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 - 10
LET’S TRY! ...................................................................... 11
Activity I: “What and Why?” ……………...…. 11
Activity 2: “Read my Line, Catch my Mind” … 12
Activity 3: “Treating Traits Right” . . . . . . . . . . . . 13
LET’S THINK ABOUT IT …………………………………… 14
Strategy 1…………………………………………. 15
Strategy 2…………………………………………. 16
Strategy 3…………………………………………. 16
Strategy 4…………………………………………. 17
Activity 4: “What If?” ……………….………… 18
LET’S TALK ABOUT IT! ……………………………………. 19
To sum it up! ………………………………………. 19
LET’S DO IT! ……………………………………………….. 20
Activity 5: ”Keep on Caution.”………………… 20
Additional Activities..…………………….…………….… 21
Activity 6: “Let’s Read between the Lines”..… 21
Activity 7: “Look Through and Get To Know Me . . 22
Activity 8: “I Can Infer” . . . . . . . . . . . . . . . . . . . . . 23
Activity 9: “Look Me Out! Make Your Mind Up!”. . 24
Activity 10: “Sense Me Right”…………….. . . . . . 25
Activity 11: “I am a Mystery Box”……….……….. 26
Activity 12: “Read and Tell Me!!”……………… 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.

Lolo’s Farm Buddies

Once, my Lolo had a carabao and a cow. They are both Lolo’s buddy
in the farm. The carabao was bigger but the cow worked just as hard as the
carabao. One day, the carabao cried, “It is just too hot to work all day!”
“Let’s go swimming, would you?” asked the cow. “It will cool you off.” The
carabao happily agreed. They went off without my Lolo’s consent. Before
swimming, they hung their skins on a tree branch. But it wasn’t long till Lolo
went looking for them. Upon seeing, they rushed to put on their skins. Rushing
that fast, 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.

1. Long before, what was one major difference between the

cow and the carabao?
A. The carabao was bigger than the cow.
B. The cow had sagging skin while the carabao had tight skin.
C. The carabao had sagging skin while the cow had tight skin.
D. The carabao worked at night while the cow worked in the day.
2. What might be the reason, why my Lolo was happy?
A. The cow and the carabao will work together.
B. The cow and the carabao do not leave the farm.
C. The carabao and the cow are both big.
D. The cow and the carabao always play.
3. What word describes my Lolo in the story?
A. kind C. funny
B. cruel D. hardworking
4. What does the phrase “without consent” mean?
A. do not have permission C. was not informed
B. has not rested D. do not know
5. What if the carabao and the cow had not interchanged their skins?
A. The carabao will not grow.
B. The cow will grow lazy
C. It will not be that cows have sagging skin while carabaos have
tight skin.
D. The carabao will always be the farmers’ best friend.

6
 The Madam Principal
The school was so happy in that day. They got the new principal
named- Madam Romero! On Monday morning, Madam Romero made her
first announcement. “All students could chew gum in class!” She later walked
around in school. She stopped in to play with the Grade 7 students. She
listened to a story with the Grade 8 class. There were boys just playing game
in the outside, so she joined their game. The morning flew by! At recess,
Madam Romero made her next big announcement: “Recess would be an
extra ten minutes! She could hear all the students cheering. In the afternoon,
she played on the principal’s computer. At the end of the day, Madame
Romero made her last announcement. She was sure this one would make all
the students happy. “Attention students! This is your principal, Madam
Romero. I am happy to tell you that there will be no homework for anyone
today!” Cheering and laughter came from the classrooms. Being the
principal, “I tell this so”.

6. Upon reading the title and the onset of the story, what was you first
impression of the story?
A. The story is serious. C. The story is funny.
B. The story is sad. D. The story is furious.

7. As you had ended reading the story, how did it end?

A. The story is serious. C. The story is funny.
B. The story is sad. D. The story is furious.

8. If all Principals would be that of same kind of Madam Romero, how

Would you tell on the learning of the school?
A. There would be quality learning.
B. Learning would be exciting.
C. Learning is a challenge.
D. Learning would be sad story.

9. “I tell this so”, how would you characterize the Principal in the story?
A. gentle C. demanding
B. kind. D. talented

10. If you would change the story’s title, what would it be?
A. The Ideal Principal C. The Funny Principal
B. One of a Kind D. What a Madam Principal

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

questions that follow.

11. What ambiance is being displayed in the picture?

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

12. If that girl is Tarra, what happen to her before going to that beautiful
flower garden?
A. She celebrated a happy birthday. C. Excited to go in that place.
B. She got low score in her test. D. Went for an errand.

13. What message can you give out of the picture?

A. Tara is a responsible girl. C. Tara is happy go lucky.
B. She always chooses to be happy. D. It’s nice to have a friend

14. What if it will rain immediately?

A. Tara will rush home. C. She will eat her “baon”.
B. She will sleep there. D. She will cry heavily.

8
 KNOW KNOW PLAN DO
THE THE YOUR YOUR
PROBLEM CAUSES ACTION PLAN

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

A. Follow the directions of the arrow.
B. Start solution with “know your action”.
C. Look at every step you do.
D. End with your plan.

16. That picture is very applicable to:

A. Boys and girls playing in the plaza.
B. Set of people planning for a project.
C. Solve a burning fire.
D. Cross the falling bridge.

17. Plan of Action is the product of:

A. Wide array of knowledge
B. Knowing the Causes
C. Knowing the Problem
D. Both B & C

18. My Plan of Action in a project will succeed if:

A. It shall proceed immediately to catch time schedule.
B. It has passed thru knowing the cause and planning of action only.
C. It has passed thru knowing the problem and done thoroughly.
D. It has passed thru knowing the problem, knowing the cause and
planning of action.

9
19. Based on the picture, what should one do?
A. Wear your mask before leaving the house.
B. Wash your hands before leaving the house.
C. Look at the blocks.
D. Careful on your way to work.

20. What if a man won’t wear his mask in going to work?

A. He will breathe the fresh air.
B. He might be contaminated with the Corona Virus.
C. He would meet accident along the way.
D. He would snob his friend for not sharing him a mask.

God bless dear Learners…

Ma’am JO

Photo Credit: ZN
10 Illustrators Team
 LET’S TRY!
Activity I: “Why & What?”
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: “Why & What?”, Let’s get
started with merry and sad pictures here. All you have to do is... enjoy
the picture, then based on the given line, tell: Why it happened?
What will happen?

Directions: Fill-up the corresponding boxes of your answers based on the

given situation of the respective faces.

Why it happened? What will happen?

I got a score of 8 out of 10 items.

I must win the game.

Hey, wants to play with me?

tems.

Why are you that bad?

I must win the game.

Yes, tomorrow is the day!

Photo Credit: ZN
11
Illustrators Team
 Activity 2: “Read My Line, Catch My Mind!”

Say: Readers, let’s translate what is said to what it really meant.

With “Read My Line, Catch My Mind!”, you will learn to draw your
own thought what is meant behind, to what is said.

Directions: Choose the letter of the right translation below of the given line.
Write the letter of your answer on the space provided for.

1. It’s not you, it’s me. _________

A. Let’s not kid ourselves, you’re B. I am really the problem of our

definitely the reason we’re breaking up. relationship.

2. ”Nothing.” (from a man) _________

A. No, I am not angry at you. B. My mind is—as usual—a

complete blank.

3. ”Nothing.” (from a woman) _________

A. I’m too angry to tell you. B. I’m just okey.

4. ”What’s wrong?.” (from a man) __________

A. What did I do wrong? B. What is your problem?

_____
5. ____________
”What are you thinking?”
(from a woman)
‘s not

A. I don’t care on you. B. What are you thinking?

12
Activity 3: “Treating Traits Right!” (Values Formation)

Directions: By inference, match the pictures in Column A with its appropriate

traits in Column B by putting an arrow accordingly.

A B
1.

Helpful

2.

“Bayanihan” spirit

3.

Patriotic

4.

Respectful

5.

Industrious

13
 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?

• What skills did you develop in the previous activities?

Look here!

• I observed my Papa and Mama both very silent at

home for three days. They didn’t even eat together.
But my Mama didn't say anything.

• 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.

The following will be asked more:

In the passage, what happened to Papa and Mama?

What lines in the passage made you say that?

What do you think are the skills being developed here?

14
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:

Jill and Jea, both five-

year old girls are happily
hopping at the backyard.
They enjoy so much due to
the fine weather. While
jumping and hopping, a big
bee landed on Jea’s arms.
Their yes both grow large!

1. What do you think will happen next?

____________________________________________________________

2. Why do you say that?

____________________________________________________________

15
 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:

Covid-19 is widely spreading in our barangay.

Now I think…

I think…

Finally

16
 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…

Write one sentence in each requirement:

Elaborate __________________________________________________
Predict _____________________________________________________
Confirm ____________________________________________________

Jenny forgot her

lamp beside her until
she got sleep.
Unknowingly, she
pushed the lamp
and it burnt into fire.

Write one sentence in each requirement:

Elaborate __________________________________________________
Predict _____________________________________________________
Confirm ____________________________________________________

Photo Credit: ZN
Illustrators Team
17
Activity 4: “What If?”.
Say: Boys and girls, life is…“What If?”. I have here three blocks for you. They
are exciting because if you see yourself, they are your body essentials.
What if you will lose any of these? Oh God forbids.

Directions: Block 1 shows your body parts. Block 2 contains missing parts. Fill in
the boxes in Block 3 how would life be without these parts.

BLOCK 1 BLOCK 2 BLOCK 3

18 Photo Credit: ZN
Illustrators Team
 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 5: “Keep on Caution!”

Say: Boys and girls, in as much as, in everything you do, “Keep Cautioned”.

Directions: The pictures below show signals. Translate the meaning

of each picture to one sentence respectively:

1. ________________________________
_____________________________.

2. __ _____________________________
______________________________.

3. ____________________________
____________________________.

4. ______________________________
______________________________.

5. _____________________________
______________________________.

Photo Credit: ZN
20 Illustrators Team
* Additional Activities

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:
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 him by her
English teacher. _________________________________________________
__________________________________________________________________

Scene 2:
1. Jay steals his friend’s money.
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: “Look Through and Get To Know Me!”

Directions: Name objects or items from the given picture and write them on
numbers 1 to 4. Then identify what the picture is all about. Write this
answer on the center box.

1. 2.

1 2 1 2

Picture 1 Picture 2

3 4 3 4

3. 4.

1 2
1 2

Picture 3 Picture 4

3 4
3 4
5.

1 2

Picture 5

3 4

22
Activity 8: “I Can Infer!”

Directions: Make an inference by combining “what you already know“ with

the given text.

What You
Given Text My Inference
Know in Mind
Know

Example:

Plants need Plants are placed The plants are

outside. growing well.
sunlight.

1.

Milk is good for The baby is crying.

babies.

2.

Our barangay is Mother forgets to

on MGCQ. wear mask.
Plants need outside.
3.
sunlight.

Our class will I don’t see any

start at 7:30 am. motorcycle for travel.

4.

The visitors are Our breakfast is

expected at 8:00am. not yet ready.

5.

The rain will usually But the sun is still

fall in the afternoon. shining brightly.

23
ACTIVITY 9: “Look Me Out! Make Your Mind Up!”

Directions: Predict the outcome. Consider the passage and the picture as
bases in predicting outcome. Write your answer in the box.

1. Vance was just alone at home.

He stayed at the reading corner when the sun
slowly covered with dark cloud and it started to rain.
Suddenly, he felt everything was trembling.

2. One beautiful morning, Nikko woke up happily.

He took a bath and breakfast vigorously.
Then he remembered the mango seeds which
his mother told him to plant at the backyard.

3. Jacky waited her first Learning Activity Sheets

to be brought home by her uncle Lando from school.
Hours passed, her uncle did not come.
Still, she waited it patiently. Unfortunately, her teacher
Rutchie chatted her that she had fever. The next day,
her uncle Lando brought the LAS to her that
made her very excited.

4. Shantal always talked about her grandparents even to her friends.

She did’t visit them for a couple of months because her
parents were busy with their works and did not allow her to go.
One morning, she felt very excited.

5. Angela was tired of doing household chores

for the whole day. So, she slept early that evening.

24
ACTIVITY 10: “Sense Me Right!”

Directions: Look at the pair of pictures and the verb in each item. Predict the
possible outcome from each set. Write your answer on the box
provided.

1. eats

2. wears

3. read

4. practices

5. plans

25
Activity 11: “I am a Mystery Box.”

Directions: Find out what item/items is/are inside the mystery box based on
the description given. Write your answer in the clouds.

1. I have so many features.

I can text, I can call.
I can connect even if it’s miles away.
You can play and listen to music with me.

2. I can write, I can draw.

I can note what you want to know.
You can bring me anywhere you go
and sign your important documents, too.

3. “I do” or “Yes I will marry you”,

those are the words you can hear
when you wear me at your finger.
I symbolize eternal love and commitment
in a relationship.

4. I am in demand especially in the new normal .

You said you can hardly breathe
but still wears me because I am in need.
Don’t you worry, I will keep you Covid- safe.

5. I am something that you wear.

I always come in pair.
I am worn on your feet as you go to places.
Reminder, I have some laces.

26
Activity 12: “Read and Tell Me”

Directions: Read the passage and answer the questions that follow.

Mrs. Romero was reading a letter. After reading it, she said,
“children, Frits is absent today. She’s in the hospital for few days. I’m
sure you would like to do something for her”.

1. Who wrote the letter Mrs. Romero read?

A. Frits C. neighbor
B. Frits’ mother D. friend
2. What will Frits’ classmates do?
A. They will wait for Frits in school.
B. They will buy for Frits a toy to play with.
C. They will visit Frits.
D. They will call the doctor.
3. How did the story end?
A. Frits stayed in the hospital for one year.
B. Frits went back to school after few days.
C. Frits never went back to school.
D. Frits dropped out from school.

“It’s raining very hard, mother”, father said. “Will the children go
to school?” Just then Mimi came out from her room. She was holding
her little radio. She looked very happy. She jumped and laughed when
she heard something.

4. Why was Mimi holding her little radio?

A. To find out if there would be classes.
B. To find out if they have homework.
C. To find out who won the contest.
D. To find out where is her teacher.
5. Why did Mimi jump when she heard something?
A. It was raining hard.
B. The radio said there was no class.
C. She won the contest.
D. There is a bad news.
6. What will happen if children play long in the rain?
A. They will get excited.
B. They will get tired.
C. They will get sick.
D. They will get bored.

27
 • Post-ASSESSMENT

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

Lolo’s Farm Buddies

Once, my Lolo had a carabao and a cow. They are both Lolo’s buddy
in the farm. The carabao was bigger but the cow worked just as hard as the
carabao. One day, the carabao cried, “It is just too hot to work all day!”
“Let’s go swimming, would you?” asked the cow. “It will cool you off.” The
carabao happily agreed. They went off without my Lolo’s consent. Before
swimming, they hung their skins on a tree branch. But it wasn’t long till Lolo
went looking for them. Upon seeing, they rushed to put on their skins. Rushing
that fast, 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.

1. Long before, what was one major difference between the

cow and the carabao?
A. The carabao was bigger than the cow.
B. The cow had sagging skin while the carabao had tight skin.
C. The carabao had sagging skin while the cow had tight skin.
D. The carabao worked at night while the cow worked in the day.
2. What might be the reason, why my Lolo was happy?
A. The cow and the carabao will work together.
B. The cow and the carabao dot not leave the farm.
C. The carabao and the cow are both big.
D. The cow and the carabao always play.
3. What word describes my Lolo in the story?
A. kind C. funny
B. cruel D. hardworking
4. What does the phrase “without consent” mean?
A. do not have permission C. was not informed
B. has not rested D. do not know
5. What if the carabao and the cow had not interchanged their skins?
A. The carabao will not grow.
B. The cow will grow lazy
C. It will not be that cows have sagging skin while carabaos have
tight skin.
D. The carabao will always be the farmers’ best friend.

28
 The Madam Principal

The school was so happy in that day. They got the new principal
named- Madam Romero! On Monday morning, Madam Romero made her
first announcement. “All students could chew gum in class!” She later walked
around the school. She stopped in to play with the Grade 7 students. She
listened to a story with the Grade 8 class. There were boys just playing game
in the outside, so she joined their game. The morning flew by! At recess,
Madam Romero made her next big announcement: “Recess would be an
extra ten minutes! She could hear all the students cheering. In the afternoon,
she played on the principal’s computer. At the end of the day, Madame
Romero made her last announcement. She was sure this one would make all
the students happy. “Attention students! This is your principal, Madam
Romero. I am happy to tell you that there will be no homework for anyone
today!” Cheering and laughter came from the classrooms. Being the
principal, “I tell this so”.

6. Upon reading the title and the onset of the story, what was you first
impression of the story?
A. The story is serious. C. The story is funny.
B. The story is sad. D. The story is furious.

7. As you had ended reading the story, how did it end?

A. The story is serious. C. The story is funny.
B. The story is sad. D. The story is furious.

8. If all Principals would be that of same kind of Madam Romero, how

would tell the learning of the school?
A. There would be quality learning.
B. Learning would be exciting.
C. Learning is a challenge.
D. Learning would be sad story.

9. “I tell this so”, how would you characterize the Principal in the story?
A. gentle C. demanding
B. kind. D. talented

10. If you would change the story’s title, what would it be?
A. The Ideal Principal C. The Funny Principal
B. One of a Kind D. What a Madam Principal

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

11. What ambiance is being displayed in the picture?

A. It’s a raining sunset. C. It’s a fine sunny day.
B. It’s a cloudy morning. D. It’s beautiful glowing day.
12. If that girl is Tarra, what happen to her before going to that beautiful
flower garden?
A. She celebrated a happy birthday. C. Excited to go in that place.
B. She got low score in her test. D. Went for an errand.
13. What message can you give out of the picture?
A. Tara is a responsible girl. C. Tara is happy go lucky.
B. She always chooses to be happy. D. It’s nice to have a friend
14. What if it will rain immediately?
A. Tara will rush home. C. She will eat her “baon”.
B. She will sleep there. D. She will cry heavily.

KNOW KNOW PLAN DO

THE THE YOUR YOUR
PROBLEM CAUSES ACTION PLAN

30
15. Based on the picture, what should one do?
A. Follow the directions of the arrow.
B. Start solution with “know your action”.
C. Look at every step you do.
D. End with your plan.
16. That picture is very applicable to:
A. Boys and girls playing in the plaza.
B. Set of people planning for a project.
C. Solve a burning fire.
D. Cross the falling bridge.
17. Plan of Action is the product of:
A. Wide array of knowledge
B. Knowing the Causes
C. Knowing the Problem
D. Both B & C
18. My Plan of Action in a project will succeed if:
A. It shall proceed immediately to catch time schedule.
B. It has passed thru knowing the cause and planning of action only.
C. It has passed thru knowing the problem and done thoroughly.
D. It has passed thru knowing the problem, knowing the cause and
planning of action.

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

A. Wear your mask before leaving the house.
B. Wash your hands before leaving the house.
C. Look at the blocks.
D. Careful on your way to work.
20. What if a man won’t wear his mask in going to work?
A. He will breathe the fresh air.
B. He might be contaminated with the Corona Virus.
C. He would meet accident along the way.
D. He would snob his friend for not sharing him a mask.

31 Photo Credit: ZN
Illustrators Team
 GLOSSARY

The following terms used in this brochure are operationally defined as follows:
calamity (noun) - an event causing great and often sudden damage
or distress; a disaster
caution (noun) –- care taken to avoid danger or mistakes
clue (noun) – -----a fact or idea that serves as a guide or aid in a task or
problem
confirm (verb) –- establish the truth or correctness
elaborate (verb) – develop or present in detail
flash (verb) –----- move or pass very quickly
guess (verb) – ---estimate or suppose (something) without sufficient
information to be sure of being correct
imagine (verb) – form a mental image or concept
imply (verb) –--- strongly suggest the truth or existence of something not
expressly stated
infer (verb) –---- deduce or conclude (information) from evidence and
reasoning rather than from explicit statements
inference (noun) – a conclusion reached on the basis of reasoning
outcome (noun) – the way a thing turns out
predict (verb) –- say or estimate that (a specified thing) will happen in
the future or will be a consequence of something
preview (noun ) – an inspection or viewing of something before it is
bought or becomes generally known and available
valid (adj.) –----- having a sound basis in logic or fact
vigorously (adverb) – in a way that involves physical strength, effort, or
energy; strenuously

32
 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 inference
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