang gustong masikatan ng araw?
si Aso
si Bulate
si Tandang

Ano ang gustong gawin ni Tandang kay Bulate?

gawing kalaro
gawing
pagkain
gawing
kaibigan

Anong salita ang ginamit para ipakitang umawit si Tandang?

kumant
a
tumilao
k
sumiga
w

Ano kaya ang naramdaman ni Bulate nang makitang papalapit si Tandang?

ninerbiy
os
nagalak
nasabik

Anong katangian ang ipinakita ni Tandang?

katalinuhan
kayabangan
kabutihan

Ano ang huling nangyari sa kuwento?

Kinausap ni Bulate si
Tandang. Tumakas si
Bulate.
Lumabas si Bulate.

133
 BAKASYON NI HEBER
Isinama si Heber ng kanyang Tito Mar sa Rizal upang
makapag- bakasyon. Masayang-masaya siya dahil nakita niya sa unang
pagkakataon ang Pista ng mga Higantes. Ang pistang ito ay naganap
kahapon, ika-23 ng Nobyembre. Ginugunita sa pistang ito ang patron
ng mga mangingisda na si
San Clemente.

Pinakatampok sa pista ang matatangkad na tau-tauhang yari sa papel.

Dinamitan at nilagyan ng makukulay na palamuti upang mas maging
kaakit-akit sa manonood. Ang mga higante ay karaniwang may taas
na apat hanggang limang talampakan o sampu hanggang
labindalawang talampakan. Ang mga deboto naman ay nakasuot ng
damit-mangingisda.

Hiniram ni Heber ang camera ni Tito Mar at kumuha siya ng

maraming litrato. Gusto niyang ipakita ang mga litrato sa kanyang
mga magulang. Ipakikita rin niya ang mga ito sa kanyang mga
kaibigan at kaklase. Hinding hindi niya makalilimutan ang araw na ito.

134
Mga Tanong:
Kanino sumama si Heber upang magbakasyon?
kay Rizal
kay Tito
Mar
sa mga higante

Aling salita ang ginamit na ang kahulugan ay dekorasyon?

kaakit-
akit
palamuti
makukul
ay

Anong petsa kaya isinulat ang kuwento?

Nobyembre 24
Nobyembre 23
Nobyembre 25

Paano inilalarawan sa kuwento ang higante?

matangkad na tau-tauhang yari sa papel
maitim, mahaba at magulo ang buhok,
salbahe
matangkad, malaki ang katawan at malakas magsalita

Alin kaya sa sumusunod ang produkto sa Rizal?

isda
palay
perlas

Bakit kaya gusto niyang ipakita ang mga litrato sa kanyang mga magulang
at kaibigan?
Gusto niyang papuntahin sila sa lugar na
iyon. Gusto niyang mainggit ang mga ibang
tao sa kanya.
Gusto niyang ibahagi ang kanyang karanasan sa kanila.

135
 BIYAYA NG BULKAN
Isa sa mga ipinagmamalaking bulkan sa bansa ang Bulkang
Mayon na matatagpuan sa Albay. Tanyag ang bulkang ito dahil sa
taglay nitong halos perpektong hugis apa. Dinarayo ito ng mga
dayuhang bisita, maging ng mga kapwa Pilipino.

Sinasabing ang Bulkang Mayon ang pinakaaktibong bulkan sa

Pilipinas dahil sa dalas ng pagsabog nito. Pinakamatindi ang pagsabog
nito noong Pebrero 1, 1814, kung saan ang mga bayan sa paligid
nito ay natabunan at mahigit sa 1200 katao ang namatay.
Maraming nasirang bahay sa paligid ng bulkan, pati na rin ang
malaking simbahan ng Cagsawa. Ang natitirang alaala na lamang ng
simbahan na ito ay ang tore nito na makikitang malapit sa bulkan.

Bagamat mapanganib ang Bulkang Mayon, isa rin naman itong

biyaya sa mga naninirahan malapit doon. Ang mga umagos na lupa at
abo sanhi ng mga pagsabog ay nagsilbing pataba pagkalipas ng ilang
taon.

Bilang patunay, itinuturing ang Albay na isa sa mga may

mayayamang lupang sakahan sa rehiyon ng Bicol. Sa mga lupang
sakahang ito nagbubuhat ang mga produktong abaka, niyog, palay at
gulay.

136
Mga Tanong:
Saan matatagpuan ang Bulkang Mayon?
Albay
Camarines
Norte Mindoro
Samar

Bakit tanyag ang Bulkang Mayon?

Madalas ang pagsabog
nito. Ito ang
pinakamalaking bulkan.
Halos perpekto ang hugis apa nito.
Matindi ang umagos na lupa at
abo rito.

Bakit kaya tore lang ng Simbahan ng Cagsawa ang makikita ngayon?

Ito ang pinakasikat na bahagi ng
simbahan. Ito ang pinakabanal na
bahagi ng simbahan. Ito ang
pinakamataas na bahagi ng simbahan.
ito ang pinakamatandang bahagi ng simbahan.

Ano kaya ang nararamdaman ng mga tao sa paligid ng bulkan kapag ito ay
malapit nang sumabog?
natutuwa
nasasabik
nagagalit
nangangamba

Alin kaya sa sumusunod na mga trabaho ang marami sa lalawigan ng

Albay?
inhinyero
karpintero
magsasaka
mangingisda

137
Ano ang magandang naidulot ng pagsabog ng bulkan?
naging malawak ng lupain
gumanda ang hugis ng bulkan
dumami ang bumibisita sa
Mayon
naging magandang taniman ang lupa nito

Anong aral sa buhay ang maaari nating matutunan sa talatang ito?

Ang bawat trahedya ay malupit.
Ang bawat trahedya ay may biyayang
kapalit. Ang trahedya ang nagpapatanyag
ng isang lugar. Ang trahedya ang
nagpapabagsak sa isang lugar.

138
 KALABANIN ANG DENGUE
Ang dengue fever ay isang kondisyong dulot ng dengue virus.
Ang virus na ito ay dala ng ilang uri ng lamok gaya ng Aedes Aegypti.
Kagat ng lamok na may dalang dengue virus ang sanhi ng
pagkakasakit.

Patuloy na gumagawa ng hakbang ang Department of Health

para sugpuin ang dengue. Itong taon na ito, may naitala na mahigit na
tatlumpung libong kaso ng dengue. Kailangan na ng gobyernong
gumawa ng mga bagong paraan upang maibaba ang bilang ng mga
kasong ito.

Ang isang dahilan kung bakit patuloy sa pagdami ang may sakit
na dengue ay dahil binibigyan ng pagkakataon ang mga lamok na
mabuhay sa paligid. Kailangan ng pakikipagtulungan ng lahat sa mga
simpleng gawaing makaiiwas sa sakit na ito.

Una, dapat malaman na ang lamok na Aedes aegypti ay

nabubuhay sa malinis na tubig. Palagi dapat sinusuri ang loob at labas
ng bahay kung may mga naipong tubig na hindi napapalitan. Kung
minsan ay may mga programa rin ang lokal na gobyerno para
mapuksa ang mga lamok katulad ng fogging.

Iginiit ng DOH na sa lahat ng mga paraang ito, mahalaga talaga

ang pakikiisa ng bawat mamamayan sa komunidad. Ito ang
pinakamabisang paraan upang mapuksa ang sakit na ito.

139
Mga Tanong:
Ano ang kondisyon na dala ng ilang uri ng lamok tulad ng Aedes aegypti?
dengue
fever
hepatitis
hika
malari
a

Anong ahensya ng gobyerno ang namamahala sa paghanap ng solusyon

tungkol sa problema ng dengue?
Department of Health
Department of Education
Department of Science and Technology
Department of Public Works and
Highways

Bakit patuloy ang pagdami ng may sakit na dengue?

patuloy na nagkakahawaan ang may sakit
patuloy na walang mainom na tamang
gamot patuloy na di kumakain nang tama
ang mga tao
patuloy na nabubuhay ang lamok sa maruming paligid

Ano ang mararamdaman ng babasa ng unang bahagi ng seleksyong ito?

magagalit
mananabik
mangangam
ba matutuwa

Ano ang kasingkahulugan ng sugpuin sa pangungusap sa kahon? Patuloy na

gumagawa ng paraan ang DOH upang sugpuin ang dengue.

pigilan
paalisin
subukan
tulungan

140
Ano ang maaaring mangyari kapag hindi nagtulong-tulong ang mga
mamamayan sa problemang nakasaad sa seleksyon?
Magiging marumi ang kapaligiran.
Patuloy ang pagkakaroon ng
dengue. Mag-aaway-away ang
magkakapitbahay.
Hindi magagawa ang programang fogging.

Ano ang katangian ng mga tao sa DOH na patuloy na naghahanap ng

paraan upang malutas ang problema sa seleksyon?
maawain
magalang
matiyaga
mapagbigay

Ano kaya ang layunin ng sumulat ng seleksyong ito?

maghatid ng impormasyon sa
tao magbahagi ng ginawang
pag-aaral magbigay aliw sa mga
may dengue magbigay ng
mabuting halimbawa

141
 PAGSALUNGAT NI
MACARIO SAKAY
Maraming mga bayani ang namatay sa panahon ng pananakop
ng mga Amerikano. Isa rito si Macario Sakay. Isa siya sa orihinal na
kasapi ng Katipunan na binuo noong panahon ng pananakop ng mga
Espanyol.

Si Macario Sakay ay salungat sa pakikipagkaibigan sa

pamahalaang Amerikano. Nagtatag siya ng pamahalaan sa
Katagalugan. Siya at ang kanyang mga kasama ay sumulat ng
Saligang Batas na nagtakda ng pamamaraan katulad ng sa unang
Republika ng Pilipinas na itinatag ni Aguinaldo sa Malolos. Ipinahayag
niya ang pakikipaglaban sa mga Amerikano upang makamit ang
kalayaan. Sa loob ng apat na taon ay naging matagumpay ang
kanyang kilusan at naging problema siya ng mga Amerikano.

Ginamit ng mga Amerikano, sa pamumuno ni Gobernador-Heneral Henry

C. Ide, ang isang kilalang lider ng mga manggagawa upang himuking
sumuko si Macario Sakay. Siya si Dominador Gomez, na isang Pilipino.
Nahimok ni Gomez si Sakay dahil sa pangakong hindi sila
parurusahan at sinabing sa kanyang pagsuko ay manunumbalik ang
katahimikan ng bansa at magiging simula ito ng pagtatag ng
Asembleya ng Pilipinas. Naniwala si
Sakay sa mga sinabi ni Gomez. Naniwala siya na ang kanyang
pagsuko ay makapagpapadali sa pagtatag ng asembleya na binubuo
ng mga Pilipino.
Nabigla si Sakay nang ang kanyang pangkat ay arestuhin ng mga
Amerikano at konstabularyang Pilipino sa isang kasiyahan.
Pinaratangan ng maraming kasalanan si Sakay ngunit di siya natinag.
Ang tanging hangad niya ay makamit ng bansa ang kalayaan.
Hinatulan siya ng kamatayan at binitay noong Setyembre 13, 1907.

142
Mga Tanong:

Sino ang ayaw makipagkaibigan sa pamahalaang Amerikano?

Dominador
Gomez Emilio
Aguinaldo Henry
Ide
Macario Sakay

Ano ang isinulat ni Macario Sakay at ng kanyang mga kasama?

artikulo sa pahayagan
asembleya
nobela
Saligang
batas

Bakit ayaw makipagkaibigan ni Macario Sakay sa sa pamahalaan ng

Amerika?
dahil Pilipino siya
gusto niyang makipag-away
gusto niyang makamit ang
kalayaan ayaw niyang pumunta
sa Amerika

Sa linyang “sa kanyang pagsuko ay manunumbalik ang katahimikan,”

ang ibig sabihin ng salitang manunumbalik ay
magkakaroon
muli maririnig
ng lahat
makukuha agad
dapat maiipon

143
Paano mo ilalarawan ang plano na gamitin si Dominador Gomez para
pasukuin si Macario Sakay?
mautak at tuso
hindi pinag-
isipan
mapagmalaki at
mayabang mabait at may
pakundangan

Anong katangian ang ipinakita ni Macario Sakay?

makabaya
n
matalino
masinop
masipag

Bakit kaya hangad ni Macario Sakay ang kalayaan ng Pilipinas?

galit siya sa mga Amerikano
gusto niyang mamuno sa
bansa mahal niya ang
bansang Pilipinas
maraming makukuhang yaman sa bansa

Ang layunin ng talatang ito ay para ipaliwanag

ang dahilan ng pagkamatay ni Macario Sakay.
ang layunin ng pagsapi ni Macario Sakay sa
Katipunan. ang hangarin ni Macario Sakay sa
pagpunta sa Malolos.
ang tungkulin ni Macario Sakay sa mga pinunong Amerikano.

144
PANIMULANG PAGTATASA
SA FILIPINO

SET D

Level Pamagat ng mga seleksyon:

Grade 1 Sako ni Rita
Grade 2 Ang Ibon ni Islaw
Grade 3 Laruang Dyip
Grade 4 Galing sa Japan
Grade 5 Ama ng Wikang Pambansa
Grade 6 Puno pa rin ng Buhay
Grade 7 Talambuhay ni Benigno Aquino Jr.

145
SAKO NI RITA
May sako si
Rita. Malaki ang
sako. Puti ang
sako.
Nasa mesa ang sako ni Rita.
May saba ang sako.
Marami ang saba sa
sako. May tali ang
sako. Pula ang tali ng
sako.
Aba! May laso pa sa tali ng sako!

146
Mga Tanong:
Sino ang may sako? (Literal)
Rita
Rico
May
a

Ano ang laman ng sako? (Literal)

laso
tali
sab
a

Ano kaya ang gagawin ni Rita? (Paghinuha)

mag-iipon ng sako
magtitinda ng saba
magpapakain ng baka

Ano ang damdamin na ipinahahayag sa katapusan ng kuwento?

(Paghinuha)
gulat
takot
lungk
ot

Ano pa ang puwedeng gawin sa sako? (Pagsusuri)

lalagyan ng gamit
panligo sa hayop
pagkain ng insekto

147
 ANG IBON NI ISLAW
May alagang ibon si Islaw.
Ising ang pangalan ng ibon niya.
Puti si Ising. Maliit si
Ising. Nasa isang hawla
si Ising.
Araw-araw ay binibigyan ng pagkain ni Islaw si Ising.
Masaya si Islaw sa alaga niya.
Isang araw, nakawala sa hawla si Ising.
Hinanap ni Islaw si Ising.
Hindi nakita ni Islaw si
Ising.
Pag-uwi ni Islaw, naroon na si

148
Mga Tanong:
Ano ang alaga ni Islaw? (Literal)
tuta
pusa
ibon

Ano ang ginagawa ni Islaw kay Ising araw-araw? (Literal)

pinaliligu
an
pinapasya
l
pinakakai
n

Anong katangian ang ipinakikita ni Islaw? (Pagsusuri)

maalaga
masinop
maunawai
n

Ano ang naramdaman ni Islaw nang mawala si Ising? (Paghinuha)

nag-
alala
natuwa
nagalit

Ano ang ginawa ni Islaw na nagpakita ng kanyang pagiging maalalahanin?

(Paghinuha)
Hinanap niya si Ising.
Pinamigay niya ang alaga.
Pinabayaan niya ang alagang mawala.

149
 LARUANG DYIP
Araw na ng Sabado. Kausap ni Romy ang kaibigang si Bert. Gusto
nilang maglaro, pero pareho silang walang dalang laruan.

“Alam ko na! Gumawa tayo ng laruang dyip,” naisip ni Rom.

“Paano?” tanong ni Bert.

“Ihanda muna natin ang mga takip ng bote o tansan para sa

gulong.
Pagkatapos, kailangan nating maghanap ng kahon ng posporo para sa
katawan. Manghingi naman tayo ng kapirasong tela kay Nanay para sa
upuan,” paliwanag ni Rom.

“Paano kaya ito tatakbo, kahit walang baterya?”

tanong ni Bert. “E, di talian natin at hilahin,” sagot ni

Romy.

150
Mga Tanong:
Sino ang magkaibigan? (Literal)
Romy at Bert
Remy at Betty
Ronald at Ben

Ano ang gusto nilang buuin? (Paghinuha)

laruang kahon
laruang sasakyan
laruang telepono

Anong salita sa kuwento ang may ibig sabihin na maliit na bahagi?

(Paghinuha)
kailanga
n
kapiraso
tansan

Bakit gusto nilang gumawa ng laruan? (Literal)

Wala silang laruan.
Gumaya sila sa kaklase.
Nainggit sila sa mga
kalaro.

Ano ang mga ginamit nila upang buuin ang laruan? (Paghinuha)
mga lumang laruan
mga nakita nila sa halamanan
mga gamit na maaari nang
ibasura

Anong katangian ang ipinakita ni Romy? (Pagsusuri)

masipag
malikhain
maalalahanin

151
 GALING SA JAPAN
Sabik na sabik na si Jose. Darating na kasi ang Nanay niyang si
Aling Malou. Dalawang taon ding nawala si Aling Malou. Galing siya sa
Japan.

Sumama si Jose sa Tatay niya sa paliparan. Hiniram nila ang

lumang jeep ni Tito Boy para makapunta roon. Susunduin nila si Aling
Malou.

Pagdating sa paliparan, naghintay pa sila. Hindi pa kasi

dumarating ang eroplanong sinakyan ni Aling Malou. Hindi nagtagal,
may narinig na tinig si Jose.

“Jose! Lito!” malakas na sigaw ni Aling Malou nang makita ang mag-
ama.

“Inay!” sigaw din ni Jose, sabay takbo nang mabilis palapit kay Aling
Malou.

“Marami akong pasalubong sa iyo, anak,” simula ni Aling

Malou. “May jacket, bag, damit at laruan.”

“Salamat, ‘Nay,” sagot ni Jose. “Pero ang mas gusto ko po,

nandito ka na! Kasama ka na namin uli!”

152
Mga Tanong:
Sino ang darating sa paliparan? (Literal)
si Jose
si Tito Boy
si Aling Malou

Ilang taon sa Japan si Aling Malou? (Literal)

dalaw
a lima
isa

Ano kaya ang ginawa ni Aling Malou sa Japan? (Pagsusuri)

nagbakasyon
nagtrabaho
namasyal

Ano kaya ang naramdaman ni Jose habang naghihintay sa pagdating ng

nanay niya? (Paghinuha)
nasasabi
k naiinip
naiinis

Bakit kaya maraming pasalubong si Aling Malou kay Jose? (Pagsusuri)

gusto niyang iparamdam ang kanyang
pagmamahal gusto niyang gastusin at gamitin
ang kanyang pera hindi niya gusto ang mga
gamit dito sa Pilipinas

Ano ang kahulugan ng sinabi ni Jose na “Salamat, ‘Nay. Pero ang mas
gusto ko po, nandito ka na! Kasama ka na namin uli!” (Paghinuha)
ayaw niya ng mga binigay na pasalubong
di niya kailangan ng mga laruan, damit at
bag higit na mahalaga si Nanay kaysa
pasalubong

153
 AMA NG WIKANG PAMBANSA
Si Manuel Quezon ay isang masigla at masipag na lider.
Anumang gawaing ninanais niya ay isinasakatuparan niya agad. Ayaw
niya na may masayang na panahon dahil naniniwala siya na ang oras
ay ginto. Mahalaga ang bawat sandali kaya’t hindi niya ito inaaksaya.
Ayon sa kanya, ang magagawa ngayon ay hindi na dapat ipagpabukas
pa.

Naging kawal siya noong panahon ng himagsikan. Naging

gobernador din siya, at matapos nito ay naging senador. Naging
kinatawan pa siya ng Pilipinas sa Washington, United States of
America. Si Quezon ay mahusay sa batas dahil siya ay isang abogado.
Di nagtagal, siya ay naging pangulo ng Senado ng Pilipinas at nahalal
na pangulo ng Komonwelt o ng Malasariling Pamahalaan noon.

Sa pamamagitan ng pagsasakatuparan ng Katarungang

Panlipunan, binigyan niya ng pantay na pagpapahalaga ang mahihirap
at mayayaman.
Si Quezon din ang nagpasimula sa pagkakaroon natin ng
pambansang wika. Kung hindi dahil sa kanya, walang isang wika na
magbubuklod sa lahat ng Pilipino. Dahil dito, siya ay tinawag na “Ama
ng Wikang Pambansa.”

154
Mga Tanong:
Sino ang Ama ng Wikang Pambansa? (Literal)
Andres Bonifacio
Diosdado Macapagal
Jose Rizal
Manuel Quezon

Bakit siya tinawag na Ama ng Wikang Pambansa? (Literal)

Tinuruan niyang magsalita ng Filipino ang mga
tao. Kilala siya sa pagiging magaling magsalita
ng Filipino. Sinimulan niya ang pagkakaroon ng
pambansang wika.
Hinimok niya ang mga Filipino na isa lamang ang gamiting wika.

Alin sa sumusunod ang mga naging trabaho ni Quezon? (Literal)

guro, doktor, abogado
senador, modelo, kawal
alkalde, kongresista,
pangulo abogado,
gobernador, senador

Bakit kaya niya sinabing ang magagawa ngayon ay hindi na dapat

ipagpabukas pa? (Pagsusuri)
Madali siyang mainip, kaya dapat tapusin agad ang
gawain. Pinapahalagahan niya ang oras, kaya hindi ito
dapat sayangin. Marami siyang ginagawa, kaya
kailangang sundin ang iskedyul. Lagi siyang
nagmamadali, kaya hindi dapat nahuhuli sa gawain.

155
Alin sa sumusunod ang nagpapakita na makamahirap si Quezon?
(Paghinuha)
Tumira siya sa bahay ng mahihirap.
Binibigyan niya ng pera ang mahihirap.
Pinatupad niya ang Katarungang
Panlipunan.
Iba ang tingin niya sa mahihirap at mayayaman.

Sa pangungusap na “Naging kawal siya noong panahon ng himagsikan,” ano

ang iba pang kahulugan ng salitang kawal? (Paghinuha)
bayani
doktor
manunul
at
sundalo

Anong uri ng seleksyon ang binasa mo? (Pagsusuri)

alamat
kuwentong-
bayan pabula
talambuhay

156
 PUNO PA RIN NG BUHAY
Sa kapaligiran ng bansang Pilipinas, marami ang makikitang
punong niyog. Kahit saang panig ng bansa, may mga produktong
ibinebenta na galing sa puno ng niyog.

Ang niyog ay tinaguriang puno ng buhay. Ang mga bahagi nito

mula ugat hanggang dahon ay napakikinabangan. Ang laman ng niyog
ay ginagawang buko salad, buko pie at minatamis. Ginagamit din ito
bilang sangkap sa paggawa ng arina, mantikilya, sabon, krudong
langis, at iba pa.

Natuklasan ni Dr. Eufemio Macalalag, Jr., isang urologist na ang

pag- inom ng sabaw ng buko araw-araw ay nakatutulong sa kidney ng
isang tao.
Nadiskubre rin niya na nakatutulong ang araw-araw na pag-inom nito
para maiwasan ang pagkabuo ng bato sa daanan ng ihi (urinary tract).
Ginagamit din itong pamalit ng dextrose.

Natuklasan pa na mas maraming protina ang nakukuha sa gata

ng niyog kaysa sa gatas ng baka. May 2.08 porsiyento ng protina ang
gata samantalang
1.63 porsyento lamang ang sa gatas ng baka. Ang langis ng niyog ay
nagagamit din bilang preservative, lubricant, pamahid sa anit, at iba pa.

Ang bulaklak ng niyog ay ginagawang suka at alak. Ang ubod

naman ay ginagawang atsara, sariwang lumpiya, at panghalo sa mga
lutuing karne o lamang dagat. Pati ang ugat nito ay ginagamit pang
panlunas sa iba’t ibang karamdaman.

157
Mga Tanong:
Ano ang tinaguriang puno ng buhay? (Literal)
puno ng buko
puno ng narra
puno ng niyog
puno ng
mangga

Alin sa sumusunod ang HINDI maaaring gawin sa laman ng niyog?

(Literal)
kendi
buko pie
dextrose
minatam
is

Ilang porsiyento ng protina ang makukuha sa gata ng niyog? (Literal)

1.63
2.08
2.9
3.0

Sa anong bahagi ng katawan nakabubuti ang pag-inom ng sabaw ng

buko/niyog? (Paghinuha)
atay
baga
kidney
puso

158
Bakit mas mainam ang gata ng niyog kaysa gatas ng baka? (Paghinuha)
Mas masarap ito.
Mas mura ang niyog kaysa gatas.
Mas maraming pagkukuhanan ng
niyog. Mas maraming protina ang
nakukuha rito.

Bakit tinaguriang puno ng buhay ang puno ng niyog? (Paghinuha)

Hanapbuhay ng maraming tao ang pagtatanim ng
niyog. Maraming nagbebenta ng produkto ng niyog.
Marami ang pakinabang sa
niyog. Marami ang niyog sa
Pilipinas.

Ano ang tinitingnan ng isang urologist? (Pagsusuri)

ugat ng tao
dugo at atay
puso at dugo
urinary tract

Ano ang layunin ng sumulat ng seleksyon? (Pagsusuri)

Nais nitong hikayatin ang tao na magtanim ng puno ng
niyog. Gusto nitong ipaalam ang iba't ibang gamit ng
niyog.
Hangad nitong magbenta tayo ng produkto ng
niyog. Nais nitong magbigay ng ikabubuhay ng
tao.

159
 TALAMBUHAY NI
BENIGNO AQUINO JR.
Si Benigno Aquino Jr. o kilalang si Ninoy Aquino ay ipinanganak
noong Nobyembre 27, 1932 sa Concepcion, Tarlac. Kumuha siya ng
Law sa Unibersidad ng Pilipinas ngunit tumigil siya at sa halip ay
kumuha siya ng Journalism. Pinakasalan niya si Corazon Aquino at
nagkaroon sila ng limang anak.

Siya ay naging alkalde ng Concepcion, Tarlac at pinakabatang

bise- gobernador ng Tarlac. Sa edad na 34, nahalal siya bilang
senador.

Siya ay naging mahigpit na kritiko ni Pangulong Marcos at ng

asawa nitong si Imelda Marcos. Kilala siyang kalaban ni Pangulong
Marcos tuwing halalan. Nang ideklara ang Martial Law, si Benigno
Aquino ang isa sa mga unang dinampot ng militar upang ikulong.

Noong 1980, siya ay inatake sa puso at kinailangang operahan.

Pinayagan siya ni Imelda Marcos na lumabas ng bansa para
magpagamot sa kundisyong siya ay babalik at hindi magsasalita
laban sa pamahalaan ni Marcos. Si Aquino ay namalagi sa Estados
Unidos ng tatlong taon.

Dahil sa balitang lumalalang sakit ni Pangulong Marcos, ipinasya

ni Aquino na umuwi upang bigyan ng pag-asa ang mga taong
naghahangad ng pagbabago sa pamahalaan.

Noong Agosto 21, 1983, bumalik siya sa Maynila subalit sa

paliparan pa lang ay binaril siya sa ulo. Ang libing ni Ninoy Aquino ay
nagsimula ng ika-9 ng umaga hanggang ika-9 ng gabi. Mahigit
dalawang milyong tao ang nag-abang sa pagdaan ng karosa ng
kabaong ni Ninoy papunta sa Manila Memorial Park.

160
Mga Tanong:
Saan ipinanganak si Ninoy Aquino? (Literal)
Tarlac, Tarlac
Capas, Tarlac
Camiling, Tarlac
Concepcion,
Tarlac

Alin sa sumusunod ang naging posisyon sa pamahalaan ni Ninoy Aquino?

(Literal)
presidente, bise-presidente,
senador konsehal, kongresista,
gobernador alkalde, bise-
gobernador, senador bise-
alkalde, konsehal, pangulo

Sinabi sa talata na si Ninoy Aquino ang mahigpit na kritiko ni Pangulong

Marcos. Ano ang ginagawa ng isang kritiko? (Paghinuha)
nakikipag-away
nag-iisip ng paghiganti
nagsasabi ng mga puna
nagpaplano ng ganti

Kung pangulo ng Pilipinas ang maaaring magpahayag ng martial law, sino

kaya ang nagdeklara nito noong panahong iyon? (Paghinuha)
Cory Aquino
Fidel Ramos
Imelda
Marcos
Ferdinand Marcos

Bakit kaya ipinadampot si Ninoy Aquino noong martial law? (Paghinuha)

May inaway na alkalde si Ninoy
Aquino. May galit si Marcos sa
pamilya ni Aquino.
Nahuli si Aquino na nagnanakaw sa
pamahalaan. Bawal kalabanin ang pangulo
noong martial law.

161
Ano ang katangiang ipinakita ni Ninoy Aquino? (Pagsusuri)
maalalahanin
magalang
makabayan
mapagtiis

Bakit kaya marami ang nakiramay sa kamatayan ni Ninoy Aquino?

(Pagsusuri)
Isa siyang batang senador.
Naawa sila sa pamilya ni
Aquino.
Pagmamahal sa bayan ang ipinakita niya.
Gusto ng mga taong makakita ng mga
pulitiko.

Ano ang damdamin na iniwan ni Ninoy Aquino sa mga Pilipino? (Pagsusuri)

kasabika
n pag-asa
pagkatalo
pagkatak
ot

162
PANIMULANG PAGTATASA
SA FILIPINO

SET A

Level Pamagat ng mga seleksyon:

Grade 1 Ang Daga
Grade 2 Si Mila
Grade 3 Magpalipad Tayo ng Saranggola
Grade 4 Isang Pangarap
Grade 5 Tagtuyot Dala ng El Niño
Grade 6 Buhayin ang Kabundukan
Grade 7 Pagpapala sa Pangingisda

163
Itanong ang sumusunod.

Pagganyak:
Nakakita ka na ba ng daga? Saan mo ito nakita?

Pagtakda ng Layunin:
Tingnan natin kung saan makikita ang daga sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Daga”.

Basahin ang kuwento.

Pumunta sa lawa si Tito.

Kasama niya si Lina sa lawa.
Malayo ang lawa.
Nakita nila ang palaka sa
lawa. Nakita nila ang bibe
sa lawa. Nakita rin nila ang
buwaya.
Naku! Ang laki ng buwaya!

Level: Grade
1 Bilang ng mga
salita: 40

164
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang nasa mesa?
bas
o
dag
a
pus
a

Anong mayroon ang daga?

damit
laruan
pagkai
n

Ano ang unang nangyari sa kuwento?

Nakita ng pusa ang daga.
Nakita ng daga ang keso.
Tumakas ang daga sa
pusa.

Ano ang gagawin ng daga sa keso?

lulutuin
kakainin
paglalarua
n

Bakit kaya nawala ang daga?

natakot sa
pusa nahuli
ng bata
ayaw maagawan ng keso

165
Itanong ang sumusunod.

Pagganyak:
Mayroon ka bang alagang hayop?

Pagtakda ng Layunin:
Sa ating kuwento, ano kaya ang alagang hayop ni Mila?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Si Mila”.

Basahin ang kuwento.

Si Mila ay nakatira sa
bukid. Maraming hayop
sa bukid.
Marami ring halaman sa
bukid. Maraming alagang
hayop si Mila.
May alagang baboy si Mila.
May alaga din siyang baka at kambing.
Sa mga hayop niya, ang manok niya ang kanyang paborito.
Tiko ang pangalan ng manok
niya.
Si Tiko ay kulay pula at puti.
Siya ang gumigising kay Mila tuwing umaga.
Masaya si Mila kapag naririnig ang tilaok ni Tiko.

Level: Grade 2

166
Makinig sa mga tanong at piliin ang tamang
sagot.
Sino ang may alaga?
si
Mila
si
Olla
si
Tiko

Saan nakatira si Mila?

sa zoo
sa Maynila
sa
probinsya

Ano ang alaga ni Mila?

isda
buway
a
tandan
g

Paano ginigising ni Tiko si Mila sa umaga?

tumatah
ol
tumitilao
k
umiiyak

Ano ang isa pang magandang pamagat ng kuwento?

Ang Tandang ni
Mila Ang Kambing
ni Mila Hayop sa
Gubat

167
Itanong ang sumusunod.

Pagganyak:
Marunong ka bang magpalipad ng saranggola? Sino ang nagturo sa iyo?

Pagtakda ng Layunin:
Sino kaya ang nagturo kay Noling magpalipad ng saranggola?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Magpalipad Tayo ng Saranggola.”.

Basahin ang kuwento.

Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko

na maglaro ang kakambal na si Noli. Pumunta ang kambal sa labas.
May dala silang mga saranggola. Makukulay ang mga saranggola ng
kambal.

Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng

saranggola ni Niko.

Napansin ni Niko si Noli. Malungkot ang mukha ni Noli habang

nakatingin kay Niko.

“Halika, tuturuan kita kung paano paliparin ang saranggola.” sabi

ni
Niko.

Tumingin si Noli. Ipinakita ni Niko kay Noli kung paano

magpalipad. Ilang saglit pa, nakangiti na si Noli.

“Salamat, Niko,” wika niya.

“Maraming salamat mga bata. Natatapos agad ang gawain kung

nagtutulungan,” sabi niya.

Level: Grade

168
Makinig sa mga tanong at piliin ang tamang sagot.

Saan pumunta ang mga bata?

sa labas
sa
paaralan
sa
simbahan

Ano ang gusto nilang gawin?

kumain
maglaro
magpahin
ga

Anong panahon kaya ito na magandang magpalipad ng saranggola?

maaraw
mahangin
maulan

Bakit kaya tinuruan ni Niko ng tamang paglipad si Noli?

Walang sariling saranggola si Niko.
Nasira ang hawak na saranggola ni
Niko.
Hindi mapalipad ni Niko ang saranggola niya.

Anong uri ng kapatid si Niko?

maasikaso
magalang
matulungin

Bakit napangiti na si Noli sa katapusan ng kuwento?

Napalipad na niya ang
saranggola. Binigyan siya ng
premyo.
Nanalo siya sa paglalaro.

169
Itanong ang sumusunod.

Pagganyak:
Mayroon ka bang isang lugar na pangarap puntahan? Ano ito?

Pagtakda ng Layunin:
Saan kaya ang lugar na pangarap marating ng bida sa kuwento?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Isang Pangarap”.

Basahin ang kuwento.

Kasama si Jamil, isang batang Muslim, sa sumalubong sa

pagdating ng kanyang tiyuhin.

“Tito Abdul, saan po ba kayo galing?” tanong ni Jamil.

“Galing ako sa Mecca, ang banal na sambahan nating mga

Muslim. Bawat isa sa atin ay nangangarap na makapunta roon.
Mapalad ako dahil narating ko iyon.”

“Bakit ngayon po kayo nagpunta roon?”

“Kasi, isinasagawa natin ngayon ang Ramadan, ang

pinakabanal na gawain ng mga Muslim. Pag-alala ito sa ating banal na
aklat na tinatawag na Koran. Doon ipinahayag na sugo ni Allah si
Mohammed.”

“Alam ko po ang Ramadan. Nag-aayuno tayo at hindi kumakain

mula sa pagsikat ng araw hanggang hapon.”

“Oo. Isang paraan kasi natin ito upang ipakita ang pagsisisi sa
nagawa nating kasalanan.”

“Pangarap ko rin pong makapunta sa Mecca,” sabi ni Jamil.

Level: Grade 4
Bilang ng mga salita:
128

170
Makinig sa mga tanong at piliin ang tamang sagot.

Saang banal na sambahan nanggaling si Tito Abdul?

sa
Mecca
sa Israel
sa
Jerusalem
sa
Bethlehem

Ano ang tawag sa banal na aklat ng mga Muslim?

Bibliy
a
Koran
Misal
Vedas

Ano ang pakiramdam ni Tito Abdul nang makarating siya sa Mecca?

nagsisi
napagod
nasiyahan
nanghinayan
g

Ano ang natupad sa pagpunta ni Tito Abdul sa Mecca?

ang pangako kay Allah
ang plano na makapangibang-bansa
ang tungkulin na makapagsisi sa mga
kasalanan ang pangarap na makapunta sa
banal na sambahan

Anong katangian ang pinapakita nina Tito Abdul at Jamil?

magalang
masunurin
maalalahanin
mapagbigay

Ano ang tingin ni Jamil sa kanyang Tito Abdul?

Mahusay siyang maglakbay.
Siya ay isang mapagmahal na
ama. Isa siyang masipag na
mamamayan. Siya ay isang
magandang halimbawa.
171
Ano ang tinutukoy sa kuwento?
ang mga tungkulin ng mga
Muslim ang pagmamahalan
sa pamilya ang pamamasyal
ni Tito Abdul ang kagandahan
ng Mecca

172
 Itanong ang sumusunod.

Pagganyak:
Nakaranas ka na ba ng tagtuyot?

Pagtakda ng Layunin:
Ano kaya ang nangyayari kung may tagtuyot?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Tagtuyot Dala ng El Niňo.”.

Basahin ang seleksyon.

Tagtuyot ang hatid ng El Niño. Dahil dito, bumababa ang water

level at nagkukulang sa suplay ng tubig sa mga anyong tubig, gaya ng
mga ilog at batis. Nagkukulang din sa suplay ng tubig sa mga
imbakan gaya ng La
Mesa Dam na matatagpuan sa Lungsod Quezon at Angat Dam sa
Bulacan. Ang mga ito ang pinagkukunan ng tubig sa Kamaynilaan at
sa mga karatig probinsya nito.

Malaki ang epektong dulot ng El Niño sa buhay ng tao.

Kukulangin ang suplay ng tubig na inumin, pati na rin ang gagamiting
tubig para sa iba pang pangangailangan.

Hindi lamang tao ang mahihirapan sa epekto ng tagtuyot. Kung

kulang ang tubig, magkakasakit ang mga hayop at maaari rin silang
mamatay.

Ang tubig ay kailangan din ng mga halaman at kagubatan.

Maraming apektadong taniman kung kulang ang patubig. Dahil sa
sobrang init, maaaring mag-apoy ang mga puno na nagdudulot ng
sunog.

Isang malaking tulong sa panahon ng El Niño ay ang pagtitipid ng tubig.

Iwasang aksayahin at gamitin ang tubig sa hindi mahahalagang bagay.

Level: Grade 5
Bilang ng mga salita:
171

173
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang nangyayari kapag may El Niño?

tagtuy
o red
tide
ipu-ipo
bagyo

Maliban sa tao, ano-ano pa ang maaapektuhan sa El Niño?

hayop, halaman at
gubat hangin, lupa at
buhangin bato,
semento at tubig
ulap, araw at bituin

Ano ang HINDI nagaganap kapag tagtuyot?

pag-ihip ng
hangin pag-ulan
pagdili
m pag-
araw

Ano kaya ang nararamdaman ng mga tao kapag El Nino?

giniginaw
masigla
naiinitan
nanlalamig

Bakit kaya maaaring maraming magutom kapag tagtuyot?

Magkakasakit ang mga tao.
Tatamarin magluto ang mga
tao. Kukulangin ang tubig sa
pagluluto.
Hindi makapagtatanim ang magsasaka.

174
Bakit kayang mahalaga na mabasa at maintindihan ang talatang ito?
para maiwasan ang pagkakaroon ng El
Niño para magtulungan sa pagtitipid
ng tubig para magkaroon ng lakas ng
loob
para hindi maging handa sa tag-ulan

Ano ang HINDI nakasaad sa seleksyon?

ang dahilan ng El Nino
ang mga epekto ng El Nino
ang maaaring gawin kapag may El
Nino kung sino at ano ang apektado
sa El Nino

175
Itanong ang sumusunod.

Pagganyak:
Nakakita ka na ba ng kabundukan? Ano-anong mga bagay ang
ginagamit natin na galing dito?

Pagtakda ng Layunin:
Paano kaya natin maililigtas ang ating mga kabundukan?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Buhayin ang Kabundukan.”

Basahin ang seleksyon.

Ang mga kabundukan ay isa sa magagandang tanawin sa ating

kapaligiran. Taglay nito ang mga punungkahoy na nagbibigay ng ating
mga pangangailangan. Makikita rito ang sari-saring mga halaman na
nakalulunas ng ibang karamdaman, mga orkidyas, mga ligaw na
bulaklak at mga hayop.

Ang mga punungkahoy at iba pang halaman ay tumutulong sa

pagpigil ng erosyon o pagguho ng lupa dulot ng ulan o baha.
Nagsisilbi rin itong watershed para sa sapat na pagdaloy ng tubig.

Subalit marami sa mga kabundukan natin ang nanganganib. Ang

dating lugar na pinamumugaran ng mga ibon at mga ligaw na
bulaklak ay unti-unti nang nasisira. Dahil sa patuloy na pagputol ng
mga punungkahoy, marami na ang nagaganap na mga kalamidad
tulad ng biglaang pagbaha sa iba’t ibang pook.

Sa pangunguna at pakikipagtulungan ng Department of

Environment and Natural Resources (DENR), ang ahensya ng bansa na
tumutugon sa pag- aalaga ng kapaligiran at kalikasan, ang pagkasira
ng kabundukan ay nabigyan ng solusyon. Ang reforestation o muling
pagtatanim ng puno kapalit ng mga pinutol o namatay na mga puno
ay isa sa mga programa ng DENR.
Maraming tao ang natuwa dito at inaasahan nila na darating ang
panahon na manunumbalik ang kagandahan at kasaganaan ng mga
kabundukan.

Level: Grade 6
Bilang ng mga salita:
199
176
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang nakukuha sa kabundukan na tumutugon sa pangangailangan ng

tao?
bat
o
gint
o
lupa
punungkahoy

Ano ang ginagawa sa punungkahoy na nagiging sanhi ng mga kalamidad?

pagsunog ng puno
pagtanim ng puno
pagputol ng puno
pagparami ng puno

Bakit nawawalan ng hayop sa kabundukan kapag nagpuputol ng mga

puno?
Naliligaw sila sa gubat.
Wala silang matitirahan.
Nakakain sila ng ibang
hayop. Madali silang
nahuhuli ng tao.

Ano ang salitang kasingkahuluganng pagguho ng lupa? (Literal)

erosyon
kalamidad
reforestation
watershed

Ano kayang ugali ang ipinapakita ng mga taong patuloy na nagpuputol

ng mga puno ng kagubatan?
mapagbig
ay
masipag
sakim
tamad

177
Ano ang magandang maidudulot ng reforestation?
maiiwasan ang tagtuyot
maiiwasan ang pagbaha
maiiwasan ang pag-ulan
maiiwasan ang pagbagyo

Piliin ang angkop na kadugtong ng slogan na “Buhayin ang

Kabundukan: ”
Magtanim ng Mga Puno
Ilagay sa Hawla Ang Mga Ibon
Ilipat sa Kapatagan Ang Mga
Halaman Iwasan ang Pagkuha ng
Mga Bulaklak

Ano ang koneksyon ng pagputol ng mga puno sa kagubatan sa pagbaha sa

kapatagan?
Sa kabatagan na babagsak ang ulan.
Kapag wala nang puno, madalas na ang pag-ulan.
Wala nang mga hayop na magbabantay sa daloy ng
tubig. Wala nang pipigil sa pagdaloy ng tubig mula sa
kabundukan.

178
Itanong ang sumusunod.

Pagganyak:
Nakakita ka na ba ng mga isdang matatagpuan sa ating bansa?

Pagtakda ng Layunin:
Anu-ano ang mga isdang ito? Paano kaya ito hindi mauubos?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Pagpapala sa Pangingisda.”

Basahin ang seleksyon.

Ang ating bansa ay napaliligiran ng malawak na karagatan.

Sagana ito sa iba’t ibang uri ng isda. Kaya marami sa mga Pilipino ay
pangingisda ang ikinabubuhay.

Sa pakikipagtulungan ng mga pribadong kumpanya ng

pangingisda, ang ating pamahalaan ay nag-eeksport sa Hongkong at
Taiwan. Iba’t ibang uri ng isda ang dinadala natin sa mga bansang ito
tulad ng tuna at lapu-lapu.
Malaki ang naitutulong nito sa hanapbuhay ng ating mga
mangingisda. Subalit ang kasaganahang ito ay malimit na inaabuso.
May mga mangingisdang gumagamit ng mga pampasabog at lasong
kemikal para makahuli ng maraming isda. Namamatay ang maliliit na
isda na dapat sana ay lumaki at dumami pa. Ang iba naman ay sinisira
ang mga coral reefs na tirahan ng mga isda.

Ang Kagawaran ng Agrikultura sa pangunguna ng Bureau of

Fisheries and Aquatic Resources (BFAR) ay patuloy na gumagawa ng
mga hakbang para masugpo ang mga mangingisdang lumalabag sa
batas pagdating sa paraan ng pangingisda. Ang BFAR ay
nagsasagawa ng mga proyekto na magpapaunlad sa produksyon ng
isda. Kasama rito ang pagbabawal ng pangingisda na nakasisira sa
coral reefs, ang pagbubuo ng mga artificial reefs, at pagmomonitor ng
red tide sa iba’t ibang karagatan sa buong bansa.

Malaking bahagi ng ekonomiya ang nagbubuhat sa sektor ng

mga mangingisda. Maraming tao rin ang nakikinabang sa
pagtatrabaho sa industriya ng pangingisda tulad ng fish marketing,
fish processing, net making, boat- building at fish trading. Ito ang mga
dahilan kung bakit kailangang alagaan ang industriyang ito.

Level: Grade 7
179
 Bilang ng mga salita:
241

180
Makinig sa mga tanong at piliin ang tamang sagot.

Ano-anong isda ang ipinapadala sa ibang bansa?

dilis at tawilis
tilapia at
bangus tuna
at lapu-lapu
galunggong at bisugo

Alin sa sumusunod ang paraan ng pangingisda na ipinagbabawal?

(Paghinuha)
pamimingwit
paggamit ng
lambat
ang paraang pagbubuslo
paggamit ng pampasabog

Anong tanggapan ang nangunguna sa pagsugpo sa labag na batas na

paraan ng pangingisda?
Bureau of Food and Drug
Metro Manila Development Authority
Bureau of Fisheries and Aquatic
Resources
Department of Energy and Natural Resources

Bakit maraming Pilipinong may hanapbuhay na pangingisda?

Magaling lumangoy ang mga Pilipino.
Maraming hindi nais magtrabaho sa
taniman.
Walang ibang makuhang trabaho ang mga
Pilipino. Napaliligiran ng malawak na karagatan
ang Pilipinas.

Ano kaya ang masamang epekto ng paggamit ng pampasabog at lason sa

pangingisda sa tao?
Natatakot ang mga isda.
Hindi na lumalaki ang mga isda.
Wala nang makakaing isda ang mga tao.
Namamatay ang maliliit at batang isda.

181
Ano ang maaaring mangyari kung hindi ipagbawal ang maling paraan ng
pangingisda?
Mauubos ang mga isda sa dagat.
Mawawalan ng hanapbuhay ang mga
mangingisda. Matatakot na gumamit ng
pampasabog ang mga tao. Maraming gagamit
ng tamang paraan ng pangingisda.

Anong ugali ang ipinakikita ng mga mangingisdang patuloy na gumagamit

ng maling paraan ng pangingisda?
mahilig sa gulo
matigas ang ulo
malikhain sa
trabaho
masipag maghanapbuhay

Ano ang layunin ng manunulat ng seleksyon? (Pagsusuri)

Nais ng manunulat na .
ipagmalaki ang Pilipinas bilang isang mayamang bansa
makilala ang Pilipinas bilang magandang pinagkukunan
ng isda
ipaubaya sa pamahalaan ang pag-aalaga sa mga katubigan ng bansa
malaman ng tao na sa bawat gawain ay may kaakibat na responsibilidad

182
PANIMULANG PAGTATASA
SA FILIPINO

SET B

Level Pamagat ng mga seleksyon:

Grade 1 Sa Lawa
Grade 2 Si Dilis at Si Pating
Grade 3 Maliit na Duhat, Malaking Pakwan
Grade 4 Parol sa May Bintana
Grade 5 Pista ng Bulaklak
Grade 6 Ang Puerto Princesa Underground
River
Grade 7 Ang Kasaysayan ng Tacloban

183
Itanong ang sumusunod.

Pagganyak:
Nakakita ka na ba ng lawa? Ano-ano ang makikita mo rito?

Pagtakda ng Layunin:
Ano-ano kaya ang nakita ni Tito sa lawa?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Sa Lawa.”

Basahin ang kuwento.

Pumunta sa lawa si Tito.

Kasama niya si Lina sa lawa.
Malayo ang lawa.
Nakita nila ang palaka sa
lawa. Nakita nila ang bibe
sa lawa. Nakita rin nila ang
buwaya.
Naku! Ang laki ng buwaya!

Level: Grade
1 Bilang ng mga
salita: 36

184
Makinig sa mga tanong at piliin ang tamang sagot.

Sino-sino ang nasa lawa?

sina Tito at
Lina sina Tito
at Tita si Lina

Ano-ano ang mga nakita niya sa lawa?

mga
halaman
mga
insekto
mga hayop

Ano ang hitsura ng buwaya?

maliit
malaki
magand
a

Ano ang naramdaman ni Tito nang makita ang buwaya?

nagulat
nagalit
nalungk
ot

Ano kaya ang ginawa ni Tito?

lumango
y
naglaro
sumigaw

185
Itanong ang sumusunod.

Pagganyak:
Mayroon ka bang kinatatakutan? Bakit ka takot dito?

Pagtakda ng Layunin:
Saan kaya takot si Dilis?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Si Dilis at Si Pating.”

Basahin ang kuwento.

Sa dagat nakatira si Dilis. Kalaro niya ang mga maliliit na isda. Sila
ay masaya.

Nasa dagat din si Pating. Malaki at mabangis ito. Takot si Dilis

at ang mga kalaro niyang isda kay Pating.

Minsan hindi kaagad nakita ni Dilis si Pating. Gutom na gutom

na si Pating.

Mabilis si Dilis. Nagtago siya sa ilalim ng korales. Hindi siya

nakain ni Pating. Matalino talaga si Dilis.

“Dapat maging matalino para matulungan ang sarili.”

Level: Grade 2
Bilang ng mga salita: 74
Medrano, Z., Alonzo. R. I. (Ed.). (2000). Si Dilis at si Pating. Pilipino sa
bagong milenyo,(p. 157). Marikina City: Instructional Coverage System
Publishing
Inc.

186
Makinig sa mga tanong at piliin ang tamang
sagot.
Saan nakatira si Dilis?
sa
dagat
sa ilog
sa sapa

Ano ang sama-samang ginagawa nina Dilis at ng maliliit na isda?

namamasy
al
nagtatago
naglalaro

Bakit takot si Dilis kay Pating?

Baka awayin siya ni Pating.
Maaari siyang kainin ni
Pating.
Baka agawan siya ni Pating ng pagkain.

Paano ipinakita ni Dilis ang pagiging matalino?

Mabilis siyang nakapagtago sa
korales. Tinulungan niya ang mga
maliliit na isda. Hindi siya
nakipaglaro kay Pating.

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Sa Ilalim ng Dagat
Ang Gutom na
Pating
Si Dilis, ang Mabangis na Isda

187
Itanong ang sumusunod.

Pagganyak:
Nakakita ka na ba ng duhat at pakwan? Alam mo ba ang itsura ng
punong duhat at halamang pakwan?

Pagtakda ng Layunin:
Tingnan natin kung bakit ganito ang itsura ng halaman nila?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Maliit Na Duhat, Malaking Pakwan.”

Basahin ang kuwento.

Nasa likod-bahay si Pido. Pumunta siya sa silong ng punong

duhat. Sabi niya, “Ang laki ng punong ito, ang liit naman ng bunga.”

Nakita rin niya sa may taniman ang halaman ng pakwan, “Ang

pakwan na gumagapang lamang sa lupa, kaylaki ng bunga.” dagdag
niyang sinabi.
“Mali kaya ang pagkagawa ng Diyos?”

Habang iniisip niya ang tanong sa sarili, biglang nalaglag ang

isang bunga ng duhat. “Aray!” sigaw niya. “Tama pala ang Diyos.
Kung kasinlaki ng pakwan ang duhat, may bukol ang ulo ko ngayon,”
pailing na sinabi ni Pido.

Level: Grade
3 Bilang ng mga
salita: 91

188
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang nasa silong ng puno?

Diday
Pandoy
Pido

Ano ang ipinagtataka ni Pido tungkol sa puno ng duhat?

malaki ang puno maliit ang
bunga ang hugis ng prutas sa
puno
ang kulay ng bunga ng punong duhat

Saan nalaglag ang bunga ng duhat?

sa sahig
sa
basket
sa ulo ni Pido

Ano ang naramdaman ni Pido nang mahulugan siya ng bunga ng duhat?

nagalit
natakot
nasakta
n

Ano ang mangyayari kay Pido kung malaki ang bunga ng duhat?
mapipilayan
mabubukulan
magkakasakit

Ano ang katangian ng Diyos ang naisip ni Pido?

maalalahanin
matalino
masipag

189
Itanong ang sumusunod.

Pagganyak:
Mayroon ba kayong parol sa bahay kapag Pasko? Saan galing ang
parol ninyo? Sino ang gumawa ng parol ninyo?

Pagtakda ng Layunin:
Sino kaya ang gumawa ng parol na nakasabit sa bahay nina Julia?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Parol Sa May Bintana.”

Basahin ang kuwento.

Disyembre na naman.

Tumulo ang masaganang luha sa mga mata ni Julia. Nakita

niya ang nakasabit na parol sa sulok ng kanilang bahay. Gawa
iyon ng kanilang ama. Nilagyan niya ng ilaw ang parol at isinabit
ito sa may bintana.

Kay ganda ng parol! Tumayo si Julia at hinawakan ang parol.

Tandang- tanda niya pa ang kasiyahan nilang mag-anak noong
nakaraang Pasko.

“Huwag kayong malulungkot,” sabi ng kanyang ama. “Aalis ako

upang mabigyan kayo ng magandang kinabukasan.”

“Ingatan ninyo ang parol. Magsisilbi itong gabay sa inyong mga

gagawin,” paliwanag ng ama noong bago umalis sa kanilang bahay.

“Tama si Itay. Kahit nasa malayo siya, ang parol na ito ang
magpapaalaala sa amin sa kanya at sa kanyang mga pangaral.”

Parang napawi ang lungkot ni Julia, napangiti siya sabay kuha sa parol.

Level: Grade 4
Bilang ng mga salita:
130

190
Makinig sa mga tanong at piliin ang tamang sagot.

Anong mahalagang araw ang malapit nang sumapit?

Pasko
Mahal na Araw
Araw ng mga
Puso

Ano ang unang naramdaman ni Julia nang makita niya ang parol?
nagalit
nalungk
ot
nasasabi
k

Sino ang naalala ni Julia tuwing makikita ang parol?

Ina
Itay
kapati
d

Ano ang ibig sabihin ng ama ni Julia nang sinabi niya ang “Ingatan ninyo
ang parol, magsisilbi itong gabay sa inyong mga gagawin” ?
Huwag pabayaang masira ang parol.
Ang parol ang magpapaalala sa mga habilin ng
ama. Ang ilaw nito ang magpapaliwanag sa mga
gawain nila.

Ano kaya ang ginagawa ng tatay ni Julia sa malayong lugar?

nag-aaral
nagtatrabaho
namamasyal

Bakit napangiti si Julia sa katapusan ng kuwento?

dahil may ilaw ang parol
dahil naintindihan nya ang ama
niya dahil malapit nang umuwi
ang ama niya

191
Itanong ang sumusunod.

Pagganyak:
Ano ang naiisip mo kapag nakakakita ka ng mga bulaklak? Nakakita
ka na ba ng parada ng mga bulaklak?

Pagtakda ng Layunin:
Saan kaya sa Pilipinas makikita ang parada ng mga bulaklak?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Pista ng Bulaklak.”

Basahin ang kuwento.

Tuwing Pebrero, ipinagdiriwang ang pista ng mga bulaklak sa

Lungsod ng Baguio. Kilala rin ito sa tawag na Pista ng Panagbenga.
Ang Panagbenga ay salitang galing sa Cordillera na ang kahulugan ay
panahon ng pagbukadkad ng bulaklak. Binibigyang halaga sa pistang
ito ang naggagandahang bulaklak kung saan kilala ang lungsod na ito.

Nagsimula ang pagdiriwang ng Panagbenga noong 1995.

Isinagawa ng pistang ito para maiangat muli ang Lungsod ng Baguio
mula sa malagim na lindol noong 1990.

Maraming gawain ang makikita sa pagdiriwang ng Panagbenga.

Ang pinakasikat at inaabangang gawain tuwing pista ng bulaklak ay
ang parada. Kasama sa paradang ito ay sayawan sa kalsada at
pagtugtog ng mga banda. Pinakabida sa paradang ito ang mga
higanteng karosa na puno ng mga magaganda at mababangong
bulaklak. Sa paggawa ng karosang ito, ipinakikita ng mga Pilipino ang
kanilang pagiging malikhain at pagiging matulungin. Ipinaparada ang
mga ito sa malalaking kalsada ng lungsod.
Maraming mga taong galing pa sa iba’t ibang bahagi ng Pilipinas ang
dumadayo sa Baguio upang mapanood ito.

Level: Grade 5
Bilang ng mga salita:
169

192
Makinig sa mga tanong at piliin ang tamang sagot.

Anong buwan nagaganap ang Pista ng Panagbenga?

unang buwan ng taon
ikalawang buwan ng
taon ikatlong buwan ng
taon huling buwan ng
taon

Kailan nagsimula ang pagdiriwang na ito?

1908
1990
1995
2012

Ano ang inaabangang gawain sa pistang ito?

tugtog ng banda
palaro sa mga
bata parada ng
bulaklak sayawan
sa kalsada

Ano-anong katangian ng mga Pilipino ang ipinakikita sa seleksyon?

(Pagsusuri)
pagiging matalino at palaisip
pagiging masipag at
matulungin pagiging malikhain
at masayahin
pagiging maalalahanin at palakaibigan

193
Bakit sinimulan ang Pista ng Panagbenga?
para maging sikat ang lalawigan
para hindi masayang ang mga bulaklak
para maiwasan ang pag-ulit ng lindol noong 1990
para mapaunlad muli ang lugar matapos ang lindol noong 1990

Bakit kaya maraming tao ang dumadayo sa pagdiriwang na ito?

ayaw nilang pumasok sa
paaralan gusto nilang makakita
ng mga turista
maraming gustong makarating sa Baguio
Nais nilang makita ang mga karosa ng bulaklak

Ano ang tinutukoy sa seleksyon?

ang kagandahan ng Lungsod ng
Baguio ang kasaysayan ng
Lungsod ng Baguio ang isang
kilalang pista sa Baguio
ang ugali ng mga tao sa Baguio

194
Itanong ang sumusunod.

Pagganyak:
Nakita mo na ba ang sikat na Underground River sa Palawan?

Pagtakda ng Layunin:
Tingnan natin kung bakit ito nahirang na isa sa pitong New
Wonders of Nature.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Ang Puerto Princesa
Underground River.”

Basahin ang kuwento.

Ang Puerto Princesa Subterranean River National Park

(PPSRNP) ay makikita sa Palawan. Ito ay matatagpuan sa hilagang
kanlurang bahagi ng Puerto Princesa.

Ipinakikita sa tanyag na pook na ito ang mga higanteng

limestone na nasa kuwebang pinalolooban ng ilog. Iba’t ibang
kamangha-manghang hugis ang nabuo mula sa mga limestone sa
loob ng kuweba. Ang ilog ay tinatayang
8.2 kilometro ang haba at ito ay tumutuloy sa dagat. Ang kagandahan
nito ang dahilan kung bakit nakilala ang Puerto Princesa Underground
River bilang isa sa Pitong New Wonders of Nature.

Makikita sa paligid ng ilog ang kabundukan at kagubatan. Ang

makapal na kagubatan ang nagsisilbing tahanan ng ilang hayop na
pambihira at endangered. Sa baybayin naman nito makikita ang
halamang bakawan at mga coral reefs.

Mula nang maitalaga ang Puerto Princesa Underground River

bilang isa sa Pitong New Wonders of Nature, dumami na ang mga
taong gustong makita ito, maging Pilipino man o dayuhan.

Maliban sa pagsakay sa bangka upang makita ang limestones sa

loob ng kuweba, marami pang maaaring gawin dito na ikasasaya ng
mga turista. Kinagigiliwan ng mga bisita rito ang jungle trekking,
wildlife watching, mangrove forest tour at ang paglangoy sa
tabindagat na puti ang buhangin.

Level: Grade 6
Bilang ng mga salita:
197
195
Makinig sa mga tanong at piliin ang tamang sagot.

Saang lalawigan matatagpuan ang Underground River?

sa
Bicol
sa
Iloilo
sa
Mindoro
sa
Palawan

Ano ang kamangha-manghang tignan sa loob ng kuweba ng Underground

River?
ang napakalinaw na tubig-ilog
ang mga hayop sa loob ng
kuweba ang iba-t ibang hugis ng
limestone ang mga halaman sa
loob ng kuweba

Bakit kaya dumami ang turistang bumibisita sa Underground River?

madali lang puntahan ito
nakakamangha ang tubig sa ilog
naging tanyag ito sa buong
mundo pambihira ang hugis ng
kuweba sa ilog

Bakit dapat alagaan ang mga hayop na makikita sa kagubatan sa paligid

ng Underground River?
dahil ito ay endangered at
pambihira dahil may karapatan
itong mabuhay dahil makukulay
ito at magaganda dahil maaari
itong pagkakitaan

196
Ano kaya ang kailangang gawin ng lokal na pamahalaan para sa
Underground River?
magtayo ng iba’t ibang water sports
dito lagyan ito ng mga bahay-
bakasyunan pangalagaan at
proteksyonan ito pagbawalan ang
bumibisita rito

Ayon sa seleksyon, ano pa ang maaaring gawin ng mga pumupunta sa

Underground River maliban sa pagpasok sa kuweba?
mangisda sa ilog
maglaro sa kuweba
lumangoy sa
tabindagat
kumain ng masasarap na pagkain

Ano kaya ang naramdaman ng mga Pilipino nang mahirang ang

Underground River bilang isa sa Pitong New Wonders of Nature?
Nagulat dahil hindi ito dapat
nangyari. Natuwa dahil
maipagmamalaki nila ito.
Nalito at nakipagtalo kung kailangang
puntahan ito. Nag-alala dahil magiging mahal
na ang pagpunta rito.

Alin sa sumusunod ang pinakamagandang sabihin sa mga turistang

bumibisita sa Underground River? (Pagsusuri)
Kaunting halaman lamang ang kunin mula dito.
Ingatan ang kapaligiran sa Underground River.
Iwasang mag-ingay habang nasa loob ng
kuweba. Ingatan ang pagkuha ng litrato sa
Underground River

197
Itanong ang sumusunod.

Pagganyak:
Alam mo ba ang kasaysayan ng iyong syudad?

Pagtakda ng Layunin:
Basahin natin ang kasaysayan ng isang kilalang syudad sa Visayas.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Ang Kasaysayan ng Tacloban.”

Basahin ang kuwento.

Ang Tacloban ay kabisera ng lalawigan ng Leyte. Ang Leyte ay

matatagpuan sa Rehiyon 8 ng Pilipinas na bahagi ng Silangang
Visayas.

Ang Tacloban ay unang nakilala bilang Kankabatok, na ang ibig

sabihin ay “pag-aari ng mga Kabatok”. Kabatok ang tawag sa mga
unang naninirahan dito. Mayaman sa yamang tubig ang lugar na ito.
May ginagamit silang isang uri ng basket na panghuli sa mga isda at
alimango. Ang tawag nila dito ay
“Taklub”. Kapag may mga darayo sa lugar, ang sinasabi nila ay
pupunta sila sa “tarakluban”. Pagtagal ay tinawag din itong Tacloban.

Ang Tacloban ay nakilala dahil sa ginampanang papel nito

noong Ikalawang Digmaang Pandaigdig. Dito naganap ang tanyag na
pagbabalik ni General Macarthur. Naganap ito sa baybayin ng “White
Beach” ng Tacloban.
Dito rin nagtayo ng base-militar ang pwersa ng mga Amerikano at
ang bayang ito ay ang unang napalaya mula sa mga puwersa ng mga
Hapon.
Naging pansamantala itong kapital ng Pilipinas habang ang Maynila
ay nasa kapangyarihan pa ng mga Hapon.

Sa syudad na ito nanggaling ang dating Unang Ginang ng

Pilipinas na si Imelda Romualdez Marcos. Ang Pamilya Romualdez ay
isa sa mga kilalang pamilyang politiko sa lugar. Ang pangalan ng
paliparan sa Tacloban ay Romualdez airport.

Kakaunti lang ang nakaka-alam kung kailan naging

munisipalidad ang Tacloban dahil ang mga dokumentong
nakapagpapatunay rito ay nasira ng bagyo. Pero marami ang
naniniwala na ang Tacloban ay opisyal na na- iproklamang
munisipalidad noong 1770.
198
 Level: Grade 7
Bilang ng mga salita:
237
Reference: [Link]
history-fil. php; [Link]

199
Makinig sa mga tanong at piliin ang tamang sagot.

Saan matatagpuan ang Tacloban?

sa Kanlurang
Visayas sa
Silangang Visayas
sa Hilagang
Visayas sa Timog
Visayas

Sino ang kilalang tao na dumako sa Tacloban noong Ikalawang Digmaang

pandaigdig?
Imelda Marcos
Emilio Aguinaldo
Imelda
Romualdez
Douglas
MacArthur

Sino ang pangulo ng Pilipinas na nakapangasawa ng isang taga-Tacloban?

Pangulong Gloria Arroyo
Pangulong Fidel Ramos
Pangulong Ferdinand Marcos
Pangulong Diosdado
Macapagal

Bakit naging kabisera ng Pilipinas ang Tacloban?

Marami ang may ayaw sa Maynila.
Maraming tanyag na tao sa
Tacloban.
Ang Maynila ay sinasakop pa ng mga Hapon.
Maraming makapangyarihang politiko sa
Tacloban.

Bakit kaya unang napalaya mula sa puwersa ng Hapon ang Tacloban?

Takot ang mga Hapon sa mga taga-
Tacloban. Kilala kasi ang mga taga-Tacloban
na matatapang. Walang maraming
sundalong Hapon sa Tacloban.
Mayroong base Militar ng mga Amerikano ang Tacloban.

200
Ano ang ikinabubuhay ng mga taong taga-Tacloban?
pangingis
da
pagtatani
m
pagtitinda
pagtu-tuba

Bakit kaya pinangalanang Romualdez airport ang paliparan sa Tacloban?

Malaki ang naitulong ng Romualdez sa lugar.
Malaki ang pamilya ng Romualdez sa
Tacloban. Maraming Romualdez ang nasa
lokal na gobyerno.
Marami sa Romualdez ang madalas sumakay sa eroplano.

Ano ang layunin ng sumulat ng seleksyon?

Nais nitong hikayatin ang mambabasa na bumisita sa
Tacloban. Gusto nitong ipaalam ang pinagmulan at
naganap sa Tacloban. Hangad nitong maghatid ng aliw
sa mambabasa.
Hatid nito ang isang mabuting halimbawa.

201
PANIMULANG PAGTATASA
SA FILIPINO

SET C

Level Pamagat ng mga seleksyon:

K Ang Mesa ni Lupe
Grade 1 Gitara ni Lana
Grade 2 Ang Matalinong Bulate
Grade 3 Bakasyon ni Herber
Grade 4 Kaarawan ni Samuel
Grade 5 Biyaya ng Bulkan
Grade 6 Kalabanin ang Dengue
Grade 7 Pagsalungat ni Macario Sakay

202
Itanong ang sumusunod.

Pagganyak:
Ano ang nasa ibabaw ng iyong mesa?

Pagtakda ng Layunin:
Tignan natin kung ano ang nasa ibabaw ng mesa ni Lupe.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Mesa Ni Lupe.”

Basahin ang kuwento.

Ito ang mesa ni Lupe.

Malaki ang mesa ni Lupe.
Nasa mesa ang relo ni
Lupe.
May baso at tasa sa mesa ni Lupe.
May bola rin sa mesa.
Naku! Ang bola!
Tumama ang bola sa baso.
Hala! Nabasa ang relo sa
mesa!

Level: Grade

203
Mga Tanong:
Kanino ang mesa?
kay Lupe
kay
Nanay
kay Lani

Alin sa sumusunod ang wala sa mesa ni Lupe?

bol
a
bot
e
relo

Ano ang nangyari sa baso?

nabasag
nahulog sa sahig ang baso
tumapon ang lamang
tubig

Ano kaya ang mangyayari sa relo?

magagasg
as masisira
matutunaw

Ano kaya ang naramdaman ni Lupe?

nalungk
ot
napagod
nasabik

204
Itanong ang sumusunod.

Pagganyak:
Mayroon ka bang gitara? Sino ang kilala mo na may gitara?

Pagtakda ng Layunin:
Sino kaya ang may gitara sa ating kuwento?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Gitara Ni Lana.”

Basahin ang kuwento.

May gitara si Lana.

Maganda ang gitara ni Lana.
Bago ang gitara niya.
Kulay pula at may bulaklak na puti ito.
Bigay ito ni Tita Ana.
Binigay niya ito noong kaarawan ni Lana.
Laging dala ni Lana ang
gitara. Lagi rin niyang
pinatutugtog ito.
Hawak ni Lana ang gitara habang naglalakad.
Naglalakad siya papunta sa parke.
Tumama ang paa ni Lana sa isang malaking bato.
Aaah! Nahulog sa bato ang gitara!

Level: Grade
2 Bilang ng mga
salita: 71

205
Mga Tanong:
Sino ang may gitara?
si
Lana
si Mila
si Tita Ana

Kanino galing ang gitara?

sa isang
kalaro sa
isang kaklase
sa isang kamag-anak

Ano ang kulay ng kanyang gitara?

asu
l
puti
pul
a

Saan naganap ang kuwento?

sa loob ng
bahay sa labas
ng bahay sa
isang handaan

Ano kaya ang nangyari sa gitara ni Lana?

nabasa
ninaka
w
nasira

206
Itanong ang sumusunod.

Pagganyak:
Nakakita ka na ba ng bulate? Ano ang madalas na kumakain sa bulate?

Pagtakda ng Layunin:
Tignan natin sa kuwento kung nakain ang bulate na ating bida.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Matalinong Bulate.”

Basahin ang kuwento.

Umaga na sa bukirin. Maagang lumabas si Bulate. Nais niyang

masikatan ng araw. Sa di kalayuan, nakita siya ni Tandang. Lumapit si
Tandang upang kainin si Bulate.

Nagulat si Bulate at nag-isip nang mabilis. Biglang nagsalita si

Bulate
.
“Kaibigan,” simula ni Bulate, “bago mo ako kainin, mayroon sana
akong hiling. Nais ko munang marinig ang maganda mong boses.”

Natuwa si Tandang sa sinabi ni Bulate. Alam ni Tandang na

maganda ang boses niya. Tumilaok siya nang mahaba. Ang hindi niya
alam, nagtago na si Bulate sa ilalim ng lupa.

Level: Grade
3 Bilang ng mga
salita: 89

207
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang gustong masikatan ng araw?

si Aso
si Bulate
si Tandang

Ano ang gustong gawin ni Tandang kay Bulate?

gawing kalaro
gawing
pagkain
gawing
kaibigan

Anong salita ang ginamit para ipakitang umawit si Tandang?

kumant
a
tumilao
k
sumiga
w

Ano kaya ang naramdaman ni Bulate nang makitang papalapit si Tandang?

ninerbiy
os
nagalak
nasabik

Anong katangian ang ipinakita ni Tandang?

katalinuhan
kayabangan
kabutihan

Ano ang huling nangyari sa kuwento?

Kinausap ni Bulate si
Tandang. Tumakas si
Bulate.
Lumabas si Bulate.

208
Itanong ang sumusunod.

Pagganyak:
Mahilig ka bang mag-bakasyon? Saan ka pumupunta kapag walang pasok?

Pagtakda ng Layunin:
Saan kaya pumunta si Heber, at ano ang nakita niya roon?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Bakasyon ni Heber.”

Basahin ang kuwento.

Isinama si Heber ng kanyang Tito Mar sa Rizal upang

makapag- bakasyon. Masayang-masaya siya dahil nakita niya sa
unang pagkakataon ang Pista ng mga Higantes. Ang pistang ito ay
naganap kahapon, ika-23 ng Nobyembre. Ginugunita sa pistang ito
ang patron ng mga mangingisda na si San Clemente.

Pinakatampok sa pista ang matatangkad na tau-tauhang yari sa

papel. Dinamitan at nilagyan ng makukulay na palamuti upang mas
maging kaakit-akit sa manonood. Ang mga higante ay karaniwang
may taas na apat hanggang limang talampakan o sampu hanggang
labindalawang talampakan. Ang mga deboto naman ay nakasuot ng
damit-mangingisda.

Hiniram ni Heber ang camera ni Tito Mar at kumuha siya ng

maraming litrato. Gusto niyang ipakita ang mga litrato sa kanyang
mga magulang.
Ipakikita rin niya ang mga ito sa kanyang mga kaibigan at kaklase.
Hinding hindi niya makalilimutan ang araw na ito.

Level: Grade 4
Bilang ng mga salita:
138

209
Makinig sa mga tanong at piliin ang tamang sagot.

Kanino sumama si Heber upang magbakasyon?

kay Rizal
kay Tito
Mar
sa mga higante

Aling salita ang ginamit na ang kahulugan ay dekorasyon?

kaakit-
akit
palamuti
makukul
ay

Anong petsa kaya isinulat ang kuwento?

Nobyembre 24
Nobyembre 23
Nobyembre 25

Paano inilalarawan sa kuwento ang higante?

matangkad na tau-tauhang yari sa papel
maitim, mahaba at magulo ang buhok,
salbahe
matangkad, malaki ang katawan at malakas magsalita

Alin kaya sa mga sumusunod ang produkto sa Rizal?

isda
palay
perlas

Bakit kaya gusto niyang ipakita ang mga litrato sa kanyang mga magulang
at mga kaibigan?
Gusto niyang papuntahin sila sa lugar na
iyon. Gusto niyang mainggit ang mga ibang
tao sa kaniya.
Gusto niyang ibahagi ang kanyang karanasan sa kanila.

210
Itanong ang sumusunod.

Pagganyak:
Nakita mo na ba ang Bulkang Mayon? Gusto mo ba itong mapuntahan?

Pagtakda ng Layunin:
Ano ba ang makikita natin sa Bulkang Mayon?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Biyaya ng Bulkan.”

Basahin ang kuwento.

Isa sa mga ipinagmamalaking bulkan sa bansa ang Bulkang

Mayon na matatagpuan sa Albay. Tanyag ang bulkang ito dahil sa
taglay nitong halos perpektong hugis apa. Dinarayo ito ng mga
dayuhang bisita maging ng mga kapwa Pilipino.

Sinasabing ang Bulkang Mayon ang pinakaaktibong bulkan sa

Pilipinas dahil sa dalas ng pagsabog nito. Pinakamatindi ang pagsabog
nito noong Pebrero 1, 1814, kung saan ang mga bayan sa paligid
nito ay natabunan at mahigit sa 1200 katao ang namatay.
Maraming nasirang bahay sa paligid ng bulkan, pati na rin ang
malaking simbahan ng Cagsawa. Ang natitirang alaala na lamang ng
simbahang ito ay ang tore nito na makikitang malapit sa bulkan.

Bagamat mapanganib ang Bulkang Mayon, isa rin naman itong

biyaya sa mga naninirahan malapit doon. Ang mga umagos na lupa at
abo sanhi ng mga pagsabog ay nagsilbing pataba pagkalipas ng ilang
taon.

Bilang patunay, itinuturing ang Albay na isa sa mga may

mayayamang lupang sakahan sa rehiyon ng Bicol. Sa mga lupang
sakahang ito nagbubuhat ang mga produktong abaka, niyog, palay at
gulay.

Level: Grade 5
Bilang ng mga salita:
174

211
Makinig sa mga tanong at piliin ang tamang sagot.

Saan matatagpuan ang Bulkang Mayon?

Albay
Camarines
Norte Mindoro
Samar

Bakit tanyag ang Bulkang Mayon?

Madalas ang pagsabog
nito. Ito ang
pinakamalaking bulkan.
Halos perpekto ang hugis apa nito.
Matindi ang umagos na lupa at
abo rito.

Bakit kaya tore lang ng Simbahan ng Cagsawa ang makikita ngayon?

Ito ang pinakasikat na bahagi ng
simbahan. Ito ang pinakabanal na
bahagi ng simbahan. Ito ang
pinakamataas na bahagi ng simbahan.
ito ang pinakamatandang bahagi ng simbahan.

Ano kaya ang nararamdaman ng mga tao sa paligid ng bulkan kapag ito ay
malapit nang sumabog?
natutuwa
nasasabik
nagagalit
nangangamba

Alin kaya sa mga sumusunod na trabaho ang marami sa lalawigan ng

Albay?
inhinyero
karpintero
magsasaka
mangingisda

212
Ano ang magandang naidulot ng pagsabog ng bulkan?
naging malawak ng lupain
gumanda ang hugis ng bulkan
dumami ang bumibisita sa
Mayon
naging magandang taniman ang lupa nito

Anong aral sa buhay ang maaari nating matutunan sa talatang ito?

Ang bawat trahedya ay malupit.
Ang bawat trahedya ay may biyayang
kapalit. Ang trahedya ang nagpapatanyag
ng isang lugar. Ang trahedya ang
nagpapabagsak sa isang lugar.

213
Itanong ang sumusunod.

Pagganyak:
May kakilala ba kayong nagkaroon na ng sakit na dengue?

Pagtakda ng Layunin:
Paano kaya natin kakalabanin ang sakit na ito?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Kalabanin ang Dengue.”

Basahin ang kuwento.

Ang dengue fever ay isang kondisyong dulot ng dengue virus.

Ang virus na ito ay dala ng ilang uri ng lamok gaya ng Aedes Aegypti.
Kagat ng lamok na may dalang dengue virus ang sanhi ng
pagkakasakit.

Patuloy na gumagawa ng hakbang ang Department of Health

para sugpuin ang dengue. Itong taon na ito, may naitala na mahigit na
tatlumpung libong kaso ng dengue. Kailangan na ng gobyernong
gumawa ng mga bagong paraan upang maibaba ang bilang ng mga
kasong ito.

Ang isang dahilan kung bakit patuloy sa pagdami ang may sakit
na dengue ay dahil binibigyan ng pagkakataon ang mga lamok na
mabuhay sa paligid. Kailangan ng pakikipagtulungan ng lahat sa mga
simpleng gawaing makaiiwas sa sakit na ito.

Una, dapat malaman na ang lamok na Aedes aegypti ay

nabubuhay sa malinis na tubig. Palagi dapat sinusuri ang loob at labas
ng bahay kung may mga naipong tubig na hindi napapalitan. Kung
minsan ay may mga programa rin ang lokal na gobyerno para
mapuksa ang mga lamok katulad ng fogging.

Iginiit ng DOH na sa lahat ng mga paraang ito, mahalaga talaga

ang pakikiisa ng bawat mamamayan sa komunidad. Ito ang
pinakamabisang paraan upang mapuksa ang mapahamak na sakit na
ito.

Level: Grade 6
Bilang ng mga salita:

214
 202
Sanggunian: [Link]
dengue-fever/; [Link]

215
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang kondisyon na dala ng ilang uri ng lamok tulad ng Aedes aegypti?
dengue
fever
hepatitis
hika
malari
a

Anong ahensya ng gobyerno ang namamahala sa paghanap ng solusyon

tungkol sa problema ng dengue?
Department of Health
Department of Education
Department of Science and Technology
Department of Public Works and
Highways

Bakit patuloy ang pagdami ng may sakit na dengue?

patuloy na nagkakahawahan ang may sakit
patuloy na walang mainom na tamang
gamot patuloy na di kumakain nang tama
ang mga tao
patuloy na nabubuhay ang lamok sa maruming paligid

Ano ang mararamdaman ng babasa ng unang bahagi ng seleksyong ito?

magagalit
mananabik
mangangam
ba matutuwa

Ano ang kasingkahulugan ng sugpuin sa pangungusap sa kahon?

“Patuloy na gumagawa ng paraan ang DOH upang sugpuin ang

dengue.”

pigilan
paalisin
subukan
tulungan

216
Ano ang maaaring mangyari kapag hindi nagtulong-tulong ang mga
mamamayan sa problemang nakasaad sa seleksyon?
Magiging marumi ang kapaligiran.
Patuloy ang pagkakaroon ng
dengue. Mag-aaway-away ang
magkakapitbahay.
Hindi magagawa ang programang fogging.

Ano ang katangian ng mga tao sa DOH sa patuloy na paghahanap ng

paraan upang malutas ang problema sa seleksyon?
maawain
magalang
matiyaga
mapagbigay

Ano kaya ang layunin ng sumulat ng seleksyong ito?

maghatid ng impormasyon sa
tao magbahagi ng ginawang
pag-aaral magbigay aliw sa mga
may dengue magbigay ng
mabuting halimbawa

217
Itanong ang sumusunod.

Pagganyak:
Kilala mo ba si Macario Sakay?

Pagtakda ng Layunin:
Ano ba ang ginawa niya para sa ating bansa?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay“Pagsalungat ni Macario Sakay.”

Basahin ang kuwento.

Maraming mga bayani ang namatay sa panahon ng pananakop

ng mga Amerikano. Isa rito si Macario Sakay. Isa siya sa orihinal na
kasapi ng Katipunan na binuo noong panahon ng pananakop ng mga
Espanyol.

Si Macario Sakay ay salungat sa pakikipagkaibigan sa

pamahalaang Amerikano. Nagtatag siya ng pamahalaan sa
Katagalugan. Siya at ang kanyang mga kasama ay sumulat ng
Saligang Batas na nagtakda ng pamamaraan katulad ng sa unang
Republika ng Pilipinas na itinatag ni
Aguinaldo sa Malolos. Ipinahayag niya ang pakikipaglaban sa mga
Amerikano upang makamit ang kalayaan. Sa loob ng apat na taon ay
naging matagumpay ang kanyang kilusan at naging problema siya ng
mga Amerikano.

Ginamit ng mga Amerikano sa pamumuno ni Gobernador-Heneral

Henry C. Ide, ang isang kilalang lider ng mga manggagawa upang
himuking sumuko si Macario Sakay. Siya si Dominador Gomez, na
isang Pilipino. Nahimok ni Gomez si Sakay dahil sa pangakong hindi
sila parurusahan at sinabing sa kanyang pagsuko ay manunumbalik
ang katahimikan ng bansa at magiging simula ito ng pagtatag ng
Asembleya ng Pilipinas. Naniwala si
Sakay sa mga sinabi ni Gomez. Naniwala siya na ang kanyang
pagsuko ay makapagpapadali sa pagtatag ng asembleya na binubuo
ng mga Pilipino. Nabigla si Sakay nang ang kanyang pangkat ay
arestuhin ng mga Amerikano at konstabularyang Pilipino sa isang
kasiyahan. Pinaratangan ng maraming kasalanan si Sakay ngunit di
siya umamin. Ang tanging hangad niya ay makamit ng bansa ang
kalayaan. Hinatulan siya ng kamatayan at binitay noong Setyembre
13, 1907.

Level: Grade 7
218
 Bilang ng mga salita:
244

Reference: Yaman ng Pilipinas, Cruz, et al

219
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang ayaw makipagkaibigan sa pamahalaang Amerikano?

Dominador
Gomez Emilio
Aguinaldo Henry
Ide
Macario Sakay

Ano ang isinulat ni Macario Sakay at ng kanyang mga kasama?

artikulo sa pahayagan
asembleya
nobela
Saligang
batas

Bakit ayaw makipagkaibigan ni Macario Sakay sa sa pamahalaan ng

Amerika?
dahil Pilipino siya
gusto niyang makipag-away
gusto niyang makamit ang
kalayaan ayaw niyang pumunta
sa Amerika

Sa linyang “sa kanyang pagsuko ay manunumbalik ang katahimikan”,

ang ibig sabihin ng salitang manunumbalik ay
magkakaroon
muli maririnig
ng lahat
makukuha agad
dapat maiipon

220
Paano mo ilalarawan ang plano na gamitin si Dominador Gomez para
pasukuin si Macario Sakay?
mautak at tuso
hindi pinag-
isipan
mapagmalaki at
mayabang mabait at may
pakundangan

Anong katangian ang ipinakita ni Macario Sakay?

makabaya
n
matalino
masinop
masipag

Bakit kaya hangad ni Macario Sakay ang kalayaan ng Pilipinas?

galit siya sa mga Amerikano
gusto niyang mamuno sa
bansa mahal niya ang
bansang Pilipinas
maraming makukuhang yaman sa bansa

Ang layunin ng talatang ito ay para ipaliwanag

ang dahilan ng pagkamatay ni Macario Sakay.
ang layunin ng pagsapi ni Macario Sakay sa
Katipunan. ang hangarin ni Macario Sakay sa
pagpunta sa Malolos.
ang tungkulin ni Macario Sakay sa mga pinunong Amerikano.

221
PANIMULANG PAGTATASA
SA FILIPINO

SET D

Level Pamagat ng mga seleksyon:

Grade 1 Sako ni Rita
Grade 2 Ang Ibon ni Islaw
Grade 3 Laruang Dyip
Grade 4 Galing sa Japan
Grade 5 Ama ng Wikang Pambansa
Grade 6 Puno Pa Rin ng Buhay
Grade 7 Talambuhay ni Benigno Aquino, Jr.

222
Itanong ang mga sumusunod.

Pagganyak:
Nakakita ka na ba ng sako? Ano ang maaaring laman ng sako?

Pagtakda ng Layunin:
Ano-ano kaya ang laman ng sako ni Rita?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Sako Ni Rita.”

Basahin ang kuwento.

May sako si Rita.

Malaki ang sako.
Puti ang sako.
Nasa mesa ang sako ni Rita.
May saba ang sako.
Marami ang saba sa sako.
May tali ang sako.
Pula ang tali ng
sako.
Aba! May laso pa sa tali ng sako!

Level: Grade
1 Bilang ng mga
salita: 42

223
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang may sako? (Literal)

Rita
Rico
May
a

Ano ang laman ng sako? (Literal)

laso
tali
sab
a

Ano kaya ang gagawin ni Rita? (Paghinuha)

mag-iipon ng sako
magtitinda ng saba
magpapakain ng baka

Ano ang damdamin na ipinahahayag sa katapusan ng kuwento?

(Paghinuha)
gulat
takot
lungk
ot

Ano pa ang puwedeng gawin sa sako? (Pagsusuri)

lalagyan ng gamit
panligo sa hayop
pagkain ng insekto

224
Itanong ang mga sumusunod.

Pagganyak:
May alaga ka bang hayop? Paano mo ito inaalagaan?

Pagtakda ng Layunin:
Paano kaya inaalagaan ni Islaw ang alaga niya?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Ibon Ni Islaw.”

Basahin ang kuwento.

May alagang ibon si Islaw.

Ising ang pangalan ng ibon niya.
Puti si Ising. Maliit si
Ising. Nasa isang hawla
si Ising.
Araw-araw ay binibigyan ng pagkain ni Islaw si Ising.
Masaya si Islaw sa alaga niya.
Isang araw, nakawala sa hawla si Ising.
Hinanap ni Islaw si Ising.
Hindi nakita ni Islaw si
Ising.
Pag-uwi ni Islaw, naroon na si
Ising. Hinihintay na siya sa loob
ng bahay.

225
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang alaga ni Islaw? (Literal)

tuta
pusa
ibon

Ano ang ginagawa ni Islaw kay Ising araw-araw? (Literal)

pinaliliguan
pinapasyal
pinakakain

Anong katangian ang ipinakikita ni Islaw? (Pagsusuri)

maalaga
masinop
maunawai
n

Ano ang naramdaman ni Islaw nang mawala si Ising? (Paghinuha)

nag-
alala
natuwa
nagalit

Ano ang ginawa ni Islaw na nagpakita ng kanyang pagiging maalalahanin?

(Paghinuha)
Hinanap niya si Ising.
Pinamigay niya ang alaga.
Pinabayaan niya ang alagang mawala.

226
Itanong ang mga sumusunod.

Pagganyak:
Nakagawa ka na ba ng sarili mong laruan? Paano mo ito ginawa?

Pagtakda ng Layunin:
Paano kaya gagawin nina Romy at Bert ang laruan nila?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Laruang Dyip.”

Basahin ang kuwento.

227
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang magkaibigan? (Literal)

Romy at Bert
Remy at Betty
Ronald at Ben

Ano ang gusto nilang buuin? (Paghinuha)

laruang kahon
laruang
sasakyan
laruang
telepono

Anong salita sa kuwento ang may ibig sabihin na maliit na bahagi?

(Paghinuha)
kailanga
n
kapiraso
tansan

Bakit gusto nilang gumawa ng laruan? (Literal)

Wala silang laruan.
Gumaya sila sa kaklase.
Nainggit sila sa mga
kalaro.

Ano ang mga ginamit nila upang buuin ang laruan? (Paghinuha)
mga lumang laruan
mga nakita nila sa halamanan
mga gamit na maaari nang
ibasura

Anong katangian ang ipinakita ni Romy? (Pagsusuri)

masipag
malikhain
maalalahanin

228
Itanong ang mga sumusunod.

Pagganyak:
Mayroon ka bang kilalang nagtatrabaho sa ibang bansa?

Pagtakda ng Layunin:
Sa ating kuwento, sino kaya ang nagtatrabaho sa ibang bansa?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Galing Sa Japan.”

Basahin ang kuwento.

Sabik na sabik na si Jose. Darating na kasi ang Nanay niyang si

Aling Malou. Dalawang taon ding nawala si Aling Malou. Galing siya sa
Japan.

Sumama si Jose sa Tatay niya sa paliparan. Hiniram nila ang

lumang jeep ni Tito Boy para makapunta roon. Susunduin nila si Aling
Malou.

Pagdating sa paliparan, naghintay pa sila. Hindi pa kasi

dumarating ang eroplanong sinakyan ni Aling Malou. Hindi nagtagal,
may narinig na tinig si Jose.

“Jose! Lito!” malakas na sigaw ni Aling Malou nang makita ang mag-
ama.

“Inay!” sigaw din ni Jose, sabay takbo nang mabilis palapit kay Aling
Malou.

“Marami akong pasalubong sa iyo, anak,” simula ni Aling

Malou. “May jacket, bag, damit at laruan.”

“Salamat, ‘Nay,” sagot ni Jose. “Pero ang mas gusto ko po,

nandito ka na! Kasama ka na namin uli!”

Level: Grade 4
Bilang ng mga salita:
134

229
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang darating sa paliparan? (Literal)

si Jose
si Tito Boy
si Aling Malou

Ilang taon sa Japan si Aling Malou? (Literal)

dalaw
a lima
isa

Ano kaya ang ginawa ni Aling Malou sa Japan? (Pagsusuri)

nagbakasyon
nagtrabaho
namasyal

Ano kaya ang naramdaman ni Jose habang naghihintay sa pagdating ng

nanay niya? (Paghinuha)
nasasabi
k naiinip
naiinis

Bakit kaya maraming pasalubong si Aling Malou kay Jose? (Pagsusuri)

gusto niyang iparamdam ang kanyang
pagmamahal gusto niyang gastusin at gamitin
ang kanyang pera hindi niya gusto ang mga
gamit dito sa Pilipinas

Ano ang kahulugan ng sinabi ni Jose na ““Salamat, ‘Nay. Pero ang mas
gusto ko po, nandito ka na! Kasama ka na namin uli!” (Paghinuha)
ayaw niya ng mga binigay na pasalubong
di niya kailangan ng mga laruan, damit, at
bag higit na mahalaga si Nanay kaysa sa
pasalubong

230
Itanong ang mga sumusunod.

Pagganyak:
Kilala mo ba si Manuel Quezon?

Pagtakda ng Layunin:
Bakit kaya siya tinawag na Ama ng Wikang Pambansa?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay ‘Ama ng Wikang Pambansa’.

Basahin ang kuwento.

Si Manuel Quezon ay isang masigla at masipag na lider.

Anumang gawaing ninanais niya ay isinasakatuparan niya agad. Ayaw
niya na may masayang na panahon dahil naniniwala siya na ang oras
ay ginto. Mahalaga ang bawat sandali kaya’t hindi niya ito inaaksaya.
Ayon sa kanya, ang magagawa ngayon ay hindi na dapat ipagpabukas
pa.

Naging kawal siya noong panahon ng himagsikan. Naging

gobernador din siya, at matapos nito ay naging senador. Naging
kinatawan pa siya ng Pilipinas sa Washington, United States of
America. Si Quezon ay mahusay sa batas dahil siya ay isang abogado.
Di nagtagal, siya ay naging pangulo ng Senado ng Pilipinas at nahalal
na pangulo ng Komonwelt o ng Malasariling Pamahalaan noon.

Sa pamamagitan ng pagsasakatuparan ng Katarungang

Panlipunan, binigyan niya ng pantay na pagpapahalaga ang mahihirap
at mayayaman.
Si Quezon din ang nagpasimula sa pagkakaroon natin ng pambansang
wika. Kung hindi dahil sa kanya, walang isang wika na magbubuklod
sa lahat ng Pilipino. Dahil dito, siya ay tinawag na “Ama ng Wikang
Pambansa.”

Level: Grade 5
Bilang ng mga salita:
167

231
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang Ama ng Wikang Pambansa? (Literal)

Andres Bonifacio
Diosdado Macapagal
Jose Rizal
Manuel Quezon

Bakit siya tinawag na Ama ng Wikang Pambansa? (Literal)

Tinuruan niyang magsalita ng Filipino ang mga
tao. Kilala siya sa pagiging magaling magsalita
ng Filipino. Sinimulan niya ang pagkakaroon ng
pambansang wika.
Hinimok niya ang mga Filipino na isa lamang ang gamiting wika.

Alin sa sumusunod ang mga naging trabaho ni Quezon? (Literal)

guro, doctor, abogado
senador, modelo, kawal
alkalde, kongresista,
pangulo abogado,
gobernador, senador

Bakit kaya niya sinabing ang magagawa ngayon ay hindi na dapat

ipagpabukas pa? (Pagsusuri)
Madali siyang mainip, kaya dapat tapusin agad ang
gawain. Pinapahalagahan niya ang oras, kaya hindi ito
dapat sayangin. Marami siyang ginagawa, kaya
kailangang sundin ang iskedyul. Lagi siyang
nagmamadali, kaya hindi dapat nahuhuli sa gawain.

232
Alin sa sumusunod ang nagpapakita na makamahirap si Quezon?
(Paghinuha)
Tumira siya sa bahay ng mahihirap.
Binibigyan niya ng pera ang mahihirap.
Pinatupad niya ang Katarungang
Panlipunan.
Iba ang tingin niya sa mahihirap at mayayaman.

Sa pangungusap na “Naging kawal siya noong panahon ng himagsikan,” ano

ang iba pang kahulugan ng salitang kawal? (Paghinuha)
bayani
doktor
manunul
at
sundalo

Anong uri ng seleksyon ang binasa mo? (Pagsusuri)

alamat
kuwentong-
bayan pabula
talambuhay

233
Itanong ang mga sumusunod.

Pagganyak:
Nakakita ka na ba ng puno ng niyog? Ano-ano ang alam mong
gamit ng niyog?

Pagtakda ng Layunin:
Sa babasahing seleksyon, alamin kung ano-ano pa ang alam mong
gamit ng niyog.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Puno Pa Rin ng Buhay.”

Basahin ang kuwento.

Sa kapaligiran ng bansang Pilipinas, marami ang makikitang

punong niyog. Kahit saang panig ng bansa, may mga produktong
ibinebenta na galing sa puno ng niyog.

Ang niyog ay tinaguriang puno ng buhay. Ang mga bahagi nito

mula ugat hanggang dahon ay napakikinabangan. Ang laman ng niyog
ay ginagawang buko salad, buko pie at minatamis. Ginagamit rin ito
bilang sangkap sa paggawa ng arina, mantikilya, sabon, krudong
langis, at iba pa.

Natuklasan ni Dr. Eufemio Macalalag, Jr., isang urologist na ang

pag- inom ng sabaw ng buko araw-araw ay nakatutulong sa kidney ng
isang tao. Nadiskubre rin niya na nakatutulong ang araw-araw na pag-
inom nito para maiwasan ang pagkabuo ng bato sa daanan ng ihi
(urinary tract). Ginagamit din itong pamalit ng dextrose.

Natuklasan pa na mas maraming protina ang nakukuha sa gata

ng niyog kaysa sa gatas ng baka. May 2.08 porsiyento ng protina ang
gata samantalang
1.63 porsyento lamang ang sa gatas ng baka. Ang langis ng niyog ay
nagagamit din bilang preservative, lubricant, pamahid sa anit, at iba pa.

Ang bulaklak ng niyog ay ginagawang suka at alak. Ang ubod

naman ay ginagawang atsara, sariwang lumpiya, at panghalo sa mga
lutuing karne o lamang dagat. Pati ang ugat nito ay ginagamit pang
panlunas sa iba’t ibang karamdaman.

Level: Grade 6
Bilang ng mga salita:
234
 209

235
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang tinaguriang puno ng buhay? (Literal)

puno ng buko
puno ng narra
puno ng niyog
puno ng
mangga

Alin sa sumusunod ang HINDI maaaring gawin sa laman ng niyog?

(Literal)
kendi
buko pie
dextrose
minatam
is

Ilang porsiyento ng protina ang makukuha sa gata ng niyog? (Literal)

1.63
2.08
2.9
3.0

Sa anong bahagi ng katawan nakabubuti ang pag-inom ng sabaw ng

buko/niyog? (Paghinuha)
atay
baga
kidney
puso

236
Bakit mas mainam ang gata ng niyog kaysa sa gatas ng baka? (Paghinuha)
Mas masarap ito.
Mas mura ang niyog kaysa gatas.
Mas maraming pagkukuhanan ng
niyog. Mas maraming protina ang
nakukuha rito.

Bakit tinaguriang puno ng buhay ang puno ng niyog? (Paghinuha)

Hanapbuhay ng maraming tao ang pagtatanim ng
niyog. Maraming nagbebenta ng produkto ng niyog.
Marami ang pakinabang sa
niyog. Marami ang niyog sa
Pilipinas.

Ano ang tinitingnan ng isang urologist ? (Pagsusuri)

ugat ng tao
dugo at atay
puso at dugo
urinary tract

Ano ang layunin ng sumulat ng seleksyon? (Pagsusuri)

Nais nitong hikayatin ang tao na magtanim ng puno ng
niyog. Gusto nitong ipaalam ang ibat ibang gamit ng
niyog.
Hangad nitong magbenta tayo ng produkto ng
niyog. Nais nitong magbigay ng ikabubuhay ng
tao.

237
Itanong ang mga sumusunod.

Pagganyak:
Kilala ba ninyo si Ninoy Aquino? Bakit siya mahalaga sa ating kasaysayan?

Pagtakda ng Layunin:
Kilalanin natin si Ninoy sa susunod na talambuhay.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay ‘Talambuhay ni Benigno Aquino, Jr.’

Basahin ang kuwento.

Si Benigno Aquino, Jr., o kilalang si Ninoy Aquino, ay ipinanganak

noong Nobyembre 27, 1932 sa Concepcion, Tarlac. Kumuha siya
ng Law sa Unibersidad ng Pilipinas ngunit tumigil siya at sa halip ay
kumuha siya ng Journalism. Pinakasalan niya si Corazon Aquino at
nagkaroon sila ng limang
anak.

Siya ay naging alkalde ng Concepcion, Tarlac, at pinakabatang

bise- gobernador ng Tarlac. Sa edad na 34, nahalal siya bilang
senador.

Siya ay naging mahigpit na kritiko ni Pangulong Marcos at ng

asawa nitong si Imelda Marcos. Kilala siyang kalaban ni Pangulong
Marcos tuwing halalan. Nang ideklara ang Martial Law, si Benigno
Aquino ang isa sa mga unang dinampot ng militar upang ikulong.

Noong 1980, siya ay inatake sa puso at kinailangang operahan.

Pinayagan siya ni Imelda Marcos na lumabas ng bansa para
magpagamot sa kundisyong siya ay babalik at hindi magsasalita
laban sa pamahalaan ni Marcos. Si Aquino ay namalagi sa Estados
Unidos ng tatlong taon.

Dahil sa balitang lumalalang sakit ni Pangulong Marcos, ipinasya

ni Aquino na umuwi upang bigyan ng pag-asa ang mga taong
naghahangad ng pagbabago sa pamahalaan.

Noong Agosto 21, 1983, bumalik siya sa Maynila subalit sa

paliparan pa lang ay binaril siya sa ulo. Ang libing ni Ninoy Aquino ay
nagsimula ng ika-9 ng umaga hanggang ika-9 ng gabi. Mahigit
dalawang milyong tao ang nag- abang sa pagdaan ng karosa ng
kabaong ni Ninoy papunta sa Manila Memorial Park.

238
 Level: Grade 7
Bilang ng mga salita:
232
Sanggunian: [Link]

239
Makinig sa mga tanong at piliin ang tamang sagot.

Saan ipinanganak si Ninoy Aquino? (Literal)

Tarlac, Tarlac
Capas, Tarlac
Camiling, Tarlac
Concepcion,
Tarlac

Alin sa sumusunod ang naging posisyon sa pamahalaan ni Ninoy Aquino?

(Literal)
presidente, bise-presidente,
senador konsehal, kongresista,
gobernador alkalde, bise-
gobernador, senador bise-
alkalde, konsehal, pangulo

Sinabi sa talata na si Ninoy Aquino ang mahigpit na kritiko ni Pangulong

Marcos. Ano ang ginagawa ng isang kritiko? (Paghinuha)
nakikipag-away
nag-iisip ng paghiganti
nagsasabi ng mga puna
nagpapaplano ng ganti

Kung pangulo ng Pilipinas ang maaaring magpahayag ng martial law, sino

kaya ang nagdeklara nito noong panahong iyon? (Paghinuha)
Cory Aquino
Fidel Ramos
Imelda
Marcos
Ferdinand Marcos

Bakit kaya ipinadampot si Ninoy Aquino noong martial law? (Paghinuha)

May inaway na alkalde si Ninoy
Aquino. May galit si Marcos sa
pamilya ni Aquino.
Nahuli si Aquino na nagnanakaw sa
pamahalaan. Bawal kalabanin ang pangulo
noong martial law.

240
Ano ang katangiang ipinakita ni Ninoy Aquino? (Pagsusuri)
maalalahanin
magalang
makabayan
mapagtiis

Bakit kaya marami ang nakiramay sa kamatayan ni Ninoy Aquino?

(Pagsusuri)
Isa siyang batang senador.
Naawa sila sa pamilya ni
Aquino.
Pagmamahal sa bayan ang ipinakita
niya. Gusto ng mga taong makakita ng
mga pulitiko.

Ano ang damdamin na iniwan ni Ninoy Aquino sa mga Pilipino? (Pagsusuri)

kasabika
n pag-asa
pagkatalo
pagkatak
ot

241
 APPENDIX A6
Gabay sa Pagwasto ng Panimulang Pagtatasa sa
Filipino Sets A, B, C, D (Baitang 1- 7)
Set
A

Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Ang Si Mila Magpalipad Isang Tagtuyot Buhayin Pagpapala

Daga Tayo ng Pangarap Hatid ng El ang sa
Saranggola Nino Kabundukan Pangingisda
1. b 1. a 1. a 1. a 1. a 1. d 1. c
2. c 2. c 2. b 2. b 2. a 2. c 2. d
3. b 3. c 3. b 3. c 3. b 3. b 3. c
4. b 4. b 4. c 4. d 4. c 4. a 4. d
5. a 5. a 5. c 5. b 5. d 5. c 5. d
6. a 6. d 6. b 6. b 6. a
7. a 7. a 7. a 7. b
8. d 8. d

Set B
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Sa Lawa Si Dilis at Maliit na Parol sa Pista ng Ang Puerto Kasaysayan

Si Pating Duhat, may Bulaklak Princesa ng Tacloban
Bintana
Malaking Underground
Pakwan River
1. a 1. a 1. c 1. a 1. b 1. d 1. b
2. c 2. c 2. a 2. b 2. c 2. c 2. d
3. b 3. b 3. c 3. b 3. c 3. c 3. c
4. a 4. a 4. c 4. b 4. b 4. a 4. c
5. c 5. a 5. b 5. b 5. d 5. c 5. d
6. b 6. b 6. d 6. c 6. a
7. c 7. b 7. a
8. b 8. b

242
Set C

Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Ang Gitara ni AngBakasyon Biyaya ng Kalabanin Pagsalungat

ni ang
Mesa Ni Lana Matalinong Heber Bulkan Dengue ni Macario
Lupe Bulate Sakay
1. a 1. a 1. b 1. b 1. a 1. a 1. d
2. b 2. c 2. b 2. b 2. c 2. a 2. d
3. c 3. c 3. b 3. a 3. c 3. d 3. d
4. b 4. b 4. a 4. a 4. d 4. c 4. a
5. a 5. c 5. b 5. a 5. c 5. a 5. a
6. b 6. c 6. d 6. b 6. a
7. b 7. c 7. c
8. a 8. a

Set D
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Sako ni Ang Ibon Laruang Galing sa Ama ng Puno pa rin Talambuhay

Dyip ng
Rita ni Islaw Japan Wikang Buhay ni Benigno
Pambansa Aquino Jr
1. a 1. c 1. a 1. c 1. d 1. c 1. d
2. c 2. c 2. b 2. a 2. c 2. c 2. c
3. b 3. a 3. b 3. b 3. d 3. b 3. c
4. a 4. a 4. a 4. a 4. b 4. c 4. d
5. a 5. a 5. c 5. a 5. c 5. d 5. d
6. b 6. c 6. d 6. c 6. c
7. d 7. d 7. c
8. b 8. b

243
 APPENDIX A7
Titles of Phil-IRI Graded Passages for Posttests in Filipino

Grade
Set A Set B Set C Set D
Level

Ano ang nasa Ang Papaya at

1 Laro Tayo! Sa Sapa
Mesa? Kamote

Ang Punong
2 Ang Mangga Laging Handa Papasok na si
Narra
Nilo

Magtulungan Sabado na Si Paruparo at Si

3 Ang Asong
Tayo naman Alitaptap
Gubat

Kay Daming Ang Kakaibang

4 Bote Dyaryo Pahiyas Festival
Gawain Mundo
May
Magagawa
Pagpapa-unlad
5 Kapaligiran ba sa Isang Eid-ul-Fitr
Kultura
Tambak na
Basura?
Mga
6 Si Jose Rizal sa Makabagong Alamin ang Iyong Populasyon
Dapitan Bayani Karapatan

7 Digmaan Terorismo Hinduismo Budhismo

223
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET A

Level Pamagat ng mga seleksyon:

Grade 1 Laro Tayo!
Grade 2 Ang Punong Narra
Grade 3 Magtulungan Tayo
Grade 4 Bote Dyaryo
Grade 5 Kapaligiran
Grade 6 Si Jose Rizal sa Dapitan
Grade 7 Digmaan

224
 LARO TAYO!
May manika si Nina.
Madumi ang manika ni Nina.
May lobo si Tina.
Asul ang lobo ni Tina.
“Tara, laro tayo,” sabi ni
Nina. Naku! Nasa taas na
ang lobo!
Hala! Nasa puno na ang lobo ni Tina!

225
Mga Tanong:
Ano ang madumi ?
lobo
manik
a
puno

Sino ang nagsabi ng “Laro tayo!”?

si
Dina
si
Nina
si
Tina

Saan naganap ang kuwento?

sa sala
sa
kusina
sa bakuran

Ano ang naramdaman ni Tina sa katapusan ng kuwento?

galit
masaya
malungk
ot

Bakit kaya nasa puno na ang lobo?

Nilipad ang lobo.
Tinali ni Tina ang
lobo.
Tinago ni Nina ang lobo.

226
ANG PUNONG NARRA
Naglalaro sa bakuran ang mga
bata. “Kilala mo ba ang punong
ito?
Ito ang puno ng narra.” wika ni Dan.

“Oo, matigas ang kahoy nito,” sabi ni

Ana. “Hindi madaling matumba ang mga
punong narra.
Iyan ang sabi ni Tatay,” wika ni Dan.

“Ginagawa pang mga mesa ang kahoy ng

narra. “Sabi yan ni Nanay,” dagdag ni Ana.
“Tara, akyat tayo sa puno”, sabi ni Dan.

227
Mga Tanong:
Ano ang ginagawa ng mga bata sa kuwento?
umaakyat sa puno
naglalaro sa bakuran
naglalaro ng kahoy ng
puno

Sino and nagsabing, “Matigas ang kahoy nito” ?

si Ana
si Dan
si
Tatay

Bakit kaya hindi madaling matumba ang punong narra?

Hindi malakas ang hangin.
Matanda na ang puno ng
narra.
Matibay ang kahoy ng punong narra.

Ano pa kaya ang ibang bagay na gawa sa narra?

bintan
a
kama
lutuan

Ilan ang nag-uusap sa kuwento?

apat
dalaw
a tatlo

228
 MAGTULUNGAN TAYO
Papasok na ng paaralan ang tatlong mag-aaral. Nakita nila ang
nagkalat na mga sanga ng puno sa mahabang daan.

Katatapos lang ng malakas na bagyo at di pa nalilinis ang ilang

kalsada.

Pagdating sa paaralan, gayundin ang kanilang nakita. Maputik ang

silid at madungis ang pader. Nagkalat ang mga dahon sa buong paligid.

“Halikayo,” tawag sa kanila ng mga kaklase. “Tulungan natin si

Gng.
Ramos sa paglilinis.”

Mabilis na kumilos ang mga mag-aaral. Tahimik silang

tinitingnan ni Gng. Ramos.

“Maraming salamat mga bata. Natatapos agad ang gawain kung

229
Mga Tanong:
Ano ang nakita ng tatlong mag-aaral papunta sa paaralan?
Nakita nila ang .
malakas na bagyo
makalat na paligid
mga natumba na
poste

Bakit marumi ang silid-aralan na nadatnan ng mga mag-aaral?

Matagal na walang pasok.
Katatapos lang dumaan ng
bagyo.
Walang tigil ang pagkakalat ng mga mag-aaral.

Maputik ang silid at "madungis" ang pader.

Ang ibig sabihin ng "madungis" ay .
madili
m
madu
mi
makal
at

Anong katangian ang ipinakita ng mga mag-aaral?

Pinakita ng mag-aaral ang pagiging .
matalino
magalang
matulungin

Ano kaya ang naramdaman ng guro sa ginawa ng mga mag-aaral?

ang guro.
Masaya
Nagulat
Nalungk
ot

Alin sa sumusunod ang magandang pamagat ng kuwento?

Makalat na Paligid
Ang Masayang
Guro Pagkatapos
ng Bagyo

230
 BOTE DYARYO
Kapag bakasyon, maraming bata ang nag-iisip kung paano kikita ng
pera.

Nagtitinda ng dyaryo si Luis tuwing umaga. Nilagang mais at

saging naman ang itinitinda ni Karen.

“Luis, magkano ang kinikita mo sa pagtitinda ng dyaryo?” tanong ni

Karen.

“Humigit-kumulang sa isandaang piso araw-araw,” sagot ni Luis.

“Ibinibigay ko kay Nanay ang kalahati at inihuhulog ko sa alkansya
ang natitira,” dugtong pa niya. “Ikaw, magkano ang kinikita mo?”
tanong ni Luis kay Karen.

“Katulad mo rin. Nakapagbibigay din ako kay Inay at nakapag-

iipon pa ako,” sagot ni Karen.

“Dyaryoooo! Boteee!” ang sigaw ng isang binatilyo na may tulak

ng kariton.

“Malaki rin siguro ang kinikita ng namimili ng bote at lumang

dyaryo, ano,?” tanong ni Karen. “Tiyak iyon,”sagot ni Luis.

Para sa mga batang ito, ang marangal na gawain ay dapat ipagmalaki.

231
Mga Tanong:
Ano ang ginagawa ng mga bata sa kuwento?
Kumakain sila ng masarap na mais at
saging. Naglalaro sila ng inipong mga
bote at dyaryo. Naghahanap sila ng
pagkakakitaan ng pera.

Ano ang ibig sabihin ng “humigit-kumulang sa isandaang piso”?

tiyak ang halaga ng pera
kulang ang halaga ng pera
hindi tiyak ang halaga ng
pera

Ano kaya ang nararamdaman ng mga magulang nina Luis at Karen?

Nahihiya
sila.
Natutuwa
sila.
Nagugulat
sila.

Ano-anong mga salita ang masasabi tungkol kina Luis at Karen?

Sila ay .
malinis at matipid
masipag at matipid
magalang at
matulungin

Alin sa sumusunod ang nagpapakitang marangal ang ginagawa

nina Karen at Luis?
Pinag-uusapan nila ang kita nila.
Ipinagmamalaki nila ang pera sa
alkansya.
Nais nilang gumawa ng paraan para kumita ng pera.

Ano ang mensaheng nais iparating ng kuwento?

Mainam kapag nakatutulong at
nakaiipon. Mainam kapag nagtatrabaho
habang bata pa.
Malaki ang kita ng namimili ng bote at dyaryo.

232
 KAPALIGIRAN
Dumaan ang habagat sa Luzon. Nagdulot ito ng pinsala sa tao.
Maraming lugar sa Maynila, Pampanga, Quezon, at Aurora ang
lumubog sa baha. Nagmistulang malaking karagatan ang mga ito.
Lumutang din at natangay ng baha ang tambak na basura. Malaking
halaga ang nawala sa libo-libong mamamayan. Maraming pananim
ang nasira sanhi ng malakas at patuloy na pag-ulan. Marami ring
buhay ang nakitil. Nasira ang mga bahay, tulay, at malalaking gusali.
Isang dahilan nito ay ang pagguho ng lupa o landslide.

Maiiwasan sana ang pagguho ng lupa sa mga kabundukan

kung isasagawa ng mga tao ang programa ng Kagawaran ng
Pangangalaga sa Kapaligiran at Likas na Yaman. Ang muling
pagtatanim ng puno sa gubat o reforestation sa mga nakalbong
kabundukan ay makatutulong sa pag-iwas ng pagguho ng lupa.

Malaki ang magagawa nating mga kabataan. Iwasan natin ang

paggamit ng mga plastik at ang pagtatapon ng basura kung saan-
[Link]-umpisa tayong maglinis ng paligid at magtanim ng mga
puno sa mga bakanteng lupa ng ating bakuran. Gawin itong luntian
upang maging maganda ang kapaligiran.

233
Mga Tanong:
Ano ang sanhi ng paglubog ang mga bahay at pananim?
Natumba ang mga puno.
Malakas ang hanging
habagat.
Dumaan ang habagat sa maraming
lugar. Nagmistulang dagat ang
maraming lugar.

Alin sa sumusunod ang kahulugan ng pangungusap sa kahon?

Nagmistulang malaking karagatan ang maraming

lugar.
Maraming lugar ang lumubog sa karagatan.
Naging bahagi ng karagatan ang maraming
lugar.
Malapit sa malawak na karagatan ang lugar na nabanggit.
Maihahambing sa karagatan ang nangyari sa maraming lugar.

Ano ang kasingkahulugan ng salitang nakitil sa binasang seleksyon?

naalangani
n
nagkasakit
nagulo
nawala

Ano kaya ang sanhi ng pagguho ng lupa?

Walang bakod ang mga lupain.
Maraming mga puno ang
pinuputol. Kulang sa paghahanda
ang mga tao.
Hindi agad nasabi ang pagdating ng habagat.

Bakit kailangang alagaan ang kapaligiran? Kailangang alagaan

ang kapaligiran upang .
maiwasan ang habagat
maiwasan ang pagbabaha
makatulong sa komunidad
maitayo ang nasirang mga
bahay

234
Ano ang pangunahing ideya na tinalakay sa seleksyon?
Tinalakay sa seleksyon ang .
sanhi ng habagat
mga tinamaan ng habagat
pangangalaga sa habagat
habagat at ang mga dulot
nito

Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

Tinalakay ang bunga at solusyon ng
paksa. Ibinigay ang mga problema
tungkol sa paksa.
Inilahad ang pagkakasunud-sunod ng mga pangyayari.
Gumamit ng maraming halimbawa sa buong
seleksyon.

235
 SI JOSE RIZAL SA DAPITAN
Si Jose Rizal ay ipinatapon sa Dapitan noong Hulyo 17, 1892.
Ginugol niya ang kanyang oras sa mga makabuluhang gawain.
Ginamot niya ang mga maysakit. Matiyaga siyang nagsaka at maingat
na nagplano ng patubigan para sa mga tanim. Nagturo rin siya ng
mga samahang sibiko. Gumawa siya ng ilang eskultura at mga
drowing. Sumulat din siya ng mga tula. Lubos siyang hinangaan at
iginalang ng mga taga-Dapitan, pati na rin ng kanilang
gobernadorsilyo.

Isang araw, nagulat si Rizal nang biglang dumating sa Dapitan si

Pio Valenzuela. Ibinalita nito ang pagkakatatag ng Katipunan at ang
isang balak na paghihimagsik sa pamahalaan. Binanggit din niya
ang alok na ibibigay ni Bonifacio kay Rizal, ang liderato ng
Katipunan kung sakaling aanib ang doktor sa kilusang ito.

Biglang tumayo si Rizal at sinabi na hindi pa panahon

upang maghimagsik. “Ang binabalak ninyo ay isang
kabaliwan. Kung ako ang tatanungin, dapat itigil agad ang inyong
balak habang maaga. Sabihin mo kay Bonifacio na dinaramdam kong
hindi tanggapin ang kanyang iniaalok.” Nagpasalamat siya at
sinabing, “Mayroon pang ibang mapayapang paraan
upang makamit ang minimithi nating pagbabago para sa ating bayan.”

Malungkot na umalis sa bahay ni Rizal si Pio Valenzuela.

Kinabukasan, naglakbay siyang pabalik patungo sa Maynila.

236
Mga Tanong:
Alin sa sumusunod ang unang naganap sa seleksyon?
Naglakbay si Valenzuela papunta sa
Dapitan. Nalaman ni Rizal ang balak na
paghihimagsik. Hindi sang-ayon si Rizal
na maging lider siya.
Hinangaan at iginalang si Rizal ng mga tao sa Dapitan.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

May nagdala ng balita tungkol sa Katipunan kay Rizal.
Napabalita sa Dapitan ang magaganap na
paghihimagsik. Hindi sang-ayon si Rizal sa balak ni
Bonifacio para sa bayan. Naging mabuti ang buhay sa
Dapitan nang dumating si Rizal.

Ano ang kahulugan ng salitang ginugol sa pangungusap sa kahon?

Ginugol niya ang kanyang oras sa mga makabuluhang

gawain
ibinuho
s inayos
iningata
n
plinano

Ano ang kahulugan ng salitang aanib sa pangungusap sa kahon?

Ang liderato ng Katipunan ay ibibigay kay Rizal kung sakaling

aanib ang doktor sa kilusan.

magsisilbi
sasali
sasang-
ayon
susuporta

Ano kaya ang magiging reaksyon ni Bonifacio sa desisyon ni Rizal?

Magagalit siya sa tagadala ng balita.
Ipagdiriwang nila ang desisyon ni Rizal.
Aayon ang Katipunan sa paniniwala ni
Rizal.
Hindi ikatutuwa ni Bonifacio ang maririnig na balita.

237
Alin ang ibig ipakahulugan ni Rizal sa “Mayroon pang ibang mapayapang
paraan upang makamit ang minimithi nating pagbabago para sa ating
bayan.”?
Pangarap pa rin ang minimithing pagbabago sa bayan.
Makakamit din ang kapayapaan pagdating ng panahon.
Himagsikan ang daan para makamit ang pagbabago ng
bayan. Hindi lang sa himagsikan magkakaroon ng
pagbabago sa bayan.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Maingat na isinalaysay ang mga pangyayari.
Maliwanag ang solusyong nakasaad sa
seleksyon. Tinalakay ang mga sanhi at bunga
ng himagsikan.
Nailarawan ang mga tauhan at ang tagpuan sa seleksyon.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Ang Balita kay Rizal
Balita ng Katipunan
Ang Buhay ni Rizal sa Dapitan
Magandang Pagbabago sa
Dapitan

238
 DIGMAAN
Sa simula pa lang ng kasaysayan ng ating mundo, mayroon
nang di- pagkakasundo sa pagitan ng dalawang grupo ng tao.
Anumang pag-aaway na naglalayong sirain, talunin at pagharian ang
bawat isa ay maituturing na digmaan.

Ang digmaan, civil war, cold war o world war ay nagsisimula

lamang sa di-pagkakaunawaan sa isang maliit o hindi kaya ay
malaking bagay. Nagmimistulang bingi ang magkabilang panig sa
pananaw at pangangailangan ng bawat isa kaya’t ito ay nagbubunga
sa mas matinding pag-aaway.
Ang digmaan ay nagaganap kapag ang isang grupo o bansa ay
handang makidigma, makuha lamang ang ninanais.

Ang digmaan ay maihahalintulad sa pakikipag-away ng

magkaibigan; mas malawak lamang ang bunga at mas malupit ang
kinahihinatnan. Ang away ay nagsisimula dahil may nag-umpisa at
sinusundan pa ito ng kampihan.
Mayroon ding tumatangging makisangkot at nanatiling neutral.
Mayroon din kung saan higit na makikinabang ay doon papanig; at
kapag nagbago ang kapalaran ng pinapanigan at nahalatang natatalo,
lilipat na lamang sa panig ng nananalo.

Sa kasalukuyan, maraming bansa ang handang makidigma.

Bagaman walang malawakang deklarasyon ng digmaan, nakakakita
tayo ng maliliit na hidwaan na nangyayari sa loob at labas ng ating
bansa. Sa gitna ng diplomatikong pag-uusap upang mapanatili ang
kapayapaan sa buong mundo, may ilang malalakas at malalaking
bansa ang naghahanda kung sakaling sumabog ang isang
malawakang digmaan. Patuloy na pinapalawak ng maraming bansa
ang military at warfare nito. Halos kalahati ng mundo ay naglalaan ng
badyet sa militarisasyon kaysa sa pangunahing pangangailangan ng
tao.

239
Mga Tanong:
Ano ang layunin ng isang digmaan?
Layunin ng isang digmaan na .
pagharian o talunin ang kabilang panig
maabot ang kapayapaan pagkatapos
nito manakot para mapakinggan ng
kabilang panig
makisangkot sa mahahalagang kaganapan sa mundo

Paano naghahanda ang mga bansa para sa digmaan?

Humahanap sila ng maraming kakampi.
Pinapalakas nila ang bansang kaanib
nila.
Naglalaan sila ng malaking badyet dito upang makapaghanda.
Pinapahalagahan nila ang pangunahing pangangailangan ng
bayan.

Ano ang kahulugan ng pangungusap sa loob ng kahon?

Nagmimistulang bingi ang magkabilang panig sa pananaw ng

bawat isa kayat ito ay nagbubunga sa mas matinding pag-aaway.

Pinapakinggan lamang ang pananaw ng mga

bingi. Hindi mahalaga ang pananaw ng mga
kakampi nila.
Hindi nais ng bawat panig na makinig sa pananaw ng iba.
Marami silang kasamang hindi sumasang-ayon sa pananaw ng iba.

Ano ang kahulugan ng salitang hidwaan sa sa loob ng kahon?

Nakakakita tayo ng maliliit na hidwaan na nangyayari sa loob at

labas ng ating bansa.

pagkatal
o pag-
aaway
maliit na
digmaan di-
pagkakaunawan

240
Ano kaya ang pinakamagandang paraan upang maiwasan ang digmaan?
Humanap ng malalakas na
kakampi. Sumang-ayon sa nais ng
kabilang panig.
Sikaping pakinggan ang pananaw ng ibang
panig. Makisangkot sa nangunguna at
malalakas na bansa.

Ano ang pangunaking ideya na tinalakay sa seleksyon?

Tinalakay sa seleksyon ang .
sanhi ng digmaan
mga uri ng
digmaan solusyon
sa digmaan pag-
iwas sa digmaan

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe

nito?
Tinalakay nito ang mga salot na bunga ng
digmaan. Maingat na pananalita at
paglalarawan ang ginamit.
Nagbigay ito ng mahusay na paglalahad ng mga pangyayari.
Nagmungkahi ito ng makatotohanang solusyon para sa
problema.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Mga Bunga ng Digmaan
Maiiwasan ang Digmaan
Paghahanda sa Digmaan
Digmaan: Ano Nga Ba
Ito?

241
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET B

Level Pamagat ng mga seleksyon:

Grade 1 Ano ang nasa Mesa?
Grade 2 Ang Mangga
Grade 3 Sabado na naman
Grade 4 Kay Daming Gawain
Grade 5 May Magagawa ba sa Isang Tambak na
Basura?
Grade 6 Mga Makabagong Bayani
Grade 7 Terorismo

242
ANO ANG NASA MESA?
May mani sa mesa.
May kamote sa
mesa.
May tasa ng kape sa
mesa. May baso ng gatas
sa mesa.

Naku, Ate! May pusa sa mesa!

Dali! May pusa sa

mesa! Hala! Nabasa

243
Mga Tanong:
Ano ang nasa tasa?
gata
s
kape
man
i

Alin sa sumusunod ang nasa mesa?

kape sa baso
mani at gatas
kamote at
gatas

Saan naganap ang kuwento?

sa sala
sa
kama
sa
kusina

Bakit kaya nabasa ang mesa?

Nasa mesa ang pusa.
Nilinis ni Ate ang mesa.
Natapon ni Ate ang
kape.

Ano ang nadama sa kuwento nang sinabi ang “Naku! May pusa sa
mesa!”?
galit
gula
t
say
a

244
 ANG MANGGA
May punong mangga sa bakuran nina Ani.

Marami itong bunga, malalaki, at mabibilog pa. Kulay dilaw ang hinog
nito.
Kulay berde naman kapag hilaw pa.

Kay gandang pagmasdan ng puno ng mangga.

Isang araw, pumitas ng mga mangga ang mga kalaro ni Ani. Maraming
napitas sina Dan, Nica at Alan.

“Masarap at matamis ang hinog na mga mangga,” sabi ni

Ani. “Maasim naman ang mga hilaw,” sabi ni Dan.

245
Mga Tanong:
Saan makikita ang punong mangga?
sa bukirin ni Ani
sa bakuran ni
Ani sa bakuran
ni Alan

Bakit kay gandang pagmasdan ng puno ng mangga?

Hinog lahat ng bunga.
Kay dami ng mga bunga
nito. Marami itong
berdeng bunga.

Sino ang nagsabing maasim ang berdeng mangga?

si Ani
si
Dan
si
Nica

Ano ang nadama ng mga bata pagkapitas ng mga mangga?

nahilo
nagul
at
natuw
a

Ilan ang mga bata sa kuwento?

apat
dalaw
a tatlo

246
 SABADO A NAMAN
Isang Sabado, maagang gumising si Pamela.

“Sabado na naman! Ah, tutulungan ko ang nanay sa mga

gawaing bahay. Marami pa naman siyang ginagawa kapag galing sa
palengke,” sabi ni Pamela.

Pagkakain ng almusal, naglinis mabuti ng bahay si Pamela.

Mabilis niyang iniligpit ang nakakalat na mga laruan sa sala. Maingat
niyang pinunasan ang mga bintana at sahig, saka siya nagwalis.
Pagkatapos maglinis ay kinuha niya ang kanyang manika. Masigla
siyang lumabas ng bahay.

“Halika, Rosela, maglaro na tayo!,” masayang bati ni Pamela sa

kanyang kaibigan.

247
Mga Tanong:
Ano ang ginawa ni Pamela sa kuwento?
Nilinis niya nang mabuti ang bintana at sahig.
Iniligpit niya ang nakakalat na manika sa
sala. Naghugas siya ng pinggan pagkatapos
ng hapunan.

Bakit kaya maraming ginawa si Pamela sa bahay?

Nasa palengke pa si Nanay.
Wala siyang pasok kapag
Sabado. Nais niyang
makapaglaro sa labas.

"Iniligpit" niya ang nakakalat na laruan.

Ang ibig sabihin ng iniligpit ay .
inayos
itinabi
pinagsam
a

Anong salita ang naglalarawan kay Pamela?

Si Pamela ay .
maingat
magalang
matulungin

Ano kaya ang naramdaman ng Nanay sa ginawa ni Pamela?

si Nanay.
Nagalit
Nagtak
a
Natuw
a

Alin sa sumusunod ang magandang pamagat ng kuwento?

Oras na para
Maglaro Oras na Para
Tumulong
Araw ng Palengke ni Nanay

248
 KAY DAMING GAWAIN
Maagang naghanda ng almusal si Nanay. Maaga ring gumising si
Lita. “Tutulungan ko kayo, Nanay,” wika ni Lita.

“Anong tulong ang gagawin mo?” tanong ng nanay.

“E, di maghahain po at maghuhugas ng pinggan,’ sagot ni Lita.

“Sana makatulong ka hanggang sa gumaling si Ana. Mahirap

ang may sakit ang ating katulong,” wika ng Nanay.

“Kahit po magaling na siya, tutulong pa rin ako,” wika ni Lita.

Pagkatapos hugasan ang pinggan, nilaro ni Lita si bunso upang

makapaglaba si Nanay. Mahigit dalawang oras siyang nag-alaga.

Sa gabi, tinulungan niya ang kapatid na gumawa ng takdang-aralin.

Maraming tanong ang matiyagang sinagot ni Lita.

“Meron tayong bagong katulong, Miguel,” wika ng nanay sa

asawa. “Talaga?,” tugon ni Mang Miguel.

“Tingnan mo si Lita,” wika ni Nanay. “Ipinagmamamalaki ko

siya!” Napangiti si Lita.

249
Mga Tanong:
Alin sa sumusunod ang unang nangyari sa kuwento?
Inalagaan ni Lita si bunso.
Naghugas si Lita ng pinggan.
Tinuruan ni Lita ang kapatid
niya.

Bakit tumulong si Lita sa bahay?

Nagpapagaling si Ana.
Iyon ang utos at bilin sa kanya.
Walang pasok kapag Sabado si
Lita.

Anong salita ang naglalarawan kay Lita?

Siya ay masipag at
masunurin. Siya ay
matulungin at masipag.
Siya ay masunurin at
magalang.

Bakit ipinagmamalaki ni Nanay si Lita?

Maraming naitulong si Lita sa bahay.
Namangha siya sa kayang gawin ni Lita.
Maraming naitulong sa paglalaba si Lita.

Alin sa sumusunod ang nagpapakitang nasiyahan si Nanay kay Lita?

Nakapagpahinga ang may sakit.
Maagang naghanda ng almusal si
Nanay.
Pinag-usapan ng mag-asawa ang ginawa ng anak.

Ano ang mensaheng nais iparating ng kuwento?

Mainam kapag bago ang katulong.
Madali ang gawain kapag tulong-
tulong.
Ipagmalaki ang mga ginagawa ng katulong.

250
MAY MAGAGAWA BA SA ISANG
TAMBAK NA BASURA
May napapansin ka bang pagbabago sa inyong lugar? Ang
dating malinis at malinaw na ilog, marumi na ba ngayon? Ang maayos
na mga daan, naging tambakan na ba ng basura?

Sino ang may sala sa mga pagbabagong ito sa ating kapaligiran?

Huwag na tayong magsisihan at magturuan. Magtulungan na lang
tayo upang hindi lumala ang sitwasyon. Hindi pa huli ang lahat.

Paghiwalayin ang mga basurang nabubulok at di-nabubulok. Ang

basurang nabubulok ay maaaring pampataba ng lupa na
pagtataniman ng mga halaman. Pumili ng isang lugar at humukay ng
pagtatapunan ng basurang nabubulok tulad ng balat ng prutas at
tuyong dahon.

Muling magagamit ang ibang basurang di-nabubulok tulad ng

mga basyo ng lata, plastic, o bote. Maaaring gawing alkansya o
plorera ang mga basyo ng lata. Ang mga sirang bombilya naman ay
nagagawang palamuti.
Ito ang pagreresaykel o ang paghahanap ng maaari pang gamit ng
ating mga itinatapon.

Malaki ang matutulong natin sa pagpapanatili ng kalinisan at

kaayusan sa ganitiong paraan. Bukod dito, kikita pa tayo dahil, “may
pera sa basura”.

251
Mga Tanong:
Ano ang magagawa sa mga basurang di-nabubulok upang maging
kapaki-pakinabang? Maaring ang mga
basurang di-nabubulok.
itago sa
kahon ilagay
sa hukay
gawing
pataba
gawing pandekorasyon

Bakit kailangang ibukod ang mga basurang nabubulok sa mga basurang di

nabubulok?
May paggagamitan ang mga basurang
ito. Matagal mabulok ang basura sa
paraang ito.
Maiiwasan ang masamang amoy kapag ginawa
ito. Makagagawa ng pataba sa di-nabubulok na
basura.

Alin sa sumusunod ang kahulugan ng may sala sa pangungusap sa

kahon?

Sino ang may sala sa hindi magandang pagbabago sa ating

kapaligiran?
sumali
nagsimul
a
sumupor
ta
may kagagawan

Ano ang ibig sabihin ng “may pera sa basura”?

Maaaring makakuha ng pera sa basura.
Magkakapera kapag pinaghiwalay ang
basura. Maaaring pagkakitaan ng pera ang
mga basura.
Makapagtitipid kapag alam ang pagtapon sa basura.

252
Ano ang pangunahing ideya na tinalakay sa seleksyon?
Tinalakay sa seleksyon ang .
sanhi ng pagbabago
bunga ng maraming basura
maaaring gawin sa mga basura
pakinabang sa nabubulok na
basura

Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

Tinalakay ang mga sanhi ng pagtambak ng basura.
Maingat na inilarawan ang kalagayan ng
kapaligiran. Isinalaysay ang pagkakasunud-sunod
ng mga pangyayari. Malinaw na isinaad ang
suliranin at solusyon sa seleksyon.

Alin kaya sa sumusunod ang HINDI magiging bunga kapag tayo ay

nagresaykel?
Magkakaroon tayo ng
pagkakakitaan. Mababawasan ang
suliranin sa basura. Lilinis at
gaganda ang ating kapaligiran.
Maaaring patuloy na dumami ang
basura.

253
 MGA MAKABAGONG BAYANI
Dulot ng kakulangan ng mga hanapbuhay sa Pilipinas, maraming
Pilipino ang naghahanapbuhay sa labas ng bansa. Nagtitiis silang
mawalay sa pamilya upang makapaghanapbuhay at may maitustos sa
pamilya. Higit sa walong milyong Pilipino ang naghahanapbuhay sa
iba’t ibang bansa ngayon.
Sila ang tinataguriang Overseas Filipino Workers (OFWs).

Ayon sa Bangko Sentral ng Pilipinas, may 8.5 bilyong dolyar ang

ipinasok sa Pilipinas ng mga manggagawang Pilipino na nasa iba’t
ibang lugar sa mundo noong 2004. Nakatutulong nang malaki sa
kabuhayan ng Pilipinas ang mga ipinadadalang dolyar gayundin sa
kani-kanilang pamilya. Bunga nito, ang OFWs ay binansagan na mga
bagong bayani ng bayan. Bilang pagkilala sa malaking kontribusyon
nila sa ating bansa, pinagkaloooban sila ng ating pamahalaan ng
karapatang bumoto kahit sila ay nasa labas ng bansa. Ang Embahada
ng Pilipinas sa bansang kanilang pinaghahanapbuhayan ay
nagsisilbing sentro ng botohan.

Hindi rin pinagbabayad ng buwis paglalakbay ang mga OFWs.

Maaari silang bumili hanggang $2000 sa mga tindahang duty free.
Nakahihiram pa sila ng pera para sa pabahay sa ilalim ng PAG-IBIG
Overseas Program.

Bukod dito ang sinumang manggagawang Pilipino na bumalik

,
sa at nagnanais na muling magsilbi sa pamahalaan ay
Pilipinas
binibigyan ng pagkakataon. Ito ay bilang pagkilala na rin sa kanilang
pagkamakabayan.

254
Mga Tanong:
Alin sa sumusunod ang sinasabing dahilan ng paghahanapbuhay
ng mga Pilipino sa ibang bansa?
Nais nilang makatulong sa kita ng Pilipinas.
Pangarap nilang makilalang bayani ng bayan.
Walang sapat na pagkakakitaan sa sariling
bayan.
Hangad nilang maranasan ang maghanapbuhay sa ibang bansa.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

Makaboboto ang OFW kahit nasa labas ng Pilipinas.
Nakatutulong sa kabuhayan ng Pilipinas ang mga
OFW. Libre sa pagbabayad ng buwis sa paglalakbay
ang OFW.
Makahihiram ng pera ang OFW sa Pag-ibig Overseas
Progam para mapa-aral ang kanilang anak.

Ano ang kahulugan ng salitang maitustos sa pangungusap sa kahon?

Naghahanapbuhay sila sa ibang bansa upang may maitustos sa

pamilya.
maitulong
mapaaral
mapaipon
pakinaban
g

Ano ang kahulugan ng salitang binansagan sa sa pangungusap sa kahon?

Ang OFWs ay binansagan na mga bagong bayani ng

bayan.
kinilala
hinalintulad
ipinagmalaki
ipinamalita

255
Ano kaya ang katangiang nakatutulong sa OFW upang
makapaghanapbuhay sa ibang bansa? Nakatutulong sa OFW ang
.
pagiging magalang at palakaibigan
kagalingan sa pag-aaral ng ibang wika
pagiging matiisin at mahusay sa
pakikisama
pagiging mapagbigay at mahilig nila sa paglalakbay

Alin sa sumusunod ang pangunahing kaisipan ng seleksyong

binasa?
Nakikinabang ang pamahalaan sa mga ginagawa ng
OFW. Malaki ang tinitiis ng mga OFW sa kanilang
paghahanapbuhay.
Nararapat na kilalanin ang pagsisikap ng OFW at ang
bunga nito sa bansa.
Ang mga OFW ay nagtamo ng maraming benepisyo
dahil sa ginagawa nila para sa bansa.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Malinaw na isinaad ang suliranin sa seleksyon.
Maingat na pinaghambing ang kalagayan ng mga OFW.
Tinalakay ang mga sanhi at bunga ng pag-alis ng OFW sa
bansa.
Isinalaysay ang pagkakasunod ng mga pangyayari sa buhay ng OFW.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

OFW : Para sa Bayan
OFW : Para sa
Pamilya Kay Hirap
Maging OFW OFW:
Ating Ipagmalaki

256
 TERORISMO
Nang atakihin at pasabugin ang naval base ng Pearl
Harbor noong 1941, alam ng Amerika kung sino ang nagsagawa
nito at kung bakit ito isinagawa. Hangad ng Hapon na papasukin
ang Amerika sa Ikalawang Digmaang Pandaigdig. Tulad ng nangyari
sa Pearl Harbor, ang ginawang pagpapasabog sa World Trade
Center at Pentagon noong ika-11 ng Setyembre, 2001 ay nagdulot ng
malawakang bunga sa buhay at ekonomiya hindi lamang sa Amerika
kundi pati na rin sa buong daigdig. Ang pagkakaiba nito sa Pearl
Harbor ay hindi matukoy kung sino ang may kagagawan ng
karahasang ito. Ang kalaban ng Estados Unidos ay ang mga
terorista, grupo na naglalayong maghasik ng takot sa mga
mamamayan.

Ang terorismo ay isang kakaibang uri ng karahasan na

ginagamit sa panahon ng kapayapaan, salungatan at digmaan.
Maituturing na terorismo ang walang katarungan at pakundangan na
paggamit ng puwersa at karahasan laban sa buhay at pag-aari ng
mga inosenteng tao. Naglalayon itong maghasik ng takot at kawalan
ng pagtitiwala.

Malaki ang pagkakaiba ng terorismo sa digmaan. Ang digmaan

ay idinedeklara ng pamahalaan. Ito ay paglalaban ng militar. Mayroon
itong simula at mayroon din itong katapusan. Sa kabilang banda, ang
terorismo ay random acts of violence laban sa mga sibilyan. Hindi ito
idinedeklara kung kaya’t hindi matukoy kung sinu-sino ang may sala.
May pinag-uugatan ito subalit walang makapagsabi kung kailan ang
katapusan. Ang digmaan ay kumikilala sa rules of war subalit ang
terorismo ay walang kinikilalang batas o anumang kasunduan.

257
Mga Tanong:
Ano ang layunin ng terorismo?
Layunin ng terorismo na .
pagharian o talunin ang kabilang panig
magdala ng karahasan sa inosenteng
sibilyan
makisangkot sa mga gumagamit ng pwersa sa mundo
magparamdam ng pagtitiwala sa panig na may pwersa

Alin sa sumusunod ang naglalarawan sa terorismo?

Ito ay idinedeklara ng pamahalaan.
Mahirap malaman ang katapusan
nito.
Alam ng madla kung sino ang nagsagawa nito.
Kinikilala nito na may halaga ang ilang tao o
bagay.

Ano ang kahulugan ng pangungusap sa loob ng kahon? (Paghinuha)

Ang terorismo ang walang pakundangan na paggamit ng

puwersa laban sa buhay at pag-aari ng inosenteng tao.

Kinikilala ng terorismo ang pag-aari ng inosenteng tao.

Ito ay hayagang gumagamit ng dahas kahit kanino at
saan man. Salat sa paggalang ang terorismo sa angking
pwersa ng mga tao.
Walang katapusan ang dalang dahas ng terorismo sa mga
inosenteng tao.

Ano ang kahulugan ng salitang maghasik sa pangungusap sa kahon?

(Paghinuha)

Ang mga terorista ay grupo na naglalayong maghasik ng takot

sa mga
magdala
magsalin
magdulot
magwaka
s

258
Alin sa sumusunod ang pagkakaiba ng terorismo at digmaan?
May katapusan ang terorismo at ang digmaan ay
wala. Idinedeklara ang terorismo at ang digmaan
naman ay hindi.
Maituturo ang naghasik ng dahas sa terorismo at ang sa
digmaan ay hindi.
May ginagalang na batas ang digmaan samantalang ang
terorismo ay wala.

Ano ang pangunaking ideya na tinalakay sa seleksyon?

Tinalakay sa seleksyon ang .
sanhi ng terorismo at
digmaan bunga ng terorismo
at digmaan pag-iwas sa
terorismo at digmaan
paghahambing ng terorismo at digmaan

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Isinaad ang solusyon sa terorismo.
Tinalakay ang mga salot na bunga ng
terorismo. Inilarawan ang mga sanhi ng
terorismo at digmaan. Maingat na
pinaghambing ang digmaan at terorismo.

Alin sa sumusunod ang isa pang magandang pamagat para sa

seleksyon?
Terorismo: Ano Nga Ba
Ito? Ang Tahimik na
Digmaan Maiiwasan ang
Terorismo Paghahanda sa
Terorismo

259
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET C

Level Pamagat ng mga seleksyon:

Grade 1 Ang Papaya at Kamote
Grade 2 Laging Handa
Grade 3 Si Paruparo at Alitaptap
Grade 4 Pahiyas Festival
Grade 5 Pagpapa-unlad ng Kultura
Grade 6 Alamin ang Iyong Karapatan
Grade 7 Hinduismo

260
ANG PAPAYA AT KAMOTE
Malaki ang mga papaya.
Nasa puno ang mga papaya
kanina. Kinuha ni Ate ang apat
na papaya.
May kamote si Kuya.
Dalawa ang kamote ni
Kuya. “Tara!”, sabi ni Ate.
“Nasa mesa na ang mga papaya!
Halika! Nasa mesa na ang mga kamote!”

261
Mga Tanong:
Ano ang malaki?
ang mga mesa
ang mga
kamote ang
mga papaya

Sino ang nagsabi ng “Nasa mesa ang kamote!”?

si Ate
si
Kuya
ang
ale

Saan naganap ang kuwento?

sa sala
sa
kusina
sa bakuran

Ano ang nadama ni Ate at Kuya sa katapusan ng kuwento?

nagali
t
nagul
at
natuw
a

Bakit kaya sinabi na “Halika! Nasa mesa na ang kamote!”?

Kakain na sila ng kamote.
Inilabas ni Ate ang
kamote.
Nakita na ang nawawalang kamote.

262
 LAGING HANDA
Kamping ng mga batang Iskawt.
Masaya silang umaawit habang naglalakad.

“ Narito, narito, narito kami!

Handa na! Handa na! Handa na
kami! Narito kami, para makiisa!”

“Tumulong sa pangkat. At mananalo tayo!”, wika ni Zen.

“Ang batang iskawt, ang batang iskawt ay laging handa!”, dagdag ni

Dona.

Mabilis ang kilos ng lahat.

Malapit na magsimula ang palaro.

Oops! Naku! Bigla na lamang nadulas si Rica.

263
Mga Tanong:
Sino ang may kamping?
mga lider ng
iskawt mga
lalaking iskawt
mga batang
iskawt

Sino and nagsabing, “Ang batang iskawt ay laging handa” ?

si Zen
si Rica
si
Dona

Ano kaya ang HINDI gagawin ng mga batang iskawt sa kamping?

Maglalaro sila.
Magpapaligsahan sila.
Mamimili sila ng mga
gamit.

Ano kaya ang mangyayari sa katapusan ng kuwento?

Wala nang palaro para sa mga iskawt.
Aalamin nila kung nasaktan ang
nadulas.
Hindi na magmamadali ang lahat ng mga iskawt.

Alin sa sumusunod ang isa pang magandang pamagat para sa kuwento?

Awitan sa Kamping
Handa na sa
Kamping Kamping ng
mga Iskawt

264
 SI PARUPARO AT ALITAPTAP
Malungkot si Alitaptap. Tatlong araw na siyang hindi kumakain.
Masakit na ang kanyang tiyan. Kahit malakas ang ulan, hinanap niya
ang kaibigang si Paruparo. Hihingi siya ng tulong dito.

Nabigla si Paruparo nang makita si Alitaptap. Basa at nanghihina

ito. Dali-dali niya itong pinatuloy at pinakain. Niyakap niya ito
pagkatapos. Mahal niya ang kaibigang si Alitaptap.

“Dalhin mo itong pagkain. Sa susunod, mag-imbak ka ng

pagkain.
Sumama man ang panahon, di ka magugutom," payo ni Paruparo.

“Tatandaan ko, kaibigan. Salamat muli,” nakangiting wika ni

Alitaptap.
Masaya itong lumipad pauwi.

265
Mga Tanong:
Bakit malungkot si Alitaptap sa simula ng kuwento?
Nabasa siya ng ulan.
Gusto na niyang
kumain.
Walang tumutulong sa kanya.

Mag-imbak sa susunod para may makain ka.

Ang ibig sabihin ng mag-imbak ay .
maghand
a
manghin
gi mag-
ipon

Anong katangian ang ipinakita ni Paruparo?

Ipinakita ng paruparo ang pagiging .
magalang
matalino
matulungin

Ano ang naramdaman ni Alitaptap sa ginawa ni Paruparo?

ang alitaptap.
Nabigla
Natuwa
Natarant
a

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Ang Mahalagang Bilin ng Paruparo
Nang Bisitahin ni Paruparo si
Alitaptap Ang Magkaibigang
Paruparo at Alitaptap

Ano ang nais ipahatid ng sumulat ng kuwento?

Mainam ang nag-iimbak ng pagkain.
Manghihina ang mga nababasa sa ulan.
May tutulong sa atin kapag malakas ang ulan.

266
 PAHIYAS FESTIVAL
Malapit na ang Pahiyas Festival! Isinasabuhay ito ng mga taga-
Lucban, Quezon tuwing ika-15 ng Mayo.

“Lubos na ipinagmamalaki natin ito,” sabi ni Nanay Sepa.

“Inaalala dito ang patron ng magsasaka na si San Isidro

Labrador,” wika ni Mang Kanor.

“Balita na ito hanggang kabisera. Walang tigil ang mga

kababayan natin sa paghahanda,” dagdag ni Nanay Sepa.

Buong bahay ay nilalagyan ng mga palamuti. Nagmumula ang

mga palamuti sa mga ani sa bukid. Gamit din bilang dekorasyon ang
makukulay at iba’t ibang hugis na kiping na mula sa bigas. Ang
pinakamagandang bahay ay makatatanggap ng malaking gantimpala.

“Ihahanda ko rin ang ating kalabaw,” sabi ni Mang Kanor.

“Pababasbasan natin ito para malayo sa sakit.”

“Sana maging masagana ang ating ani sa darating na panahon.

Hihilingin natin ito sa Dakilang Lumikha,” wika ni Nanay Sepa.

267
Mga Tanong:
Ano ang HINDI ginagawa tuwing Pahiyas Festival?
May parada ang lahat ng kalabaw na may sakit.
Binabasbasan ang mga magsasaka at mga
kalabaw.
May paligsahan ng pinakamagandang palamuti sa mga bahay.

Isinasabuhay ang Pahiyas Festival sa Lucban, Quezon.

Ano ang ibig sabihin ng isinasabuhay sa pangungusap na ito?
Kinikilala ang mga taga-Lucban, Quezon.
Mabubuhay muli ang patron ng Pahiyas
Festival. Inaalala ang patron ng mga
magsasaka sa Quezon.

Ano kaya ang makikita sa mga bahay sa Lucban tuwing Pahiyas Festival?
Iba’t ibang uri ng mga patron ang
inihahanda rito. May kiping at mga ani na
palamuti sa mga bahay. May makukulay at
masasarap na tindang pagkain.

Ano kaya ang nararamdaman ng mga tao sa kuwento?

Nalilito sila.
Nasasabik
sila.
Nagugulat
sila.

Ano ang layunin ng sumulat ng kuwento?

Nais nitong magbigay ng
kaalaman. Hatid nito ang
bagong balita.
Hangad nitong mang-aliw.

Ano ang ginamit ng sumulat ng kuwento para ihatid ang mensahe nito?
Gumamit ito ng maingat na
paglalarawan. Isinalaysay nito ang
paulit-ulit na pangyayari.
Sinundan nito ang mahabang pinagmulan ng Pahiyas.

268
 PAGPAPA-UNLAD NG KULTURA
Ang pagpapaunlad ng kultura ay yumabong nang lumaya ang
bansa. Maraming mga tao ang nakapagpasigla ng ating kultura sa
larangan ng pelikula, paglilok, literatura, at arkitektura.

Si Manuel Urbano ay kilala bilang Manuel Conde. Bagamat

nagtapos siya ng pagiging inhinyero sa Pamantasan ng Adamson, pag-
aartista at paggawa ng pelikula ang tinahak niyang landas.
Pinakasikat sa mga pelikula niya ang “Genghis Khan.”

Si Alejandro Abadilla ay nakilalang tagapagtaguyod ng

malayang taludturan sa pagsulat ng tula. Binago niya ang
makalumang pagsulat nito na kailangang may sukat at ritmo. Sa tula
niyang “Ako ang Daigdig” ay napatunayan na masining din ang tulang
walang sukat at ritmo.

Si Guillermo Tolentino naman ay Pilipinong kilala sa larangan ng

paglilok. Kabilang sa kanyang mga likhang-sining ang monumento ni
Bonifacio na matatagpuan sa Lungsod ng Caloocan at Maynila at ang
“Oblation” sa Unibersidad ng Pilipinas. Nagpapaalala ang mga ito na
puno ng pag-asa ang buhay at ng pagmamahal sa kalayaan.
Nagpapahiwatig din ito na malulutas ang suliranin at matutupad ang
mga mithiin kung hihilingin ito sa Poong Maykapal.

269
Mga Tanong:
Ano ang sanhi ng pag-unlad ng kulturang Piilpino?
Naghanap ang mga Piipino ng ibang uri ng sining.
Nagsawa ang mga makata sa ritmo at sukat ng
mga tula. Lumaya ang ating bansa kaya’t umunlad
ang ating kultura.
Nagkaloob ang pamahalaan ng gantimpala sa magpapasigla
ng ating kultura.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

Higit na nakilala si Urbano kaysa kay Manuel Conde
Ang “Oblation” ay likhang-sining sa larangan ng paglililok.
Higit na naakit si Conde sa paggawa ng pelikula at pag-
aartista. Ang mga likhang-sining ni Tolentino ay may
dalang mga mensahe.

Alin sa sumusunod ang kahulugan ng yumabong sa pangungusap sa

kahon?

Ang pagpapaunlad ng kultura ay yumabong nang lumaya ang

bansa.
naging malalim
naging maunlad
nanatiling masigla
nanatiling
tradisyonal

Ano ang kasingkahulugan ng tinahak niyang landas sa pangungusap sa

kahon?

Bagamat pagiging ininyero inhinyero ang natapos niya, pag-

aartista at paggawa ng pelikula ang tinahak niyang landas.

sinunod niyang bilin

larangan na napili niya
pinayo sa kanyang piliin
pinagpilian niyang
gawin

270
Ano kaya ang dahilan kung bakit hindi umunlad ang kultura natin dati?
Kulang ng kaalaman kung paano mapapayabong ang
sining. Masaya na ang mga tao sa pagbabago sa
gawaing-sining noon.
Kulang sa pagpapahalaga at laya sa pagpapaunlad ng gawang-sining.
Walang paghahanda sa mga tao na tanggapin ang makabagong sining.

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
mga kilalang tao sa larangan ng
sining mga sanhi ng pagyabong ng
ating kultura
mga halimbawa ng pagyabong ng ating kultura
hirap na dinaanan sa pagpapa-unlad ng ating kultura

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe

nito?
Makulay na pananalita ang ginamit.
Maraming tauhan at tagpuan sa
seleksyon. Tinalakay ang mga sanhi at
bunga ng paksa. Mahusay ang
pagbibigay ng mga halimbawa.

271
ALAMIN ANG IYONG KARAPATAN
Ang pagiging mamamayang Pilipino ay pagiging kasapi sa
estado. Nangangahulugan ito ng pakikibahagi sa tagumpay at
kasawian ng bansa. Kapag nakatamo ang bansa ng tagumpay,
nakadarama ng pagmamalaki ang mamamayan. Gayundin, kapag
ang bansa ay napipintasan, kalungkutan ang nananaig sa Piipino.
Ang pagiging Pilipino ay nagpapahiwatig ng pananagutang maging
matapat sa bayan. Katumbas nito, may karapatan ang
bawat mamamayan na mabigyan ng proteksyon. Ang
pangangalaga sa kalayaan at karapatang tinatamasa ng
mamamayan ay isa sa mga pangunahing katangian ng lipunang
demokratiko.

Kaugnay ng pagiging mamamayang Pilipino, may mga

karapatan ang bawat bata tulad ng karapatang maisilang at
magkaroon ng pangalan.
Karapatan ng batang maprotektahan laban sa pananakit, magkaroon
ng isang pamilya, at magkaroon ng malusog at masiglang katawan.
Kasama rin dito ang karapatang magkaroon ng pagkakataong
makapaglaro at maglibang.
Mahalaga rin sa bata ang karapatan sa maayos at may kalidad na
edukasyon. May karapatan ang mga magulang na pumili ng paaralang
papasukan ng bata.

Kalakip ng karapatan ay ang tungkulin at pananagutan ng

mamamayan. Tungkulin ng mga batang sumunod sa batas ng bansa
at sa mga tuntunin sa pinapasukang paaralan. Tungkulin ng mga
batang tumupad sa mga utos ng mga magulang. Tungkulin din nilang
makibahagi sa kanilang lipunan ayon sa kanilang kakayahan.

272
Mga Tanong:
Alin sa sumusunod ang HINDI sinasabi sa seleksyon tungkol sa ating
pagiging mamamayang Pilipino?
Ang pagiging mamayang Pilipino ay .
pakikiramay sa kasawian ng iba
pakikiisa at pakikibahagi sa
bayan
pagpapamalas ng pagmamalaki sa ating
lahi pagtupad sa karapatang proteksyonan
ang bayan

Alin sa sumusunod ang nasasaad sa seleksyon?

May karapatan ang mga batang pumili ng paaralan.
Kasama ng mga karapatan ang mga tungkulin ng
mga bata.
Ang paglilibang at paglalaro ay kabilang sa tungkulin ng
mga bata. Tungkulin ng mga batang makasama sa
paggawa ng tuntunin sa paaralan.

Ano ang kahulugan ng salitang nananaig sa pangungusap sa kahon?

Kapag ang bansa ay napipintasan, kalungkutan ang nananaig sa

Piipino.
bumabalot
nararanasan
nangingibaba
w nauuna

Ano ang kahulugan ng salitang tinatamasa sa pangungusap sa kahon?

Ang karapatang tinatamasa ng mamamayan ay isang

katangian ng lipunang demokratiko.

nararanasan
pinapangara
p pinag-
uusapan
nararamdam
an

273
Alin sa sumusunod ang pangunahing ideya ng seleksyon?
Karapatan ng bawat Piipino na kilalanin ang kanyang mga
tungkulin. Kasama sa pagka- Pilipino ang pakikisapi sa iba’t
ibang gawain sa estado.
Nananaig sa pagiging Piipino ang matamasa ang karapatan
kaysa makilala ang tungkulin.
Katapat ng pagiging Pilipino ang matamasa ng mga
karapatan at gawin ang tungkulin.

Ano ang layunin ng sumulat ng seleksyon?

Hatid nito ang bagong
balita. Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Tinalakay ang mga sanhi at bunga ng paksa.
Nakasaad ang mga suliranin at solusyon ng
paksa.
Maingat na isinalaysay ang mga pangyayari sa seleksyon.
Nagbigay ng mga halimbawa para maging maliwanag ang
paksa .

Alin sa sumusunod ang isa pang magandang pamagat para sa

seleksyon?
Ang Pagiging Pilipino
Mga Tungkulin ng
Pilipino
Makiisa sa Bayan bilang Pilipino
Karapatan Mong Maging Pilipino

274
 HINDUISMO
Ang Hinduismo ang pinakamatandang pangunahing relihiyon sa
mundo. May nagpapalagay na dinala ito ng mga mananakop na Aryan
sa India noong 1200 BC. Pinaniniwalaang ang Hinduismo ay
nagmula sa pinagsamang paniniwala ng mga Aryan at mga tao mula
sa Indus Valley. Bunga nito, isa ang Hinduismo sa
pinakakumplikadong relihiyon sa buong daigdig, na may hindi
mabilang na idolo, diyos at diyosa, at samu't saring paraan ng
pagsamba. Itinuturing na monismo ang relihiyon na ito na
nagangahulugang iisang ispirito lamang ang nananahan sa lahat ng
mga nilalang.

Ang mga paniniwala ng Hinduismo ay nag-ugat sa Vedas, isang banal

na aklat ng mga kasulatang naglalaman ng mga dasal, himno, at iba
pang mga aral tungkol sa pananampalataya. Naniniwala ang mga
Hindu na si Brahman, na itinuturing na manlilikha, ang pinakamataas
at pinakahuling katotohanan sa mundo. Ang makabalik sa manlilikha
ang huling hantungan ng bawat nilalang. Upang makapiling si
Brahman, may mga mas mababang diyos na maaaring tumulong dito.

Isa pa sa mga paniniwala ng mga Hindu ay dumaranas ang lahat ng

nilalang ng paulit-ulit na pagsilang (reincarnation) hanggang maging
karapat-dapat na sumama kay Brahman. Ang antas ng bawat tao sa
pagsilang ay batay sa kanyang karma. Kapag masama sa nakalipas na
buhay, isisilang siya muli sa mas mababang katayuan. Kapag
mabuting tao, isisilang siyang muli sa mas mataas na antas.
Sumusunod ang mabuting tao sa ahimsa, isang paraan ng
pamumuhay na umiiwas makasakit sa ibang nilalang sa isip, sa wika,
at sa gawa.

275
Mga Tanong:
Ano ang sanhi kung bakit pinakakomplikadong relihiyon ang Hinduismo?
(Literal)
May iba’t ibang antas ng buhay itong kinikilala.
Nagmula ito sa pinagsama-samang mga
paniniwala. Maraming idolo, diyos at diyosa ang
sinasamba nito.
Naniniwala ito sa paulit-ulit na pagsilang ng bawat nilalang.

Alin sa sumusunod ang HINDI paniniwala ng Hinduismo?

Paulit-ulit na isinisilang ang mga tao.
Ang antas ng tao ay batay sa kanyang karma.
Nananahan ang iisang ispiritu sa buong
kalikasan. Ahimsa ang paraan ng hindi
mabuting pamumuhay.

Ano ang kahulugan ng “samu't saring paraan ng pagsamba” sa

pangungusap sa kahon?

Ang Hinduismo ay may may hindi mabilang na idolo, diyos at

diyosa at samut-saring paraan ng pagsamba.

Mabibilang ang paraan ng pagsamba ng Hinduismo.

Maliwanag ang nabuong paraan ng pagsamba ng
Hinduismo.
Malayang sumamba ang mga Hindu gamit ang maraming
paraan. May gabay ang magkakatulad na paraan ng
pagsamba ng mga Hindu.

Ano ang kahulugan ng salitang nag-ugat sa pangungusap sa kahon?

Ang mga paniniwala ng Hinduismo ay nag-ugat sa

Vedas.
inani
nagmula
nakatanim
napapaloo
b

276
Ano kaya ang dahilan kung bakit nasakop ng mga Aryan ang India?
Nasakop ng Aryan ang India dahil .
ito ang bilin ni Brahman sa kanila
hangad nilang sambahin sila ng
India
nais nilang maisilang sa ibang antas ng buhay
hindi malakas ang laban ng India noong panahon na iyon

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
mga aral ng Vedas
kalagayan ng
Hinduismo paniniwala
ng Hinduismo mga
kasapi sa Hinduismo

Ano ang layunin ng sumulat ng seleksyon?

Hatid nito ang isang balita.
Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Pinaliwanag nito ang mga pinaniniwalaan ng Hinduismo.
Tinalakay sa buong seleksyon ang kasaysayan ng
Hinduismo. Nakasaad dito ang sanhi at bunga ng
paglaganap ng Hinduismo.
Nakasaad rito ang suliranin at solusyon ng pagsasabuhay ng Hinduismo.

277
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET D

Level Pamagat ng mga seleksyon:

Grade 1 Sa Sapa
Grade 2 Papasok na si Nilo
Grade 3 Ang Asong Gubat
Grade 4 Ang Kakaibang Mundo
Grade 5 Eid-ul-Fitr
Grade 6 Populasyon
Grade 7 Budhismo

278
 SA SAPA
Nasa may sapa si Dora. Katabi ni
Dora ang baka nila. “Tara, laro
tayo sa sapa,” sabi ni Lisa.
“Sige!,” sabi ni Dora.
“Naku! Palaka! “, sabi ni Dora.
Nadapa si Lisa.
“Mabuti, wala na ang
palaka.”
Natawa si Lisa.

279
Mga Tanong:
Ano ang ginagawa ni Dora sa sapa?
Kalaro niya ang baka.
Hinuhuli niya ang palaka.
Kasama niya ang baka
nila.

Sino ang nagsabi ng “Laro tayo sa sapa!”?

si Lita
si Lisa
si
Dora

Ano ang nadama ni Dora nang sinabi niya ang “Naku! Palaka!”?
Nadama ni Dora ang .
galit
gula
t
tako
t

Ilan ang bata sa kuwento? ang bata sa kuwento.

apat
dalaw
a isa

Bakit kaya nadapa si Lisa?

Nagulat siya sa palaka.
Hinabol niya ang palaka.
Hinuhuli niya ang palaka.

280
 PAPASOK NA SI NILO
Araw ng Lunes. Maagang gumising si Nilo.
Matapos maihanda ang sarili, nagpaalam siyang
papasok na. “Sandali lang, Nilo. Sumilip ka kaya
muna sa salamin. Masdan mo ang buo mong
kasuotan,” utos ng ate. “Naku, marumi pala ang
aking sapatos,” wika ni Nilo.
Kumuha siya ng basahan at pinunasan ang
sapatos. “Ate, aalis na po ako,” paalam ni Nilo.
“O sige, mag-ingat ka,” tugon ng ate.

281
Mga Tanong:
Sino and nagsabing, “Sandali. Tumingin ka muna sa salamin!”
si ate
si
Nilo
si nanay

Ano ang ibang salita para sa sumilip?

dumaa
n
tumingi
n
lumingo
n

Saan pupunta si Nilo? Pupunta si Nilo sa .

handaan
paarala
n
simbaha
n

Ano ang salitang nagsasabi tungkol kay Nilo?

malinis
masipag
magalan
g

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Ang Sapatos ni Nilo
Ang Maruming
Sapatos
Handa na Pumasok si Nilo

282
 ANG ASONG GUBAT
“Kaibigan, marami akong alam na hindi mo alam,” pagmamalaki
ng asong gubat sa pusa.

“Ang husay ko nga! Napakarami kong paraan para makalusot sa

kaaway.
Madali ko silang maliligaw.”

“Mabuti ka pa,” sagot ng pusa. “Ako, iisa lang ang alam kong paraan.”

Dumating ang isang pangkat ng mga mangagaso. Mabilis na

umakyat sa puno ang pusa. Ang asong gubat naman ay nag-iisip pa
kung ano ang gagawin niya.

Nakarating na ang mga mangangaso ay natataranta pa sa

pagtakas ang asong gubat. Nahuli tuloy siya. Hinila siya patungo sa

283
Mga Tanong:
Sino ang nagmamalaki sa kuwento?
ang nagmamalaki sa kuwento.
Si pusa
Si asong gubat
Ang mga mangangaso

Bakit hindi nakatakas sa mangangaso si asong gubat?

Hindi nakatakas si asong gubat dahil .
nagpaliwanag pa siya sa pusa
mabilis kumilos ang
mangangaso
hindi niya alam kung ano ang gagawin

Ano ang ibig sabihin ng pangungusap sa loob ng kahon?

Hinila siya patungo sa kanyang

kamatayan.
Isinama siya upang siya ay patayin.
Namatay siya dahil matagal siyang
hinila.
Kamatayan ang lugar na kanyang pupuntahan.

Ano ang naramdaman ni asong gubat nang dumating ang mangangaso? Si

asong gubat ay .
nagalit
nagyaban
g
nataranta

Ano ang nais ipahatid ng sumulat ng kuwento?

Iwasan ang pagyayabang.
Makaliligtas kung alam iligaw ang kaaway.
Siguradong makaliligtas kung marunong umakyat ng puno.

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Ang Mahusay na Asong
Gubat Ang Mayabang na
Asong Gubat
Ang Walang Awa na mga Mangagaso

284
 ANG KAKAIBANG MUNDO
Nakasisilaw na liwanag ang hindi inaasahang bumulaga sa akin.
Tumambad sa harap ko ang isang lugar na di ko pa nararating. Hindi
mabilang ang malalaki at maliliit na mga robot na kumikilos tulad ng
mga tao. May makukulay na mga sasakyang panghimpapawid na
animo saranggolang nakasabit sa langit. Marami ang mga sasakyang
hindi ko malaman kung kotse o dyip.

Iginala ko pa ang aking paningin. Malinis ang paligid, abala ang mga tao.
Matiwasay at masayang namumuhay ang komunidad.

Napadako ako sa malawak na hardin. May kakaibang hugis at

laki ang mga gulay at prutas. Makikita rin ang iba’t ibang uri ng
hayop, matataba at malulusog, malalaki at maliit. Tunay na kakaiba
ang mundong ito!

“Ahhh, ano naman kaya ang makikita sa gawi

roon?” “Anak, gising na! Bangon na!,”

marahang tapik ni Ina.

285
Mga Tanong:
Alin ang HINDI nasasaad sa kuwento?
May kakaibang halaman sa hardin.
Maraming saranggola ang lumilipad sa
langit.
Iba’t iba ang laki ng mga robot sa lugar na iyon.

Tumambad sa harap ko ang isang lugar na di ko pa nararating. Ang

ibig sabihin ng tumambad ay .
dumaan
lumanta
d nang-
aakit

Sa iyong palagay, paano napunta sa kakaibang mundo ang

nagkukuwento?
Nag-iisip siya ng ganitong
mundo. Dulot ito ng kanyang
imahinasyon.
Nakatulog siya ng mahimbing at nanaginip.

Ano kaya ang nararamdaman ng naglalahad ng kuwento?

Nalilito siya.
Nagtataka
siya.
Natataranta
siya.

Ano ang layunin ng sumulat ng kuwento?

Hangad nitong mang-
aliw. Hatid nito ang isang
balita.
Taglay nito ang bagong kaalaman.

Ano ang ginamit ng sumulat ng kuwento para ihatid ang mensahe nito?
Gumamit ito ng makukulay na mga salita sa
paglalarawan. Kaakit-akit na mga lugar ang dinayo ng
tauhan sa kuwento. Maganda ang palitan ng pag-uusap
ng mga tauhan sa kuwento.

286
 EID-UL-FITR
Islam ang relihiyon ng mga Muslim. Hango sa mga salitang
“pagsuko sa Diyos” ang Islam. Itinuturing nila na sumuko sila sa
kapangyarihan ng
Diyos. Si Allah ang kinikilala nilang panginoon. Ang banal na aklat ng
Koran ang gabay nila sa pamumuhay. Ginugunita nila sa Koran ang
rebelasyon kay Mohammed na isang propeta ng Islam.

Isang pagdiriwang ng mga Muslim ang Eid-ul-Fitr na isang uri ng

pagpapahayag ng pasasalamat. Ang Eid ay isang salitang Arabo na
nangangahulugang pagdiriwang samantalang ang Fitr naman ay may
pakahulugang wakas ng pag-aayuno. Kaya’t ang Eid-ul-Fitr ang tanda
ng wakas ng halos isang buwang pag-aayuno nila sa panahon ng
Ramadan.

Nagsisimula ang Eid-ul-Fitr sa paggising sa mga Muslim

gamit ang malalakas na tambol. Nagbibihis sila ng magagarang
kasuotan. Nagsusuot ng mahabang belo sa mukha ang mga
babaeng Muslim. Tinutungo nila ang mosque upang doon
manalangin. Habang nagdarasal ay sinasambit nila ang “Allahu Akbar”
na may kahulugang “Dakila si Allah.” Sa pagdiriwang na ito ay
samasama ang mga Muslim sa buong mundo na tunguhin ang pagkakaisa.

287
Mga Tanong:
Ano ang Eid-ul-Fitr? Ang Eid-ul-Fitr ay isang uri ng pagdiriwang ng
.
pagsuko ng mga Muslim
pag-aayuno ng mga
Muslim
pagsasalamat ng mga Muslim
pagkakapatiran ng mga Muslim

Alin sa sumusunod ang nasasaad sa seleksyon?

Masayang idinaraos ang Ramadan.
Unang nagaganap ang Eid-ul-Fitr sa
Ramadan. Tanda ng wakas ng pag-aayuno
ang Ramadan.
Masayang pagdiriwang ang Eid-ul-Fitr para sa Muslim.

Alin sa sumusunod ang hindi kahulugan ng hango sa pangungusap sa

kahon?

Hango sa mga salitang “pagsuko sa Diyos” ang

Islam.
hiniram
nagmula
nag-ugat
nanggalin
g

Ano ang ibig sabihin ng “tunguhin” sa sa pangungusap sa kahon?

Sa pagdiriwang na ito ay samasama ang mga Muslim sa buong

mundo na tunguhin ang pagkaka-isa

alamin
isaisip
puntahan
panalangin

288
Bakit kaya mahalaga ang pagdiriwang ng Eid-ul-Fitr at Ramadan para sa mga
Muslim? Mahalaga ang mga ito para sa mga Muslim dahil ito ay
.
ginagawa sa mosque
paggunita ng rebelasyon ng Koran
masayang pagdiriwang para sa
kanila
kaugalian at tradisyon ng mga tagasunod ng Islam

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
kahulugan ng Islam
pinagmulan ng mga Muslim
mga paniniwala ng mga
Muslim
pinanggalingan ng paniniwala ng Islam

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang

mensahe nito?
Nagbigay ito ng maraming halimbawa.
Nakasaad dito ang sanhi at bunga ng
paksa.
Tinalakay nito ang suliranin at solusyon sa
seleksyon. Malinaw ang pagkapaliwanag at
paglalarawan ng paksa.

289
 POPULASYON
Ang usapin ng populasyon ay mahalaga para sa pag-unlad ng
isang bansa. Ang mabilis na paglaki ng populasyon ay kritikal sa
madaling pagkaubos ng likas na yaman. Kung ang likas na yaman ay
isa sa pangunahing batayan ng pag-unlad ng isang bansa, ang
malaking populasyon ay nangangahulugang maramihang paggamit sa
likas ng yaman. Nangangahulugan ito ng mabagal na pag-unlad.
Marami ang naniniwalang ang malaking populasyon ng Piipinas ang
sanhi kung bakit karamihan sa Pilipino ay naghihirap.

Dahil sa malaking populasyon, hindi na matugunan ng

pamahalaan ang pagbibigay ng mga pangunahing pangangailangan
ng mamamayan.
Kabilang dito ang pagkain, tirahan, pananamit, edukasyon at kalusugan.

Marami rin ang walang hanapbuhay kung kaya’t nangingibang-

bansa sila kung saan mas malaki ang kita. Bagamat malaki ang
naitutulong ng Pilipinong nagtatrabaho sa ibang bansa dahil sa
kanilang dollar remittance, napakalaking pagtitiis ang mawalay sa
pamilya para lamang matugunan ang pangangailangan nito.

Ang iba naman ay nakikisangkot sa iligal na gawain tulad ng

pagnanakaw, pagbebenta ng iligal na droga at iba pang krimen. Ang
krimen na dulot ng matinding kahirapan ay hadlang din sa pag-unlad
ng ekonomiya dahil sa kawalan ng seguridad sa lipunan. Nagiging
dahilan din ito upang mabigong mahikayat ang mga dayuhan na
mamuhunan sa ating bansa.

290
Mga Tanong:
Alin sa sumusunod ang HINDI nagpapakita ng bunga ng malaking
populasyon?
Napipilitang gumawa ng krimen ang ibang
mamamayan. Hindi mabilis ang pag-unlad ng
ekonomiya sa bansa.
Nangingibang- bansa ang mga Piipino para maranasan
ang ibang kultura.
Hindi lubos na natutugunan ang kalusugan at edukasyon ng mamamayan.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

Isang bunga ng malaking populasyon ang pagtaas ng krimen sa
bansa. Natutugunan ng pamahalaan sa pangunahing
pangangailangan ng mga
Piipino.
Higit na maraming likas na yaman ang nagagamit ng
mas malaking populasyon.
May kaugnayan ang malaking populasyon sa
paghahanapbuhay ng mga Piipino sa ibang bansa.

Ano ang HINDI kahulugan ng salitang nakikisangkot sa pangungusap sa

kahon?

Ang iba naman ay nakikisangkot sa illegal na gawain tulad ng

pagnanakaw, pagbebenta ng illegal na droga at iba pang krimen.

nakikiani
b
nakikisam
a
nakikisuri
nakikisapi

Alin sa sumusunod ang kahulugan ng pangungusap sa loob ng kahon?

Nagiging dahilang ito upang mabigong mahikayat ang mga

dayuhan na mamuhunan sa bansa.

Bigo ang dayuhan sa paghihikayat sa ating bansa.

May dahilan na kombinsihin ang dayuhan na mamuhunan sa
bansa. Walang tagumpay ang pag-akit sa dayuhan na
mamuhunan sa bansa. Nabibigo ang dayuhan na hikayatin
ang Pilipinas na maglabas ng
puhunan.
291
Alin sa sumusunod ang pangunahing ideya ng seleksyon?
May solusyon sa malaking populasyon.
Ang usapin sa populasyon ay akma sa ating
bansa. Maraming dulot na bunga ang malaking
populasyon.
Kaugnay sa malaking populasyon ang hanapbuhay ng mamamayan.

Ano ang layunin ng sumulat ng seleksyon?

Hatid nito ang isang balita.
Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Binanggit ang problema sa bansa.
Tinalakay ang sanhi at mga bunga ng paksa.
Isinalaysay ang mga pangyayari sa seleksyon.
Nakasaad ang mga suliranin at solusyon ng
paksa.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Usapin sa Populasyon
Sanhi ng Malaking Populasyon
Solusyon sa Malaking
Populasyon Mga Bunga ng
Malaking Populasyon

292
 BUDHISMO
Ang Budhismo ay isa sa pinakamalaking relihiyon sa mundo na
itinatag sa India noong 600 B.C. Ang pananampalatayang ito ay batay
sa mga turo ni Siddharta Gautama na sa paglaon ay kinilalang
Buddha.

Si Siddharta Gautama ay isang prinsipe sa hilagang India at

anak ng isang mayamang rajah. Lumaki siya sa gitna ng marangyang
buhay subalit tinalikuran niya ang lahat ng ito upang ibuhos ang oras
niya sa pagninilay ng kahulugan ng buhay. Naging palaisipan sa
prinsipe ang pagtanda, pagkamatay ng isang tao at kung bakit
kailangan tayong dumanas ng sakit. Hindi siya matahimik hanggat’
hindi niya nakikita ang sagot sa mga tanong na ito. Nagpakalbo siya,
nagsuot ng dilaw na damit at nanghingi ng limos kasama ang
mahihirap na tao. Lumapit siya sa mga guru upang pag-aralan ang
Upanishad subalit hindi pa rin siya nasiyahan. Makalipas ang
napakaaraming taon ng pag- aayuno ay naglakbay siya papuntang
Gaya. Sa ilalim ng isang puno ng Bo (wisdom tree) pagkatapos
manalangin ng maraming araw ay naliwanagan siya. Dahil dito ay
tinawag si Siddharta na
Buddha "Ang Naliwanagan."

Ibinahagi niya ang kanyang mga natuklasan na tinawag na

marangal na katotohanan. Kasama rito ang tamang pananaw na ang
pagdurusa ay bunga ng makasariling hangarin. Ang tamang
pagpapahalaga ay nababalot sa pag-ibig. Dapat tayong gabayan ng
tamang pananalita na mahinahon.
Ang tamang pag-uugali ay nag-uugat sa tamang pag-iisip at
paggalang sa lahat ng may buhay. Ang tamang kabuhayan naman ay
dapat nakatutulong sa kapwa.

293
Mga Tanong:
Alin sa sumusunod ang HINDI pinagdaanan ng prinsipe?
Nag-ayuno siya at nagnilay-nilay .
Nabuhay siya na parang isang
pulubi.
Naging marangya ang buhay niya sa palasyo.
Pinag-aralan niya kung paano siya kikilalanin bilang Buddha.

Ano ang dahilan kung bakit kinilala ang prinsipe bilang Buddha? Kinilala ang
prinsipe bilang Buddha dahil .
matagal na panahon siyang nag-ayuno
naliwanagan siya sa kahulugan ng
buhay nasagot niya ang katanungan ng
mga tao linisan niya ang palasyo upang
magnilay-nilay

Ano ang kahulugan ng pangungusap sa kahon?”

Lumaki siya sa gitna ng marangyang buhay subalit tinalikuran

niya ito.
Umiwas siya na lumaki sa marangyang pamumuhay.
Tumatalikod siya kapag pinag-uusapan ang marangyang
buhay. Pinili niya ang mamuhay ng simple kahit
kinalakihan niya ito.
Pinahayag niya na paglaki niya ay hindi na siya mamumuhay
ng marangya.

Ano ang kahulugan ng salitang pagninilay sa pangungusap sa kahon?”

Binuhos niya ang oras niya sa pagninilay ng kahulugan ng

buhay.
pag-iisip
paghahanap
pangangarap
pagtatanong

294
Ano kaya ang mangyayari kung hindi nilisan ng prinsipe ang palasyo?
Sasadyain siya ng puno ng Bo.
Marangya ang magiging
Buddha. Maghihirap siya na
parang pulubi. Hindi siya
kikilalanin bilang Buddha.

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
pamumuhay ni Buddha
mga kasapi sa
Budhismo pinagmulan
ng Budhismo
ang pagdiriwang sa Budhismo

Ano ang layunin ng sumulat ng seleksyon?

Gusto nitong magbigay-
aral. Hatid nito ang
bagong balita. Hangad
nitong manghikayat.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Isinalaysay ang pinagmulan ng Budhismo.
Tinalakay ang dahilan ng paglaganap ng
Budhismo.
Ibinigay ang mga suliranin ng nagsasabuhay ng
Budhismo. Nakasaad ang mga kaugalian ng
nagsasabuhay ng Budhismo.

295
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET A

Level Pamagat ng mga seleksyon:

Grade 1 Laro Tayo!
Grade 2 Ang Punong Narra
Grade 3 Magtulungan Tayo
Grade 4 Bote Dyaryo
Grade 5 Kapaligiran
Grade 6 Si Jose Rizal sa Dapitan
Grade 7 Digmaan

296
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang mga laruan mo?

Pagtakda ng Layunin:
Tingnan kung ano-ano ang laruan ng mga bata sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Laro Tayo!”.

Basahin ang kuwento.

May manika si Nina.

Madumi ang manika ni Nina.
May lobo si Tina.
Asul ang lobo ni Tina.
“Tara, laro tayo,” sabi ni
Nina. Naku! Nasa taas na
ang lobo!
Hala! Nasa puno na ang lobo ni Tina!

Level: Grade 1
Bilang ng mga salita: 39

297
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang madumi ?
lobo
manik
a
puno

Sino ang nagsabi ng “Laro tayo!”?

si
Dina
si
Nina
si
Tina

Saan naganap ang kuwento?

sa sala
sa
kusina
sa bakuran

Ano ang naramdaman ni Tina sa katapusan ng kuwento?

galit
masaya
malungk
ot

Bakit kaya nasa puno na ang lobo?

Nilipad ang lobo.
Tinali ni Tina ang
lobo.
Tinago ni Nina ang lobo.

298
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang kilala o alam mong mga puno?

Pagtakda ng Layunin:
Tingnan kung anong uri ng puno ang pinag-uusapan sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Punong Narra”.

Basahin ang kuwento.

Naglalaro sa bakuran ang mga

bata. “Kilala mo ba ang punong
ito?
Ito ang puno ng narra.” wika ni Dan.

“Oo, matigas ang kahoy nito.” sabi ni

Ana. “Hindi madaling matumba ang mga
punong narra.
Iyan ang sabi ni Tatay,” wika ni Dan.

“Ginagawa pang mga mesa ang kahoy ng

narra. “Sabi yan ni Nanay,” dagdag ni Ana.
“Tara, akyat tayo sa puno”, sabi ni

Dan. “O, baka kayo mahulog!”

Level: Grade 2

299
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang ginagawa ng mga bata sa kuwento?
umaakyat sa puno
naglalaro sa bakuran
naglalaro ng kahoy ng
puno

Sino and nagsabing , “Matigas ang kahoy nito” ?

si Ana
si Dan
si
Tatay

Bakit kaya hindi madaling matumba ang punong narra?

Hindi malakas ang hangin.
Matanda na ang puno ng
narra.
Matibay ang kahoy ng punong narra.

Ano pa kaya ang ibang bagay na gawa sa narra?

bintan
a
kama
lutuan

Ilan ang nag-uusap sa kuwento?

apat
dalaw
a tatlo

300
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang ginagawa mo pagkatapos ng bagyo?

Pagtakda ng Layunin:
Tingnan kung ano ang ginawa ng mga bata sa kuwento
pagkatapos ng bagyo.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Magtulungan Tayo”.

Basahin ang kuwento.

Papasok na ng paaralan ang tatlong mag-aaral. Nakita nila ang

nagkalat na mga sanga ng puno sa mahabang daan.

Katatapos lang ng malakas na bagyo at di pa nalilinis ang ilang

kalsada.

Pagdating sa paaralan, gayundin ang kanilang nakita. Maputik ang

silid at madungis ang pader. Nagkalat ang mga dahon sa buong paligid.

“Halikayo,” tawag sa kanila ng mga kaklase. “Tulungan natin si

Gng.
Ramos sa paglilinis.”

Mabilis na kumilos ang mga mag-aaral. Tahimik silang

tinitingnan ni Gng. Ramos.

“Maraming salamat mga bata. Natatapos agad ang gawain kung

nagtutulungan,” sabi niya.

Level: Grade
3 Bilang ng mga

301
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang nakita ng tatlong mag-aaral papunta sa paaralan?
Nakita nila ang .
malakas na bagyo
makalat na paligid
mga natumba na
poste

Bakit marumi ang silid-aralan na nadatnan ng mga mag-aaral?

Matagal na walang pasok.
Katatapos lang dumaan ng
bagyo.
Walang tigil ang pagkakalat ng mga mag-aaral.

Maputik ang silid at ‘madungis’ ang pader.

Ang ibig sabihin ng ‘madungis’ ay .
madili
m
madu
mi
makal
at

Anong katangian ang ipinakita ng mga mag-aaral?

Pinakita ng mag-aaral ang pagiging .
matalino
magalang
matulungin

Ano kaya ang naramdaman ng guro sa ginawa ng mga mag-aaral?

ang guro.
Masaya
Nagulat
Nalungk
ot

Alin sa sumusunod ang magandang pamagat ng kuwento?

Makalat na Paligid
Ang Masayang
Guro Pagkatapos
ng Bagyo

302
Itanong ang mga sumusunod.

Pagganyak:
Ano ang ginagawa mo kapag bakasyon?

Pagtakda ng Layunin:
Ano kaya ang ginagawa ng mga bata sa kuwento kapag bakasyon?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Bote Dyaryo”.

Basahin ang kuwento.

Kapag bakasyon, maraming bata ang nag-iisip kung paano kikita

ng
pera.

Nagtitinda ng dyaryo si Luis tuwing umaga. Nilagang mais at

saging naman ang itinitinda ni Karen.

“Luis, magkano ang kinikita mo sa pagtitinda ng dyaryo?” tanong

ni
Karen.

“Humigit-kumulang sa isandaang piso araw-araw,” sagot ni Luis.

“Ibinibigay ko kay Nanay ang kalahati at inihuhulog ko sa alkansya ang
natitira,” dugtong pa niya. “Ikaw, magkano ang kinikita mo?” tanong ni
Luis kay Karen.

“Katulad mo rin. Nakapagbibigay din ako kay Inay at nakapag-

iipon pa ako,” ni Karen.

“Dyaryoooo! Boteee!” ang sigaw ng isang binatilyo na may

tulak ng kariton.

“Malaki rin siguro ang kinikita ng namimili ng bote at lumang

dyaryo, ano,?” tanong ni Karen. “Tiyak iyon,”sagot ni Luis.

Para sa mga batang ito, ang marangal na gawain ay dapat

ipagmalaki.

303
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang ginagawa ng mga bata sa kuwento?

Kumakain sila ng masarap na mais at
saging. Naglalaro sila ng inipong mga
bote at dyaryo. Naghahanap sila ng
pagkakakitaan ng pera.

Ano ang ibig sabihin ng “humigit-kumulang sa isandaang piso”?

tiyak ang halaga ng pera
kulang ang halaga ng pera
hindi tiyak ang halaga ng
pera

Ano kaya ang nararamdaman ng mga magulang nina Luis at Karen?

Nahihiya
sila.
Natutuwa
sila.
Nagugulat
sila.

Ano-anong mga salita ang nagsasabi tungkol kina Luis at Karen?

Sila ay .
malinis at matipid
masipag at matipid
magalang at
matulungin

Alin sa sumusunod ang nagpapakitang marangal ang ginagawa

nina Karen at Luis?
Pinag-uusapan nila ang kita nila.
Ipinagmamalaki nila ang pera sa
alkansya.
Nais nilang gumawa ng paraan para kumita ng pera.

Ano ang mensaheng nais iparating ng kuwento?

Mainam kapag nakatutulong at
nakaiipon. Mainam kapag nagtatrabaho
habang bata pa.
Malaki ang kita ng namimili ng bote at dyaryo.

304
Itanong ang mga sumusunod.

Pagganyak:
Bakit nga ba bumabaha? Ano ang sanhi nito?

Pagtakda ng Layunin:
Alamin natin sa seleksyon.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Iligtas ang Kapaligiran”.

Basahin ang kuwento.

Dumaan ng habagat sa Luzon. Nagdulot ito ng pinsala sa tao.

Maraming lugar sa Maynila, Pampanga, Quezon, at Aurora ang
lumubog sa baha.
Nagmistulang malaking karagatan ang mga ito. Lumutang din at
natangay ng baha ang tambak na basura. Malaking halaga ang nawala
sa libo-libong mamamayan. Maraming pananim ang nasira sanhi ng
malakas at patuloy na pag-ulan. Marami ring buhay ang nakitil. Nasira
ang mga bahay, tulay, at malalaking gusali. Isang dahilan nito ay ang
pagguho ng lupa o landslide.

Maiiwasan sana ang pagguho ng lupa sa mga kabundukan

kung isasagawa ng mga tao ang programa ng Kagawaran ng
Pangangalaga sa Kapaligiran at Likas na Yaman. Ang muling
pagtatanim ng puno sa gubat o reforestation sa mga nakalbong
kabundukan ay makatutulong sa pag-iwas ng pagguho ng lupa.

Malaki ang magagawa nating mga kabataan. Iwasan natin ang

paggamit ng mga plastik at ang pagtatapon ng basura kung saan-
[Link]-umpisa tayong maglinis ng paligid at magtanim ng mga
puno sa mga bakanteng lupa ng ating bakuran. Gawin itong luntian
upang maging maganda ang kapaligiran.

Level: Grade 5
Bilang ng mga salita:
172

305
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang sanhi ng paglubog ang mga bahay at pananim?

Natumba ang mga puno.
Malakas ang hanging
habagat.
Dumaan ang habagat sa maraming
lugar. Nagmistulang dagat ang
maraming lugar.

Alin sa sumusunod ang kahulugan ng pangungusap sa kahon?

Nagmistulang malaking karagatan ang maraming lugar.

Maraming lugar ang lumubog sa karagatan.

Naging bahagi ng karagatan ang maraming
lugar.
Malapit sa malawak na karagatan ang lugar na nabanggit.
Maihahambing sa karagatan ang nangyari sa maraming lugar.

Ano ang kasingkahulugan ng salitang nakitil sa binasang seleksyon?

naalangani
n
nagkasakit
nagulo
nawala

Ano kaya ang sanhi ng pagguho ng lupa?

Walang bakod ang mga lupain.
Maraming mga puno ang
pinuputol. Kulang sa paghahanda
ang mga tao.
Hindi agad nasabi ang pagdating ng habagat.

Bakit kailangang alagaan ang kapaligiran? Kailangang alagaan

ang kapaligiran upang .
maiwasan ang habagat
maiwasan ang pagbabaha
makatulong sa komunidad
maitayo ang nasirang mga
bahay

306
Ano ang pangunahing ideya na tinalakay sa seleksyon?
Tinalakay sa seleksyon ang .
sanhi ng habagat
mga tinamaan ng habagat
pangangalaga sa habagat
habagat at ang mga dulot
nito

Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

Tinalakay ang bunga at solusyon ng
paksa. Ibinigay ang mga problema
tungkol sa paksa.
Inilahad ang pagkakasunud-sunod ng mga pangyayari.
Gumamit ng maraming halimbawa sa buong
seleksyon.

307
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang mga alam mo tungkol kay Jose Rizal?

Pagtakda ng Layunin:
Sa seleksyon na ito ay higit mo pang makikilala ang ating
pambansang bayani.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Si Jose Rizal sa Dapitan”.

Basahin ang kuwento.

Si Jose Rizal ay ipinatapon sa Dapitan noong Hulyo 17, 1892.

Ginugol niya ang kanyang oras sa mga makabuluhang gawain.
Ginamot niya ang mga maysakit. Matiyaga siyang nagsaka at maingat
na nagplano ng patubigan para sa mga tanim. Nagturo rin siya ng
mga samahang sibiko. Gumawa siya ng ilang eskultura at mga
drowing. Sumulat din siya ng mga tula. Lubos siyang hinangaan at
iginalang ng mga taga-Dapitan, pati na rin ng kanilang
gobernadorsilyo.

Isang araw, nagulat si Rizal nang biglang dumating sa Dapitan si

Pio Valenzuela. Ibinalita nito ang pagkakatatag ng Katipunan at ang
isang balak na paghihimagsik sa pamahalaan. Binanggit din niya ang
alok na ibibigay ni Bonifacio kay Rizal, ang liderato ng Katipunan kung
sakaling aanib ang doktor sa kilusang ito.

Biglang tumayo si Rizal at sinabi na hindi pa panahon

upang maghimagsik. “Ang binabalak ninyo ay isang
kabaliwan. Kung ako ang tatanungin, dapat itigil agad ang inyong
balak habang maaga. Sabihin mo kay Bonifacio na dinaramdam kong
hindi tanggapin ang kanyang iniaalok.” Nagpasalamat siya at
sinabing, “Mayroon pang ibang mapayapang paraan
upang makamit ang minimithi nating pagbabago para sa ating bayan.”

Malungkot na umalis sa bahay ni Rizal si Pio Valenzuela.

Kinabukasan, naglakbay siyang pabalik patungo sa Maynila.

Level: Grade 6
Bilang ng mga salita:
195

308
Makinig sa mga tanong at piliin ang tamang
sagot.
Alin sa sumusunod ang unang naganap sa seleksyon?
Naglakbay si Valenzuela papunta sa
Dapitan. Nalaman ni Rizal ang balak na
paghihimagsik. Hindi sang-ayon si Rizal
na maging lider siya.
Hinangaan at iginalang si Rizal ng mga tao sa Dapitan.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

May nagdala ng balita tungkol sa Katipunan kay Rizal.
Napabalita sa Dapitan ang magaganap na
paghihimagsik. Hindi sang-ayon si Rizal sa balak ni
Bonifacio para sa bayan. Naging mabuti ang buhay sa
Dapitan nang dumating si Rizal.

Ano ang kahulugan ng salitang ginugol sa pangungusap sa kahon?

Ginugol niya ang kanyang oras sa mga makabuluhang

gawain ibinuhos
inayos
iningata
n
plinano

Ano ang kahulugan ng salitang aanib sa pangungusap sa kahon?

Ang liderato ng Katipunan ay ibibigay kay Rizal kung sakaling

aanib ang doktor sa kilusan.

magsisilbi
sasali
sasang-
ayon
susuporta

Ano kaya ang magiging reaksyon ni Bonifacio sa desisyon ni Rizal?

Magagalit siya sa tagadala ng balita.
Ipagdiriwang nila ang desisyon ni Rizal.
Aayon ang Katipunan sa paniniwala ni
Rizal.
Hindi ikatutuwa ni Bonifacio ang maririnig na balita.

309
Alin ang ibig ipakahulugan ni Rizal sa “Mayroon pang ibang mapayapang
paraan upang makamit ang minimithi nating pagbabago para sa ating
bayan.”?
Pangarap pa rin ang minimithing pagbabago sa bayan.
Makakamit din ang kapayapaan pagdating ng panahon.
Himagsikan ang daan para makamit ang pagbabago ng
bayan. Hindi lang sa himagsikan magkakaroon ng
pagbabago sa bayan.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Maingat na isinalaysay ang mga pangyayari.
Maliwanag ang solusyong nakasaad sa
seleksyon. Tinalakay ang mga sanhi at bunga
ng himagsikan.
Nailarawan ang mga tauhan at ang tagpuan sa seleksyon.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Ang Balita kay Rizal
Balita ng Katipunan
Ang Buhay ni Rizal sa Dapitan
Magandang Pagbabago sa
Dapitan

310
Itanong ang mga sumusunod.

Pagganyak:
Bakit nga ba may digmaan?

Pagtakda ng Layunin:
Alamin natin kung paano nga ba nagsisimula ang digmaan.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Digmaan”.

Basahin ang kuwento.

Sa simula pa lang ng kasaysayan ng ating mundo, mayroon

nang di- pagkakasundo sa pagitan ng dalawang grupo ng tao.
Anumang pag-aaway na naglalayong sirain, talunin at pagharian ang
bawat isa ay maituturing na digmaan.

Ang digmaan, civil war, cold war o world war ay nagsisimula

lamang sa di-pagkakaunawaan sa isang maliit o hindi kaya ay
malaking bagay.
Nagmimistulang bingi ang magkabilang panig sa pananaw at
pangangailangan ng bawat isa kaya’t ito ay nagbubunga sa mas
matinding pag-aaway. Ang digmaan ay nagaganap kapag ang isang
grupo o bansa ay handang makidigma, makuha lamang ang ninanais.

Ang digmaan ay maihahalintulad sa pakikipag-away ng

magkaibigan; mas malawak lamang ang bunga at mas malupit ang
kinahihinatnan. Ang away ay nagsisimula dahil may nag-umpisa at
sinusundan pa ito ng kampihan. Mayroon ding tumatangging
makisangkot at nanatiling neutral. Mayroon din kung saan higit na
makikinabang ay doon papanig; at kapag nagbago ang kapalaran ng
pinapanigan at nahalatang natatalo, lilipat na lamang sa panig ng
nananalo.

Sa kasalukuyan, maraming bansa ang handang makidigma.

Bagaman walang malawakang deklarasyon ng digmaan, nakakakita
tayo ng maliliit na hidwaan na nangyayari sa loob at labas ng ating
bansa. Sa gitna ng diplomatikong pag-uusap upang mapanatili ang
kapayapaan sa buong mundo, may ilang malalakas at malalaking
bansa ang naghahanda kung sakaling sumabog ang isang
malawakang digmaan. Patuloy na pinapalawak ng maraming bansa
ang military at warfare nito. Halos kalahati ng mundo ay naglalaan ng
badyet sa militarisasyon kaysa sa pangunahing pangangailangan ng
tao.

311
 Level: Grade 7
Bilang ng mga salita:
238

312
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang layunin ng isang digmaan?

Layunin ng isang digmaan na .
pagharian o talunin ang kabilang panig
maabot ang kapayapaan pagkatapos
nito manakot para mapakinggan ng
kabilang panig
makisangkot sa mahahalagang kaganapan sa mundo

Paano naghahanda ang mga bansa para sa digmaan?

Humahanap sila ng maraming kakampi.
Pinapalakas nila ang bansang kaanib
nila.
Naglalaan sila ng malaking badyet dito upang makapaghanda.
Pinapahalagahan nila ang pangunahing pangangailangan ng
bayan.

Ano ang kahulugan ng pangungusap sa loob ng kahon?

Nagmimistulang bingi ang magkabilang panig sa pananaw ng bawat

isa kayat ito ay nagbubunga sa mas matinding pag-aaway.

Pinapakinggan lamang ang pananaw ng mga

bingi. Hindi mahalaga ang pananaw ng mga
kakampi nila.
Hindi nais ng bawat panig na makinig sa pananaw ng iba.
Marami silang kasamang hindi sumasang-ayon sa pananaw ng iba.

Ano ang kahulugan ng salitang hidwaan sa sa loob ng kahon?

Nakakakita tayo ng maliliit na hidwaan na nangyayari sa loob

at labas ng ating bansa.

pagkatal
o pag-
aaway
maliit na
digmaan di-
pagkakaunawan

313
Ano kaya ang pinakamagandang paraan upang maiwasan ang digmaan?
Humanap ng malalakas na
kakampi. Sumang-ayon sa nais ng
kabilang panig.
Sikaping pakinggan ang pananaw ng ibang
panig. Makisangkot sa nangunguna at
malalakas na bansa.

Ano ang pangunaking ideya na tinalakay sa seleksyon?

Tinalakay sa seleksyon ang .
sanhi ng digmaan
mga uri ng
digmaan solusyon
sa digmaan pag-
iwas sa digmaan

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe

nito?
Tinalakay nito ang mga salot na bunga ng
digmaan. Maingat na pananalita at
paglalarawan ang ginamit.
Nagbigay ito ng mahusay na paglalahad ng mga pangyayari.
Nagmungkahi ito ng makatotohanang solusyon para sa
problema.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Mga Bunga ng Digmaan
Maiiwasan ang Digmaan
Paghahanda sa Digmaan
Digmaan: Ano Nga Ba
Ito?

314
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET B

Level Pamagat ng mga seleksyon:

Grade 1 Ano ang Nasa Mesa?
Grade 2 Ang Mangga
Grade 3 Sabado na Naman
Grade 4 Kay Daming Gawain
Grade 5 May Magagawa ba sa Isang Tambak na
Basura?
Grade 6 Mga Makabagong Bayani
Grade 7 Terorismo

315
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang makikita sa mesa?

Pagtakda ng Layunin:
Ano-ano kaya ang nasa mesa sa kuwento?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ano ang nasa Mesa?”.

Basahin ang kuwento.

May mani sa mesa.

May kamote sa
mesa.
May tasa ng kape sa
mesa. May baso ng gatas
sa mesa.

Naku, Ate! May pusa sa mesa!

Dali! May pusa sa

mesa! Hala! Nabasa

ang mesa!

316
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang nasa tasa?

gata
s
kape
man

Alin sa sumusunod ang nasa mesa?

kape sa baso
mani at gatas
kamote at
gata

Saan naganap ang kuwento?

sa sala
sa
kama
sa
kusina

Bakit kaya nabasa ang mesa?

Nasa mesa ang pusa.
Nilinis ni Ate ang mesa.
Natapon ni Ate ang
kape.

Ano ang nadama sa kuwento nang sinabi ang “Naku! May pusa sa
mesa!”?
galit
gula
t
say
a

317
Itanong ang mga sumusunod.

Pagganyak:
Ano ang hilig mong kainin?

Pagtakda ng Layunin:
Tignan kung ano ang hilig kainin ng mga bata sa kuwento at kung
ano pa ang ginagawa nila?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Mangga”.

Basahin ang kuwento.

May punong mangga sa bakuran nina Ani.

Marami itong bunga, malalaki, at mabibilog pa. Kulay dilaw ang hinog
nito.
Kulay berde naman kapag hilaw pa.

Kay gandang pagmasdan ng puno ng mangga.

Isang araw, pumitas ng mga mangga ang mga kalaro ni Ani. Maraming
napitas sina Dan, Nica at Alan.

“Masarap at matamis ang hinog na nga mangga,” sabi ni

Ani. “Maasim naman ang mga hilaw,” sabi ni Dan.

Level: Grade 2
Bilang ng mga salita: 69

318
Makinig sa mga tanong at piliin ang tamang
sagot.
Saan makikita ang punong mangga?
sa bukirin ni Ani
sa bakuran ni
Ani sa bakuran
ni Alan

Bakit kay gandang pagmasdan ng puno ng mangga?

Hinog lahat ng bunga.
Kay dami ng mga bunga
nito. Marami itong
berdeng bunga.

Sino and nagsabing maasim ang berdeng mangga?

si Ani
si
Dan
si
Nica

Ano ang nadama ng mga bata pagkapitas ng mga mangga?

nahilo
nagul
at
natuw
a

Ilan ang mga bata sa kuwento?

apat
dalaw
a tatlo

319
Itanong ang mga sumusunod.

Pagganyak:
Ano ang ginagawa mo kapag Sabado?

Pagtakda ng Layunin:
Alamin kung ano-ano ang ginawa ng bata isang Sabado.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Sabado na Naman”.

Basahin ang kuwento.

Isang Sabado, maagang gumising si Pamela.

“Sabado na naman! Ah, tutulungan ko ang nanay sa mga

gawaing bahay. Marami pa naman siyang ginagawa kapag galing sa
palengke,” sabi ni Pamela.

Pagkakain ng almusal, naglinis mabuti ng bahay si Pamela.

Mabilis niyang iniligpit ang nakakalat na mga laruan sa sala. Maingat
niyang pinunasan ang mga bintana at sahig, saka siya nagwalis.
Pagkatapos maglinis ay kinuha niya ang kanyang manika. Masigla
siyang lumabas ng bahay.

“Halika, Rosela, maglaro na tayo!,” masayang bati ni Pamela sa

kanyang kaibigan.

Masayang naglaro sina Pamela at Rosela.

Level: Grade 3

320
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang ginawa ni Pamela sa kuwento?
Nilinis niya nang mabuti ang bintana at sahig.
Iniligpit niya ang nakakalat na manika sa
sala. Naghugas siya ng pinggan pagkatapos
ng hapunan.

Bakit kaya maraming ginawa si Pamela sa bahay?

Nasa palengke pa si Nanay.
Wala siyang pasok kapag
Sabado. Nais niyang
makapaglaro sa labas.

‘Iniligpit’ niya ang nakakalat na laruan.

Ang ibig sabihin ng iniligpit ay .
inayos
itinabi
pinagsam
a

Anong salita ang naglalarawan kay Pamela?

Si Pamela ay .
maingat
magalang
matulungin

Ano kaya ang naramdaman ng Nanay sa ginawa ni Pamela?

si Nanay.
Nagalit
Nagtak
a
Natuw
a

Alin sa sumusunod ang magandang pamagat ng kuwento?

Oras na para
Maglaro Oras na Para
Tumulong
Araw ng Palengke ni Nanay

321
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang ginagawa mong tulong sa bahay ninyo?

Pagtakda ng Layunin:
Tingnan kung paano at bakit tumulong sa bahay ang tauhan sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Kay Daming Gawain”.

Basahin ang kuwento.

Maagang naghanda ng almusal si Nanay. Maaga ring gumising si

Lita. “Tutulungan ko kayo, Nanay,”wika ni Lita.

“Anong tulong ang gagawin mo?” tanong ng Nanay.

“Eh, di maghahain po at maghuhugas ng pinggan,’ sagot ni

Lita. “Sana makatulong ka hanggang sa gumaling si Ana.

Mahirap ang may

sakit ang ating katulong.” wika ng Nanay.

“Kahit po magaling na siya, tutulong pa rin ako,” wika ni Lita.

Pagkatapos hugasan ang pinggan, nilaro ni Lita si bunso upang

makapaglaba si Nanay. Mahigit dalawang oras siyang nag-alaga.

Sa gabi, tinulungan niya ang kapatid na gumawa ng takdang-aralin.

Maraming tanong ang matiyagang sinagot ni Lita.

“Meron tayong bagong katulong Miguel,” wika ng nanay sa asawa.

“Talaga?,” tugon ni Mang Miguel.

“Tingnan mo si Lita,” wika ni Nanay. “Ipinagmamamalaki ko

siya!” Napangiti si Lita.

Level: Grade 4
Bilang ng mga salita:
130

322
Makinig sa mga tanong at piliin ang tamang
sagot.
Alin sa sumusunod ang unang nangyari sa kuwento?
Inalagaan ni Lita si bunso.
Naghugas si Lita ng pinggan.
Tinuruan ni Lita ang kapatid
niya.

Bakit tumulong si Lita sa bahay?

Nagpapagaling si Ana.
Iyon ang utos at bilin sa kanya.
Walang pasok kapag Sabado si
Lita.

Anong salita ang naglalarawan kay Lita?

Siya ay masipag at
masunurin. Siya ay
matulungin at masipag.
Siya ay masunurin at
magalang.

Bakit ipinagmamalaki ni Nanay si Lita?

Maraming naitulong si Lita sa bahay.
Namangha siya sa kayang gawin ni Lita.
Maraming naitulong sa paglalaba si Lita.

Alin sa sumusunod ang nagpapakitang nasiyahan si Nanay kay Lita?

Nakapagpahinga ang may sakit.
Maagang naghanda ng almusal si
Nanay.
Pinag-usapan ng mag-asawa ang ginawa ng anak.

Ano ang mensaheng nais iparating ng kuwento?

Mainam kapag bago ang katulong.
Madali ang gawain kapag tulong-
tulong.
Ipagmalaki ang mga ginagawa ng katulong.

323
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang basurang itinatapon natin?

Pagtakda ng Layunin:
Alamin sa babasahin kung may magagawa nga ba tayo sa mga basura.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “May Magagawa ba sa Isang
Tambak na Basura?”.

Basahin ang seleskyon.

May napapansin ka bang pagbabago sa inyong lugar? Ang

dating malinis at malinaw na ilog, marumi na ba ngayon? Ang maayos
na mga daan, naging tambakan na ba ng basura?

Sino ang may sala sa mga pagbabagong ito sa ating kapaligitan?

Huwag na tayong magsisihan at magturuan. Magtulungan nalang tayo
upang hindi lumala ang sitwasyon. Hindi pa huli ang lahat.

Paghiwalayin ang mga basurang nabubulok at di-nabubulok. Ang

basurang nabubulok ay maaaring pampataba ng lupa na
pagtataniman ng mga halaman. Pumili ng isang lugar at humukay ng
pagtatapunan ng basurang nabubulok tulad ng balat ng prutas at
tuyong dahon.

Muling magagamit ang ibang basurang di-nabubulok tulad ng

mga basyo ng lata, plastic, o bote. Maaaring gawing alkansya o
plorera ang mga basyo ng lata. Ang mga sirang bombilya naman ay
nagagawang palamuti.
Ito ang pagreresaykel o ang paghahanap ng maaari pang gamit ng
ating mga itinatapon.

Malaki ang matutulong natin sa pagpapanatili ng kalinisan at

kaayusan sa ganitiong paraan. Bukod dito, kikita pa tayo dahil, “may
pera sa basura”.

Level: Grade 5
Bilang ng mga salita:
169

324
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang magagawa sa mga basurang di-nabubulok upang maging

kapaki-pakinabang? Maaring ang mga
basurang di-nabubulok.
itago sa
kahon ilagay
sa hukay
gawing
pataba
gawing pandekorasyon

Bakit kailangang ibukod ang mga basurang nabubulok sa mga basurang di

nabubulok?
May paggagamitan ang mga basurang
ito. Matagal mabulok ang basura sa
paraang ito.
Maiiwasan ang masamang amoy kapag ginawa
ito. Makagagawa ng pataba sa di-nabubulok na
basura.

Alin sa sumusunod ang kahulugan ng may sala sa pangungusap sa

kahon?

Sino ang may sala sa hindi magandang pagbabago sa ating kapaligiran?

sumali
nagsimul
a
sumupor
ta
may kagagawan

Ano ang ibig sabihin ng “may pera sa basura”?

Maaaring makakuha ng pera sa basura.
Magkakapera kapag pinaghiwalay ang
basura. Maaaring pagkakitaan ng pera ang
mga basura.
Makapagtitipid kapag alam ang pagtapon sa basura.

325
Ano ang pangunaking ideya na tinalakay sa seleksyon?
Tinalakay sa seleksyon ang .
sanhi ng pagbabago
bunga ng maraming basura
maaaring gawin sa mga basura
pakinabang sa nabubulok na
basura

Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

Tinalakay ang mga sanhi ng pagtambak ng basura.
Maingat na inilarawan ang kalagayan ng
kapaligiran. Isinalaysay ang pagkakasunud-sunod
ng mga pangyayari. Malinaw na isinaad ang
suliranin at solusyon sa seleksyon.

Alin kaya sa sumusunod ang HINDI magiging bunga kapag tayo ay

nagresaykel?
Magkakaroon tayo ng
pagkakakitaan. Mababawasan ang
suliranin sa basura. Lilinis at
gaganda ang ating kapaligiran.
Maaaring patuloy na dumami ang
basura.

326
Itanong ang mga sumusunod.

Pagganyak:
Sino-sino ang mga bayaning kilala mo?

Pagtakda ng Layunin:
Alamin sa seleksyon ang iba pang bayani sa kasalukuyan.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Mga Makabagong Bayani”.

Basahin ang seleksyon.

Dulot ng kakulangan ng mga hanapbuhay sa Pilipinas, maraming

Pilipino ang naghahanapbuhay sa labas ng bansa. Nagtitiis silang
mawalay sa pamilya upang makapaghanapbuhay at may maitustos sa
pamilya. Higit sa walong milyong Pilipino ang naghahanapbuhay sa
iba’t ibang bansa ngayon.
Sila ang tinataguriang Overseas Filipino Workers (OFWs).

Ayon sa Bangko Sentral ng Pilipinas, may 8.5 bilyong dolyar ang

ipinasok sa Pilipinas ng mga manggagawang Pilipino na nasa iba’t
ibang lugar sa mundo noong 2004. Nakatutulong nang malaki sa
kabuhayan ng Pilipinas ang mga ipinadadalang dolyar gayundin sa
kani-kanilang pamilya. Bunga nito, ang OFWs ay binansagan na mga
bagong bayani ng bayan. Bilang pagkilala sa malaking kontribusyon
nila sa ating bansa, pinagkaloooban sila ng ating pamahalaan ng
karapatang bumoto kahit sila ay nasa labas ng bansa. Ang Embahada
ng Pilipinas sa bansang kanilang pinaghahanapbuhayan ay
nagsisilbing sentro ng botohan.

Hindi rin pinagbabayad ng buwis paglalakbay ang mga OFWs.

Maaari silang bumili hanggang $2000 sa mga tindahang duty free.
Nakahihiram pa sila ng pera para sa pabahay sa ilalim ng PAG-IBIG
Overseas Program.

Bukod dito, ang sinumang manggagawang Pilipino na bumalik

sa Pilipinas at nagnanais na muling magsilbi sa pamahalaan ay
binibigyan ng pagkakataon. Ito ay bilang pagkilala na rin sa kanilang
pagkamakabayan.

Level: Grade 6
Bilang ng mga salita:
201

327
Makinig sa mga tanong at piliin ang tamang sagot.

Alin sa sumusunod ang sinasabing dahilan ng paghahanapbuhay

ng mga Pilipino sa ibang bansa?
Nais nilang makatulong sa kita ng Pilipinas.
Pangarap nilang makilalang bayani ng bayan.
Walang sapat na pagkakakitaan sa sariling
bayan.
Hangad nilang maranasan ang maghanapbuhay sa ibang bansa.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

Makaboboto ang OFW kahit nasa labas ng Pilipinas.
Nakatutulong sa kabuhayan ng Pilipinas ang mga
OFW. Libre sa pagbabayad ng buwis sa paglalakbay
ang OFW.
Makahihiram ng pera ang OFW sa Pag-ibig Overseas
Progam para mapa-aral ang kanilang anak.

Ano ang kahulugan ng salitang maitustos sa pangungusap sa kahon?

Naghahanapbuhay sila sa ibang bansa upang may maitustos sa

pamilya.

maitulong
mapaaral
mapaipon
pakinaban
g

Ano ang kahulugan ng salitang binansagan sa sa pangungusap sa kahon?

Ang OFWs ay binansagan na mga bagong bayani ng bayan.

kinilala
hinalintulad
ipinagmalaki
ipinamalita

328
Ano kaya ang katangiang nakatutulong sa OFW upang makapaghanapbuhay sa
ibang bansa? Nakatutulong sa OFW ang .
pagiging magalang at palakaibigan
kagalingan sa pag-aaral ng ibang wika
pagiging matiisin at mahusay sa
pakikisama
pagiging mapagbigay at mahilig nila sa paglalakbay

Alin sa sumusunod ang pangunahing kaisipan ng seleksyong

binasa?
Nakikinabang ang pamahalaan sa mga ginagawa ng
OFW. Malaki ang tinitiis ng mga OFW sa kanilang
paghahanapbuhay.
Nararapat na kilalanin ang pagsisikap ng OFW at ang bunga
nito sa bansa.
Ang mga OFW ay nagtamo ng maraming benepisyo dahil sa
ginagawa nila para sa bansa.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Malinaw na isinaad ang suliranin sa seleksyon.
Maingat na pinaghambing ang kalagayan ng mga OFW.
Tinalakay ang mga sanhi at bunga ng pag-alis ng OFW sa
bansa.
Isinalaysay ang pagkakasunod ng mga pangyayari sa buhay ng OFW.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

OFW : Para sa Bayan
OFW : Para sa
Pamilya Kay Hirap
Maging OFW OFW:
Ating Ipagmalaki

329
Itanong ang mga sumusunod.

Pagganyak:
Ano sa tingin mo ang terorismo? Anong balita ang naririnig mo tungkol dito?

Pagtakda ng Layunin:
Ano nga ba talaga ang terorismo?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Terorismo”.

Basahin ang seleksyon.

Nang atakihin at pasabugin ang naval base ng Pearl Harbor

noong 1941, alam ng Amerika kung sino ang nagsagawa nito at
kung bakit ito isinagawa. Hangad ng Hapon na papasukin ang
Amerika sa Ikalawang Digmaang Pandaigdig. Tulad ng nangyari sa
Pearl Harbor, ang ginawang pagpapasabog sa World Trade Center at
Pentagon noong ika-11 ng Setyembre, 2001 ay nagdulot ng
malawakang bunga sa buhay at ekonomiya hindi lamang sa
Amerika kundi pati na rin sa buong daigdig. Ang pagkakaiba nito
sa Pearl Harbor ay hindi matukoy kung sino ang may kagagawan ng
karahasang ito. Ang kalaban ng Estados Unidos ay ang mga
terorista, grupo na naglalayong maghasik ng takot sa mga
mamamayan.

Ang terorismo ay isang kakaibang uri ng karahasan na

ginagamit sa panahon ng kapayapaan, salungatan at digmaan.
Maituturing na terorismo ang walang katarungan at pakundangan na
paggamit ng puwersa at karahasan laban sa buhay at pag-aari ng
mga inosenteng tao. Naglalayon itong maghasik ng takot at kawalan
ng pagtititwala.

Malaki ang pagkakaiba ng terorismo sa digmaan. Ang digmaan

ay idinedeklara ng pamahalaan. Ito ay paglalaban ng militar. Mayroon
itong simula at mayroon din itong katapusan. Sa kabilang banda, ang
terorismo ay random acts of violence laban sa mga sibilyan. Hindi ito
idinedeklara kung kaya’t hindi matukoy kung sinu-sino ang may sala.
May pinag-uugatan ito subalit walang makapagsabi kung kailan ang
katapusan. Ang digmaan ay kumikilala sa rules of war subalit ang
terorismo ay walang kinikilalang batas o anumang kasunduan.

Level: Grade 7
330
 Bilang ng mga salita:
240
Sanggunian:
Pilipinas Kong Mahal 7: Edukasyon Tungo sa
Kapayapaan Sotto, [Link]., Anvil Publishing , Inc., 2004

331
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang layunin ng terorismo?

Layunin ng terorismo na .
pagharian o talunin ang kabilang panig
magdala ng karahasan sa inosenteng
sibilyan
makisangkot sa mga gumagamit ng pwersa sa mundo
magparamdam ng pagtitiwala sa panig na may pwersa

Alin sa sumusunod ang naglalarawan sa terorismo?

Ito ay idinedeklara ng pamahalaan.
Mahirap malaman ang katapusan
nito.
Alam ng madla kung sino ang nagsagawa nito.
Kinikilala nito na may halaga ang ilang tao o
bagay.

Ano ang kahulugan ng pangungusap sa loob ng kahon? (Paghinuha)

Ang terorismo ang walang pakundangan na paggamit ng puwersa

laban sa buhay at pag-aari ng inosenteng tao.

Kinikilala ng terorismo ang pag-aari ng inosenteng tao.

Ito ay hayagang gumagamit ng dahas kahit kanino at
saan man. Salat sa paggalang ang terorismo sa angking
pwersa ng mga tao.
Walang katapusan ang dalang dahas ng terorismo sa mga
inosenteng tao.

Ano ang kahulugan ng salitang maghasik sa pangungusap sa kahon?

(Paghinuha)

Ang mga terorista ay grupo na naglalayong maghasik ng takot sa mga

magdala
magsalin
magdulot
magwaka
s

332
Alin sa sumusunod ang pagkakaiba ng terorismo at digmaan?
May katapusan ang terorismo at ang digmaan ay
wala. Idinedeklara ang terorismo at ang digmaan
naman ay hindi.
Maituturo ang naghasik ng dahas sa terorismo at ang sa
digmaan ay hindi.
May ginagalang na batas ang digmaan samantalang ang
terorismo ay wala.

Ano ang pangunaking ideya na tinalakay sa seleksyon?

Tinalakay sa seleksyon ang .
sanhi ng terorismo at
digmaan bunga ng terorismo
at digmaan pag-iwas sa
terorismo at digmaan
paghahambing ng terorismo at digmaan

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Isinaad ang solusyon sa terorismo.
Tinalakay ang mga salot na bunga ng
terorismo. Inilarawan ang mga sanhi ng
terorismo at digmaan. Maingat na
pinaghambing ang digmaan at terorismo.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Terorismo: Ano Nga Ba
Ito? Ang Tahimik na
Digmaan Maiiwasan ang
Terorismo Paghahanda sa
Terorismo

333
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET C

Level Pamagat ng mga seleksyon:

Grade 1 Ang Papaya at Kamote
Grade 2 Laging Handa
Grade 3 Si Paruparo at Alitaptap
Grade 4 Pahiyas Festival
Grade 5 Pagpapa-unlad ng Kultura
Grade 6 Alamin ang Iyong Karapatan
Grade 7 Hinduismo

334
Itanong ang mga sumusunod.

Pagganyak:
Nakakita na ba kayo ng kamote at papaya? Saan ninyo ito nakita?

Pagtakda ng Layunin:
Tingnan kung nasaan ang mga ito sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Papaya at Kamote”.

Basahin ang kuwento.

Malaki ang mga papaya.

Nasa puno ang mga papaya
kanina.
Kinuha ni Ate ang apat na
papaya. May kamote si
Kuya. Dalawa ang kamote ni
Kuya. “Tara!”,
sabi ni Ate.
“Nasa mesa na ang mga papaya!
Halika! Nasa mesa na ang mga kamote!”

Level: Grade 1
Bilang ng mga salita: 43

335
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang malaki ?
ang mga mesa
ang mga
kamote ang
mga papaya

Sino ang nagsabi ng “Nasa mesa ang kamote!”?

si Ate
si
Kuya
ang
ale

Saan naganap ang kuwento?

sa sala
sa
kusina
sa bakuran

Ano ang nadama ni Ate at Kuya sa katapusan ng kuwento?

nagali
t
nagul
at
natuw
a

Bakit kaya sinabi na “Halika! Nasa mesa na ang kamote!”?

Kakain na sila ng kamote.
Inilabas ni Ate ang
kamote.
Nakita na ang nawawalang kamote.

336
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang mga ginagawa ng mga batang iskawt?

Pagtakda ng Layunin:
Ating alamin sa kuwentong babasahin.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Laging Handa”.

Basahin ang kuwento.

Kamping ng mga batang Iskawt.

Masaya silang umaawit habang naglalakad.

“ Narito, narito, narito kami!

Handa na! Handa na! Handa na kami!
Narito kami, para makiisa!”

“Tumulong sa pangkat. At mananalo tayo!”, wika ni Zen.

“Ang batang iskawt, ang batang iskawt ay laging handa!”,dagdag ni

Dona,

Mabilis ang kilos ng lahat.

Malapit na magsimula ang palaro.

Oops! Naku! Bigla na lamang nadulas si Rica.

Level: Grade
2 Bilang ng mga

337
Makinig sa mga tanong at piliin ang tamang sagot.

Sino ang may kamping?

mga lider ng
iskawt mga
lalaking iskawt
mga batang
iskawt

Sino and nagsabing , “Ang batang iskawt ay laging handa” ?

si Zen
si Rica
si
Dona

Ano kaya ang HINDI gagawin ng mga batang iskawt sa kamping?

Maglalaro sila.
Magpapaligsahan sila.
Mamimili sila ng mga
gamit.

Ano kaya ang mangyayari sa katapusan ng kuwento?

Wala nang palaro para sa mga iskawt.
Aalamin nila kung nasaktan ang
nadulas.
Hindi na magmamadali ang lahat ng mga iskawt.

Alin sa sumusunod ang isa pang magandang pamagat para sa kuwento?

Awitan sa Kamping
Handa na sa
Kamping Kamping ng
mga Iskawt

338
Itanong ang mga sumusunod.

Pagganyak:
Kailan ka nalulungkot? Bakit ka nalulungkot?

Pagtakda ng Layunin:
Alamin kung sino ang malungkot sa kuwento. Bakit kaya siya malungkot?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Si Paruparo at Si Alitaptap”.

Basahin ang kuwento.

Malungkot si Alitaptap. Tatlong araw na siyang hindi kumakain.

Masakit na ang kanyang tiyan. Kahit malakas ang ulan, hinanap niya
ang kaibigang si Paruparo. Hihingi siya ng tulong dito.

Nabigla si Paruparo nang makita si Alitaptap. Basa at

nanghihina ito. Dali-dali niya itong pinatuloy at pinakain. Niyakap
niya ito pagkatapos. Mahal niya ang kaibigang si Alitaptap.

“Dalhin mo itong pagkain. Sa susunod, mag-imbak ka ng pagkain.

Sumama man ang panahon, di ka magugutom, “ payo ni Paruparo.

“Tatandaan ko, kaibigan. Salamat muli,” nakangiting wika ni

Alitaptap.
Masaya itong lumipad pauwi.

Level: Grade
3 Bilang ng mga
salita: 90

339
Makinig sa mga tanong at piliin ang tamang sagot.

Bakit malungkot si Alitaptap sa simula ng kuwento?

Nabasa siya ng ulan.
Gusto na niyang
kumain.
Walang tumutulong sa kanya.

Mag-imbak sa susunod para may makain ka.

Ang ibig sabihin ng mag-imbak ay .
maghand
a
manghin
gi mag-
ipon

Anong katangian ang ipinakita ni Paruparo?

Ipinakita ng Paruparo ang pagiging .
magalang
matalino
matulungin

Ano ang naramdaman ni Alitaptap sa ginawa ni Paruparo?

ang alitaptap.
Nabigla
Natuwa
Natarant
a

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Ang Mahalagang Bilin ng Paruparo
Nang Bisitahin ni Paruparo si
Alitaptap Ang Magkaibigang
Paruparo at Alitaptap

Ano ang nais ipahatid ng sumulat ng kuwento?

Mainam ang nag-iimbak ng pagkain.
Manghihina ang mga nababasa sa ulan.
May tutulong sa atin kapag malakas ang ulan.

340
 Itanong ang mga sumusunod.

Pagganyak:
May napuntahan ka na bang fiesta? Ano ang mga nakita mo?

Pagtakda ng Layunin:
Alamin sa kuwento kung ano ang ginagawa tuwing Pahiyas Festival.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Pahiyas Festival”.

Basahin ang sanaysay.

Malapit na ang Pahiyas Festival! Isinasabuhay ito ng mga taga-

Lucban, Quezon tuwing ika-15 ng Mayo.

“Lubos na ipinagmamalaki natin ito,” sabi ni Nanay Sepa.

“Inaalala dito ang patron ng magsasaka na si San Isidro

Labrador,” wika ni Mang Kanor.

“Balita na ito hanggang kabisera. Walang tigil ang mga

kababayan natin sa paghahanda,” dagdag ni Nanay Sepa.

Buong bahay ay nilalagyan ng mga palamuti. Nagmumula ang

mga palamuti sa mga ani sa bukid. Gamit din bilang dekorasyon ang
makukulay at iba’t ibang hugis na kiping na mula sa bigas. Ang
pinakamagandang bahay ay makatatanggap ng malaking gantimpala.

“Ihahanda ko rin ang ating kalabaw”,sabi ni Mang Kanor.

“Pababasbasan natin ito para malayo sa sakit.”

“Sana maging masagana ang ating ani sa darating na panahon.

Hihilingin natin ito sa Dakilang Lumikha,” wika ni Nanay Sepa.

Level: Grade 4
Bilang ng mga salita:
132

341
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang HINDI ginagawa tuwing Pahiyas Festival?

May parada ang lahat ng kalabaw na may sakit.
Binabasbasan ang mga magsasaka at mga
kalabaw.
May paligsahan ng pinakamagandang palamuti sa mga bahay.

Isinasabuhay ang Pahiyas Festival sa Lucban, Quezon.

Ano ang ibig sabihin ng isinasabuhay sa pangungusap na ito?
Kinikilala ang mga taga-Lucban, Quezon.
Mabubuhay muli ang patron ng Pahiyas
Festival. Inaalala ang patron ng mga
magsasaka sa Quezon.

Ano kaya ang makikita sa mga bahay sa Lucban tuwing Pahiyas Festival?
Iba’t ibang uri ng mga patron ang
inihahanda rito. May kiping at mga ani na
palamuti sa mga bahay. May makukulay at
masasarap na tindang pagkain.

Ano kaya ang nararamdaman ng mga tao sa kuwento?

Nalilito sila.
Nasasabik
sila.
Nagugulat
sila.

Ano ang layunin ng sumulat ng kuwento?

Nais nitong magbigay ng
kaalaman. Hatid nito ang
bagong balita.
Hangad nitong mang-aliw.

Ano ang ginamit ng sumulat ng kuwento para ihatid ang mensahe nito?
Gumamit ito ng maingat na
paglalarawan. Isinalaysay nito ang
paulit-ulit na pangyayari.
Sinundan nito ang mahabang pinagmulan ng Pahiyas.

342
Itanong ang mga sumusunod.

Pagganyak:
Sino ang kilala mong tumulong sa pag-unlad ng ating kultura? Ano
ang kanilang ginawa?

Pagtakda ng Layunin:
Alamin sa selksyon kung sino pa ang ibang taong may
kinalaman sa mayaman nating kultura.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating sanaysay ay “Pagpapa-unlad ng Kultura”.

Basahin ang sanaysay.

Ang pagpapaunlad ng kultura ay yumabong nang lumaya ang

bansa. Maraming mga tao ang nakapagpasigla ng ating kultura sa
larangan ng pelikula, paglilok, literatura, at arkitektura.

Si Manuel Urbano ay kilala bilang Manuel Conde. Bagamat

nagtapos siya ng pagiging inhinyero sa Pamantasan ng Adamson, pag-
aartista at paggawa ng pelikula ang tinahak niyang landas.
Pinakasikat sa mga pelikula niya ang “Genghis Khan.”

Si Alejandro Abadilla ay nakilalang tagapagtaguyod ng

malayang taludturan sa pagsulat ng tula. Binago niya ang
makalumang pagsulat nito na kailangang may sukat at ritmo. Sa tula
niyang “Ako ang Daigdig” ay napatunayan na masining din ang tulang
walang sukat at ritmo.

Si Guillermo Tolentino naman ay Pilipinong kilala sa larangan ng

paglilok. Kabilang sa kanyang mg likhang-sining ang monumento
ni Bonifacio na matatagpuan sa Lungsod ng Caloocan at Maynila at
ang “Oblation” sa Unibersidad ng Pilipinas. Nagpapaalala ang mga
ito na puno ng pag-asa ang buhay at ng pagmamahal sa kalayaan.
Nagpapahiwatig din ito na malulutas ang suliranin at matutupad ang
mga mithiin kung hihilingin ito sa Poong
Maykapal.

Level: Grade 5
Bilang ng mga salita:
171

343
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang sanhi ng pag-unlad ng kulturang Piilpino?

Naghanap ang mga Piipino ng ibang uri ng sining.
Nagsawa ang mga makata sa ritmo at sukat ng
mga tula. Lumaya ang ating bansa kaya’t umunlad
ang ating kultura.
Nagkaloob ang pamahalaan ng gantimpala sa magpapasigla
ng ating kultura.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

Higit na nakilala si Urbano kaysa kay Manuel Conde
Ang “Oblation” ay likhang-sining sa larangan ng paglililok.
HIgit na naakit si Conde sa paggawa ng pelikula at pag-
aartista. Ang mga likhang-sining ni Tolentino ay may
dalang mga mensahe.

Alin sa sumusunod ang kahulugan ng yumabong sa pangungusap sa

kahon?

Ang pagpapaunlad ng kultura ay yumabong nang lumaya ang bansa.

naging malalim
naging maunlad
nanatiling masigla
nanatiling
tradisyonal

Ano ang kasingkahulugan ng tinahak niyang landas sa pangungusap sa

kahon?

Bagamat pagiging ininyero inhinyero ang natapos niya, pag-aartista

at paggawa ng pelikula ang tinahak niyang landas.

sinunod niyang bilin

larangan na napili niya
pinayo sa kanyang piliin
pinagpilian niyang
gawin

344
Ano kaya ang dahilan kung bakit hindi umunlad ang kultura natin dati?
Kulang ng kaalaman kung paano mapapayabong ang
sining. Masaya na ang mga tao sa pagbabago sa
gawaing-sining noon.
Kulang sa pagpapahalaga at laya sa pagpapaunlad ng gawang-sining.
Walang paghahanda sa mga tao na tanggapin ang makabagong sining.

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
mga kilalang tao sa larangan ng
sining mga sanhi ng pagyabong ng
ating kultura
mga halimbawa ng pagyabong ng ating kultura
hirap na dinaanan sa pagpapa-unlad ng ating kultura

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe

nito?
Makulay na pananalita ang ginamit.
Maraming tauhan at tagpuan sa
seleksyon. Tinalakay ang mga sanhi at
bunga ng paksa. Mahusay ang
pagbibigay ng mga halimbawa.

345
Itanong ang mga sumusunod.

Pagganyak:
Sa tingin mo, ano ang mga karapatan mo bilang bata?

Pagtakda ng Layunin:
Sa seleksyon na ito, higit mo pang mauunawaan ang iyong mga karapatan.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating seleksyon ay “Alamin ang Iyong Karapatan”.

Basahin ang sanaysay.

Ang pagiging mamamayang Pilipino ay pagiging kasapi sa

estado. Nangangahulugan ito ng pakikibahagi sa tagumpay at
kasawian ng bansa. Kapag nakatamo ang bansa ng tagumpay,
nakadarama ng pagmamalaki ang mamamayan. Gayundin, kapag ang
bansa ay napipintasan, kalungkutan ang nananaig sa Piipino. Ang
pagiging Pilipino ay nagpapahiwatig ng pananagutang maging
matapat sa bayan. Katumbas nito, may karapatan ang bawat
mamamayan na mabigyan ng proteksyon. Ang pangangalaga sa
kalayaan at karapatang tinatamasa ng mamamayan ay isa sa mga
pangunahing katangian ng lipunang demokratiko.

Kaugnay ng pagiging mamamayang Pilipino, may mga

karapatan ang bawat bata tulad ng karapatang maisilang at
magkaroon ng pangalan. Karapatan ng batang maprotektahan laban
sa pananakit, magkaroon ng isang pamilya, at magkaroon ng malusog
at masiglang katawan. Kasama rin dito ang karapatang magkaroon ng
pagkakataong makapaglaro at maglibang.
Mahalaga rin sa bata ang karapatan sa maayos at may kalidad na
edukasyon. May karapatan ang mga magulang na pumili ng paaralang
papasukan ng bata.

Kalakip ng karapatan ay ang tungkulin at pananagutan ng

mamamayan. Tungkulin ng mga batang sumunod sa batas ng bansa
at sa mga tuntunin sa pinapasukang paaralan. Tungkulin ng mga
batang tumupad sa mga utos ng mga magulang. Tungkulin din nilang
makibahagi sa kanilang lipunan ayon sa kanilang kakayahan.

Level: Grade 6
Bilang ng mga salita:
202

346
Makinig sa mga tanong at piliin ang tamang
sagot.
Alin sa sumusunod ang HINDI sinasabi sa seleksyon tungkol sa ating
pagiging mamamayang Pilipino?
Ang pagiging mamayang Pilipino ay .
pakikiramay sa kasawian ng iba
pakikiisa at pakikibahagi sa
bayan
pagpapamalas ng pagmamalaki sa ating
lahi pagtupad sa karapatang proteksyonan
ang bayan

Alin sa sumusunod ang nasasaad sa seleksyon?

May karapatan ang mga batang pumili ng paaralan.
Kasama ng mga karapatan ang mga tungkulin ng
mga bata.
Ang paglilibang at paglalaro ay kabilang sa tungkulin ng mga bata.
Tungkulin ng mga batang makasama sa paggawa ng
tuntunin sa paaralan.

Ano ang kahulugan ng salitang nananaig sa pangungusap sa kahon?

Kapag ang bansa ay napipintasan, kalungkutan ang nananaig sa

Piipino.

bumabalot
nararanasan
nangingibaba
w nauuna

Ano ang kahulugan ng salitang tinatamasa sa pangungusap sa kahon?

Ang karapatang tinatamasa ng mamamayan ay isang katangian

ng lipunang demokratiko.

nararanasan
pinapangara
p pinag-
uusapan
nararamdam
an

347
Alin sa sumusunod ang pangunahing ideya ng seleksyon?
Karpatan ng bawat Piipino na kilalanin ang kanyang mga tungkulin.
Kasama sa pagka- Pilipino ang pakikisapi sa iba’t ibang
gawain sa estado .
Nananaig sa pagiging Piipino ang matamasa ang karapatan
kaysa makilala ang tungkulin.
Katapat ng pagiging Pilipino ang matamasa ng mga
karapatan at gawin ang tungkulin.

Ano ang layunin ng sumulat ng seleksyon?

Hatid nito ang bagong
balita. Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Tinalakay ang mga sanhi at bunga ng paksa.
Nakasaad ang mga suliranin at solusyon ng
paksa.
Maingat na isinalaysay ang mga pangyayari sa seleksyon.
Nagbigay ng mga halimbawa para maging maliwanag ang
paksa .

Alin sa sumusunod ang isa pang magandang pamagat para sa

seleksyon?
Ang Pagiging Pilipino
Mga Tungkulin ng
Pilipino
Makiisa sa Bayan bilang Pilipino
Karapatan Mong Maging Pilipino

348
Itanong ang mga sumusunod.

Pagganyak:
Ano ang mga paniniwala ng relihiyon mo?

Pagtakda ng Layunin:
Alamin natin kung ano naman ang mga paniniwala ng Hinduismo.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating selesksyon ay “Hinduismo”.

Basahin ang seleksyon.

Ang Hinduismo ang pinakamatandang pangunahing relihiyon sa

mundo. May nagpapalagay na dinala ito ng mga mananakop na Aryan
sa India noong 1200 BC. Pinaniniwalaang ang Hinduismo ay nagmula
sa pinagsamang paniniwala ng mga Aryan at mga tao mula sa Indus
Valley. Bunga nito, isa ang Hinduismo sa pinakakumplikadong
relihiyon sa buong daigdig, na may hindi mabilang na idolo, diyos at
diyosa, at samut-saring paraan ng pagsamba. Itinuturing na monismo
ang relihiyon na ito na nagangahulugang iisang ispirito lamang ang
nananahan sa lahat ng mga nilalang.

Ang mga paniniwala ng Hinduismo ay nag-ugat sa Vedas, isang banal

na aklat ng mga kasulatang naglalaman ng mga dasal, himno, at iba
pang mga aral tungkol sa pananampalataya. Naniniwala ang mga
Hindu na si Brahman, na itinuturing na manlilikha, ang pinakamataas
at pinakahuling katotohanan sa mundo. Ang makabalik sa manlilikha
ang huling hantungan ng bawat nilalang. Upang makapiling si
Brahman, may mga mas mababang diyos na maaaring tumulong dito.

Isa pa sa mga paniniwala ng mga Hindu ay dumaranas ang lahat ng

nilalang ng paulit-ulit na pagsilang (reincarnation) hanggang maging
karapat-dapat na sumama kay Brahman. Ang antas ng bawat tao sa
pagsilang ay batay sa kanyang karma. Kapag masama sa nakalipas na
buhay, isisilang siya muli sa mas mababang katayuan. Kapag
mabuting tao, isisilang siyang muli sa mas mataas na antas.
Sumusunod ang mabuting tao sa ahimsa, isang paraan ng
pamumuhay na umiiwas makasakit sa ibang nilalang sa isip, sa wika,
at sa gawa.

Level: Grade 7
Bilang ng mga salita:
240
Sanggunian:
349
Pilipinas Kong Mahal 7: Edukasyon Tungo sa
Kapayapaan Sotto, [Link]., Anvil Publishing , Inc., 2004

350
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang sanhi kung bakit pinakakomplikadong relihiyon ang Hinduismo?

(Literal)
May iba’t ibang antas ng buhay itong kinikilala.
Nagmula ito sa pinagsamasamang mga
paniniwala. Maraming idolo, diyos at diyosa ang
sinasamba nito.
Naniniwala ito sa paulit-ulit na pagsilang ng bawat nilalang.

Alin sa sumusunod ang HINDI paniniwala ng Hinduismo?

Paulit-ulit na isinisilang ang mga tao.
Ang antas ng tao ay batay sa kanyang karma.
Nananahan ang iisang ispiritu sa buong
kalikasan. Ahimsa ang paraan ng hindi
mabuting pamumuhay.

Ano ang kahulugan ng “samut saring paraan ng pagsamba” sa

pangungusap sa kahon?

Ang Hinduismo ay may may hindi mabilang na idolo, diyos at diyosa

at samut-saring paraan ng pagsamba.

Mabibilang ang paraan ng pagsamba ng Hinduismo.

Maliwanag ang nabuong paraan ng pagsamba ng
Hinduismo.
Malayang sumamba ang mga Hindu gamit ang maraming
paraan. May gabay ang magkakatulad na paraan ng
pagsamba ng mga Hindu.

Ano ang kahulugan ng salitang nag-ugat sa pangungusap sa kahon?

Ang mga paniniwala ng Hinduismo ay nag-ugat sa Vedas.

inani
nagmula
nakatanim
napapaloo
b

351
Ano kaya ang dahilan kung bakit nasakop ng mga Aryan ang India?
Nasakop ng Aryan ang India dahil .
ito ang bilin ni Brahman sa kanila
hangad nilang sambahin sila ng
India
nais nilang maisilang sa ibang antas ng buhay
hindi malakas ang laban ng India noong panahon na iyon

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
mga aral ng Vedas
kalagayan ng
Hinduismo paniniwala
ng Hinduismo mga
kasapi sa Hinduismo

Ano ang layunin ng sumulat ng seleksyon?

Hatid nito ang isang balita.
Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Pinaliwanag nito ang mga pinaniniwalaan ng Hinduismo.
Tinalakay sa buong seleksyon ang kasaysayan ng
Hinduismo. Nakasaad dito ang sanhi at bunga ng
paglaganap ng Hinduismo.
Nakasaad rito ang suliranin at solusyon ng pagsasabuhay ng Hinduismo.

352
 PANANAPOS NA
PAGTATASA SA FILIPINO

SET D

Level Pamagat ng mga seleksyon:

Grade 1 Sa Sapa
Grade 2 Papasok na si Nilo
Grade 3 Ang Asong Gubat
Grade 4 Ang Kakaibang Mundo
Grade 5 Eid-ul-Fitr
Grade 6 Populasyon
Grade 7 Budhismo

353
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ba ang nakikita sa sapa?

Pagtakda ng Layunin:
Tingnan kung ano-ano ang nasa sapa sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Sa Sapa”.

Basahin ang kuwento.

Nasa may sapa si Dora. Katabi ni

Dora ang baka nila. “Tara, laro
tayo sa sapa,” sabi ni Lisa.
“Sige!,” sabi ni Dora.
“Naku! Palaka! “, sabi ni
Dora.
Nadapa si Lisa.
“Mabuti , wala na ang
palaka.”
Natawa si Lisa.

Level: Grade 1

354
Makinig sa mga tanong at piliin ang tamang
sagot.
Ano ang ginagawa ni Dora sa sapa?
Kalaro niya ang baka.
Hinuhuli niya ang palaka.
Kasama niya ang baka
nila.

Sino ang nagsabi ng “Laro tayo sa sapa!”?

si Lita
si Lisa
si
Dora

Ano ang nadama ni Dora nang sinabi niya ang “Naku! Palaka!”?
Nadama ni Dora ang .
galit
gula
t
tako
t

Ilan ang bata sa kuwento? ang bata sa kuwento.

apat
dalaw
a isa

Bakit kaya nadapa si Lisa?

Nagulat siya sa palaka.
Hinabol niya ang palaka.
Hinuhuli niya ang palaka.

355
Itanong ang mga sumusunod.

Pagganyak:
Ano ang ginagawa mo paggising mo?

Pagtakda ng Layunin:
Alamin kung ano ang ginawa ni Nilo pagkagising niya?

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Papasok na si Nilo”.

Basahin ang kuwento.

Araw ng Lunes. Maagang gumising si Nilo.

Matapos maihanda ang sarili, nagpaalam siyang papasok
na.
“Sandali lang, Nilo. Sumilip ka kaya muna sa
salamin. Masdan mo ang buo mong kasuotan,”
utos ng ate. “Naku, marumi pala ang aking
sapatos,” wika ni Nilo. Kumuha siya ng basahan
at pinunasan ang sapatos. “Ate, aalis na po ako,”
paalam ni Nilo.
“O sige, mag-ingat ka,” tugon ng ate.

Level: Grade 2

356
Makinig sa mga tanong at piliin ang tamang sagot.

Sino and nagsabing , “Sandali. Tumingin ka muna sa salamin!”

si ate
si
Nilo
si nanay

Ano ang ibang salita para sa sumilip?

dumaa
n
tumingi
n
lumingo
n

Saan pupunta si Nilo? Pupunta si Nilo sa .

handaan
paarala
n
simbaha
n

Ano ang salitang nagsasabi tungkol kay Nilo?

malinis
masipag
magalan
g

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Ang Sapatos ni Nilo
Ang Maruming
Sapatos
Handa na Pumasok si Nilo

357
Itanong ang mga sumusunod.

Pagganyak:
Sino ang kaibigan mo? Ano ang pinag-uusapan ninyo?

Pagtakda ng Layunin:
Tingnan kung ano ang pinag-uusapan ng magkaibigan sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Asong Gubat”.

Basahin ang kuwento.

“Kaibigan, marami akong alam na hindi mo alam,” pagmamalaki

ng asong gubat sa pusa.

“Ang husay ko nga! Napakarami kong paraan para makalusot sa

kaaway.
Madali ko silang maliligaw.”

“Mabuti ka pa,” sagot ng pusa. “ako, iisa lang ang alam kong paraan.”

Dumating ang isang pangkat ng mga mangagaso. Mabilis na

umakyat sa puno ang pusa. Ang asong gubat naman ay nag-iisip pa
kung ano ang gagawin niya.

Nakarating na ang mga mangangaso ay natataranta pa sa

pagtakas ang asong gubat. Nahuli tuloy siya. Hinila siya patungo sa
kanyang kamatayan.

Level: Grade 3

358
Makinig sa mga tanong at piliin ang tamang
sagot.
Sino ang nagmamalaki sa kuwento?
ang nagmamalaki sa kuwento.
Si pusa
Si asong gubat
Ang mga mangangaso

Bakit hindi nakatakas sa mangangaso si asong gubat?

Hindi nakatakas si asong gubat dahil .
nagpaliwanag pa siya sa pusa
mabilis kumilos ang mangangaso
hindi niya alam kung ano ang
gagawin

Ano ang ibig sabihin ng pangungusap sa loob ng kahon?

Hinila siya patungo sa kanyang kamatayan.

Isinama siya upang siya ay patayin.

Namatay siya dahil matagal siyang
hinila.
Kamatayan ang lugar na kanyang pupuntahan.

Ano ang naramdaman ni asong gubat nang dumating ang mangangaso? Si

asong gubat ay .
nagalit
nagyaban
g
nataranta

Ano ang nais ipahatid ng sumulat ng kuwento?

Iwasan ang pagyayabang.
Makaliligtas kung alam iligaw ang kaaway.
Siguradong makaliligtas kung marunong umakyat ng puno.

Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

Ang Mahusay na Asong
Gubat Ang Mayabang na
Asong Gubat
Ang Walang Awa na mga Mangagaso

359
Itanong ang mga sumusunod.

Pagganyak:
Nakakita ka na ba ng kakaibang lugar? Saan ito?

Pagtakda ng Layunin:
Alamin kung ano ang kakaibang lugar na pinuntahan ng tauhan sa kuwento.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Ang Kakaibang Mundo”.

Basahin ang kuwento.

Nakasisilaw na liwanag ang hindi inaasahang bumulaga sa akin.

Tumambad sa harap ko ang isang lugar na di ko pa nararating. Hindi
mabilang ang malalaki at maliliit na mga robot na kumikilos tulad ng
mga tao. May makukulay na mga sasakyang panghimpapawid na
animo saranggolang nakasabit sa langit. Marami ang mga sasakyang
hindi ko malaman kung kotse o dyip.

Iginala ko pa ang aking paningin. Malinis ang paligid, abala ang mga tao.
Matiwasay at masayang namumuhay ang komunidad.

Napadako ako sa malawak na hardin. May kakaibang hugis at

laki ang mga gulay at prutas. Makikita rin ang iba’t ibang uri ng
hayop, matataba at malulusog, malalaki at maliit. Tunay na kakaiba
ang mundong ito!

“Ahhh, ano naman kaya ang makikita sa gawi

roon ?” “Anak, gising na! Bangon na!,”

marahang tapik ni Ina.

Level: Grade 4
Bilang ng mga salita: 134

360
Makinig sa mga tanong at piliin ang tamang sagot.

Alin ang HINDI nasasaad sa kuwento?

May kakaibang halaman sa hardin.
Maraming saranggola ang lumilipad sa
langit.
Iba’t iba ang laki ng mga robot sa lugar na iyon.

Tumambad sa harap ko ang isang lugar na di ko pa nararating. Ang

ibig sabihin ng tumambad ay .
dumaan
lumanta
d nang-
aakit

Sa iyong palagay, paano napunta sa kakaibang mundo ang nagkukuwento?

Nag-iisip siya ng ganitong
mundo. Dulot ito ng kanyang
imahinasyon.
Nakatulog siya ng mahimbing at nanaginip.

Ano kaya ang nararamdaman ng naglalahad ng kuwento?

Nalilito siya.
Nagtataka
siya.
Natataranta
siya.

Ano ang layunin ng sumulat ng kuwento?

Hangad nitong mang-
aliw. Hatid nito ang isang
balita.
Taglay nito ang bagong kaalaman.

Ano ang ginamit ng sumulat ng kuwento para ihatid ang mensahe nito?
Gumamit ito ng makukulay na mga salita sa
paglalarawan. Kaakit-akit na mga lugar ang dinayo ng
tauhan sa kuwento. Maganda ang palitan ng pag-uusap
ng mga tauhan sa kuwento.

361
Itanong ang mga sumusunod.

Pagganyak:
Ano-ano ang ipinagdiriwang ninyo sa inyong relihiyon?

Pagtakda ng Layunin:
Alamin sa sanaysay kung ano naman ang ipinagdiriwang ng mga Muslim.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating sanaysay ay “Eid-ul-Fitr”.

Basahin ang sanaysay.

Islam ang relihiyon ng mga Muslim. Hango sa mga salitang

“pagsuko sa Diyos” ang Islam. Itinuturing nila na sumuko sila sa
kapangyarihan ng Diyos. Si Allah ang kinikilala nilang panginoon. Ang
banal na aklat ng Koran ang gabay nila sa pamumuhay. Ginugunita
nila sa Koran ang rebelasyon kay
Mohammed na isang propeta ng Islam.

Isang pagdiriwang ng mga Muslim ang Eid-ul-Fitr na isang uri ng

pagpapahayag ng pasasalamat. Ang Eid ay isang salitang Arabo na
nangangahulugang pagdiriwang samantalang ang Fitr naman ay may
pakahulugang wakas ng pag-aayuno. Kaya’t ang Eid-ul-Fitr ang tanda
ng wakas ng halos isang buwang pag-aayuno nila sa panahon ng
Ramadan.

Nagsisimula ang Eid-ul-Fitr sa paggising sa mga Muslim

gamit ang malalakas na tambol. Nagbibihis sila ng magagarang
kasuotan. Nagsusuot ng mahabang belo sa mukha ang mga
babaeng Muslim. Tinutungo nila ang mosque upang doon
manalangin. Habang nagdarasal ay sinasambit nila ang “Allahu Akbar”
na may kahulugang “Dakila si Allah”. Sa pagdiriwang na ito ay
samasama ang mga Muslim sa buong mundo na tunguhin ang pagkaka-isa.

Level: Grade 5
Bilang ng mga salita:
169

362
Makinig sa mga tanong at piliin ang tamang sagot.

Ano ang Eid-ul-Fitr? Ang Eid-ul-Fitr ay isang uri ng pagdiriwang ng

.
pagsuko ng mga Muslim
pag-aayuno ng mga
Muslim
pagsasalamat ng mga Muslim
pagkakapatiran ng mga Muslim

Alin sa sumusunod ang nasasaad sa seleksyon?

Masayang idinaraos ang Ramadan.
Unang nagaganap ang Eid-ul-Fitr sa
Ramadan. Tanda ng wakas ng pag-aayuno
ang Ramadan.
Masayang pagdiriwang ang Eid-ul-Fitr para sa Muslim.

Alin sa sumusunod ang hindi kahulugan ng hango sa pangungusap sa

kahon?

Hango sa mga salitang “pagsuko sa Diyos” ang Islam.

hiniram
nagmula
nag-ugat
nanggalin
g

Ano ang ibig sabihin ng “tunguhin” sa sa pangungusap sa kahon?

Sa pagdiriwang na ito ay samasama ang mga Muslim sa buong

mundo na tunguhin ang pagkaka-isa

alamin
isaisip
puntahan
panalangin

363
Bakit kaya mahalaga ang pagdiriwang ng Eid-ul-Fitr at Ramadan para sa mga
Muslim? Mahalaga ang mga ito para sa mga Muslim dahil ito ay
.
ginagawa sa mosque
paggunita ng rebelasyon ng Koran
masayang pagdiriwang para sa
kanila
kaugalian at tradisyon ng mga tagasunod ng Islam

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
kahulugan ng Islam
pinagmulan ng mga Muslim
mga paniniwala ng mga
Muslim
pinanggalingan ng paniniwala ng Islam

Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang

mensahe nito?
Nagbigay ito ng maraming halimbawa.
Nakasaad dito ang sanhi at bunga ng
paksa.
Tinalakay nito ang suliranin at solusyon sa
seleksyon. Malinaw ang pagkapaliwanag at
paglalarawan ng paksa.

364
Itanong ang mga sumusunod.

Pagganyak:
Ano sa tingin mo ang mahalaga sa pag-unlad ng bansa?

Pagtakda ng Layunin:
Alamin sa selesksyon ang isang mahalagang bagay sa pag-
unlad ng Pilipinas.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Populasyon”.

Basahin ang seleksyon.

Ang usapin ng populasyon ay mahalaga para sa pag-unlad ng

isang bansa. Ang mabilis na paglaki ng populasyon ay kritikal sa
madaling pagkaubos ng likas na yaman. Kung ang likas na yaman ay
isa sa pangunahing batayan ng pag-unlad ng isang bansa, ang
malaking populasyon ay nangangahulugang maramihang paggamit sa
likas ng yaman. Nangangahulugan ito ng mabagal na pag-unlad.
Marami ang naniniwalang ang malaking populasyon ng Piipinas ang
sanhi kung bakit karamihan sa Pilipino ay naghihirap.

Dahil sa malaking populasyon, hindi na matugunan ng

pamahalaan ang pagbibigay ng mga pangunahing pangangailangan
ng mamamayan.
Kabilang dito ang pagkain, tirahan, pananamit, edukasyon at kalusugan.

Marami rin ang walang hanapbuhay kung kaya’t nangingibang -

bansa sila kung saan mas malaki ang kita. Bagamat malaki ang
naitutulong ng
Pilipinong nagtatrabaho sa ibang bansa dahil sa kanilang dollar
remittance, napakalaking pagtitiis ang mawalay sa pamilya para
lamang matugunan ang pangangailangan nito.

Ang iba naman ay nakikisangkot sa illegal na gawain tulad ng

pagnanakaw, pagbebenta ng illegal na droga at iba pang krimen. Ang
krimen na dulot ng matinding kahirapan ay hadlang din sa pag-unlad
ng ekonomiya dahil sa kawalan ng seguridad sa lipunan. Nagiging
dahilan din ito upang mabigong mahikayat ang mga dayuhan na
mamuhunan sa ating bansa.

Level: Grade 6
Bilang ng mga salita:
202
365
Sanggunian:
Kabihasnang
Pilipino Boncan ,
C.P., et, al.
Vibal Publising House Inc., 2005

366
Makinig sa mga tanong at piliin ang tamang sagot.

Alin sa sumusunod ang HINDI nagpapakita ng bunga ng malaking

populasyon?
Napipilitang gumawa ng krimen ang ibang
mamamayan. HIndi mabilis ang pag-unlad ng
ekonomiya sa bansa.
Nangingibang- bansa ang mga Piipino para maranasan ang
ibang kultura.
Hindi lubos na natutugunan ang kalusugan at edukasyon ng mamamayan.

Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

Isang bunga ng malaking populasyon ang pagtaas ng krimen sa bansa.
Natutugunan ng pamahalaan sa pangunahing
pangangailangan ng mga Piipino.
Higit na maraming likas na yaman ang nagagamit ng mas
malaking populasyon.
May kaugnayan ang malaking populasyon sa
paghahanapbuhay ng mga Piipino sa ibang bansa.

Ano ang HINDI kahulugan ng salitang nakikisangkot sa pangungusap sa

kahon?

Ang iba naman ay nakikisangkot sa illegal na gawain tulad ng

pagnanakaw, pagbebenta ng illegal na droga at iba pang krimen.

nakikiani
b
nakikisam
a
nakikisuri
nakikisapi

Alin sa sumusunod ang kahulugan ng pangungusap sa loob ng kahon?

Nagiging dahilang ito upang mabigong mahikayat ang mga dayuhan

na mamuhunan sa bansa.

Bigo ang dayuhan sa paghihikayat sa ating bansa.

May dahilan na kombinsihin ang dayuhan na mamuhunan sa
bansa. Walang tagumpay ang pag-akit sa dayuhan na
mamuhunan sa bansa.
Nabibigo ang dayuhan na hikayatin ang Pilipinas na

367
maglabas ng puhunan.

368
Alin sa sumusunod ang pangunahing ideya ng seleksyon?
May solusyon sa malaking populasyon.
Ang usapin sa populasyon ay akma sa ating
bansa. Maraming dulot na bunga ang malaking
populasyon.
Kaugnay sa malaking populasyon ang hanapbuhay ng mamamayan.

Ano ang layunin ng sumulat ng seleksyon?

Hatid nito ang isang balita.
Hangad nitong
manghikayat. Gusto nitong
magbigay ng aral.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Binanggit ang problema sa bansa .
Tinalakay ang sanhi at mga bunga ng
paksa.
Isinalaysay ang mga pangyayari sa seleksyon.
Nakasaad ang mga suliranin at solusyon ng
paksa.

Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

Usapin sa Populasyon
Sanhi ng Malaking Populasyon
Solusyon sa Malaking
Populasyon Mga Bunga ng
Malaking Populasyon

369
Itanong ang mga sumusunod.

Pagganyak:
Ano ang iyong relihiyon? Ano ang mga paniniwala nito?

Pagtakda ng Layunin:
Alamin kung ano naman ang Budhismo.

Babasahin ng guro ang pamagat:

Ang pamagat ng ating kuwento ay “Budhismo”.

Basahin ang seleksyon.

Ang Budhismo ay isa sa pinakamalaking relihiyon sa mundo na

itinatag sa India noong 600 B.C. Ang pananampalatayang ito ay batay
sa mga turo ni Siddharta Gautama na sa paglaon ay kinilalang
Buddha.

Si Siddharta Gautama ay isang prinsipe sa hilagang India at

anak ng isang mayamang rajah. Lumaki siya sa gitna ng marangyang
buhay subalit tinalikuran niya ang lahat ng ito upang ibuhos ang oras
niya sa pagninilay ng kahulugan ng buhay. Naging palaisipan sa
prinsipe ang pagtanda, pagkamatay ng isang tao at kung bakit
kailangan tayong dumanas ng sakit. Hindi siya matahimik hanggat’t
hindi niya nakikita ang sagot sa mga tanong na ito. Nagpakalbo siya,
nagsuot ng dilaw na damit at nanghingi ng limos kasama ang
mahihirap na tao. Lumapit siya sa mga guru upang pag-aralan ang
Upanishad subalit hindi pa rin siya nasiyahan. Makalipas ang
napakaaraming taon ng pag- aayuno ay naglakbay siya papuntang
Gaya.
Sa ilalim ng isang puno ng Bo (wisdom tree) pagkatapos
manalangin ng maraming araw ay naliwanagan siya. Dahil dito ay
tinawag si Siddharta na Buddha “ Ang Naliwanagan”.

Ibinahagi niya ang kanyang mga natuklasan na tinawag na

marangal na katotohanan. Kasama rito ang tamang pananaw na ang
pagdurusa ay bunga ng makasariling hangarin. Ang tamang
pagpapahalaga ay nababalot sa pag-ibig. Dapat tayong gabayan ng
tamang pananalita na mahinahon.
Ang tamang pag-uugali ay nag-uugat sa tamang pag-iisip at
paggalang sa lahat ng may buhay. Ang tamang kabuhayan naman ay
dapat nakatutulong sa kapwa.

Level: Grade 7
370
 Bilang ng mga salita:
240
Sanggunian:
Pilipinas Kong Mahal 7: Edukasyon Tungo sa
Kapayapaan Sotto, [Link]., Anvil Publishing , Inc., 2004

371
Makinig sa mga tanong at piliin ang tamang sagot.

Alin sa sumusunod ang HINDI pinagdaanan ng prinsipe?

Nag-ayuno siya at nagnilay-nilay .
Nabuhay siya na parang isang
pulubi.
Naging marangya ang buhay niya sa palasyo.
Pinag-aralan niya kung paano siya kikilalanin bilang Buddha.

Ano ang dahilan kung bakit kinilala ang prinsipe bilang Buddha? Kinilala ang
prinsipe bilang Buddha dahil .
matagal na panahon siyang nag-ayuno
naliwanagan siya sa kahulugan ng
buhay nasagot niya ang katanungan ng
mga tao linisan niya ang palasyo upang
magnilay-nilay

Ano ang kahulugan ng pangungusap sa kahon?”

Lumaki siya sa gitna ng marangyang buhay subalit tinalikuran niya ito

Umiwas siya na lumaki sa marangyang pamumuhay.

Tumatalikod siya kapag pinag-uusapan ang marangyang
buhay. Pinili niya ang mamuhay ng simple kahit
kinalakihan niya ito.
Pinahayag niya na paglaki niya ay hindi na siya
mamumuhay ng marangya.

Ano ang kahulugan ng salitang pagninilay sa pangungusap sa kahon?”

Binuhos niya ang oras niya sa pagninilay ng kahulugan ng buhay.

pag-iisip
paghahanap
pangangarap
pagtatanong

372
Ano kaya ang mangyayari kung hindi nilisan ng prinsipe ang palasyo?
Sasadyain siya ng puno ng Bo.
Marangya ang magiging
Buddha. Maghihirap siya na
parang pulubi. Hindi siya
kikilalanin bilang Buddha.

Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

Tinalakay sa seleksyon ang .
pamumuhay ni Buddha
mga kasapi sa
Budhismo pinagmulan
ng Budhismo
ang pagdiriwang sa Budhismo

Ano ang layunin ng sumulat ng seleksyon?

Gusto nitong magbigay-
aral. Hatid nito ang
bagong balita. Hangad
nitong manghikayat.
Nais nitong magbigay ng kaalaman.

Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
Isinalaysay ang pinagmulan ng Budhismo.
Tinalakay ang dahilan ng paglaganap ng
Budhismo.
Ibinigay ang mga suliranin ng nagsasabuhay ng
Budhismo. Nakasaad ang mga kaugalian ng
nagsasabuhay ng Budhismo.

373
 APPENDIX A8
Gabay sa Pagwastong Panapos na Pagtatasa sa
Filipino Sets A, B, C, D (Baitang 1 – Baitang 7)
Set
A

Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Laro Ang Magtulunga Bote Kapaligiran Si Jose Rizal Digmaan

n Dyaryo
Tayo! Punong Tayo sa Dapitan
Narra
1.b 1.b 1.b 1.c 1.c 1.d 1.a
2.b 2.a 2.b 2.c 2.d 2.b 2.c
3.c 3.c 3.b 3.b 3.d 3.a 3.c
4.c 4.b 4.c 4.b 4.b 4.b 4.d
5.a 5.c 5.a 5.c 5.b 5.d 5.c
6.c 6.a 6.d 6.d 6.a
7.a 7.a 7.b
8. c 8.d

Set B
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Anoang Ang Sabado na Kay May Mga Terorismo

Daming
nasa Mangga Naman Gawain Magagawa Makabagong
Mesa? ba sa Isang Bayani
Tambak ng
Basura?
1.b 1.b 1.a 1.b 1.d 1.c 1.b
2.b 2.b 2.c 2.a 2.a 2.d 2.b
3.c 3.b 3.b 3.b 3.d 3.a 3.b
4.c 4.c 4.c 4.a 4.c 4.a 4.c
5.b 5.a 5.c 5.c 5.c 5.c 5.d
6.b 6.b 6.d 6.c 6.d
7.d 7.c 7.d
8.d 8.a

374
Set C

Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Ang Laging Si Paruparo Pahiyas Pagpapa- Alamin ang Hinduismo

Papaya Handa at Alitaptap Festival unlad ng Iyong
at Kultura Karapatan
Kamote
1. c 1. c 1. b 1. a 1. c 1. d 1. b
2. a 2. c 2. c 2. c 2. a 2. b 2. d
3. b 3. c 3. c 3. b 3. b 3. c 3. c
4. c 4. b 4. b 4. b 4. b 4. a 4. b
5. a 5. c 5. c 5. a 5. c 5. d 5. d
6. a 6. a 6. a 6. d 6. c
7. d 7. d 7. d
8. a 8. a

Set D
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Sa Sapa Papasok Ang Asong Ang Eid-Ul-Fitr Populasyon Budhismo

Na si Nilo Gubat Kakaibang
Mundo
1. c 1. a 1. b 1. b 1. c 1. c 1. d
2. b 2. b 2. c 2. b 2. d 2. b 2. b
3. b 3. b 3. a 3. c 3. a 3. c 3. c
4. b 4. a 4. c 4. b 4. c 4. c 4. a
5. a 5. c 5. a 5. a 5. d 5.c 5. d
6. b 6. a 6. c 6. d 6. a
7. d 7. b 7. d
8. d 8. a

375
 APPENDIX A9
Titles of Phil-IRI Graded Passages for Pre-Tests in English

Grade
Level Set A Set B Set C Set D

2 Pam’s Cat A Hot Day Al’s Bag Nat Takes a Nap

Waiting for Her

3 Summer Fun A Rainy Day Ben’s Store Sister

4 Get Up, Jacky! Waiting for Anansi’s Web Wake Up!

the
Peddler

5 Frog’s Lunch The Cow and Pedrito’s Snack Amy’s Good

the Carabao Deed

6 Yawning Laughter Effects of Anger Dreams

7 Dark Sneezing Dust Pain

Chocolate

376
ENGLISH PRE-TEST
SET A

Level Title of the Selection

Pam’s Cat
Grade 2 Narrative
Summer Fun
Grade 3 Narrative
Get Up, Jacky!
Grade 4 Narrative
Frog’s Lunch
Grade 5 Narrative
Yawning
Grade 6 Expository
Dark Chocolate
Grade 7 Expository

377
PAM’S CAT
Pam has a

cat. It is on

the bed.

It can nap. It can sit.

“Oh no!” says Pam.

“The cat fell off the

bed!” Is the
cat sad?

378
Questions
Who has a pet?
Pat
Pa
m
Paz

What is her pet?

do
g
pig
cat

Why did Pam say “Oh no!”?

She was mad.
She was
happy. She
was worried.

Why did she feel this way?

Her cat can do tricks.
Her cat made a
mess. Her cat might
be hurt.

How do we know that the cat is ok?

It is on the
bed. It is on
the mat. It
has a rat.

379
 SUMMER FUN
“Let’s have some fun this summer,” says

Leo. “Let’s swim in the river,” says Lina.

“Let’s get some star apples from the tree,” says

Leo. “Let’s pick flowers,” says Lina.

“That is so much fun!” says Mama.

“But can you help me dust the shelves

too?”

“Yes, we can Mama,” they say.

“Helping can be fun too!”

380
Questions
Who were talking to each other?
Lita and Lito
Lina and Lino
Lina and Leo

What were they talking about?

what to do during the
summer what to have
during the summer what to
wear during the summer

The children in the story could be

brother and
sister
neighbors
cousins

Which of these will they do if they are hungry?

pick
flowers
pick
guavas go
swimming

Doing something "fun" means .

doing something in the
summer doing something in
the house doing something
that we like

Which these is the best example of being helpful?

picking
flowers
cleaning up
swimming

381
GET UP, JACKY!
“Ring! Ring!” rang the

clock. But Jacky did not

get up.

“Wake up, Jacky! Time for school,” yelled Mom.

And yet Jacky did not get up.

“Beep! Beep!” honked the horn of

the bus.

Jacky still laid snug on the bed.

Suddenly, a rooster crowed out

loud and sat on the window sill.

Jacky got up and said with cheer,

382
Questions
Who is the main character in our story?
Jock
Jicky
Jack
y

Why did the main character need to wake up early?

to get to school on
time to get to work
on time to get to
bed on time

What woke the character up?

the ringing of the alarm
clock the crowing of the
rooster Mom’s yelling

What did the character think as he/she "laid snug" on the bed?
“I do not want to get up yet.”
“I do not want to be late
today.” “I want to be extra
early today.”

What does it mean to say something "with cheer?"

We say it sadly.
We say it
happily.
We say it with
fear.

Which of these statements fits the story?

Jacky liked being woken up by a
clock. Jacky liked being woken up by
a bus horn. Jacky liked being woken
up by a rooster.

383
 FROG’S LUNCH
One day, a frog sat on a lily pad, still as a
rock. A

fish swam by.

“Hello, Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.

“Oh, good luck!” said the fish and swam

away.

Then, a duck waddled by.

“Hello, Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.

“Oh, good luck!” said the duck and waddled

away.

Then a bug came buzzing by.

384
Questions
Who is the main character in the story?
the
bug
the
duck
the fish
the
frog

What was he doing?

resting on a lily
pad chatting
with a bug
hunting for his
food waiting for
the rain

In what way was he able to get his lunch?

He was able to fool the
fish. He was able to fool
the duck. He was able to
fool the rock. He was able
to fool the bug.

Why should the frog be “still as a rock?”

so that he will not scare the other animals away
so that he can catch his lunch
so that the other animals will think he is
friendly so that the fish will say nice
things about him

Which of these words describe the duck?

patien
t
eager
curiou
s
carefu
l

385
Which of these words describe Mr. Frog?
patien
t
eager
curiou
s
carefu
l

Which of these characteristics would have helped the bug?

being
patient
being
eager
being
curious
being
careful

386
 YAWNING
What makes us yawn? Yawning is something that we

cannot control. Even in the mother’s womb, eleven-week-

old babies have been observed to yawn. But why do we do

it?

One popular explanation for yawning is that a person may

be tired or bored. Although many believe this to be true, it

cannot explain why athletes yawn before an event or why

dogs yawn before an attack.

It is said that yawning is caused by a lack of oxygen

and excess carbon dioxide. A good example of this is

when we yawn in groups. We yawn because we are

competing for air.

Others even believe that we yawn to cool our brains

off. Cool brains allow us to think more clearly so yawning

is said to help us become more alert.

Reference: McManus, M. R. (2001). What makes us Yawn? Retrieved from:

Howstuffworks com

[Link]

[Link]

387
Questions
What is a fact about yawning?
It is something we cannot
control. It is something only
humans do
It is a result of
boredom. It happens
after birth.

Which of the following might make us yawn?

reading a book
being in a crowded
room being around
plants
being in a small air-conditioned car

What does the word "involuntary" mean?

expected
unexpected
within control
uncontrollable

Which of the following may be a benefit of yawning?

It warns us of possible attacks by dogs.
It provides us the carbon dioxide we
need. It cools our brains.
It balances the amount of oxygen and carbon dioxide.

According to the selection, what is most likely to happen after we yawn?

We will become more
alert. We will be less
tired.
We will be less
sleepy. We will be
calmer.

In the selection, how is the word 'compete' used in the phrase

"competing for air?"
struggling to take in some
air arguing about
breathing battling it out
for oxygen racing to
breathe more air

388
Which of the following shows evidence that "yawning" is "competing for
air?"
The passengers in an elevator yawned.
Several people yawned while picnicking at an open
field. Two people yawned inside a room with air-
conditioning. Three students yawned in a big empty
room.

Which of the following is the best response when we see a person/animal

yawn?
Have the person eat a food item that is a good source of
energy. Change the topic of conversation to a more
interesting one.
Turn on an electric fan or source of
ventilation. Run away to avoid being
attacked.

389
 DARK CHOCOLATE
Dark chocolate finds its way into the best ice creams,

biscuits and cakes. Although eating chocolate usually

comes with a warning that it is fattening, it is also

believed by some to have magical and medicinal effects.

In fact, cacao trees are sometimes called Theobroma

cacao which means “food of the gods.”

Dark chocolate has been found out to be helpful in

small quantities. One of its benefits is that it has some of

the most important minerals and vitamins that people

need. It has antioxidants that help protect the heart.

Another important benefit is that the fat content of

chocolate does not raise the level of cholesterol in the

blood stream. A third benefit is that it helps address

respiratory problems. Also, it has been found out to help

ease coughs and respiratory concerns. Finally, chocolate

increases serotonin levels in the brain. This is what gives

us a feeling of well-being.
Reference: Schnoll, R. (2012). Choocolate: Food for the Gods, Retrieved

from http://

[Link]/health/rschnoll/contact/documents/chocolatefa
390
cultycircle. pdf

391
Questions
Why was chocolate called Theobroma cacao? It
is considered to be .
fattening food
magical tree
medicinal
candy food of
the gods

Which statement is true?

All chocolates have medicinal
properties. In small doses, dark
chocolate is fattening. Dark
chocolate has minerals and vitamins.
Chocolate raises the level of
cholesterol.

What is found in dark chocolate that will help encourage its consumption?
antioxidants
sugar
fat
s
mil
k

After we eat chocolate, which of these is responsible for making us

feel good?
cacao
theobroma
serotonin
antioxidants

If a person coughs and is asked to have some chocolate, why would this be
good advice?
Dark chocolate helps respiratory
problems. Dark chocolate helps
circulation.
Dark chocolate does not raise the level of
cholesterol. Dark chocolate has vitamins and
minerals.

392
Which of the following body systems does not directly benefit from the
consumption of dark chocolate?
Circulatory
system
Respiratory
system
Excretory
system Nervous
system

Which important fact shows that dark chocolate may be safe for the
heart?
It may ease coughs.
It helps address respiratory problems.
It does not raise the level of cholesterol.
In small quantities, dark chocolate has been said to be medicinal.

What does “address” mean in the second paragraph?

to
locate
to
identify
to deal
with to
recognize

393
ENGLISH PRE-TEST
SET B

Level Title of the Selection

A Hot Day
Grade 2 Narrative
A Rainy Day
Grade 3 Narrative
Waiting for the Peddler
Grade 4 Narrative
The Cow and the Carabao
Grade 5 Narrative
Laughter
Grade 6 Expository
Sneezing
Grade 7 Expository

394
A HOT DAY
The sun is up.

“Is it a hot day, Matt?” asks

Sal. “Yes, it is,” says Matt.

Sal gets her

fan. Matt gets

his hat.

Sal and Matt go out to play.

Sal and Matt have fun.

395
Questions
Who are the children in the story?
Sam and Matt
Sal and Max
Matt and Sal

What kind of day was it?

a sunny
day a
cloudy day
a rainy
day

What did the little girl do so that she will not feel hot?
She stayed inside.
She got a hat.
She got a fan.

What did the little boy do so that he will not feel hot?
He stayed
inside. He got a
hat.
He got a fan.

What is the message of the story?

We can have fun on a hot
day. We can have fun on a
cool day. We can have fun on
a cloudy day.

396
 A RAINY DAY
Nina and Ria are looking out the

window. “I do not like getting wet in the

rain,” says Nina.

“What can we do?” asks Ria.

“We can play house,” says

Nina. “Or we can play tag,”

says Ria.

“Okay, let’s play tag. You’re it!” says

Nina. Nina runs from Ria and bumps

a lamp. “Oh no!” says Nina.

397
Questions
What is it that Ria does not like?
playing tag
playing
house
getting wet in the rain

What does Nina want to do?

play tag
play
house
get wet in the rain

Who wants to play tag?

Ria
Nin
a
Ria and Nina

What is "tag?"
a card
game a
video game
a running game

Why wasn’t it a good idea to play tag in the house?

Something might break
Someone might get tired
Something might get lost

Which word tells what Ria and Nina should be?

careles
s
careful
curious

398
WAITING FOR THE
PEDDLER
Mama was feeling sick.

“Lisa, I cannot make you a snack,” she said.

“Can you watch out for the peddler while I

rest?” “Yes Mama,” Lisa answered.

Soon, a man shouted, “Taho!

Taho!” Lisa ran. “Two cups

please,” she said.

Lisa paid the man.

She got one cup of taho and gave the other to

Mama. “Thank you, Lisa. I feel much better

now,” said Mama.

399
Questions
What is it that Mama could NOT do?
She could not go out.
She could not make Lisa a
snack. She could not wait for
the peddler.

Which of the following did NOT happen in the story?

Lisa went out to buy taho.
Lisa waited for the
peddler. Lisa made a
snack for Mama.

Which of the following words best describes Lisa?

obedient
resourceful
hardworking

Which statement tells us what a peddler can do?

A peddler sells
snacks. A peddler
visits the sick.
A peddler brings medicine.

When we “watch out” for something or someone, we ?

look at something
wait for
something
go away from something

Which statement best fits the story?

It is good to visit the sick.
It is best to buy from a peddler.
Those who help us sometimes need help, too.

400
 THE COW AND THE
CARABAO
Long ago, a farmer had a carabao and a cow. The

carabao was bigger but the cow worked just as hard.

One day the farmer said, “I can get more from my

farm if my carabao works all day and my cow works all

night.” This went on for a month 'til finally, the carabao

cried, “It is just too hot to work all day!” “Want to go for

a swim?” asked the cow. “It will cool you off.” The

carabao happily agreed. They went off without the

farmer’s consent.

Before swimming, they hung their skins on a tree

branch. But it wasn’t long till the farmer went looking

for them. Upon seeing the farmer, they rushed to put on

their skins. In their rush, the carabao had worn the

cow’s skin and the cow had worn the carabao’s skin.

From then on, cows have sagging skin while

carabaos have tight skin.

Reference: Adapted from: [Link]

401
Questions
At the beginning of the story, what was one major difference between the
cow and the carabao?
The carabao was bigger than the cow.
The cow had sagging skin while the carabao had tight
skin. The carabao had sagging skin while the cow had
tight skin. The carabao worked at night while the cow
worked in the day.

What did the farmer decide one day?

The cow and the carabao will work together.
The cow and the carabao should not leave the farm.
The carabao will work in the day while the cow will work
at night. The cow will work in the day while the carabao
will work at night.

What word describes the farmer in the story?

kind
cruel
grump
y
hardworking

How did the farmer’s decision affect the cow and the carabao?
They did not have time to
rest. They hardly saw each
other.
They did not eat
enough. They were
always tired.

What does the phrase “without consent” mean?

did not have
permission was not
informed
has not
rested did not
know

402
Which of the following events happened last?
The carabao cried out that it was so
hot. The cow and the carabao
decided to swim.
The farmer came while the animals were swimming.
The cow and the carabao hurriedly put on their skins.

What kind of story is this?

myth
parable
legend
fairy
tale

403
 LAUGHTER
People love to laugh. We love it so much when there

are jokes, jobs, and shows that are made to make us

laugh. Even though laughing seems natural, not many

species are able to do so.

Laughing involves the performance of rhythmic,

involuntary movements, and the production of sounds. We

are able to laugh using fifteen facial muscles, our

respiratory system, and sometimes even our tear ducts.

We are lucky that we are able to laugh because there

is strong evidence that laughter can help improve health.

Laughter boosts the immune system and adds another

layer of protection from disease. Since laughter also

increases blood flow, it improves the function of blood

vessels that helps protect the heart. Laughter also relaxes

the whole body by relieving tension and stress. Finally,

laughter also brings out the body’s natural feel-good

chemicals that promote well-being.

Reference: [Link]

404
Questions
What is laughing?
It is the voluntary reception of
sounds. It is the voluntary
production of sounds.
It is the involuntary production of sounds.
It is the voluntary use of our facial muscles.

What does the statement, “There are jokes, jobs, and shows that are made
to make us laugh,” imply in this selection?
Laughter is something we have to work
at. Comedy shows are good sources of
income. Laughter is an important part of
our life.
Jokes and comedy shows are expensive ways to make us laugh.

In what way does laughing prevent us from getting sick?

It lets us have full use of our respiratory
system. It helps boost our immune
system.
It allows us to use our tear
ducts. It exercises our facial
muscles.

If laughter increases blood flow, which body system does it help?

nervous system
respiratory
system
excretory
system
circulatory
system

Which word CANNOT be used to describe laughing?

rhythmic
voluntary
uncontrollable
functional

Which of the following facts about laughter would be helpful to a

hardworking secretary at a busy office?
Laughter uses fifteen facial muscles.
Laughter keeps tension and stress
away. Laughter may help protect us

405
from diseases. Laughter brings out the
‘feel good’ chemicals.

406
Which of the following is the best title for the selection?
Laughter is the answer.
Laughter is the best
medicine.
Laughter is what sets humans apart.
Laughter affects the human
condition.

Which of the following would be the most ideal place to spread the good
effects of laughter?
sari-sari
store gas
station
hospital
market

407
 SNEEZING
Sneezing happens when our body is trying to remove

an irritation found inside the nose. A special name for this

process is sternutation.

How does a sneeze happen? When your nose is

tickled, the sneeze center in our brain receives a

message. Soon, the other parts of the body that work

together to create a sneeze such as the abdominal

muscles, chest muscles, the diaphragm, the muscles of

the vocal chords, the back of the throat, and the eyelids

receive this message. An explosion as fast as 161

kilometers per hour sends the irritant speeding out of your

nose.

Examples of irritants in the air are dust, pepper, or

allergens such as pollen. Some experience having a photic

reflex and sneeze as soon as they are under the bright

sun. Now, if it ever happens that a sneeze of yours gets

stuck, look towards a bright light to unstick your stuck

sneeze.
Reference: [Link]

408
Questions
What is sternutation?
the voluntary process of expelling dirt and dust from inside
our nose the involuntary process of removing an irritation
inside the nose
a person’s natural reaction to bright
light an explosion of allergens

Sneezing happens .
to release energy
to expel an
irritant to
remove nose hair
in response to a cough

Which of the following is NOT an example of an allergic reaction?

sneezing in a dusty room
pepper-induced
sternutation photic reflex
from sun exposure
Sneezing when exposed to pollen

Which of the following does NOT help to create a sneeze?

abdominal
muscles chest
muscles nasal
passages voice
box

Which is the best advice to follow to unstick a sneeze?

look towards a bright light
tickle our nostrils
blow one’s
nose cough
out loud

409
Why must we cover our nose when we sneeze?
to prevent the further intake of pepper
powder to prevent the allergens from
multiplying
to prevent irritants from
spreading to prevent ourselves
from sneezing

Which of the following is the best thing to do if you feel a sneeze coming
along?
Take cold medicine.
Have a body check-
up. Move away from
others.
Open a window that faces a garden.

The main idea of this selection is

the different kinds of
sneeze how sneezing
happens
the cure for
sneezing the origin
of sneezing

410
ENGLISH PRE-TEST
SET C

Level Title of the Selection

Al’s Bag
Grade 2 Narrative
Ben’s Store
Grade 3 Narrative
Anansi’s Web
Grade 4 Narrative
Pedrito’s Snack
Grade 5 Narrative
Effects of Anger
Grade 6 Expository
Dust
Grade 7 Expository

411
AL’S BAG
Al has a

bag. It has a

mat. It has

buns.

It has bananas.

But it has ants too!

“Ants! Ants!” says

Al.

412
Questions
What is the name of the boy in the story?
Al
Alf
Ant
s

What does he have in his bag?

a mat
an
apple
an orange

What will he do?

have a nap
have a
party have
a snack

Why does he let his bag go?

He is
afraid. He
is glad. He
is mad.

Which sentence tells us why it is a good idea for the boy to let go of his
bag?
So the ants cannot get the
food So the ants cannot bite
him
So the ants will be free

413
BEN’S STORE
Ben has his own store.

“Do you sell eggs?” asks

Mel.

“Yes, come in,” says Ben.

“Do you sell milk?” asks

Dante.

“Yes, come in,” says

Ben. “Do you sell hats?”

asks Lala.

“No, we do not sell hats,” says

414
Questions
Who is the main character in the story?
Be
n
Lal
a
Mel

What does he have?

a
school
a store
a hat

What is the store for?

a place used for fixing
things a place used for
selling things
a place used for keeping things

What do you think does it sell?

Ben’s store sells
hats. Ben’s store
sells toys. Ben’s
store sells food.

Why was it important for Lala to go in and "have a look?"

to find out what she can
sell to find out what she
can buy to find out what
she can keep

Which of these words best describes Ben?

helpf
ul
greed
y
giving

415
 ANANSI’S WEB
Anansi was tired of her web. So one day, she said “I

will go live with the ant.”

Now, the ant lived in a small hill. Once in the hill

Anansi cried, “This place is too dark! I will go live with the

bees.”

When she got to the beehive, Anansi cried, “This

place is too hot and sticky! I will go live with the beetle.”

But on her way to beetle’s home she saw her web.

“Maybe a web is the best place after all."

416
Questions
Where does Anansi live?
in a
beehive in
a web
in a hill

What was her problem?

She was tired of living in other insects’
homes. She was tired of living in a web.
She was tired of being a spider.

Which of the following happened last?

She went to beetle’s
house. She went back to
the web. She went to the
beehive.

What would she have said at beetle’s home?

“This place is not for me.”
“This place can be
better.”
“This place is exactly like my web.”

Which of the following solved her problem?

She tried out other insects’
homes. She stayed at home all
day.
She made a new home.

At the end of the story, which statement do you think is she going to say?
“My home is your home.”
“Homes should be
shared.” “There’s no
place like home. “

417
 PEDRITO’S SNACK
The bell rang. “It’s snack time!” Pedrito shouted and ran

out of the room. He sat on a bench under a tall tree.

In Pedrito’s lunch bag were three soft buns. He got

the first one and took a bite. “Mmmm,” said Pedrito. Just

then, a sparrow sat on the bench. It was looking at him.

Pedrito didn’t mind. He went on and finished his bun.

Then Pedrito got his second bun. He took a big bite

and said “Mmmm!” The sparrow was still looking at him. It

also moved closer. But still, Pedrito did not mind. He went

on and finished his bun.

Finally, Pedrito got his last bun. He was about to take

a bite when the sparrow flew up to his shoulder. Pedrito

smiled, cut the bun in two and said to himself, “I think

someone also likes bread and butter.”

418
Questions

What was Pedrito excited

about? having his
favorite snack going
to the bench
being with the
birds finding a
friend

Which of the statements explains the sentence, “Pedrito didn’t mind.”

Pedrito was not thinking.
Pedrito was not bothered.
Pedrito did not want to
think.
Pedrito did not want to be bothered.

Which of these was NOT mentioned in the story?

The sparrow looked at the
bread. The sparrow sat down on
the bench. The sparrow moved
closer to Pedrito.
The sparrow flew onto Pedrito’s shoulder.

What does the word ‘finished’ mean in the phrase "finished his bun?"
The bun was eaten.
The bun was
prepared.
The bun was thrown
away. The bun was
already spoiled.

419
Why was the sparrow looking at him?
It wanted to be a pet.
It wanted to watch Pedrito as he
ate. It wanted to have a share
of the bun.
It wanted to listen more closely to Pedrito.

Why did Pedrito have to break the third bun in two?

So that he can eat the bun in two
bites. So that he can cut up the bun
some more. So that he can share it
with the sparrow.
So that he can save the other half for later.

Which of the following sentences best shows what Pedrito thought of at

the end of the story?
“Sharing is only true among
friends.” “Ask and you shall
receive.”
“One good turn deserves another.”
“Something good is even better when
shared.”

420
 EFFECTS OF ANGER
Anger is often viewed as harmful. It does not only

affect the person feeling this anger but those around him

or her. As these feelings get stronger, changes occur in

our body. Our faces turn red and carry a frown. Our teeth

are clenched and our hands are closed tight. Our

breathing becomes heavy and this makes our heart beat

faster. Our shoulder and neck muscles become stiff and

our blood pressure begins to rise. All these things happen

because our body is preparing for something. It is

preparing for action. However, this action does not have

to be harmful.

People are often guilty about feeling angry. But,

anger can be viewed positively. Feelings of anger tell you

that something is not right and that something needs to

change. The challenge lies in making sure that actions

resulting from anger will help rather than harm.

Expressing our feelings can help others understand the

source of our anger rather than fear its consequences.

Reference: Adapted from [Link]

news-about- anger

421
Questions
Which is NOT an observed change in our body when we get angry?
Our face turns red.
Our heart beats
faster.
Our shoulders become
stiff. Our breathing
becomes slow.

In the sentence, “Changes occur in our body,” which of the following

words is a synonym for the word occur?
stay
form
happe
n
transform

Why do people sometimes feel guilty for being angry?

Anger may hurt others.
Anger is not a feeling you should show to other
people. Anger may cause us to create positive
change in the world. Anger may cause us to be
motivated to act on something.

Which of these actions is based on anger as a positive form of expression?

focusing on what is wrong
saying hurtful words
identifying the root of the problem
keeping our emotions bottled up inside of us

Which of these actions are based on anger as a form of motivation?

asking the person we are angry at to think of how the
problem can be resolved
giving the person that we are angry at the silent
treatment kicking a chair aside and screaming out loud
seeking the help of a third person to side with you

422
What is one benefit of feeling angry?
It provides a form of exercise for our heart and blood
vessels. It prepares us for future occasions that we
might feel angry. It serves as a signal that
something is not right.
It changes how our mind works.

In the selection, what is the meaning of the word "challenge?"

It refers to a task that is new.
It refers to a task that is different
It refers to a task that is assigned
to us. It refers to a task that is
difficult to do.

In the selection, which trait would be most helpful when trying to use our
anger in a positive way?
being obedient
being honest
being
thoughtful
being
hardworking

423
 DUST
No matter how often we sweep the floor of our

homes, we are still able to gather together a considerable

amount of dust.

Dust is all around us. It gathers on bookshelves, on

furniture - old or new. These particles rest on any still

object – undisturbed until touched or wiped clean.

Dust, which was first believed to be made of dead

skin has been found to be a mix of different things. Some

of the common ingredients of dust particles include

animal fur, dead insects, food, fiber from clothes,

beddings, soil and other chemicals.

Although most of household dust comes from the outside

through doors, windows and shoes, other dust particles

come from within. Scientists have discovered that the mix

of dust from each household actually depends on four

things: the climate, the age of the house, the number of

persons who live in it and their individual cooking,

cleaning and smoking habits.

Making our homes free of dust may not be possible

but lessening the amount of dust that we keep in our

424
homes will help avoid possible allergies and allow us to

breathe well.

425
Questions
Which of the following is NOT true about dust?
Dust causes allergies.
Dust is made of dead skin only.
Dust comes from both within the home and outside of it.
The amount of dust in the house may depend on the climate.

Knowing the contents of the dust in our homes will determine .

how dust can be cleaned up
where the dust is coming
from what one might add to
one’s home the lifestyle of
the occupants

Among the sources of dust, which is NOT within one’s control?

the personal habits of family
members the number of persons
in the home the age of the house
the climate

What is the greatest risk that one faces in having a dusty house? A dusty
house might .
cause the incidence of allergies
be a reason for accidents in the house
increase the temperature of the
environment result in the early
destruction of the furniture

Knowing the composition of dust will especially help persons with .

motor difficulties
physical
disabilities
circulatory
concerns
respiratory
problems

426
In this selection, the word “habits” refers to .
one’s unusual behavior
being addicted to
something
the work one occasionally performs
the manner by which one repeatedly does a task

How did the writer develop this selection about dust?

by giving examples
by narrating some events
by stating the cause and effect
by identifying the problem and the solutions

Which is an appropriate title of this selection?

Keeping the Houses Dust-
Free Sources of Dust in Our
Homes Effects of Dusty
Homes Diseases Due to
Dust

427
ENGLISH PRE-TEST
SET D

Level Title of the Selection

Nat Takes a Nap
Grade 2 Narrative
Waiting for Her Sister
Grade 3 Narrative
Wake Up!
Grade 4 Narrative
Amy’s Good Deed
Grade 5 Narrative
Dreams
Grade 6 Expository
Pain
Grade 7 Expository

428
NAT TAKES A NAP
Nat will nap.

He will nap on his bed.

But Nat wet the bed.

He cannot nap.

Nat is sad.

Mama gets

Nat. Nat has

his nap.

429
Questions
Who will nap?
Mat
t
Nat
Pat

Where did he want to nap?

in the
bed up
the bed
on the
bed

Why was he not able to take a nap?

Mama was not
there. It was not
time to nap.
He did not want to get wet.

Who helped him have his nap?

Mama
Papa
No
one

What did he feel when Mama got him?

glad
sad
afrai
d

430
WAITING FOR HER
SISTER
Mara sat by the school

gate. It was the end of

the day.

Mara looked at her watch.

“Where is Ate Mila?” she asked.

Mara looked at her watch again.

At last, Mila has come to pick her

up.

“Let’s go home. Mama said it’s time for

dinner,”

431
Questions
What did Mara want to do?
go home
go to school
go on a long trip

Why was Mara by the school gate?

She could not carry her big school
bag. She was waiting for her sister.
She wanted to know the time.

What part of the day was it?

the start of the school
day the middle of the
school day the end of
the school day

What does the phrase "pick up" mean?

to get from the floor
to fetch someone and bring them home
to deliver something from one place to another

Why did Mara keep looking at her watch?

She wanted to check for the time.
She was worried that it was getting
late. She wanted to know the time
that Mila left.

Which of these is the best thing for Mila to do so that Mara will not be so
worried? Mila should .
come on time
give her a big
hug
bring a friend along

432
 WAKE UP!
Every Saturday, Manuel goes to market with his

father, Mang Ador. They always pass by Aling Juaning’s

stall to buy meat. They go to Mang Tinoy’s for fresh

vegetables. They also visit Aling Tita’s seafood section.

Whenever Mang Ador buys something, Manuel always

tries to predict what his father will cook for lunch. Today,

Mang Ador bought tamarind, tomatoes, string beans,

radish, and shrimp.

“I know what we will have for lunch,” says Manuel

happily.

433
Questions
What woke Toto’s family up?
a fire truck
a loud knock
shouts from the neighbors

Which of these details tells us that this story happened in the evening?
Toto’s family was home.
Toto’s family was asleep.
Toto’s family had to dress
up.

Which answer best explains why his family was in a hurry?

The fire fighters were almost
there. The fire was very near.
It was getting late.

Who helped them fled from the fire?

the
firefighters
the
neighbors
their
relative

Which of these words best describes the family?

alert
helpful
trustwort
hy

Which advice in the story tells us how to avoid getting burned?

call for help
dress up
quickly
wrap yourself in a wet towel

434
 AMY’S GOOD DEED
Amy loves walking home from school to see the

colors of the leaves and listen to the birds sing. But one

day, she heard a soft cry. It came from under a bush.

“Should I go near?” Amy wondered. As it grew louder, Amy

decided she must help the poor thing.

Amy crept closer and held her arm out. Just when she

was about to reach out, she saw a pair of eyes and heard a

loud “Hissss!!!!” She also felt a sharp pain. “Ouch!” Amy

cried. Her arm had four long scratch marks. Amy was

upset. She really thought

she was doing a good deed.

435
Questions
What does Amy love to do?
catching animals
listening to the trees
walking home from
school seeing the colors
of the birds

What did she find unusual?

the thorny bush
the cry of an animal
the colors of the
leaves the singing
of the birds

What did Amy want to do?

She wanted to save the
animal. She wanted to scare
the animal. She wanted to
hurt the animal. She wanted
to keep the animal.

What happened when she tried to help?

She was yelled at.
She was
scratched. She
was bitten.
She was pulled forward.

Why did the animal react that way?

The animal was getting ready to
attack. The animal wanted to be
friends.
The animal was scared of
Amy. The animal wanted to
play.

436
What for Amy is a "good deed?"
a surprise
a harmful
act a brave
action
an act of kindness

Which phrase best describes Amy?

a hardworking
girl a brave pet
owner a caring
person
a diligent student

437
 DREAMS
We often say “Sweet dreams,” but have you ever

wondered why we dream? Some say that dreaming is our

brain’s way of exercising. While we sleep, our brain may

be testing the connections and pathways to see if they are

working well. Others believe that dreaming is our brain’s

way of sorting out problems. Problems that have not been

addressed during the day are sometimes resolved in our

sleep. Yet another explanation is that dreaming is our

brain’s way of fixing and organizing all the information we

have. While sleeping, our brains have a chance to sort out

the information that we want to keep from the stuff we no

longer want. Still another idea is that dreams are just

another form of thinking. Will we ever get to know the

answer to this question? Maybe we should sleep on it.

Reference: Adapted from

[Link] brain/[Link];

[Link]

438
Questions
Based on the selection, what does our brain exercise through sleeping?
the connections and
pathways the left and right
hemispheres the content
and concepts
the gray matter

Which of the statements does NOT show how dreams fix our problems?
As we dream, we constantly think about what we have
learned or experienced.
Our dreams help us focus on things we are unable to notice
during the day.
Our brain comes up with solutions in our
sleep. Our brain sorts and files information.

How does a brain - through dreams - perform the function of an office

clerk?
It sorts information we need from what we
don’t need. It files what we know into fixed
categories.
It clears the board to store new
information. It functions alone.

Based on how it is used in the selection, which of the following words is a

synonym for the word "resolved?"
accommodat
ed reflected
decided
fixed

Which of the following statements is NOT true about the brain?

Our brain makes
connections. Our brain
never stops thinking.
Sleeping is our brain’s way of shutting
down. Our brain replays our experiences
as we sleep.

439
Which question is the selection trying to answer?
What are the types of dreams?
Why are our reasons for
dreaming? Are all dreams
sweet?
How can we stop from dreaming?

In the selection, what does it mean to “sleep on it?"

ignore it
take a nap
think
about it
forget about it

Which could be a good title for this selection?

Dreaming: Explained
Preventing Our Dreams
Interpreting One’s Dream
Finding Solutions to
Dreaming

440
 PAIN
How do we sense pain? The human body has

nociceptors to receive an electrical impulse that is sent to

part of the brain that recognizes pain. Memories of these

sensations are formed to help us avoid painful objects and

experiences and prevents us from repeating past

mistakes that may have hurt us in some way.

But pain is more complex. It is not only a physical

experience but an emotional and psychological one as

well. When all of these come together, it is called

suffering.

The mind is not alone in recognizing pain. The

nervous system is also able to store such information.

Even when a person loses a finger or a limb, the pain that

was once felt may become a chronic one – one that keeps

recurring. The best way to avoid this is to prevent pain

memories from forming. The use of anesthesia prevents

the mind from creating these memories.

Drugs that prevent pain such as analgesics help lessen

the pain sensed.

441
Questions
What are "nociceptors?"
electrical
impulses
memories of
pain nerve
receptors
sensations of
pain

How do memories of pain help us?

These constantly remind us of what
hurts. These help dull the senses.
These help us re-experience the
pain. These inform us on what to
watch out for.

Suffering is the complex mix of .

physical, mental and spiritual experiences
physical, psychological and social influences
physical, sociological and cognitive factors
physical, emotional and psychological
experiences

Which of the following is an example of how memories of pain help us?

A baby crying at the sight of the needle
Drinking a pain killer once a headache
starts Asking if a dental procedure will
hurt
We relive these experiences through our dreams

Which is an example of helping the body avoid the creation of memories

for pain?
Avoiding the use of anesthesia
Drinking a painkiller once a headache
starts Talking about a painful experience
with a friend
Being given an anesthetic before a dental procedure

442
In the selection, how was the word 'chronic' used in the phrase “chronic
pain?"
continuo
us in-
born
throbbing
worsenin
g

Which of the following adjectives best describes our memories’ role in

managing pain?
curative
corrective
preventive
restorative

In the selection, what does it mean to ‘sense pain’?

create pain
recognize
pain
remember
pain
understand
pain

443
ENGLISH PRE-TEST
SET A

Level Title of the Selection

Pam’s Cat
Grade 2 Narrative
Summer Fun
Grade 3 Narrative
Get Up, Jacky!
Grade 4 Narrative
Frog’s Lunch
Grade 5 Narrative
Yawning
Grade 6 Expository
Dark Chocolate
Grade 7 Expository

444
Ask the following questions.

Motivation: What can cats do?

Motive Question: In the story, let’s find out what Pam’s cat can do.
Teacher reads the title. The title of the selection is “Pam’s Cat.”

Now, read the selection.

Pam has a

cat. It is on

the bed.

It can nap. It can sit.

“Oh no!” says Pam.

“The cat fell off the

bed!” Is the

cat sad?

445
Listen to each question. Choose the letter of the
correct answer.
Who has a pet?
Pat
Pa
m
Paz

What is her pet?

do
g
pig
cat

Why did Pam say “Oh no!”?

She was mad.
She was
happy. She
was worried.

Why did she feel this way?

Her cat can do tricks.
Her cat made a
mess. Her cat might
be hurt.

How do we know that the cat is ok?

It is on the
bed. It is on
the mat. It
has a rat.

446
Ask the following questions.

Motivation: What do you do when it is summer time?

Motive Question: In the story, let’s find out what the children will do
in the summer.
Teacher reads the title. The title of the selection is “Summer Fun.”

Now, read the selection.

“Let’s have some fun this summer,” says

Leo. “Let’s swim in the river,” says Lina.

“Let’s get some star apples from the tree,” says

Leo. “Let’s pick flowers,” says Lina.

“That is so much fun!” says Mama.

“But can you help me dust the shelves

too?”

“Yes, we can Mama,” they say.

“Helping can be fun too!”

447
Listen to each question. Choose the letter of the
correct answer.
Who were talking to each other?
Lita and Lito
Lina and Lino
Lina and Leo

What were they talking about?

what to do during the
summer what to have
during the summer what to
wear during the summer

The children in the story could be

brother and
sister
neighbors
cousins

Which of these will they do if they are hungry?

pick
flowers
pick
guavas go
swimming

Doing something "fun" means .

doing something in the
summer doing something in
the house doing something
that we like

Which these is the best example of being helpful?

picking
flowers
cleaning up
swimming

448
Ask the following questions.

Motivation: What makes you get up in the morning?

Motive Question: In the story, let’s find out what made the child get
up.
Teacher reads the title. The title of the selection is “Get up, Jacky!”

Now, read the selection.

“Ring! Ring!” rang the

clock. But Jacky did not

get up.

“Wake up Jacky! Time for school,” yelled Mom.

And yet Jacky did not get up.

“Beep! Beep!” honked the horn of

the bus.

Jacky still laid snug on the bed.

Suddenly, a rooster crowed out

loud and sat on the window sill.

Jacky got up and said with cheer,

449
Listen to each question. Choose the letter of the
correct answer.
Who is the main character in our story?
Jock
Jicky
Jack
y

Why did the main character need to wake up early?

to get to school on
time to get to work
on time to get to
bed on time

What woke the character up?

the ringing of the alarm
clock the crowing of the
rooster Mom’s yelling

What did the character think as he/she "laid snug" on the bed?
“I do not want to get up yet.”
“I do not want to be late
today.” “I want to be extra
early today.”

What does it mean to say something "with cheer?"

We say it sadly.
We say it
happily.
We say it with
fear.

Which of these statements fits the story?

Jacky liked being woken up by a
clock. Jacky liked being woken up by
a bus horn. Jacky liked being woken
up by a rooster.

450
Ask the following questions.

Motivation: What do frogs eat?

Motive Question: In the story, what did the frog eat?
Teacher reads the title. The title of the selection is “Frog’s Lunch.”

Now, read the selection.

One day, a frog sat on a lily pad, still as a

rock. A

fish swam by.

“Hello, Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.

“Oh, good luck!” said the fish and swam

away.

Then, a duck waddled by.

“Hello Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.

“Oh, good luck!” said the duck and waddled

away.

Then a bug came buzzing by.

451
Listen to each question. Choose the letter of the
correct answer.
Who is the main character in the story?
the
bug
the
duck
the fish
the
frog

What was he doing?

resting on a lily
pad chatting
with a bug
hunting for his
food waiting for
the rain

In what way was he able to get his lunch?

He was able to fool the
fish. He was able to fool
the duck. He was able to
fool the rock. He was able
to fool the bug.

Why should the frog be “still as a rock?”

so that he will not scare the other animals
away so that he can catch his lunch
so that the other animals will think he is
friendly so that the fish will say nice
things about him

Which of these words describe the duck?

patien
t
eager
curiou
s
carefu
l

452
Which of these words describe Mr. Frog?
patien
t
eager
curiou
s
carefu
l

Which of these characteristics would have helped the bug?

being
patient
being
eager
being
curious
being
careful

453
Ask the following questions.

Motivation: Have you ever yawned? When do you do so?

Motive Question: In this selection, let’s find out why we yawn.
Teacher reads the title. The title of the selection is “Yawning.”

Now, read the selection.

What makes us yawn? Yawning is something that we

cannot control. Even in the mother’s womb, eleven-week-

old babies have been observed to yawn. But why do we do

it?

One popular explanation for yawning is that a person may

be tired or bored. Although many believe this to be true, it

cannot explain why athletes yawn before an event or why

dogs yawn before an attack.

It is said that yawning is caused by a lack of oxygen

and excess carbon dioxide. A good example of this is

when we yawn in groups. We yawn because we are

competing for air.

Others even believe that we yawn to cool our brains

off. Cool brains allow us to think more clearly so yawning

is said to help us become more alert.

Reference: McManus, M. R. (2001). What makes us Yawn? Retrieved from:

Howstuffworks com

[Link]

[Link]

454
Listen to each question. Choose the letter of the
correct answer.
What is a fact about yawning?
It is something we cannot
control. It is something only
humans do
It is a result of
boredom. It happens
after birth.

Which of the following might make us yawn?

reading a book
being in a crowded
room being around
plants
being in a small air-conditioned car

What does the word "involuntary" mean?

expected
unexpected
within control
uncontrollable

Which of the following may be a benefit of yawning?

It warns us of possible attacks by dogs.
It provides us the carbon dioxide we
need. It cools our brains.
It balances the amount of oxygen and carbon dioxide.

According to the selection, what is most likely to happen after we yawn?

We will become more
alert. We will be less
tired.
We will be less
sleepy. We will be
calmer.

In the selection, how is the word 'compete' used in the phrase

"competing for air?"
struggling to take in some
air arguing about
breathing battling it out
for oxygen racing to
breathe more air
455
Which of the following shows evidence that "yawning" is "competing for
air?"
The passengers in an elevator yawned.
Several people yawned while picnicking at an open
field. Two people yawned inside a room with air-
conditioning. Three students yawned in a big empty
room.

Which of the following is the best response when we see a person/animal

yawn?
Have the person eat a food item that is a good source of
energy. Change the topic of conversation to a more
interesting one.
Turn on an electric fan or source of
ventilation. Run away to avoid being
attacked.

456
Ask the following questions.

Motivation: What is the effect of eating dark chocolates?

Motive Question: In this selection, let’s find out the benefits of eating
dark chocolate.
Teacher reads the title. The title of the selection is “Dark Chocolate.”

Now, read the selection.

Dark chocolate finds its way into the best ice creams,

biscuits and cakes. Although eating chocolate usually

comes with a warning that it is fattening, it is also

believed by some to have magical and medicinal effects.

In fact, cacao trees are sometimes called Theobroma

cacao which means “food of the gods.”

Dark chocolate has been found out to be helpful in

small quantities. One of its benefits is that it has some of

the most important minerals and vitamins that people

need. It has antioxidants that help protect the heart.

Another important benefit is that the fat content of

chocolate does not raise the level of cholesterol in the

blood stream. A third benefit is that it helps address

respiratory problems. Also, it has been found out to help

ease coughs and respiratory concerns. Finally, chocolate

increases serotonin levels in the brain. This is what gives

us a feeling of well-being.
Reference: Schnoll, R. (2012). Choocolate: Food for the Gods, Retrieved from http://

[Link]/health/rschnoll/contact/documents/chocolatefacultycircle.
pdf

448
Listen to each question. Choose the letter of the
correct answer.
Why was chocolate called Theobroma cacao? It
is considered to be .
fattening food
magical tree
medicinal
candy food of
the gods

Which statement is true?

All chocolates have medicinal
properties. In small doses, dark
chocolate is fattening. Dark
chocolate has minerals and vitamins.
Chocolate raises the level of
cholesterol.

What is found in dark chocolate that will help encourage its consumption?
antioxidants
sugar
fat
s
mil
k

After we eat chocolate, which of these is responsible for making us

feel good?
cacao
theobroma
serotonin
antioxidants

If a person coughs and is asked to have some chocolate, why would this be
good advice?
Dark chocolate helps respiratory
problems. Dark chocolate helps
circulation.
Dark chocolate does not raise the level of
cholesterol. Dark chocolate has vitamins and
minerals.

449
Which of the following body systems does not directly benefit from the
consumption of dark chocolate?
Circulatory
system
Respiratory
system
Excretory
system Nervous
system

Which important fact shows that dark chocolate may be safe for the
heart?
It may ease coughs.
It helps address respiratory problems.
It does not raise the level of cholesterol.
In small quantities, dark chocolate has been said to be medicinal.

What does “address” mean in the second paragraph?

to
locate
to
identify
to deal
with to
recognize

450
ENGLISH PRE-TEST
SET B

Level Title of the Selection

A Hot Day
Grade 2 Narrative
A Rainy Day
Grade 3 Narrative
Waiting for the Peddler
Grade 4 Narrative
The Cow and the Carabao
Grade 5 Narrative
Laughter
Grade 6 Expository
Sneezing
Grade 7 Expository

451
Ask the following questions.

Motivation: What do you do to feel cool on a hot day?

Motive Question: What did characters in the story do to feel cool on
a hot day?
Teacher reads the title. The title of the selection is “A Hot Day.”

Now, read the selection.

The sun is up.

“Is it a hot day, Matt?” asks

Sal. “Yes, it is,” says Matt.

Sal gets her

fan. Matt gets

his hat.

Sal and Matt go out to play.

Sal and Matt have fun.

452
Listen to each question. Choose the letter of the
correct answer.
Who are the children in the story?
Sam and Matt
Sal and Max
Matt and Sal

What kind of day was it?

a sunny
day a
cloudy day
a rainy
day

What did the little girl do so that she will not feel hot?
She stayed inside.
She got a hat.
She got a fan.

What did the little boy do so that he will not feel hot?
He stayed
inside. He got a
hat.
He got a fan.

What is the message of the story?

We can have fun on a hot
day. We can have fun on a
cool day. We can have fun on
a cloudy day.

453
Ask the following questions.

Motivation: Which games do you play inside the house on a

rainy day?
Motive Question: In the story, let’s find out what game they will
play.
Teacher reads the The title of the selection is “A Rainy Day.”
title.
Now, read the selection.

Nina and Ria are looking out the

window. “I do not like getting wet in the

rain,” says Nina.

“What can we do?” asks Ria.

“We can play house,” says

Nina. “Or we can play tag,”

says Ria.

“Okay, let’s play tag. You’re it!” says

Nina. Nina runs from Ria and bumps

a lamp. “Oh no!” says Nina.

454
Listen to each question. Choose the letter of the
correct answer.
What is it that Ria does not like?
playing tag
playing
house
getting wet in the rain

What does Nina want to do?

play tag
play
house
get wet in the rain

Who wants to play tag?

Ria
Nin
a
Ria and Nina

What is "tag?"
a card
game a
video game
a running game

Why wasn’t it a good idea to play tag in the house?

Something might break
Someone might get tired
Something might get lost

Which word tells what Ria and Nina should be?

careles
s
careful
curious

455
Ask the following questions.

Motivation: What do the peddlers in your neighborhood shout

out loud?
Motive Question: In the story, let’s find out what the peddler says out
loud.
Teacher reads the title. The title of the selection is “Waiting for the
Peddler.”

Now, read the selection.

Mama was feeling sick.

“Lisa, I cannot make you a snack,” she said.

“Can you watch out for the peddler while I

rest?” “Yes Mama,” Lisa answered.

Soon, a man shouted, “Taho!

Taho!” Lisa ran. “Two cups

please,” she said.

Lisa paid the man.

She got one cup of taho and gave the other to

Mama. “Thank you, Lisa. I feel much better

now,” said Mama.

456
Listen to each question. Choose the letter of the
correct answer.
What is it that Mama could NOT do?
She could not go out.
She could not make Lisa a
snack. She could not wait for
the peddler.

Which of the following did NOT happen in the story?

Lisa went out to buy taho.
Lisa waited for the
peddler. Lisa made a
snack for Mama.

Which of the following words best describes Lisa?

obedient
resourceful
hardworking

Which statement tells us what a peddler can do?

A peddler sells
snacks. A peddler
visits the sick.
A peddler brings medicine.

When we “watch out” for something or someone, we ?

look at something
wait for
something
go away from something

Which statement best fits the story?

It is good to visit the sick.
It is best to buy from a peddler.
Those who help us sometimes need help, too.

457
Ask the following questions.

Motivation: What do cows and carabaos look like?

Motive Question: In the story, let’s find out how the cow and carabao
ended up looking the way they do.
Teacher reads the title. The title of the selection is “The Cow and the
Carabao.”

Now, read the selection.

Long ago, a farmer had a carabao and a cow. The

carabao was bigger but the cow worked just as hard.

One day the farmer said, “I can get more from my

farm if my carabao works all day and my cow works all

night.” This went on for a month till finally, the carabao

cried, “It is just too hot to work all day!” “Want to go for

a swim?” asked the cow. “It will cool you off.” The

carabao happily agreed. They went off without the

farmer’s consent.

Before swimming, they hung their skins on a tree

branch. But it wasn’t long till the farmer went looking

for them. Upon seeing the farmer, they rushed to put on

their skins. In their rush, the carabao had worn the

cow’s skin and the cow had worn the carabao’s skin.

From then on, cows have sagging skin while

carabaos have tight skin.

Reference: Adapted from: [Link]

458
Listen to each question. Choose the letter of the
correct answer.
At the beginning of the story, what was one major difference between the
cow and the carabao?
The carabao was bigger than the cow.
The cow had sagging skin while the carabao had tight
skin. The carabao had sagging skin while the cow had
tight skin. The carabao worked at night while the cow
worked in the day.

What did the farmer decide one day?

The cow and the carabao will work together.
The cow and the carabao should not leave the farm.
The carabao will work in the day while the cow will work
at night. The cow will work in the day while the carabao
will work at night.

What word describes the farmer in the story?

kind
cruel
grump
y
hardworking

How did the farmer’s decision affect the cow and the carabao?
They did not have time to
rest. They hardly saw each
other.
They did not eat
enough. They were
always tired.

What does the phrase “without consent” mean?

did not have
permission was not
informed
has not
rested did not
know

459
Which of the following events happened last?
The carabao cried out that it was so
hot. The cow and the carabao
decided to swim.
The farmer came while the animals were swimming.
The cow and the carabao hurriedly put on their skins.

What kind of story is this?

myth
parable
legend
fairy
tale

460
Ask the following questions.

Motivation: What happens when you laugh?

Motive Question: In the selection, let’s find out what happens when
one laughs.
Teacher reads the title. The title of the selection is “Laughter.”

Now, read the selection.

People love to laugh. We love it so much when there

are jokes, jobs, and shows that are made to make us

laugh. Even though laughing seems natural, not many

species are able to do so.

Laughing involves the performance of rhythmic,

involuntary movements, and the production of sounds. We

are able to laugh using fifteen facial muscles, our

respiratory system, and sometimes even our tear ducts.

We are lucky that we are able to laugh because there

is strong evidence that laughter can help improve health.

Laughter boosts the immune system and adds another

layer of protection from disease. Since laughter also

increases blood flow, it improves the function of blood

vessels that helps protect the heart. Laughter also relaxes

the whole body by relieving tension and stress. Finally,

laughter also brings out the body’s natural feel-good

chemicals that promote well-being.

Reference: [Link]

461
Listen to each question. Choose the letter of the
correct answer.
What is laughing?
It is the voluntary reception of
sounds. It is the voluntary
production of sounds.
It is the involuntary production of sounds.
It is the voluntary use of our facial muscles.

What does the statement, “There are jokes, jobs, and shows that are made
to make us laugh,” imply in this selection?
Laughter is something we have to work
at. Comedy shows are good sources of
income. Laughter is an important part of
our life.
Jokes and comedy shows are expensive ways to make us laugh.

In what way does laughing prevent us from getting sick?

It lets us have full use of our respiratory
system. It helps boost our immune
system.
It allows us to use our tear
ducts. It exercises our facial
muscles.

If laughter increases blood flow, which body system does it help?

nervous system
respiratory
system
excretory
system
circulatory
system

Which word CANNOT be used to describe laughing?

rhythmic
voluntary
uncontrollable
functional

Which of the following facts about laughter would be helpful to a

hardworking secretary at a busy office?
Laughter uses fifteen facial muscles.
Laughter keeps tension and stress
462
away. Laughter may help protect us
from diseases. Laughter brings out the
‘feel good’ chemicals.

463
Which of the following is the best title for the selection?
Laughter is the answer.
Laughter is the best
medicine.
Laughter is what sets humans apart.
Laughter affects the human
condition.

Which of the following would be the most ideal place to spread the good
effects of laughter?
sari-sari
store gas
station
hospital
market

464
Ask the following questions.

Motivation: When do you usually sneeze?

Motive Question: In the selection, let’s find out what makes one
sneeze.
Teacher reads the title. The title of the selection is “Sneezing.”

Now, read the selection.

Sneezing happens when our body is trying to remove

an irritation found inside the nose. A special name for this

process is sternutation.

How does a sneeze happen? When your nose is

tickled, the sneeze center in our brain receives a

message. Soon, the other parts of the body that work

together to create a sneeze such as the abdominal

muscles, chest muscles, the diaphragm, the muscles of

the vocal chords, the back of the throat, and the eyelids

receive this message. An explosion as fast as 161

kilometers per hour sends the irritant speeding out of your

nose.

Examples of irritants in the air are dust, pepper, or

allergens such as pollen. Some experience having a photic

reflex and sneeze as soon as they are under the bright

sun. Now, if it ever happens that a sneeze of yours gets

stuck, look towards a bright light to unstick your stuck

sneeze.
Reference: [Link]

465
Listen to each question. Choose the letter of the
correct answer.
What is sternutation?
the voluntary process of expelling dirt and dust from inside
our nose the involuntary process of removing an irritation
inside the nose
a person’s natural reaction to bright
light an explosion of allergens

Sneezing happens .
to release energy
to expel an
irritant to
remove nose hair
in response to a cough

Which of the following is NOT an example of an allergic reaction?

sneezing in a dusty room
pepper-induced
sternutation photic reflex
from sun exposure
Sneezing when exposed to pollen

Which of the following does NOT help to create a sneeze?

abdominal
muscles chest
muscles nasal
passages voice
box

Which is the best advice to follow to unstick a sneeze?

look towards a bright light
tickle our nostrils
blow one’s
nose cough
out loud

466
Why must we cover our nose when we sneeze?
to prevent the further intake of pepper
powder to prevent the allergens from
multiplying
to prevent irritants from
spreading to prevent ourselves
from sneezing

Which of the following is the best thing to do if you feel a sneeze coming
along?
Take cold medicine.
Have a body check-
up. Move away from
others.
Open a window that faces a garden.

The main idea of this selection is

the different kinds of
sneeze how sneezing
happens
the cure for
sneezing the origin
of sneezing

467
ENGLISH PRE-TEST
SET C

Level Title of the Selection

Al’s Bag
Grade 2 Narrative
Ben’s Store
Grade 3 Narrative
Anansi’s Web
Grade 4 Narrative
Pedrito’s Snack
Grade 5 Narrative
Effects of Anger
Grade 6 Expository
Dust
Grade 7 Expository

468
Ask the following questions.

Motivation: What can you put in a basket?

Motive Question: In the story, let’s find out what Al had in his basket.
Teacher reads the The title of the selection is “Al’s Bag.”
title.
Now, read the selection.

Al has a bag.
It has a mat.

It has buns.
It has bananas.
But it has ants too!

“Ants! Ants!” says Al.

Al lets the bag go.

469
Listen to each question. Choose the letter of the
correct answer.
What is the name of the boy in the story?
Al
Alf
Ant
s

What does he have in his bag?

a mat
an
apple
an orange

What will he do?

have a nap
have a
party have
a snack

Why does he let his bag go?

He is
afraid. He
is glad. He
is mad.

Which sentence tells us why it is a good idea for the boy to let go of his
bag?
So the ants cannot get the
food So the ants cannot bite
him
So the ants will be free

470
Ask the following questions.

Motivation: What do you buy at the store?

Motive Question: In the story, let’s find out what is in Ben’s store.
Teacher reads the title. The title of the selection is “Ben’s Store.”

Now, read the selection.

Ben has his own store.

“Do you sell eggs?” asks

Mel.

“Yes, come in,” says Ben.

“Do you sell milk?” asks

Dante.

“Yes, come in,” says

Ben. “Do you sell hats?”

asks Lala.

“No, we do not sell hats,” says

471
Listen to each question. Choose the letter of the
correct answer.
Who is the main character in the story?
Be
n
Lal
a
Mel

What does he have?

a
school
a store
a hat

What is the store for?

a place used for fixing
things a place used for
selling things
a place used for keeping things

What do you think does it sell?

Ben’s store sells
hats. Ben’s store
sells toys. Ben’s
store sells food.

Why was it important for Lala to go in and "have a look?"

to find out what she can
sell to find out what she
can buy to find out what
she can keep

Which of these words best describes Ben?

helpf
ul
greed
y
giving

472
Ask the following questions.

Motivation: Why does a spider make itself a web?

Motive Question: In the story, let’s find out why a spider makes a
web.
Teacher reads the title. The title of the selection is “Anansi’s Web.”

Now, read the selection.

Anansi was tired of her web. So one day, she said “I

will go live with the ant.”

Now, the ant lived in a small hill. Once in the hill

Anansi cried, “This place is too dark! I will go live with the

bees.”

When she got to the beehive, Anansi cried, “This

place is too hot and sticky! I will go live with the beetle.”

But on her way to beetle’s home she saw her web.

“Maybe a web is the best place after all."

473
Listen to each question. Choose the letter of the
correct answer.
Where does Anansi live?
in a
beehive in
a web
in a hill

What was her problem?

She was tired of living in other insects’
homes. She was tired of living in a web.
She was tired of being a spider.

Which of the following happened last?

She went to beetle’s
house. She went back to
the web. She went to the
beehive.

What would she have said at beetle’s home?

“This place is not for me.”
“This place can be
better.”
“This place is exactly like my web.”

Which of the following solved her problem?

She tried out other insects’
homes. She stayed at home all
day.
She made a new home.

At the end of the story, which statement do you think is she going to say?
“My home is your home.”
“Homes should be
shared.” “There’s no
place like home. “

474
Ask the following questions.

Motivation: What is your favorite snack? With whom did you

share it?
Motive Question: In the story, what did Pedrito do with his favorite
snack? With whom did he share it?
Teacher reads the title. The title of the selection is “Pedrito’s Snack.”

Now, read the selection.

The bell rang. “It’s snack time!” Pedrito shouted and

ran out of the room. He sat on a bench under a tall tree.

In Pedrito’s lunch bag were three soft buns. He got

the first one and took a bite. “Mmmm,” said Pedrito. Just

then, a sparrow sat on the bench. It was looking at him.

Pedrito didn’t mind. He went on and finished his bun.

Then Pedrito got his second bun. He took a big bite

and said “Mmmm!” The sparrow was still looking at him. It

also moved closer. But still, Pedrito did not mind. He went

on and finished his bun.

Finally, Pedrito got his last bun. He was about to take

a bite when the sparrow flew up to his shoulder. Pedrito

smiled, cut the bun in two and said to himself, “I think

someone also likes bread and butter.”

475
Listen to each question. Choose the letter of the
correct answer.
What was Pedrito excited
about? having his
favorite snack going
to the bench
being with the
birds finding a
friend

Which of the statements explains the sentence, “Pedrito didn’t mind.”

Pedrito was not thinking.
Pedrito was not bothered.
Pedrito did not want to
think.
Pedrito did not want to be bothered.

Which of these was NOT mentioned in the story?

The sparrow looked at the
bread. The sparrow sat down on
the bench. The sparrow moved
closer to Pedrito.
The sparrow flew onto Pedrito’s shoulder.

What does the word ‘finished’ mean in the phrase "finished his bun?"
The bun was eaten.
The bun was
prepared.
The bun was thrown
away. The bun was
already spoiled.

476
Why was the sparrow looking at him?
It wanted to be a pet.
It wanted to watch Pedrito as he
ate. It wanted to have a share
of the bun.
It wanted to listen more closely to Pedrito.

Why did Pedrito have to break the third bun in two?

So that he can eat the bun in two
bites. So that he can cut up the bun
some more. So that he can share it
with the sparrow.
So that he can save the other half for later.

Which of the following sentences best shows what Pedrito thought of at

the end of the story?
“Sharing is only true among
friends.” “Ask and you shall
receive.”
“One good turn deserves another.”
“Something good is even better when
shared.”

477
Ask the following questions.

Motivation: What happens to your body when you are angry?

Motive Question: In this selection, let’s find out what happens
to our body when we are angry.
Teacher reads the title. The title of the selection is “Effects of Anger.”

Now, read the selection.

Anger is often viewed as harmful. It does not only

affect the person feeling this anger but those around him

or her. As these feelings get stronger, changes occur in

our body. Our faces turn red and carry a frown. Our teeth

are clenched and our hands are closed tight. Our

breathing becomes heavy and this makes our heart beat

faster. Our shoulder and neck muscles become stiff and

our blood pressure begins to rise. All these things happen

because our body is preparing for something. It is

preparing for action. However, this action does not have

to be harmful.

People are often guilty about feeling angry. But,

anger can be viewed positively. Feelings of anger tell you

that something is not right and that something needs to

change. The challenge lies in making sure that actions

resulting from anger will help rather than harm.

Expressing our feelings can help others understand the

source of our anger rather than fear its consequences.

Reference: Adapted from [Link]

478
news-about- anger

479
Listen to each question. Choose the letter of the
correct answer.
Which is NOT an observed change in our body when we get angry?
Our face turns red.
Our heart beats
faster.
Our shoulders become
stiff. Our breathing
becomes slow.

In the sentence, “Changes occur in our body,” which of the following

words is a synonym for the word occur?
stay
form
happe
n
transform

Why do people sometimes feel guilty for being angry?

Anger may hurt others.
Anger is not a feeling you should show to other
people. Anger may cause us to create positive
change in the world. Anger may cause us to be
motivated to act on something.

Which of these actions is based on anger as a positive form of expression?

focusing on what is wrong
saying hurtful words
identifying the root of the problem
keeping our emotions bottled up inside of us

Which of these actions are based on anger as a form of motivation?

asking the person we are angry at to think of how the
problem can be resolved
giving the person that we are angry at the silent
treatment kicking a chair aside and screaming out loud
seeking the help of a third person to side with you

480
What is one benefit of feeling angry?
It provides a form of exercise for our heart and blood
vessels. It prepares us for future occasions that we
might feel angry. It serves as a signal that
something is not right.
It changes how our mind works.

In the selection, what is the meaning of the word "challenge?"

It refers to a task that is new.
It refers to a task that is different
It refers to a task that is assigned
to us. It refers to a task that is
difficult to do.

In the selection, which trait would be most helpful when trying to use our
anger in a positive way?
being obedient
being honest
being
thoughtful
being
hardworking

481
Ask the following questions.

Motivation: Do you have dust at home?

Motive Question: In the story, let’s find out what dust is made of
Teacher reads the title. The title of the selection is “Dust.”

Now, read the selection.

No matter how often we sweep the floor of our

homes, we are still able to gather together a considerable

amount of dust.

Dust is all around us. It gathers on bookshelves, on

furniture - old or new. These particles rest on any still

object – undisturbed until touched or wiped clean.

Dust, which was first believed to be made of dead

skin has been found to be a mix of different things. Some

of the common ingredients of dust particles include

animal fur, dead insects, food, fiber from clothes,

beddings, soil and other chemicals.

Although most of household dust comes from the outside

through doors, windows and shoes, other dust particles

come from within. Scientists have discovered that the mix

of dust from each household actually depends on four

things: the climate, the age of the house, the number of

persons who live in it and their individual cooking,

cleaning and smoking habits.

Making our homes free of dust may not be possible

482
but lessening the amount of dust that we keep in our

homes will help avoid possible allergies and allow us to

breathe well.

483
Listen to each question. Choose the letter of the
correct answer.
Which of the following is NOT true about dust?
Dust causes allergies.
Dust is made of dead skin only.
Dust comes from both within the home and outside of it.
The amount of dust in the house may depend on the climate.

Knowing the contents of the dust in our homes will determine .

how dust can be cleaned up
where the dust is coming
from what one might add to
one’s home the lifestyle of
the occupants

Among the sources of dust, which is NOT within one’s control?

the personal habits of family
members the number of persons
in the home the age of the house
the climate

What is the greatest risk that one faces in having a dusty house? A dusty
house might .
cause the incidence of allergies
be a reason for accidents in the house
increase the temperature of the
environment result in the early
destruction of the furniture

Knowing the composition of dust will especially help persons with .

motor difficulties
physical
disabilities
circulatory
concerns
respiratory
problems

484
In this selection, the word “habits” refers to .
one’s unusual behavior
being addicted to
something
the work one occasionally performs
the manner by which one repeatedly does a task

How did the writer develop this selection about dust?

by giving examples
by narrating some events
by stating the cause and effect
by identifying the problem and the solutions

Which is an appropriate title of this selection?

Keeping the Houses Dust-
Free Sources of Dust in Our
Homes Effects of Dusty
Homes Diseases Due to
Dust

485
ENGLISH PRE-TEST
SET D

Level Title of the Selection

Nat Takes a Nap
Grade 2 Narrative
Waiting for Her Sister
Grade 3 Narrative
Wake Up!
Grade 4 Narrative
Amy’s Good Deed
Grade 5 Narrative
Dreams
Grade 6 Expository
Pain
Grade 7 Expository

486
Ask the following questions.

Motivation: Who helps you fall asleep?

Motive Question: In the story, let’s find out who helped Nat
fall asleep.
Teacher reads the title. The title of the selection is “Nat Takes a Nap.”

Now, read the selection.

Nat will nap.

He will nap on his bed.

But Nat wet the bed.

He cannot nap.

Nat is sad.

Mama gets

Nat. Nat has

his nap.

487
Listen to each question. Choose the letter of the
correct answer.
Who will nap?
Mat
t
Nat
Pat

Where did he want to nap?

in the
bed up
the bed
on the
bed

Why was he not able to take a nap?

Mama was not
there. It was not
time to nap.
He did not want to get wet.

Who helped him have his nap?

Mama
Papa
No
one

What did he feel when Mama got him?

glad
sad
afrai
d

488
Ask the following questions.

Motivation: What do you do if you are picked up late

from school?
Motive Question: In the story, let’s find out what Mara did when
she was picked up late.
Teacher reads the title. The title of the selection is “Waiting for Her Sister.”

Now, read the selection.

Mara sat by the school

gate. It was the end of

the day.

Mara looked at her watch.

“Where is Ate Mila?” she asked.

Mara looked at her watch again.

At last, Mila has come to pick her

up.
“Let’s go home. Mama said it’s time for
dinner,”

489
Listen to each question. Choose the letter of the
correct answer.
What did Mara want to do?
go home
go to school
go on a long trip

Why was Mara by the school gate?

She could not carry her big school
bag. She was waiting for her sister.
She wanted to know the time.

What part of the day was it?

the start of the school
day the middle of the
school day the end of
the school day

What does the phrase "pick up" mean?

to get from the floor
to fetch someone and bring them home
to deliver something from one place to another

Why did Mara keep looking at her watch?

She wanted to check for the time.
She was worried that it was getting
late. She wanted to know the time
that Mila left.

Which of these is the best thing for Mila to do so that Mara will not be so
worried? Mila should .
come on time
give her a big
hug
bring a friend along

490
Ask the following questions.

Motivation: What has woken you up at night?

Motive Question: In the story, let’s find out, what woke Toto up.
Teacher reads the title. The title of the selection is “Wake Up!”

Now, read the selection.

Every Saturday, Manuel goes to market with his

father, Mang Ador. They always pass by Aling Juaning’s

stall to buy meat. They go to Mang Tinoy’s for fresh

vegetables. They also visit Aling Tita’s seafood section.

Whenever Mang Ador buys something, Manuel always

tries to predict what his father will cook for lunch. Today,

Mang Ador bought tamarind, tomatoes, string beans,

radish, and shrimp.

“I know what we will have for lunch,” says Manuel

happily.

491
Listen to each question. Choose the letter of the
correct answer.
What woke Toto’s family up?
a fire truck
a loud knock
shouts from the neighbors

Which of these details tells us that this story happened in the evening?
Toto’s family was home.
Toto’s family was asleep.
Toto’s family had to dress
up.

Which answer best explains why his family was in a hurry?

The fire fighters were almost
there. The fire was very near.
It was getting late.

Who helped them fled from the fire?

the
firefighters
the
neighbors
their
relative

Which of these words best describes the family?

alert
helpful
trustwort
hy

Which advice in the story tells us how to avoid getting burned?

call for help
dress up
quickly
wrap yourself in a wet towel

492
Ask the following questions.

Motivation: What are examples of good deeds?

Motive Question: In the story, what was Amy’s good deed?
Teacher reads the title. The title of the selection is “Amy’s Good Deed.”

Now, read the selection.

Amy loves walking home from school to see the

colors of the leaves and listen to the birds sing. But one

day, she heard a soft cry. It came from under a bush.

“Should I go near?” Amy wondered. As it grew louder, Amy

decided she must help the poor thing.

Amy crept closer and held her arm out. Just when she

was about to reach out, she saw a pair of eyes and heard a

loud “Hissss!!!!” She also felt a sharp pain. “Ouch!” Amy

cried. Her arm had four long scratch marks. Amy was

upset. She really thought

she was doing a good deed.

493
Listen to each question. Choose the letter of the
correct answer.
What does Amy love to do?
catching animals
listening to the trees
walking home from
school seeing the colors
of the birds

What did she find unusual?

the thorny bush
the cry of an animal
the colors of the
leaves the singing
of the birds

What did Amy want to do?

She wanted to save the
animal. She wanted to scare
the animal. She wanted to
hurt the animal. She wanted
to keep the animal.

What happened when she tried to help?

She was yelled at.
She was
scratched. She
was bitten.
She was pulled forward.

Why did the animal react that way?

The animal was getting ready to
attack. The animal wanted to be
friends.
The animal was scared of
Amy. The animal wanted to
play.

494
What for Amy is a "good deed?"
a surprise
a harmful
act a brave
action
an act of kindness

Which phrase best describes Amy?

a hardworking
girl a brave pet
owner a caring
person
a diligent student

495
Ask the following questions.

Motivation: Have you ever had a dream?

Motive Question: Why do we dream?
Teacher reads the title. The title of the selection is “Dreams.”

Now, read the selection.

We often say “Sweet dreams,” but have you ever

wondered why we dream? Some say that dreaming is our

brain’s way of exercising. While we sleep, our brain may

be testing the connections and pathways to see if they are

working well. Others believe that dreaming is our brain’s

way of sorting out problems. Problems that have not been

addressed during the day are sometimes resolved in our

sleep. Yet another explanation is that dreaming is our

brain’s way of fixing and organizing all the information we

have. While sleeping, our brains have a chance to sort out

the information that we want to keep from the stuff we no

longer want. Still another idea is that dreams are just

another form of thinking. Will we ever get to know the

answer to this question? Maybe we should sleep on it.

Reference: Adapted from

[Link] brain/[Link];

[Link]

496
Listen to each question. Choose the letter of the
correct answer.
Based on the selection, what does our brain exercise through sleeping?
the connections and
pathways the left and right
hemispheres the content
and concepts
the gray matter

Which of the statements does NOT show how dreams fix our problems?
As we dream, we constantly think about what we have
learned or experienced.
Our dreams help us focus on things we are unable to notice
during the day.
Our brain comes up with solutions in our
sleep. Our brain sorts and files information.

How does a brain - through dreams - perform the function of an office

clerk?
It sorts information we need from what we
don’t need. It files what we know into fixed
categories.
It clears the board to store new
information. It functions alone.

Based on how it is used in the selection, which of the following words is a

synonym for the word "resolved?"
accommodat
ed reflected
decided
fixed

Which of the following statements is NOT true about the brain?

Our brain makes
connections. Our brain
never stops thinking.
Sleeping is our brain’s way of shutting
down. Our brain replays our experiences
as we sleep.

497
Which question is the selection trying to answer?
What are the types of dreams?
Why are our reasons for
dreaming? Are all dreams
sweet?
How can we stop from dreaming?

In the selection, what does it mean to “sleep on it”?

ignore it
take a nap
think
about it
forget about it

Which could be a good title for this selection?

Dreaming: Explained
Preventing Our Dreams
Interpreting One’s Dream
Finding Solutions to
Dreaming

498
Ask the following questions.

Motivation: Have you ever felt pain?

Motive Question: In this selection, let’s find out how the body senses
pain.
Teacher reads the title. The title of the selection is “Pain.”

Now, read the selection.

How do we sense pain? The human body has

nociceptors to receive an electrical impulse that is sent to

part of the brain that recognizes pain. Memories of these

sensations are formed to help us avoid painful objects and

experiences and prevents us from repeating past

mistakes that may have hurt us in some way.

But pain is more complex. It is not only a physical

experience but an emotional and psychological one as

well. When all of these come together, it is called

suffering.

The mind is not alone in recognizing pain. The

nervous system is also able to store such information.

Even when a person loses a finger or a limb, the pain that

was once felt may become a chronic one – one that keeps

recurring. The best way to avoid this is to prevent pain

memories from forming. The use of anesthesia prevents

the mind from creating these memories.

Drugs that prevent pain such as analgesics help lessen

499
the pain sensed.

500
Listen to each question. Choose the letter of the
correct answer.
What are "nociceptors?"
electrical
impulses
memories of
pain nerve
receptors
sensations of
pain

How do memories of pain help us?

These constantly remind us of what
hurts. These help dull the senses.
These help us re-experience the
pain. These inform us on what to
watch out for.

Suffering is the complex mix of .

physical, mental and spiritual experiences
physical, psychological and social influences
physical, sociological, and cognitive factors
physical, emotional and psychological
experiences

Which of the following is an example of how memories of pain help us?

A baby crying at the sight of the needle
Drinking a pain killer once a headache
starts Asking if a dental procedure will
hurt
We relive these experiences through our dreams

Which is an example of helping the body avoid the creation of memories

for pain?
Avoiding the use of anesthesia
Drinking a painkiller once a headache
starts Talking about a painful experience
with a friend
Being given an anesthetic before a dental procedure

501
In the selection, how was the word chronic used in the phrase “chronic
pain”?
continuo
us in-
born
throbbing
worsenin
g

Which of the following adjectives best describes our memories’ role in

managing pain?
curative
corrective
preventive
restorative

In the selection, what does it mean to ‘sense pain’?

create pain
recognize
pain
remember
pain
understand
pain

502
 APPENDIX A10
Key to Correction:
Graded Passages in in English Pre-Test (Sets A to D)
Set
A

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Dark
Pam’s Cat Summer Fun Get Up, Frog’s Lunch Yawning Chocolate
Jacky!
1.b 1.c 1.c 1.d 1.a 1.d
2.c 2.a 2.a 2.c 2.b 2.c
3.c 3.a 3.b 3.d 3.d 3.a
4.c 4.b 4.a 4.b 4.c 4.c
5.b 5.c 5.b 5.c 5.a 5.a
6.b 6.c 6.a 6.a 6.c
7.d 7.a 7.c
8.c 8.c

Set B

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

A Hot Day A Rainy Day Waiting for The Cow and Laughter Sneezing
the
Peddler the Carabao
1.c 1.c 1.b 1.a 1.c 1.b
2.a 2.b 2.c 2.c 2.c 2.b
3.c 3.c 3.a 3.b 3.b 3.c
4.b 4.c 4.a 4.b 4.d 4.d
5.a 5.a 5.b 5.a 5.b 5.a
6.b 6.c 6.d 6.b 6.c
7.c 7.b 7.c
8.c 8.b

503
Set C

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Pedrito’s Effects of
Al’s Basket Ben’s Store Anansi’s Web Snack Anger Dust
1.a 1.a 1.b 1.a 1.d 1.b
2.a 2.b 2.b 2.b 2.c 2.d
3.c 3.b 3.b 3.a 3.a 3.d
4.a 4.c 4.a 4.a 4.c 4.a
5.b 5.b 5.a 5.c 5.a 5.d
6.a 6.c 6.c 6.c 6.d
7.d 7.d 7.a
8.b 8.b

Set D

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Nat Takes a Waiting for Amy’s Good
Her Wake up! Dreams Pain
Nap Sister Deed
1.b 1.a 1.b 1.c 1.a 1.c
2.c 2.b 2.b 2.b 2.d 2.d
3.c 3.c 3.b 3.a 3.a 3.d
4.a 4.b 4.c 4.b 4.d 4.b
5.a 5.b 5.a 5.c 5.c 5.d
6.a 6.c 6.d 6.b 6.a
7.c 7.c 7.c
8.a 8.b

504
 APPENDIX A11
Titles of Phil-IRI Graded Passages for Posttests in English

Grade
Set A Set B Set C Set D
Level

Where the Pets

2 The Bib Bam and Pets
Sat
Tagpi

The Egg on the The Caps and

3 A Happy Place In the Park
Grass the Kittens

The Tricycle Marian’s

4 Cat and On Market Day
Man Experiment
Mouse
The Snail with
The Great The Legend of
5 the Biggest Trading Places
Runner the Firefly
House
Rocks from
6 Beetles Just How Fast Flying Rocks
Outer Space

7 Diving The Brain Air Currents Ecosystems

501
ENGLISH POSTTEST
SET A

Level Title of the Selection

The Bib
Grade 2 Narrative
The Egg on the Grass
Grade 3 Narrative
The Tricycle Man
Grade 4 Narrative
The Snail with the Biggest House
Grade 5 Narrative
Rocks from Outer Space
Grade 6 Expository
Diving
Grade 7 Expository

502
 THE BIB
Bim-bim has a bib.

It is from

Tina. The bib

is red.

It is pretty.

But the bib is big.

Will this fit?

“I will get a pin,” says

Dad. “There. It

503
Questions
Who has a bib?
Den-
den
Bim-
bim
Tin-tin

What is the color of the bib?

red
pink
yello
w

Who gave the bib?

Dad
Mam
a
Tina

What is the problem with the bib?

It is
big. It
is wet.
It has a rip.

How did the bib fit Bim-bim?

Mama cut it.
Grandma fixed
it. Dad put a pin
on it.

504
THE EGG ON THE
GRASS
Duck, Hen, and Bird are in the garden.

“I see a big, round egg on the grass,” says

Bird. “It is not my egg,” says Hen.

“My egg is in the nest.”

“It is not my egg,” says

Duck. “My eggs just

hatched.” “It is not an

egg,” says Ben. “It’s

my rubber ball.”

505
Questions
Where are Bird, Hen, and Duck?
in the nest
in the garden
in the farmhouse

Who saw the egg first?

the
hen
the
duck
the
bird

What word tells about the egg?

big and round
white and
shiny tiny and
colorful

Who among the animals has a new baby?

the
hen
the
bird
the
duck

What was the “egg” that the animals saw?

a large top
a rubber
ball
a plastic cup

Why did the animals think that the rubber ball is an egg?
It is tiny.
It is
white.
It is round.

506
THE TRICYCLE MAN
Nick is a tricycle man. He waits for riders every

morning. “Please take me to the bus station,” says

Mr. Perez. “Please take me to the market,” says

Mrs. Pardo. “Please take us to school,” say Mike

and Kris.

“But I can take only one of you,” says Nick to the

children. “Oh, I can sit behind you Nick,” says Mr.

Perez.

“Kris or Mike can take my seat."

507
Questions
Who is the tricycle man?
Mik
e
Nick
Mr. Perez

What was Nick’s problem?

There was a lot of traffic.
He could not take the children to school.
There was only one seat for either Kris or Mike.

How many riders did the tricycle man have?

two
four
thre
e

Who helped solve Nick’s problem?

Mr. Perez
Mrs.
Pardo
another tricycle driver

Which word describes Mr. Perez?

kind
strict
prou
d

Which happened last?

Mr. Perez told Nick to take him to the bus
station. Mrs. Pardo told Nick to take her to
the market. Kris and Mike told Nick to take
them to school.

508
THE SNAIL WITH THE
BIGGEST HOUSE
A little snail told his father, “I want to have the biggest

house.” “Keep your house light and easy to carry,” said his

father.

But, the snail ate a lot until his house grew

enormous. “You now have the biggest house,”

said the snails.

After a while, the snails have eaten all the grass in

the farm.

They decided to move to another place.

“Help! I cannot move,” said the snail with the biggest

house.

The snails tried to help but the house was too

heavy. So the snail with the biggest house was

left behind.

509
Questions
What kind of house did the father snail want the little snail to have?
big and tidy
hard and
durable
large and colorful
light and easy to carry

The house grew enormous. A synonym of enormous is

huge
lovely
different
expensiv
e

Why will the snails move to another place?

Their enemies bother them
They want to see other
places.
They have eaten all the grass in the farm.
They don’t want to be with the snail with the biggest house.

What was the little snail’s problem when they were about to move?
“Will I build another house?”
“How can I carry my very big
house?” “What will happen to my
biggest house?”
“What if another snail will have a house bigger than mine?”

Why did the other snails leave the little snail behind?
He eats too much grass.
They did not want to be with him.
They could not move his very big house.
The little snail did not want to leave its house.

Which of the following did the little snail think at the end?
“My friends did not help me at all.”
“I should have stored more grass and leaves in my
house.” “Father was right. I should have a house that is
easy to carry.” “Never mind if I stay behind. I have the
biggest house anyway.”

Which of the following will most likely happen to the little snail?
It will die of hunger.
510
It will destroy its house.
It will follow the other
snails. It will live happily
in the farm.

511
ROCKS FROM OUTER
SPACE
The pieces of rocks that come from outer space have

three names: meteor, meteorite, and meteoroid.

A meteoroid is a piece of matter moving in space. It

moves as fast as 40 miles a second. It may be large or

small. Most meteoroids are smaller than a grain of sand.

As a meteoroid comes into the air near the earth, it

catches fire. Most meteoroids burn up before they hit the

earth. The flash of light from the burning meteoroid is

called a meteor. If a piece of meteoroid falls to the

ground, it is called a meteorite.

People have studied these rocks for many years.

They wanted to research ways to keep meteoroids from

making holes in spacecrafts. Thick walls may help. Or

perhaps spacecrafts can be covered with a metal skin that

will seal itself.

512
Questions
Where do the meteoroids originate?
from the outer layer of the
earth from the other planets
from the outer space
from the moon

A meteoroid catches fire when

it hits the earth.
it falls to the ground.
it collides with a spacecraft.
it comes into the air near the earth.

When is a meteoroid dangerous?

when it falls to earth and burns down
houses when it makes holes in a
spacecraft
when it hits the
airplanes when it
catches fire

The rocks from outer space are studied to find out .

the time that they fall on
earth. how these rocks
could be used how to avoid
their fall on earth
how to keep them from making holes in spacecraft

What is true of meteoroids, meteorites, and meteors?

They are all
small. They are
all rocks.
They all fall to the earth.
They all turn into balls of
fire.

When one sees a flash of light in space, he may exclaim .

“That’s a meteor.”
“There’s a
meteorite.” “That’s a
meteoroid.”
“A meteoroid hit a spacecraft.”

513
Which is the best definition of a meteorite?
a flash of light from a burning meteoroid
a piece of meteoroid that falls to the ground
a piece of rock from outer space that hit a spacecraft
a piece of rock from outer space that burn up before
hitting the ground

In the sentence, “They research ways to keep meteoroids from making

holes in the spacecraft,” another word for research is .
study
solve
conclude
experime
nt

514
 DIVING
Humans do not have the capacity to breathe

underwater unaided by external devices. A diver who

wants to stay underwater for more than a few minutes

must breathe air on a special mixture of gases. He can

wear diving suits and have air pumped to him from above

or he can carry tanks of air on his back and breathe

through a hose and a mouthpiece.

Early divers discovered that it is not enough to

supply air to breathe comfortably underwater. The diver’s

body is under great pressure in deep water because water

weighs 800 times as much as air. Tons of water push

against the diver deep in the sea. When this happens, his

blood takes in some of the gases he breathes.

When the diver rises to the surface, the water

pressure becomes less. If he rises too quickly, the gases in

his blood form bubbles that make breathing difficult. He

suffers from bends, causing him to double up in pain.

515
Questions
What is the purpose of the diving suit?
to track the diver’s
location to make the
diver stay afloat
to dive to the bottom of the sea
faster to pump air from the
surface of the sea

The hose and the mouthpiece of the diver are used .

for breathing
for finding
direction for
lighting the way
for
communicating

The second paragraph informs the reader that .

water is heavier than air
it is easy to float on the water
it is exciting to stay under water
it is difficult to breathe while diving

It is easy for swimmers to float in the water’s surface because

.
they can see where they are
heading for there is lesser water
pressure
there is more air to
breathe there is minimal
danger.

From the phrase ‘a diver suffers from bends,’ the reader can guess that a
bend is .
a reverse turn
an intense
pain a wrong
direction
an incorrect information

To avoid pain when rising to the surface, a diving instructor should tell a
swimmer to .
“go up as fast as you
can” “swim to the surface
516
slowly”
“avoid bringing things from
undersea” “inspect your hose and
mouthpiece first”

517
Which statement is true in the selection?
Water pressure .
is heavier on the sea surface
is greater in the deep part of the sea
feels more while one is going up the surface
is the same on the surface and in the deep part of the sea

Who among the following readers will benefit most from this selection?
the sea divers
the coast
guards the sea
travelers
the swimming instructors

518
ENGLISH POSTTEST
SET B

Level Title of the Selection

Bam and Tagpi
Grade 2 Narrative
The Caps and the Kittens
Grade 3 Narrative
Cat and Mouse
Grade 4 Narrative
The Great Runner
Grade 5 Narrative
Beetles
Grade 6 Expository
The Brain
Grade 7 Expository

519
BAM AND TAGPI
Bam is sad.

“Where is

Tagpi?”

Where is my pet

dog? I want to play

with him. He is not

in the room.”

“Aw! Aw!”

“Where are you,

520
Questions
Who is Tagpi?
the pet dog of
Bam the brother of
Bam the
classmate of Bam

Where did Bam first look for Tagpi?

in the room
in the
kitchen in
the garden

Why did Bam look for Tagpi?

He wants to feed Tagpi.
He wants to play with
Tagpi. He wants to give
Tagpi a bath.

Where did Bam find Tagpi?

in the hut
in the garden
under the bed

What did Bam feel when he found Tagpi?

sa
d
ma
d
gla
d

521
THE CAPS AND THE
KITTENS
Dan and Pepe will play.

“But the sun is hot,” says

Pepe. “Let us get our caps,”

says Dan.

“My cap is not on my bed,” says Pepe.

“My cap is not in my bag,” says Dan.

“Look boys! Our cat has kittens,” says Mama.

“ Mik-mik has four kittens!” says

Dan. “Yay! The kittens nap in our

522
Questions
Why did Dan and Pepe need their caps?
The sun is hot.
They will play with their caps.
They will give the caps to the kittens.

What did Mama want them to look at?

the bag
the bed
the
kittens

Who is Mik-mik?
the pet cat
the fat
kitten the
big dog

What did the kittens use the caps for?

for playing
for sleeping on
for keeping them free from the hot sun

What did the boys feel when they saw the kittens?
sad
mad
happ
y

What do you think will the boys do after?

The boys will send the kittens away.
The boys will take the caps from the
kittens. The boys will let the kittens sleep
on their caps.

523
 CAT AND MOUSE
A mouse and a cat lived in an old house. The mouse

stayed in a hole while the cat slept under the table.

One night, the mouse got out of its hole. “Mmm,

Cheese!” it thought, as it went up the table. As it started

nibbling the cheese, a fork fell. It woke the cat up so it ran

up the table. But the mouse was too fast for the cat. It

quickly dashed to its hole. Safe at last!

524
Questions
Where did the cat and the mouse live?
in a big hole
in an old house
under the dining table

Why did the mouse get out of its hole?

to find a
mate to look
for food
to play with the cat

Why did the cat wake up?

It smelled the food.
The mouse asked it to play.
It heard the noise made by the fork.

In order to catch the mouse, what could the cat do next time?
run
faster
sleep
later
stay alert for loud sounds

Which happened last in the story?

The mouse smelled the food on the
table. The cat woke up and chased
the mouse. The mouse ran to its
hole.

Why was the mouse thankful at the end of the story?

It was able to get away from
the cat. It ate bread and
cheese.
It saw the cat.

525
THE GREAT RUNNER
Atalanta is a lovely princess and a great runner.

One day, her father told her, “It’s time you get

married.” “I will marry a man who will beat me in

a race,” replied

Atalanta.

Many young men tried their luck. But they all lost.

Hippomenes asked the goddess of love for help.

“Here are three golden apples,” she said. “During the

race, throw one apple in front of Atalanta. She will stop to

pick it up.
That should slow her down.”

Hippomenes heeded her advice and won the race.

526
Questions
Which sentence says something about Atalanta?
She did not want to get
married. She was an
obedient daughter. She was
a great runner.
She loved Hippomenes.

What kind of man would she marry?

a kind
prince a
clever ruler
a great
runner
a handsome man

Hippomenes became Atalanta’s .

friend
enemy
adviser
husban
d

Many tried their luck. When one tries his luck, he

always
wins. is sure
to win.
really wants to win.
attempts to win.

Hippomenes heeded Aphrodite’s advice. The synonym of heeded is

followed
disobeyed
laughed at
disregarded

Who was Aphrodite?

the godmother of
Hippomenes the mother of
Atalanta
the goddess of
love the great
teacher

527
How did the golden apples help Hippomenes win?
They had magic powers.
They made Atalanta
sleepy.
They delayed Atalanta during the
race. They gave Hippomenes strength
in running.

528
 BEETLES
Beetles can adapt to any kind of environment. They

can be found crawling, burrowing, flying, and swimming

on every part of the earth except the ocean. Why do

beetles survive well on our planet? First, they have tough

compact bodies. These help them hide, find food, and lay

eggs in places where other insects could never go.

Almost all beetles have tough front wings which are

colorful and carry beautiful patterns. These wings also act

as suit of armor to protect the beetles’ transparent hind

wings which are used for flying.

Beetles have mouth parts designed for chewing

different food. They eat other insects, animal dung, and

even cloth. They also feed on the bark, leaves, flowers,

and fruits of any kind of plant. They can even chew

around the stems of poisonous plants to let the deadly sap

drain.

529
Questions
In which of these places WON’T you find beetles?
in the
mountain in
the plains
in the
sea in
the hill

In the sentence Beetles can adapt to any kind of environment, which is a

synonym of adapt?
get used
to change
crawl
eat

What pair of words describe the beetles’ front wings?

transparent and
thick tough and
colorful wide and
thick
silky and soft

What is the use of the beetles’ hind wings?

for protecting the front
wings for covering the
body
for finding
food for flying

Which of the following states the main idea of this selection?

reasons why beetles can survive
anywhere places where one can find
beetles
the compact body of the
beetles the food that
beetles eat

530
What action of the beetle means making a hole in the ground?
burrowin
g
swimmin
g
crawling
flying

The front wings of most beetles .

are
transparent
hide the
beetles
protect the hind wings
maybe used for
swimming

If someone says, “You eat like a beetle” it means that .

You are a picky
eater. You can eat
anything. You don’t
have appetite.
You eat very little amount of food.

531
 THE BRAIN
The brain is the center of the nervous system. It

interprets stimuli and tells the body how to react.

The brain has three major parts. The part that

controls balance, coordination and muscle movement is

called the cerebellum. It makes sure that the muscles

work well together.

For example, a gymnast is able to balance on a beam

because of the cerebellum.

The medulla is a long stem that connects the brain to

the spinal cord. It tells one’s body to do things without

thinking about them. Digesting food or breathing even

while asleep are examples of these involuntary actions.

On the other hand, there are actions that one

decides to do. It is the largest part of the brain—the

cerebrum—that is responsible for these voluntary

movements. Without it, one will not be able to kick a ball

or dance at all.

The brain might seem small but it is so powerful as it

controls one’s entire body.

532
Questions
Which is the best description of the brain?
It makes people
intelligent. It keeps
one’s body healthy. It
helps everyone think
well.
It dictates how the body will react to stimuli.

In the sentence, “The brain interprets stimuli,” the meaning of interpret is

.
assign roles
recall facts
discuss ideas
make sense
of

What will the brain likely tell you if you happen to hold on to something
hot?
“I wonder how hot it is.”
“Don’t drop it!”
“Hold
tight!”
“Let go!”

Which is an example of involuntary action?

circulating blood all over the
body punching one’s classmate
clapping your hands
tickling your friend

Which part of the brain connects to the spinal cord?

the nerves
the
medulla
the
cerebrum
the cerebellum

533
What is the function of the cerebellum?
It sends messages to the cerebrum.
It connects the medulla to the cerebrum.
It controls balance and muscle movements.
It tells the parts of the body how they should function.

When you want someone to think of the right answer, you might say,
“Use your senses.”
“Sharpen your
cerebrum.” “Give your
medulla a job.”
“Let your cerebellum function.”

What is the main idea of the selection?

The brain controls the
senses. The brain interprets
all actions. The brain has
three main parts.
The brain controls one’s entire body

534
ENGLISH POSTTEST
SET C

Level Title of the Selection

Pets
Grade 2 Narrative
A Happy Place
Grade 3 Narrative
Marian’s Experiment
Grade 4 Narrative
Trading Places
Grade 5 Narrative
Just How Fast
Grade 6 Expository
Air Currents
Grade 7 Expository

535
 PETS
I am Pat.

I have a pet cat.

I am Ben.

I have a pet hen.

I am Mig.

I have a pet pig.

I am Det.

I too will have a pet.

536
Questions
What is Pat’s pet?
pig
cat
he
n

Who has a pet pig?

Mig
Pat
Be
n

How many children have pets?

two
four
thre
e

Who has a pet that can lay eggs?

Mig
Be
n
Det

What is the message of the story?

People can have three pets.
People can have the same
pet. People can have
different pets.

537
A HAPPY PLACE
“Come with me,” says Dan.

“Where will we go?” Mina

asks. “We will go to a

happy place

that has lots of balloons.”

“We will play, dance, and run.

We will have so much fun.

We will eat orange cake

that our mom and dad

baked.”

“And then we will sing,

538
Questions
Who asked Mina to go to a happy place?
Mo
m
Dan
Dad

What word says something about the happy place?

quie
t
nois
y far

What will the children do in the happy place?

They will sing, skip and hop.
They will read, write and
count. They will dance, run
and play.

Whose birthday is it?

Dan
Mina
Benn
y

Which word tells what Dan feels?

sad
afraid
excite
d

What is the best response that Benny can make after seeing Dan and
Mina?
I’m glad you came.
I can’t wait to go
home. I want to sing
with you.

539
 MARIAN’S
EXPERIMENT
Marian came home from school. She went to the

kitchen and saw her mother cooking.

“Mama, do we have mongo seeds?” asked Marian. “I

will do an experiment.”

“Yes, we have some in the cabinet,” answered Mama.

Marian got some seeds and planted them in a wooden

box. She watered the seeds every day. She made sure

they got enough sun. After three days, Marian was happy

to see stems and leaves sprouting. Her mongo seeds grew

into young plants.

Reference: Philippine Informal Reading Inventory 2008-2009 Edition

540
Questions
What did Marian look for in the kitchen?
mango
seeds
mongo
seeds
melon
seeds

What did she do with the seeds?

She played with
them. She cooked
them.
She planted them.

Which of the following events happened last?

Some stems and leaves sprouted from the
seeds. Marian planted the mongo seeds in a
wooden box. Marian watered the soil where the
seeds were planted.

What did Marian know about planting seeds?

Seeds should be placed in a wooden box in the
house. Seeds grow whether or not one takes care of
them.
Seeds need water and sunlight in order to grow.

What can one learn from Marian?

It is good to be
happy. It is good to
be curious.
It is good to be obedient.

Which sentence tells that Marian’s experiment was successful?

Mother said there were mongo seeds in the
cabinet. Stems and leaves started to sprout
from the seeds. The mongo seeds had
enough water and sunlight.

541
 TRADING PLACES
On a trip to a university, the driver told the professor,

“I’ve heard you give this speech many times. I can

deliver it for you.” The professor said, “The people in

this university haven’t

seen me yet. Give the lecture. I’ll pretend to be your driver.”

When they arrived, the driver was introduced to be the

professor. He gave an excellent speech. Everybody

applauded. Afterwards, somebody asked a question which

the driver could’t answer. In order to get out of the sticky

situation, he said, “Oh, that’s such an easy question. Even

my driver can give you the answer!”

Reference: [Link]

542
Questions

Why did the university invite the professor?

to give a test
to give a
lecture to
donate books
to attend
classes

Why was it easy for the driver to pretend he was the professor?
The professor looked like the driver.
The driver dressed up like the professor.
The driver was as intelligent as the
professor. The participants have not seen
the professor yet.

Why was the selection entitled Trading Places?

The driver could answer the question
asked. The professor exchanged roles
with the driver. The driver exchanged
seats with the professor. The professor
seated himself with the audience.

Based on the selection, how would you describe the professor?

a boring
lecturer an
excellent driver
a humorous
person a
generous
employer

543
The driver tried to get out of a sticky situation.
What was the sticky situation?
A participant recognized the
professor. The driver could not
deliver the lecture.
The professor could not move from his
seat. The driver did not know what to
answer.

Why did the driver say “Even my driver can give you
the answer!”?
to admit that even he did not know how to
answer to stop the audience from asking
more questions
to stop the real professor from answering the
question to prove to the participants that the
question was easy

He gave a very good speech and everybody applauded.

Another word for applauded is .
kept very quiet
started to leave
clapped their
hands
asked him to speak louder

544
 JUST HOW FAST
Many things around us move at different rates.

Glaciers, which are frozen rivers of snow, move less than

one foot in a day. A box turtle travels about ten feet per

minute, while a snail travels five inches per hour. A

chimney swift flies almost ninety miles per hour. This is

the fastest speed recorded for any living creature.

A hydroplane skims across the top of the water at nearly

300 miles an hour. Some racing cars travel more than 500

miles per hour. The wind in a tornado may move at 600

miles per hour but sound waves are faster with a speed of

up to 740 miles per hour.

The Earth moves around the sun at 67,000 miles per hour.

At 186,000 miles per second, light is faster! Science has

yet to discover anything that would surpass this speed.

Reference: Philippine Informal Reading Inventory 2008-2009 Edition

545
Questions
Which living creature has the highest recorded speed?
a box
turtle light
waves
sound
waves
a chimney swift

Among the following, which has the slowest rate of movement?

a snail
a glacier
a box turtle
a chimney swift

What does this statement mean? “Science has yet to discover

anything that would surpass the speed of light.”
Someday, something faster than light will be discovered.
Of all moving objects, only light waves will never slow
down. Among all things, light waves will always have the
fastest speed. Of all that has been observed, light waves
have the fastest speed.

Which among these statements is true?

A box turtle is faster than a
snail. A snail is faster than a
box turtle.
A hydroplane is slower than a
glacier. A glacier is faster than a
hydroplane.

Which among these statements is NOT supported by the selection?

Tornadoes are around double the speed of a
hydroplane. Sound waves are about two times the
speed of light waves.
A hydroplane is about half the speed of the wind in a
tornado. The speed of light is faster than the speed of
the earth’s rotation.

546
“Science has yet to discover anything that would surpass this
speed.” The synonym of surpass is .
equal
reduc
e
acced
e
excee
d

Which among these statements is an opinion?

Sound waves move faster than the
wind. There will never be anything
faster than light. Many things differ in
their rates of movement.
The earth orbits the sun at 67,000 miles per hour.

Which sentence states the main idea of the selection?

A hydroplane skims across the top of the water at nearly
300 miles an hour.
There are many things found around us that move at different
rates. The chimney swift has the fastest recorded speed
among living things. The Earth orbits the sun at 67,000 miles
per hour but light moves faster.

547
 AIR CURRENTS
Wind is the natural movement of the air from one

place to another. It affects the climate of a place. There

are three major air streams that greatly affect our climate.

From November to February, mornings are colder

because of the northeast monsoon wind. It blows from

Siberia which is a very frigid place. It brings along

temperature and rain that make us shiver.

The wind from June to October, is warm and humid.

During this time, the western section of our country

experiences strong rains brought about by the southwest

monsoon wind blowing from Australia.

From March to early May, trade winds coming from

the east or northeast reach the Philippines. It brings rains

to the eastern part of our country. Trade winds are warm

and moist and bring hot temperature with little rain.

Isn’t it amazing that each one of these air streams

brings some amount of rain to the Philippines?

Reference: Philippine Informal Reading Inventory 2008-2009 Edition

548
Questions
The northeast monsoon wind blowing from Siberia causes .
heavy
rains
windy
days
hot
temperature
cold
temperature

Which of the following statements is true about the wind?

The wind attracts tourists to visit a
place. The wind affects the climate of
a place. The wind always comes from
one direction. The wind moves at
select times of the year.

Siberia is a very frigid place. What is an antonym for the word frigid?
very
moist
very cold
very hot
very
windy

You are going on a vacation at your cousin’s province in the eastern part of
the country in March. What type of clothes should you bring?
new
thin
thick
moder
n

Among these different air streams in the Philippines, which is the most
appropriate for wearing very heavy clothes?
trade winds
easterly
winds
southeast
monsoons
northeast
monsoons

549
Which among these statements is backed up by the selection?
Northeast monsoons account for strong rains
during the June opening of classes.
Southwest monsoons bring some amount of
rain to the country even in May.
Eastern portions of the country experience
strong rains from June to October.
Western portions of the country experience
strong rains from June to October.

What device did the author use to develop the selection?

examples
cause and
effect a series
of events
problem and solution

Which could be another title of the selection?

Different Causes of Heavy Rains
How Air Streams Affect Climate
Northwest and Southwest
Monsoons
Hot and Cold Temperature in the Country

550
ENGLISH POSTTEST
SET D

Level Title of the Selection

Where the Pets Sat
Grade 2 Narrative
In the Park
Grade 3 Narrative
On Market Day
Grade 4 Narrative
The Legend of the Firefly
Grade 5 Narrative
Flying Rocks
Grade 6 Expository
Ecosystem
Grade 7 Expository

551
WHERE THE PETS SAT
Mat is a cat.

Mat sat on a hat.

Jig is a pig.

Jig sat on a wig.

Len is a hen.

Len did not sit on a hat or a wig.

Len sat on ten eggs!

552
Questions
Where did the pig sit?
on a
hat on
a wig
on ten eggs

What did the cat do?

sat on
eggs sat
on a wig
sat on a
hat

Which animal sits on something that can break?

the
hen
the
cat
the
pig

Why was it good for Len to sit on the eggs?

so the eggs will not get lost
so the eggs will hatch into
chicks so the eggs will stay
on the nest

Which of the following will happen last?

The hen will lay eggs.
The hen will sit on the
eggs. The hen will have
chicks.

553
 IN THE PARK
Today, Sam and Ria will go to the park.

What will they do there?

They will sit on the

grass and look at

some bugs.

They will look at the holes

that the worms have just

dug.

That is where they will

stay on this warm

summer day.

554
Questions
Who will go to the park?
Cam and Mia
Dan and Iya
Sam and Ria

What will the children do in the park?

play with other children
observe the insects
watch the clouds

Why are the children not in school?

It is their Christmas
break. They are on a
class field trip. It is their
summer vacation.

When should the children leave the park?

night time
lunch time
late
afternoon

What else can the two children do at the park?

play with
others watch
the stars eat
their dinner

What is the message of the story?

There are children who do not like the
park. There are people who tell others to
visit the park. There are many things to see
and do at the park.

555
 ON MARKET DAY
Every Saturday, Manuel goes to market with his

father, Mang Ador. They always pass by Aling Juaning’s

stall to buy meat. They go to Mang Tinoy’s for fresh

vegetables. They also visit Aling Tita’s seafood section.

Whenever Mang Ador buys something, Manuel always

tries to predict what his father will cook for lunch. Today

Mang Ador bought tamarind, tomatoes, string beans,

radish, and shrimp.

“I know what we will have for lunch,” says Manuel

happily.

556
Questions
Who is the father in the selection?
Ador
Tinoy
Manu
el

Which stall do the father and son get their fish from?
Mang Tinoy’s
stall Aling Tita’s
stall Aling
Juaning’s stall

What section of the market do the father and son always go to?
fish, meat, and fruits sections
vegetable, fish, and fruit sections
vegetable, seafood, and meat
sections

In the story, the boy tries to predict what they will have for lunch.
When one tries to predict, one tries to .
ask
hear
gues
s

The boy in the story shows us that a person can find out what his
family will have for lunch by .
looking at what his father buys from the
market asking his mother what she thinks his
father will cook smelling the scents in the
kitchen as his father cooks

What do you think does Manuel say on their way to the market?
“I’m tired.”
“I’m excited.”
“I‘m nervous.”

557
THE LEGEND OF THE
FIREFLY
There was a time when young and old stars could

talk to Bathala. One day, the young stars learned that

they become part of a black hole when they grow old. The

young stars feared losing their light. They asked Bathala

for help.

“I have a solution. But you have to give up a lot,” said

Bathala. “You need to leave the heavens and live on land.”

Some of the younger stars agreed.

On a dark night, you might chance upon these stars.

They

have turned into tiny twinkling bugs whose tails flicker as

558
Questions
What did the younger stars
fear? asking for help
becoming insects
losing their light
leaving the
heavens

What was Bathala’s solution to the younger stars’ problem?

He will make them young forever.
He will turn them into bugs with
lights. He will give them their light
for eternity.
He will give them a new life in the heavens.

“One might chance upon these stars on a very dark night.”

Which statement below means the same thing?
One will always see these stars on a very dark
night. One will never see the stars on a very
dark night.
One will surely see these stars on a very dark
night. One will possibly see these stars on a
very dark night.

The story is a legend. This means that .

It is a real story about a person’s
life. It is a story which could
really happen.
It is a story about where things came
from. It is a story where there are
talking animals.

According to the selection, what is a firefly?

a bug that wants so much to be a
star an old star that already lost
its energy an insect that died and
went to heaven
a young star that became a glowing insect

559
Which statement is NOT explicitly stated in the given selection?
Fireflies are .
young stars that did not want to lose their
energy twinkling bugs that used to be fearful
young stars insects with chemicals that make
their bodies glow young stars that once lived in
the heavens with old stars

Why did Bathala say “you would have to give up much” to the young
stars?
Life on earth will give them less
light. The young stars will give up
their lives.
The young stars will not be happy on
earth. Life was better in the heavens
than on earth.

560
 FLYING ROCKS
There are rocks in our Solar System that never flocked

together to form planets. Larger ones called asteroids

gather in the Asteroid Belt, a strip found between Mars and

Jupiter. Some asteroids don’t move along this belt but

have paths that bring them close to the earth. These are

called Apollo Asteroids.

There may be half a million asteroids whose

diameters are bigger than one kilometer. The largest

asteroid is over 1000 kilometers across. It is speculated

that many asteroids were once larger but they collided

with each other and became small fragments.

Unlike asteroids, meteoroids are small rocky bodies,

that are scattered in space and do not orbit the sun. They

cross the Earth’s orbit and are often seen burning up in

the Earth’s atmosphere at night. The faint flashes of light

they make are called shooting stars.

561
Questions
What are asteroids?
Large fragments of rock in the Solar
System Large fragments of rock that circle
the moon Small fragments of rock that do
not circle the sun
Small fragments of rock that do not circle the planets

What are meteoroids?

Large fragments of rock that circle the
sun Large fragments of rock that circle
the planets Small bits of rock that do not
circle the sun
Small bits of rock that do not cross the planets’ orbits

Which among the following statements is NOT true?

Some asteroids move close to the earth.
Large rocks flock together in the
Asteroid Belt.
All rocks in our Solar System have formed
planets. The Asteroid Belt is found between
Mars and Jupiter.

“It is speculated that many asteroids were once larger.”

What does the word speculated mean?
written
guessed
confirmed
questioned

What is a possible reason behind the fact that asteroids are not
anymore as large as they were first thought to be?
They could have shrunk when they got closer to the
sun. They could have hit one another and broken into
pieces. They could have burned up and eventually
become smaller. They could have rammed into some
planet and broken apart.

562
Which of the following statements is TRUE of asteroids and meteoroids?
Both asteroids and meteoroids can be seen in a belt of
rocks between Jupiter and Mars.
Both asteroids and meteoroids circle the Earth and
can be seen as faint flashes of light.
Both asteroids and meteoroids are
composed of rocky particles found in the Solar
System.
Both asteroids and meteoroids are scattered
randomly across in space and do not orbit the sun.

Many asteroids must have collided with one another. What is a synonym of
the word “collided?”
trapped into
crashed into
converged
with
connected
with

If you see faint flashes of light in the night sky, which of the following
could have happened?
Flames shoot up from the sun and come closer to the
earth. Meteoroids have just crossed the earth’s orbit and
burned up. Meteoroids have just crossed paths with the
sun and burned up. There are moments when the earth
orbits a lot closer to the sun.

563
 ECOSYSTEMS
Ecosystems consist of living and non-living organisms in

an area. These include plants, animals, microbes, and

elements like soil, water, and air. The living organisms

depend on both living and non-living aspects of an

ecosystem.

An ecosystem can be as small as a puddle or as big

as an ocean. It is a very delicate balance, with these life

forms sustaining one another. Disruptions to an

ecosystem may prove disastrous to all its organisms.

When a new plant or animal is suddenly placed in an

ecosystem, it will surely compete with the original

inhabitants for resources. This stranger may even push

out the natural organisms, causing them to be extinct.

The organisms that depended on the extinct organisms

will definitely be affected.

The balance in ecosystems have been unsettled by

natural disasters such as fires, floods, storms, and

volcanic eruptions.

However, in recent years and ironically, in the name of

progress, human activity has affected many ecosystems

564
around the world.

565
Questions
Which among the following is NOT a good description for an ecosystem?
animals and plants relying on each other to
survive a place where people are friendly to
the environment
a biological community where organisms affect
each other a variety of living and non-living things
in a particular area

Why is an ecosystem considered to be a delicate balance?

There are big ecosystems and small ecosystems that have to
be balanced.
Not all ecosystems weigh the same so their weight
needs to be distributed.
A change in an ecosystem can have tremendous
effects on all its organisms.
Different organisms always have equal importance in any
given ecosystem.

Which of the following is NOT one of the natural disasters that have
caused ecosystems to be unsettled?
fires
floods
storms
humans

Based on the selection, which of the following is true about human

progress and ecosystems?
Human progress sometimes causes ecosystems to
suffer. Human activity promotes the development of
ecosystems. Human activity helps find solutions to
ecological problems. Human progress causes different
ecosystems to be progressive.

According to the selection, a new organism introduced in an ecosystem can

have an effect on an original inhabitant when .
it fights with and eventually eats the original inhabitant
it consumes resources intended for the original inhabitant
it makes the original inhabitant feel strange in the
ecosystem it contributes to disasters that upset the
balance in the system

566
What should human beings do in order to maintain the balance in
different ecosystems?
Cut down a lot of trees so that there is more space for animals
to live in. Take corals from the sea so that fish would have
more freedom to swim. Plant more trees in order to replace
those that have been cut down.
Catch a lot of tuna so that nothing will eat the mackerel or the small
fish.

The diagram below shows an ocean ecosystem. The arrows point to the
food source of the succeeding organism. If a new organism is
introduced into the system and it eats the shrimplike creatures, how will
this indirectly affect the mackerel?
The mackerel will have no more shrimplike creatures to eat.
The mackerel will still be eaten by the tuna fish as it
continues to consume the small fish.
The mackerel will be eaten by the small fish which now has
to look for a new food source.
The mackerel might lose its food since without a food source,
the small fish could die.

Using the same diagram, which of the following statements is

FALSE?
The small fish depends solely on shrimplike creatures for
food. The tuna fish depends solely on the mackerel as its
food source. The large shark depends solely on the tuna
fish as its food source. The shrimplike creatures depend
solely on one-celled life for food.

567
ENGLISH POSTTEST
SET A

Level Title of the Selection

The Bib
Grade 2 Narrative
The Egg on the Grass
Grade 3 Narrative
The Tricycle Man
Grade 4 Narrative
The Snail with the Biggest House
Grade 5 Narrative
Rocks from Outer Space
Grade 6 Expository
Diving
Grade 7 Expository

568
Ask the following questions.

Motivation: Did you use a bib when you were a baby?

Motive Question: In the story, let’s find out who uses a bib.
Teacher reads the title. The title of the selection is “The Bib.”

Now, read the selection.

Bim-bim has a bib.

It is from

Tina. The bib

is red.

It is pretty.

But the bib is big.

Will this fit?

“I will get a pin,” says

Dad. “There. It

569
Listen to each question. Choose the letter of the
correct answer.
Who has a bib?
Den-
den
Bim-bim
Tin-tin

What is the color of the bib?

red
pink
yello
w

Who gave the bib?

Dad
Mam
a
Tina

What is the problem with the bib?

It is big.
It is wet.
It has a rip.

How did the bib fit Bim-bim?

Mama cut it.
Grandma fixed it.
Dad put a pin on it.

570
Ask the following questions.

Motivation: Give me words that describe an egg.

Motive Question: What words describe the egg on the grass?
Teacher reads the title. The title of the selection is “The Egg on the

Grass.” Now, read the selection.

Duck, Hen, and Bird are in the garden.

“I see a big, round egg on the grass,” says

Bird. “It is not my egg,” says Hen.

“My egg is in the nest.”

“It is not my egg,” says

Duck. “My eggs just

hatched.” “It is not an

egg,” says Ben. “It’s

my rubber ball.”

571
Listen to each question. Choose the letter of the
correct answer.
Where are Bird, Hen, and Duck?
in the nest
in the garden
in the farmhouse

Who saw the egg first?

the
hen
the
duck
the bird

What word tells about the egg?

big and round
white and
shiny tiny
and colorful

Who among the animals has a new baby?

the hen
the bird
the duck

What was the “egg” that the animals saw?

a large top
a rubber ball
a plastic cup

Why did the animals think that the rubber ball is an egg?
It is tiny.
It is
white.
It is round.

572
Ask the following questions.

Motivation: Do you ride a tricycle?

Motive Question: In the story, who rode the tricycle?
Teacher reads the title. The title of the selection is “The Tricycle Man.”

Now, read the selection.

Nick is a tricycle man. He waits for riders every

morning. “Please take me to the bus station,” says

Mr. Perez. “Please take me to the market,” says

Mrs. Pardo. “Please take us to school,” say Mike

and Kris.

“But I can take only one of you,” says Nick to the

children. “Oh, I can sit behind you Nick,” says Mr.

Perez.

“Kris or Mike can take my seat."

573
Listen to each question. Choose the letter of the
correct answer.
Who is the tricycle man?
Mike
Nick
Mr. Perez

What was Nick’s problem?

There was a lot of traffic.
He could not take the children to school.
There was only one seat for either Kris or Mike.

How many riders did the tricycle man have?

two
four
thre
e

Who helped solve Nick’s problem?

Mr. Perez
Mrs. Pardo
another tricycle driver

Which word describes Mr. Perez?

kind
strict
prou
d

Which happened last?

Mr. Perez told Nick to take him to the bus
station. Mrs. Pardo told Nick to take her to
the market.
Kris and Mike told Nick to take them to school.

574
Ask the following questions.

Motivation: A snail carries its house on its back. What will

happen if its house becomes too big and
heavy?
Motive Question:In the story, find out: What happened to the snail
with a very big house?
Teacher reads the title. The title of the selection is “The Snail with the
Biggest House.”

Now, read the selection.

A little snail told his father, “I want to have the biggest

house.” “Keep your house light and easy to carry,” said his

father.

But, the snail ate a lot until his house grew

enormous. “You now have the biggest house,”

said the snails.

After a while, the snails have eaten all the grass in

the farm.

They decided to move to another place.

“Help! I cannot move,” said the snail with the biggest

house.

575
Listen to each question. Choose the letter of the
correct answer.
What kind of house did the father snail want the little snail to have?
big and tidy
hard and durable
large and colorful
light and easy to carry

The house grew enormous. A synonym of enormous is

huge
lovely
different
expensiv
e

Why will the snails move to another place?

Their enemies bother them
They want to see other
places.
They have eaten all the grass in the farm.
They don’t want to be with the snail with the biggest house.

What was the little snail’s problem when they were about to move?
“Will I build another house?”
“How can I carry my very big house?”
“What will happen to my biggest house?”
“What if another snail will have a house bigger than mine?”

Why did the other snails leave the little snail behind?
He eats too much grass.
They did not want to be with him.
They could not move his very big house.
The little snail did not want to leave its house.

Which of the following did the little snail think at the end?
“My friends did not help me at all.”
“I should have stored more grass and leaves in my
house.” “Father was right. I should have a house that is easy
to carry.” “Never mind if I stay behind. I have the biggest
house anyway.”

Which of the following will most likely happen to the little snail?
It will die of hunger.

576
It will destroy its house.
It will follow the other
snails. It will live happily
in the farm.

577
Ask the following questions.

Motivation: Have you seen a falling star?

Where does it come from?
Motive Question: As you read the selection, find out where a
falling star comes from.
Teacher reads the title. The title of the selection is “Rocks from Outer space.”

Now, read the selection.

The pieces of rocks that come from outer space have

three names: meteor, meteorite, and meteoroid.

A meteoroid is a piece of matter moving in space. It

moves as fast as 40 miles a second. It may be large or

small. Most meteoroids are smaller than a grain of sand.

As a meteoroid comes into the air near the earth, it

catches fire. Most meteoroids burn up before they hit the

earth. The flash of light from the burning meteoroid is

called a meteor. If a piece of meteoroid falls to the

ground, it is called a meteorite.

People have studied these rocks for many years.

They wanted to research ways to keep meteoroids from

making holes in spacecrafts. Thick walls may help. Or

perhaps spacecrafts can be covered with a metal skin that

will seal itself.

578
Listen to each question. Choose the letter of the
correct answer.
Where do the meteoroids originate?
from the outer layer of the
earth from the other planets
from the outer space
from the moon

A meteoroid catches fire when

it hits the earth.
it falls to the ground.
it collides with a spacecraft.
it comes into the air near the earth.

When is a meteoroid dangerous?

when it falls to earth and burns down houses
when it makes holes in a spacecraft
when it hits the
airplanes when it
catches fire

The rocks from outer space are studied to find out .

the time that they fall on
earth. how these rocks
could be used how to avoid
their fall on earth
how to keep them from making holes in spacecraft

What is true of meteoroids, meteorites, and meteors?

They are all small.
They are all rocks.
They all fall to the
earth.
They all turn into balls of fire.

When one sees a flash of light in space, he may exclaim .

“That’s a meteor.”
“There’s a meteorite.”
“That’s a meteoroid.”
“A meteoroid hit a spacecraft.”

579
Which is the best definition of a meteorite?
a flash of light from a burning meteoroid
a piece of meteoroid that falls to the ground
a piece of rock from outer space that hit a spacecraft
a piece of rock from outer space that burn up before
hitting the ground

In the sentence, “They research ways to keep meteoroids from making

holes in the spacecraft,” another word for research is .
study
solve
conclude
experime
nt

580
Ask the following questions.

Motivation: Some people explore the sea through diving.

But they should be able to breathe.
How do the divers breathe
underwater?
Motive Question: In the passage that you are going to read, find out:
how divers breathe underwater.
Teacher reads the title. The title of the selection is “Diving.”

Now, read the selection.

Humans do not have the capacity to breathe

underwater unaided by external devices. A diver who

wants to stay underwater for more than a few minutes

must breathe air on a special mixture of gases. He can

wear diving suits and have air pumped to him from above

or he can carry tanks of air on his back and breathe

through a hose and a mouthpiece.

Early divers discovered that it is not enough to

supply air to breathe comfortably underwater. The diver’s

body is under great pressure in deep water because water

weighs 800 times as much as air. Tons of water push

against the diver deep in the sea. When this happens, his

blood takes in some of the gases he breathes.

When the diver rises to the surface, the water

pressure becomes less. If he rises too quickly, the gases in

his blood form bubbles that make breathing difficult. He

581
suffers from bends, causing him to double up in pain.

582
Listen to each question. Choose the letter of the
correct answer.
What is the purpose of the diving suit?
to track the diver’s
location to make the
diver stay afloat
to dive to the bottom of the sea faster
to pump air from the surface of the sea

The hose and the mouthpiece of the diver are used .

for breathing
for finding
direction for
lighting the way
for
communicating

The second paragraph informs the reader that .

water is heavier than air
it is easy to float on the water
it is exciting to stay under water
it is difficult to breathe while diving

It is easy for swimmers to float in the water’s surface because

.
they can see where they are heading for
there is lesser water pressure
there is more air to breathe
there is minimal danger

From the phrase ‘a diver suffers from bends,’ the reader can guess that a
bend is .
a reverse turn
an intense pain
a wrong
direction
an incorrect information

To avoid pain when rising to the surface, a diving instructor should tell a
swimmer to .
“go up as fast as you can”
“swim to the surface slowly”
“avoid bringing things from
undersea. “inspect your hose and
583
mouthpiece first"

584
Which statement is true in the selection?
Water pressure .
is heavier on the sea surface
is greater in the deep part of the sea
feels more while one is going up the surface
is the same on the surface and in the deep part of the sea

Who among the following readers will benefit most from this selection?
the sea divers
the coast
guards the sea
travelers
the swimming instructors

585
ENGLISH POSTTEST
SET B

Level Title of the Selection

Bam and Tagpi
Grade 2 Narrative
The Caps and the Kittens
Grade 3 Narrative
Cat and Mouse
Grade 4 Narrative
The Great Runner
Grade 5 Narrative
Beetles
Grade 6 Expository
The Brain
Grade 7 Expository

586
Ask the following questions.

Motivation: Do you have a pet dog?

What do you do with your pet dog?
Motive Question: In the story, let’s find out: Who has a pet dog?
What does he do with his pet dog?
Teacher reads the title. The title of the selection is “Bam and Tagpi.”

Now, read the selection.

Bam is sad.

“Where is

Tagpi?”

Where is my pet

dog? I want to play

with him. He is not

in the room.”

“Aw! Aw!”
“Where are you,

587
Listen to each question. Choose the letter of the
correct answer.
Who is Tagpi?
the pet dog of
Bam the brother of
Bam the
classmate of Bam

Where did Bam first look for Tagpi?

in the room
in the
kitchen in
the garden

Why did Bam look for Tagpi?

He wants to feed Tagpi.
He wants to play with
Tagpi. He wants to give
Tagpi a bath.

Where did Bam find Tagpi?

in the hut
in the garden
under the bed

What did Bam feel when he found Tagpi?

sa
d
ma
d
gla
d

588
Ask the following questions.

Motivation: What do you use a cap for?

Motive Question: In the story, let’s find out: What do the kittens use
the cap for?
Teacher reads the title. The title of the selection is “The Caps and the
Kittens.”

Now, read the selection.

Dan and Pepe will play.

“But the sun is hot,” says

Pepe. “Let us get our caps,”

says Dan.

“My cap is not on my bed,” says Pepe.

“My cap is not in my bag,” says Dan.

“Look boys! Our cat has kittens,” says Mama.

“ Mik-mik has four kittens!” says

Dan. “Yay! The kittens nap in our

589
Listen to each question. Choose the letter of the
correct answer.
Why did Dan and Pepe need their caps?
The sun is hot.
They will play with their caps.
They will give the caps to the kittens.

What did Mama want them to look at?

the bag
the bed
the
kittens

Who is Mik-mik?
the pet cat
the fat
kitten the
big dog

What did the kittens use the caps for?

for playing
for sleeping on
for keeping them free from the hot sun

What did the boys feel when they saw the kittens?
sad
mad
happ
y

What do you think will the boys do after?

The boys will send the kittens away.
The boys will take the caps from the
kittens. The boys will let the kittens sleep
on their caps.

590
Ask the following questions.

Motivation: What do you know about a cat?

What do you know about a mouse?
Motive Question: In the story, let’s find out the characteristics of the
cat and the mouse.
Teacher reads the title. The title of the selection is “Cat and Mouse.”

Now, read the selection.

A mouse and a cat lived in an old house. The mouse

stayed in a hole while the cat slept under the table.

One night, the mouse got out of its hole. “Mmm,

Cheese!” it thought, as it went up the table. As it started

nibbling the cheese, a fork fell. It woke the cat up so it ran

up the table. But the mouse was too fast for the cat. It

quickly dashed to its hole. Safe at last!

591
Listen to each question. Choose the letter of the
correct answer.
Where did the cat and the mouse live?
in a big hole
in an old house
under the dining table

Why did the mouse get out of its hole?

to find a
mate to look
for food
to play with the cat

Why did the cat wake up?

It smelled the food.
The mouse asked it to play.
It heard the noise made by the fork.

In order to catch the mouse, what could the cat do next time?
run
faster
sleep
later
stay alert for loud sounds

Which happened last in the story?

The mouse smelled the food on the
table. The cat woke up and chased
the mouse. The mouse ran to its
hole.

Why was the mouse thankful at the end of the story?

It was able to get away from
the cat. It ate bread and
cheese.
It saw the cat.

592
Ask the following questions.

Motivation: Are you a great runner?

Who can beat you in a race?
Motive Question: In the selection that you will read, find out: Who is
a great runner? Who beat her in a race?
Teacher reads the title. The title of the selection is “The Great Runner.”

Now, read the selection.

Atalanta is a lovely princess and a great runner.

One day, her father told her, “It’s time you get

married.” “I will marry a man who will beat me in

a race,” replied

Atalanta.

Many young men tried their luck. But they all lost.

Hippomenes asked the goddess of love for help.

“Here are three golden apples,” she said. “During the

race, throw one apple in front of Atalanta. She will stop to

pick it up.

That should slow her down.”

Hippomenes heeded her advice and won the race.

593
Listen to each question. Choose the letter of the
correct answer.
Which sentence says something about Atalanta?
She did not want to get
married. She was an
obedient daughter. She was
a great runner.
She loved Hippomenes.

What kind of man would she marry?

a kind
prince a
clever ruler
a great
runner
a handsome man

Hippomenes became Atalanta’s .

friend
enemy
adviser
husban
d

Many tried their luck. When one tries his luck, he

always
wins. is sure
to win.
really wants to win.
attempts to win.

Hippomenes heeded Aphrodite’s advice. The synonym of heeded is

followed
disobeyed
laughed at
disregarded

Who was Aphrodite?

the godmother of
Hippomenes the mother of
Atalanta
the goddess of
love the great
teacher
594
How did the golden apples help Hippomenes win?
They had magic powers.
They made Atalanta
sleepy.
They delayed Atalanta during the
race. They gave Hippomenes strength
in running.

595
Ask the following questions.

Motivation: Where do you find beetles?

Motive Question: In the selection, find out: Where are beetles found?
Why do they survive anywhere?
Teacher reads the title. The title of the selection is “Beetles.”

Now, read the selection.

Beetles can adapt to any kind of environment. They

can be found crawling, burrowing, flying, and swimming

on every part of the earth except the ocean. Why do

beetles survive well on our planet? First, they have tough

compact bodies. These help them hide, find food, and lay

eggs in places where other insects could never go.

Almost all beetles have tough front wings which are

colorful and carry beautiful patterns. These wings also act

as suit of armor to protect the beetles’ transparent hind

wings which are used for flying.

Beetles have mouth parts designed for chewing

different food. They eat other insects, animal dung, and

even cloth. They also feed on the bark, leaves, flowers,

and fruits of any kind of plant. They can even chew

around the stems of poisonous plants to let the deadly sap

drain.

596
Listen to each question. Choose the letter of the
correct answer.
In which of these places WON’T you find beetles?
in the
mountain in
the plains
in the
sea in
the hill

In the sentence Beetles can adapt to any kind of environment, which is a

synonym of adapt?
get used
to change
crawl
eat

What pair of words describe the beetles’ front wings?

transparent and
thick tough and
colorful wide and
thick
silky and soft

What is the use of the beetles’ hind wings?

for protecting the front
wings for covering the
body
for finding
food for flying

Which of the following states the main idea of this selection?

reasons why beetles can survive
anywhere places where one can find
beetles
the compact body of the
beetles the food that
beetles eat

597
What action of the beetle means making a hole in the ground?
burrowin
g
swimmin
g
crawling
flying

The front wings of most beetles .

are
transparent
hide the
beetles
protect the hind wings
maybe used for
swimming

If someone says, “You eat like a beetle” it means that .

You are a picky
eater. You can eat
anything. You don’t
have appetite.
You eat very little amount of food.

598
Ask the following questions.

Motivation: When we are asked difficult questions, we are told

“Use your brain.”What do you know about the
functions of the brain?
Motive Question: Compare your answer with what the selection says.
Teacher reads the title. The title of the selection is “The Brain.”

Now, read the selection.

The brain is the center of the nervous system. It

interprets stimuli and tells the body how to react.

The brain has three major parts. The part that

controls balance, coordination and muscle movement is

called the cerebellum. It makes sure that the muscles

work well together.

For example, a gymnast is able to balance on a beam

because of the cerebellum.

The medulla is a long stem that connects the brain to

the spinal cord. It tells one’s body to do things without

thinking about them. Digesting food or breathing even

while asleep are examples of these involuntary actions.

On the other hand, there are actions that one

decides to do. It is the largest part of the brain—the

cerebrum—that is responsible for these voluntary

movements. Without it, one will not be able to kick a ball

or dance at all.

The brain might seem small but it is so powerful as it

599
controls one’s entire body.

600
Listen to each question. Choose the letter of the
correct answer.
Which is the best description of the brain?
It makes people
intelligent. It keeps
one’s body healthy. It
helps everyone think
well.
It dictates how the body will react to stimuli.

In the sentence, “The brain interprets stimuli,” the meaning of interpret is

.
assign roles
recall facts
discuss ideas
make sense
of

What will the brain likely tell you if you happen to hold on to something
hot?
“I wonder how hot it is.”
“Don’t drop it!”
“Hold
tight!”
“Let go!”

Which is an example of involuntary action?

circulating blood all over the
body punching one’s classmate
clapping your hands
tickling your friend

Which part of the brain connects to the spinal cord?

the nerves
the
medulla
the
cerebrum
the cerebellum

601
What is the function of the cerebellum?
It sends messages to the cerebrum.
It connects the medulla to the cerebrum.
It controls balance and muscle movements.
It tells the parts of the body how they should function.

When you want someone to think of the right answer, you might say,
“Use your senses.”
“Sharpen your
cerebrum.” “Give your
medulla a job.”
“Let your cerebellum function.”

What is the main idea of the selection?

The brain controls the
senses. The brain interprets
all actions. The brain has
three main parts.
The brain controls one’s entire body

602
ENGLISH POSTTEST
SET C

Level Title of the Selection

Pets
Grade 2 Narrative
A Happy Place
Grade 3 Narrative
Marian’s Experiment
Grade 4 Narrative
Trading Places
Grade 5 Narrative
Just How Fast
Grade 6 Expository
Air Currents
Grade 7 Expository

603
Ask the following questions.

Motivation: Do you have a pet?

Motive Question: What is your pet?
Teacher reads the The title of the selection is “Pets.”
title.
Now, read the selection.

I am Pat.
I have a pet cat.

I am Ben.
I have a pet hen.

I am Mig.

I have a pet pig.

I am Det.

I too will have a pet.

604
Listen to each question. Choose the letter of the
correct answer.
What is Pat’s pet?
pig
cat
he
n

Who has a pet pig?

Mig
Pat
Be
n

How many children have pets?

two
four
thre
e

Who has a pet that can lay eggs?

Mig
Be
n
Det

What is the message of the story?

People can have three pets.
People can have the same
pet. People can have
different pets.

605
Ask the following questions.

Motivation: What do you consider to be a happy place?

Motive Question: In this story, what does Dan consider to be a happy
place?
Teacher reads the title. The title of the selection is “Beetles.”

Now, read the selection.

“Come with me,” says Dan.

“Where will we go?” Mina

asks. “We will go to a

happy place

that has lots of balloons.”

“We will play, dance, and run.

We will have so much fun.

We will eat orange cake

that our mom and dad

baked.”

“And then we will sing,

606
Listen to each question. Choose the letter of the
correct answer.
Who asked Mina to go to a happy place?
Mo
m
Dan
Dad

What word says something about the happy place?

quie
t
nois
y far

What will the children do in the happy place?

They will sing, skip and hop.
They will read, write and
count. They will dance, run
and play.

Whose birthday is it?

Dan
Mina
Benn
y

Which word tells what Dan feels?

sad
afraid
excite
d

What is the best response that Benny can make after seeing Dan and
Mina?
I’m glad you came.
I can’t wait to go
home. I want to sing
with you.

607
Ask the following questions.

Motivation: What science experiment have you done?

Motive Question: In this selection, what was Marian’s experiment?
Teacher reads the title. The title of the selection is “Marian’s Experiment.”

Now, read the selection.

Marian came home from school. She went to the

kitchen and saw her mother cooking.

“Mama, do we have mongo seeds?” asked Marian. “I

will do an experiment.”

“Yes, we have some in the cabinet,” answered Mama.

Marian got some seeds and planted them in a wooden

box. She watered the seeds every day. She made sure

they got enough sun. After three days, Marian was happy

to see stems and leaves sprouting. Her mongo seeds grew

into young plants.

Reference: Philippine Informal Reading Inventory 2008-2009 Edition

608
Listen to each question. Choose the letter of the
correct answer.
What did Marian look for in the kitchen?
mango
seeds
mongo
seeds
melon
seeds

What did she do with the seeds?

She played with
them. She cooked
them.
She planted them.

Which of the following events happened last?

Some stems and leaves sprouted from the
seeds. Marian planted the mongo seeds in a
wooden box. Marian watered the soil where the
seeds were planted.

What did Marian know about planting seeds?

Seeds should be placed in a wooden box in the
house. Seeds grow whether or not one takes care of
them.
Seeds need water and sunlight in order to grow.

What can one learn from Marian?

It is good to be
happy. It is good to
be curious.
It is good to be obedient.

Which sentence tells that Marian’s experiment was successful?

Mother said there were mongo seeds in the
cabinet. Stems and leaves started to sprout
from the seeds. The mongo seeds had
enough water and sunlight.

609
Ask the following questions.

Motivation: Have you ever pretended to be someone else?

Motive Question: In this selection, find out what the
main character pretended to be.
Teacher reads the title. The title of the selection is “Trading Places.”

Now, read the selection.

On a trip to a university, the driver told the professor,

“I’ve heard you give this speech many times. I can

deliver it for you.” The professor said, “The people in

this university haven’t

seen me yet. Give the lecture. I’ll pretend to be your driver.”

When they arrived, the driver was introduced to be the

professor. He gave an excellent speech. Everybody

applauded. Afterwards, somebody asked a question which

the driver could’t answer. In order to get out of the sticky

situation, he said,“Oh, that’s such an easy question. Even

my driver can give you the answer!”

Reference: [Link]

610
Listen to each question. Choose the letter of the
correct answer.
Why did the university invite the professor?
to give a test
to give a
lecture to
donate books
to attend
classes

Why was it easy for the driver to pretend he was the professor?
The professor looked like the driver.
The driver dressed up like the professor.
The driver was as intelligent as the
professor. The participants have not seen
the professor yet.

Why was the selection entitled Trading Places?

The driver could answer the question
asked. The professor exchanged roles
with the driver. The driver exchanged
seats with the professor. The professor
seated himself with the audience.

Based on the selection, how would you describe the professor?

a boring
lecturer an
excellent driver
a humorous
person a
generous
employer

611
The driver tried to get out of a sticky situation.
What was the sticky situation?
A participant recognized the
professor. The driver could not
deliver the lecture.
The professor could not move from his
seat. The driver did not know what to
answer.

Why did the driver say “Even my driver can give you
the answer!”?
to admit that even he did not know how to
answer to stop the audience from asking
more questions
to stop the real professor from answering the
question to prove to the participants that the
question was easy

He gave a very good speech and everybody applauded.

Another word for applauded is .
kept very quiet
started to leave
clapped their
hands
asked him to speak louder

612
Ask the following questions.

Motivation: How fast can you move?

Motive Question: In the selection, find out just how different things
can move
Teacher reads the title. The title of the selection is “Just How Fast.”

Now, read the selection.

Many things around us move at different rates.

Glaciers, which are frozen rivers of snow, move less than

one foot in a day. A box turtle travels about ten feet per

minute, while a snail travels five inches per hour. A

chimney swift flies almost ninety miles per hour. This is

the fastest speed recorded for any living creature.

A hydroplane skims across the top of the water at nearly

300 miles an hour. Some racing cars travel more than 500

miles per hour. The wind in a tornado may move at 600

miles per hour but sound waves are faster with a speed of

up to 740 miles per hour.

The Earth moves around the sun at 67,000 miles per hour.

At 186,000 miles per second, light is faster! Science has

yet to discover anything that would surpass this speed.

Reference: Philippine Informal Reading Inventory 2008-2009 Edition

613
Listen to each question. Choose the letter of the
correct answer.
Which living creature has the highest recorded speed?
a box
turtle light
waves
sound
waves
a chimney swift

Among the following, which has the slowest rate of movement?

a snail
a glacier
a box turtle
a chimney swift

What does this statement mean? “Science has yet to discover

anything that would surpass the speed of light.”
Someday, something faster than light will be discovered.
Of all moving objects, only light waves will never slow
down. Among all things, light waves will always have the
fastest speed. Of all that has been observed, light waves
have the fastest speed.

Which among these statements is true?

A box turtle is faster than a
snail. A snail is faster than a
box turtle.
A hydroplane is slower than a
glacier. A glacier is faster than a
hydroplane.

Which among these statements is NOT supported by the selection?

Tornadoes are around double the speed of a
hydroplane. Sound waves are about two times the
speed of light waves.
A hydroplane is about half the speed of the wind in a
tornado. The speed of light is faster than the speed of
the earth’s rotation.

614
“Science has yet to discover anything that would surpass this
speed.” The synonym of surpass is .
equal
reduc
e
acced
e
excee
d

Which among these statements is an opinion?

Sound waves move faster than the
wind. There will never be anything
faster than light. Many things differ in
their rates of movement.
The earth orbits the sun at 67,000 miles per hour.

Which sentence states the main idea of the selection?

A hydroplane skims across the top of the water at nearly
300 miles an hour.
There are many things found around us that move at different
rates. The chimney swift has the fastest recorded speed
among living things. The Earth orbits the sun at 67,000 miles
per hour but light moves faster.

615
Ask the following questions.

Motivation: When do you experience rain in the Philippines

Motive Question: In the selection, find out which parts of the country
experience rain during certain months of the year
Teacher reads the title. The title of the selection is “Air Currents.”

Now, read the selection.

Wind is the natural movement of the air from one

place to another. It affects the climate of a place. There

are three major air streams that greatly affect our climate.

From November to February, mornings are colder

because of the northeast monsoon wind. It blows from

Siberia which is a very frigid place. It brings along

temperature and rain that make us shiver.

The wind from June to October, is warm and humid.

During this time, the western section of our country

experiences strong rains brought about by the southwest

monsoon wind blowing from Australia.

From March to early May, trade winds coming from

the east or northeast reach the Philippines. It brings rains

to the eastern part of our country. Trade winds are warm

and moist and bring hot temperature with little rain.

Isn’t it amazing that each one of these air streams

brings some amount of rain to the Philippines?

Reference: Philippine Informal Reading Inventory 2008-2009 Edition

616
Listen to each question. Choose the letter of the
correct answer.
The northeast monsoon wind blowing from Siberia causes .
heavy
rains
windy
days
hot
temperature
cold
temperature

Which of the following statements is true about the wind?

The wind attracts tourists to visit a
place. The wind affects the climate of
a place. The wind always comes from
one direction. The wind moves at
select times of the year.

Siberia is a very frigid place. What is an antonym for the word frigid?
very
moist
very cold
very hot
very
windy

You are going on a vacation at your cousin’s province in the eastern part of
the country in March. What type of clothes should you bring?
new
thin
thick
moder
n

Among these different air streams in the Philippines, which is the most
appropriate for wearing very heavy clothes?
trade winds
easterly
winds
southeast
monsoons
northeast
monsoons
617
Which among these statements is backed up by the selection?
Northeast monsoons account for strong rains
during the June opening of classes.
Southwest monsoons bring some amount of
rain to the country even in May.
Eastern portions of the country experience
strong rains from June to October.
Western portions of the country experience
strong rains from June to October.

What device did the author use to develop the selection?

examples
cause and
effect a series
of events
problem and solution

Which could be another title of the selection?

Different Causes of Heavy Rains
How Air Streams Affect Climate
Northwest and Southwest
Monsoons
Hot and Cold Temperature in the Country

618
ENGLISH POSTTEST
SET D

Level Title of the Selection

Where the Pets Sat
Grade 2 Narrative
In the Park
Grade 3 Narrative
On Market Day
Grade 4 Narrative
The Legend of the Firefly
Grade 5 Narrative
Flying Rocks
Grade 6 Expository
Ecosystem
Grade 7 Expository

619
Ask the following questions.

Motivation: Where do you often sit?

Motive Question: Where did the pets sit?
Teacher reads the title. The title of the selection is “Where the Pets Sat.”

Now, read the selection.

Mat is a cat.

Mat sat on a hat.

Jig is a pig.

Jig sat on a wig.

Len is a hen.

Len did not sit on a hat or a wig.

Len sat on ten eggs!

620
Listen to each question. Choose the letter of the
correct answer.
Where did the pig sit?
on a
hat on
a wig
on ten eggs

What did the cat do?

sat on
eggs sat
on a wig
sat on a
hat

Which animal sits on something that can break?

the
hen
the
cat
the
pig

Why was it good for Len to sit on the eggs?

so the eggs will not get lost
so the eggs will hatch into
chicks so the eggs will stay
on the nest

Which of the following will happen last?

The hen will lay eggs.
The hen will sit on the
eggs. The hen will have
chicks.

621
Ask the following questions.

Motivation: What do you like to do in the park?

Motive Question: What do the children like to do in the park?
Teacher reads the title. The title of the selection is “In the
Park.”

Now, read the selection.

Today, Sam and Ria will go to the park.

What will they do there?

They will sit on the

grass and look at

some bugs.

They will look at the holes

that the worms have just

dug.

That is where they will

stay on this warm

summer day.

622
Listen to each question. Choose the letter of the
correct answer.
Who will go to the park?
Cam and Mia
Dan and Iya
Sam and Ria

What will the children do in the park?

play with other children
observe the insects
watch the clouds

Why are the children not in school?

It is their Christmas
break. They are on a
class field trip. It is their
summer vacation.

When should the children leave the park?

night time
lunch time
late
afternoon

What else can the two children do at the park?

play with
others watch
the stars eat
their dinner

What is the message of the story?

There are children who do not like the
park. There are people who tell others to
visit the park. There are many things to
see and do at the park.

623
Ask the following questions.

Motivation: Where do you go with your parents every

Saturday?
Motive Question: Where did Manuel go with his father on Saturday?
Teacher reads the title. The title of the selection is “On Market Day.”

Now, read the selection.

Every Saturday, Manuel goes to market with his

father, Mang Ador. They always pass by Aling Juaning’s

stall to buy meat. They go to Mang Tinoy’s for fresh

vegetables. They also visit Aling Tita’s seafood section.

Whenever Mang Ador buys something, Manuel always

tries to predict what his father will cook for lunch. Today

Mang Ador bought tamarind, tomatoes, string beans,

radish, and shrimp.

“I know what we will have for lunch,” says Manuel

happily.

624
Listen to each question. Choose the letter of the
correct answer.
Who is the father in the selection?
Ador
Tinoy
Manu
el

Which stall do the father and son get their fish from?
Mang Tinoy’s
stall Aling Tita’s
stall Aling
Juaning’s stall

What section of the market do the father and son always go to?
fish, meat, and fruits sections
vegetable, fish, and fruit sections
vegetable, seafood, and meat
sections

In the story, the boy tries to predict what they will have for lunch.
When one tries to predict, one tries to .
ask
hear
gues
s

The boy in the story shows us that a person can find out what his
family will have for lunch by .
looking at what his father buys from the
market asking his mother what she thinks his
father will cook smelling the scents in the
kitchen as his father cooks

What do you think does Manuel say on their way to the market?
“I’m tired.”
“I’m excited.”
“I‘m nervous.”

625
Ask the following questions.

Motivation: What are you most afraid of?

Motive Question: What are the stars most afraid of?
Teacher reads the title. The title of the selection is ‘The Legend of the
Firefly.”

Now, read the selection.

There was a time when young and old stars could

talk to Bathala. One day, the young stars learned that

they become part of a black hole when they grow old. The

young stars feared losing their light. They asked Bathala

for help.

“I have a solution. But you have to give up a lot,” said

Bathala. “You need to leave the heavens and live on land.”

Some of the younger stars agreed.

On a dark night, you might chance upon these stars.

They

have turned into tiny twinkling bugs whose tails flicker as

626
Listen to each question. Choose the letter of the
correct answer.
What did the younger stars
fear? asking for help
becoming insects
losing their light
leaving the
heavens

What was Bathala’s solution to the younger stars’ problem?

He will make them young forever.
He will turn them into bugs with
lights. He will give them their light
for eternity.
He will give them a new life in the heavens.

“One might chance upon these stars on a very dark night.”

Which statement below means the same thing?
One will always see these stars on a very dark
night. One will never see the stars on a very
dark night.
One will surely see these stars on a very dark
night. One will possibly see these stars on a
very dark night.

The story is a legend. This means that .

It is a real story about a person’s
life. It is a story which could
really happen.
It is a story about where things came
from. It is a story where there are
talking animals.

According to the selection, what is a firefly?

a bug that wants so much to be a
star an old star that already lost
its energy an insect that died and
went to heaven
a young star that became a glowing insect

627
Which statement is NOT explicitly stated in the given selection?
Fireflies are .
young stars that did not want to lose their
energy twinkling bugs that used to be fearful
young stars insects with chemicals that make
their bodies glow young stars that once lived in
the heavens with old stars

Why did Bathala say “you would have to give up much” to the young
stars?
Life on earth will give them less
light. The young stars will give up
their lives.
The young stars will not be happy on
earth. Life was better in the heavens
than on earth.

628
Ask the following questions.

Motivation: What can be found in the solar system?

Motive Question: In this selection, find out what other things can be
found in the solar system.
Teacher reads the title. The title of the selection is “Flying

Rocks.” Now, read the selection.

There are rocks in our Solar System that never flocked

together to form planets. Larger ones called asteroids

gather in the Asteroid Belt, a strip found between Mars and

Jupiter. Some asteroids don’t move along this belt but

have paths that bring them close to the earth. These are

called Apollo Asteroids.

There may be half a million asteroids whose

diameters are bigger than one kilometer. The largest

asteroid is over 1000 kilometers across. It is speculated

that many asteroids were once larger but they collided

with each other and became small fragments.

Unlike asteroids, meteoroids are small rocky bodies,

that are scattered in space and do not orbit the sun. They

cross the Earth’s orbit and are often seen burning up in

the Earth’s atmosphere at night. The faint flashes of light

they make are called shooting stars.

629
Listen to each question. Choose the letter of the
correct answer.
What are asteroids?
Large fragments of rock in the Solar
System Large fragments of rock that circle
the moon Small fragments of rock that do
not circle the sun
Small fragments of rock that do not circle the planets

What are meteoroids?

Large fragments of rock that circle the
sun Large fragments of rock that circle
the planets Small bits of rock that do not
circle the sun
Small bits of rock that do not cross the planets’ orbits

Which among the following statements is NOT true?

Some asteroids move close to the earth.
Large rocks flock together in the
Asteroid Belt.
All rocks in our Solar System have formed
planets. The Asteroid Belt is found between
Mars and Jupiter.

“It is speculated that many asteroids were once larger.”

What does the word speculated mean?
written
guessed
confirmed
questioned

What is a possible reason behind the fact that asteroids are not
anymore as large as they were first thought to be?
They could have shrunk when they got closer to the
sun. They could have hit one another and broken into
pieces. They could have burned up and eventually
become smaller. They could have rammed into some
planet and broken apart.

630
Which of the following statements is TRUE of asteroids and meteoroids?
Both asteroids and meteoroids can be seen in a belt of
rocks between Jupiter and Mars.
Both asteroids and meteoroids circle the Earth and
can be seen as faint flashes of light.
Both asteroids and meteoroids are
composed of rocky particles found in the Solar
System.
Both asteroids and meteoroids are scattered
randomly across in space and do not orbit the sun.

Many asteroids must have collided with one another. What is a synonym of
the word“collided?"
trapped into
crashed into
converged
with
connected
with

If you see faint flashes of light in the night sky, which of the following
could have happened?
Flames shoot up from the sun and come closer to the
earth. Meteoroids have just crossed the earth’s orbit and
burned up. Meteoroids have just crossed paths with the
sun and burned up. There are moments when the earth
orbits a lot closer to the sun.

631
Ask the following questions.

Motivation: How would you react if there is a stranger in

your house?
Motive Question: In this selection, find out how organisms react if a
new organism came to their homes.
Teacher reads the title. The title of the selection is “Rcosystems.”

Now, read the selection.

Ecosystems consist of living and non-living organisms in

an area. These include plants, animals, microbes, and

elements like soil, water, and air. The living organisms

depend on both living and non-living aspects of an

ecosystem.

An ecosystem can be as small as a puddle or as big

as an ocean. It is a very delicate balance, with these life

forms sustaining one another. Disruptions to an

ecosystem may prove disastrous to all its organisms.

When a new plant or animal is suddenly placed in an

ecosystem, it will surely compete with the original

inhabitants for resources. This stranger may even push

out the natural organisms, causing them to be extinct.

The organisms that depended on the extinct organisms

will definitely be affected.

The balance in ecosystems have been unsettled by

natural disasters such as fires, floods, storms, and

volcanic eruptions.

632
However, in recent years and ironically, in the name of

progress, human activity has affected many ecosystems

around the world.

633
Listen to each question. Choose the letter of the
correct answer.
Which among the following is NOT a good description for an ecosystem?
animals and plants relying on each other to
survive a place where people are friendly to
the environment
a biological community where organisms affect
each other a variety of living and non-living things
in a particular area

Why is an ecosystem considered to be a delicate balance?

There are big ecosystems and small ecosystems that have to
be balanced.
Not all ecosystems weigh the same so their weight
needs to be distributed.
A change in an ecosystem can have tremendous
effects on all its organisms.
Different organisms always have equal importance in any
given ecosystem.

Which of the following is NOT one of the natural disasters that have
caused ecosystems to be unsettled?
fires
floods
storms
humans

Based on the selection, which of the following is true about human

progress and ecosystems?
Human progress sometimes causes ecosystems to
suffer. Human activity promotes the development of
ecosystems. Human activity helps find solutions to
ecological problems. Human progress causes different
ecosystems to be progressive.

According to the selection, a new organism introduced in an ecosystem can

have an effect on an original inhabitant when .
it fights with and eventually eats the original inhabitant
it consumes resources intended for the original inhabitant
it makes the original inhabitant feel strange in the
ecosystem it contributes to disasters that upset the
balance in the system

634
What should human beings do in order to maintain the balance in
different ecosystems?
Cut down a lot of trees so that there is more space for animals
to live in. Take corals from the sea so that fish would have
more freedom to swim. Plant more trees in order to replace
those that have been cut down.
Catch a lot of tuna so that nothing will eat the mackerel or the small
fish.

The diagram below shows an ocean ecosystem. The arrows point to the
food source of the succeeding organism. If a new organism is
introduced into the system and it eats the shrimplike creatures, how will
this indirectly affect the mackerel?
The mackerel will have no more shrimplike creatures to eat.
The mackerel will still be eaten by the tuna fish as it
continues to consume the small fish.
The mackerel will be eaten by the small fish which now has
to look for a new food source.
The mackerel might lose its food since without a food source,
the small fish could die.

Using the same diagram, which of the following statements is

FALSE?
The small fish depends solely on shrimplike creatures for
food. The tuna fish depends solely on the mackerel as its
food source. The large shark depends solely on the tuna
fish as its food source. The shrimplike creatures depend
solely on one-celled life for food.

635
 APPENDIX A12
Key to Correction:
Graded Passages in English Post-Test Sets A, B, C, D
Set
A

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

The Egg on The Tricycle The Snail Rocks from

The Bib with Diving
the Biggest
the Grass Man House Outer Space
1.b 1.b 1.b 1.d 1.c 1.d
2.a 2.c 2.c 2.a 2.d 2.a
3.c 3.a 3.b 3.c 3.b 3.a
4.a 4.c 4.a 4.b 4.d 4.b
5.c 5.b 5.a 5.c 5.b 5.b
6.c 6.c 6.c 6.a 6.b
7.a 7.b 7.b
8.a 8.a

Set B

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Bam and The Caps and Cat and The Great Beetles The Brain
Tagpi the Kittens Mouse Runner
1.a 1.a 1.b 1.c 1.c 1.d
2.a 2.c 2.b 2.c 2.a 2.d
3.b 3.a 3.c 3.d 3.b 3.d
4.b 4.b 4.a 4.d 4.d 4.a
5.c 5.c 5.c 5.a 5.a 5.b
6.c 6.a 6.c 6.a 6.c
7.c 7.c 7.b
8.b 8.d

636
Set C

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Marian’s
Pets A Happy Experiment Trading Just How Fast Air Currents
Place Places
1.b 1.b 1.b 1.b 1.d 1.d
2.a 2.b 2.c 2.d 2.b 2.b
3.c 3.c 3.a 3.b 3.d 3.b
4.b 4.c 4.c 4.c 4.a 4.b
5.c 5.c 5.b 5.d 5.b 5.d
6.a 6.b 6.b 6.d 6.d
7.c 7.b 7.b
8.b 8.b

Set D

Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Where the In the Park On Market The Legend Flying Rocks Ecosystems
of
Pets Sat Day the Firefly
1.b 1.c 1.a 1.c 1.a 1.b
2.c 2.b 2.b 2.b 2.c 2.c
3.a 3.c 3.c 3.d 3.c 3.d
4.b 4.c 4.c 4.c 4.b 4.a
5.c 5.a 5.a 5.d 5.b 5.b
6.c 6.b 6.c 6.c 6.c
7.d 7.b 7.d
8.b 8.b

637
 APPENDIX B1
Phil-IRI Form
1A Talaan ng Pangkatang Pagtatasa ng Klase (TPPK)

Baitang Seksyon Guro

Paaralan:
Antas ng Pangkatang Pagtatasa : Petsa:

Nakuha
ang Bilang ng Tamang Sagot Kabuuang Markang Markan
g
(ayon sa Uri ng Tanong) Marka < 14 ≥ 14 *
Pagtatasa
Pangalan oX Literal Paghihinuha Kritikal
(Inferential)
1. / / / / 20
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Kabuuang Bilang ng
Mag-aaral

*Ang mag-aaral na nagtamo ng kabuuang marka na ≥ 14/20 ay hindi na kailangang kumuha ng Phil
IRI.

628
 Phil-IRI Form
1A Talaan ng Pangkatang Pagtatasa ng Klase (TPPK)
Halimbawa ng Nasagot na TPPK

Baitang: 4 Seksyon: Kamia Guro: Ms. Joy Masayahin

Paaralan: Mababang Paaralan ng Emilio Aguinaldo
Antas ng Pangkatang Pagtatasa: 4 Petsa: 15 Hunyo 2014

Nakuha
Bilang ng Tamang Sagot Kabuuang Markang Markang
ang
(ayon sa Uri ng Tanong) Marka < 14 ≥ 14 *
Pagtatasa
Pangalan oX Literal Paghihinuha Kritikal
(Inferential)
[Link], Jaime 4/7 4/7 5/6 13/ 20
[Link], Angelita 4/7 1/7 0/6 5/ 20
[Link], Teresita 5/7 5/7 4/6 14/ 20
[Link], Glenda 5/7 4/7 0/6 9/ 20
[Link], Ligaya 5/7 5/7 5/6 15/ 20
[Link], Christine 5/7 2/7 1/6 8/ 20
[Link], Elizabeth 4/7 2/7 0/6 6/ 20
[Link], Michael 6/7 5/7 3/6 14/ 20
9.
10.
11.
12.
13.
14.
15.
16.
17.
Kabuuang Bilang ng
8 5 3
Mag-aaral

*Ang mag-aaral na nagtamo ng kabuuang marka na ≥ 14/20 ay hindi na kailangang kumuha ng Phil
IRI.

629
 APPENDIX B2
Phil-IRI Form 1B
Screening Test Class Reading Record (STCRR)

Grade: Section: Teacher:

School:
Screening Test Level: Date:

Kabuuang Markang Markang

Test Number of Correct Responses Marka < 14 ≥ 14 *
Taken

Name or X Literal Inferential Critical

1. / / / / 20
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Total Number of
Students

*Students with a total score of ≥ 14/20 need not take the PHIL IRI.

630
 Phil-IRI Form 1B
Screening Test Class Reading Record (STCRR)
Sample of Accomplished STCRR

Grade: 4 Section: Sampaguita Teacher: Mrs. Delia

Masapiag School: Mababang Paaralan ng Emilio Aguinaldo
Screening Test Level: Date:

Kabuuang Markang Markang

Test Number of Correct Responses Marka < 14 ≥ 14 *
Taken

Name or X Literal Inferential Critical

[Link], Jaime 4/7 4/7 5/6 13/ 20
[Link], Angelita 4/7 1/7 0/6 5/ 20
[Link], Teresita 5/7 5/7 4/6 14/ 20
[Link], Glenda 5/7 4/7 0/6 9/ 20
[Link], Ligaya 5/7 5/7 5/6 15/ 20
[Link], Christine 5/7 2/7 1/6 8/ 20
[Link], Elizabeth 4/7 2/7 0/6 6/ 20
[Link], Michael 6/7 5/7 3/6 14/ 20
9.
10.
11.
12.
13.
14.
15.
16.
17.
Total Number of 8 5 3
Students

*Students with a total score of ≥ 14/20 need not take the PHIL IRI.

631
 APPENDIX C
Phil-IRI Form 2
Talaan ng Paaralan sa Pagbabasa
(TPP)
/ School Reading Profile (SRP)

School: Division:
District: Region:

Grade Sections Enrolment Score (Marka)

Markang ≥ Markang <
14 14
III
Ilang-ilang
Jasmine
Kamia
Sampaguita

IV
Aguila
Kalapati
Maya
Pipit
V
Aguinaldo
Bonifacio
Rizal
Silang

VI Apo
Cordillera
Makiling
Samat

Total

632
 Phil-IRI Form 2

Sample Accomplished Form

Talaan ng Paaralan sa Pagbabasa (TPP)
/ School Reading Profile (SRP)

School: Division:
District: Region:

Grade Sections Enrolment Score (Marka)

Markang ≥ 14 Markang < 14
III 200 89 111
Ilang-ilang 52 20 32
Jasmine 49 19 30
Kamia 48 23 25
Sampaguita 51 27 24

IV 207 88 119
Aguila 55 20 35
Kalapati 53 21 32
Maya 50 22 28
Pipit 49 25 24
V
203 84 119
Aguinaldo 51 24 27
Bonifacio 49 20 29
Rizal 48 19 29
Silang 55 21 34
VI
199 80 119
Apo 47 19 28
Cordillera 49 18 31
Makiling 50 21 29
Samat 53 22 31
Total
1418 593 825

633
 APPENDIX D1
Phil-IRI Form 3A, Pahina 1

Markahang Papel ng Panggradong Lebel na

Teksto Panimulang Pagtatasa sa Filipino

Set A (Grade 4)

"Isang Pangarap"

Kasama si Jamil, isang batang Muslim, sa sumalubong sa

pagdating ng kanyang tiyuhin.

“Tito Abdul, saan po ba kayo galing?” tanong ni Jamil.

“Galing ako sa Mecca, ang banal na sambahan nating mga

Muslim. Bawat isa sa atin ay nangangarap na makapunta roon.
Mapalad ako dahil narating ko iyon.”

“Bakit ngayon po kayo nagpunta roon?”

“Kasi, isinasagawa natin ngayon ang Ramadan, ang pinakabanal

na gawain ng mga Muslim. Pag-alala ito sa ating banal na aklat na
tinatawag na Koran. Doon ipinahayag na sugo ni Allah si Mohammed.”

“Alam ko po ang Ramadan. Nag-aayuno tayo at hindi kumakain

mula sa pagsikat ng araw hanggang hapon.”

“Oo. Isang paraan kasi natin ito upang ipakita ang pagsisisi sa
nagawa nating kasalanan.”

“Ang pagtatapos ng Ramadan,” dagdag pa ni Tito Abdul, “ay

masayang ipinagdiriwang din nating mga Muslim.”

“Pangarap ko rin pong makapunta sa Mecca,” sabi ni Jamil.

Level: Grade
4 Bilang ng mga
salita: 144

634
 Phil-IRI Form 3A, Pahina 2

PART A

Kabuuang Oras ng Pagbasa: minuto Rate ng Pagbasa: salita

/minuto Sagot sa mga Tanong: Marka: %=

Comprehension Level:

1. 5.
2. 6.
3. 7.
4.

PART B

Word Reading (Pagbasa)

Seleksyon: Level: Set:

Number of Miscues
Types of Miscues
(Bilang ng Salitang mali ang
(Uri ng Mali) basa)
1 Mispronunciation (Maling Bigkas)

2 Omission (Pagkakaltas)

3 Substitution (Pagpapalit)

4 Insertion (Pagsisingit)

5 Repetition (Pag-uulit)

6 Transposition (Pagpapalit ng lugar)

7 Reversal (Paglilipat)

Total Miscues (Kabuuan)

Number of Words in the Passage

Word Reading Score

Word Reading Level (Antas ng Pagbasa)

635
 Phil-IRI Form 3A, Pahina 3

Markahang Papel ng Panggradong Lebel na Teksto

Halimbawa ng Nasagutang Markahang Papel
Name: Karlo Roman Age: 12 Baitang /Section: 6-Rizal
School: Emilio Aguinaldo Elementary School Teacher: Ms. Joy Masayahin
Pre-Test: Post test: Level: 4 Set A B C D Date: 17-Hunyo, 2014

"Isang Pangarap"

Kasama si Jamil, isang batang Muslim, sa sumalubong sa

pagdating ng kanyang tiyuhin.
Abul
“Tito Abdul, saan po ba kayo galing?” tanong ni Jamil.
simbahan
“Galing ako sa Mecca, ang banal na sambahannating mga Muslim. Bawat
pala
isa sa atin ay nangangarapna makapunta roon. Mapalad^ako dahil narating ko

iyon.” nangarap

“Bakit ngayon po kayo nagpunta roon?”

S S
“Kasi, isinasagawa natin ngayon ang Ramadan, ang pinakabanal
na gawain ng mga Muslim. Pag-alala ito sa ating banal na aklat na
tinatawag na Koran. Doon ipinahayag na sugo ni Allah si Mohammed.”

“Alam ko po ang Ramadan. Nag-aayuno tayo at hindi kumakain

mula sa pagsikat ng araw hanggang hapon.”

“Oo. Isang paraan kasi natin ito upang ipakita ang pagsisisi sa
nagawa nating kasalanan.”

“Ang pagtatapos ng Ramadan,” dagdag pa ni Tito Abdul, “ay

masayang ipinagdiriwang din nating mga Muslim.”

“Pangarap ko rin pong makapunta sa Mecca,” sabi ni Jamil.

Level: Grade
4 Bilang ng mga
salita: 144

636
 Phil-IRI Form 3A,
Pahina 4
PART A

Kabuuang Oras ng Pagbasa: 1.50 Rate ng Pagbasa: 78 salita /minuto

minuto
Sagot sa mga Tanong: Marka: %= 57% Comprehension Level: Frustration
4
1. a c
2. b a
3. b b
4. d

PART B

Word Reading (Pagbasa)

Seleksyon: Isang Pangako Level: 4 Set: A

Number of Miscues
Types of Miscues
(Bilang ng Salitang mali ang
(Uri ng Mali) basa)
1 Mispronunciation (Maling Bigkas) 1

2 Omission (Pagkakaltas) 1

3 Substitution (Pagpapalit) 2

4 Insertion (Pagsisingit) 1

5 Repetition (Pag-uulit) 3

6 Transposition (Pagpapalit ng lugar) 1

7 Reversal (Paglilipat)

Total Miscues (Kabuuan) 9

Number of Words in the Passage 144

Word Reading Score 93.75%

Word Reading Level (Antas ng Pagbasa) Instructional

637
 APPENDIX D2
Phil-IRI Form 3B, Page 1

Grade Level Passage Rating Sheet

“Frog’s Lunch”

One day a frog sat on a lily pad, still as a

rock. A fish swam by.

“Hello Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog. “Oh, good luck!” said the

fish and swam away. Then, a duck

waddled by.

“Hello Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.

“Oh, good luck!” said the duck and waddled

away. Then a bug came buzzing by.

“Hello Mr. Frog! What are you doing?” asked

the bug. “I’m having my lunch! Slurp!” said

Total Time in Reading the Text: minutes Reading Rate: words per minute

Responses to Questions:
1. 5.
2. 6.
3. 7.
4.

638
 Phil-IRI Form 3B, Page 2

PART A

Total Time in Reading the Text: minutes Reading Rate: words per minute

Responses to Questions: Score: %= Comprehension Level:

1. 5.
2. 6.
3. 7.
4.

PART B

Word Reading (Pagbasa)

Passage: Level:

Number of Miscues
Types of Miscues
(Bilang ng Salitang mali ang
(Uri ng Mali) basa)
1 Mispronunciation (Maling Bigkas) 1

2 Omission (Pagkakaltas) 1

3 Substitution (Pagpapalit) 2

4 Insertion (Pagsisingit) 1

5 Repetition (Pag-uulit) 3

6 Transposition (Pagpapalit ng lugar) 1

7 Reversal (Paglilipat)

Total Miscues (Kabuuan) 9

Number of Words in the Passage 144

Word Reading Score 93.75%

Word Reading Level (Antas ng Pagbasa) Instructional

639
 Phil-IRI Form 3B, Page 3

Grade Level Passage Rating Sheet

Sample Accomplished Form
Name: Karlo Roman Age: 12 Grade /Section: 6-Rizal
School: Emilio Aguinaldo Elementary School Teacher: Ms. Joy
Masayahin
Pre-Test: Post test: Level: 4 Set A B C D Date: 20-June, 2014

“Frog’s Lunch”

an
One day a frog sat on a lily pad, still as ^a
rock. A fish swam by.

“Hello Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.
sam
“Oh, good luck!” said the fish and swamaway.
wadded
Then, a duck waddledby.

“Hello Mr. Frog! What are you waiting

for?” “I am waiting for my lunch,” said

the frog.
wadded
“Oh, good luck!” said the duck and waddledaway.
S
Then a bug came buzzing by.

“Hello Mr. Frog! What are you doing?” asked the

bug. “I’m havingmy lunch!Slurp!” said the frog.

Mr. Frog smiled.

Level: Grade 4

640
 Phil-IRI Form 3A, Page 4

PART A

Total Time in Reading the Text: 1.10 minutes Reading Rate: 86words per minute

Responses to Questions: Score: 3 %= 43 Comprehension Level: Frustration

1. a c LB
2. b
3. d
b

PART B

Word Reading (Pagbasa)

Passage: Frog's Lunch Level: 4 Set: A

Number of Miscues
Types of Miscues
(Bilang ng Salitang mali ang
(Uri ng Mali) basa)
1 Mispronunciation (Maling Bigkas) 2

2 Omission (Pagkakaltas) 1

3 Substitution (Pagpapalit) 1

4 Insertion (Pagsisingit) 1

5 Repetition (Pag-uulit) 5

6 Transposition (Pagpapalit ng lugar) 2

7 Reversal (Paglilipat) 0

Total Miscues (Kabuuan) 12

Number of Words in the Passage 101

Word Reading Score 88 %

Word Reading Level (Antas ng Pagbasa) Frustration

641
 APPENDIX E
Phil-IRI Form 4, Page 1
Individual Summary Record (ISR)
Talaan ng Indibidwal na Pagbabasa (TIP)

Name: Age: Grade/Section:

School: Teacher:

English: Filipino:

Level Date
Started Level Set Word Reading Comprehension Taken
Mark Indicate
with if A. B. Ind Ins Frus Ind Ins Frus
an * C. or D
K
I
II
III
IV
V
VI
VII
Legend: Ind-Independent;Ins- Instructional;Frus- Frustration

Oral Reading Observation Checklist:

Talaan ng mga Puna Habang Nagbabasa

Behaviors while Reading (Paraan ng Pagbabasa) or X

Does word-by-word reading (Nagbabasa nang pa-isa isang salita)
Lacks expression; reads in a monotonous tone (Walang damdamin;
walangpagbabago ang tono)
Voice is hardly audible (Hindi madaling marinig ang boses)

Disregards punctuation (Hindi pinanpansin ang mga bantas)

Points to each word with his/her finger (Itinuturo ang bawat salita)
Employs little or no method of analysis (Bahagya o walang paraan
ngpagsusuri)
Other observations: (Ibang Puna)

642
 Phil-IRI Form 4, Page 2
Individual Summary Record (ISR)
Talaan ng Indibidwal na Pagbabasa (TIP)

Summary of Comprehension Responses (Talaan ng Pag-unawa)

English: Filipino:

Passage Pre-Test Post Test

Level Panimulang Pagtatasa Panapos na Pagtatasa
A Responses to Questions Score per Score % Reading
B Sagot sa mga Tanong Type of Marka Level
C Question Antas ng
D Pagbasa
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
I L=_ /_
I=_ /_
C=_ /_
II L=_ /_
I=_ /_
C=_ /_
III L=_ /_
I=_ /_
C=_ /_
IV L=_ /_
I=_ /_
C=_ /_
V L=_ /_
I=_ /_
C=_ /_
VI L=_ /_
I=_ /_
C=_ /_
VII L=_ /_
I=_ /_
C=_ /_

Legend: L- Literal; I-Inferential; C-Critical

643
 Phil-IRI Form 4, Page 3
Individual Summary Record (ISR)
Talaan ng Indibidwal na Pagbabasa (TIP)
Sample Accomplished Form
Name: Karlo Roman Age: 12 Grade /Section: 6-Rizal
School: Emilio Aguinaldo Elementary Teacher: Ms. Joy Masayahin
School
English: Filipino:

Level Date
Started Level Set Word Reading Comprehension Taken
Mark Indicate
with if A. B. Ind Ins Frus Ind Ins Frus
an * C. or D
K
I
II
III
* IV 20 June
V
VI
VII
Legend: Ind-Independent;Ins- Instructional;Frus- Frustration

Oral Reading Observation Checklist:

Talaan ng mga Puna Habang Nagbabasa

Behaviors while Reading (Paraan ng Pagbabasa) or X

Does word-by-word reading (Nagbabasa nang pa-isa isang salita) X bihira

Lacks expression; reads in a monotonous tone (Walang damdamin;
walang X
pagbabago ang tono)

Voice is hardly audible (Hindi madaling marinig ang boses) X

Disregards punctuation (Hindi pinanpansin ang mga bantas)

Points to each word with his/her finger (Itinuturo ang bawat salita) X bihira
Employs little or no method of analysis (Bahagya o walang paraan ng
pagsusuri) X bihira

Other observations: (Ibang Puna)

644
 Phil-IRI Form 4, Page 4
Individual Summary Record (ISR)
Talaan ng Indibidwal na Pagbabasa (TIP)

Summary of Comprehension Responses (Talaan ng Pag-unawa)

English: Filipino:

Passage Pre-Test Post Test

Level Panimulang Pagtatasa Panapos na Pagtatasa
A Responses to Questions Score per Score % Reading
B Sagot sa mga Tanong Type of Marka Level
C Question Antas ng
D Pagbasa
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
L=_ /_
I I=_ /_
C=_ /_
L=_ /_
II I=_ /_
C=_ /_
L=_ /_
III I=_ /_
C=_ /_
L=_ /_
IV x x x I=_ /_ 4/7 57 Frustratio
C=_ /_ n
L=_ /_
V I=_ /_
C=_ /_
L=_ /_
VI I=_ /_
C=_ /_
L=_ /_
VII I=_ /_
C=_ /_
Legend: L- Literal; I-Inferential; C-Critical

645
 APPENDIX F1A
Phil-IRI Pangkatang Pagtatasa: Sagutang Papel
BAITANG 2: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae Paaralan: Petsa:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

Phil-IRI Pangkatang Pagtatasa: Sagutang Papel

BAITANG 2: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae Paaralan: Petsa:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

646
 APPENDIX F2A
Phil-IRI Pangkatang Pagtatasa: Sagutang Papel
BAITANG 3: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae Paaralan: Petsa:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

Phil-IRI Pangkatang Pagtatasa: Sagutang Papel

BAITANG 3: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae Paaralan: Petsa:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

647
 APPENDIX F2B
Phil-IRI Group Screening Answer Sheet
GRADE 3: ENGLISH
Name: Age:
Grade & Section: Sex: Male or
Female School: Date:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

Phil-IRI Group Screening Answer Sheet

GRADE 3: ENGLISH
Name: Age:
Grade & Section: Sex: Male or
Female School: Date:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

648
 APPENDIX F3A
Phil-IRI Pangkatang Pagtatasa: Sagutang Papel
BAITANG 4: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae Paaralan: Petsa:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

Phil-IRI Pangkatang Pagtatasa: Sagutang Papel

BAITANG 4: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae Paaralan: Petsa:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

649
 APPENDIX F3B
Phil-IRI Group Screening Answer Sheet
GRADE 4: ENGLISH
Name: Age:
Grade & Section: Sex: Male or
Female School: Date:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

Phil-IRI Group Screening Answer Sheet

GRADE 4: ENGLISH
Name: Age:
Grade & Section: Sex: Male or
Female School: Date:

A. B. C. D.
1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

650
 APPENDIX F4A
Phil-IRI Pangkatang Pagtatasa: Sagutang Papel
BAITANG 5: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae
Paaralan: Petsa:

A. B.

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.

651
 APPENDIX F4B
Phil-IRI Group Screening Answer Sheet
GRADE 5: ENGLISH
Name: Age:
Grade & Section: Sex: Male or
Female School: Date:

A. B. C.

1. 8. 15.

2. 9. 16.

3. 10. 17.

4. 11. 18.

5. 12. 19.

6. 13. 20.

7. 14.

652
 APPENDIX F5A
Phil-IRI Pangkatang Pagtatasa: Sagutang Papel
BAITANG 6: FILIPINO
Pangalan: Edad:
Antas at Seksyon: Kasarian: Lalaki o
Babae
Paaralan: Petsa:

A. B.

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.

653
 APPENDIX F5B
Phil-IRI Group Screening Answer Sheet
GRADE 6: ENGLISH
Name: Age:
Grade & Section: Sex: Male or
Female School: Date:

A. B. C.

1. 8. 15.

2. 9. 16.

3. 10. 17.

4. 11. 18.

5. 12. 19.

6. 13. 20.

7. 14.

654
 APPENDIX G
Reminders on Conducting Assessments
and Interpreting Assessment Results
Guidelines on Conducting Assessment

Recognize your role as an assessor. The purpose of assessment is

to gather information about the learner and describe his/her performance
and not to instruct.

Develop rapport. Be in a pleasant disposition when conducting the

assessments. Create an atmosphere that is conducive to learners that
will encourage them to perform at their best. Clarify that this will not
compromise their performance in class.

Clarify your purpose. Explain to the learners how the results will be
used. The primary reason for conducting these assessments is to gather
information so that the teacher may design/adjust instruction.

Recognize diversity. Understand that cultural differences do not imply

cultural deficits.

Regard the learners with respect. The conduct of the assessments

must be in a non-threatening environment that treats learners in a
friendly, amicable manner.

Guidelines on Interpreting Assessment Results

Assessment information describes performance. Assessments are

isolated events and may not be able to describe the learner’s behavior in
less-threatening environments. Consider the results with other contextual
factors in mind.

Assessment information provides an estimate. The data gathered must

not be used to sum up the learner’s performance but must provide useful
information regarding where to begin instruction.

Refrain from stereotyping. Be cautious about drawing conclusions

based on the assessment tool. Know that the results of this informal
reading inventory must not be used in isolation but rather in combination
with other assessment measures.

Assessment should inform instruction. The results of this assessment

must not be used as a means for making decisions regarding promotion
nor retention. The data gathered must be used for designing
instruction/intervention.

655
3. Ethical Issues and Responsibilities

The tests have been reviewed and written with the Filipino child in mind.
The themes and selections were drawn from an understanding of the nature of
the developing child in the Philippines. It embraces learners’ diversity such that
dialectal variations are not considered as errors. The tests have been written so
that terms and examples are not offensive to students of different gender, race,
religion, culture or nationality.

The child must be treated with respect at all times. It must take place in a
non- threatening environment with adequate conditions that will encourage optimal
learner performance. The administration of this test must adhere to the DepEd Child
Protection Policy4 (specifically Section 3. L.3 that states the need to protect children
from psychologicalharm).

656
4 Department Order No. 40, Series 2012. DepEd Child Protection Policy

657
APPENDIX H
Handbook on
Reading Intervention

658
 TABLE OF CONTENTS
PART I
On Reading Assessment and Intervention...................................................................660
A. View of Reading........................................................................................ 660
B. On Assessment......................................................................................... 661
Introduction to Assessment....................................................................661
Guidelines on Conducting Assessment..................................................661
Guidelines on Interpreting Assessment Results.....................................662
Ethical Issues and Responsibilities.........................................................662

PART II
Planning for Instruction: The Literacy Curriculum......................................................663
A. A Quick Review of the Domains of Literacy..............................................663
B. The Literacy Domains Assessed by Phil-IRI...............................................665
During Oral Reading of Selections

Word Recognition.............................................................................................. 665

Miscues, Possible Causes and Suggested Intervention........................ 665
Phonological Awareness, Alphabet Knowledge and Word Recognition 667
Teaching Word Recognition in the Mother Tongue and Filipino...........668
Shifting to Word Recognition in English...............................................674
The Importance of Developing Oral Language....................................674
Alphabet Knowledge and Word Recognition in English........................674
Sequence of Presentation of Words in English: The Word Families.....675

Fluency............................................................................................................... 684
Components of Fluency.......................................................................684
Reading Behaviors that Demonstrate Fluency....................................684
Skills for Fluency Development...........................................................685
Relationship of Fluency to Reading Comprehension............................685
Developing Fluent Reading.................................................................686
One Minute Reading............................................................................ 687

Comprehension of Selections..........................................................................688
Listening and Comprehension.............................................................688
Factors that Affect Listening Comprehension......................................688
Strategies to Improve Listening Comprehension.................................688
Reading Comprehension......................................................................690
Factors that Affect Reading Comprehension.......................................690
Major Comprehension Strategies.........................................................691
Method of Teaching the Comprehension Strategies............................692

PART III
Asessment as Basis for Intervention: The Phil-IRI Results........................................ 694
The Phil-IRI................................................................................................... 694

659
 Stages of Administration...............................................................................694
Gathering Information Using the Group Screening Test............................... 695
Analysis of Results of the Group Screening Test.......................................... 695
The Case of S32........................................................................................... 696
Analysis of Results of the Individualized Assessment................................... 698
Tapping Background Information.................................................................. 698
Other Sample Cases and Recommended Intervention................................. 700
Case Study 1......................................................................................... 700
Case Study 2......................................................................................... 700
Case Study 3......................................................................................... 701
Case Study 4......................................................................................... 702
Case Study 5......................................................................................... 703
Case Study 6......................................................................................... 705

PART IV
Reading Remediation in a School Reading Program.................................................. 706
Components of a Complete School Reading Program.................................. 706
Specialized Teaching of Reading.................................................................. 706
PrinciplesofRemediation................................................................................ 707
Reading Intervention Within A Regular Class............................................... 708
Differentiated Instruction During A Reading Class........................................ 708
ConductingReadingInterventionOutsidetheReadingClass..............................710

REFERENCES................................................................................................ 712

660
 PART I.
ON READING, ASSESSMENT
AND INTERVENTION
A. A View of Reading

In order to fully appreciate the rationale for developing Phil-IRI, it is

important to have a basic understanding of how children develop reading skills.
A view of reading that informs literacy instruction is The Simple View of Reading
by Hoover and Gough 1. This model of reading in Figure 1 posits that reading
comprehension can be achieved when the reader has adequate decoding skills
and linguistic comprehension (Hoover & Gough, 1990). Decoding refers to
efficient word recognition. This focuses more on the mechanical aspect of the
reading process. Language comprehension on the other hand refers to the ability
to take lexical information and derive sentence and discourse interpretations.
This focuses more on the meaning aspect of the process. Hoover and Gough
present an equation that best explains their theory:

R = D X LC
Reading Decoding or Language
Comprehensio Word Reading Comprehensio
n n
Figure 1. The Simple View of Reading by Wesley Hoover and Philip B. Gough (1990)

Decoding (D) and language comprehension (LC) are both necessary for reading
(R). The development of one of these constructs will positively influence the
development ofthe other. And though distinguishable, in order for one to be
considered a good reader, good performance in both these areas are required which
therefore make these skills inseparable. It is important then to be able to describe
both elements of this equation in order to fully describe reading performance. This
may be achieved through the use of an informal assessment tool.

Traditional assessments tend to identify only the weakness of children in the

reading task. According to Carr, Vogt and Shearer, the traditional model does not
seek to find students’ strengths, only their most vulnerable areas (2003). The Phil-IRI
is an attempt to move away from a deficit model towards a growth paradigm. Rather
than looking solely for causes of reading difficulties, the diagnostic teacher also tries
to record what children can do (Walker,
2004). These become points for development 2. By discovering the needs and
strengths of the child, the teacher can come up with suitable reading
experiences. This relationship and interconnectedness of assessment and
instruction is depicted in Figure 2.

661
Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary

Journal, 2, 127- Cobb , C. (2004). Turning on a dime: Making change in literacy classrooms. The Reading

Teacher, 58, 104-106

662
 Classroom Classroom Instruction
assessment Informed by Assessment
Child’s Reading Child’s Reading
Performance at Performance at
the beginning of the end of the
the year year
Individual Specialized Instruction
assessment Informed by Assessment

Figure 2. Assessment and Instruction for Reading Development

B. On Assessment

Introduction to Assessment

Teachers assess for many purposes because they are required to make many
different kinds of decisions. Its primary purpose is to gather enough information
about a learner’s performance to facilitate effective decision-making (Airasian,
2001).3Assessment is the process of collecting, synthesizing and interpreting
classroom information. It may be gathered by group- administering, a sit-down paper
and pencil test or by conducting individualized one-on-one assessments. It requires
that teachers pay constant attention to the child’s response to these measures.
Once the information is gathered, the classroom teacher has an opportunity to
review the quality of each learner’s performance and design instruction accordingly.

Guidelines on Conducting Assessment

Recognize your role as an assessor. The purpose of assessment is to

gather information about the learner and describe his/her performance
and not to instruct.

Develop rapport. Be in a pleasant disposition when conducting the assessments.

Create an atmosphere that is conducive to learners that will encourage
them to perform at their best. Clarify that this will not compromise their
performance in class.

Clarify your purpose. Explain to the learners how the results will be used.
The primary reason for conducting these assessments is to gather
information so that the teacher may design instruction.

Recognize diversity. Understand that cultural differences do not imply cultural deficits.

Regard the learners with respect. The conduct of the assessments must
be in a non-threatening environment that treats learners in a friendly,
amicable manner.

663
1
3 Airasian, P.W. (2001). The classroom as an assessment environment. New York, McGraw-Hill.

664
Guidelines on Interpreting Assessment Results

Assessment information describes performance. Assessments are

isolated events and may not be able to describe the learner’s behavior in
less-threatening environments. Consider the results with other contextual
factors in mind.

Assessment information provides an estimate. The data gathered must

not be used to sum up the learner’s performance but must provide useful
information regarding where to begin instruction.

Refrain from stereotyping. Be cautious about drawing conclusions based

on the assessment tool. Know that the results of this informal reading
inventory must not be used in isolation but rather in combination with other
assessment measures.

Assessment should inform instruction. The results of this assessment

must not be used as a means for making decisions regarding promotion nor
retention. The data gathered must be used for designing
instruction/intervention.

Ethical Issues and Responsibilities

The tests have been reviewed and written with the Filipino learner in
mind. The themes and selections were drawn from an understanding of the
nature of the developing child in the Philippines. It embraces learners’ diversity
such that dialectal variations are not considered as errors. The tests have been
written so that terms and examples are not offensive to students of different
gender, race, religion, culture or nationality.

The child must be treated with respect at all times. It must take place in a
non- threatening environment with adequate conditions that will encourage optimal
learner performance. The administration of this test must adhere to the DepEd Child
Protection Policy, (specifically Section 3, L3 that states the need to protect children
from psychological harm).

665
 PART II.
PLANNING FOR INSTRUCTION:
THE LITERACY CURRICULUM
A. A Quick Review of the Domains of Literacy

In the Literacy Curriculum of the Department of Education, the

competencies in the following domains are gradually developed in the Mother
Tongue, Filipino and English:

Oral Language (Wikang Binibigkas)

Phonological Awareness (Kamalayang Ponolohiya)

Book and Print Orientation (Kaalaman sa Aklat at

Limbag) Alphabet Knowledge (Pagkilala ng mga

Letra/Titik sa Alpabeto)

Phonics and Word Recognition (Palabigkasan at Pagbasa ng

Salita) Fluency (Matatas na Pagbasa)

Spelling (Pagbaybay)

Writing and Composition (Komposisyon)

Grammar Awareness and Structure (Gramatika o Kayarian ng

Wika) Vocabulary Development (Pag-unlad ng Talasalitaan)

Listening Comprehension (Pag-unawa sa Napakinggan)

Reading Comprehension (Pag-unawa sa Binasa)

Attitude towards Language, Literacy and Literature (Pagpapahalaga sa

Wika, Literasi at Panitikan)

Study Skills (Estratehiya sa Pag-aaral)

666
A brief definition of each domain is given below:

Oral Language Development refers to one’s knowledge and use of the

structure,meanings and uses of the language of literacy.

Phonological Awareness refers to working with rhymes, words, syllables,

and onsetsand rimes. Learners should be able to identify the rhyming words,
the number of syllables in each word and detect the beginning sound (onset)
and ending sound (rime) in the words they hear.

Book and Print Knowledge refers to knowing and being acquainted with
books andhow print works.

Alphabet Knowledge refers to recognizing, naming, and sounding out all

the upperand lower case letters of the alphabet.

Word Recognition refers to the ability to identify a written word by sight or

bydeciphering the relationship between the sounds of spoken language and
the letters in written language.

Fluency refers to the ability to read orally with speed, accuracy and proper expression.

Spelling refers to being able to convert oral language sounds into printed
languagesymbols.

Grammar Awareness refers to one’s knowledge of language features and

sentencestructures in written language as this differs from oral language.

Composing refers to being able to formulate ideas into sentences or longer

texts andrepresent them in the conventional orthographic patterns of
written language.

Vocabulary refers to one’s knowledge of words and their meanings in

both oral andprint representations.

Listening Comprehension refers to the complex and active process in

whichvocabulary knowledge is a crucial component and which requires an
intentional and thoughtful interaction between the listener and the text.

Reading Comprehension refers to a complex and active process in which

vocabularyknowledge is a crucial component and which requires an
intentional and thoughtful interaction between the reader and the text.

Positive attitude towards literacy, language and literature refers to having

asense of being a reader and developing individual choices of and tastes for
texts to read for various purposes such as for learning or for pleasure.

Study Skills refers to a general term for those techniques and strategies
that help aperson read or listen for specific purposes with the intent to

667
remember.

668
B. The Domains of Literacy Assessed by Phil-IRI

Among the domains of literacy discussed above, competencies on word

recognition, fluency and comprehension are directly assessed by the Phil-IRI.
However, other domains influence the performance of the pupils. As they read a
selection orally, a child’s word recognition skill may be influenced by his/her
phonological awareness skills and alphabet knowledge. Fluency is influenced by
word recognition skill. One’s ability to understand a selection listened to is
influenced by vocabulary development while his ability to understand a selection
read is influenced by fluency, oral language and vocabulary development.

While the teacher administers the oral reading test, s/he assesses whether
the reading material matches the learner’s reading performance. The teacher
examines the type of miscues made and analyzes them:

What miscues are often committed?

Do these miscues affect the meaning of the passage?

Word Recognition

While a pupil reads a selection, the teacher holds a copy of the same
selection and records the miscues committed such as omission, substitution,
mispronunciation, insertion, repetition, transposition, and reversal. A short
explanation of these miscues and their possible causes are discussed below:

Miscues, Possible Causes and Suggested Intervention

a. Omission: an omission error occurs when the reader omits a unit of written
language, suchas a word, parts of words, several words or a sentence. There are
several possible causes for omitting a word or parts of a word, a phrase or a
sentence:
the reader reads fast that he unconsciously omits reading a word, part of a
word, a phrase or a sentence.
the reader does not know how to read the word, part of a word, phrase or
sentence so he consciously omits it.

The first cause is easier to remedy; the teacher advises the reader to slow
down in reading so that he is able to see and read each word. Likewise, the
reader may be advised to use a marker while reading so that s/he can track the
lines. However, the second cause is an indication that a pupil has a problem
reading the words which are expected to be read in his grade level.

b. Substitution: a substitution error is noted when a real word (or words) is

substituted forthe word in the text. A reader may substitute a word for the
following reasons:
the reader can’t decode the whole word but he recognizes some letters in it;
he guesses the word.
Example: text: The children are playing in
theground. reader: The children are
playing in thegroup.
669
Group is very similar to ground so the reader substitutes group for ground.

670
 the reader does not know the word but he can read the other words in the
sentence; hence, he substitutes the unknown word in the sentence with a word
that will fit the context.

Example: text: There is a parrotin the cage.

reader: There is a monkeyin the cage.

In both cases, the meaning of the sentence was changed. The substitution
made by the first reader was based on the graphic similarity of the word
grouptoground; apparently he can’t decode ground but he recognized some
letters in it. The second reader based his substitution on context; a monkey
could be in a cage.

The first reader may have a problem with decoding; s/he should be encouraged
to look carefully at the details in a word. The second reader may be advised to
slow down, look at each word carefully and avoid guessing.

c. Mispronunciation: a mispronunciation miscue is one in

which the word is pronouncedincorrectly. There are
several causes for the mispronunciation:

the mispronunciation could be due to regional interference. In some regions,

short e sounds like long e in their Mother Tongue; there is a carry-over
when the pupil reads the Filipino and/or English words. However, since the
Grade 3 children have enough exposure reading in Filipino, while the
Grade 4 children have sufficient exposure reading in English, these
mispronunciations are considered as miscues.

the reader is reading the English words phonetically. It should be noted that
the pupils started reading in the Mother Tongue and in Filipino where the
words are phonetically consistent (Kung ano ang baybay, ganoon din ang
bigkas). When a reader reads in English, s/he may read the words in the
same manner.

In the first case, the teacher should emphasize correct pronunciation of

words when reading in Filipino and English; in the second case, the teacher
should note that the pupil should be given extra instruction in reading English
words.

d. insertion: The insertion miscue results when a word or words is inserted in the
passage. The pupil inserts some words in the text that s/he is reading for some
reasons:

s/he reads fast that s/he anticipates some words that are not actually part of the text.
it is common for some pupils to insert the article in the sentences. For
example, in the sentence: The children are in school; some readers
automatically read it as The children are in the school.

In both cases, the teacher should call the reader’s attention to look carefully at the text.
671
e. Repetition: This miscue occurs when a word or phrase is repeated. A
reader may repeata word or a phrase in the sentence for some reasons:

672
 in order to give him time to recognize the next word which s/he finds difficult to decode
he needs time to fully understand what he reads.

Example: The men are working in the in the factory.

The problem of the first reader could be on word recognition; the second
reader may have problem on comprehension.

f. Transposition/reversal: This error occurs when the order of a word or words in

the text isreversed or transposed.

Why does a reader reverse the order of words in a phrase?

Sometimes the reader recognizes a familiar word at the end of a sentence,
so he reads it first.
Sometimes he intends to omit a difficult word in a sentence, then goes back
and tries to read it.

Why does s/he reverse the order of letters in words?

It is likewise common for a reader to read the word saw as was; on as no;
dear as read because the second word is more common or easier to read.

The teacher should ask the reader to reread the sentence or word. If the
problem persists, there could be a problem on word recognition.

Phonological Awareness, Alphabet Knowledge and Word Recognition

Beyond these problems on miscues are the more basic problems of some
pupils: the slow and the nonreaders. Slow readers are sometimes termed
struggling readers because decoding the printed symbols is a constant struggle
for them. Then there are the nonreaders
- pupils who couldn’t make sense of the printed symbols. How could they be helped?

More often, the problem in word recognition may be traced to lack of

phonological awareness and alphabet knowledge.

Phonological Awareness activities involve work with rhymes, words,

syllables, and onsets and rimes. Learners should be able to listen carefully to the
sounds of the words and detect the beginning sound (onset) and ending sound
(rime) in the words they hear.
Phonemic awareness is awareness of sounds in spoken words while phonics is
the relation between letters and sounds in written words.

Phonemic awareness is an important precursor to success in reading,

especially in reading English words. The reader must be able to listen to the
onset and rime of a word. The onset refers to the initial consonant or consonant
blend. The onset of cat is c; the onset of clap is cl. Rime is the part of the word
from the vowel to the final consonant. The rime of cat is -at; the rime of clap is -
ap.

A reader who finds it difficult to recognize a word may be given oral drills
673
on sounding out the beginning (onset) or ending (rime) sound of a word.

674
Example: What is the beginning sound of hat?
What is the ending sound of bug?

Reading in an alphabetic orthography system is founded on phonological

processing. This means that in order to read words, children have to be able to
develop an ability to make an accurate translation from the visual stimulus, the
printed word, to its phonological counterpart, its spoken equivalent.

Alphabet knowledge refers to recognizing, naming, and sounding out all the
upper and lower case letters of the alphabet. Beginning readers should learn three
things about each letter of the alphabet: its name, its sound, and how the big and
small letters are written. The sound of each letter is important; more often, it
becomes the clue on how a word is read.

For the words in the Mother Tongue and in Filipino, each vowel has only
one sound. However, in English each vowel has more than one sound. That is
why, as will be observed in the next pages, the approach in teaching word
recognition in the Mother Tongue and Filipino differs from teaching word
recognition in English. Most consonants have one sound each, except C and G
which have two sounds. In the Mother Tongue and in Filipino, J has two sounds
too,

One effective approach in teaching word recognition in the Mother Tongue

and in Filipino is the Marungko Approach. The modified Marungko Approach is
discussed in detail in the next section.

Teaching Word Recognition in Mother Tongue and in Filipino

In teaching word recognition in Mother Tongue and in Filipino, the modified

Marungko Approach is used. In this approach, letters of the alphabet are
introduced, and these letters are combined to form words. Then phrases,
sentences and short stories are formed from these words.

This approach is described in detail below.

The letters of the alphabet are taught starting from the letter that is
easiest to sound. The suggested sequence in teaching the letters is as
follows:

1. Mm 8. Uu 15. Ng ng
2. Ss 9. Tt 16. Pp
3. Aa 10. Kk 17. Rr
4. Ii 11. Ll 18. Dd
5. Oo 12. Yy 19. Hh
6. Bb 13. Nn 20. Ww
7. Ee 14. Gg Mga Titik
Banyaga

675
(2) Vocabulary development is embedded in every lesson.

The sequence in the presentation of the lessons is detailed below:

Leksyon 1: Titik M

1. Paglinang ng Talasalitaan

May mga larawan ako dito. Sino ang makakapagsabi ng pangalan ng

bawat larawan?

Magkontest tayo. Paunahan sa pagturo ng larawan ng sasabihin kong salita.

2. Letter name and letter sound are introduced.

• Pagbigay ng pangalan ng titik M

Ang pangalan ng mga larawan ay nag-uumpisa sa titk Mm. Sabihin
nga natin ang pangalan ng titik na ito.
• Pagbigay ng tunog ng titk M
Ang tunog ng M ay mmmm . . . “Tunugin natin ang M. Ito ang tunog
na sinasabi natin kapag may naaamoy tayong masarap na pagkain sa
mesa.”

3. Writing the upper and the lower case of each letter is part of the instruction.

Pagsulat ng titik M at m.
“Ganito ang pagsulat ng malaking M (Isusulat ito ng guro sa pisara).
“Itaas ang kamay-pansulat. Gayahin ang kamay ko habang isinusulat ko ang M
sa hangin... sa likod ng kaklase... sa mesa...”
Sino ang makakasulat ng malaking M sa pisara?” (Gawin din ito sa maliit na m).

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 4. Exercises are given.

Mga Pagsasanay

• Bilugan ang larawan na nag-uumpisa sa M ang pangalan.

•Hanapin at bilugan ang titik M o m sa mga sumusunod na salita:

mais ama maya Max

Mark kama Mina mesa

The next letter is introduced and the same steps are followed.

Leksyon 2: Titik Ss

Paglinang ng Talasalitaan
Pagbigay ng pangalan at tunog ng titik
Ss. Pagsulat ng titik S at s.
Mga Pagsasanay

The third letter introduced is vowel A. Here, the teacher introduces the
learners to reading syllables and words by combining the letters m, s and a.

Leksyon 3: Titik Aa

Paglinang ng Talasalitaan
Pagbigay ng pangalan at tunog ng titik Aa.
Pagsulat ng titik A at a.
Mga Pagsasanay Pagbasa ng pantig

Tunugin ang m. Tunugin ang a. Basahin natin ang

ma.
Tunugin ang s. Tunugin ang a. Basahin ang sa.

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• Pagbasa ng salita
Basahin din ang mga salita na binubuo ng m, s at
a. ama mama sama
sasama masama
sama – sama

The teacher should explain the meaning of each word that is

presented. Vocabulary development should be part of the lesson
on reading words.

Pagsasanay
Tingnan ang mga larawan. Pagdugtungin ang larawan at ang pangalan nito:

ama a man

mama father and son

masama playing with

matches

• Pagbasa ng Parirala

sasama sa ama
sasama sa mama

• Pagbasa ng Pangungusap

Sasama si Asa sa ama.

Sasama si mama kay ama.

•Pagbasa ng kuwento at pagsagot ng tanong.

Sasama si Mama kay ama.

Sasama si Asa sa ama.
Sama sama sina ama, Mama at Asa.
Sino-sino ang sasama kay ama?

8. The next letters introduced follow the same procedure as the lesson on Titik
A. The words to be introduced for reading combine the present lesson (letter
being introduced) with the letters already learned.

Leksyon 4: Ii (mga natutuhan ng titik: m, s, a)

Pagsasanay 1-5 (1. talasalitaan, 2. pagbigay ng pangalan, 3.
pagbigay ng tunog, 4. pagsulat ng titik, 5. mga pagsasanay)

Pagbasa at pagsulat ng mga salita na binubuo ng m, s, a, i

Mimi Ami isa
misa mami

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Mga pagsasanay sa pagbasa at pagsulat ng mga salita

Pagbasa at pagsulat ng mga parirala

Halimbawa:
mami ni Ami
sasama sa misa

Pagbasa ng mga pangungusap at pagsagot ng Sino, Ano,

Nasaan, Ilan tungkol dito.

May mami si Mimi.

Sino ang may
mami?

Isa ang sasama sa

mama. Ilan ang sasama
sa mama?

Pagbasa ng Kuwento

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 Mga Napag-aralan ng Titik
Kasalukuyang Leksyon (na kasama sa pagbuo ng mga salita)
Leksyon 5: Oo m, s, a, i
Leksyon 6: Bb m, s, a, i, o
Leksyon 7: Ee m, s, a, i, o, b
Leksyon 8: Uu m, s, a, i, o, b, e
Leksyon 9: Tt m, s, a, i, o, b, e, u
Leksyon 10: Kk m, s, a, i, o, b, e, u, t
Leksyo 11: Ll m, s, a, i, o, b, e, u, t, k
Leksyon 12: Yy m, s, a, i, o, b, e, u, t, k, l
Leksyon 13: Nn m, s, a, i, o, b, e, u, t, k, l, y
Leksyon 14: Gg m, s, a, i, o, b, e, u, t, k, l, y, n
Leksyon 15: Ng, ng m, s, a, i, o, b, e, u, t, k, l, y, n, g
Leksyon 16: Pp m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng
Leksyon 17: Rr m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p
Leksyon 18: Dd m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r
Leksyon 19: Hh m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d
Leksyon 20: Ww m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h
Leksyon 21: Cc m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w
Leksyon 22: Ff m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c
Leksyon 23: Jj m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f
Leksyon 24: Ññ m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j
Leksyon 25: Qq m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j,
ñ
Leksyon 26: Vv m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j,
ñ, q
Leksyon 27: Xx m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j,
v
Leksyon 28: Review m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j,
v, x

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Shifting to Word Recognition in English

The Importance of Developing the Oral Language in English

The following diagram illustrates the importance of developing the child’s oral
language in English prior to and while learning to read in the language.

Word Recognition in the MT and in Filipino:

What the
Learner’s Learner’s Oral
Learner
Experience Language, L1. will
Read, L1

Shifting to Word Recognition in English L2

Instruction of What the

Oral Language Learner
will
in L2 Read, L2

The diagram shows that it is easier for the learners to learn to read with
understanding in MT and Filipino because the words, sentences and stories that
they will read are based on their experiences, using the language that they
understand. Reading in English is more difficult than reading in the Mother
Tongue and Filipino because for most Filipino children, English is a second or
even a foreign language. They do not know what most words mean. The teacher
should see to it that the children know the meaning of each word that they are
taught to read. Moreover, Mother Tongue and Filipino have a transparent
orthography. “Kungano ang baybay, siya ang bigkas.” This is not true with English
words. Not all the words inEnglish are pronounced the way they are spelled. That
is why, reading English words poses more difficulty.

Alphabet Knowledge and Word Recognition in English

The discussion on teaching word recognition in Filipino using the

Marungko Approach showed that after teaching the first two consonants, m and
s, the next letter taught is vowel a. After knowing its letter name and sound and
writing the letter form, the reader is taught to blend the letters m, s and a to
form syllables and words, and with the introduction of some sight words, they
read phrases and sentences.

The technique in teaching reading in English is different; the consonants

are introduced first. When a reader can identify each consonant, can sound it
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correctly, and can write its upper and lower case, then the words are introduced
as word families. The vowels are not taught in isolation because each vowel in
English has more than one sound.

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Sequence of Presentation of Words in English: The Word Families.

The lessons in word recognition in English are grouped into word families.
The first word family is termed the short vowel words in consonant-vowel-
consonant pattern (CVC). This is followed by words with initial and final consonant
blends, words with consonant digraphs (ch and sh), long vowel words ending in
silent e, words with vowel digraphs and words with
vowel diphthongs. This sequence of words are listed below:

Short vowel words in CVC pattern

short e as in
pen short a as
in bat short i as
in pin short o
as in mop short
u as in bug

Consonant blends
Consonant blends are two or three consonants grouped
together but eachconsonant retains its original sound.

Words with consonant blends

Initial blends
l blends as in bless
r blends as in crib
s blends as in stop

Final blends
-nd as in send
-nt as in tent
- st as in
best -lt as in
belt...

Consonant digraphs are two or more consonants which when

combined produce a new sound.
Words with consonant digraphs:
beginning and ending ch as in chop,
hatch beginning and ending sh as in
shop, fish

Long vowel words ending in silent e

long a as in
bake long i as
in like long o as
in nose
long u as in tube

Words with vowel digraphs

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Vowel digraphs are two vowels that are adjacent to one another. The
first vowel usually has a long sound and the second vowel is silent.

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 Words with vowel
digraphs oa as in goat
ee as in
sheep ea as
in beat ai as
in pail ay as
in bay

(f) Words with vowel diphthongs

Vowel diphthongs are words that consist of a blend of two separate vowel sounds.

• Words with vowel diphthongs

oi as in oil
oy as in
toy aw as
in saw ou
as in out
ow as in
how

(4) Sequence in Presenting the Word Recognition Lesson

Short (e) words

get den beg bed bell
let hen leg fed fell
met men peg led sell
net pen egg red tell
pet ten wed well
set yell
vet
wet
yet

Lesson 1: short e words ending in -et

1. Introduce the words, one column at a time. Show pictures for pet, jet, met,
net, wet, vet, set, . . .

The girl has a pet cat.

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I want to ride in a jet plane.

The girl met in the playground.

He setsthe table.

A vet is an animal doctor.

This is a net.

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2. Introduce the short e words ending in -et.
Let’s read the words:
get
let
me
t
net
pet
set
vet
wet
yet
3. Give exercises on vocabulary, reading and writing the words.

4. Introduce the phrases.

•Introduce the sight words: in, on, under, is, are, the, has, of
•Let them read in thought groups, using the sight words and the words
that they
have studied (Teaching fluency starts.)
•Introduce the writing of phrases, observing spaces between words.

in the net has a pet

a wet net met the vet

5. Introduce the reading of sentences and answering Wh- questions.

(Teaching
reading comprehension starts)

The vet has a pet.

Who has a pet?

The net is wet.

What is wet.

Let is in the jet.

Where is Let?

6. Let them read a “story” and answer Wh- questions.

The Wet Pet

Jet has a
pet.
His pet is in the
net. His pet is wet.

Who has a pet?

Where is the pet?
What is wet?

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 Short e words ending in -en
Vocabulary Development

Reading the words ending in -

en hen, pen, men, ten

Exercises on reading and writing -en and -et words.

Reading phrases

a pet hen has a pen

the ten men met the men

5. Reading sentences and answering Who, What and Where questions.

Ben has a pet hen.

Who has a pet hen?

The men are in the jet.

Where are the men?

Den has a pen.

Who has a
pen?

The hen is in the

net. What is in the
net?

6. Reading a short story.

The Pen

Jen has a
pen. Ben gets
the pen. “No,
Ben.
Don’t get my pen.”

Who has a pen?

Who gets the pen?

After reading the words with short e words, and the phrases, sentences and
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short stories consisting of short e words and some sight words, the next word
families that the pupils will read are the following:

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Short a words

bat can cap bag bad

cat fan lap lag dad
fat man map rag had
hat pan nap tag lad
mat ran tap mad
pat tan pad
rat sad
sat
vat

Short i words
bit bin big dip bill
fit fin dig hip fill
hit pin fig lip hill
lit tin pig rip mill
pit win wig sip pill
sit tip till

It should be noted that the first three words families are taught in Grade 2
second semester and they are reviewed when the learners go to Grade 3. The
English curriculum in Grade 3 tackle the following word families:
Short o words

cot cop cob dog ox

dot hop rob fog box
got mop mob hog fox
hot pop sob log
lot top
not
pot
rot
tot

Short u words
cub bud bug gum fun cut
rub mud dug hum fun hut
tub sud hug sum gun nut
jug nun
mug run
rug sun
tug

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 After introducing one-syllable words with short vowel sounds, the learners
are challenged to read two syllable words consisting of short e, a, i, o and u
sounds such as basket, magnet, sunset, hotdog, cobweb, rotten, pigpen, piglet,
kitten...

Sight words such as the, for, in, on, under, with . . . should be introduced.
The learners maybe challenged to read longer stories consisting of words with
short vowel sounds and sight words. Comprehension questions maybe asked
after reading the stories.

The next word families consist of words with initial and final consonant
blends. Words with consonant blends have two or more consonants that appear
together and the sound of each consonant is heard. The most common initial
consonant blends are:

l blends: bl-, cl-, fl-, gl-, and pl-

r blends: br-, cr-, dr-, fr-, gr-, pr-, tr-
s blends: sc-, sk-, sl-, st-, sw-

Words with I blends

black clam flag glad plan slap

blanket clap flap glass plant slack
bless class flat plug slim
blend clock flip plus slip
block click flock slot
clip

Words with r blends

brag crab drag frog grab press track

brat crash dress from grand print trick
presen
bring crib drum front grass t truck
brush crop drug trap
trip

Words with s blends

slacks stand swan spin skip

slam sting swim span skin
slap stamp swing spill skit
slim stump spit
slip
slot

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Words with ending consonant blends

best camp bent band raft

nest damp dent land left
pest lamp lent stand gift
rest stamp rent wand lift
test sent sift
west tent

Words with Beginning and Ending Consonant Digraphs

Consonant digraphs are combination of two consonants that make one
sound. Examples of consonant digraphs are words that start or end in ch,
sh.

Beginning sh Ending sh Beginning ch Ending ch

shell cash check batch
shed dash chess catch
shelf mash chick hatch
shall rash chill match
shot rush chop snatch
shut brush chum patch
shift wash champ watch
dish witch
fish switch
wish

It should be noted that the words with consonant blends and digraphs are
followed by short vowel words. It is advisable that words beginning or ending
with consonant blends which have long vowel sound may not yet be included.
For example, slide starts in sl- but since the next letter has the long i sound,
which is not yet taken up, this word is not yet in the list of words to be taken up.

Words with Long Vowel Sound with Silent e at the End

The next word families consist of words with long vowel sound, with silent e at the end.

bake male cape date cane

cake pale nape gate lane
lake sale tape late mane
make tale grape mate pane
rake scale shape hate crane
sake stale grate
take
wake

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 brake
take fade case cave Lace
wake made base shave race
brake blade vase brace
grade erase
chase

Long i words

ice hide dine file pipe

dice ride fine mile ripe
lice side line tile stripe
mice bride mine pile
nice slide shine
spice
twice
bite dive lime life
kite five time wife
cite live slime
site alive chime

Long o words

hose hole bone lobe stove

nose mole cone robe drove
rose pole stone globe grove
chose stole telephone bathrobe
flagpole
rode note joke dome hope
vote broke Rome rope

Long u words

cube tune cure use cute

tube June pure fuse mute
sure muse
amuse
mule music huge perfume

Let us remember:

The purpose of phonics instruction is not for children sound out words. The
purpose is that they learn to recognize words quickly and automatically, so that they
can turn their attention to comprehension of the text. If the children are devoting too
much energy to sounding out words, they will not be able to direct their attention to

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comprehension (Samuels,
1988). Moreover, phonics instruction should occur in meaningful language situations (Vacca,
2011).

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Fluency

Fluency is an important component of reading development and success.

Fluency refers to reading aloud with appropriate speed, accuracy, and
expression (Huey, 1968 in Allington, 2009). 4
Components of Fluency. There are three components of fluency: speed,
accuracyand proper expression. Speed, which is sometimes referred to as
reading rate, indicates how fast one can read. This is associated with automatic
word recognition. Reading rate is usually measured in words per minute.
“Accuracy is the percentage of words read correctly in one minute” (Marshall &
Campbell in Schumm, 2006 p. 191). When a student reads accurately, this
usually indicates that s/he can decode words with minimal effort. In line with
fluency, we want to determine the speed at which the student reads accurately.
This is assessed through words correct per minute (wcpm). However, aside from
speed and accuracy, the manner by which the students read matters in fluency.
Expression refers to how students read using the proper tone, pauses, and
intonation. Fluent reading resembles conversational speaking, that is; students
read accurately without effort and with expression. Short pauses between words
and longer pauses between sentences are evident. Reading with appropriate
raising or lowering of the voice that indicate awareness of the differences among
different kinds of statements is noticeable.

Reading Behaviors that Demonstrate Fluency. Word-by-word reading is

commonat the earliest stage of beginning reading (Chall 1983 in Allington,
2009). The student may track or point to each word as s/he reads. This is
considered a significant phase as the reader starts to understand the concept of
a “word” as s/he actually attends to print. Initially, there may be minimal or lack
of expression as text is read. Reading may also be at a slow pace and laborious
with frequent pauses, repetitions, or hesitations. The student’s voice may
sometimes be hardly audible or heard. These characteristics may be evident
among beginning readers since they are using all their resources to focus on
associating sounds to letters and blending the sounds to form words. The
hesitations, pauses, and repetitions of sounds or syllables may indicate that the
student is concentrating hard to tap his or her phonics knowledge to make sense
of the text. Speaking in a soft, inaudible voice may suggest uncertainty on the
accuracy of the words being read.

Over time, word-by-word reading progresses to random two-or-three-word

units, then to reading in phrases. Word groupings may initially seem awkward.
Even when a student reads accurately with automatic word recognition, lack of
expression may still be evident. Reading may be in monotone like reading a list
of words rather than connected text. One possible reason for this could be the
student is not reading in phrase units.

In the following sentences, a beginning reader may be using random

clustering of words as s/he reads. Pauses may be done in inappropriate parts of
the sentence.

The cat in / the box fell / in the well.

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 Nahulog ba sa / balon ang / pusa sa kahon?
May ahas na / malaki sa / paa ni lolo!

4Allington, R. (2009). What really matters in fluency, research-based practices across the curriculum. MA:
Pearson Education Inc.

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Reading with automaticity develops as the student gets repeated exposures and
practice to read appropriate texts at his or her level. Fluent readers typically
read with proper phrasing. They may reread the text to get the phrasing right.
Somehow they connect how print is read to how one hears it in spoken
language. They read the following statements in larger, meaningful phrases:

The cat /in the box / fell in the well.

Nahulog ba / sa balon/ ang pusa/ sa kahon?
May ahas na malaki/ sa paa ni lolo!

Fluent readers also use their knowledge of punctuation marks such as

commas, periods, question marks, and exclamation points as clues for phrasing and
intonation. In the above examples, the end punctuation marks indicate the proper
tone to be used as the text is read. Fluent readers would read Nahulog ba / sa balon/
ang pusa /sa kahon? with a raised tone. Similarly, the last statement May ahas na
malaki/ sa paa ni lolo! would be read with emphasis and perhaps with a louder voice.
The exclamation point provides the cue for this.

Skills for Fluency. To become fluent readers, students need to develop the
following(Allington, 2009)5
Appropriate decoding skills and
strategies Wide vocabulary of words that
they understand A set of words they can
read with automaticity The ability to
monitor how they read
Appropriate comprehension strategies as they
read The motivation to read on their own and
with purpose

Relationship of Fluency to Reading Comprehension. It is important that

teachersfocus on how students read. Beginning readers use all their resources
on blending sounds to form words and words to read sentences. They may read
at a particularly slow pace with a lot of hesitations and awkward pauses that
they may not understand what they have read at the end of a sentence. Some
may read accurately but may lack speed and the appropriate expression. Word-
by-word reading reduces their automaticity and often this has a critical impact
on their comprehension (Allington, 2009). 6 In contrast, fluent readers read with
speed and accuracy. They focus less on word recognition; thus, they can
concentrate on making sense of what the print means. They can pay attention to
the connections about the ideas presented in the text and their background
knowledge (Ambruster, 2009).7Their cognitive resources are used to make sense
of what they read. Fluent readers can focus on decoding words and
comprehending text at the same time. They can self-monitor as they read.
Pauses and rereadings are done to correct their miscues or to pay attention to
appropriate phrasing and punctuations so that they can make sense of what is
read. Fluency is the link between decoding and comprehension.
1

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 Allington, R. (2009). What really matters in fluency, research-based practices across the curriculum. MA:
Pearson Education Inc.
Allington, R. (2009). What really matters in fluency, research-based practices across the curriculum. MA: Pearson Education
Inc.
Armbruster, B. B., Lehr, F., Osborn, J., Adler, C. R., & National Institute for Literacy (2009).Put reading first: The
research building blocks of reading instruction : kindergarten through grade 3 (3rd ed.). Washington, D.C.: National
Institute for Literacy.

688
In the classroom, it is important to pay attention to how our students read if we
are to develop fluency. We have to take note if any of the following behaviors is
evident as the student reads (Allington, 2009).

Lacks recognition of many high-frequency words at a

glance Slowly decodes words, usually letter by letter
Lacks decoding skills appropriate for the
level Lacks understanding of words that
are read Ignores punctuation
Attempts to read fast but does not focus on understanding what
is read Shows anxiety and discomfort while reading aloud
Lacks self- monitoring while reading
Reads fast but lacks understanding of the text
Reads with fluency if the text is read silently before it is read aloud

Careful observation of the student’s behaviors while reading can help

monitor and keep track of their progress. It can also guide teachers in planning
the types of activities that will help them become fluent readers.

Developing Fluency. In working with struggling readers, teachers have to

assistthem to perform at their current level rather than at their grade level. It is
important to make them feel successful and confident. A critical aspect of this is
the provision of appropriate texts.

Teachers should focus on developing fluency at the level these students

are currently in before providing more difficult materials or at-grade level texts.
These students should exhibit behaviors that show fluent reading. The teacher’s
goal then is to help them transition from being struggling readers to being good
readers.

Modelled reading presents to students how fluent reading should happen.

A teacher should model how smooth reading occurs with appropriate speed,
phrasing, and correct expression and intonation. Reading suitable texts in front
of the class facilitates the development of fluency. The teacher can discuss with
the students how chunking of words in thought units should be done and how
the punctuation influences the intonation used in reading texts.

The value of repeated reading to develop fluency has been established by

research. Fluency is the bridge that allows word decoding and comprehension to
take place at the same time. As students practice reading, their speed and
accuracy improves. They are able to read with appropriate phrasing and with
expression. They become better and more confident readers. Repeated reading
assists automatic decoding among average and struggling readers (Kuhn &
Stahl, 2003). Individual feedback is important when rereadings are done. It is
recommended that teachers allow the student to decode words or sentences and
observe how self-monitoring takes place if this is evident at all. Immediate
correction of a word read inaccurately may not be helpful at times since a
student may reread and self- correct at the end of a sentence. This may mean
that s/he is self-monitoring while reading and upon reaching the end of a

689
statement; the text may not have made sense. Repeated rereadings facilitate
fluency development as well as comprehension.

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 To monitor fluency development, the teacher can do regular one-minute oral
reading of texts for individual students. This may be done quarterly or as you find
the need to monitor the students’ oral reading level. Determine oral reading fluency
scores at the start of the year as baseline data. The correct selection of the
passages to be read is crucial. Use appropriate text at the student’s level (which
may be different to grade-level texts) and have the student read a selected passage
for a minute. Record oral fluency scores while doing a miscue analysis and
computing the accuracy and speed in reading. Count the number of words read
correctly in one minute. Carefully observe how reading is done as well. Check the
significant behaviors that have to be noted as the child reads. In recording miscues,
be guided by the important points discussed in the relevant section discussed
earlier. Keep track of and compare the oral fluency scores at different parts of the
year. Examine if there is an improvement in the fluency scores in reading the same
level of texts. As classroom intervention, do repeated reading of texts at the child’s
level until the child demonstrates confidence and success in reading. Specific
instruction on doing the One Minute Reading is detailed below:

One Minute Reading

Select 2 or 3 brief passages from a grade level – basal text or a text

appropriate for a learner’s readability level.
Have individual students read each passage aloud for exactly one minute.
Count the total number of words made on each [Link] the
average number of words per minute.
Count the number of errors the student made on each passage.
Compute the average number of errors per minute.
Subtract the average no. of errors read per minute from the average
total no. of words read per [Link] result is the average number of
words correctly read per minute (WCPM).

The table below would summarize the result of the learner’s oral reading:

Total no. of words made on each passage:

The
average no. of words per minute:
Total no. of errors made on each passage:
The average no. of errors made on each passage:

Words correct read per minute =

average no. of words - average no. of errors read

Repeat the procedure several times during the year. Graph the students
WCPM throughout the year to monitor their reading growth.

When there is noticeable increase in the oral reading score, a text of a

higher gradient of difficulty may be given to the student. Monitor the oral
reading score and move up to the next level of challenging text until the child

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has reached his optimum performance

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Comprehension of Selections

Listening and Reading Comprehension. When a teacher reads a selection to a

pupil, thens/he asks questions about the selection listened to, the teacher aims
to gauge the pupil’s listening comprehension. When a pupil is asked to read a
selection, then answer the questions about it, the aim is to assess the pupil’s
reading comprehension.

Listening Comprehension is a complex and active process in which vocabulary

knowledgeis a crucial component and which requires an intentional and
thoughtful interaction between the listener and the text.

Factors That Affect Listening Comprehension. Listening comprehension is affected

by alearner’s schema and vocabulary.

A schema (or prior knowledge) is a collection of information in our brains that

contains related concepts, events, emotions, and roles taken from our life
experiences (Rumelhart, 1981 in Reutzel and Cooter, 2007). For example, if a
child hears the word “breakfast”, his notion about it will be what he has
previously experienced eating during breakfast, like rice and dried fish,
hotdogs, champorado, etc. If he listens to a story about a child eating an
apple and a glass of milk for breakfast, this would already cause confusion in
his understading of the concept of breakfast.

As explained in the section on the domains of literacy, vocabulary is

the knowledge of words and their meaning. “Listening vocabulary are
the words we need to know to understand what we hear” (Armbruster,
et al, National Institute for Literacy, 2003). The success of listening
comprehension would partly depend on the kind of words that are used
and how the child understands these words. Once a child hears a word
that he does not understand, it will already be a hindrance in
comprehending a story that he is listening to.

Strategies to Improve Listening Comprehension (Palmer, 2004):

Before-listening strategies

Connect. Ask questions to make the students think of things that they
alreadyknow about the topic. Doing this will help them build
connections between what they presently know and the new
information that they will be hearing.
Predict. Guide the students to make guesses about what they may
learn as theylisten. Predicting helps the brain focus on certain
concepts. Reassure the students that it is all right if they make the
wrong predictions.
Talk about new words. Select vocabulary words from the text that you
think thestudents will have a difficult time understanding. Talk about
the words and use strategies that would improve vocabulary building.

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During-listening strategies

Listen for Answers. You may ask motivation questions before making
the studentslisten to the text. This way, the students will be listening
to look for answers to questions that you posted.
Quick Check. You may ask a few questions to check if the students’
attention isstill with the text being read. Make sure that the during-
listening questions would
have very short answers. Avoid questions that would ask the students
to explain. Questions that will ask them to predict what may happen
next may likewise be asked. Before the teacher continues reading a
story, s/he may ask questions that will challenge them to guess what
will likely happen next.

After-listening strategies

Respond. Responding may entail engagement activities about the

elements of the story that they listened to. These activities may be
done individually or in small groups. Some examples of engagement
activities are:

Inferring Characteristics: character checklist, literary report cards,

character profile, comparison chart, Venn diagram, wanted poster
Inferring Feelings: feelings chart, dramatization, interviews,
journal entries Recalling events: sequencing of events,
illustrating scenes from the story Mapping the setting: drawing
the places in the story, making a post card The students may
also respond by answering questions about the story.

In formulating questions about the text, use questions with different levels of comprehension.

First level – Literal Comprehension. These are questions that deal

withlow- level type of understanding by using only information
explicitly stated in the text. (examples are questions that ask for
clearly stated facts and details) Second level – Interpretation /
Inferential Comprehension. These questionsrequire answers that
are not directly stated in the text but are suggested or implied.
(example: questions that ask for implications, comparisons and
contrasts, identification of character traits and emotions) Third level
– Evaluation / Critical Reading. These questions involve
themaking of personal judgment on the text by the reader. The
children’s answers are usually based on their experiences.
(examples: evaluation of accuracy and truthfulness, discrimination
of fact and opinion, identification of the author’s purpose,
evaluation of values presented)
Fourth level – Integration / Application to self or life. These questionswill
involve the students to put themselves in place of the character. These
questions would bring out practical purposes and values clarification.
(example:
“If you were the character in the story…”)
Fifth level – Creative Reading. These are questions that would
involvecoming up with new ideas or reproducing the text
information in other forms: dramatizing, writing another ending,
writing a letter, musical interpretation.
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Reading Comprehension is a complex and active process in which vocabulary
knowledgeis a crucial component and which requires an intentional and
thoughtful interaction between the reader and the text.

What is our goal for our students in teaching them to read? We use the
words “understanding,” “knowledge,” and “comprehension” in describing our
end-goal in reading (Scharer, 2012). In Marie Clay’s definition of reading, it says
that reading is a message- getting, problem-solving activity (Clay, 2001 in
Zoeller, 2015). The reader anticipates, attempts and confirms if his attempt was
correct or incorrect.

Factors that Affect Reading Comprehension:

Schema. As a child reads a story, he is filling in information about the

textthat is not written in the text. He gets this information from his
previous experience. These information or schema is being used by the
child as he processes concepts in the story to summarize, predict,
identify cause and effect.

Vocabulary. Reading vocabulary are the words we need to know to understand

what we read (Armbruster, et al, National for Literacy, 2003).
Institute “To
be proficient readers and writers, must build vocabularie
students their s
and learn strategies for coping with words” (Gunning 2008,
difficult p.226).

Graves (1987) suggested six tasks in word knowledge:

Task 1: Learning to read known words. This is when children learn to sound out
wordsthat they already understand but do not yet recognize in print.

Task 2: Learning new meanings for known words. Most words have more than
onemeaning. Having the students learn the different meanings of a word
will help increase their vocabulary.

Task 3: Learning new words that represent known concepts. This is learning a
newlabel for something that is already familiar. This may include learning
synonyms for a word.

Task 4: Learning new words that represent new concepts.

Task 5: Clarifying and enriching the meanings of known words. The students look
forconnections among known words and answer exercises to ensure
greater depth of understanding.

Task 6: Moving words from receptive to expressive vocabulary. This is when

thestudents use the vocabulary words correctly in their speaking and
writing activities. (Gunning, 2008)

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 Fluency refers to reading with accuracy, speed and proper expression.
Lack offluency may lead to the reader not being able to pick up on the
author’s tone and other implied connotations in the selection. If these
points are missed out because of the wrong use of pauses, phrasing and
expression, getting the meaning of the selection may be hindered, thus
greatly affecting comprehension. Word

Word Recognition refers to the ability to identify a written word by sight

or bydeciphering the relationship between the sounds of spoken
language and the letters in written language. If there is difficulty in
word recognition in reading a particular selection, there is going to be
a gap in the understanding of the text. This gap will post a problem in
the readers’ comprehension of the selection.

Major Comprehension Strategies (Gunning, 2008)

Preparational Organizational Elaboration Metacognitive

Strategies Strategies Strategies (Monitoring)
Strategies
• Activating • Comprehendin • Making • Regulating
prior g
knowledge the main idea inferences • Checking

• Setting • Determining • Imaging • Repairing

purpose
and goals important • Generating

• Previewing details questions

• Predicting • Organizing

details
• Sequencing

• Following

directions
• Summarizing

Preparational Strategies are the processes needed for the reader to get ready to
constructmeaning.

Activating Prior Knowledge. The teacher can help the students relate the
unknownto the known by using questioning. Activating prior knowledge is
maximized when both the subject knowledge and the personal knowledge
are activated.
Setting Purpose and Goals. This works in tandem with activating prior
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knowledge. The teacher can post a question to set the purpose for
reading. Activities can also be given for the students to set their own
goals for reading.
Previewing. This acts as the orientation of the text to be read. The
students mayread the selection’s title, headings, introduction, and
summary, or may look at the illustrations. Doing these will give them
an overview of what the selection will be about. Previewing may be
used with predicting.
Predicting. This activates the reader’s schema because predictions or
guessesare made on the basis of previous knowledge and experience.
This also gives a purpose for the reader, as they would want to know if
they made correct or incorrect predictions.

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Organizational Strategies are activities that help the readers construct
relationships amongthe ideas and concepts in the text.

Comprehending the main idea. Identifying the main idea provides a

frameworkfor organizing, understanding and remembering important
details of a selection.
Classifying / Organizing. Categorizing is one of the most basic thinking
skills. Teach the students to classify by identifying groups in which
ideas and concepts of a text will be put together.
Sequencing. This is when some details need to be organized in a
specific order. Sequencing can be done for information that entail
historical or biographical events, steps in a process, and directions.
Following Directions. This is directly in connection with sequencing.
Thisstrategy will help the students be familiar with cue words like first,
next and last.
Summarizing. This involves identifying the main idea, and supporting
ideas inthe selection. Summarizing improves comprehension and
increases retention.

Elaboration Strategies include exercises that build associations between the

informationbeing read and the prior knowledge.

Making Inferences. Schema-based inferences are highly influence by

priorknowledge. Text-based inferences require putting together two or
more pieces of information from the text.
Imaging. Make the students create images about what they read.
Imaging helpsfoster understanding, retain information, and monitoring
for meaning.
Generating questions. Have the students think of their own questions
aboutthe selection. This encourages the readers to set their own
purposes for reading, as they are transformed from being passive
observers to active participants.

Metacognitive or Monitoring Strategies involve activities that help the student be

aware ofhis comprehension and regulating it.

Regulating. “In regulating, the student knows what to read and how to
read it andis able to put that knowledge to use.” (Gunning, 2008, p.
302).
Checking. Let the students evaluate their reading performance. By
doing this,they would be able to see their strengths and weaknesses
when it comes to comprehension.
Repairing. Help the students take corrective action when
comprehension [Link] them be able to identify the source of
difficulty as well as think of ways to address it.

Method of Teaching Comprehension Strategies (Explicit Instructions) (Gunning, 2008)

Instruction of a Comprehension Strategy follows six key steps:

Step 1: Introducing the Strategy. Present and explain what the strategy is,
including therationale why it is being taught, and how, when and where it might
be used.
692
Step 2: Demonstrating and Modeling the Strategy. Show how the strategy will be
[Link] activities that will demonstrate how the strategy is done. Provide
additional examples of situations of how this strategy is used. Share experiences
of the success in using this comprehension strategy.

Step 3: Guided Practice. Very structured guidance will begin this step. Gradual
releaseof responsibility is then given to the students. Brief and relatively easy
materials are recommended in the initial stages of guided practice.

Step 4: Independent practice and application. Application of the strategy tends to

belimited to the context or subject in which it was learned. Afterwards, let the
students apply the strategy to different materials and to other content areas to
promote transfer.

Step 5: Assessment and reteaching. To confirm if the students apply the strategy
effectively,observation is very essential. Written assessment can also be given. If
necessary, review or reteach the strategy, depending on the result of the
assessment.

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 PART III.
ASSESSMENT AS BASIS FOR INTERVENTION:
THE PHIL-IRI RESULTS
The Phil-IRI

There are several Phil-IRI tests: the Phil-IRI Group Screening Test (GST),
oralreading test, and silent reading test.

The Phil-IRI Group Screening Test (GST) can tell teachers whether students
arereading at, or below, their grade levels while the individually administered
Phil-IRI Graded Passages, can be used to assess students’ Oral Reading, Silent
Reading Comprehension and Listening Comprehension levels.

When used to assess oral reading skills, the Phil-IRI may be used to
describedecoding and word recognition, fluency and comprehension. The
student’s performance in decoding (the ability to read isolated words using
phonics knowledge) and word recognition
(the ability to automatically identify words on sight) is measured through a
Reading Miscue Inventory.

When used to assess silent reading comprehension, Phil-IRI may be used

todescribe reading speed and comprehension. The student’s reading speed is
measured by recording the time it takes the child to read each passage
completely. Silent reading comprehension is measured by asking the student to
answer five to eight questions of varying difficulty after a passage has been
read.

When used to assess listening comprehension, the Phil-IRI may be used by

havingthe student listen to the passages as they are read by the test
administrator and answer five to eight questions of varying difficulty about each
passage.

A Growth Paradigm. The Phil-IRI is an attempt to move away from a deficit

modeltowards a growth paradigm. Rather than looking solely for causes of
reading difficulties, the diagnostic teacher also tries to record what children can
do (Walker, 2004). These become points for development.

Stages of Administration

There are four stages in the administration of Phil-IRI:

Stage 1: Initial Screening Using the Phil-IRI Group

Screening Test Stage 2: Administration of the Phil-IRI

Graded Passages (Pre-test) Stage 3: Provision of

Specialized Instruction/Intervention

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Stage 4: Administration of the Phil-IRI Graded Passages (Post Test)

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Gathering Information Using the Group Screening Test of the Phil-IRI

The Phil-IRI Group Screening Test (GST) can tell teachers whether
students are reading at, or below, their grade placement. The GST has the
following features:

There is a screening test for each grade

level. Each test includes 3-4 selections.
There is a Filipino and an English
version. Each selection has multiple-
choice items.
The total number of test items is worth 20 points.
The cut-off point for referral is a raw score of 14. Those who score 13
points and below are referred for further testing.

Analysis of Results of the Group Screening Tests

The Group Screening Test (GST) in Filipino was administered to a second

grade class of 41 students in an average-performing public school in Quezon
City. After an hour of test-taking the session yielded the following results:

Results of the Group Screening Test

Level: Second Grade
Total GST Takers: 41 students
Takers who passed: 26 students (63%)
Takes below cut-off: 15 students (37%)
Good news: The IRI need not be done for all
students
Challenge(s):
The conduct of the Phil-IRI to 15 students
within the first month and the last month of
the school year.

Figure 5. Results of GST for Second Grade Students (Filipino Version)

Percentage of students above and below the cut-off

Based on the results of the GST, 26 students passed the test and no
longer need further testing, However, 15 students scored below the cut-off score
which comprises 37% of the whole class. The conduct of the Phil-IRI
individualized assessment need only be given to 15 students instead of the
entire class. This also shows that 15 students will be needing specialized reading
instruction.

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 Figure 6. Results of GST for Second Grade Students (Filipino
Version) Students Identified to be in Need of Specialized Intervention

The Case of S32

Apart from using the results of the screening test, it is important to

compare this information to other sources of data. (e.g. Teacher referral and
written work). To illustrate, student 32 (S32) registered a raw score of 15/20.
When his class adviser was consulted regarding his performance, he was
identified to be one of the non-readers from her class. This information may
cause us to wonder how he scored above the cut-off. Let us analyze his test
paper.

Working Towards Evidence-

Based Referrals
*S32 scored above the cut-off. Upon
closerexamination of his work he was
kept on the referral list.

Figure 7. Student case upon closer examination (Performance of S32)

A closer examination of S32’s GST sheet yielded several red flags:

(1) His initial answers to the test did not follow the multiple - choice format.
The studentinstead wrote the words tama (correct) and mali (wrong) to signify his
answers.
696
 His erasures also show that he had changed his answers from those he
had originally written. He may have noticed that his answers differed from
those of his seatmates and therefore, changed them to conform to the
format.

His score was above the cut-off which is inconsistent with the referral
made by his classroom teacher. His teacher had earlier recommended him for
one-on-one instruction because he was identified to be that of a non-reader. If
conditions in the classroom (e.g. Limited space, sharing of tables) were not
addressed, it may be possible that his adequate performance be attributed to
having copied from his classmate’s work.

Examples of other kinds of information taken from the GST:

(a) Difficulty filling in personal information (Grade & Section, Name of School)

(b) Difficulty writing personal information (age)

(c) Difficulty writing the date

697
B. Analyzing Results from Individualized Assessment

The Phil-IRI Individualized Assessment Tool. The Phil-IRI Individual

Assessment Tool (IAT) can describe the kind of material that the child is able to
perform well in and or has difficulty with. The individually administered Phil-IRI
Graded Passages, can be used to assess the performance of students in three
ways:

Oral Reading &

Comprehension Listening
Comprehension
Silent Reading Comprehension

When used to assess oral reading skills, the Phil-IRI may be used to

describe: decoding and word recognition

fluency
comprehension

Tapping Background Information

Before the read aloud, the student is asked to indicate whether the topic
of the selection is familiar to him or her. This helps inform the teacher if the
material that the child is reading about is something that he/she can relate to.
Familiarity with the experience indicated in the text will allow for the tapping of
background knowledge which in turn aids comprehension. A closer look at the
individualized assessment of case of S32, the student was able to display
familiarity with the topic of the selection which is mice.

Oral Reading Performance of S32

PHIL-IRI: Pagbasa sa Filipino (Talaan ng guro) Panimulang Pantatasa
SET A Pangalan ng bata: S32 Baitang: Gr.2 Antas:
Kindergarten
Mga Tanong: Sagot ng Mag-aaral
Pagbasa ng
Pagganyak: Malakas sa Filipino Opo. Dun sa
Nakakita ka na ba ng daga? Saan mo ito maruruning kanina
nakita? ‘Pag kumakain
sila.
Paglaan ng Motibo:
Tingnan natin, saan makikita ang daga sa
kuwento?
Prediksyon:

Figure 8. Familiarity with the Text

698
Given that S32 has presented difficulties in the GST, the student was asked to
read a text passage 2 levels below his grade level placement. Figure 9 shows his
performance when given a kindergarten level text in Filipino.

699
 Figure 9. Oral Reading Miscue and Comprehension Performance Sheet

The student (S32) was only able to read 4 words out of a 40-word selection.
When he was asked to answer questions after having read the selection, he was
able to answer 3 out of 5 questions. When the text was reread to him and he
was asked to answer the same questions, he performed better and answered 4
out of 5 questions correctly.
When reading K-level text

Word Reading Score Comprehension Score

2% 60%
Frustration Level Instructional Level

Figure 10. Level of Performance in Word Reading and Comprehension (S32)

A summary of S32’s performance shows that when provided kindergarten level text,
his ability to read the text is at the frustration level and ability to comprehend is at
the instructional level.

Domain of Literacy Objectives

To identify words with the target letter and provide
Oral Language and Vocabulary their
meanings
Phonological and Phonemic To be able to identify sounds (sentence, word, syllable
and
Awareness phoneme level)

Alphabet Knowledge To identify letter form, soundm key word

Book/Print Orientation and To b able to handle books while reading

Listening
Decoding Repetitive Texts To be able to decode words and repetitive texts

Comprehension To be able to note details and make predictions

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Writing To be able to write down words and share one’s
opinions
Figure 11. Sample Specialized Program for S32

701
C. Other Sample Case Studies and Recommended Intervention

Case Study 1:
Grade level: Grade 3
Reading level in Filipino: Grade 1
Poor word recognition in Filipino; it follows that fluency and reading
comprehension are likewise poor

Andro is in Grade 3. He was asked to read a short story in Filipino with a Grade 3
readability level. He tried to read each word by reading each syllable (Ka-pag . . .
Kapag. . . ba-kas-. .
. bakas-. . . syon . . . bakasyon. . .) Then he reads the whole word. As a result, it
took him a long time to finish reading the selection. When asked questions about
the selection read, he was not able to remember most of the details. Out of the
six comprehension questions, he was able to answer correctly only one item.

Obviously, Andro has a problem in word recognition. Since it was laborious

for him to identify the whole word at once and had to resort to reading in
syllables, he was not able to read with proper phrasing; fluency was not attained.
And because Andro spent all his attention and energy on figuring out the words,
it was difficult for him to recall the details of what was read. Comprehension

Recommended intervention:
Andro needs intensive training on word recognition. Marungko Approach
in teaching this will help him a lot. (Refer to the sequence of lessons of the
Marungko Approach). Andro specifically needs help with blending (a skill that
influences decoding) and segmenting (a skill that influences spelling) sounds in a
word. Practice with word lists and multisyllabic words will help develop fluency in
word reading. Once Andro’s word reading performance has picked up, reading
phrases and sentences should be taught next.

Case Study 2:
Grade level: Grade 4
Reading level in Filipino: Grade 4; Reading level in English: Grade 2
Poor word recognition and fluency in English; vocabulary in English is
likewise limited

Gina is in Grade 4. She read the selection in Filipino with few miscues. She
manifested good fluency. She only had one error in Reading comprehension.
However, when she was asked to read the Grade 4 selection in English, she did not
perform as well. She read the words phonetically. Her miscues in reading included
mispronunciations, repetition and refusal to read some words. She did not know the
meaning of most words in the English selection that she read. Her score in Reading
comprehension is one out of the 7 items.

Gina’s reading problem is typical of pupils who started to read in the

Mother Tongue and in Filipino. Reading the English words phonetically is a carry-
over of her reading in MT and Filipino where the words are phonetically
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Recommended Intervention:
Let us remember that poor performance in reading English text should not
be used to interpret the child’s cognitive abilities. Her literacy performance in
her Mother Tongue (Filipino) should help inform us if the comprehension
difficulty stems from decoding or from poor background knowledge. Gina’s
ability to read phonetically in Filipino should be used as an advantage to reading
in English.

Intensive instruction on word recognition in English should be given. The

lessons on word families (probably starting with a review of short vowel words, then
proceeding to words with consonant blends and digraphs, words with long vowel
sounds . . .) will help Gina a lot.
Moreover, a drill on the sight words will make word recognition in English an
attainable task for her.

Her performance will also greatly improve if decoding is taught hand-in-

hand with vocabulary. Some level of prediction of the word will occur if there is
word knowledge.
Readers are better able to retain the manner by which words are read if the
words are familiar to them and part of their everyday language. Oral language
development will help increase familiarity with the English language. While Gina
may be still struggling with reading words in English, how English words are
read may be modeled to her using a read aloud. Gina can still engage in a
listening comprehension exercise to expose her to the language and hone her
comprehension skills.

Case Study 3:
Grade level is Grade 5;
Reading performance in Filipino and English is Grade 3. Case
manifested good listening comprehension but poor decoding and
fluency.

Let us consider a Grade 5 boy named Luis. Results of the group screening
test and further oral /silent reading tests indicated that he is performing at the
Grade 3 level both in Filipino and English. A Grade 3 at-level reader should be
able to read a variety of texts of varying lengths in Filipino. On the other hand,
a Grade 3 at-level reader in English should be able to read CVC words with short
sounds. Luis’ reading behaviors in Filipino and English include the following:

good listening comprehension

skills word-by-word decoding
of text
lack of expression in oral
reading hardly rereads text
anxious while reading
ignores punctuation

An analysis of Luis’ reading behaviors shows that while he demonstrates good

703
listening comprehension skills, he would need assistance in decoding. It is important
to take note that Luis’ listening vocabulary is different from his reading vocabulary.
The word-by-word reading of text may be due to lack of phonics knowledge and a
good reading vocabulary.

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Recommended Intervention:
It is clear that Luis need support in phonics and word recognition. See the
earlier section on this. Take note that the teacher has to refer to the Grade 3
content of words to be read (both in Filipino and English). This should be the
focus of phonics and word recognition activities. Giving texts at his independent
reading level should be the starting point. Getting him to perform as a good
reader at Grade 3 is the initial objective.

To facilitate decoding of the target Grade 3 Filipino/English words, a rich oral

language that uses these words should be developed. The goal is to further enrich
Luis’ listening vocabulary since he displays good listening comprehension. In the
process of doing this, his speaking and reading vocabulary would eventually expand.
Ways to enrich his reading vocabulary may focus on providing a lot of exposures to
the words to be read. This may come in the form of listening activities and games.
Matching words read by the teacher to its correct picture would be a good start. If
possible, he should recite poems and sing rhymes that use the target words to be
read. Allow Luis to use these words as he speaks. Let him use the words as he talks
about pictures related to the word. Repeated exposures to the words with matching
pictures would help him make sense of text without pictorial aids eventually.

To develop fluency in reading the target Grade 3 words, see the section on fluency.

Case Study 4:
Grade level: Grade 3; Reading
performance: Grade 1
Good listening comprehension; poor decoding and fluency in Filipino

Let us consider a Grade 3 girl named Marissa. Filipino is not her mother
tongue. Results of the group screening test and the oral /silent reading tests
indicated that she is performing at Grade 1 level in Filipino. At the end of Grade 1,
students were already immersed in the
Filipino language through a wide exposure to listening and speaking exercises.
Marissa’s reading behaviors in Filipino include the following:

good listening comprehension skills

lacks decoding skills appropriate for the level
slowly decodes words, usually letter by letter, with a lot of pauses,
hesitations, and miscues
rereads words a number of times
lacks understanding of words that are read

An examination of Marissa’s reading behaviors shows that her good

listening comprehension skills would be a good starting point. Her listening
vocabulary can be enriched so this can be expanded to be part of her reading
vocabulary. Her laborious reading may be due to lack of phonological awareness
and alphabet knowledge. Thus, phonics and word recognition are tedious tasks
for her.

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Recommended Intervention:
Marissa needs support in phonological awareness, alphabet knowledge,
and phonics and word recognition. See the earlier section on this. Take note that
the teacher has to refer to the Grade 2 systematic and explicit instruction of
beginning reading in Filipino.

Develop her reading vocabulary through varied exposures to the Filipino

words to be read including opportunities to meet these words through listening
and speaking activities. Make use of meaningful and fun games. Recite rhymes
and poems and sing songs that use the words to be read. When Marissa reads
words that she is familiar with, then she can make sense of print.

To develop fluency in reading target Grade 2 words, see the section on fluency.

Case Study 5:
Grade 5; Reading level: Grade 3
Poor comprehension skills (language-based
difficulty) Sam’s literacy behaviors are as follows:

Can identify letter sounds, letter forms and letter

names Can read and understand simple written
instructions Can decode two related sentences in
L1
Can create simple written text for others to read
Has difficulty predicting what will happen next in read-aloud stories
Can answer comprehension questions in the literal comprehension
level Refuses to answer how, why and what-if questions
Cannot describe new information gained by listening to a
story Cannot think of a synonym of a familiar word

Sam seems to have no problem in alphabet knowledge. He can in fact decode

written instructions, and even two related sentences in L1. Sam has difficulty
understanding a selection, whether it is oral or written. This is evident with the
behavior that he can only answer questions in the literal level, which means, he can
identify details of a story if they are explicitly stated in the text. Sam has difficulty
processing information that entails higher level of comprehension, like predicting,
inferring and answering critical comprehension questions. His difficulty in
comprehension may also be a result of his lack of vocabulary development. This is
evident in the behavior that he cannot think of a synonym of a familiar word.

With this demonstrated behaviors, it can be assumed that Sam is good in

decoding, but is poor in comprehension skill, for both listening and reading.

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Recommended Intervention Per Domain

Oral Language
Listening to story read aloud by the teacher.
Singing together and/or reciting poems and
rhymes.
Using play activities to enhance oral language, like telephone play,
pretend play using puppets or toys.
Let students participate in small group activities.
Provide opportunities for the students to have interactions with
classmates, and teachers.
Use creative drama.
Story retelling by the children.
Provide opportunities for the children to create/compose their own stories.

Vocabulary
Story read aloud by the teacher
In teaching vocabulary words, use the three critical notions of
Integration (connecting the new vocabulary to their
priorknowledge); Repetition (encountering/ using the
term many times), and Meaningful use (multiple opportunities to
use the new words in oral and written language) (Nagy, 1988).
Brief strategies for Vocabulary Development
(Stahl, 1999) Teach synonyms.
Teach antonyms.
Paraphrase
definitions. Provide
examples.
Provide nonexamples.
Ask for sentences that “show you
know.” Teach word sorting.

Listening Comprehension (see section on Listening and Reading Comprehension)

Fluency (see section on Fluency)

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Case Study 6:
Good fluency and reading comprehension in
Filipino; Poor fluency and reading
comprehension in English

Mateo’s literacy behaviors:

Reads aloud with fluency and comprehension text in Filipino.

Can decode words with short vowel sounds in English. Mateo lacks
fluency in reading the words in English.
Can answer multi-level comprehension questions in Filipino but not in
English for both listening and reading.
Can easily explain the meaning of a word in Filipino, but not in English.

Mateo has no problem with reading with fluency and comprehension in

the first language. In reading in English, however, there are a number of
identified difficulties. Mateo is used to reading in Filipino. One difference of the
Filipino written language and English is that Filipino is very phonetic in nature.
This is the reason why Mateo can only decode words with short vowel sounds in
English. This shows that he also lacks word recognition skills in English; he needs
to get used to the structure of the sounds of words in English. If Mateo can
answer multi-level comprehension in Filipino, but not in English, it can be
assumed that his oral language development in English is weak. Finally, he
also has difficulty in giving meaning to words in English. This shows that his
vocabulary development in English needs to be improved.

Oral language and Vocabulary development in English

Word recognition in English (see section on word recognition in
English) Fluency in English
Listening and Reading Comprehension in English

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 PART IV.
READING REMEDIATION IN
A SCHOOL READING PROGRAM

A. Components of a Complete School Reading Program

Basic education, in order to be effective, must have within its system the
components of a complete school-based reading program. Hermosa, as adapted
from a model by Dupois and Askov (1982) exerts that a complete reading
program should include developmental reading - the teaching of reading in the
primary, intermediate, secondary and tertiary levels, content-area reading -
reading done in content-areas such as science, health and social studies and
remedial reading instruction or specialized reading instruction adjusted to the
needs of a student (Ocampo, 1997). Of the three components of a complete
reading program, the Philippine Educational System is now moving towards
enabling teachers to provide remedial instruction.

Components of a School Reading Program

Remedial
Programs
• Developmental
Content Heading
(Beginning
• Content Programs

• Remedial Reading)

(Changing Emphasis on the

Components of the Reading
program)

K 1 2 3 4 5 6 7 I II III IV
College

B. Specialized Teaching of Reading

The specialized teaching of reading or reading remediation is the

application of teaching strategies designed to give the struggling readers the
skills, competencies or behaviors that they need in order to improve their
performance. It is the kind of instruction undertaken to enable children
experiencing difficulties in aspects of reading performance to catch up or
develop in appropriate ways. As shown in Figure 3, the goal of reading
remediation is to create positive change.
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 What is reading remediation?
Performanc
e
Interventio
n
Application of Teaching
Strategies
Development of
skills
CHANGE

To create positive change, the reading teacher tries to present the reading
task and material in a different way, slant or orientation. This kind of instruction is
focused and targets specific domains of literacy that have been observed to be
areas of weakness in the child while acknowledging his/her areas of strength. These
lessons are delivered differently from regular classroom instruction and vary in
terms of frequency or intensity depending on the child’s needs. Given that literacy
“is a fundamental human right,” (Global Monitoring Report, 2006) every person
should enjoy fair and equal access to literacy education and have opportunities for
personal growth and development. It is therefore important to provide instruction
that is tailored to the students’ needs and abilities in order to develop their ability to
construct meaning when reading and heighten engagement in the task itself (Snow
et. Al, 1998).

Who needs it?

Children who may not be benefiting as much from regular classroom
instruction Children who are developing differently from other children
Children whose educational needs may be different than most children

Principles of Remediation

Develop a pleasant rapport between teacher and

student. Choose methods and materials with flexibility.
Begin at a low enough level and with small enough steps to ensure initial success.
Use a tracking device to record progress toward important
objectives. Keep open lines of communication with the child’s
teachers and parents. Celebrate the child’s success. Give praise
and support.
Always connect reading to daily needs and activities.
Keep in mind the particular reading skills that may need to be
developed in an individualized situation.
Maintain the child in the reading program only until sufficient skills
have been acquired for the regular reading program and for reading
on one’s own.
Believe in the child.

Establish

An area where support services are to be

provided Frequency/Regularity of Session (2 to
3 times a week) Program for Specialized
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Instruction
Mechanism for supervision, consultation and monitoring of progress

708
 One factor that greatly contributes to literacy development is the
environment. Certain aspects of the home environment, such as access to
books, opportunities to read/write and shared reading benefit children’s
development. Other preschool environments, such as childcare, can also have
positive effects. But children from low- income environments do not have these
kinds of opportunities.

Children who lack such opportunities for acquiring these pre-reading skills
can suffer later reading problems and delays in the development of language
skills (Whitehurst, 1998). Given that students who exhibit poor early reading
skills are likely to continue as poor readers, more popularly referred to as the
Matthew Effect, there is a need for early intervention programs if we are to stop
this cycle of failure (Good, 1998). According to Taylor in 1992, the best way to
break the cycle of failure experienced by poor readers is to provide intervention
as early as possible (Santos, 2007).

Elbum et. Al. reiterates in their meta-analysis that “one-to-one tutoring

can aid many students whose poor reading places them at risk for academic
difficulties. It is well-designed and effectively implemented. More importantly,
the quality of instruction mattered more than the duration of the instruction is
important (Elbaum, 2000). Some specific guidelines that could aid the planning
for effective tutoring include (1) having a knowledgable coordinator who
provides expert guidance to tutors; (2) structure in lessons; (3) tutor training;
and (4) coordination between classroom instruction and the tutoring program
(Wasik, 1998).

READING INTERVENTION WITHIN A REGULAR READING CLASS

Differentiated Instruction During a Regular Reading Class

Group remediation or reading intervention for a group of slow readers

may be done by a classroom teacher during the regular Filipino or English class
through differentiated activities. The teacher divides the class into two groups:
the students who are performing well in Reading and the students who need
reading intervention. The sample plan is detailed below:

Students who are performing in

Reading according to the Grade level Students Who Need Intervention
expectation
Lessons/activities that address their
Regular lesson: The lesson and reading needs. The lesson and
activities activities
are: are:
• planned for group progress • oriented towards the specific
strengths
• generally oriented towards the and needs of the individuals “who
strengths, needs and interests have not kept up” with the others in
of
709
 groups rather than individuals their age group
• have well-balanced skills and • oriented towards the specific
typical strengths
developmental progress are and weaknesses of the particular
assumed
individuals.

710
Illustration of a Differentiated Lesson During the Reading of a Selection:

Prereading Activities: (whole class)

• Unlocking of difficult words
• Motivation

• Motive Questions

Reading the Selection (differentiated activities)

Students who are performing Students who need Reading
according intervention
to Grade level
Independent activity With the teacher

■■ Silent Reading of the selection ■■ Oral Reading of the Selection

• teacher asks questions
about the
part of the selection read
after
reading a paragraph or part
of a
selection

After Reading (differentiated activities)

Independent activity With the teacher

■■ Pupils are asked to answer ■■ Pupils are asked to answer

questions oral
about the selection read exercises about the selection
(written read.
activity) The exercises focus on
particular
• comprehension: noting skills that they have not learned:
details,
sequencin events, cause • vocabulary
g and
effect . . . • omprehension: noting
details,
• vocabular words with sequencing events, . . .
y: multiple
meanings, synonyms . . .

After Reading (differentiated activities)

Oral work with the teacher Independent activity

■■ Discussion of the story, answering ■■written activity: follow-up of

the the oral
711
written exercises, other activities exercise

712
Conducting Reading Intervention Outside the Reading Class:

When the students’ reading level is way below the expectation of the
grade level, a remedial reading activity outside of the regular class hours may
be done. The following procedure is suggested:

Plan activities according to the reading level of the student(s).

Plan a tentative, weekly plan, where there is a balance of activities to
be done. Build self-esteem and confidence along the way.
Continuously diagnose and adjust instruction based on present performance.

Example:

Activity: Listening comprehension

Unlocking difficult words

Motivation and Motive
question
Teacher reads the story while pupil/s listen intently.
While reading the story, pause after a paragraph or two and ask
questions about what was read. This will monitor comprehension.
After reading the story, give oral exercises on comprehension: may
focus on one comprehension skill and drill on this. (noting details,
sequencing events, inferring feelings . . .

Activity: Word Recognition

Pick out words from the story. If the lesson is Filipino, the lesson(s ) in
Marungko may be followed. If the lesson is in English, the sequence of
word families may be followed.
Vocabulary study. Unlock the words through various techniques: use of
realia, pictures, demonstration, synonyms and antonyms and context
clues.
Drill the pupils on the reading of the words. Remind them that it is
easier to read each word if the beginning letter is sounded.
Ask them to give a sentence for the word (vocabulary development is
integrated). Let them write the word/s that they can successfully read
(spelling is integrated).

Activity: Drill on Fluency

Write on word cards some words from the story. Let them read
the words. Let them read some sight words from the story
Filipino: may, mga, at, ng, nang . . .; English: the, there, then, at, of,
with . . . Write the phrases on phrase cards or on the board. Let them
read these correctly (accuracy, speed (reading fast) and proper
expression (They should avoid word
by word reading).

713
Activity: Drill on Vocabulary

Pick out 3 -5 words from the selection

read. Let them match each word with
its picture. Write the name of each
picture.
Show each word. Act it out.
Use each word in their own sentence.
Choose the synonym or antonym of each word.

Activity: Drill on Reading Comprehension

Choose the words in the story that are difficult to decode. Let them read the words.
Write the phrases for these words. Let them do phrase
reading. Unlock the difficult words.
Give the Motivation and Motive Questions
Let the pupils take turns reading a part of the
story. Ask questions about the part of the story
that was read.
After the full story is read, let them answer written questions.
Discuss their answers. If their answer is not correct, let them go back
to the story and read the part that contains the correct answer.

714
References:

Airasian, P.W. (2001). The classroom as an assessment [Link] York,

McGraw- Hill.

Allington, R. (2009). What really matters in fluency, research-based practices across

thecurriculum. MA: Pearson Education Inc.

Armbruster, B, Lehr, F., Osborn, J. (2003) The research building blocks for
teaching children to read: Put Reading First. National Institute for Literacy.

Cobb, C. (2004). Turning on a dime: Making change in literacy classrooms. The

ReadingTeacher, 58, 104-106

Gunning, T. (2008). creating literacy instruction for all students 6th Ed.
Boston, USA: Pearson Education, Inc.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and
Writing: AnInterdisciplinary Journal, 2, 127-160.

Palmer, R. 9 Listening strategies that develop active listeners. TESOL Connections:

Keeping English language professionals connected. TESOL International
[Link]:// [Link]/tesolc/issues/2014-06-
01/[Link] retrieved March 31, 2016.

Reutzel, R. Cooter, R, Jr. (2007). Strategies for reading assessment and

instruction; helping every child succeed, 3rd. Ed. NY: Pearson Education,
Inc.
Scharer, P. (2012). Policy into practice, Issue #1, October 2012, Ohio Resource
Center, Ohio State University.

Vacca, J., Vacca, T. and Gove, M. (2011) Reading and learning to read. NY:
Allyn and Bacon

Zoeller, E. (2015). Comprehension and the bilingual reader: thinking within a

decodable text. Center for Teaching Biliteracy Building. Madison Metropolitan
School District

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-

BLR) Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines

1600 Telefax: (632) 634-1072; 634-1054;

631-4985

Supported by:

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