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Teacher C has presented a reading lesson to

Inc. her students. The lesson went on for a span of a
3RD Flr. La Suerte Bldg., Rizal Ave., San Pablo City week. After a day or two, when the teacher
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introduced a new lesson that requires them the
knowledge of the previous lesson, the students
no longer remember it. What could be the cause
CURRICULUM DEVELOPMENT of this problem?
AND DEVOPMENTAL READING a. There was a lack of constant drill and
POST-TEST APRIL 2010
practice given by the teacher.
b. The text used and the instruction given in the
1. In the bottom-up perspective, a reader could previous lesson is within the students’
read a text when he/she independent level.
a. uses his prior knowledge to make sense of c. There was a lack of activities that integrate
the text. the students’ background experiences to the
b. selects only the meaningful segments in the text presented.
text. d. The text used and the instruction given in the
c. can translate the visual symbols to their aural previous lesson is within the students’
equivalent. instructional level.
d. relates the text to other texts previously read. 7. A reader was asked to fill in words to the
2. Which of the following reading skills or sentences that are found inside the box below.
strategies is the closest to outside-in processing Which of the following cueing systems did the
or reading? reader fail to consider?
a. inferencing The candy is in the sweet. It’s in the inside bowl.
b. outlining
c. predicting outcomes
d. structural analysis a. graphophonic cues
3. Before a reader could read the WORD, he b. syntactic cues
must learn to read the WORLD first. This c. semantic cues
statement implies that d. pragmatic cues
a. students or readers must know the names of 8. A reader read the word “plan” with a
the letter first before they will know what the pronunciation like “plane” in the sentence, “It’s
word means. my plan to sail across the ocean.” The deviation
b. readers must know the sounds of the letters of the reader in reading the text can be explained
first before they will know what the word by the reader’s use of
means. a. syntactic cues
c. words are only representations of the b. semantic cues
concepts that the child or reader knows c. graphophonic cues
before encountering the print. d. pragmatic cues
d. the text supplies the readers with the 9. An office secretary encoded her boss’s
necessary knowledge they need to make memorandum for the company’s employees.
sense of the print. The boss returned the memo to the secretary
4. Teacher A explicitly teaches his/her students along with the note, “Please justify this!” The
the rhetorical patterns of an informational text secretary felt bad and wanted to resign
taken from a science textbook. Which of the immediately because she thinks that it’s not her
following does the teacher want to develop in the job to explain the contents of the memo. What
reader? cueing system did the secretary fail to consider?
a. print skill a. graphophonic
b. content schemata b. syntactic
c. formal schemata c. semantic
d. vocabulary knowledge d. pragmatic
5. Teacher B uses the timeline as a graphic 10. A reader was asked to read the sentence
organizer to teach the readers to understand a found inside the box below. Instead of reading
given expository text. Which of the following the word “moved”, he substituted it with the
organizational structures might be the one used word “ran”. Which of the cueing systems could
in the exposition of the text’s information? have interfered his reading so that he manifests
a. cause and effect such a deviation from the text?
b. comparison and contrast The car moved fast.
c. enumeration-description
d. sequence or procedural
a. graphophonic cues

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 b. syntactic cues d. subvocalization.
c. semantic cues 17. Regression is BEST when the reader uses it
d. pragmatic cues as a means to
11. Which of the following refers to the a. search for keywords in a text.
movement of the eyes across a line of text? b. monitor comprehension when the text seems
a. saccades not to make sense.
b. fixation c. read a passage all over again.
c. clustering d. highlight important lines in the text for
d. regression retrieval purposes.
12. A reader was asked to read a short story. 18. Teacher D entered the classroom and posted
When the reader started reading the text, he images that she has taken from the story she is
encountered several words that are unfamiliar. about to tell the students. Before she started
He tried to pause for a moment and tried to telling the story to the class, she grouped the
convert the word from visual to aural. Which of students and asked them to make a story out of
the following physiological correlates of the pictures posted on the board. Which of the
effective reading does the reader evidently following approaches reflects the practice of the
practice in this situation? teacher?
a. saccadic movements a. Explicit Phonics
b. return sweeps b. Basal Approach
c. fixations c. Embedded Phonics
d. clustering d. Language Experience Approach
13. The following are the reasons why fixation is 19. Teacher E entered the classroom and showed
not encouraged at times EXCEPT for a list of word families like cat, mat, fat, rat, pat,
a. Fixation allows readers to think of the and bat. This practice clearly shows that the
meaning of a word encountered. teacher employs
b. Fixation slows down fluency. a. Whole-language approach.
c. Readers are given the chance to do b. Language experience approach.
subvocalization when they fixate. c. Literature-based approach.
d. Too much fixation results to poor d. Phonics approach.
comprehension. 20. A student asked the teacher to tell him the
14. It refers to the learned ability to see words in meaning of the word “disestablishmentarianism”,
groups rather than as individual words. which is found in the text that the student read.
a. subvocalization Instead of explicitly stating the meaning of the
b. regression word, the teacher asked the student to segment
c. fixation the word and look for its base word, prefix, and
d. clustering suffixes so that they may construct the meaning
15. You asked a group of students to read a of the word through these word parts. Which of
passage silently. After a minute of observation, the following vocabulary strategy did the teacher
you noticed that they are moving their lips as use to help the students arrive at the meaning of
they do saccadic movements along the page. the unfamiliar word?
Which of the following terms refers to the a. semantic feature analysis
practice that you have observed from your b. semantic mapping
students? c. structural analysis
a. subvocalization d. context clues
b. regression 21. You were given a long passage to read in a
c. fixation short period of time. Along with the passage,
d. clustering you were also asked to answer questions
16. You asked your students to silently read the regarding the text you have read. Which of the
passage you have prepared for them. The following reading strategies should you use to
passage is all about arthropods. As a student go successfully meet your aim?
over his passage, you noticed that he sweeps his a. skimming
hands along the page. After a while, his b. scanning
eyebrows met, as if he doubts what the passage is c. close reading
all about. You noticed that he made return d. summarizing
sweeps to the text in a backward manner, as if 22. You want your students to give you a
trying to search for a previously read word. This detailed account of what they have understood
situation implies that the reader is doing from the story you have all read in the classroom.
a. regression. Which of the following assessment measures,
b. saccades. tools, or procedures should you use to meet your
c. fixation. goal?

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 a. think-aloud time block. This situation clearly shows that the
b. cloze procedure principal prefers to use
c. miscue analysis a. core curriculum design.
d. standardized tests b. correlated subjects design.
23. A teacher wants to know the current c. broad-fields curriculum design.
functional reading level of a student in her d. single-subject curriculum design.
reading class in terms of word recognition. 29. The sub-processes of curriculum planning,
Which of the following assessment measures, organization and designing, implementation and
tools, or procedures should the teacher use to evaluation sum up the process of
meet her aim? a. curriculum and instruction.
a. think-aloud b. curriculum management.
b. miscue analysis c. curriculum development.
c. standardized tests d. curriculum assessment.
d. informal reading inventory 30. When the aim of the curriculum is to provide
24. You want to know the quality of responses the learners with the needed skills in this ever-
the students make as they process a text while changing world, the curriculum reflects the belief
they are in the act of audibly reading it. You that it should
recorded their reading and found out that they a. provide learner’s with the knowledge needed
stop at times and give personal reactions to the for social relevance.
text. Some of the students’ reactions are even b. perpetuate cumulative tradition of organized
stated in their mother tongue. Which of the knowledge.
following assessment tools or procedures refers c. provide avenues for the students to do self-
to this practice? expression.
a. think-aloud d. allow learner’s self-actualization.
b. miscue analysis 31. The following statements are characteristics
c. standardized tests of the subject-centered curriculum EXCEPT for
d. cloze procedure a. The main task is mastery learning.
25. You want to know the range of your b. The teacher has full control of the lesson.
students’ vocabulary, graphophonic knowledge, c. There is a high level of cooperative
syntactic knowledge, semantic knowledge, and interaction.
pragmatic knowledge by filling in gaps within an d. It covers much of the content in a short span
information. Which of the following should you of time.
use to achieve your goal? 32. The phase of curriculum development which
a. think-aloud involves a survey of the current needs of the
b. miscue analysis learners and the demands of society is curriculum
c. standardized tests a. planning.
d. cloze procedure b. evaluation.
26. Teacher A has found out that the results of c. organization.
the curriculum that was implemented call for an d. implementation
alteration in the set of objectives and 33. Ms. Oliveros, a language teacher, has
competencies. Which of the following noticed that Bryan, a diagnosed dyslexic child,
curriculum development stages does teacher A has already improved in his reading, writing,
want to happen? gross, and fine motor abilities. She
a. curriculum planning recommended to her principal that Bryan should
b. curriculum evaluation be learning in a regular classroom. Which of the
c. curriculum change following does the teacher want to happen?
d. curriculum improvement a. promotion
27. Ms. Natividad, a classroom teacher, wants to b. intervention
try-out to her class another strategy she has c. inclusion
learned from a seminar-workshop she has d. exclusion
attended. Which level of curriculum is shown in 34. When developers try to obtain relevant
this situation? information to be able to judge the worth of an
a. societal educational program, its product, procedures, and
b. experiential objectives, the developers are in the process of
c. instructional curriculum
d. institutional a. planning.
28. Mr. Reyes, the principal of Bagumbato b. designing.
National High School, opted to use the c. evaluation.
curriculum that employs the integration of d. alignment.
Music, Arts, P.E., and Social Studies on a longer

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35. Johnny, a junior high school student,
connected his lesson on fractions with his Social
Studies lesson on land ownership during the time
of Feudalism. Which curriculum design element
is reflected in Johnny’s practice?
a. articulation
b. integration
c. continuity
d. balance
36. Teacher B wants to give his student the
freedom to choose what to learn and believe, and
allow the student to set his own identity and
standards. Teacher B clearly shows that he
believes in
a. Realism.
b. Idealism.
c. Perennialism.
d. Existentialism
37. A curriculum developer wants to combine
geography, civics and culture, and history to
complete the subject area of Social Studies. The
curriculum developer clearly manifests favor for
the
a. correlated subjects curriculum design.
b. broad fields curriculum design.
c. fused curriculum design.
d. core curriculum design.
38. Teacher C has found out that there was a
mismatch between the content she was teaching
in the class and the competencies tested in the
standards-based assessment (SBA) given after a
year of instruction. This situation calls for
curriculum CURICULUM DEVELOMENT
a. planning. 1 c   21 b
b. designing. 2 d   22 retelling
c. alignment. 3 c   23 d
d. implementation. 4 c   24 a
39. The following are characteristics of the 5 d   25 d
experience-centered curriculum EXCEPT for 6 c   26 c
a. The classroom activities are cooperatively 7 b   27 c
controlled by the learner and the teacher.
8 c   28 c
b. The emphasis is on the holistic development
9 d   29 c
of the individual learner.
c. Education aims to develop a socially creative 10 c   30 a
individual. 11 a   31 c
d. Facts and knowledge are to be mastered for 12 c   32 a
future use. 13 a   33 c
40. The students’ first languages are to be the 14 d   34 c
medium of instruction during the first three years 15 a   35 b
of formal schooling both in the public and 16 a   36 d
private schools. Which of the following 17 b   37 c
stakeholders in curriculum development asks for 18 d   38 c
this requirement? 19 d   39 d
a. parents
20 c   40 d
b. teachers
c. publishers
d. legislators

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