Read and View,

then Flash Behind!

(Making Inferences and Predicting Outcomes)

JOSEPHINE A. ROMERO
Author
COPYRIGHT NOTICE

READ, VIEW and FLASAH BEHIND

Copyright 2021

ALL RIGHTS RESERVED

No portion of this brochure maybe copied or reproduced in books,

pamphlets, outlines or notes, whether printed, mimeographed, typewritten,
photocopied, or in any other form for distribution or sale, without the written
permission from the publisher.

Published and Distributed by:

Zamboanga del Norte Division, Learning Resource Management System

(LRMS), DepEd Schools Division of Zamboanga del Norte, Region IX,
Zamboanga Peninsula, back of Capitol Site, Malvar Street Ext., Estaka, Dipolog
City, 7100.

Email: depedzn.cid@gmail.com

Artworks belong solely to Deped ZN.

2
 Author

Co - Authors

LONILYN P. PASINABO FRITS ANN R. REBALA

Teacher I Teacher I
President Manuel A. Roxas NHS Gutalac NHS
Roxas I District Gutalac I District

ESABEL N. DAGA MARGIE T. ORTEGA

Teacher III Teacher II
Upper Gutalac Central School San Jose NHS
Gutalac II District Sergio Osmeña III District

QUALITY ASSURANCE TEAM

Emma A. Luberanes MT II, Tambalang ES, Salug I

Corazon Ema C. Arcinas Teacher III, Polanco NHS, Polanco I
Ellen A. Olario MT II, Polanco NHS, Polanco I
Anesita R. Rabanal SP II, Patunan ES, Manukan III
Monita G. Tagapan Teacher III, Patunan ES, Manukan III
Isagani M. Tamin Teacher III, Salug CS, Salug I
Rodelyn A. Jumawan SPII, Sitog ES, PICD, Katipunan IV
Bonijean G. Chio-Kiet Teacher III, Sinuyak ES, Katipunan IV
Dr. Dolores A. Cagoco SP3, Inuman ES, Sindangan South 2
Josephine A. Romero SP I, Palandok NHS, Bacungan II
Setchery T. Estebat SP I, Bacong CS, Salug II
Glievane M. Ambus MT I, Pukay ES, Salug III
Merelyn M. Aranas MT I, Rizal NHS, Rizal
Renelda V. Salatandre SPII, Pinan Central ES, Pinan
Dr. Fe G. Jebone EPS – English, SDO - ZANORTE

3
TABLE OF CONTENTS

Content Page

Message to the Learners/Introduction……………… 5

Pre-ASSESSMENT ……………………………………… 6-9
LET’S TRY! ...................................................................... 10
Activity I: “See My Face, Tell My Lines” ……. 10
Activity 2: “My Color, My Choice” …………… 11
Activity 3: “Infer My Picture” ………………….. 12
LET’S THINK ABOUT IT …………………………………… 13
Strategy 1…………………………………………. 14
Strategy 2…………………………………………. 15
Strategy 3…………………………………………. 15
Strategy 4…………………………………………. 16
Activity 4: “Come to Think of It” …………… 17
Activity 5: “Let’s TIB—Think, Imagine, Believe!”. 18
LET’S TALK ABOUT IT! ……………………………………. 19
To sum it up! ………………………………………. 19
LET’S DO IT! ……………………………………………….. 20
Activity 6: ”Let’s Read between the Lines”… 21
More Activities ………………………………………….… 22
Activity 7: “I Stare, I Steer” …………………….. 22
Activity 8: “Please Complete Me” …………… 23
Activity 9: “Tell the Outcome” ……………. 24
Activity 10: “Watch My Moves” ………………. 25
Activity 11: “Zoom What You Click” …………. 26
Activity 12: “Stop! Stare! Infer!” ……………… 27
Post-ASSESSMENT …………………….…………….. 28-31
Glossary …………………………………………. 32
Monitoring Tools …………………………………. 33-34
References: ……………………………………….. 35
Acknowledgements …………………………….. 35
Words of the Author ……………………………… 36
About the Author …………………………………. 37

4
Message to the Learners:

Dear Readers,

The ability to infer and to predict outcomes are so exciting especially at

your age. As young learners like you, who used to excite with those activities
that triggers your attention, set your context, and believe in your power that
whatever it takes as a challenge - “you can”.

“Read and View, then Flash Behind!” (Making Inferences and Predicting
Outcomes) is a special piece for your learning endeavor. Activities set in here
are specifically crafted to get your touch, enjoy the activities, and equally
learn something to enhance your reading skills. So, are we ready? Let’s infer,
enjoy and predict the outcomes.
.
- The Author

Introduction:

Dear Readers,

Making inferences/predictions about text activates readers’ schemata

as they are made based on a reader’s prior knowledge. Inferring/Predicting
also gives readers a purpose for reading, and turns reading into an active
search to see whether an inference/prediction is correct (Gunning, 2013).

In our local contexts, inference/prediction skills are still struggles even

with Senior High learners. Subsequently, difficulty in reading is still prevalent in
our learning communities, thus, this intervention will apparently contribute
impact to your learning in reading.

- The Author

5
 • Pre-ASSESSMENT
Directions: Set A. Read the given passages below, and answer respectively
the questions that follow. Encircle the letter of your answer.

Why Laugh?

Everyone loves to laugh. We love it so much when there are jokes, jobs,
and shows that are made to make us laugh. 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. By laughing, it relaxes the whole body by relieving tension and stress.
Finally, laughter also brings out the body’s natural good feeling that promotes
well-being.

1. With the reading above, we can tell that the writer is…
A. A problematic person C. A person who loves jogging
B. A happy person D. A salesman who delivers goods

2. When one used to laugh, he might have…

A. A long life ahead C. It’s letter A
B. A healthy life in the world D. It’s both A & B

3. What does the statement, “There are jokes, jobs, and shows that are
made to make us laugh,” imply in this selection?
A. Laughter is something we have in our experience.
B. Comedy shows are good sources of income.
C. Laughter is an important part of our life.
D. Jokes and comedy shows are expensive ways to make us laugh.

4. Based on the reading, it’s good to laugh for…

A. money C. health
B. friends D. income

5. If one doesn’t love laughing, what might happen to him?

A. He would become a doctor. C. He would easily get sick.
B. He would not get rich. D. None of the above

6
 Jelly’s Snacks

“It’s time, the bell rang!” Jelly shouted and ran out of the room. He sat
on a bench under a tall tree. In Jelly’s lunch bag were three soft sandwiches.
He got the first one and took a bite. “Mmmm,” said Jelly. Just then, a bird sat
on the bench. It was looking at him. Jelly didn’t mind. He went on and finished
his Sandwich. Then Jelly got his second one. He took a big bite and said
“Mmmm!” The bird was still looking at him. It also moved closer. But still, Jelly
did not mind. He went on and finished his sandwich. Finally, he got his last
sandwich. He was about to take a bite when the bird flew up to his shoulder.
Jelly smiled, cut the sandwich in two and said to himself, “I think someone also
likes bread and butter.”

6. With “It’s time, the bell rang!”, what will happen next that Jelly was
excited about?
A. It’s snack time. C. Jelly is being with the birds.
B. Jelly is going to the bench. D. He is finding a friend.

7. What does the word ‘finished’ mean in the phrase "finished his
sandwich?"
A. The sandwich was eaten. C. The sandwich was prepared.
B. The sandwich was thrown away. D. The sandwich was already
spoiled.
8. When the bird was looking at him, what will next happen?
A. It wanted to be a pet.
B. It wanted to have a share of the sandwich.
C. It wanted to listen more closely to Jelly.
D. It wanted to watch Jelly as he ate.

9. Why did Jelly had to break the third sandwich in two?

A. So that he can eat the sandwich in two bites.
B. So that he can cut up the sandwich some more.
C. So that he can share it with the sparrow.
D. So that he can save the other half for later.

10. Which of the following sentences best shows what Jelly thought of
at the end of the story?
A. “Sharing is only true among friends.”
B. “Ask and you shall receive.”
C. “One good turn deserves another”
D. “Something good is even better when shared.”

7
Directions: Set B. View the given pictures, and answer respectively the
questions that follow.

11. Based on the picture, what should one do?

A. Wear your raincoat before passing. C. Look at every step you do.
B. Look at the blocks. D. Careful, it’s a wet floor.

12. “Caution: Wet Floor”…. So you should:

A. Get hurry to catch on your work.
B. Tell yourself to be careful since it’s a wet floor.
C. The dogs are on the way.
D. The wet is caused by the rain.

13. What will happen if one follows this warning sign?

A. He will not fall on the ground. C. He will cross the way safely.
B. He won’t be late from classes D. He won’t get stomach ache.

14. What season is it based on the picture?

A. It’s a raining sunset. C. It’s a fine sunny day.
B. It’ a cloudy morning. D. It’s a stormy day.

8
15.The two boys are:
A. Excited to go to their classroom. C. Excited to go fishing.
B. Rush for swimming D. Go for an errand.
16. What message can you give out of the picture?
A. The two boys are hardworking. C. Mothers best care of children.
B. Let us be happy. D. It’s nice to have a friend
17. What title that best fit the picture?
A. Jack and Jay C. My Day Out
B. The Sunny Day D. My Classmate

18. What line should you tell yourself based on the picture?
A. The sun is about to shine.
B. I will bring umbrella with me.
C. The heavy rain will fall.
D. I have to hurry home for it’s about to dark.
19. What lines can be delivered from the picture:
A. shells seashells in the seashore C. sets sunset in the seaside
B. green green grass of home D. tiny pretty teddy
20. What title can you give out of the picture?
A. Sets as the Sun C. Shines as the Moon
B. The Rain Drops D. The Magic Roar

9 Photo Credit: ZN
Illustrators Team
 LET’S TRY!

Activity I: “See My Face, Tell my Lines!”

Say: Hey boys and girls, let’s enjoy the day with “Face-Ups” for this is a
gaming day. The name of our first game is: “See My Face, Tell my Lines!”.
Let’s get started with merry and sad pictures here. All you have to do is...
enjoy the picture, then, “What might you say if that face is yours?

Directions: Match the faces in the Face Polls with the corresponding
prospected lines should the face owner would say. Write the letter of
your answer on the space provided for.

Face Polls:

1. _______ 2. _______

3. ______

4. _________ 5.________

A. “Hmmnn.. I’ve got this in mind.”

B. “Yeyyy… I got the right answer!”
C. “Oh! It hurts!”
D. “Huh.. why are you leaving me?”
E. “Oh, do I look cute?”
F. “I see it, I guess that’s the right way.”
Photo Credit: ZN
10 Illustrators Team
Activity 2: “My Color, My Choice!”

Say: Boys and girls, let’s have “My Color, My Choice!” activity.
Choose a box here, the color of your bet.

Directions: As you see the sentence boxed on the color of your choice, you
supply the next sentence that is expected to follow after mine. For
better understanding, check the given example for you.

Example:

Given Sentence: Expected Sentence to follow:

I studied my lesson so well. I will pass in my quizzes.

tomorrow.

1.Peter plants kangkong in his garden.

2. Mother bought me a raincoat.

3. Sheen celebrates her 15th Birthday.

4. She was so tired of the day.

5. Anna marries a rich man.

6.The sky is very cloudy.

7. My Dad brings me my favorite bag.

8. Teacher Fe teaches the poem so well.

9. The dog barks at me so loudly.

10. The weather is getting cold.

11
Activity 3: “Infer My Picture!”

Directions: Look at each of the pictures below. Examine what is happening

in it. Shade the circle that corresponds to your answer.

1.
Mother prepares lunch.

Mother cuts her thumb.

Mother enjoys the movie.

2.
The girl loves the flowers.

The girl disobeys the sign.

The girl is called by the

police.

3.
The boy is dead.

The boy is brought to the

hospital.

The boy meets an accident.

4.
Zither gets his hands dirty.

Zither is having fun.

Zither loves to play with

marbles.
5.
Orlando forgets his snacks.

Orlando hurts his eyes.

Orlando loves to play video

game.

Photo Credit: ZN
12 Illustrators Team
 LET’S THINK ABOUT IT!

Then ask:

• What is going on here?

• What else do you notice?
• What do you see that makes you say that?

Look here!

• I got a letter from Robyn and she isn't happy. She

didn't say anything but I could tell by reading
between the lines that something's wrong.

• A good writer doesn't tell the reader everything

directly but leaves it up to the reader to figure things
out for themselves by reading between the lines.

Questions to Ponder:

• Did you experience the same with that of Robyn?

• Did you tell a lot of words?

• What do you think is the purpose of the writer?

• What skills did you begin develop here?

13
Say: Now boys and girls, it’s time for you to know and learn what are the
Prediction Strategies. There are four of them. Read every presentation
then perform the example activity for you.

Strategy 1: Preview-Predict-Confirm (Yopp & Yopp, 2004)

PREVIEW • Show pictures from an informational text.
PREDICT • Ask several word predictions and reasons for
those predictions.
CONFIRM • Confirm predictions as the text is read; compare
the author’s selection and use of words with their own.

For Example:

John and Peter are very happy

swimming in the even under the
very hot sunny day. They swim
and swim to the deeper part
unknowing that a big shark is
coming so fast unto them.

1. What do you think will happen next?

____________________________________________________________

2. Why do you say that?

____________________________________________________________

14
 Strategy 2: Think Sheets
Key headings and chapter titles are used to construct
Questions based on the text. Ex: “Making Inferences and
Predicting Outcomes”

For Example:

Predict the Probable Outcome…

Strategy 3: Prediction Chart

Completing a prediction chart before reading the text.

For Example:

I forget to bring my umbrella.

Now I think…

I think…

Finally

15
 Strategy 4: Imagine, Elaborate, Predict and Confirm (Wood ,
2005)
Imagine – Close eyes, imagine the scene, character, events.
Elaborate - Tell, or give details of what you "see" in your mind.
Predict - Make some predictions about the passages to be read.
Confirm - Read to confirm or change your predictions
about the passage.

For Example:

The earthquake strikes the city. No one knows, nor has an idea of
the calamity, after few minutes…

a. The buildings collapsed and the people are affected.

b. The rain falls heavily in the city.

Jenny forgot her lamp beside her until she got sleep.
Unknowingly, she pushed the lamp and it burnt into fire. The
neighborhood rushed to call for…

a. The policemen for support.

b. The firemen for a rescue.

Photo Credit: ZN
Illustrators Team
16
Activity 4: “Come to think of it”.

Say: Boys and girls, the next game in the row is “Come to think of it”.

I have here selections for you to read, and answer the questions that
follow. Are you all ready?

Selection 1:

Harold murmured as he walked to the house. Where was Harold before he got
He carried four paper bags in his arms, each home? How do you know?
bag is full. Suddenly, he stumbled and one of
the bags fell, dropping the bars of soap, a
loaf of bread, and the can of milk, onto the
floor. “At least I didn’t drop the eggs!” he
shouted.

Selection 2:

Patrick arrived home from school with a What is Patrick celebrating? How
smile. He rushed through the front door and do you know?
ran into the living room where he saw boxes
wrapped in shiny paper and balloons tied to
a chair. On the counter was a chocolate
cake with eleven candles. He reached for a
taste of the icing, but his mother said, “We
have to sing to you before eating the cake!”

Say this:
In passage one, what phrases would tell you that Harold was from a
grocery store?

When it is “wrapped”, what comes to your mind next?

With the phrase “her tail wagged”, what picture comes next to your
mind?

17
Activity 5: “Let’s TIB—Think, Imagine, Believe!”

Directions: Read the paragraphs below. Think about where the author is
(setting). Choose the correct answer among the three choices
by checking the appropriate box.
It was one fine night. I could feel the cool breeze on beach
my skin. Lying on the sand, I could hear the murmur of the
river
waves. Tickling on my toes, I am trying to convince myself
that I also need to pause and relax. waterfalls
1

Everyone is very busy. Mother and father are cooking mall

delicious foods. The eldest is busy hanging the
house
banderitas outside. The elder sister is setting up the table
for the visitors. The youngest, who happens to be just five village
years old, sits by the window while waiting for the
procession to pass by.
2

Jorie was very worried. Ms. Paja, her adviser, had clinic
already warned her, but she chose not listen to her. Jorie
court
had to face the consequences of her
misbehavior. She was shaking while waiting for her Guidance
parents to arrive after being called by the Guidance
Counselor after the incident. Counselor’s

Office
3

Lanton and his crew are so excited. When they arrive camp site
at the site, they immediately set up their tents, arrange
hall
their things in a proper place and prepare themselves for
the opening program. They wear complete Type A sea wall
scouting uniform. They will be staying in the venue for
three days for a very memorable adventure with the rest
of the ZANDIDAP BSP scouts.
4

Joseph greets the dentist a happy morning. His visit is dental clinic
urgent since he noticed one loose tooth upon brushing
parlor
his teeth in the morning. He thought it would be better to
be pulled out. shop
5

18
 LET’S TALK ABOUT IT!

Reading between the lines’ is the art to ‘Look for or

discover a meaning, that is hidden or implied, rather than, that
stated explicitly’.

When you read between the lines you try to understand

what someone implies, but doesn't openly state, when they say
or write something.

The secret to making predictions as one begins to read

is to combine the clues the author provides with previous
experiences to make valid guesses about what will occur.

An Inference is a conclusion you come, based on

reasoning and evidence within a text.

To sum it up!

Inference Equation

What I Read + What I Know = What I Infer

PREDICTION
Clues in stories and things you already know,
can tell you what may happen next.

19
 LET’S DO IT!

Activity 6: “Let’s read between the lines!”

Directions: Read the scenes below and use the clues to answer the questions
that follow.

Example:
Scene: The skies are getting dark and the clouds grow gray.
Inference: I have to hurry home for it is about to rain.

Scene 1:

A cold wind blew, bending the trees in the moonlight. The dogs were
barking aloud as if they were afraid of someone or something. Alone in her
room, Jane cannot sleep. Her ears were on the outside listening on the sound.
She was sure, it would rain. Beside her, is just that soft body, silent and
breathless.
1. What time of day is it? a) morning b) afternoon c) night
2. What does the “silent and breathless” mean? a) asleep b) died
c) lifeless
3. What is beside her? a) a teddy bear b) a cat c) a child
d) a box
4. How did Jane feel? a) sleepy b) afraid c. excited d) sad

20
Scene 2:

John stayed in his room so silent the whole day. He was afraid of seeing
his mother. His attention was on the test paper returned to him by his English
teacher.

1. What happen to John? ___________________________________________

__________________________________________________________________
2. Describe the content of the test paper returned to her by her
English teacher. ______________________________________________
__________________________________________________________________

Scene 3:
1. Jay picked the yellow flowers.
Inference:

2. Jack ran to get his raincoat.

Inference:

3. Lea raised her hand as the teacher asked questions.

Inference:

4. Johnny opened her wallet in the store.

Inference:

21
Activity 7: I Stare, I Steer!

Directions: Look closely at the pictures below. What do you think will
happen next? Write your inference inside the box beside each
picture.

_______________________________
1
_______________________________
_______________________________
_______________________________
_______________________________
___________________

_______________________________
2
_______________________________
_______________________________
_______________________________
_______________________________
___________________

3 _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
___________________

4 _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
___________________

_______________________________
5
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Photo Credit: ZN
Illustrators Team
22
*More Activities

Activity 8: “Please Complete Me”

Directions: By inference, complete the following charts:

1. I woke up.

I went to school.

2. Jenny picks her pen. Writes her answer.

3. He saw a dog. He ran fast.

4. She reads her book. She answers tasks.

5. The sun shines bright. I forget my umbrella.

23
Activity 9: “Tell the Outcome”

Directions: Choose the best outcome on each of the sentences below.

Encircle the letter of your answer:

1. Tina feels that her dress in the party is out of fashion.

A. Tina dances and dances in the hall.

B. Tina sits all night on her chair.

2. Mary will celebrate her 15th birthday. She understands her parents
have no money for her celebration.

A. Mary will do a church visit to light a candle for her.

B. Mary will cry all day for having no 15th birthday celebration.

3. The class was so noisy as the teacher arrived.

A. Ben asked his classmates to stop talking.

B. Ben went out and laughed aloud.

4. My Mom was so busy in the kitchen.

A. The family was so excited for the breakfast.

B. The family went back to bed.

5. My pet Mucho barks so loud.

A. The rain is about to come.

B. Someone is at the gate.

24
Activity 10: “Match My Moves”

Directions: Match the outcome of the pictures in Column A with the pictures
in Column B. Write the letter of your answer before each number.

Column A Column B

___ 1. A.

___ 2. B.

___ 3. C.

___ 4. E.

___ 5. F.

Photo Credit: ZN
Illustrators Team
25
Activity 11: “Zoom What You Click”

Directions: Examine the picture very closely. Imagine yourself as the man
who takes the picture. Answer the questions that follow by shading
the star of your answer.

1. Who is up on the tree?

a student a farmer a driver

2. What type of tree does the boy climb?

without fruits with flowers with fruits

3. What is the boy pointing to?

a rabbit a snake a bird

4. How does the boy feel when he see the animal crawling towards

him?

happy sad scared

5. If you were the boy, what will you do?

I will call for help.

I will shout to scare the snake.

I will go down and run fast.

Photo Credit: ZN
Illustrators Team
26
Activity 12: “Stop! Stare! Infer!”

Directions: Look at the picture below carefully. What do you see? Answer
the questions that follow.

1. What is happening in the 2. How does the man holding the

picture? axe feel?

Answer: Answer:

_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_____________________________ _____________________________

3. What is the religion of

the man holding the axe?
Why do you say so?

Answer:

___________________________
___________________________
___________________________
___________________________
________________________

4. What is the weather condition 5. What do you think is the reason

of the day? the man cut the tree?

Answer: Answer:

_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________

Photo Credit: ZN
Illustrators Team
27
 • Post-ASSESSMENT

Directions: Set A. Read the given passages below, and answer respectively
the questions that follow. Encircle the letter of your answer.

Why Laugh?

Everyone loves to laugh. We love it so much when there are jokes, jobs,
and shows that are made to make us laugh. 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. By laughing, it relaxes the whole body by relieving tension and stress.
Finally, laughter also brings out the body’s natural good feeling that promotes
well-being.

1. With the reading above, we can tell that the writer is…
A. A problematic person C. A person who loves jogging
B. A happy person D. A salesman who delivers goods

2. When one used to laugh, he might have…

A. A long - life ahead C. It’s letter A
B. A healthy life in the world D. It’s both A & B

3. What does the statement, “There are jokes, jobs, and shows that are
made to make us laugh,” imply in this selection?
A. Laughter is something we have in our experience.
B. Comedy shows are good sources of income.
C. Laughter is an important part of our life.
D. Jokes and comedy shows are expensive ways to make us laugh.

4. Based on the reading, it’s good to laugh for…

A. money B. friends C. health D. income

5. If one doesn’t love laughing, what might happen to him?

A. He would become a doctor. C. He would easily get sick.
B. He would not get rich. D. None of the above

28
 Jelly’s Snacks

“It’s time, the bell rang!” Jelly shouted and ran out of the room. He sat
on a bench under a tall tree. In Jelly’s lunch bag were three soft sandwiches.
He got the first one and took a bite. “Mmmm,” said Jelly. Just then, a bird sat
on the bench. It was looking at him. Jelly didn’t mind. He went on and finished
his Sandwich. Then Jelly got his second one. He took a big bite and said
“Mmmm!” The bird was still looking at him. It also moved closer. But still, Jelly
did not mind. He went on and finished his sandwich. Finally, he got his last
sandwich. He was about to take a bite when the bird flew up to his shoulder.
Jelly smiled, cut the sandwich in two and said to himself, “I think someone also
likes bread and butter.”

6 6. With “It’s time, the bell rang!”, what will happen next that Jelly was
excited about?
A. It’s snack time. C. Jelly is being with the birds.
B. Jelly is going to the bench. D. He is finding a friend.

7. What does the word ‘finished’ mean in the phrase "finished his
sandwich?"
A. The sandwich was eaten. C. The sandwich was prepared.
B. The sandwich was thrown away. D. The sandwich was already
spoiled.
8. When the bird was looking at him, what will next happen?
A. It wanted to be a pet.
B. It wanted to have a share of the sandwich.
C. It wanted to listen more closely to Jelly.
D. It wanted to watch Jelly as he ate.

9. Why did Jelly had to break the third sandwich in two?

A. So that he can eat the sandwich in two bites.
B. So that he can cut up the sandwich some more.
C. So that he can share it with the sparrow.
D. So that he can save the other half for later.

10. Which of the following sentences best shows what Jelly thought of
at the end of the story?
A. “Sharing is only true among friends.”
B. “Ask and you shall receive.”
C. “One good turn deserves another”
D. “Something good is even better when shared”.

29
Directions: Set B. View the given pictures, and answer respectively the
questions that follow.

11. Based on the picture, what should one do?

A. Wear your raincoat before passing. C. Look at every step you do.
B. Look at the blocks D. Careful, it’s a wet floor.

12. “Caution: Wet Floor”…. So you should:

A. Get hurry to catch on your work.
B. Tell yourself to be careful since it’s a wet floor.
C. The dogs are on the way.
D. The wet is caused by the rain.

13. What will happen if one follows this warning sign?

A. He will not fall on the ground. C. He will cross the way safely.
B. He won’t be late from classes D. He won’t get stomach ache.

14. What season is it based on the picture?

30
 A. It’s a raining sunset. C. It’s a fine sunny day.
B. It’ a cloudy morning. D. It’s a stormy day.
15.The two boys are:
A. Excited to go to their classroom. C. Excited to go fishing.
B. Rush for swimming D. Go for an errand.
16. What message can you give out of the picture?
A. The two boys are hardworking. C. Mothers best care of children.
B. Let us be happy. D. It’s nice to have a friend
17. What title that best fit the picture?
A. Jack and Jay C. My Day Out
B. The Sunny Day D. My Classmate

18. What line should you tell yourself based on the picture?
A. The sun is about to shine.
B. I will bring umbrella with me.
C. The heavy rain will fall.
D. I have to hurry home for it’s about to dark.
19. What lines can be delivered from the picture:
A. shells seashells in the seashore C. sets sunset in the seaside
B. green green grass of home D. tiny pretty teddy
20. What title can you give out of the picture?
A. Sets as the Sun C. Shines as the Moon
B. The Rain Drops D. The Magic Roar

___________________________________________________________________________

God bless dear Learners…

Ma’am Jo

31 Photo Credit: ZN
Illustrators Team
 GLOSSARY

The following terms used in this brochure are operationally defined as

follows:

choice ---- an act of selecting or making a decision when faced with

two or more possibilities

compare - estimate, measure, or note the similarity or dissimilarity

conclusion - a judgment or decision reached by reasoning

confirm ---- establish the truth or correctness of something

construct -- form (a sentence) according to grammatical rules

context ---- the words that are used with a certain word or phrase and
that help to explain its meaning

elaborate - to expand something in detail

endeavor - serious determined effort

examine -- to inspect closely

infer -------- to form (an opinion) from evidence

murmur –- a muttered complaint

outcome - something that follows as a result or consequence

predict --- to declare or indicate in advance

preview -- to see beforehand

strategy -- a careful plan or method for achieving a particular goal

usually over a long period of time

stumbled - to trip in walking or running

triggers ---- something that causes something else to happen

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 Dear learner,

Hi!... how’s your learning and reading? Did you learn from the different
activities in this brochure? Which of the activities do you like most? Can you tell
me what brochure or lessons teach you how to read?

This time I want you to answer the 10 questions on the next page by
putting a check in the YES column, if you agree with the statement and put a
check in the NO column, if you don’t agree.

Thank you very much and congratulations for a job well done.

Sincerely yours,

(sgd.) FE G. JEBONE, EdD

Education Program Supervisor
English

N-avigating Capitol Drive, Estaka, Dipolog City, 7100 “Be and Do Much Better Each Day
O-pportunities to
R-eengineer for Tel No.: (065) 212-5843 33 with a Sense of Urgency.”
T-ransformation & e-mail address: zn.division@deped.gov.ph
E-mpowerment
 OPINIONNAIRE ON THE SUITABILITY AND WORKABILITY
OF THE BROCHURES TO THE LEARNERS

BROCHURE TITLE: READ & VIEW, THEN FLASH BEHIND!

AUTHOR: JOSEPHINE A. ROMERO
ORIGINAL TITLE: Making Inferences and Predicting Outcomes

Directions: Put a check mark under YES column if you agree with the statement and
put a check mark under NO column if you disagree.
(To be answered by the learner.)
YES NO

1. Are the activities simple and easy to understand?

2. Do the activities help you to learn to read and develop your skill in making
inferences and predicting outcomes?
3. Do the activities utilize materials from other subjects?

4. Are the activities applicable in real life and meaningful to you?

5. Are you encouraged to talk or communicate with your mentor/teacher at home

or online?
6. Are the pictures used in the activities very clear?

7. Is the recorded voice of the teacher very clear?

8. Do you like to answer the activities in the brochure when at the same time
you listen to the radio?
9. Do you know how to read?

10. Are the recorded activities which you heard from the radio the same as the
activities found in the brochure?

Suggestions/Recommendations:
Name of the Learner: __________________________
___________________ Grade Level: __________________________
School: __________________________
___________________ District: __________________________
Date: __________________________

N-avigating Capitol Drive, Estaka, Dipolog City, 7100 “Be and Do Much Better Each Day
O-pportunities to
R-eengineer for Tel No.: (065) 212-5843 with a Sense of Urgency.”
T-ransformation & e-mail address: zn.division@deped.gov.ph
E-mpowerment 34
* References:
*Evidence + Background Knowledge = Inference

Writing by: Sarah Sumnicht

*The PRIMALS Compendium of Teaching Resource

* Phil-IRI

• Acknowledgement

Credits to:

▪ Miss Fe J. Jebone, EdD, for all her guidance, inspiration,

motivation, technical support and trust in my capacity. With
her, I made this possible;

▪ My sisters and brod in the ZN Power Team, who share with

me same passion, cuts and convictions towards work. By
that, despite very busy days, we enjoy working as one,
cruising our sleepless nights; &

▪ ZN Illustrators Team, whose outputs/illustrations helped me a

lot to complete this noble course.

- The Author

35
Words of the Author…

Leadership brings out the best of me. I become the best version of myself,
leading by example. Having appointed as a School Principal - July 2018, I stand
not to strive to make a living, but aspire to make a difference: my living
framework I tried to adopt in the learning community where my feet stand.

Being a Master Teacher covered the most of my teaching career. There I

saw how learners struggled in their quest for learning; and equally, there I felt
how noble it is for a teacher to desire learners may truly learn. Being a teacher,
steward to deliver learning, is not curtailed in the four walls of the classroom,
but far more important, is to craft our learners for a true life ahead.

But I see life as more challenging ahead when challenges go tougher too.
I left classrooms because I believe, leading a school is a better avenue of my
desires. The prime responsibility of all school leaders is to put learning at the
centre of everything: student learning first, then everyone else’s learning in
support of it, will follow. “By loving our learners more than their abilities, we
show to our learners that they are more than the sum of their accomplishments.”

I was strong, I am… and I will be strong because every time I see the
learners in school, especially the struggling ones, I am certain their future is
dependent to how they are taught, today.

- The Author

36
About the Author…

0912- 477-3339/0955-790-1781
josephinealeriaromero@deped.gov.ph
Pob.East Salug, Zamboanga del Norte

• Major in English in Baccalaureate Course, graduated Magna Cum Laude.

• Classroom Master Teacher for nine years.
• Appointed School Principal, July, 2018.
• Speaker/Organizer on Training in Language & in School Leadership.
• Bacungan II District Research Activities Focal Person.
• Vision-oriented and very optimistic school leader.
• Can perform multi-task even under time pressure.
• Efficiently performs tasks and seldom settle mediocrity.
• Good in language and has the capacity to influence people.
• Family and work-oriented woman.
• Recently succeeded my Doctoral Final Oral Defense with the title: “The
Impact of Principal Leadership Qualities on School Performance”.

37
 Para sa mga katanungan o puna, sumulat o tumawag sa:
Department of Education – Division of Zamboanga del Norte
Capitol Drive, Estaka, Dipolog City, 7100
Tel. No. 212-5843 (SDS Office)
212- 2605 (CID Office)
e-mail address: zn.division@deped.gov.ph

N-avigating Capitol Drive, Estaka, Dipolog City, 7100 “Be and Do Much Better Each Day
O-pportunities to with a Sense of Urgency.”
R-eengineer for Tel No.: (065) 212-5843
T-ransformation & e-mail address: zn.division@deped.gov.ph
E-mpowerment

38