The Philippine Informal Reading Inventory Manual 2018: Department of Education Republic of The Philippines

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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: [email protected] / [email protected]
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
10. How 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- Esguerra Save the Children 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,
Group Screening Test in Filipino (GST) from Grades III-VI, 3) Group Screening Test in
English 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 sounds initial consonant long a, i, o and u vowel digraphs ai
in CVC pattern and blends (l, r and s sound (ending in (pail), ay (bay), ea
common sight words; blends) followed e) one syllable and (lead), ee (seed;
read 2-syllable words by short vowel 2-syllables. read words with
consisting of short sounds, read words vowel diphthongs oy
e to u sound (e. with initial and final (boy), oi (boil), ou
g.: basket, hotdog, consonant digraph (out) and ow (bow);
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 http://www.
reading.org/Libraries/books/assessing-readers--second-ed--chapter3.pdf Copublished with Routledge/Taylor & Francis
1
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 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.
2
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.
3
Table 1. Schedule of Phil-IRI Administration
Filipino English
(for Grade 3 to Grade 6 (for Grade 4 to Grade 6
learners) 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 the month of the
January to January to
school year February of school year 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 assessment.The 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 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.
1
Abadzi, H. (2014). Hidden insights from cognitive neuroscience. Retrieved from
https://www.academia.edu/6429908/Mysteries_ and_Myths_of_Reading_Hidden_insights_from_cognitive_neuroscience
5
The Phil-IRI Listening Comprehension is administered when the student is identified as a
nonreader. The purpose is to find out how well a student understands the selection which
will be read by the test administrator.Then 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 is
conducted 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
a. 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.
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. 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.
6
b. Phil-IRI Forms for Graded Passages
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.
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.
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)
7
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
1st QTR testing
-No need for reading 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
STAGE 3
QTR
Provision of Reading Intervention
Student is given individualized/small group instruction
4th QTR STAGE 4

(Feb –
Administration of the Phil-IRI
March) Posttest (English/Filipino)
(Progress Reports to be submitted to the Principal)
8
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.
9
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 grade give a grade level text
that is higher to find the level higher to find the that is lower to find the
INSTRUCTIONAL LEVEL. 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,
IF performance is at the give a grade level text lower
INSTRUCTIONAL LEVEL, than the starting point to find Once the INSTRUCTIONAL
the INDEPENDENT LEVEL. LEVEL has been identified,
give a grade level higher
Continue doing so until give a grade level text lower
than the last text read till
performance registers at to find the INDEPENDENT
performance registers at the
the INDEPENDENT LEVEL LEVEL. Repeat instructions till
FRUSTRATION LEVEL. is identified. found.
(Optional) Step 3: Administer Listening Comprehension and Silent Reading
STAGE 2a STAGE 2b
The Listening Comprehension Test may The Silent Reading Comprehension test
be administered to those found to be may be administered to further describe
poor/non-readers to describe their ability the kind of text that a child can read
to comprehend texts when the decoding independently. This helps in identifying
task is lifted. the kind of text that can be used for
classroom activities/seat work.
10
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 identify
student’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 is able to register 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. Providing material at the independent 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 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
This section details the specific instructions for the Group Screening Test and the individually
administered Graded Passages accordingly. For general reminders on the conduct and
interpretation of assessment and assessment results, please see Appendix G.
12
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)
Timer
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 be magkakaroon ng regular na klase. Bawat
holding regular class. Each of you will be isa sa inyo ay bibigyan ng ilang mga
asked to read a set of passages that have babasahin na may mga nakalakip na
corresponding questions. 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 finish inyong makakaya.
reading the selections and answer all of the Bibigyan lamang kayo ng 30 minuto para
questions.” 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:
13
REMINDERS MGA PAALALA
Avoid talking, eating, and going to the Iwasan makipag-usap sa katabi at

rest room while testing is going on. magpunta sa banyo habang sinasagutan
Do not write on the test booklet. Write ang pagsusulit na ito.
your answers on the answer sheet. Iwasan ang pagsulat/pagmarka sa test
Read all of the selections as best as you booklet. Isulat ang mga sagot sa sagutang
can. papel.
Answer all of the questions that follow. Basahin lahat ng seleksyon nang mabuti.
If you have a question, please raise your Sagutan lahat ng sumusunod na tanong.
hand. The teacher will approach you. Kung kinakailangan ang paglilinaw, itaas
ang kamay para malapitan kayo ng guro.
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 MALE if you are male/a boy and Bilugan ang LALAKI kung ikaw ay lalaki,
FEMALE if you are female/a girl. at bilugan ang BABAE kung ikaw ay babae.
REMINDER: Here is the sheet where you PAALALA: Ito ang papel (ipakita ang
will write your answers in (show the answer sagutang papel) kung saan ninyo isusulat
sheet). ang inyong mga sagot.
d. Using a chart, model how the test should be answered.
Read the following: (written on a chart or on Basahin ang sumusunod: (nakasulat sa

the board) pisara o sa tsart)
Say: Sabihin:
Where does one go when one wishes to Saan pupunta kung nais magbasa at
read and borrow a book? manghiram ng mga aklat?
clinic klinik
library silid-aklatan
market palengke
playground palaruan
What is the answer to the question? The Ano ang tamang sagot sa tanong? Ang
correct answer b should be the letter written tamang sagot na b ang dapat isulat sa
on your answer sheet. sagutang papel.
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.
14
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
Determine the Starting Point
15
Table 3. Starting Point for the Graded Passage
If the raw score in the Start with a Graded

Example:
GST is Passage that is
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
a. Orient the test-taker, establish rapport, and administer the test:

Oral Reading Comprehension, or
Listening Comprehension, or
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:
As the child reads, record the student’s miscues. (Refer to Table 4
under Section G.)
Caldwell, L. ( ). Qualitative Reading Inventory
16
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 miscue committed. The guide in
marking and scoring the miscues is shown in Table 4.
17
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 not
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 monkey
substituted word 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 above vase one error.
the caret.
Underline the portion Count as one error
Repetition of the text that was They found it in the every word or phrase
repeated. repeated.
Use a transpositional
Count as one error
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 made.
correct word.
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 miscues X100

number of words
Example: Pedro’s Performance in Oral Reading

No. of words in the passage: 65
No. of miscues: 15
65-15 = 50 x100 = 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

or X
Paraan ng Pagbabasa
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 improve
their reading skills.
23
GLOSSARY
The following terms used in the manual are operationally defined as follows:
a general term that includes all the ways in which information

is collected, synthesized, and interpreted in order to aid in
Assessment understanding learners and making instructional decisions
(Airasian, P.W., 2001).
an instrument used to describe a learner’s performance in
Assessment Tool
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 in the

a) Literal
text
questions in which the answers are not explicitly stated in
the text. These questions require the reader to establish
relationships between what he/she knows and what is
b) Inferential 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, synthesize,
c) Critical
and make judgments on the author’s ideas
the percentage of items correctly answered over the total

Comprehension Score
number of items in a passage-specific comprehension test
an instrument used to assess learners’ needs and abilities

Diagnostic Tool
(in reading)
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 content and

Graded Passage
readability
24
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 often
conducted for the purpose of comparing a student’s
Informal Reading Inventory 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-specific
Intervention
(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 (Goodman,

Miscues
1996, in Martens, 1998)
a way of looking at individual learners’ oral reading errors in
Miscue Analysis order to gain insight into their reading processes (Goodman,
1974, in Gunning, 2002)
when a learner reads a selection aloud in order to
Oral Reading assess word recognition, reading fluency and reading
comprehension level
an informal reading inventory which consists of a set of
contextualized graded passages administered to individual
Philippine Informal Reading
learners in order to determine their reading performance
Inventory 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
leveled text or graded passage; given a particular leveled
Reading Level text, a learner may fall under any of the following reading
levels:
the level at which readers function on their own with almost
a. Independent
perfect oral reading and excellent comprehension (Flippo,
Reading Level
2014)
Instructionalthe 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 difficult
c. Frustration
that they cannot successfully respond to them (Flippo,
Reading Level
2014)
25
a recording of the errors that a reader makes, the amount
Reading Miscue Inventory 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 his/
Reading Profile her word reading and comprehension scores in a given
passage
ease with which a book or other piece of written material
Readability
can be understood (Gunning, 2002)
the level at which a written material can be understood
using text characteristics such as the kinds of words, the
Readability Level 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 passage
Reading Rate
and the time it took for a reader to finish reading
a group-administered assessment tool made up of leveled
passages and comprehension questions to be read silently
Screening Test and accomplished independently; intended to identify
students who need further testing
when a learner reads a selection independently and answers
Silent Reading Assessment comprehension questions in order to assess reading rate
and reading comprehension level
the percentage of words correctly read over the total number
Word Reading Score
of words in a given passage
26
REFERENCES
Abadzi, H. (2014). Hidden insights from cognitive neuroscience. Retrieved from https://
www.academia.edu/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 http://books.google.com.ph/books?id=Veu
rAAAAQBAJ&pg=PA102&lpg=PA102&dq=basal+and+ceiling+in+IRIs&source=bl& 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 http://www.reading.org/Libraries/books/assessing-
readers-- second-ed--chapter3.pdf 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.
Mariotti, A., & Homan, S. P. (2005). Linking Reading Assessment to Instruction (Fourth ed.).
Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
27
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

http://lrs.ed.uiuc.edu/ students/srutledg/iri.html
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

http://lrs.ed.uiuc.edu/ students/srutledg/iri.html
28
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 1-7)
A6
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 sa
A7
Filipino)
Key to Correction Graded Passages in Filipino Post-Test (Sets A, B, C, D (Baitang 1-7)
A8
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 Record
B2
(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
Phil-IRI Form 4 – Talaan ng Indibidwal na Pagbabasa (TIP) / Individual Summary Record
E
(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)



G Reminders on Conducting Assessments and Interpreting Assessment Results
H Handbook on Reading Intervention
29
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 Isang
6th 2 Sanaysay Batas? 20
• Panahon ng Bagong Bato
• Karapatang Sibil
7th 2 Sanaysay • Ang Hukbong Paggawa ng 20
Pilipinas
30
Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Baitang 3
Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos, basahin ang
mga 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
1. Ano ang alaga ni Lolo Kiko? (Literal)

a.aso
b.loro
c.pusa
2.Ano ang paborito ng alaga ni Lolo(Literal)

Paborito nito ang _________________ .
a.makalipad sa puno
b.makatikim ng keso
c.makausap si Lolo Kiko
3.Ano kaya ang naramdaman ni Lolo nang mawala ang loro? (Paghinuha)
a.masaya
b.malungkot
c.nagalit
4.Saan kaya naganap ang kuwento? (Paghinuha)

Naganap ang kuwento sa ____________ .
a.bahay
b.gubat
c.paaralan
5.Ano ang isa pang magandang pamagat sa kuwento? (Pagsusuri)

a.Si Lolo Kiko
b.Ang Loro sa Puno
c.Ang Alagang Loro
31
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.

(Filipino: Wika ng Pagbabago, Medrano, Z.S., 2004)
6.Nasaan ang pagong sa kuwento? (Literal) Ang

pagong ay nasa ___________________ .
a.loob ng hardin
b.loob ng garapon
c.labas ng garapon
7.Alin sa sumusunod na mga salita ang nagsasabi tungkol sa pagong? (Literal)

a.mabait
b.maliit
c.masaya
8.Sino ang nag-uusap sa kuwento? (Paghinuha)

a.ang mga bata
b.ang mga pagong
c.ang bata at ang pagong
9.Ano kaya ang nararamdaman ng pagong sa kuwento?

(Paghinuha) Ang pagong ay ___________.
a.malungkot
b.masaya
c.galit
10.Bakit kaya sinulat ang kuwentong ito? (Pagsusuri)

a.Hatid nito ang isang balita.
b.Nais nitong magbigay-kaalaman.
c.Nais nitong magbigay ng aliw.
32
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!

Sinulat ni:T. Nong
11.Para saan ang balde ng reyna? (Literal)

a.Upuan ito ng reyna.
b.Ginagamit ito sa paglalaba.
c.Lalagyan ito ng tubig ng reyna.
12.Ano ang nararamdaman ng reyna? (Literal)

______________ ang reyna.
a.Nag-aalala
b.Natutuwa
c.Napapagod
13.Alin sa sumusunod ang sinasabi sa kuwento? (Paghinuha)

a.Hinahawakan ng mga duwende ang korona.
b.Ang korona ay may mamahaling diamante.
c.Galing sa prutas ang korona ng reyna.
14.Saan kaya naganap ang kuwento?

(Paghinuha) Naganap ang kwento sa
______________ .
a.kaharian ng mga balde
b.kaharian ng mga saging
c.kaharian ng mga duwende
15.Bakit kaya sinulat ang “Reyna ng Duwende”? (Pagsusuri)

b.Nais nitong magbigay-aral.
c.Nais nitong magbigay ng aliw.
33
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!

Sinulat ni:T. Nong
16.Saan papunta ang bata sa kuwento?

(Literal) Papunta ang bata sa
_____________ .
a.parada ng mga kotse
b.karera ng mga kotse
c.karera ng mga bisikleta
17.Alin sa sumusunod ang nagsasabi tungkol sa mapapanood ng bata? (Literal)

a.Madaming bisikleta rito.
b.Makukulay ang mga kotse rito.
c.Makukulay ang mga bisikleta rito.
18.Bakit kaya mabilis ang andar ng bata? (Paghinuha)

a.Gusto niyang mapanood ang karera.
b.Sasali siya sa makulay na parada.
c.May kaibigan siya sa karera.
19.Alin sa sumusunod ang nagpapakitang nasaktan ang bata sa kuwento?

(Paghinuha)
a.Mabilis and andar ko.
b.Naku! Dumulas ang bisikleta!
c.Aray! Kay daming putik ng tuhod ko!
20.Alin sa sumusunod ang isa pang magandang pamagat para sa kuwento?

(Pagsusuri)
a.Parada ng mga Kotse
b.Karera ng mga Kotse
c.Karera ng Bisikleta
34
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 lungga sa 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.”

(Bagong Filipino sa Puso at Diwa 2, Aragon et al, 1989)
1.Saan nangyari ang kuwento? (Literal)

a.sa bukid
b.sa gubat
c.sa kalsada
d.sa lansangan
2.Ano ang hinahanap ng aso? (Literal)

a.makakain
b.makakasama
c.mapapasyalan
d.matutulugan
3.Anong ugali ang ipinakita ng aso? (Paghinuha)

a.madamot
b.matakaw
c.masipag
d.mayabang
4.Bakit hindi makalabas ang aso sa lungga? (Paghinuha)

a.may harang ang labasan
b.may bitbit pa siyang pagkain
c.lubos na marami ang kinain niya
d.mali ang paraan ng paglabas niya
35
5.Bakit kaya hindi siya natulungan ng isa pang aso? (Inferential)
a.natakot sa kanya ang aso
b.para matuto siya sa pangyayari
c.nainggit sa kanya ang isa pang aso
d.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!

(Yaman ng Panitik 1, Resuma et al, 1987)
6. Sino ang naghahanap ng pusa? (Literal)

a.ang kuting
b.si Muning
c.si Nanay
d.si Susan
7.Bakit niya hinahanap ang pusa? (Paghinuha)

a.ipapasyal niya ito
c. b.paliliguan niya ito
c.pakakainin niya ito
d.patutulugin niya ito
8.Saan niya nakita ang pusa? (Literal)

a.sa silid
b.sa silong
c.sa kahon
d.sa kusina
36
9.Sino ang mga kasama ni Muning sa kahon? (Paghinuha)
a.mga anak nito
b.mga kalaro nito
c.mga nahuli nito
d.mga kaibigan nito
10.Ano ang isa pang magandang pamagat ng kuwento?? (Pagsusuri)

a.Nasaan si Muning?
b.Nasaan ang Kahon?
c.Ang Kahon ni Susan
d.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 itong tinahulan. 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.

(Bagong Filipino Saligang-Aklat II, Ibita et al, 1990)
11.Saan naganap ang kuwento? (Literal)

a.sa bahay
b.sa paaralan
c.sa palengke
d.sa simbahan
12.Ano ang katangiang ipinakita ni Brownie? (Paghinuha)

a.matapang
b.masungit
c.maharot
d.malikot
37
13.Ano ang napatay ni Brownie? (Literal)
a.pesteng ipis
b.pusang bahay
c.dagang bahay
d.ligaw na manok
14.Bakit kaya bahagyang ginalaw ni Brownie ang buntot nang makita ang amo?
(Paghinuha)
a.gusto niyang gisingin ang daga
b.nagulat siya sa kanyang ginawa
c.natakot siyang mapagalitan ng amo
d.upang ipakita sa amo ang kanyang ginawa
15.Bakit kaya sinulat ang kuwentong “Si Brownie”? (Pagsusuri)

b.Nais nitong magbigay-aral.
c.Gusto nitong magbigay ng aliw.
d.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.

16.Sino ang nakatatandang kapatid? (Literal)

a.Mina
b.Lito
c.Lita
d.Tina
38
17.Bakit sumisigaw si Mina? (Paghinuha)
a.galit siya
b.maingay kasi
c.tinatakot niya si Lito
d.hindi marinig ang boses niya
18.Ano ang naramdaman ni Lito nang tinanong siya ni Mina nang pasigaw? (Paghinuha)
a.nagalit siya
b.natuwa siya
c.natakot siya
d.nagtampo siya
19.Bakit nadulas si Mina? (Literal)

a.madulas ang sahig
b.di niya nakita ang nilalakaran
c.natapakan niya ang balat ng saging
d.natapakan niya ang basang bahagi ng sahig
20.Ano ang isa pang magandang pamagat ng kuwento? (Pagsusuri)

a.Ang Basurahan
b.Ang Saging ni Lito
c.Pulutin ang Saging
d.Ang Sigaw ni Mina
39

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!

(Pagsulong sa Pagbasa 1, Ortiz-Baterna, 1990)
1.Ano ang nangyari kay Dagul? (Literal)

a.natapakan ng bata
b.nabundol ng kotse
c.nasagasaan ng dyip
d.nawala sa tindahan
2.Nasaan si Lea nang maaksidente ang tuta? (Paghinuha)

a.nasa tabi ng sa tindahan
b.nasa loob ng bahay
c.nakasakay sa dyip
d.nasa paaralan
3.Ano ang naramdaman ni Lea nang pumasok siya sa bahay? (Paghinuha)

a.nagalit
b.natakot
c.nalungkot
d.nangamba
40
4.Kailan nangyari ang aksidente? (Paghinuha)
a.sa araw ng Pasko
b.pagkatapos ng Pasko
c.sa araw ng Bagong Taon
d.isang araw bago mag-Pasko
5.Bakit kaya inisip ni Tatay regaluhan si Lea ng isa pang tuta? (Pagsusuri)
a.dahil ito ang nasa tindahan
b.dahil mura lang bilhin ang tuta
c.para maibigay kay Lea ang hiningi niya
d.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.

6.Ano ang napulot ni Luis? (Literal)

a.pera
b.piso
c.pitaka
d.tarheta
7.Magkano ang laman ng pitaka? (Literal)

a.piso
b.dalawampiso
41
c.sampung piso
d.sandaang piso
8.Ano ang nakita nila sa tarheta? (Inferential)

a.pangalan at tirahan ng may-ari
b.listahan ng bibilhin
c.pera ng may ari
d.tatak ng pitaka
9.Ano ang pinakitang ugali ng magkapatid sa katapusan ng kuwento? (Inferential)

a.matapat
b.masakim
c.matalino
d.palakaibigan
10.Bakit kaya sinulat ang kuwentong “Napulot Ko!”? (Critical)

b.Nais nitong magbigay ng mungkahi.
c.Nais nitong magbigay ng aliw sa mga bata.
d.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.

(Bagong Filipino Saligang-Aklat II, Ibita et al, 1990)
42
11.Saan naligaw ang matanda sa kuwento? (Inferential)
a.sa sakayan ng bus
b.sa labas ng paaralan
c.sa bahay nina Noel
d.sa labas ng simbahan
12.Ano ang panahon nang maganap ang kuwento? (Literal)

a.maaraw
b.mahangin
c.maulan
d.maulap
13.Ano-ano ang hindi pinansin ni Nelia habang kinakausap ang matanda? (Paghinuha)
a.gutom at pagod
b.nanay at tatay
c.ang bitbit niyang mga gamit
d.kung saan ang istasyon ng bus
14.Anong ugali ang ipinakita ni Nelia? (Paghinuha)

a.malinis
b.madasalin
c.matulungin
d.mapagmahal
15.Bakit kaya sinulat ang kuwentong “Ang Matanda”? (Pagsusuri)

b.Nais nitong magbigay ng mungkahi.
c.Nais nitong magbigay ng aliw sa mga bata.
d.Gusto nitong magbigay ng mabuting halimbawa.
43
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.)
16.Alin sa sumusunod ang nagsasabi tungkol sa sinaunang sistema ng pagsulat?

a.Binubuo ito ng 17 katinig at 3 patinig.
b.Matulis na kawayang patpat ang panulat.
c.Malapad na dahon at papel ang sinusulatan.
d.Mula itaas pababa at mula kanan pakaliwa ang pagsulat.
17.Alin sa sumusunod ang halimbawa ng sinaunang panitikan? (Literal)

a.kuwentong awit at epiko
b.tula at awiting salawikain
c.awiting bugtong at pabula
d.kuwentong bayan at alamat
18.Ano ang tinutukoy na baybayin sa seleksyon? (Paghinuha)

a.Ang direksyon ng pagsulat ang tinutukoy nito.
b.Ito ang paggamit ng panulat na mula sa kawayan.
c.Sistema ito ng pagsulat ng ating ninuno gamit ang 17 titik.
d.Ito ang sistema ng pagsulat na gamit natin sa kasalukuyan.
19.Ano ang sinasabi ng seleksyon tungkol sa mga ninuno natin? (Pagsusuri)

a.Mahilig sila sumulat ng mga alamat at epiko.
b.Nagtulungan sila kaya nabuo nila ang baybayin.
c.Hindi madali ang paghanap nila sa pansulat at susulatan.
d.Pinakita nila ang pagiging malikhain sa maraming paraan.
44
20.Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe nito?
(Pagsusuri)
a.Naglarawan ito at nagbigay ng mga halimbawa.
b.Binanggit ang kasaysayan ng sinaunang sistema ng pagsulat.
c.Nakasaad ang mga dahilan ng sinaunang sistema ng pagsusulat.
d.Tinalakay nito ang sanhi at bunga ng sinaunang sistema ng pagsusulat.
45
Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Grade 6

A. 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.

(Inocencio, et. Al, Pilipinas: Ugat ng Lahing Pilipino 5 (2006). Wizard Publishing Haws,
Inc. Tarlac, Tarlac)
Mga Tanong:
1.Alin sa sumusunod ang nagsasabi tungkol sa isang panukalang batas? (Literal)
a.Nilalagdaan ito ng pangulo bago ito pinagtitibay.
b.Kasama ang pangulo sa pagtitibay nito sa Kongreso.
c.Maaaaring tutulan ito ng pangulo bago maging batas.
d.Hinaharap ito sa pangulo bago pinagtitibay ng Kongreso.
2.Alin sa sumusunod ang unang nagaganap sa pagbuo ng isang batas? (Literal)

a.Hinaharap ang panukala sa pangulo upang lagdaan.
b.Ipinapamahagi ang kopya ng panukala sa mga kagawad.
c.Pinagtitibay ang panukala sa tatlong pagbasa sa Kongreso.
d.Ibinabalik ito ng pangulo sa Kongreso kung may mga tutol dito.
3.Kailan ginagamit ng pangulo ang kanyang kapangyarihang betohan ang isang

panukalang-batas ? (Paghinuha)
Ginagamit ng pangulo ang veto power kapag ______________________ .
a.sang-ayon siya sa panukalang batas
b.hindi sang-ayon ang Kongreso sa panukalang batas
c.may mga dahilan siyang tutulan ang panukalang batas
46
d.hindi ipinagtibay ng tatlong beses ang panukalang batas
4.Ano ang salitang maaaring kasingkahulugan ng sumaklaw sa ikalawang

pangungusap ng seleskyon? (Paghinuha)
a.bumanggit
b.magsama
c.mag-usisa
d.tumalakay
5.Ano kaya ang dahilan kung bakit kinailangang makapagpatibay ng mga bagong
panukalang-batas? (Paghinuha)
a.Isinasaalang-alang nito ang ikabubuti ng Kongreso.
b.Kailangan ng batas para sa ikabubuti ng mga mamamayan.
c.Pinagtitibay ang batas para sundin ang panukala ng pangulo.
d.Trabaho ng Kongreso na makabuo at makapaglimbag na batas.
6.Ano kaya ang mangyayari kapag hindi napagpatibay ang isang batas sa Kongreso?
(Paghinuha)
a.Ito ay hindi maaaring maipatupad.
b.Madadagdagan ang batas na susundin.
c.Ipaaalam na ito sa lahat para ipatupad.
d.Hindi ito lalagdaan ng pangulo bilang pagtutol.
7.Alin sa sumusunod ang nagsasabi ng pangunahing ideya ng seleksyon? (Paghinuha)

a.Sa Kongreso nabubuo ang isang batas.
b.Maraming paraan para makabuo ng batas sa Kongreso.
c.May paraang pinagdaraanan ang pagbuo ng bagong batas.
d.Ang isang panukalang batas ay dapat sumaklaw sa isang paksa.
8.Saang bahagi ng seleksyon matatagpuan ang pangunahing ideya nito? (Pagsusuri)

Makikita ito sa ___________________ ng seleksyon.
a.gitna
b.katapusan
c.simula
d.simula at katapusan
9.Ano ang layunin ng sumulat ng seleksyon? (Pagsusuri)

b.Hangad nitong manghikayat.
c.Nais nitong magbigay ng kaalaman.
d.Gusto nitong magbigay ng mungkahi.
10.Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe nito?
(Pagsusuri)
a.Binanggit ang kasaysayan ng pagbuo ng batas.
b.Nakasaad ang mga dahilan ng pagbuo ng batas.
c.Inilarawan ang sanhi bunga ng pagbuo ng batas.
d.Tinalakay ang pinagdaraanan sa pabuo ng batas.
47
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.

(Saroca at Rosales, (2005), Lahing Pilipino, Diwang Makabayan 5, Innovative
Educational Materials, Inc.)
11.Alin sa sumusunod ang nagpapatunay kung bakit Panahon ng Bagong Bato ang
tawag sa panahong tinalakay sa seleksyon? (Literal)
a.Yari sa bato ang lahat ng mga kagamitan nila.
b.Gumamit sila ng mga kagamitang gawa sa pinakinis na bato.
c.Nakahanap sila ng bago at pinakinis na bato na ginamit nila.
d.Dumating sila sa lugar na may kagamitang pinakinis na bato.
12.Alin sa sumsusunod ang HINDI nagpapakita ng naganap noong Panahon ng

Bagong Bato? (Paghinuha)
a.Nakapaglakbay sila sa tubig.
b.May mga kagamitan silang yari sa putik.
c.Higit na mas mahusay ang uri ng pagsasaka nila.
d.Naniniwala sila na may buhay pagkatapos ng kamatayan.
13.Ano ang sanhi ng bagong kagamitan sa panahong ito? (Literal)

a.Nagsawa na sila sa lumang mga gamit at kasangkapan.
b.Hindi sapat sa pangangailangan nila ang mga yari sa putik.
c.Hindi na angkop ang dating kagamitan sa pangangailangan nila.
d.Mas mahusay na gamit kaysa sa yari sa putik ang natuklasan nila.
48
May mga gamit ng yumao na isinama sa kanilang mga labi.
14.Ano ang kahulugan ng labi sa pangungusap sa loob ng kahon? (Paghinuha) Ito
ay __________________ _______ .
a.isang bahagi ng katawan
b.gamit ng namatay na tao
c.katawan ng namatay na tao
d.ang yumao na isinama sa putik
15.Anong mga katangian ng mga sinaunang tao ang ipinakita sa seleksyon?(Paghinuha)

Sila ay ____________________________.
a.matapang at magalang
b.masipag at maka-Diyos
c.mapamaraan at masipag
d.matulungin at mapamaraan
16.Ano kaya ang magiging bunga nang nakagawa ang mga sinaunang tao ng
sasakyang pantubig? (Paghinuha)
a.Maaari silang maglakbay sa tubig.
b.Walang pagbabago sa paglalakbay nila.
c.Makaaalis silang ligtas kapag may bagyo.
d.Magkakaroon na sila ng bago at ligtas na tirahan.
17.Ano
a. ang naging halaga ng Bangang Manunggul sa panahong iyon? (Paghinuha)
a.Magandang pag-aari ito ng mga yumao.
b.Isinasama ito sa yumao sa kabilang buhay.
c.Ito ay tanda ng paniniwala sa kabilang buhay.
d.Magandang gamit ito na yari sa pinakinis na bato.
18.Alin sa sumusunod ang isa pang magandang pamagat para sa seleksyon?

(Pagsusuri)
a.Ibang Uri ng Kagamitang Bato
b.Pamumuhay ng Sinaunang Tao
c.Masisipag na mga Sinaunang Tao
d.Mga Kagamitan ng Panahon ng Bagong Bato

c.Gusto nitong magbigay ng aral.
d.Nais nitong magbigay ng kaalaman.
20.Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito? (Pagsusuri)
a.Binanggit ang suliranin ng paksa.
b.Nakasaad ang mga solusyon sa paksa.
c.Tinalakay ang maraming sanhi ng paksa.
d.Inilarawan ang paksa gamit ang mga halimbawa.
49
Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Grade 7

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. Kabalikat ng
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.”

(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.
Maraming mga karapatang sibil na kinikilala ang ating bayan.
Mahusay na naipatutupad ang karapatang sibil sa ating bayan.
50
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 nakasuhang

mananatiling inosente hanggang hindi napapatunayang nagkasala.
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
katapusan
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
B. 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.

(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)
Lahat sila ay _______________________________ .
walang pagod sa paghahahanapbuhay
52
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
mangingisda
Nakukuha ang lakas-isip sa pag-aaral at pagsasanay

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
katapusan
simula at katapusan
Ano ang layunin ng sumulat ng seleksyon? (Critical)

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.

(Pagsusuri)
Lakas-Bisig ng ating Bansa
Mga Manggagawa ng Ating Bayan
Mga Suliranin ng mga Manggagawa
Pinagmulan ng Hukbong Paggawa sa Pilipinas
53
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
54
APPENDIX A2
Gabay sa Pagwasto: Pangkatang Pagtatasa – Filipino (Grades 3-7) Grade 3
A B C D
Ang Loro ni Lolo Reyna ng
O Pagong! Manonood Ako!
Kiko Duwende
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
Si Muning Si Brownie Balat ng Saging
Lungga
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
55
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
56
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 4Narrative Texts • At Last 20
• The Owl and the Rooster
• Early Start
• Rice for Lunch
5th 4Narrative Texts • The Gift 20
• One Stormy Night
• Chameleons
6th 3Expository Texts • The Philippine Eagle 20
• Home to Millions of Fish
• Telling Time
7th 3Expository Texts • Counting the Hours 20
• Nosebleeds
57
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
The Start of the Day
Just Before Sleeping
The Middle of the Day
58
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.
59
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
nervous
excited
60
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
solve
slept
hoot
How did the owl and the rooster feel at the end of the passage? (Inferential)
worried
alarmed
relieved
unhappy
What was the author's purpose when she wrote the selection? (Critical)
to inform
to entertain
to evaluate
to convince
61
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!”
1.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
2. 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
3. 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
4. How do you think did Mara feel after her mother talked to her? (Inferential)
anxious
nervous
relieved
unhappy
5. What did the author intend when she wrote the selection? (Critical)
to inform
to entertain
to evaluate
to convince
62
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.
6. What did Anika want to do? (Inferential)

wash rice
cook rice
serve rice
measure rice
7. 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.
8. 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.
9. What did Anika feel when she saw the clock? (Inferential)
glad
angry
excited
worried
10. 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.
63
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
11. 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.
12. 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.
13. 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.
14. How did Mario’s mother feel when she saw Mario? (Inferential)
happy
lonely
worried
excited
15. What do you think was Mario feeling when he saw his mother? (Inferential)
afraid
lonely
excited
nervous
64
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
16. 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
17. Which of the following did Jessica and her mom do? (Inferential)
prayed hard
bought supplies
worked together
watched the wind
18. Which of the following best describes the characters in our story? (Inferential)
lucky
giving
loving
prepared
19. 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.
20. What did the mother feel at the end of the story? (Inferential)
relaxed
helpless
worried
unhappy
65
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
1. 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.
2. 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.
3. 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
4. Chameleons are extraordinary animals. Another word for extraordinary is

________________________. (Inferential)
amazing
not known
common
unusual
66
5. 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.
6. 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.
7. 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
8. The Philippine Eagle is in danger of extinction. It means this type of eagle will
eventually ________________.(Inferential)
disappear
increase
migrate
starve
9. 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
10. What is responsible for the decrease in the number of Philippine Eagles? (Inferential)
their migration to cooler countries
their transfer to warmer places
the activities of humans
lack of available food
67
11. 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.
12. 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
13. 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.
14. 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
15. 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 pebbles
68
16. Coral reefs provide a safe sanctuary to live for the small fish. A sanctuary is
synonymous to ______________________. (Inferential)
water
shelter
cage
cave
17. Which of these bodies of water would have coral reefs? (Inferential)
the sea
the lake
the river
the pond
18. 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.
19. 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
20. 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
69
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
during a rainy day
when the sun shines brightly
70
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 _______________________. (Inferential)
differences
discussions
problems
mistakes
71
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
daylight
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
blood flow from the nasal passage
build up of mucus in our nasal cavity
blood stoppage in the nostrils
72
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
73
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
At Last!
the Day for Sale 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
74
Grade 7
A B C
Counting the
Telling Time Nosebleeds
Hours
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:
http://kids.nationalgeographic.com/animals/chameleon/#chameleon-sleepy.jp
http://www.livescience.com/51061-chameleon.html
http://animals.sandiegozoo.org/animals/chameleon
http://www.philippineeaglefoundation.org/the-philippine-eagle
http://www.philstar.com/headlines/2017/01/16/1663177/philippine-eagle-pag-
asa-turns-25
75
APPENDIX A5
Titles of Phil-IRI Graded Passages: Pretest in Filipino
Grade
Set A Set B Set C Set D
Level
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 Islaw
Pating
Maliit na Duhat,
Magpalipad Tayo Ang Matalinong
3 Malaking Laruang Dyip
ng Saranggola Bulate
Pakwan
Parol sa may
4 Isang Pangarap Bakasyon ni Heber Galing sa Japan
Bintana
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 ng Pagsalungat ni Talambuhay ni
7
Pangingisda Tacloban Macario Sakay Benigno Aquino Jr.
76
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
77
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!
78
Mga Tanong:
1.Ano ang nasa mesa?
a.baso
b.daga
c.pusa
2.Anong mayroon ang daga?

a.damit
b.laruan
c.pagkain
3.Ano ang unang nangyari sa kuwento?

a.Nakita ng pusa ang daga.
b.Nakita ng daga ang keso.
c.Tumakas ang daga sa pusa.
4.Ano ang gagawin ng daga sa keso?

a.lulutuin
b.kakainin
c.paglalaruan
5.Bakit kaya nawala ang daga?

a.natakot sa pusa
b.nahuli ng bata
c.ayaw maagawan ng keso
79
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.
Masaya si Mila kapag naririnig ang tilaok ni Tiko.
80
Mga Tanong:
1.Sino ang may alaga?
a.si Mila
b.si Olla
c.si Tiko
2.Saan nakatira si Mila?

a.sa zoo
b.sa Maynila
c.sa probinsya
3.Ano ang alaga ni Mila?

a.isda
b.buwaya
c.tandang
4.Paano ginigising ni Tiko si Mila sa umaga?

a.tumatahol
b.tumitilaok
c.umiiyak
5.Ano ang isa pang magandang pamagat ng kuwento?

a.Ang Tandang ni Mila
b.Ang Kambing ni Mila
c.Hayop sa Gubat
81
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.
82
Mga Tanong:
1.Saan pumunta ang mga bata?
a.sa labas
b.sa paaralan
c.sa simbahan
2.Ano ang gusto nilang gawin?

a.kumain
b.maglaro
c.magpahinga
3.Anong panahon kaya magandang magpalipad ng saranggola?

a.maaraw
b.mahangin
c.maulan
4.Bakit kaya tinuruan ni Niko ng tamang paglipad si Noli?

a.Walang sariling saranggola si Niko.
b.Nasira ang hawak na saranggola ni Niko.
c.Hindi mapalipad ni Niko ang saranggola niya.
5.Anong uri ng kapatid si Niko?

a.maasikaso
b.magalang
c.matulungin
6.Bakit napangiti na si Noli sa katapusan ng kuwento?

a.Napalipad na niya ang saranggola.
b.Binigyan siya ng premyo.
c.Nanalo siya sa paglalaro.
83
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.
84
Mga Tanong:
1.Saang banal na sambahan nanggaling si Tito Abdul?
a.sa Mecca
b.sa Israel
c.sa Jerusalem
d.sa Bethlehem
2.Ano ang tawag sa banal na aklat ng mga Muslim?

a.Bibliya
b.Koran
c.Misal
d.Vedas
3.Ano ang pakiramdam ni Tito Abdul nang makarating siya sa Mecca?

a.nagsisi
b.napagod
c.nasiyahan
d.nanghinayang
4.Ano ang natupad sa pagpunta ni Tito Abdul sa Mecca?

a.ang pangako kay Allah
b.ang plano na makapangibang-bansa
c.ang tungkulin na makapagsisi sa mga kasalanan
d.ang pangarap na makapunta sa banal na sambahan
5.Anong katangian ang pinapakita nina Tito Abdul at Jamil?

a.magalang
b.masunurin
c.maalalahanin
d.mapagbigay
6.Ano ang tingin ni Jamil sa kanyang Tito Abdul?

a.Mahusay siyang maglakbay.
b.Siya ay isang mapagmahal na ama.
c.Isa siyang masipag na mamamayan.
d.Siya ay isang magandang halimbawa.
7.Ano ang tinutukoy sa kuwento?

a.ang mga tungkulin ng mga Muslim
b.ang pagmamahalan sa pamilya
c.ang pamamasyal ni Tito Abdul
d.ang kagandahan ng Mecca
85
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.
86
Mga Tanong:
1.Ano ang nangyayari kapag may El Niño?
a.tagtuyo
b.red tide
c.ipu-ipo
d.bagyo
2.Maliban sa tao, ano-ano pa ang maaapektuhan sa El Niño?

a.hayop, halaman at gubat
b.hangin, lupa at buhangin
c.bato, semento at tubig
d.ulap, araw at bituin
3.Ano ang HINDI nagaganap kapag tagtuyot?

a.pag-ihip ng hangin
b.pag-ulan
c.pagdilim
d.pag-araw
4.Ano kaya ang nararamdaman ng mga tao kapag El Nino?

a.giniginaw
b.masigla
c.naiinitan
d.nanlalamig
5.Bakit kaya maaaring maraming magutom kapag tagtuyot?

a.Magkakasakit ang mga tao.
b.Tatamarin magluto ang mga tao.
c.Kukulangin ang tubig sa pagluluto.
d.Hindi makapagtatanim ang magsasaka.
87
6.Bakit kayang mahalaga na mabasa at maintindihan ang talatang ito?
a.para maiwasan ang pagkakaroon ng El Niño
b.para magtulungan sa pagtitipid ng tubig
c.para magkaroon ng lakas ng loob
d.para hindi maging handa sa tag-ulan
7.Ano ang HINDI nakasaad sa seleksyon?

a.ang dahilan ng El Nino
b.ang mga epekto ng El Nino
c.ang maaaring gawin kapag may El Nino
d.kung sino at ano ang apektado sa El Nino
88
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.
89
Mga Tanong:
1.Ano ang nakukuha sa kabundukan na tumutugon sa pangangailangan ng
tao?
a.bato
b.ginto
c.lupa
d.punungkahoy
2.Ano ang ginagawa sa punungkahoy na nagiging sanhi ng mga kalamidad?

a.pagsunog ng puno
b.pagtanim ng puno
c.pagputol ng puno
d.pagparami ng puno
3.Bakit nawawalan ng hayop sa kabundukan kapag nagpuputol ng mga

puno?
a.Naliligaw sila sa gubat.
b.Wala silang matitirahan.
c.Nakakain sila ng ibang hayop.
d.Madali silang nahuhuli ng tao.
4.Ano ang salitang kasingkahuluganng pagguho ng lupa? (Literal)

a.erosyon
b.kalamidad
c.reforestation
d.watershed
5.Ano kayang ugali ang ipinapakita ng mga taong patuloy na nagpuputol ng

mga puno ng kagubatan?
a.mapagbigay
b.masipag
c.sakim
d.tamad
90
6.Ano ang magandang maidudulot ng reforestation?
a.maiiwasan ang tagtuyot
b.maiiwasan ang pagbaha
c.maiiwasan ang pag-ulan
d.maiiwasan ang pagbagyo
7.Piliin ang angkop na kadugtong ng slogan na “Buhayin ang

Kabundukan: ______________________________________”
a.Magtanim ng Mga Puno
b.Ilagay sa Hawla Ang Mga Ibon
c.Ilipat sa Kapatagan Ang Mga Halaman
d.Iwasan ang Pagkuha ng Mga Bulaklak
8.Ano ang koneksyon ng pagputol ng mga puno sa kagubatan sa pagbaha sa

kapatagan?
a.Sa kabatagan na babagsak ang ulan.
b.Kapag wala ng puno, madalas na ang pag-ulan.
c.Wala ng mga hayop na magbabantay sa daloy ng tubig.
d.Wala nang pipigil sa pagdaloy ng tubig mula sa kabundukan.
91
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.
92
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.
93
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
94
PANIMULANG
SET B

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
95
SA LAWA
Malayo ang lawa.
96
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
maganda
Ano ang naramdaman ni Tito nang makita ang buwaya?

nagulat
nagalit
nalungkot
Ano kaya ang ginawa ni Tito?

lumangoy
naglaro
sumigaw
97
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.
98
Mga Tanong:
Saan nakatira si Dilis?
sa dagat
sa ilog
sa sapa
Ano ang sama-samang ginagawa nina Dilis at ng maliliit na isda?

namamasyal
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
99
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.
100
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
nasaktan
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
101
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.
102
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
nalungkot
nasasabik
Sino ang naalala ni Julia tuwing makikita ang parol?

Ina
Itay
kapatid
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
103
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.
104
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
105
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
106
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.
107
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
108
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.
109
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.
110
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.
111
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.
112
PANIMULANG
SET C

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
113
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 mesa!
114
Mga Tanong:
Kanino ang mesa?
kay Lupe
kay Nanay
kay Lani
Alin sa sumusunod ang wala sa mesa ni Lupe?

bola
bote
relo
Ano ang nangyari sa baso?

nabasag
nahulog sa sahig ang baso
tumapon ang lamang tubig
Ano kaya ang mangyayari sa relo?

magagasgas
masisira
matutunaw
Ano kaya ang naramdaman ni Lupe?

nalungkot
napagod
nasabik
115
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!
116
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?

asul
puti
pula
Saan naganap ang kuwento?

sa loob ng bahay
sa labas ng bahay
sa isang handaan
Ano kaya ang nangyari sa gitara ni Lana?

nabasa
ninakaw
nasira
117
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.
118
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?

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

ninerbiyos
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.
119
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.
120
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
makukulay
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.
121
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.
122
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
123
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.
124
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.
125
Mga Tanong:
Ano ang kondisyon na dala ng ilang uri ng lamok tulad ng Aedes aegypti?
dengue fever
hepatitis
hika
malaria
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
mangangamba
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
126
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
127
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.
128
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
129
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?

makabayan
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.
130
PANIMULANG
SET D

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.
131
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!
132
Mga Tanong:
Sino ang may sako? (Literal)
Rita
Rico
Maya
Ano ang laman ng sako? (Literal)

laso
tali
saba
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
lungkot
Ano pa ang puwedeng gawin sa sako? (Pagsusuri)

lalagyan ng gamit
panligo sa hayop
pagkain ng insekto
133
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 Ising.
Hinihintay na siya sa loob ng bahay.
134
Mga Tanong:
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
maunawain
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.
135
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.
136
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)
kailangan
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
137
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!”
138
Mga Tanong:
Sino ang darating sa paliparan? (Literal)
si Jose
si Tito Boy
si Aling Malou
Ilang taon sa Japan si Aling Malou? (Literal)

dalawa
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)
nasasabik
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
139
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.”
140
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.
141
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
manunulat
sundalo
Anong uri ng seleksyon ang binasa mo? (Pagsusuri)

alamat
kuwentong-bayan
pabula
talambuhay
142
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.
143
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
minatamis
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
144
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.
145
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.
146
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.
147
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)

kasabikan
pag-asa
pagkatalo
pagkatakot
148
PANIMULANG
SET A

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
149
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.

Malayo ang lawa.
Level: Grade 1
150
Makinig sa mga tanong at piliin ang
tamang sagot.
1.Ano ang nasa mesa?
a.baso
b.daga
c.pusa
2.Anong mayroon ang daga?

a.damit
b.laruan
c.pagkain
3.Ano ang unang nangyari sa kuwento?

a.Nakita ng pusa ang daga.
b.Nakita ng daga ang keso.
c.umakas ang daga sa pusa.
4.Ano ang gagawin ng daga sa keso?

a.lulutuin
b.kakainin
c.paglalaruan
5.Bakit kaya nawala ang daga?

a.natakot sa pusa
b.nahuli ng bata
c.ayaw maagawan ng keso
151
Pagganyak:
Mayroon ka bang alagang hayop?
Sa ating kuwento, ano kaya ang alagang hayop ni Mila?

Ang pamagat ng ating kuwento ay “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.
Masaya si Mila kapag naririnig ang tilaok ni Tiko.
Level: Grade 2
152
tamang sagot.
1.Sino ang may alaga?
a.si Mila
b.si Olla
c.si Tiko
2.Saan nakatira si Mila?

a.sa zoo
b.sa Maynila
c.sa probinsya
3.Ano ang alaga ni Mila?

a.isda
b.buwaya
c.tandang
4.Paano ginigising ni Tiko si Mila sa umaga?

a.tumatahol
b.tumitilaok
c.umiiyak
5.Ano ang isa pang magandang pamagat ng kuwento?

a.Ang Tandang ni Mila
b.Ang Kambing ni Mila
c.Hayop sa Gubat
153
Pagganyak:
Marunong ka bang magpalipad ng saranggola? Sino ang nagturo sa iyo?
Sino kaya ang nagturo kay Noling magpalipad ng saranggola?

Ang pamagat ng ating kuwento ay “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.

Level: Grade 3
154
Makinig sa mga tanong at piliin ang tamang
sagot.
1.Saan pumunta ang mga bata?
a.sa labas
b.sa paaralan
c.sa simbahan
2.Ano ang gusto nilang gawin?

a.kumain
b.maglaro
c.magpahinga
3.Anong panahon kaya ito na magandang magpalipad ng saranggola?

a.maaraw
b.mahangin
c.maulan
4.Bakit kaya tinuruan ni Niko ng tamang paglipad si Noli?

a.Walang sariling saranggola si Niko.
b.Nasira ang hawak na saranggola ni Niko.
c.Hindi mapalipad ni Niko ang saranggola niya.
5.Anong uri ng kapatid si Niko?

a.maasikaso
b.magalang
c.matulungin
6.Bakit napangiti na si Noli sa katapusan ng kuwento?

a.Napalipad na niya ang saranggola.
b.Binigyan siya ng premyo.
c.Nanalo siya sa paglalaro.
155
Pagganyak:
Mayroon ka bang isang lugar na pangarap puntahan? Ano ito?
Saan kaya ang lugar na pangarap marating ng bida sa kuwento?

Ang pamagat ng ating kuwento ay “Isang Pangarap”.

kanyang tiyuhin.
“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.”


Level: Grade 4
156
sagot.
1.Saang banal na sambahan nanggaling si Tito Abdul?
a.sa Mecca
b.sa Israel
c.sa Jerusalem
d.sa Bethlehem
2.Ano ang tawag sa banal na aklat ng mga Muslim?

a.Bibliya
b.Koran
c.Misal
d.Vedas
3.Ano ang pakiramdam ni Tito Abdul nang makarating siya sa Mecca?

a.nagsisi
b.napagod
c.nasiyahan
d.nanghinayang
4.Ano ang natupad sa pagpunta ni Tito Abdul sa Mecca?

a.ang pangako kay Allah
b.ang plano na makapangibang-bansa
c.ang tungkulin na makapagsisi sa mga kasalanan
d.ang pangarap na makapunta sa banal na sambahan
5.Anong katangian ang pinapakita nina Tito Abdul at Jamil?

a.magalang
b.masunurin
c.maalalahanin
d.mapagbigay
6.Ano ang tingin ni Jamil sa kanyang Tito Abdul?

a.Mahusay siyang maglakbay.
b.Siya ay isang mapagmahal na ama.
c.Isa siyang masipag na mamamayan.
d.Siya ay isang magandang halimbawa.
7.Ano ang tinutukoy sa kuwento?

a.ang mga tungkulin ng mga Muslim
b.ang pagmamahalan sa pamilya
c.ang pamamasyal ni Tito Abdul
d.ang kagandahan ng Mecca
157
Pagganyak:
Nakaranas ka na ba ng tagtuyot?
Ano kaya ang nangyayari kung may tagtuyot?

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
158
sagot.
1.Ano ang nangyayari kapag may El Niño?
a.tagtuyo
b.red tide
c.ipu-ipo
d.bagyo
2.Maliban sa tao, ano-ano pa ang maaapektuhan sa El Niño?

a.hayop, halaman at gubat
b.hangin, lupa at buhangin
c.bato, semento at tubig
d.ulap, araw at bituin
3.Ano ang HINDI nagaganap kapag tagtuyot?

a.pag-ihip ng hangin
b.pag-ulan
c.pagdilim
d.pag-araw
4.Ano kaya ang nararamdaman ng mga tao kapag El Nino?

a.giniginaw
b.masigla
c.naiinitan
d.nanlalamig
5.Bakit kaya maaaring maraming magutom kapag tagtuyot?

a.Magkakasakit ang mga tao.
b.Tatamarin magluto ang mga tao.
c.Kukulangin ang tubig sa pagluluto.
d.Hindi makapagtatanim ang magsasaka.
159
6.Bakit kayang mahalaga na mabasa at maintindihan ang talatang ito?
a.para maiwasan ang pagkakaroon ng El Niño
b.para magtulungan sa pagtitipid ng tubig
c.para magkaroon ng lakas ng loob
d.para hindi maging handa sa tag-ulan
7.Ano ang HINDI nakasaad sa seleksyon?

a.ang dahilan ng El Nino
b.ang mga epekto ng El Nino
c.ang maaaring gawin kapag may El Nino
d.kung sino at ano ang apektado sa El Nino
160
Pagganyak:
Nakakita ka na ba ng kabundukan? Ano-anong mga bagay ang ginagamit
natin na galing dito?
Paano kaya natin maililigtas ang ating mga kabundukan?

Ang pamagat ng ating kuwento ay “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.
Level: Grade 6
161
sagot.
1.Ano ang nakukuha sa kabundukan na tumutugon sa pangangailangan ng
tao?
a.bato
b.ginto
c.lupa
d.punungkahoy
2.Ano ang ginagawa sa punungkahoy na nagiging sanhi ng mga kalamidad?

a.pagsunog ng puno
b.pagtanim ng puno
c.pagputol ng puno
d.pagparami ng puno
3.Bakit nawawalan ng hayop sa kabundukan kapag nagpuputol ng mga

puno?
a.Naliligaw sila sa gubat.
b.Wala silang matitirahan.
c.Nakakain sila ng ibang hayop.
d.Madali silang nahuhuli ng tao.
4.Ano ang salitang kasingkahuluganng pagguho ng lupa? (Literal)

a.erosyon
b.kalamidad
c.reforestation
d.watershed
5.Ano kayang ugali ang ipinapakita ng mga taong patuloy na nagpuputol ng

mga puno ng kagubatan?
a.mapagbigay
b.masipag
c.sakim
d.tamad
162
6.Ano ang magandang maidudulot ng reforestation?
a.maiiwasan ang tagtuyot
b.maiiwasan ang pagbaha
c.maiiwasan ang pag-ulan
d.maiiwasan ang pagbagyo
7.Piliin ang angkop na kadugtong ng slogan na “Buhayin ang

Kabundukan: ______________________________________”
a.Magtanim ng Mga Puno
b.Ilagay sa Hawla Ang Mga Ibon
c.Ilipat sa Kapatagan Ang Mga Halaman
d.Iwasan ang Pagkuha ng Mga Bulaklak
8.Ano ang koneksyon ng pagputol ng mga puno sa kagubatan sa pagbaha sa

kapatagan?
a.Sa kabatagan na babagsak ang ulan.
b.Kapag wala nang puno, madalas na ang pag-ulan.
c.Wala nang mga hayop na magbabantay sa daloy ng tubig.
d.Wala nang pipigil sa pagdaloy ng tubig mula sa kabundukan.
163
Pagganyak:
Nakakita ka na ba ng mga isdang matatagpuan sa ating bansa?
Anu-ano ang mga isdang ito? Paano kaya ito hindi mauubos?

Ang pamagat ng ating kuwento ay “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.
Level: Grade 7
164
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.
165
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
166
PANIMULANG
SET B

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
167
Pagganyak:
Nakakita ka na ba ng lawa? Ano-ano ang makikita mo rito?
Ano-ano kaya ang nakita ni Tito sa lawa?

Ang pamagat ng ating kuwento ay “Sa Lawa.”

Malayo ang lawa.
Level: Grade 1
168
sagot.
1.Sino-sino ang nasa lawa?
a.sina Tito at Lina
b.sina Tito at Tita
c.si Lina
2.Ano-ano ang mga nakita niya sa lawa?

a.mga halaman
b.mga insekto
c.mga hayop
3.Ano ang hitsura ng buwaya?

a.maliit
b.malaki
c.maganda
4.Ano ang naramdaman ni Tito nang makita ang buwaya?

a.nagulat
b.nagalit
c.nalungkot
5.Ano kaya ang ginawa ni Tito?

a.lumangoy
b.naglaro
c.sumigaw
169
Pagganyak:
Mayroon ka bang kinatatakutan? Bakit ka takot dito?
Saan kaya takot si Dilis?

Ang pamagat ng ating kuwento ay “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.”
Level: Grade 2
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.
170
tamang sagot.
1.Saan nakatira si Dilis?
a.sa dagat
b.sa ilog
c.sa sapa
2.Ano ang sama-samang ginagawa nina Dilis at ng maliliit na isda?

a.namamasyal
b.nagtatago
c.naglalaro
3.Bakit takot si Dilis kay Pating?

a.Baka awayin siya ni Pating.
b.Maaari siyang kainin ni Pating.
c.Baka agawan siya ni Pating ng pagkain.
4.Paano ipinakita ni Dilis ang pagiging matalino?

a.Mabilis siyang nakapagtago sa korales.
b.Tinulungan niya ang mga maliliit na isda.
c.Hindi siya nakipaglaro kay Pating.
5.Alin sa sumusunod ang isa pang magandang pamagat ng kuwento?

a.Sa Ilalim ng Dagat
b.Ang Gutom na Pating
c.Si Dilis, ang Mabangis na Isda
171
Pagganyak:
Nakakita ka na ba ng duhat at pakwan? Alam mo ba ang itsura ng punong
duhat at halamang pakwan?
Tingnan natin kung bakit ganito ang itsura ng halaman nila?

Ang pamagat ng ating kuwento ay “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, 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
172
sagot.
1.Sino ang nasa silong ng puno?
a.Diday
b.Pandoy
c.Pido
2.Ano ang ipinagtataka ni Pido tungkol sa puno ng duhat?

a.malaki ang puno maliit ang bunga
b.ang hugis ng prutas sa puno
c.ang kulay ng bunga ng punong duhat
3.Saan nalaglag ang bunga ng duhat?

a.sa sahig
b.sa basket
c.sa ulo ni Pido
4.Ano ang naramdaman ni Pido nang mahulugan siya ng bunga ng duhat?

a.nagalit
b.natakot
c.nasaktan
5.Ano ang mangyayari kay Pido kung malaki ang bunga ng duhat?
a.mapipilayan
b.mabubukulan
c.magkakasakit
6.Ano ang katangian ng Diyos ang naisip ni Pido?

a.maalalahanin
b.matalino
c.masipag
173
Pagganyak:
Mayroon ba kayong parol sa bahay kapag Pasko? Saan galing ang parol
ninyo? Sino ang gumawa ng parol ninyo?
Sino kaya ang gumawa ng parol na nakasabit sa bahay nina Julia?

Ang pamagat ng ating kuwento ay “Parol Sa May Bintana.”
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
174
sagot.
1.Anong mahalagang araw ang malapit nang sumapit?
a.Pasko
b.Mahal na Araw
c.Araw ng mga Puso
2.Ano ang unang naramdaman ni Julia nang makita niya ang parol?
a.nagalit
b.nalungkot
c.nasasabik
3.Sino ang naalala ni Julia tuwing makikita ang parol?

a.Ina
b.Itay
c.kapatid
4.Ano ang ibig sabihin ng ama ni Julia nang sinabi niya ang “Ingatan ninyo
ang parol, magsisilbi itong gabay sa inyong mga gagawin” ?
a.Huwag pabayaang masira ang parol.
b.Ang parol ang magpapaalala sa mga habilin ng ama.
c.Ang ilaw nito ang magpapaliwanag sa mga gawain nila.
5.Ano kaya ang ginagawa ng tatay ni Julia sa malayong lugar?

a.nag-aaral
b.nagtatrabaho
c.namamasyal
6.Bakit napangiti si Julia sa katapusan ng kuwento?

a.dahil may ilaw ang parol
b.dahil naintindihan nya ang ama niya
c.dahil malapit nang umuwi ang ama niya
175
Pagganyak:
Ano ang naiisip mo kapag nakakakita ka ng mga bulaklak? Nakakita ka na ba
ng parada ng mga bulaklak?
Saan kaya sa Pilipinas makikita ang parada ng mga bulaklak?

Ang pamagat ng ating seleksyon ay “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.
Level: Grade 5
176
sagot.
1.Anong buwan nagaganap ang Pista ng Panagbenga?
1.
a.unang buwan ng taon
b.ikalawang buwan ng taon
c.ikatlong buwan ng taon
d.huling buwan ng taon
2.Kailan nagsimula ang pagdiriwang na ito?

a.1908
b.1990
c.1995
d.2012
3.Ano ang inaabangang gawain sa pistang ito?

a.tugtog ng banda
b.palaro sa mga bata
c.parada ng bulaklak
d.sayawan sa kalsada
4.Ano-anong katangian ng mga Pilipino ang ipinakikita sa seleksyon?

(Pagsusuri)
a.pagiging matalino at palaisip
b.pagiging masipag at matulungin
c.pagiging malikhain at masayahin
d.pagiging maalalahanin at palakaibigan
177
5.Bakit sinimulan ang Pista ng Panagbenga?
a.para maging sikat ang lalawigan
b.para hindi masayang ang mga bulaklak
c.para maiwasan ang pag-ulit ng lindol noong 1990
d.para mapaunlad muli ang lugar matapos ang lindol noong 1990
7.Bakit kaya maraming tao ang dumadayo sa pagdiriwang na ito?

a.ayaw nilang pumasok sa paaralan
b.gusto nilang makakita ng mga turista
c.maraming gustong makarating sa Baguio
d.Nais nilang makita ang mga karosa ng bulaklak
8.Ano ang tinutukoy sa seleksyon?

a.ang kagandahan ng Lungsod ng Baguio
b.ang kasaysayan ng Lungsod ng Baguio
c.ang isang kilalang pista sa Baguio
d.ang ugali ng mga tao sa Baguio
178
Pagganyak:
Nakita mo na ba ang sikat na Underground River sa Palawan?
Tingnan natin kung bakit ito nahirang na isa sa pitong New Wonders of
Nature.

Ang pamagat ng ating seleksyon ay “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 tabindagat na puti ang buhangin.
Level: Grade 6
179
sagot.
1.Saang lalawigan matatagpuan ang Underground River?
a.sa Bicol
b.sa Iloilo
c.sa Mindoro
d.sa Palawan
2.Ano ang kamangha-manghang tignan sa loob ng kuweba ng Underground

River?
a.ang napakalinaw na tubig-ilog
b.ang mga hayop sa loob ng kuweba
c.ang iba-t ibang hugis ng limestone
d.ang mga halaman sa loob ng kuweba
3.Bakit kaya dumami ang turistang bumibisita sa Underground River?

a.madali lang puntahan ito
b.nakakamangha ang tubig sa ilog
c.naging tanyag ito sa buong mundo
d.pambihira ang hugis ng kuweba sa ilog
4.Bakit dapat alagaan ang mga hayop na makikita sa kagubatan sa paligid ng

Underground River?
a.dahil ito ay endangered at pambihira
b.dahil may karapatan itong mabuhay
c.dahil makukulay ito at magaganda
d.dahil maaari itong pagkakitaan
180
5.Ano kaya ang kailangang gawin ng lokal na pamahalaan para sa
Underground River?
a.magtayo ng iba’t ibang water sports dito
b.lagyan ito ng mga bahay-bakasyunan
c.pangalagaan at proteksyonan ito
d.pagbawalan ang bumibisita rito
6.Ayon sa seleksyon, ano pa ang maaaring gawin ng mga pumupunta sa

Underground River maliban sa pagpasok sa kuweba?
a.mangisda sa ilog
b.maglaro sa kuweba
c.lumangoy sa tabindagat
d.kumain ng masasarap na pagkain
7.Ano kaya ang naramdaman ng mga Pilipino nang mahirang ang

Underground River bilang isa sa Pitong New Wonders of Nature?
a.Nagulat dahil hindi ito dapat nangyari.
b.Natuwa dahil maipagmamalaki nila ito.
c.Nalito at nakipagtalo kung kailangang puntahan ito.
d.Nag-alala dahil magiging mahal na ang pagpunta rito.
8.Alin sa sumusunod ang pinakamagandang sabihin sa mga turistang

bumibisita sa Underground River? (Pagsusuri)
a.Kaunting halaman lamang ang kunin mula dito.
b.Ingatan ang kapaligiran sa Underground River.
c.Iwasang mag-ingay habang nasa loob ng kuweba.
d.Ingatan ang pagkuha ng litrato sa Underground River
181
Pagganyak:
Alam mo ba ang kasaysayan ng iyong syudad?
Basahin natin ang kasaysayan ng isang kilalang syudad sa Visayas.

Ang pamagat ng ating seleksyon ay “Ang 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 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.
Level: Grade 7
Reference: http://www.tourisminthephilippines.com/city/Tacloban/tacloban-city-history-fil.
php; http://leytetravel.com/tacloban_city.html
182
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.
183
Ano ang ikinabubuhay ng mga taong taga-Tacloban?
pangingisda
pagtatanim
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.

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.
184
PANIMULANG
SET C

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
185
Pagganyak:
Ano ang nasa ibabaw ng iyong mesa?
Tignan natin kung ano ang nasa ibabaw ng mesa ni Lupe.

Ang pamagat ng ating kuwento ay “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 mesa!
Level: Grade 1
186
Mga Tanong:
1.Kanino ang mesa?
a.kay Lupe
b.kay Nanay
c.kay Lani
2.Alin sa sumusunod ang wala sa mesa ni Lupe?

a.bola
b.bote
c.relo
3.Ano ang nangyari sa baso?

a.nabasag
b.nahulog sa sahig ang baso
c.tumapon ang lamang tubig
4.Ano kaya ang mangyayari sa relo?

a.magagasgas
b.masisira
c.matutunaw
5.Ano kaya ang naramdaman ni Lupe?

a.nalungkot
b.napagod
c.nasabik
187
Pagganyak:
Mayroon ka bang gitara? Sino ang kilala mo na may gitara?
Sino kaya ang may gitara sa ating kuwento?

Ang pamagat ng ating kuwento ay “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.
Aaah! Nahulog sa bato ang gitara!
Level: Grade 2
188
Mga Tanong:
1.Sino ang may gitara?
a.si Lana
b.si Mila
c.si Tita Ana
2.Kanino galing ang gitara?

a.sa isang kalaro
b.sa isang kaklase
c.sa isang kamag-anak
3.Ano ang kulay ng kanyang gitara?

a.asul
b.puti
c.pula
4.Saan naganap ang kuwento?

a.sa loob ng bahay
b.sa labas ng bahay
c.sa isang handaan
5.Ano kaya ang nangyari sa gitara ni Lana?

5.
a.nabasa
b.ninakaw
c.nasira
189
Pagganyak:
Nakakita ka na ba ng bulate? Ano ang madalas na kumakain sa bulate?
Tignan natin sa kuwento kung nakain ang bulate na ating bida.

Ang pamagat ng ating kuwento ay “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.
Level: Grade 3
190
sagot.
1.Sino ang gustong masikatan ng araw?
a.si Aso
b.si Bulate
c.si Tandang
2.Ano ang gustong gawin ni Tandang kay Bulate?

a.gawing kalaro
b.gawing pagkain
c.gawing kaibigan
3.Anong salita ang ginamit para ipakitang umawit si Tandang?

a.kumanta
b.tumilaok
c.sumigaw
4.Ano kaya ang naramdaman ni Bulate nang makitang papalapit si Tandang?

a.ninerbiyos
b.nagalak
c.nasabik
5.Anong katangian ang ipinakita ni Tandang?

a.katalinuhan
b.kayabangan
c.kabutihan
6.Ano ang huling nangyari sa kuwento?

a.Kinausap ni Bulate si Tandang.
b.Tumakas si Bulate.
c.Lumabas si Bulate.
191
Pagganyak:
Mahilig ka bang mag-bakasyon? Saan ka pumupunta kapag walang pasok?
Saan kaya pumunta si Heber, at ano ang nakita niya roon?

Ang pamagat ng ating kuwento ay “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.
Level: Grade 4
192
sagot.
1.Kanino sumama si Heber upang magbakasyon?
a.kay Rizal
b.kay Tito Mar
c.sa mga higante
2.Aling salita ang ginamit na ang kahulugan ay dekorasyon?

a.kaakit-akit
b.palamuti
c.makukulay
3.Anong petsa kaya isinulat ang kuwento?

a.Nobyembre 24
b.Nobyembre 23
c.Nobyembre 25
4.Paano inilalarawan sa kuwento ang higante?

a.matangkad na tau-tauhang yari sa papel
b.maitim, mahaba at magulo ang buhok, salbahe
c.matangkad, malaki ang katawan at malakas magsalita
5.Alin kaya sa mga sumusunod ang produkto sa Rizal?

a.isda
b.palay
c.perlas
6.Bakit kaya gusto niyang ipakita ang mga litrato sa kanyang mga magulang at
mga kaibigan?
a.Gusto niyang papuntahin sila sa lugar na iyon.
b.Gusto niyang mainggit ang mga ibang tao sa kaniya.
c.Gusto niyang ibahagi ang kanyang karanasan sa kanila.
193
Pagganyak:
Nakita mo na ba ang Bulkang Mayon? Gusto mo ba itong mapuntahan?
Ano ba ang makikita natin sa Bulkang Mayon?

Ang pamagat ng ating seleksyon ay “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 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
194
sagot.
1.Saan matatagpuan ang Bulkang Mayon?
a.Albay
b.Camarines Norte
c.Mindoro
d.Samar
2.Bakit tanyag ang Bulkang Mayon?

a.Madalas ang pagsabog nito.
b.Ito ang pinakamalaking bulkan.
c.Halos perpekto ang hugis apa nito.
d.Matindi ang umagos na lupa at abo rito.
3.Bakit kaya tore lang ng Simbahan ng Cagsawa ang makikita ngayon?

a.Ito ang pinakasikat na bahagi ng simbahan.
b.Ito ang pinakabanal na bahagi ng simbahan.
c.Ito ang pinakamataas na bahagi ng simbahan.
d.ito ang pinakamatandang bahagi ng simbahan.
4.Ano kaya ang nararamdaman ng mga tao sa paligid ng bulkan kapag ito ay
malapit nang sumabog?
a.natutuwa
b.nasasabik
c.nagagalit
d.nangangamba
5.Alin kaya sa mga sumusunod na trabaho ang marami sa lalawigan ng

Albay?
a.inhinyero
b.karpintero
c.magsasaka
d.mangingisda
195
6.Ano ang magandang naidulot ng pagsabog ng bulkan?
a.naging malawak ng lupain
b.gumanda ang hugis ng bulkan
c.dumami ang bumibisita sa Mayon
d.naging magandang taniman ang lupa nito
7.Anong aral sa buhay ang maaari nating matutunan sa talatang ito?

a.Ang bawat trahedya ay malupit.
b.Ang bawat trahedya ay may biyayang kapalit.
c.Ang trahedya ang nagpapatanyag ng isang lugar.
d.Ang trahedya ang nagpapabagsak sa isang lugar.
196
Pagganyak:
May kakilala ba kayong nagkaroon na ng sakit na dengue?
Paano kaya natin kakalabanin ang sakit na ito?

Ang pamagat ng ating kuwento ay “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 mapahamak na sakit na ito.
Level: Grade 6
Sanggunian: http://kalusugan.ph/may-gamot-ba-sa-dengue-fever/;
http://www.pchrd.dost.gov.ph/index.php/
197
sagot.
1.Ano ang kondisyon na dala ng ilang uri ng lamok tulad ng Aedes aegypti?
a.dengue fever
b.hepatitis
c.hika
d.malaria
2.Anong ahensya ng gobyerno ang namamahala sa paghanap ng solusyon

tungkol sa problema ng dengue?
a.Department of Health
b.Department of Education
c.Department of Science and Technology
d.Department of Public Works and Highways
3.Bakit patuloy ang pagdami ng may sakit na dengue?

a.patuloy na nagkakahawahan ang may sakit
b.patuloy na walang mainom na tamang gamot
c.patuloy na di kumakain nang tama ang mga tao
d.patuloy na nabubuhay ang lamok sa maruming paligid
4.Ano ang mararamdaman ng babasa ng unang bahagi ng seleksyong ito?

a.magagalit
b.mananabik
c.mangangamba
d.matutuwa
5.Ano ang kasingkahulugan ng sugpuin sa pangungusap sa kahon?
“Patuloy na gumagawa ng paraan ang DOH upang sugpuin ang

dengue.”
a.pigilan
b.paalisin
c.subukan
d.tulungan
198
6.Ano ang maaaring mangyari kapag hindi nagtulong-tulong ang mga
mamamayan sa problemang nakasaad sa seleksyon?
a.Magiging marumi ang kapaligiran.
b.Patuloy ang pagkakaroon ng dengue.
c.Mag-aaway-away ang magkakapitbahay.
d.Hindi magagawa ang programang fogging.
7.Ano ang katangian ng mga tao sa DOH sa patuloy na paghahanap ng

paraan upang malutas ang problema sa seleksyon?
a.maawain
b.magalang
c.matiyaga
d.mapagbigay
8.Ano kaya ang layunin ng sumulat ng seleksyong ito?

a.maghatid ng impormasyon sa tao
b.magbahagi ng ginawang pag-aaral
c.magbigay aliw sa mga may dengue
d.magbigay ng mabuting halimbawa
199
Pagganyak:
Kilala mo ba si Macario Sakay?
Ano ba ang ginawa niya para sa ating bansa?

Ang pamagat ng ating seleksyon ay“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 umamin. Ang tanging hangad niya ay makamit ng bansa ang
kalayaan. Hinatulan siya ng kamatayan at binitay noong Setyembre 13, 1907.
Level: Grade 7
Reference: Yaman ng Pilipinas, Cruz, et al
200
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
201
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?

makabayan
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.
202
PANIMULANG
SET D

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.
203
Itanong ang mga sumusunod.
Pagganyak:
Nakakita ka na ba ng sako? Ano ang maaaring laman ng sako?
Ano-ano kaya ang laman ng sako ni Rita?

Ang pamagat ng ating kuwento ay “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!
Level: Grade 1
204
sagot.
1.Sino ang may sako? (Literal)
a.Rita
b.Rico
c.Maya
2.Ano ang laman ng sako? (Literal)

a.laso
b.tali
c.saba
3.Ano kaya ang gagawin ni Rita? (Paghinuha)

a.mag-iipon ng sako
b.magtitinda ng saba
c.magpapakain ng baka
4.Ano ang damdamin na ipinahahayag sa katapusan ng kuwento?

(Paghinuha)
a.gulat
b.takot
c.lungkot
5.Ano pa ang puwedeng gawin sa sako? (Pagsusuri)

a.lalagyan ng gamit
b.panligo sa hayop
c.pagkain ng insekto
205
Pagganyak:
May alaga ka bang hayop? Paano mo ito inaalagaan?
Paano kaya inaalagaan ni Islaw ang alaga niya?

Ang pamagat ng ating kuwento ay “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 Ising.
Hinihintay na siya sa loob ng bahay.
Level: Grade 2
206
sagot.
1.Ano ang alaga ni Islaw? (Literal)
a.tuta
b.pusa
c.ibon
2.Ano ang ginagawa ni Islaw kay Ising araw-araw? (Literal)

a.pinaliliguan
b.pinapasyal
c.pinakakain
3.Anong katangian ang ipinakikita ni Islaw? (Pagsusuri)

a.maalaga
b.masinop
c.maunawain
4.Ano ang naramdaman ni Islaw nang mawala si Ising? (Paghinuha)

a.nag-alala
b.natuwa
c.nagalit
5.Ano ang ginawa ni Islaw na nagpakita ng kanyang pagiging maalalahanin?

(Paghinuha)
a.Hinanap niya si Ising.
b.Pinamigay niya ang alaga.
c.Pinabayaan niya ang alagang mawala.
207
Pagganyak:
Nakagawa ka na ba ng sarili mong laruan? Paano mo ito ginawa?
Paano kaya gagawin nina Romy at Bert ang laruan nila?

Ang pamagat ng ating kuwento ay “Laruang Dyip.”
208
sagot.
1.Sino ang magkaibigan? (Literal)
a.Romy at Bert
b.Remy at Betty
c.Ronald at Ben
2.Ano ang gusto nilang buuin? (Paghinuha)

a.laruang kahon
b.laruang sasakyan
c.laruang telepono
3.Anong salita sa kuwento ang may ibig sabihin na maliit na bahagi?

(Paghinuha)
a.kailangan
b.kapiraso
c.tansan
4.Bakit gusto nilang gumawa ng laruan? (Literal)

a.Wala silang laruan.
b.Gumaya sila sa kaklase.
c.Nainggit sila sa mga kalaro.
5.Ano ang mga ginamit nila upang buuin ang laruan? (Paghinuha)
b. a.mga lumang laruan
b.mga nakita nila sa halamanan
c.mga gamit na maaari nang ibasura
6.Anong katangian ang ipinakita ni Romy? (Pagsusuri)

a.masipag
b.malikhain
c.maalalahanin
209
Pagganyak:
Mayroon ka bang kilalang nagtatrabaho sa ibang bansa?
Sa ating kuwento, sino kaya ang nagtatrabaho sa ibang bansa?

Ang pamagat ng ating kuwento ay “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!”
Level: Grade 4
210
sagot.
1.Sino ang darating sa paliparan? (Literal)
a.si Jose
b. b.si Tito Boy
c.si Aling Malou
2.Ilang taon sa Japan si Aling Malou? (Literal)

a.dalawa
b.lima
c.isa
3.Ano kaya ang ginawa ni Aling Malou sa Japan? (Pagsusuri)

a.nagbakasyon
b.nagtrabaho
c.namasyal
4.Ano kaya ang naramdaman ni Jose habang naghihintay sa pagdating ng

nanay niya? (Paghinuha)
a.nasasabik
b.naiinip
c.naiinis
5.Bakit kaya maraming pasalubong si Aling Malou kay Jose? (Pagsusuri)

a.gusto niyang iparamdam ang kanyang pagmamahal
b.gusto niyang gastusin at gamitin ang kanyang pera
c.hindi niya gusto ang mga gamit dito sa Pilipinas
6.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)
a.ayaw niya ng mga binigay na pasalubong
b.di niya kailangan ng mga laruan, damit, at bag
c.higit na mahalaga si Nanay kaysa sa pasalubong
211
Pagganyak:
Kilala mo ba si Manuel Quezon?
Bakit kaya siya tinawag na Ama ng Wikang Pambansa?

Ang pamagat ng ating seleksyon ay ‘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.”
Level: Grade 5
212
sagot.
1.Sino ang Ama ng Wikang Pambansa? (Literal)
a.Andres Bonifacio
b.Diosdado Macapagal
c.Jose Rizal
d.Manuel Quezon
2.Bakit siya tinawag na Ama ng Wikang Pambansa? (Literal)

a.Tinuruan niyang magsalita ng Filipino ang mga tao.
b.Kilala siya sa pagiging magaling magsalita ng Filipino.
c.Sinimulan niya ang pagkakaroon ng pambansang wika.
d.Hinimok niya ang mga Filipino na isa lamang ang gamiting wika.
3.Alin sa sumusunod ang mga naging trabaho ni Quezon? (Literal)

a.guro, doctor, abogado
b.senador, modelo, kawal
c.alkalde, kongresista, pangulo
d.abogado, gobernador, senador
6.Bakit kaya niya sinabing ang magagawa ngayon ay hindi na dapat

ipagpabukas pa? (Pagsusuri)
a.Madali siyang mainip, kaya dapat tapusin agad ang gawain.
b.Pinapahalagahan niya ang oras, kaya hindi ito dapat sayangin.
c.Marami siyang ginagawa, kaya kailangang sundin ang iskedyul.
d.Lagi siyang nagmamadali, kaya hindi dapat nahuhuli sa gawain.
213
7.Alin sa sumusunod ang nagpapakita na makamahirap si Quezon?
(Paghinuha)
a.Tumira siya sa bahay ng mahihirap.
b.Binibigyan niya ng pera ang mahihirap.
c.Pinatupad niya ang Katarungang Panlipunan.
d.Iba ang tingin niya sa mahihirap at mayayaman.
8.Sa pangungusap na “Naging kawal siya noong panahon ng himagsikan,” ano

ang iba pang kahulugan ng salitang kawal? (Paghinuha)
a.bayani
b.doktor
c.manunulat
d.sundalo
9.Anong uri ng seleksyon ang binasa mo? (Pagsusuri)

a.alamat
b.kuwentong-bayan
c.pabula
d.talambuhay
214
Pagganyak:
Nakakita ka na ba ng puno ng niyog? Ano-ano ang alam mong gamit ng
niyog?
Sa babasahing seleksyon, alamin kung ano-ano pa ang alam mong gamit ng
niyog.

Ang pamagat ng ating seleksyon ay “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 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
215
sagot.
1.Ano ang tinaguriang puno ng buhay? (Literal)
a.puno ng buko
b.puno ng narra
c.puno ng niyog
d.puno ng mangga
2.Alin sa sumusunod ang HINDI maaaring gawin sa laman ng niyog?

(Literal)
a.kendi
b.buko pie
c.dextrose
d.minatamis
3.Ilang
3 porsiyento ng protina ang makukuha sa gata ng niyog? (Literal)
a.1.63
b.2.08
c.2.9
d.3.0
4.Sa anong bahagi ng katawan nakabubuti ang pag-inom ng sabaw ng

buko/niyog? (Paghinuha)
a.atay
b.baga
c.kidney
d.puso
216
5.Bakit mas mainam ang gata ng niyog kaysa sa gatas ng baka? (Paghinuha)
a.Mas masarap ito.
b.Mas mura ang niyog kaysa gatas.
c.Mas maraming pagkukuhanan ng niyog.
d.Mas maraming protina ang nakukuha rito.
6.Bakit tinaguriang puno ng buhay ang puno ng niyog? (Paghinuha)

a.Hanapbuhay ng maraming tao ang pagtatanim ng niyog.
b.Maraming nagbebenta ng produkto ng niyog.
c.Marami ang pakinabang sa niyog.
d.Marami ang niyog sa Pilipinas.
7.Ano ang tinitingnan ng isang urologist ? (Pagsusuri)

a.ugat ng tao
b.dugo at atay
c.puso at dugo
d.urinary tract

a.Nais nitong hikayatin ang tao na magtanim ng puno ng niyog.
b.Gusto nitong ipaalam ang ibat ibang gamit ng niyog.
c.Hangad nitong magbenta tayo ng produkto ng niyog.
d.pNais nitong magbigay ng ikabubuhay ng tao.
217
Pagganyak:
Kilala ba ninyo si Ninoy Aquino? Bakit siya mahalaga sa ating kasaysayan?
Kilalanin natin si Ninoy sa susunod na talambuhay.

Ang pamagat ng ating seleksyon ay ‘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.
Level: Grade 7
Sanggunian: http://tagalog-translator.blogspot.com/2008/08/talambuhay-ni-benigno-aquino-jr.html
218
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.
219
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)

kasabikan
pag-asa
pagkatalo
pagkatakot
220
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 Bintana Bulaklak Princesa ng Tacloban
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
221
Set C
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7
Ang Gitara ni Ang Bakasyon ni Biyaya ng Kalabanin ang Pagsalungat

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 Dyip Galing sa Ama ng Puno pa rin ng Talambuhay
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
222
APPENDIX A7
Titles of Phil-IRI Graded Passages for Posttests in Filipino
Grade
Level
Ano ang nasa Ang Papaya at

1 Laro Tayo! Sa Sapa
Mesa? Kamote
Ang Punong
2 Ang Mangga Laging Handa Papasok na si Nilo
Narra
Magtulungan Sabado na Si Paruparo at Si

3 Ang Asong Gubat
Tayo naman Alitaptap
Kay Daming Ang Kakaibang

4 Bote Dyaryo Pahiyas Festival
Gawain Mundo
May
Magagawa
Pagpapa-unlad ng
5 Kapaligiran ba sa Isang Eid-ul-Fitr
Kultura
Tambak na
Basura?
Mga
Si Jose Rizal sa Alamin ang Iyong
6 Makabagong Populasyon
Dapitan Karapatan
Bayani
7 Digmaan Terorismo Hinduismo Budhismo
223
PANANAPOS NA
SET A

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:
1.Ano ang madumi ?
a.lobo
b.manika
c.puno
2.Sino ang nagsabi ng “Laro tayo!”?

a..si Dina
b..si Nina
c.si Tina

a.sa sala
b.sa kusina
c.sa bakuran
4.Ano ang naramdaman ni Tina sa katapusan ng kuwento?

a.galit
b.masaya
c.malungkot
5.Bakit kaya nasa puno na ang lobo?

a.Nilipad ang lobo.
b.Tinali ni Tina ang lobo.
c.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.
“O, baka kayo mahulog!”
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?

bintana
kama
lutuan
Ilan ang nag-uusap sa kuwento?

apat
dalawa
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.

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 ________________ .
madilim
madumi
makalat
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
Nalungkot
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-saan.Mag-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?

naalanganin
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?
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
ibinuhos
inayos
iningatan
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.

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.
pagkatalo
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?

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.

Mga Bunga ng Digmaan
Maiiwasan ang Digmaan
Paghahanda sa Digmaan
Digmaan: Ano Nga Ba Ito?
241
PANANAPOS NA
SET B

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 ang mesa!
243
Mga Tanong:
Ano ang nasa tasa?
gatas
kape
mani
Alin sa sumusunod ang nasa mesa?

kape sa baso
mani at gatas
kamote at gatas

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
gulat
saya
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
nagulat
natuwa
Ilan ang mga bata sa kuwento?

apat
dalawa
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.
Masayang naglaro sina Pamela at Rosela.
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
pinagsama
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
Nagtaka
Natuwa
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
nagsimula
sumuporta
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 Pilipinas at nagnanais na muling magsilbi sa pamahalaan ay
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.

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
pakinabang
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.
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.

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 _______________________________________.
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.
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
magwakas
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.

sanhi ng terorismo at digmaan
bunga ng terorismo at digmaan
pag-iwas sa terorismo at digmaan
paghahambing ng terorismo at digmaan
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
SET C

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

sa sala
sa kusina
sa bakuran
Ano ang nadama ni Ate at Kuya sa katapusan ng kuwento?

nagalit
nagulat
natuwa
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 ________________ .
maghanda
manghingi
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
Nataranta

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?

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.

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?
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
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
nangingibabaw
nauuna
Ano ang kahulugan ng salitang tinatamasa sa pangungusap sa kahon?
Ang karapatang tinatamasa ng mamamayan ay isang katangian

nararanasan
pinapangarap
pinag-uusapan
nararamdaman
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.

Hangad nitong manghikayat.
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
napapaloob
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

_______________________________.
mga aral ng Vedas
kalagayan ng Hinduismo
paniniwala ng Hinduismo
mga kasapi sa Hinduismo

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
SET D

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
gulat
takot
Ilan ang bata sa kuwento? ___________ ang bata sa kuwento.

apat
dalawa
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?

dumaan
tumingin
lumingon
Saan pupunta si Nilo? Pupunta si Nilo sa _____________.

handaan
paaralan
simbahan
Ano ang salitang nagsasabi tungkol kay Nilo?

malinis
masipag
magalang

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 kanyang kamatayan.
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
nagyabang
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.

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
lumantad
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.
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
nanggaling
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

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.

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.
nakikianib
nakikisama
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.

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.

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.

_______________________________.
pamumuhay ni Buddha
mga kasapi sa Budhismo
pinagmulan ng Budhismo
ang pagdiriwang sa Budhismo

Gusto nitong magbigay-aral.
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
SET A

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
Pagganyak:
Ano-ano ang mga laruan mo?
Tingnan kung ano-ano ang laruan ng mga bata sa kuwento.

Ang pamagat ng ating kuwento ay “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!
Level: Grade 1
297
tamang sagot.
1.Ano ang madumi ?
a.lobo
b.manika
c.puno
2.Sino ang nagsabi ng “Laro tayo!”?

a.si Dina
b.si Nina
c.si Tina

a.sa sala
b.sa kusina
c.sa bakuran
4.Ano ang naramdaman ni Tina sa katapusan ng kuwento?

a.galit
b.masaya
c.malungkot
5.Bakit kaya nasa puno na ang lobo?

a.Nilipad ang lobo.
b.Tinali ni Tina ang lobo.
c.Tinago ni Nina ang lobo.
298
Pagganyak:
Ano-ano ang kilala o alam mong mga puno?
Tingnan kung anong uri ng puno ang pinag-uusapan sa kuwento.

Ang pamagat ng ating kuwento ay “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.
“O, baka kayo mahulog!”
Level: Grade 2
299
tamang sagot.
1.Ano ang ginagawa ng mga bata sa kuwento?
a.umaakyat sa puno
b.naglalaro sa bakuran
c.naglalaro ng kahoy ng puno
2.Sino and nagsabing , “Matigas ang kahoy nito” ?

a.si Ana
b.si Dan
c.si Tatay
3.Bakit kaya hindi madaling matumba ang punong narra?

a.Hindi malakas ang hangin.
b.Matanda na ang puno ng narra.
c.Matibay ang kahoy ng punong narra.
4.Ano pa kaya ang ibang bagay na gawa sa narra?

a.bintana
b.kama
c.lutuan
5.Ilan ang nag-uusap sa kuwento?

a.apat
b.dalawa
c.tatlo
300
Pagganyak:
Ano-ano ang ginagawa mo pagkatapos ng bagyo?
Tingnan kung ano ang ginawa ng mga bata sa kuwento pagkatapos ng
bagyo.

Ang pamagat ng ating kuwento ay “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.

Level: Grade 3
301
tamang sagot.
1.Ano ang nakita ng tatlong mag-aaral papunta sa paaralan?
Nakita nila ang ___________________________ .
a.malakas na bagyo
b.makalat na paligid
mga natumba na poste
2.Bakit marumi ang silid-aralan na nadatnan ng mga mag-aaral?

a.Matagal na walang pasok.
b.Katatapos lang dumaan ng bagyo.
c.Walang tigil ang pagkakalat ng mga mag-aaral.
3.Maputik ang silid at ‘madungis’ ang pader.

Ang ibig sabihin ng ‘madungis’ ay ________________ .
a.madilim
b.madumi
c.makalat
4.Anong katangian ang ipinakita ng mga mag-aaral?

Pinakita ng mag-aaral ang pagiging __________________.
a.matalino
b.magalang
c.matulungin
5.Ano kaya ang naramdaman ng guro sa ginawa ng mga mag-aaral?

________________ ang guro.
a.Masaya
b.Nagulat
c.Nalungkot
6.Alin sa sumusunod ang magandang pamagat ng kuwento?

a.Makalat na Paligid
b.Ang Masayang Guro
c.Pagkatapos ng Bagyo
302
Pagganyak:
Ano ang ginagawa mo kapag bakasyon?
Ano kaya ang ginagawa ng mga bata sa kuwento kapag bakasyon?

Ang pamagat ng ating kuwento ay “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,” 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.
Level: Grade 4
303
sagot.
1.Ano ang ginagawa ng mga bata sa kuwento?
a.Kumakain sila ng masarap na mais at saging.
b.Naglalaro sila ng inipong mga bote at dyaryo.
c.Naghahanap sila ng pagkakakitaan ng pera.
2.Ano ang ibig sabihin ng “humigit-kumulang sa isandaang piso”?

a.tiyak ang halaga ng pera
b.kulang ang halaga ng pera
c.hindi tiyak ang halaga ng pera
3.Ano kaya ang nararamdaman ng mga magulang nina Luis at Karen?

a.Nahihiya sila.
b.Natutuwa sila.
c.Nagugulat sila.
4.Ano-anong mga salita ang nagsasabi tungkol kina Luis at Karen? Sila
ay ___________________________ .
a.malinis at matipid
b.masipag at matipid
c.magalang at matulungin
5.Alin sa sumusunod ang nagpapakitang marangal ang ginagawa

nina Karen at Luis?
a.Pinag-uusapan nila ang kita nila.
b.Ipinagmamalaki nila ang pera sa alkansya.
c.Nais nilang gumawa ng paraan para kumita ng pera.
6.Ano ang mensaheng nais iparating ng kuwento?

a.Mainam kapag nakatutulong at nakaiipon.
b.Mainam kapag nagtatrabaho habang bata pa.
c.Malaki ang kita ng namimili ng bote at dyaryo.
304
Pagganyak:
Bakit nga ba bumabaha? Ano ang sanhi nito?
Alamin natin sa seleksyon.

Ang pamagat ng ating seleksyon ay “Iligtas ang Kapaligiran”.
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-saan.Mag-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
305
sagot.
1.Ano ang sanhi ng paglubog ang mga bahay at pananim?
a.Natumba ang mga puno.
b.Malakas ang hanging habagat.
c.Dumaan ang habagat sa maraming lugar.
d.Nagmistulang dagat ang maraming lugar.
2.Alin sa sumusunod ang kahulugan ng pangungusap sa kahon?
Nagmistulang malaking karagatan ang maraming lugar.
a.Maraming lugar ang lumubog sa karagatan.

b.Naging bahagi ng karagatan ang maraming lugar.
c.Malapit sa malawak na karagatan ang lugar na nabanggit.
d.Maihahambing sa karagatan ang nangyari sa maraming lugar.
3.Ano ang kasingkahulugan ng salitang nakitil sa binasang seleksyon?

a.naalanganin
b.nagkasakit
c.nagulo
d.nawala
4.Ano kaya ang sanhi ng pagguho ng lupa?

a.Walang bakod ang mga lupain.
b.Maraming mga puno ang pinuputol.
c.Kulang sa paghahanda ang mga tao.
d.Hindi agad nasabi ang pagdating ng habagat.
6.Bakit kailangang alagaan ang kapaligiran? Kailangang alagaan ang

kapaligiran upang __________________________.
a.maiwasan ang habagat
b.maiwasan ang pagbabaha
c.makatulong sa komunidad
d.maitayo ang nasirang mga bahay
306
7.Ano ang pangunahing ideya na tinalakay sa seleksyon?
a.sanhi ng habagat
b.mga tinamaan ng habagat
c.pangangalaga sa habagat
d.habagat at ang mga dulot nito
8.Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

a.Tinalakay ang bunga at solusyon ng paksa.
b.Ibinigay ang mga problema tungkol sa paksa.
c.Inilahad ang pagkakasunud-sunod ng mga pangyayari.
d.Gumamit ng maraming halimbawa sa buong seleksyon.
307
Pagganyak:
Ano-ano ang mga alam mo tungkol kay Jose Rizal?
Sa seleksyon na ito ay higit mo pang makikilala ang ating pambansang
bayani.

Ang pamagat ng ating seleksyon ay “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.
Level: Grade 6
308
tamang sagot.
1.Alin sa sumusunod ang unang naganap sa seleksyon?
a.Naglakbay si Valenzuela papunta sa Dapitan.
b.Nalaman ni Rizal ang balak na paghihimagsik.
c.Hindi sang-ayon si Rizal na maging lider siya.
d.Hinangaan at iginalang si Rizal ng mga tao sa Dapitan.
2.Alin sa sumusunod ang HINDI nasasaad sa seleksyon?

a.May nagdala ng balita tungkol sa Katipunan kay Rizal.
b.Napabalita sa Dapitan ang magaganap na paghihimagsik.
c.Hindi sang-ayon si Rizal sa balak ni Bonifacio para sa bayan.
d.Naging mabuti ang buhay sa Dapitan nang dumating si Rizal.
3.Ano ang kahulugan ng salitang ginugol sa pangungusap sa kahon?
Ginugol niya ang kanyang oras sa mga makabuluhang gawain
a.ibinuhos
b.inayos
c.iningatan
d.plinano
4.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.
a.magsisilbi
b.sasali
c.sasang-ayon
d.susuporta
5.Ano kaya ang magiging reaksyon ni Bonifacio sa desisyon ni Rizal?

a.Magagalit siya sa tagadala ng balita.
b.Ipagdiriwang nila ang desisyon ni Rizal.
c.Aayon ang Katipunan sa paniniwala ni Rizal.
d.Hindi ikatutuwa ni Bonifacio ang maririnig na balita.
309
6.Alin ang ibig ipakahulugan ni Rizal sa “Mayroon pang ibang mapayapang
paraan upang makamit ang minimithi nating pagbabago para sa ating
bayan.”?
a.Pangarap pa rin ang minimithing pagbabago sa bayan.
b.Makakamit din ang kapayapaan pagdating ng panahon.
c.Himagsikan ang daan para makamit ang pagbabago ng bayan.
d.Hindi lang sa himagsikan magkakaroon ng pagbabago sa bayan.
7.Ano ang ginamit ng sumulat ng seleksyon upang ipaabot ang mensahe

nito?
a.Maingat na isinalaysay ang mga pangyayari.
b.Maliwanag ang solusyong nakasaad sa seleksyon.
c.Tinalakay ang mga sanhi at bunga ng himagsikan.
d.Nailarawan ang mga tauhan at ang tagpuan sa seleksyon.

a.Ang Balita kay Rizal
b.Balita ng Katipunan
c.Ang Buhay ni Rizal sa Dapitan
d.pMagandang Pagbabago sa Dapitan
310
Pagganyak:
Bakit nga ba may digmaan?
Alamin natin kung paano nga ba nagsisimula ang digmaan.

Ang pamagat ng ating seleksyon ay “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.
Level: Grade 7
311
sagot.
Ano ang layunin ng isang digmaan?
Layunin ng isang digmaan na ____________________________________.
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.
pagkatalo
pag-aaway
maliit na digmaan
di-pagkakaunawan
312
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.

sanhi ng digmaan
mga uri ng digmaan
solusyon sa digmaan
pag-iwas sa digmaan
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.

Mga Bunga ng Digmaan
Maiiwasan ang Digmaan
Paghahanda sa Digmaan
Digmaan: Ano Nga Ba Ito?
313
PANANAPOS NA
SET B

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
314
Pagganyak:
Ano-ano ang makikita sa mesa?
Ano-ano kaya ang nasa mesa sa kuwento?

Ang pamagat ng ating kuwento ay “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 ang mesa!
Level: Grade 1
315
sagot.
1.Ano ang nasa tasa?
a.gatas
b.kape
c.man
2.Alin sa sumusunod ang nasa mesa?

a.kape sa baso
b.mani at gatas
c.kamote at gata

a.sa sala
b.sa kama
c.sa kusina
4.Bakit kaya nabasa ang mesa?

a.Nasa mesa ang pusa.
b.Nilinis ni Ate ang mesa.
c.Natapon ni Ate ang kape.
5.Ano ang nadama sa kuwento nang sinabi ang “Naku! May pusa sa
mesa!”?
a.galit
b.gulat
c.saya
316
Pagganyak:
Ano ang hilig mong kainin?
Tignan kung ano ang hilig kainin ng mga bata sa kuwento at kung ano pa ang
ginagawa nila?

Ang pamagat ng ating kuwento ay “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 nga mangga,” sabi ni Ani.
“Maasim naman ang mga hilaw,” sabi ni Dan.
Level: Grade 2
317
tamang sagot.
1.Saan makikita ang punong mangga?
a.sa bukirin ni Ani
b.sa bakuran ni Ani
c.sa bakuran ni Alan
2.Bakit kay gandang pagmasdan ng puno ng mangga?

a.Hinog lahat ng bunga.
b.Kay dami ng mga bunga nito.
c.Marami itong berdeng bunga.
3.Sino and nagsabing maasim ang berdeng mangga?

a.si Ani
b.si Dan
c.si Nica
4.Ano ang nadama ng mga bata pagkapitas ng mga mangga?

a.nahilo
b.nagulat
c.natuwa
5.Ilan ang mga bata sa kuwento?

a.apat
b.dalawa
c.tatlo
318
Pagganyak:
Ano ang ginagawa mo kapag Sabado?
Alamin kung ano-ano ang ginawa ng bata isang Sabado.

Ang pamagat ng ating kuwento ay “Sabado na 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.
Masayang naglaro sina Pamela at Rosela.
Level: Grade 3
319
tamang sagot.
1.Ano ang ginawa ni Pamela sa kuwento?
a.Nilinis niya nang mabuti ang bintana at sahig.
b.Iniligpit niya ang nakakalat na manika sa sala.
c.Naghugas siya ng pinggan pagkatapos ng hapunan.
2.Bakit kaya maraming ginawa si Pamela sa bahay?

a.Nasa palengke pa si Nanay.
b.Wala siyang pasok kapag Sabado.
c.Nais niyang makapaglaro sa labas.
3.‘Iniligpit’ niya ang nakakalat na laruan.

Ang ibig sabihin ng iniligpit ay ____________________.
a.inayos
b.itinabi
c.pinagsama
4.Anong salita ang naglalarawan kay Pamela?

Si Pamela ay __________________ .
a.maingat
b.magalang
c.matulungin
5.Ano kaya ang naramdaman ng Nanay sa ginawa ni Pamela?

__________________ si Nanay.
a.Nagalit
b.Nagtaka
c.Natuwa
6.Alin sa sumusunod ang magandang pamagat ng kuwento?

a.Oras na para Maglaro
b.Oras na Para Tumulong
c.Araw ng Palengke ni Nanay
320
Pagganyak:
Ano-ano ang ginagawa mong tulong sa bahay ninyo?
Tingnan kung paano at bakit tumulong sa bahay ang tauhan sa kuwento.

Ang pamagat ng ating kuwento ay “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.
“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
321
tamang sagot.
1.Alin sa sumusunod ang unang nangyari sa kuwento?
a.Inalagaan ni Lita si bunso.
b.Naghugas si Lita ng pinggan.
c.Tinuruan ni Lita ang kapatid niya.
2.Bakit tumulong si Lita sa bahay?

a.Nagpapagaling si Ana.
b.Iyon ang utos at bilin sa kanya.
c.Walang pasok kapag Sabado si Lita.
3.Anong salita ang naglalarawan kay Lita?

a.Siya ay masipag at masunurin.
b.Siya ay matulungin at masipag.
c.Siya ay masunurin at magalang.
4.Bakit ipinagmamalaki ni Nanay si Lita?

a.Maraming naitulong si Lita sa bahay.
b.Namangha siya sa kayang gawin ni Lita.
c.Maraming naitulong sa paglalaba si Lita.
5.Alin sa sumusunod ang nagpapakitang nasiyahan si Nanay kay Lita?

a.Nakapagpahinga ang may sakit.
b.Maagang naghanda ng almusal si Nanay.
c.Pinag-usapan ng mag-asawa ang ginawa ng anak.
6.Ano ang mensaheng nais iparating ng kuwento?

a.Mainam kapag bago ang katulong.
b.Madali ang gawain kapag tulong-tulong.
c.Ipagmalaki ang mga ginagawa ng katulong.
322
Pagganyak:
Ano-ano ang basurang itinatapon natin?
Alamin sa babasahin kung may magagawa nga ba tayo sa mga basura.

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
323
sagot.
1.Ano ang magagawa sa mga basurang di-nabubulok upang maging kapaki-
pakinabang? Maaring __________________________ ang mga
basurang di-nabubulok.
a.itago sa kahon
b.ilagay sa hukay
c.gawing pataba
d.gawing pandekorasyon
2.Bakit kailangang ibukod ang mga basurang nabubulok sa mga basurang di

nabubulok?
a.May paggagamitan ang mga basurang ito.
b.Matagal mabulok ang basura sa paraang ito.
c.Maiiwasan ang masamang amoy kapag ginawa ito.
d.Makagagawa ng pataba sa di-nabubulok na basura.
3.Alin sa sumusunod ang kahulugan ng may sala sa pangungusap sa

kahon?
Sino ang may sala sa hindi magandang pagbabago sa ating kapaligiran?
a.sumali
b.nagsimula
c.sumuporta
d.may kagagawan
4.Ano ang ibig sabihin ng “may pera sa basura”?

a.Maaaring makakuha ng pera sa basura.
b.Magkakapera kapag pinaghiwalay ang basura.
c.Maaaring pagkakitaan ng pera ang mga basura.
d.Makapagtitipid kapag alam ang pagtapon sa basura.
324
5.Ano ang pangunaking ideya na tinalakay sa seleksyon?
a.sanhi ng pagbabago
b.bunga ng maraming basura
c.maaaring gawin sa mga basura
d.pakinabang sa nabubulok na basura
6.Ano ang ginamit ng may-akda upang ipaabot ang mensahe nito?

a.Tinalakay ang mga sanhi ng pagtambak ng basura.
b.Maingat na inilarawan ang kalagayan ng kapaligiran.
c.Isinalaysay ang pagkakasunud-sunod ng mga pangyayari.
d.Malinaw na isinaad ang suliranin at solusyon sa seleksyon.
7.Alin kaya sa sumusunod ang HINDI magiging bunga kapag tayo ay

nagresaykel?
a.Magkakaroon tayo ng pagkakakitaan.
b.Mababawasan ang suliranin sa basura.
c.Lilinis at gaganda ang ating kapaligiran.
d.Maaaring patuloy na dumami ang basura.
325
Pagganyak:
Sino-sino ang mga bayaning kilala mo?
Alamin sa seleksyon ang iba pang bayani sa kasalukuyan.

Ang pamagat ng ating seleksyon ay “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

Pilipinas at nagnanais na muling magsilbi sa pamahalaan ay binibigyan ng
pagkakataon. Ito ay bilang pagkilala na rin sa kanilang pagkamakabayan.
Level: Grade 6
326
sagot.
1.Alin sa sumusunod ang sinasabing dahilan ng paghahanapbuhay ng
mga Pilipino sa ibang bansa?
a.Nais nilang makatulong sa kita ng Pilipinas.
b.Pangarap nilang makilalang bayani ng bayan.
c.Walang sapat na pagkakakitaan sa sariling bayan.
d.Hangad nilang maranasan ang maghanapbuhay sa ibang bansa.

a.Makaboboto ang OFW kahit nasa labas ng Pilipinas.
b.Nakatutulong sa kabuhayan ng Pilipinas ang mga OFW.
c.Libre sa pagbabayad ng buwis sa paglalakbay ang OFW.
d.Makahihiram ng pera ang OFW sa Pag-ibig Overseas Progam para
mapa-aral ang kanilang anak.
3.Ano ang kahulugan ng salitang maitustos sa pangungusap sa kahon?
Naghahanapbuhay sila sa ibang bansa upang may maitustos sa

pamilya.
a.maitulong
b.mapaaral
c.mapaipon
d.pakinabang
3.Ano ang kahulugan ng salitang binansagan sa sa pangungusap sa kahon?
Ang OFWs ay binansagan na mga bagong bayani ng bayan.
a.kinilala
b.hinalintulad
c.ipinagmalaki
d.ipinamalita
327
4.Ano kaya ang katangiang nakatutulong sa OFW upang makapaghanapbuhay sa
ibang bansa? Nakatutulong sa OFW ang __________________________.
a.pagiging magalang at palakaibigan
b.kagalingan sa pag-aaral ng ibang wika
c.pagiging matiisin at mahusay sa pakikisama
d.pagiging mapagbigay at mahilig nila sa paglalakbay
5.Alin sa sumusunod ang pangunahing kaisipan ng seleksyong

binasa?
a.Nakikinabang ang pamahalaan sa mga ginagawa ng OFW.
b.Malaki ang tinitiis ng mga OFW sa kanilang paghahanapbuhay.
c.Nararapat na kilalanin ang pagsisikap ng OFW at ang bunga nito sa
bansa.
d.Ang mga OFW ay nagtamo ng maraming benepisyo dahil sa ginagawa
nila para sa bansa.

nito?
a.Malinaw na isinaad ang suliranin sa seleksyon.
b.Maingat na pinaghambing ang kalagayan ng mga OFW.
c.Tinalakay ang mga sanhi at bunga ng pag-alis ng OFW sa bansa.
d.Isinalaysay ang pagkakasunod ng mga pangyayari sa buhay ng OFW.

a.OFW : Para sa Bayan
b.OFW : Para sa Pamilya
c.Kay Hirap Maging OFW
d.OFW: Ating Ipagmalaki
328
Pagganyak:
Ano sa tingin mo ang terorismo? Anong balita ang naririnig mo tungkol dito?
Ano nga ba talaga ang terorismo?

Ang pamagat ng ating kuwento ay “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 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
Sanggunian:
Pilipinas Kong Mahal 7: Edukasyon Tungo sa Kapayapaan
Sotto, et.al., Anvil Publishing , Inc., 2004
329
sagot.
Ano ang layunin ng terorismo?
Layunin ng terorismo na _______________________________________.
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.
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
magwakas
330
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.

sanhi ng terorismo at digmaan
bunga ng terorismo at digmaan
pag-iwas sa terorismo at digmaan
paghahambing ng terorismo at digmaan
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.

Terorismo: Ano Nga Ba Ito?
Ang Tahimik na Digmaan
Maiiwasan ang Terorismo
Paghahanda sa Terorismo
331
PANANAPOS NA
SET C

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
332
Pagganyak:
Nakakita na ba kayo ng kamote at papaya? Saan ninyo ito nakita?
Tingnan kung nasaan ang mga ito sa kuwento.

Ang pamagat ng ating kuwento ay “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!”
Level: Grade 1
333
tamang sagot.
1.Ano ang malaki ?
a.ang mga mesa
b.ang mga kamote
c.ang mga papaya
2.Sino ang nagsabi ng “Nasa mesa ang kamote!”?

a.si Ate
b.si Kuya
c.ang ale

a.sa sala
b.sa kusina
c.sa bakuran
4.Ano ang nadama ni Ate at Kuya sa katapusan ng kuwento?

a.nagalit
b.nagulat
c.natuwa
5.Bakit kaya sinabi na “Halika! Nasa mesa na ang kamote!”?

a.Kakain na sila ng kamote.
b.Inilabas ni Ate ang kamote.
c.Nakita na ang nawawalang kamote.
334
Pagganyak:
Ano-ano ang mga ginagawa ng mga batang iskawt?
Ating alamin sa kuwentong babasahin.

Ang pamagat ng ating kuwento ay “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.
Level: Grade 2
335
sagot.
1.Sino ang may kamping?
2.mga lider ng iskawt
3.mga lalaking iskawt
4.mga batang iskawt
2.ino and nagsabing , “Ang batang iskawt ay laging handa” ?

a.si Zen
b.si Rica
c.si Dona
3.Ano kaya ang HINDI gagawin ng mga batang iskawt sa kamping?

a.Maglalaro sila.
b.Magpapaligsahan sila.
c.Mamimili sila ng mga gamit.
4.Ano kaya ang mangyayari sa katapusan ng kuwento?

aWala nang palaro para sa mga iskawt.
b.Aalamin nila kung nasaktan ang nadulas.
c.Hindi na magmamadali ang lahat ng mga iskawt.
5.Alin sa sumusunod ang isa pang magandang pamagat para sa kuwento?

a.Awitan sa Kamping
b.Handa na sa Kamping
c.Kamping ng mga Iskawt
336
Pagganyak:
Kailan ka nalulungkot? Bakit ka nalulungkot?
Alamin kung sino ang malungkot sa kuwento. Bakit kaya siya malungkot?

Ang pamagat ng ating kuwento ay “Si Paruparo at Si 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.
Level: Grade 3
337
sagot.
1.Bakit malungkot si Alitaptap sa simula ng kuwento?
a.Nabasa siya ng ulan.
b.Gusto na niyang kumain.
c.Walang tumutulong sa kanya.
2.Mag-imbak sa susunod para may makain ka.

Ang ibig sabihin ng mag-imbak ay ________________ .
a.maghanda
b.manghingi
c.mag-ipon
3.Anong katangian ang ipinakita ni Paruparo?

Ipinakita ng Paruparo ang pagiging __________________ .
a.magalang
b.matalino
c.matulungin
4.Ano ang naramdaman ni Alitaptap sa ginawa ni Paruparo?

________________ ang alitaptap.
a.Nabigla
b.Natuwa
c.Nataranta

a.ng Mahalagang Bilin ng Paruparo
b.Nang Bisitahin ni Paruparo si Alitaptap
c.Ang Magkaibigang Paruparo at Alitaptap
6.Ano ang nais ipahatid ng sumulat ng kuwento?

a.Mainam ang nag-iimbak ng pagkain.
b.Manghihina ang mga nababasa sa ulan.
c.May tutulong sa atin kapag malakas ang ulan.
338
Pagganyak:
May napuntahan ka na bang fiesta? Ano ang mga nakita mo?
Alamin sa kuwento kung ano ang ginagawa tuwing Pahiyas Festival.

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
339
sagot.
1.Ano ang HINDI ginagawa tuwing Pahiyas Festival?
a.May parada ang lahat ng kalabaw na may sakit.
b.Binabasbasan ang mga magsasaka at mga kalabaw.
c.May paligsahan ng pinakamagandang palamuti sa mga bahay.
2.Isinasabuhay ang Pahiyas Festival sa Lucban, Quezon.

Ano ang ibig sabihin ng isinasabuhay sa pangungusap na ito?
a.Kinikilala ang mga taga-Lucban, Quezon.
b.Mabubuhay muli ang patron ng Pahiyas Festival.
c.Inaalala ang patron ng mga magsasaka sa Quezon.
3.Ano kaya ang makikita sa mga bahay sa Lucban tuwing Pahiyas Festival?
a.Iba’t ibang uri ng mga patron ang inihahanda rito.
b.May kiping at mga ani na palamuti sa mga bahay.
c.May makukulay at masasarap na tindang pagkain.
4.Ano kaya ang nararamdaman ng mga tao sa kuwento?

a.Nalilito sila.
b.Nasasabik sila.
c.Nagugulat sila.
5.Ano ang layunin ng sumulat ng kuwento?

a.Nais nitong magbigay ng kaalaman.
b.Hatid nito ang bagong balita.
c.Hangad nitong mang-aliw.
6.Ano ang ginamit ng sumulat ng kuwento para ihatid ang mensahe nito?
a.Gumamit ito ng maingat na paglalarawan.
b.Isinalaysay nito ang paulit-ulit na pangyayari.
c.Sinundan nito ang mahabang pinagmulan ng Pahiyas.
340
Pagganyak:
Sino ang kilala mong tumulong sa pag-unlad ng ating kultura? Ano ang
kanilang ginawa?
Alamin sa selksyon kung sino pa ang ibang taong may kinalaman sa
mayaman nating kultura.

Ang pamagat ng ating sanaysay ay “Pagpapa-unlad ng Kultura”.

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
341
sagot.
1.Ano ang sanhi ng pag-unlad ng kulturang Piilpino?
a.Naghanap ang mga Piipino ng ibang uri ng sining.
b.Nagsawa ang mga makata sa ritmo at sukat ng mga tula.
c.Lumaya ang ating bansa kaya’t umunlad ang ating kultura.
d.Nagkaloob ang pamahalaan ng gantimpala sa magpapasigla ng ating
kultura.

a.Higit na nakilala si Urbano kaysa kay Manuel Conde
b.Ang “Oblation” ay likhang-sining sa larangan ng paglililok.
c.HIgit na naakit si Conde sa paggawa ng pelikula at pag-aartista.
d.Ang mga likhang-sining ni Tolentino ay may dalang mga mensahe.
3.Alin sa sumusunod ang kahulugan ng yumabong sa pangungusap sa

kahon?
a.naging malalim
b.naging maunlad
c.nanatiling masigla
d.nanatiling tradisyonal
4.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.
a.sinunod niyang bilin

b.larangan na napili niya
c.pinayo sa kanyang piliin
d.pinagpilian niyang gawin
342
5.Ano kaya ang dahilan kung bakit hindi umunlad ang kultura natin dati?
a.Kulang ng kaalaman kung paano mapapayabong ang sining.
b.Masaya na ang mga tao sa pagbabago sa gawaing-sining noon.
c.Kulang sa pagpapahalaga at laya sa pagpapaunlad ng gawang-sining.
d.Walang paghahanda sa mga tao na tanggapin ang makabagong sining.
7.Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

_______________________________.
a.mga kilalang tao sa larangan ng sining
b.mga sanhi ng pagyabong ng ating kultura
c.mga halimbawa ng pagyabong ng ating kultura
d.hirap na dinaanan sa pagpapa-unlad ng ating kultura
8.Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe

nito?
a.Makulay na pananalita ang ginamit.
b.Maraming tauhan at tagpuan sa seleksyon.
c.Tinalakay ang mga sanhi at bunga ng paksa.
d.Mahusay ang pagbibigay ng mga halimbawa.
343
Pagganyak:
Sa tingin mo, ano ang mga karapatan mo bilang bata?
Sa seleksyon na ito, higit mo pang mauunawaan ang iyong mga karapatan.

Ang pamagat ng ating seleksyon ay “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
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
344
tamang sagot.
1.Alin sa sumusunod ang HINDI sinasabi sa seleksyon tungkol sa ating
pagiging mamamayang Pilipino?
Ang pagiging mamayang Pilipino ay ____________________________.
a.pakikiramay sa kasawian ng iba
b.pakikiisa at pakikibahagi sa bayan
c.pagpapamalas ng pagmamalaki sa ating lahi
d.pagtupad sa karapatang proteksyonan ang bayan
2.Alin sa sumusunod ang nasasaad sa seleksyon?

a.May karapatan ang mga batang pumili ng paaralan.
b.Kasama ng mga karapatan ang mga tungkulin ng mga bata.
c.Ang paglilibang at paglalaro ay kabilang sa tungkulin ng mga bata.
d.Tungkulin ng mga batang makasama sa paggawa ng tuntunin sa
paaralan.
3.Ano ang kahulugan ng salitang nananaig sa pangungusap sa kahon?
Kapag ang bansa ay napipintasan, kalungkutan ang nananaig

sa Piipino.
a.bumabalot
b.nararanasan
c.nangingibabaw
d.nauuna
4.Ano ang kahulugan ng salitang tinatamasa sa pangungusap sa kahon?
Ang karapatang tinatamasa ng mamamayan ay isang katangian

a.nararanasan
b.pinapangarap
c.pinag-uusapan
d.nararamdaman
345
5.Alin sa sumusunod ang pangunahing ideya ng seleksyon?
a.Karpatan ng bawat Piipino na kilalanin ang kanyang mga tungkulin.
b.Kasama sa pagka- Pilipino ang pakikisapi sa iba’t ibang gawain sa
estado .
c.Nananaig sa pagiging Piipino ang matamasa ang karapatan kaysa
makilala ang tungkulin.
d.Katapat ng pagiging Pilipino ang matamasa ng mga karapatan at
gawin ang tungkulin.
6.Ano ang layunin ng sumulat ng seleksyon?

a.Hatid nito ang bagong balita.

nito?
a.Tinalakay ang mga sanhi at bunga ng paksa.
b.Nakasaad ang mga suliranin at solusyon ng paksa.
c.Maingat na isinalaysay ang mga pangyayari sa seleksyon.
d.Nagbigay ng mga halimbawa para maging maliwanag ang paksa .
8.Alin sa sumusunod ang isa pang magandang pamagat para sa

seleksyon?
a.Ang Pagiging Pilipino
b.Mga Tungkulin ng Pilipino
c.Makiisa sa Bayan bilang Pilipino
d.Karapatan Mong Maging Pilipino
346
Pagganyak:
Ano ang mga paniniwala ng relihiyon mo?
Alamin natin kung ano naman ang mga paniniwala ng Hinduismo.

Ang pamagat ng ating selesksyon ay “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 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
Sanggunian:
347
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
napapaloob
348
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

_______________________________.
mga aral ng Vedas
kalagayan ng Hinduismo
paniniwala ng Hinduismo
mga kasapi sa Hinduismo

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.
349
PANANAPOS NA
SET D

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
350
Pagganyak:
Ano-ano ba ang nakikita sa sapa?
Tingnan kung ano-ano ang nasa sapa sa kuwento.

Ang pamagat ng ating kuwento ay “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.
Level: Grade 1
351
tamang sagot.
1.Ano ang ginagawa ni Dora sa sapa?
a.Kalaro niya ang baka.
b.Hinuhuli niya ang palaka.
c.Kasama niya ang baka nila.
2.Sino ang nagsabi ng “Laro tayo sa sapa!”?

a.si Lita
b.si Lisa
c.si Dora
3.Ano ang nadama ni Dora nang sinabi niya ang “Naku! Palaka!”?
Nadama ni Dora ang __________.
a.galit
b.gulat
c.takot
4.Ilan ang bata sa kuwento? ___________ ang bata sa kuwento.

a.apat
b.dalawa
c.isa
5.Bakit kaya nadapa si Lisa?

a.Nagulat siya sa palaka.
b.Hinabol niya ang palaka.
c.Hinuhuli niya ang palaka.
352
Pagganyak:
Ano ang ginagawa mo paggising mo?
Alamin kung ano ang ginawa ni Nilo pagkagising niya?

Ang pamagat ng ating kuwento ay “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.
Level: Grade 2
353
sagot.
1.Sino and nagsabing , “Sandali. Tumingin ka muna sa salamin!”
a.si ate
b.si Nilo
c.si nanay
2.Ano ang ibang salita para sa sumilip?

a.dumaan
b.tumingin
c.lumingon
3.Saan pupunta si Nilo? Pupunta si Nilo sa _____________.

a.handaan
b.paaralan
c.simbahan
4.Ano ang salitang nagsasabi tungkol kay Nilo?

a.malinis
b.masipag
c.magalang

a.Ang Sapatos ni Nilo
b.Ang Maruming Sapatos
c.Handa na Pumasok si Nilo
354
Pagganyak:
Sino ang kaibigan mo? Ano ang pinag-uusapan ninyo?
Tingnan kung ano ang pinag-uusapan ng magkaibigan sa kuwento.

Ang pamagat ng ating kuwento ay “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 kanyang kamatayan.
Level: Grade 3
355
tamang sagot.
1.Sino ang nagmamalaki sa kuwento?
______________________ ang nagmamalaki sa kuwento.
a.Si pusa
b.Si asong gubat
c.Ang mga mangangaso
2.Bakit hindi nakatakas sa mangangaso si asong gubat? Hindi

nakatakas si asong gubat dahil _________________ .
a.nagpaliwanag pa siya sa pusa
b.mabilis kumilos ang mangangaso
c.hindi niya alam kung ano ang gagawin
3.Ano ang ibig sabihin ng pangungusap sa loob ng kahon?
Hinila siya patungo sa kanyang kamatayan.
a.Isinama siya upang siya ay patayin.

b.Namatay siya dahil matagal siyang hinila.
c.Kamatayan ang lugar na kanyang pupuntahan.
4.Ano ang naramdaman ni asong gubat nang dumating ang mangangaso? Si

asong gubat ay ____________________.
a.nagalit
b.nagyabang
c.nataranta
5.Ano ang nais ipahatid ng sumulat ng kuwento?

a.Iwasan ang pagyayabang.
b.Makaliligtas kung alam iligaw ang kaaway.
c.Siguradong makaliligtas kung marunong umakyat ng puno.

a.Ang Mahusay na Asong Gubat
b.Ang Mayabang na Asong Gubat
c.Ang Walang Awa na mga Mangagaso
356
Pagganyak:
Nakakita ka na ba ng kakaibang lugar? Saan ito?
Alamin kung ano ang kakaibang lugar na pinuntahan ng tauhan sa kuwento.

Ang pamagat ng ating kuwento ay “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.
Level: Grade 4
357
sagot.
1.Alin ang HINDI nasasaad sa kuwento?
a.May kakaibang halaman sa hardin.
b.Maraming saranggola ang lumilipad sa langit.
c.Iba’t iba ang laki ng mga robot sa lugar na iyon.
2.Tumambad sa harap ko ang isang lugar na di ko pa nararating. Ang

ibig sabihin ng tumambad ay ________________ .
a.dumaan
b.lumantad
c.nang-aakit
3.Sa iyong palagay, paano napunta sa kakaibang mundo ang nagkukuwento?

a.Nag-iisip siya ng ganitong mundo.
b.Dulot ito ng kanyang imahinasyon.
c.Nakatulog siya ng mahimbing at nanaginip.
4.Ano kaya ang nararamdaman ng naglalahad ng kuwento?

a.Nalilito siya.
b.Nagtataka siya.
c.Natataranta siya.
5.Ano ang layunin ng sumulat ng kuwento?

a.Hangad nitong mang-aliw.
b.Hatid nito ang isang balita.
c.Taglay nito ang bagong kaalaman.
6.Ano ang ginamit ng sumulat ng kuwento para ihatid ang mensahe nito?
a.Gumamit ito ng makukulay na mga salita sa paglalarawan.
b.Kaakit-akit na mga lugar ang dinayo ng tauhan sa kuwento.
c.Maganda ang palitan ng pag-uusap ng mga tauhan sa kuwento.
358
Pagganyak:
Ano-ano ang ipinagdiriwang ninyo sa inyong relihiyon?
Alamin sa sanaysay kung ano naman ang ipinagdiriwang ng mga Muslim.

Ang pamagat ng ating sanaysay ay “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 pagkaka-isa.
Level: Grade 5
359
sagot.
1.Ano ang Eid-ul-Fitr? Ang Eid-ul-Fitr ay isang uri ng pagdiriwang ng
_________________________.
a.pagsuko ng mga Muslim
b.pag-aayuno ng mga Muslim
c.pagsasalamat ng mga Muslim
d.pagkakapatiran ng mga Muslim
2.Alin sa sumusunod ang nasasaad sa seleksyon?

a.Masayang idinaraos ang Ramadan.
b.Unang nagaganap ang Eid-ul-Fitr sa Ramadan.
c.Tanda ng wakas ng pag-aayuno ang Ramadan.
d.Masayang pagdiriwang ang Eid-ul-Fitr para sa Muslim.
3.Alin sa sumusunod ang hindi kahulugan ng hango sa pangungusap sa

kahon?
Hango sa mga salitang “pagsuko sa Diyos” ang Islam.
a.hiniram
b.nagmula
c.nag-ugat
d.nanggaling
4.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
a.alamin
b.isaisip
c.puntahan
d.panalangin
360
5.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
__________________________.
a.ginagawa sa mosque
b.paggunita ng rebelasyon ng Koran
c.masayang pagdiriwang para sa kanila
d.kaugalian at tradisyon ng mga tagasunod ng Islam
6.Ano ang pangunaking ideya na tinalakay sa seleksyong binasa?

a.kahulugan ng Islam
b.pinagmulan ng mga Muslim
c.mga paniniwala ng mga Muslim
d.pinanggalingan ng paniniwala ng Islam
7.Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang

mensahe nito?
a.Nagbigay ito ng maraming halimbawa.
b.Nakasaad dito ang sanhi at bunga ng paksa.
c.Tinalakay nito ang suliranin at solusyon sa seleksyon.
d.Malinaw ang pagkapaliwanag at paglalarawan ng paksa.
361
Pagganyak:
Ano sa tingin mo ang mahalaga sa pag-unlad ng bansa?
Alamin sa selesksyon ang isang mahalagang bagay sa pag-unlad ng
Pilipinas.

Ang pamagat ng ating kuwento ay “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.

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
Sanggunian:
Kabihasnang Pilipino
Boncan , C.P., et, al.
Vibal Publising House Inc., 2005
362
sagot.
1.Alin sa sumusunod ang HINDI nagpapakita ng bunga ng malaking
populasyon?
a.Napipilitang gumawa ng krimen ang ibang mamamayan.
b.HIndi mabilis ang pag-unlad ng ekonomiya sa bansa.
c.Nangingibang- bansa ang mga Piipino para maranasan ang ibang
kultura.
d.Hindi lubos na natutugunan ang kalusugan at edukasyon ng mamamayan.

a.Isang bunga ng malaking populasyon ang pagtaas ng krimen sa bansa.
b.Natutugunan ng pamahalaan sa pangunahing pangangailangan ng mga
Piipino.
c.Higit na maraming likas na yaman ang nagagamit ng mas malaking
populasyon.
d.May kaugnayan ang malaking populasyon sa paghahanapbuhay ng
mga Piipino sa ibang bansa.
3.Ano ang HINDI kahulugan ng salitang nakikisangkot sa pangungusap sa

kahon?

pagnanakaw, pagbebenta ng illegal na droga at iba pang krimen.
a.nakikianib
b.nakikisama
c.nakikisuri
d.nakikisapi
4.Alin sa sumusunod ang kahulugan ng pangungusap sa loob ng kahon?
Nagiging dahilang ito upang mabigong mahikayat ang mga dayuhan

na mamuhunan sa bansa.
a.Bigo ang dayuhan sa paghihikayat sa ating bansa.

b.May dahilan na kombinsihin ang dayuhan na mamuhunan sa bansa.
c.Walang tagumpay ang pag-akit sa dayuhan na mamuhunan sa bansa.
d.Nabibigo ang dayuhan na hikayatin ang Pilipinas na maglabas ng
puhunan.
363
5.Alin sa sumusunod ang pangunahing ideya ng seleksyon?
a.May solusyon sa malaking populasyon.
b.Ang usapin sa populasyon ay akma sa ating bansa.
c.Maraming dulot na bunga ang malaking populasyon.
d.Kaugnay sa malaking populasyon ang hanapbuhay ng mamamayan.
6.Ano ang layunin ng sumulat ng seleksyon?


nito?
a.Binanggit ang problema sa bansa .
b.Tinalakay ang sanhi at mga bunga ng paksa.
c.Isinalaysay ang mga pangyayari sa seleksyon.
d.Nakasaad ang mga suliranin at solusyon ng paksa.

a.Usapin sa Populasyon
b.Sanhi ng Malaking Populasyon
c.Solusyon sa Malaking Populasyon
d.Mga Bunga ng Malaking Populasyon
364
Pagganyak:
Ano ang iyong relihiyon? Ano ang mga paniniwala nito?
Alamin kung ano naman ang Budhismo.

Ang pamagat ng ating kuwento ay “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’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
Sanggunian:
365
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
366
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.

_______________________________.
pamumuhay ni Buddha
mga kasapi sa Budhismo
pinagmulan ng Budhismo
ang pagdiriwang sa Budhismo

Gusto nitong magbigay-aral.
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.
367
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 Magtulungan Bote Dyaryo Kapaligiran Si Jose Rizal Digmaan

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 Daming May Mga Terorismo

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
368
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
369
APPENDIX A9
Titles of Phil-IRI Graded Passages for Pre-Tests in English
Grade
Level
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
Waiting for the

4 Get Up, Jacky! Anansi’s Web Wake Up!
Peddler
The Cow and Amy’s Good

5 Frog’s Lunch Pedrito’s Snack
the Carabao Deed
6 Yawning Laughter Effects of Anger Dreams
7 Dark Chocolate Sneezing Dust Pain
370
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
371
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?
No. It is on the mat.
372
Questions
Who has a pet?
Pat
Pam
Paz
What is her pet?

dog
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.
373
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!”
374
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
375
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, “I will get up now. I will!”
376
Questions
Who is the main character in our story?
Jock
Jicky
Jacky
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.
377
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.
“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 the frog.
Mr. Frog smiled.
378
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?

patient
eager
curious
careful
379
Which of these words describe Mr. Frog?
patient
eager
curious
careful
Which of these characteristics would have helped the bug?

being patient
being eager
being curious
being careful
380
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 http://science.howstuffworks.com/life/inside-the-mind/human-brain/question572.htm
381
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
382
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.
383
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://
academic.brooklyn.cuny.edu/health/rschnoll/contact/documents/chocolatefacultycircle.
pdf
384
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
fats
milk
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.
385
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
386
ENGLISH PRE-TEST
SET B

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
387
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.
388
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.
389
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.

“We must not play tag in the house.”
390
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
Nina
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?

careless
careful
curious
391
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.
“You’re welcome, Mama!”
392
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.
393
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: http://www.philsites.net/folklore/stories/legend2.html
394
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
grumpy
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
395
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
396
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: http://science.howstuffworks.com/life/inside-the-mind/emotions/laughter.htm
397
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 from diseases.
Laughter brings out the ‘feel good’ chemicals.
398
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
399
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: http://kidshealth.org/kid/talk/qa/sneeze.html
400
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
401
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
402
ENGLISH PRE-TEST
SET C

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
403
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.
Al lets the bag go.
404
Questions
What is the name of the boy in the story?
Al
Alf
Ants
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
405
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.
“Do you sell hats?” asks Lala.
“No, we do not sell hats,” says Ben. “But
you can come in and have a look.” Lala
goes in. She gets a banana.
406
Questions
Ben
Lala
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?

helpful
greedy
giving
407
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."
408
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. “
409
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.”
410
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.
411
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.”
412
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 http://vmarano.tumblr.com/post/4955945239/good-news-about-
anger
413
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
happen
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
414
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
415
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 homes will help
avoid possible allergies and allow us to breathe well.
416
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
417
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
418
ENGLISH PRE-TEST
SET D

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
419
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.
420
Questions
Who will nap?
Matt
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
afraid
421
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,”
says Mila.
“I am glad you are here,” says Mara.
422
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
423
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.
Can you guess it, too?
424
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
trustworthy
Which advice in the story tells us how to avoid getting burned?

call for help
dress up quickly
wrap yourself in a wet towel
425
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.
426
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.
427
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
428
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 http://science.howstuffworks.com/life/inside-the-mind/human-
brain/dream1.htm; http://learnenglish.britishcouncil.org/en/magazine/what-are-dreams
429
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?"
accommodated
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.
430
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
431
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.
432
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
433
In the selection, how was the word 'chronic' used in the phrase “chronic
pain?"
continuous
in-born
throbbing
worsening
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
434
ENGLISH PRE-TEST
SET A

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
435
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?
No. It is on the mat.
436
Listen to each question. Choose the letter of
the correct answer.
Who has a pet?
Pat
Pam
Paz
What is her pet?

dog
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.
437
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.”
“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!”
438
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
439
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!”
“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, “I will get up now. I will!”
440
the correct answer.
Who is the main character in our story?
Jock
Jicky
Jacky
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.
441
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.”
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?”
“Hello Mr. Frog! What are you doing?” asked the bug.

Mr. Frog smiled.
442
the correct answer.
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?

patient
eager
curious
careful
443
Which of these words describe Mr. Frog?
patient
eager
curious
careful
Which of these characteristics would have helped the bug?

being patient
being eager
being curious
being careful
444
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.”
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 http://science.howstuffworks.com/life/inside-the-mind/human-brain/question572.htm
445
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
446
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.
447
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.”
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://
academic.brooklyn.cuny.edu/health/rschnoll/contact/documents/chocolatefacultycircle.
pdf
448
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
fats
milk
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

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
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.”
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
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.

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
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 title. The title of the selection is “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.
“We must not play tag in the house.”
454
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
Nina
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?

careless
careful
curious
455
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.”
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.
“You’re welcome, Mama!”
456
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
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.”
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: http://www.philsites.net/folklore/stories/legend2.html
458
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
grumpy
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
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
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.”
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: http://science.howstuffworks.com/life/inside-the-mind/emotions/laughter.htm
461
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 away.
Laughter may help protect us from diseases.
Laughter brings out the ‘feel good’ chemicals.
462
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
463
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.”
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: http://kidshealth.org/kid/talk/qa/sneeze.html
464
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
465
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
466
ENGLISH PRE-TEST
SET C

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
467
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 title. The title of the selection is “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.
Al lets the bag go.
468
the correct answer.
What is the name of the boy in the story?
Al
Alf
Ants
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
469
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.”
Ben has his own store.
“Do you sell eggs?” asks Mel.
“Do you sell milk?” asks Dante.
“Do you sell hats?” asks Lala.
“No, we do not sell hats,” says Ben. “But you
can come in and have a look.” Lala goes in.
She gets a banana.
470
the correct answer.
Ben
Lala
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?

helpful
greedy
giving
471
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.”
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."
472
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. “
473
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.”
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.”
474
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.
475
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.”
476
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.”
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 http://vmarano.tumblr.com/post/4955945239/good-news-about-
anger
477
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
happen
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
478
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
479
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.”
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 homes will help
avoid possible allergies and allow us to breathe well.
480
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
481
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
482
ENGLISH PRE-TEST
SET D

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
483
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.”
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.
484
the correct answer.
Who will nap?
Matt
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
afraid
485
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.”
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,”
says Mila.
“I am glad you are here,” says Mara.
486
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
487
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!”

to predict what his father will cook for lunch. Today, Mang Ador
488
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
trustworthy
Which advice in the story tells us how to avoid getting burned?

call for help
dress up quickly
wrap yourself in a wet towel
489
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.”
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.
490
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.
491
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
492
Motivation: Have you ever had a dream?

Motive Question: Why do we dream?
Teacher reads the title. The title of the selection is “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 http://science.howstuffworks.com/life/inside-the-mind/human-
brain/dream1.htm; http://learnenglish.britishcouncil.org/en/magazine/what-are-dreams
493
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?"
accommodated
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.
494
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
495
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.”
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.
496
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
497
In the selection, how was the word chronic used in the phrase “chronic
pain”?
continuous
in-born
throbbing
worsening
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
498
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, Jacky! Frog’s Lunch Yawning
Chocolate
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

Waiting for the The Cow and
A Hot Day A Rainy Day Laughter Sneezing
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
499
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 Dust
Snack Anger
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 Her Amy’s Good
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
500
APPENDIX A11
Titles of Phil-IRI Graded Passages for Posttests in English
Grade
Level
Where the Pets

2 The Bib Bam and Tagpi Pets
Sat
The Egg on the The Caps and

3 A Happy Place In the Park
Grass the Kittens
The Tricycle Marian’s

4 Cat and Mouse On Market Day
Man Experiment
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

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 fits!”
503
Questions
Who has a bib?
Den-den
Bim-bim
Tin-tin
What is the color of the bib?

red
pink
yellow
Who gave the bib?

Dad
Mama
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." “Thank you, Mr. Perez,” say Mike and Kris.
507
Questions
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
three
Who helped solve Nick’s problem?

Mr. Perez
Mrs. Pardo
another tricycle driver
Which word describes Mr. Perez?

kind
strict
proud
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.
Reference: The Biggest House in the World
Leo Lionni
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
expensive
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.
It will destroy its house.
It will follow the other snails.
It will live happily in the farm.
510
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.
511
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.”
512
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
experiment
513
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.
514
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 slowly”
“avoid bringing things from undersea”
“inspect your hose and mouthpiece first”
515
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
516
ENGLISH POSTTEST
SET B

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
517
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, Tagpi?
Oh, you are in the garden.”
518
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?

sad
mad
glad
519
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 caps!”
520
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
happy
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.
521
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!
522
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.
523
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. Thus,
Atalanta became his wife.
524
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
husband
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
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.
525
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.
526
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
527
What action of the beetle means making a hole in the ground?
burrowing
swimming
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.
528
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.
529
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
530
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
531
ENGLISH POSTTEST
SET C

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
532
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.
533
Questions
What is Pat’s pet?
pig
cat
hen
Who has a pet pig?

Mig
Pat
Ben
How many children have pets?

two
four
three
Who has a pet that can lay eggs?

Mig
Ben
Det

People can have three pets.
People can have the same pet.
People can have different pets.
534
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,
Happy birthday, dear Benny!”
535
Questions
Who asked Mina to go to a happy place?
Mom
Dan
Dad
What word says something about the happy place?

quiet
noisy
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
Benny
Which word tells what Dan feels?

sad
afraid
excited
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.
536
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
537
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.

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.
538
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: http://www.puffun.com/stories/chauffer.phtml
539
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
540
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
541
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.

542
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.
543
“Science has yet to discover anything that would surpass this speed.”
The synonym of surpass is ____________.
equal
reduce
accede
exceed
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.
544
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?

545
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
modern
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
546
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
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
547
ENGLISH POSTTEST
SET D

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
548
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!
549
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.
550
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.
But they must leave the park
before it gets dark.
551
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

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.
552
ON MARKET DAY
to predict what his father will cook for lunch. Today Mang Ador
553
Questions
Who is the father in the selection?
Ador
Tinoy
Manuel
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
guess
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.”
554
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 they fly
from place to place.
555
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
556
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.
557
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.
558
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.
559
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.
560
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 around the world.
561
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
562
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.
563
ENGLISH POSTTEST
SET A

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
564
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.”
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 fits!”
565
the correct answer.
Who has a bib?
Den-den
Bim-bim
Tin-tin
What is the color of the bib?

red
pink
yellow
Who gave the bib?

Dad
Mama
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.
566
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.”
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.”
567
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.
568
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.”
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." “Thank you,
Mr. Perez,” say Mike and Kris.
569
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
three
Who helped solve Nick’s problem?

Mr. Perez
Mrs. Pardo
another tricycle driver
Which word describes Mr. Perez?

kind
strict
proud
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.
570
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.”
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.
Reference: The Biggest House in the World, Leo Lionni
571
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
expensive
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.
It will destroy its house.
It will follow the other snails.
It will live happily in the farm.
572
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.”
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.
573
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.”
574
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
experiment
575
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.”
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.
576
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 mouthpiece first"
577
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
578
ENGLISH POSTTEST
SET B

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
579
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.”
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, Tagpi?
Oh, you are in the garden.”
580
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?

sad
mad
glad
581
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.”
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 caps!”
582
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
happy
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.
583
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.”
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!
584
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.
585
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.”
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. Thus,
Atalanta became his wife.
586
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
husband
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
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.
587
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.”
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.
588
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
589
What action of the beetle means making a hole in the ground?
burrowing
swimming
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.
590
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.”
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.
591
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
592
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
593
ENGLISH POSTTEST
SET C

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
594
Motivation: Do you have a pet?

Motive Question: What is your pet?
Teacher reads the title. The title of the selection is “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.
595
the correct answer.
What is Pat’s pet?
pig
cat
hen
Who has a pet pig?

Mig
Pat
Ben
How many children have pets?

two
four
three
Who has a pet that can lay eggs?

Mig
Ben
Det

People can have three pets.
People can have the same pet.
People can have different pets.
596
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.”
“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,

Happy birthday, dear Benny!”
597
the correct answer.
Who asked Mina to go to a happy place?
Mom
Dan
Dad
What word says something about the happy place?

quiet
noisy
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
Benny
Which word tells what Dan feels?

sad
afraid
excited
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.
598
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.”
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.

599
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.

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.
600
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.”
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: http://www.puffun.com/stories/chauffer.phtml
601
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
602
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
603
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.”
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.

604
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.
605
“Science has yet to discover anything that would surpass this speed.”
The synonym of surpass is ____________.
equal
reduce
accede
exceed
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.
606
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.”
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?

607
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
modern
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
608
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
Western portions of the country experience strong rains
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
609
ENGLISH POSTTEST
SET D

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
610
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.”
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!
611
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.
612
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.”
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.
But they must leave the park
before it gets dark.
613
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

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.
614
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.”


to predict what his father will cook for lunch. Today Mang Ador
615
the correct answer.
Who is the father in the selection?
Ador
Tinoy
Manuel
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
guess
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.”
616
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.”
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 they fly
from place to place.
617
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
618
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.
619
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.”
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.
620
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.
621
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.
622
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.”
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 around the world.
623
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
624
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.
625
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 Snail with
The Egg on The Tricycle Rocks from
The Bib the Biggest Diving
the Grass Man Outer Space
House
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 Tagpi The Caps and Cat and The Great Beetles The Brain
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
626
Set C
Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7

Marian’s
Pets A Happy Place Trading Places Just How Fast Air Currents
Experiment
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 On Market The Legend of
In the Park Flying Rocks Ecosystems
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
627
APPENDIX B1
Phil-IRI Form 1A
Talaan ng Pangkatang Pagtatasa ng Klase (TPPK)
Baitang______________ Seksyon _______________ Guro _____________________________

Paaralan: ________________________________________________________________________
Antas ng Pangkatang Pagtatasa : ____________ Petsa:___________________________
Nakuha
Bilang ng Tamang Sagot Kabuuang Markang Markang
ang
(ayon sa Uri ng Tanong) Marka < 14 ≥ 14 *
Pagtatasa
Paghihinuha
Pangalan oX Literal 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
Paghihinuha
Pangalan o X Literal Kritikal
(Inferential)
1.Bunga, Jaime 4/7 4/7 5/6 13/ 20
2.Esdicul, Angelita 4/7 1/7 0/6 5/ 20
3.Garcia, Teresita 5/7 5/7 4/6 14/ 20
4.Granadozin, Glenda 5/7 4/7 0/6 9/ 20
5.Ilagan, Ligaya 5/7 5/7 5/6 15/ 20
6.Mercado, Christine 5/7 2/7 1/6 8/ 20
7.Owit, Elizabeth 4/7 2/7 0/6 6/ 20
8.Torres, 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 Taken Number of Correct Responses
Marka < 14 ≥ 14 *
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 Taken Number of Correct Responses
Marka < 14 ≥ 14 *
Name or X Literal Inferential Critical
1.Bunga, Jaime 4/7 4/7 5/6 13/ 20

2.Esdicul, Angelita 4/7 1/7 0/6 5/ 20
3.Garcia, Teresita 5/7 5/7 4/6 14/ 20
4.Granadozin, Glenda 5/7 4/7 0/6 9/ 20
5.Ilagan, Ligaya 5/7 5/7 5/6 15/ 20
6.Mercado, Christine 5/7 2/7 1/6 8/ 20
7.Owit, Elizabeth 4/7 2/7 0/6 6/ 20
8.Torres, Michael 6/7 5/7 3/6 14/ 20
9.
10.
11.
12.
13.
14.
15.
16.
17.
Total Number of Students 8 5 3
*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 ≥ 14 Markang < 14
III
IV
VI
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"

kanyang tiyuhin.
“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.”


“Ang pagtatapos ng Ramadan,” dagdag pa ni Tito Abdul, “ay masayang

ipinagdiriwang din nating mga Muslim.”

Level: Grade 4
634
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)
Total Miscues (Kabuuan)
Number of Words in the Passage
Word Reading Score
Word Reading Level (Antas ng Pagbasa)
635
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"

kanyang tiyuhin.
Abul
simbahan
“Galing ako sa Mecca, ang banal na sambahan nating mga Muslim. Bawat pala
isa sa atin ay nangangarap na makapunta roon. Mapalad^ ako dahil narating ko
iyon.” nangarap

S S

“Ang pagtatapos ng Ramadan,” dagdag pa ni Tito Abdul, “ay masayang

ipinagdiriwang din nating mga Muslim.”

Level: Grade 4
636
PART A
Kabuuang Oras ng Pagbasa: 1.50 minuto Rate ng Pagbasa: 78 salita /minuto
Sagot sa mga Tanong: Marka: 4 %= 57% Comprehension Level: Frustration
1. a 5. c
2. b 6. a
3. b 7. b
d
PART B
Seleksyon: Isang Pangako Level: 4 Set: A
Number of Miscues
Types of Miscues
(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
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.
Mr. Frog smiled.

Level: Grade 4
Total Time in Reading the Text: ______ minutes Reading Rate: ___words per minute
Responses to Questions:
1. 5.
2. 6.
3. 7.
4.
638
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
Passage: _____________ Level: ____
Number of Miscues
Types of Miscues
(Uri ng Mali)
basa)
Word Reading Score 93.75%
Word Reading Level (Antas ng Pagbasa) Instructional
639
Grade Level Passage Rating Sheet

Name: Karlo Roman Age: 12 Grade /Section: 6-Rizal
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.

sam
wadded

wadded
S
Mr. Frog smiled.

Level: Grade 4
No. of words: 101
640
Phil-IRI Form 3A, Page 4
PART A
Total Time in Reading the Text: 1.10 minutes Reading Rate: 86 words per minute
Responses to Questions: Score: 3 %= 43 Comprehension Level: Frustration
1. a 5. c LB
2. b 6. b
3. d 7. b
b
PART B
Passage: Frog's Lunch Level: 4 Set: A
Number of Miscues
Types of Miscues
(Uri ng Mali)
basa)
7 Reversal (Paglilipat) 0
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
Level Set Word Reading Comprehension
Started 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;

walang pagbabago 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

ng pagsusuri)
Other observations: (Ibang Puna)
642
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
Name: Karlo Roman Age: 12 Grade /Section: 6-Rizal
English: Filipino:
Level Date
Level Set Word Reading Comprehension
Started 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
X bihira
pagsusuri)
Other observations: (Ibang Puna)
644
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 Frustration
C=_ /_
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. _____________

BAITANG 2: FILIPINO
Pangalan: _____________________________ Edad: ______
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
BAITANG 3: FILIPINO
Pangalan: _____________________________ Edad: ______
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. _____________

BAITANG 3: FILIPINO
Pangalan: _____________________________ Edad: ______
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. _____________

GRADE 3: ENGLISH
Name: _____________________________ Age: ______
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
BAITANG 4: FILIPINO
Pangalan: _____________________________ Edad: ______
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. _____________

BAITANG 4: FILIPINO
Pangalan: _____________________________ Edad: ______
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
GRADE 4: ENGLISH
Name: _____________________________ __ Age: ______
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. _____________

GRADE 4: ENGLISH
Name: _____________________________ Age: ______
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
BAITANG 5: FILIPINO
Pangalan: _____________________________ Edad: ______
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
GRADE 5: ENGLISH
Name: _____________________________ __ Age: ______
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
BAITANG 6: FILIPINO
Pangalan: _____________________________ Edad: ______
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
GRADE 6: ENGLISH
Name: _____________________________ __ Age: ______
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 Policy 4
(specifically Section 3. L.3 that states the need to protect children from psychological harm).
Department Order No. 40, Series 2012. DepEd Child Protection Policy
656
APPENDIX H
Handbook on
Reading Intervention
657
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
Stages of Administration.....................................................................................................................694
658
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
659
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
Comprehension Word Reading Comprehension
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 of the
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.
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
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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
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). 3 Assessment 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.
Airasian, P.W. (2001). The classroom as an assessment environment. New York, McGraw-Hill.
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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).
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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)
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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 onsets
and 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 and
how print works.
Alphabet Knowledge refers to recognizing, naming, and sounding out all the upper
and lower case letters of the alphabet.
Word Recognition refers to the ability to identify a written word by sight or by

deciphering 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 language
symbols.
Grammar Awareness refers to one’s knowledge of language features and sentence

structures in written language as this differs from oral language.
Composing refers to being able to formulate ideas into sentences or longer texts and
represent them in the conventional orthographic patterns of written language.
Vocabulary refers to one’s knowledge of words and their meanings in both oral and
print representations.
Listening Comprehension refers to the complex and active process in which

vocabulary 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 vocabulary

knowledge 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 a sense
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 a
person read or listen for specific purposes with the intent to remember.
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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
Omission: an omission error occurs when the reader omits a unit of written language, such
as 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 for
the 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 the ground.
reader: The children are playing in the group.
Group is very similar to ground so the reader substitutes group for ground.
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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 parrot in the cage.

reader: There is a monkey in 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 group to ground; 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 pronounced

incorrectly. 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.
e. Repetition: This miscue occurs when a word or phrase is repeated. A reader may repeat
a word or a phrase in the sentence for some reasons:
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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 is
reversed 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 on
sounding out the beginning (onset) or ending (rime) sound of a word.
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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
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(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?
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 will
Experience Language, L1.
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. “Kung ano ang baybay, siya ang bigkas.” This is not true with English words.
Not all the words in English 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
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 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 each
consonant 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

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
as in sheep ea
as in beat ai
as in pail ay
as in bay
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
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
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 sets the table.
A vet is an animal doctor.
This is a net.
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Introduce the short e words ending in -et.
Let’s read the words:
get
let
met
net
pet
set
vet
wet
yet
Give exercises on vocabulary, reading and writing the words.
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
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?
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 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
bring crib drum front grass present 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
brake
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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 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, accuracy

and 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 common

at 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.

Nahulog ba sa / balon ang / pusa sa kahon?
May ahas na / malaki sa / paa ni lolo!
Allington, 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 teachers

focus 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). 7 Their
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
Inc.
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.
685
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 assist

them 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 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 passage.Compute 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 minute.The 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 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, then
s/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 knowledge

is 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 a

learner’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 already know
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 they
listen. 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 the
students 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 students
listen 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 is still
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 with low-
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 questions
require 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 the
making 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 questions will 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 involve coming
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 knowledge
is 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 text that 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 Institute for Literacy, 2003). “To be
proficient readers and writers, students must build their vocabularies and learn
strategies for coping with difficult words” (Gunning 2008, 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
words that they already understand but do not yet recognize in print.
Task 2: Learning new meanings for known words. Most words have more than one
meaning. 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 new
label 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 for
connections among known words and answer exercises to ensure greater depth of
understanding.
Task 6: Moving words from receptive to expressive vocabulary. This is when the
students 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 of fluency
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 by

deciphering 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 prior • Comprehending • Making • Regulating
knowledge the main idea inferences • Checking
• Setting purpose • Determining • Imaging • Repairing
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 construct
meaning.
Activating Prior Knowledge. The teacher can help the students relate the unknown to
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 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 may
read 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 guesses are
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 among
the ideas and concepts in the text.
Comprehending the main idea. Identifying the main idea provides a framework for
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. This strategy
will help the students be familiar with cue words like first, next and last.
Summarizing. This involves identifying the main idea, and supporting ideas in the
selection. Summarizing improves comprehension and increases retention.
Elaboration Strategies include exercises that build associations between the information
being read and the prior knowledge.
Making Inferences. Schema-based inferences are highly influence by prior

knowledge. 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 helps
foster understanding, retain information, and monitoring for meaning.
Generating questions. Have the students think of their own questions about the
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 of
his comprehension and regulating it.
Regulating. “In regulating, the student knows what to read and how to read it and is
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 falters. Let
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 the
rationale why it is being taught, and how, when and where it might be used.
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Step 2: Demonstrating and Modeling the Strategy. Show how the strategy will be used.
Present 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 release of
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 be

limited 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), oral
reading test, and silent reading test.
The Phil-IRI Group Screening Test (GST) can tell teachers whether students are
reading 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 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.
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.
A Growth Paradigm. 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.
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
Stage 4: Administration of the Phil-IRI Graded Passages (Post Test)
694
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.
The provision of individualized instruction.
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.
695
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 closer
examination 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:
His initial answers to the test did not follow the multiple - choice format. The student
instead 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
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
Pagbasa ng Malakas sa Filipino
Mga Tanong: Sagot ng Mag-aaral
Pagganyak: Opo. Dun sa maruruning
Nakakita ka na ba ng daga? Saan mo ito nakita? kanina ‘Pag kumakain
sila.
Paglaan ng Motibo:
Tingnan natin, saan makikita ang daga sa kuwento?
Prediksyon:
Figure 8. Familiarity with the Text
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.
698
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 their
Oral Language and Vocabulary
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 Listening To b able to handle books while reading
Decoding Repetitive Texts To be able to decode words and repetitive texts
Comprehension To be able to note details and make predictions
Writing To be able to write down words and share one’s opinions
Figure 11. Sample Specialized Program for S32
699
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 suffered because of his basic problem of word recognition.
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 consistent.
700
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 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.
701
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.
702
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.
703
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 prior knowledge); 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)
704
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
705
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
Content Heading Programs

• Developmental
(Beginning
• Content
Reading)
• Remedial
(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.
706
What is reading remediation?
Performance
Intervention
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 Instruction
Mechanism for supervision, consultation and monitoring of progress
707
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 activities reading needs. The lesson and 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 of have not kept up” with the others in
groups rather than individuals their age group
• have well-balanced skills and typical • oriented towards the specific strengths
developmental progress are assumed and weaknesses of the particular
individuals.
708
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 according Students who need Reading 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 questions ■■ Pupils are asked to answer oral
about the selection read (written exercises about the selection read.
activity) The exercises focus on particular
• comprehension: noting details, skills that they have not learned:
sequencing events, cause and • vocabulary
effect . . . • omprehension: noting details,
• vocabulary: words with multiple sequencing events, . . .
meanings, synonyms . . .
After Reading (differentiated activities)

Oral work with the teacher Independent activity
■■ Discussion of the story, answering the ■■ written activity: follow-up of the oral
written exercises, other activities exercise
709
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).
710
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.
711
References:
Airasian, P.W. (2001). The classroom as an assessment environment. New York,

McGraw-Hill.
Allington, R. (2009). What really matters in fluency, research-based practices across

the curriculum. 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

Reading Teacher, 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:
An Interdisciplinary Journal, 2, 127-160.
Palmer, R. 9 Listening strategies that develop active listeners. TESOL Connections:

Keeping English language professionals connected. TESOL International Association.http://
newsmanager.commpartners.com/tesolc/issues/2014-06-01/3.html 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
712
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
Email Address: [email protected] * [email protected]
Supported by:
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The Philippine Informal

Department of Education Republic of the Philippines

Published by the Department of Education

Development Team of the Philippine Informal Reading Inventory Manual

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

Printed in the Philippines by

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

Office Address: Ground Floor, Bonifacio Building, DepEd

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

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

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

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

PROJECT MANAGEMENT AND DEVELOPMENT TEAM - DEPED

Lorna Dig Dino Undersecretary, Curriculum and Instruction

TECHNICAL CONSULTANTS AND WRITERS

Dr. Felicitas E. Pado University of the Philippines

Review and Editing: Bonna Duron-Luder Save the Children Philippines

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

2. Why was the Phil-IRI developed?

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

First Quarter Second Quarter Third Quarter Fourth Quarter

4. What can Phil-IRI tell the teachers?

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

The Phil-IRI may be used to:

a. Group Reading Level

b. Individual Reading Level

c. Monitor Growth and Response to Intervention

d. Describe Reading Behaviors

6. Who needs to take the Phil-IRI?

7. When should the Phil-IRI be administered?

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

9. Who can administer the Phil-IRI?

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

B. DESCRIPTION OF THE PHIL-IRI TESTING KIT

2. The Phil-IRI Group Screening Test

Grade/Reading Level Recommended Font and Size

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

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

identify the student’s miscues in oral reading;

4. The Phil-IRI Forms

a. Phil-IRI Forms for Group Screening Test

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

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

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

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

General Directions for Administration: The Four Stages

Stage 1: Initial Screening Using the Phil-IRI Group Screening Test

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

4th QTR STAGE 4

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

Step 1: Determine Starting Point of Graded Passages

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

IF performance is at the IF performance is at the IF performance is at the

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

STAGE 3: Provision of Specialized Instruction/Reading Intervention

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