i

IMPROVING GRADE 2 PUPILS’ SKILLS IN IDENTIFYING

STORY ELEMENTS USING GRAPHIC CARDS

An Action Research Final Report Submitted to the Department of

Education Cordillera Administrative Region
School Year 2020-2021

Submitted by

RUBY MAY S. CADIZ

Teacher III
Sulbec Primary School
Schools Division of Abra

June 8, 2021
ii

Abstract

Title: IMPROVING GRADE 2 PUPILS’ SKILLS IN IDENTIFYING

STORY ELEMENTS USING GRAPHIC CARDS
Researcher: RUBY MAY S. CADIZ
School/Office: SULBEC PRIMARY SCHOOL
Email Address: rubymay.cadiz @deped.gov.ph
Date: June 8, 2021

This study sought This study aims to determine the extent use of graphic
cards in reading skills development in inferencing ,cause-effect relationship.

. It also aimed to identify the the level of the performance of the Grade 2 Pupils in
identifying story elements before the use of the graphic cards during the modular teaching-
learning processes. The participants of this study are the 12 grade 2 pupils. They were
being selected through purposive sampling technique in order to comply with the IATF rules
and regulations. The restriction is a valid reason in using the purposive sampling technique.

. The Purposive sampling is one of the most cost-effective and time-

effective sampling methods available. Purposive sampling may be the only appropriate
method available if there are only limited number of primary data sources who can contribute
to the study.
The MPS being obtained in the third quarter assessment will supply the research
findings. The results of the written and performance-based activities will also be a reference
for either improvement or low performance.

Keywords: graphic cards, inferencing

iii

Acknowledgment

The researcher would like to extend her gratitude to the people behind the success of

this study.

Ursalina P. Panelo, the Principal I of Sulbec Primary School for endorsing the

conduct of this study.

Jaeriel R. Bersamina, the Division Research Coordinator for the encouragement,

support and insight that led to the betterment and success of this endeavor.

The teachers of Sulbec Primary School for their unending support and

participation during the conduct of this study.

The Almighty Father, for the knowledge and wisdom that he bestowed on me.
 iv

TABLE OF CONTENTS
Page No.

Title Page…………………………………………………………………………………….. i

Abstract………………………………………………………………………………………. ii

Acknowledgment……………………………………………………………………………. iii

Table of Contents…………………………………………………………………………… iv

Context and Rationale……..………………………………………………………..……... 1

Action Research Questions………………………………………………………………... 5

Innovation, Intervention and Strategy……………………………………........................ 6

Action Research Methods

Participants……………..………………………………………………………………... 7

Data Gathering Methods...……………………………………………………………... 7

Data Analysis Plan….…………………………………………………………………… 9

Ethical Issues……………………………………………………………………………. 9

Discussion of Results and Reflection ...………………………………………………. 9

 v

Conclusion and Recommendation……………………………………………………... 14

Action Plan………………………………………………………………………………….. 15

Financial Report…………………………………………………………………………… 16

References………………………………………………………………………………….. 17

Appendices

A Letter to the school principal...…………………………………………............... 18

B Consent form of Respondents ……………………………………………………. 19

C Consent Form of Parents …………………………………………………………... 20

D Pre-test ……………………………………………………………………………… 21

E Post Test ………………………………………….……….................................... 22

1

`Context and Rationale

CONTEXT AND RATIONALE

Reading is a complex process that involves sensation, perception, comprehension,

application and integration. It is the process of making and getting meaning from printed
words and symbols. Reading as a whole, is a means of communication and of information
and ideas. As a matter of fact Aracelo (1994) as cited by Panerio [1] reported that “85% of
the things that people do involve reading”. Individuals read street signs, advertisements,
menus in restaurants and recipes from cook books, dosage of medicine and others.

Moreover, reading is the foundation of academic success and life learning. One
article from Philippine Star [2] states that: “The undeniable fact remains that majority of
Filipino students do not possess the ability and motivation to read. In 2007, the Department
of Education reported that 70 percent or our learners are incapable of reading within the
expected level. This is the situation of reading achievement intensifies in the Philippines as
evaluated by Scholastic Inc., the world’s largest publisher and distributor of children’s book”.

Due to the fast evolving world and changing technology it cannot be denied that
sometimes reading is taken for granted. Former DepEd Sec. Abad deplored the poor
performance of the pupils’ assessment test and said that, the low scores in English,
Mathematics and Science can be attributed to pupils’ lack of ability in basic reading and
comprehension.

In December 2019, Malacañang said the “poor reading comprehension of Filipino

students is a reality.” In a 2018 global survey called Program for International Assessment
(PISA) among 600,000 students worldwide, Filipino students around the age of 15 got a
rating of 340 points in reading comprehension, lower than the average of 487 points.
Consequently, in the said study, the Philippines ranked last among 79 countries.

Malacañang has taken this constructively, however, and rather considered it a

challenge to otherwise “make improvements in the state of Philippine education.” The news
hit the teachers hard, especially since we consciously and religiously labor six days a week
in teaching our lessons to our students, teaching them with the prescribed materials and
even working longer hours to comply with and submit the needed paperwork.
2

A Filipino child needs to develop higher order skills and functional literacy. It is given
that any Filipino child with sufficient reading skills would have greater chances of success in
school compared to a child whose reading skills are poor and more often than not, those
with poor reading skills when assessed properly are diagnosed with reading disability. Poor
reading skill is manifested with poor comprehension, wrong pronunciations, among others.If
no proper intervention is administered early, it could affect the academic, social and
psychological development of the child. As such, proper and correct diagnosis of reading
disability as early as possible appears to be essential.

The assessment of one’s

academic achievement is
vital and
important in the
development of an institution
as well as the student’s
they.
When academic achievement
of students are assessed, their
abilities are always
3

taken into consideration as

what they have achieved is
largely influenced by
their capacity to do it; for
example, a good grade in a
subject is partly based on
the ability of that student for
that particular subject.
Accurate assessment of
student’s academic abilities
is very important because
academic abilities has
been identified as one of
the most crucial variables
related to effective
4

instructional planning and

positive student outcomes
(Fuchs & Fuchs, 1986;
Shinn, 1998; Ysseldyke &
Christenson, 1987). It has
been argued that without a
valid assessment of student’s
academic skills, instructional
decision-making is
unlikely to promote
academic competence
(Martens & Witt, 2004).
Given the
importance of academic
assessment, a variety of
measures have been developed
5

that can be used for that

purpose. These measures
include group-administered
achievement batteries, norm-
referenced tests of academic
achievement and
criterion-referenced measures
of academic skills (Eckert,
Dunn, Coding,
Begeny,& Kleinmann, 2006).
Although a number of
assessment measures are
available for measuring the
global academic achievement
of students, there are
6

also measures that are more

specific wherein a particular
subject has been
targeted. Through the years,
several measures of
assessment in reading have
been developed as discussed
by Cain and Oakhill (2006).
According to them
there are different reasons
why practitioners and
researchers need to assess a
child’s reading ability. This is
usually done to monitor
progress, to detect and
7

diagnose reading difficulties

and to test psychological
theories of the cognitive
skills that underpin reading
development and disorders.
In addition, Hale et al.
(2011) identified reading as
one of the greatest areas that
assessment is needed
as reading skills deficits can
interfere with skill
development across different
academic subject areas,
vocational skills and daily
living skills. In addition,
8

reading skills have also been

linked to students that are
commonly referred for
special education services
(Winn, Skinner, Oliver,
Hale, & Ziegler, 2006). For
whatever each purpose, what
appears to be important is an
accurate assessment
of reading ability. Hence,
the present investigation
where the objective is to
develop and standardize a
tool that could assess the
reading ability of Filipino
9

grades 3 and 4 students

which is in response to the
need for an empirically
validated reading
interventions and assessment
across all grade levels (Hale
et
al., 2011)
cademic achievement is at
the forefront of
any educational institution.
Its increase or
decrease among pupils or
students has
always been the concern of
experts within
10

or outside an institution as
schools and
teachers are increasingly
held accountable for
student achievement (Stipek,
2006; US Department
of Education, 2002).
Academic achievement in
psychology has been loosely
defined as a student’s
previous learning in school.
This would often vary
from one school to another
as it is tied to the
school’s curriculum. Often,
the focus is on
11

common areas of learning or

subject like Reading.
cademic achievement is at
the forefront of
any educational institution.
Its increase or
decrease among pupils or
students has
always been the concern of
experts within
or outside an institution as
schools and
teachers are increasingly
held accountable for
student achievement (Stipek,
2006; US Department
12

of Education, 2002).
Academic achievement in
psychology has been loosely
defined as a student’s
previous learning in school.
This would often vary
from one school to another
as it is tied to the
school’s curriculum. Often,
the focus is on
common areas of learning or
subject like Reading.
cademic achievement is at
the forefront of
any educational institution.
Its increase or
13

decrease among pupils or

students has
always been the concern of
experts within
or outside an institution as
schools and
teachers are increasingly
held accountable for
student achievement (Stipek,
2006; US Department
of Education, 2002).
Academic achievement in
psychology has been loosely
defined as a student’s
previous learning in school.
This would often vary
14

from one school to another

as it is tied to the
school’s curriculum. Often,
the focus is on
common areas of learning or
subject like Reading.
In Sulvec Primary School, 50% of the total number of pupils in grade 2 fall on
frustration level, 30% turned out instructional readers while the remaining percentages are
categorized as independent readers. Further, it revealed that there were factors affecting the
reading comprehension of the pupils.They are not able to develop reading skills. They are
discovered to be low in identifying story elements.

ACTION RESEARCH QUESTIONS

This study aims to determine the extent use of graphic cards in reading skills
development in inferencing ,cause-effect relationship.

Specifically, this study will seek to answer the following:

1. What is the level of the performance of the Grade 2 Pupils in identifying story
elements before the use of the graphic cards during the modular teaching-learning
processes?,
2. What is the level of the performance of the Grade 2 Pupils in identifying story
elements before the use of the graphic cards during the modular teaching-learning
processes?, and
3. Is there significant difference between the performance of the grade 2 pupils in the
pretest and posttest ?
Hypothesis: There is no significant difference between the performances of the grade 2
pupils in identifying story elements before the use of the graphic cards during the
modular teaching-learning processes.
15
16

INNOVATION, INTERVENTION AND STRATEGY

ACTION RESEARCH METHODS

The innovation used, intervention and strategy is the implementation of the

graphic cards during the modular teaching-learning processes.

Reading Comprehension can be difficult for students, even those with great reading
skills. When we ask students to explain their thinking or write about what they read, it’s
almost like we’re asking them to converse in a foreign language.
With the use of the Reading Comprehension Graphic Cards, grade 2 pupils are
supported via sentence frames and vocabulary suggestions specific to the comprehension
skill or strategy you are studying in your classroom. They will learn to discuss and write
about text using high-level academic language with scaffolding.

Graphic cards  are visual illustrations of verbal statements. Frames are sets of

questions or categories that are fundamental to understanding a given topic. These graphic
cards  show at a glance the key parts of the whole and their relations, helping the learner to
comprehend text and develop reading skills.
The primary advantages of graphical cards of data are: facilitates and improves learning:

graphic cards make reading easy to understand and eliminate language and literacy

barriers. Visuals are more effective than text in child’s understanding.

17

Participants and/or other Sources of Data and Information

The participants were 12 grade 2 pupils. They were selected through purposive
sampling technique in order to comply with the IATF rules and regulations. The restriction is
a valid reason in using the purposive sampling technique.

The Purposive sampling is one of the most cost-effective and time-

effective sampling methods available. Purposive sampling may be the only appropriate
method available if there are only limited number of primary data sources who can contribute
to the study.
The MPS being obtained in the third quarter assessment will supply the research
findings. The results of the written and performance-based activities will also be a reference
for either improvement or low performance.

Data Gathering Methods

The researcher made use of the one shot pretest- strategy posttest design.
The time series design is also being used in this study. It will include observations before
and after an intervention. In this case where that is not feasible, a single experimental group
is used. By using the scores of the learners before and after the intervention, the researcher
can better understand the true value of the dependent variable in each participant before the
intervention starts. Additionally, conducting an intervention allows the researcher to see
whether the intervention had lasting effects on participants. Time series designs are similar
to single-subjects designs. In this aspect, the researcher shall record formative
performances of the pupils whereby the results will supply the results of the pretest and
posttest.

Data Analysis

In obtaining the pretest and posttest data, this action research used the
mean and the mean percentage score formula. The results was recorded, tabulated,
analyzed and interpreted.

The following data interpretation norms were used to determine the performance of
the learners may be described as mastered, working toward mastery and needs
improvement which is being based from DO no. 31 s. 2020.
18

Table 1

Level of Proficiency of the Learners

No. of items Mean Percentage Score Description

5-10.00 67-100.00 Mastered

4-9.99 34-66.99 Working Towards Mastery

0-3.99 0-33.99 Needs Improvement

.
The t-test will be used to determine the significant relationship of the performances of
the grade 2 pupils in the pretest and posttest or before and after the use of the intervention
in the modular teaching-learning processes.

Ethical Issues

The researcher used no research procedure that harmed the child either physically or
psychologically. The researcher was also obliged at all times to use the least stressful
research procedure whenever possible. Psychological harm in particular instances may be
difficult to define; nevertheless, its definition and means for reducing or eliminating it remain
the responsibility of the proponent. When the researcher is in doubt about the possible
harmful effects of the research procedures, consultation should be sought from others.
When harm seems inevitable, she is obliged to find other means of obtaining the
information or to abandon the research. Instances may, nevertheless, rise in which exposing
the child to stressful conditions may be necessary if diagnostic or therapeutic benefits to the
child are associated with the research. In such instances careful deliberation by an
Institutional Review Board should be sought.

Discussion of Results and Reflection

This section presents the gathered data in the study. These data were analyzed and

interpreted using appropriate statistical tools that aided the research to come up with

relevant answers to the questions raised in the study.

19

1. What is the score of the pupils in the reading worksheets before using the word wall

strategy?

Table 1. Level of the pupils’ reading competency before using the word wall
Worksheets Mean Descriptive rating

Words 72.58 Developing

Phrases 62.05 Beginning

Paragraph 62.28 Beginning

Overall 65.63 Beginning

Statistical Limits Descriptive Rating

90% and above Advanced

85% - 89% Proficient

80% - 84% Approaching Proficiency

75% - 79% Developing

74% and below Beginning

Table 1 shows the level of the pupils’ reading competency before using the word

wall. It further shows that the overall level of the pupils’ reading competency is rated

“Beginning” with a mean of 65.63. This implies that the pupils’ reading competency is below

the planning standard of 75.00. This is not surprising since the group of pupils included in

this research are part of the reading remedial program and were observed to be having

difficulty in reading especially when reading phrases, sentences and paragraphs.

This became more evident when the pupils posted a rating of “Developing” with a

mean of 72.58 along word reading. Although, said mean is the highest among the three

worksheets, it is still below the division planning standard and it signifies that the pupils are

having difficulties in reading basic sight words. This usually pose a challenge to the teaching

and learning process because without a satisfactory reading skill, it will be difficult for the

pupils to understand a concept being taught.

20

On the other hand, the pupils were rated “Beginning” along phrase reading and

paragraph reading with a mean of 62.05 and 62.28 respectively. These results signify that

before the use of the word wall the pupils are having difficulty in their reading performance

as evident in level of their reading competency that is below the division planning standards.

2. What is the score of the pupils in the reading worksheets after using the word wall

strategy?

Table 2. Level of the pupils’ reading competency after using the word wall
Worksheets Mean Descriptive rating

Words 86.21 Proficient

Phrases 82.95 Approaching Proficiency

Paragraph 76.29 Developing

Overall 81.82 Approaching Proficiency

Statistical Limits Descriptive Rating

90% and above Advanced

85% - 89% Proficient

80% - 84% Approaching Proficiency

75% - 79% Developing

74% and below Beginning

Table 2 presents the level of the pupils’ reading competency after using the word

wall. It shows that the pupils were rated “Approaching Proficiency” with an overall mean of

81.82. This means that the pupils’ reading competency improved after attending the

remedial reading that uses the word wall. It is noteworthy that during the remedial reading

using the word wall, pupils are more engaged in the reading process and are able to

correctly read the word even after the reading session. This is attributed to the fact that word

walls enabled the pupils to independently learn the spelling and pronunciation of a word

even without the assistance of the teacher because it is an organized display of key words

that provides visual reference for learners.

21

Moreover, the pupils in the reading remedial program after the use of the word wall

were rated “Proficient” in their reading competency with a mean of 86.21. This is the highest

mean among the other worksheets that implies that the word wall is most effective in

teaching pupils to read basic sight words. This is attributed to the nature of the word wall that

displays sight words that is kept for a specific duration, usually within a particular unit of

study. Hence, the word wall serves as a visual aid to the pupils and provides immediate

access to important vocabulary words.

On the other hand, the pupils were rated “Approaching Proficiency” along reading

phrases with a mean of 82.95. This means that the pupils’ competency in reading phrases

after the use of the word wall has improved. This improvement is attributed to the teachers’

capacity to use the word wall to enhance classroom instruction and to provide the pupils to

learn word patterns that can be used during writing and reading. Meanwhile, the pupils’

competency along reading paragraphs is rated “Developing” with a mean of 81.82. Although

this is the lowest mean, it signifies that there is an improvement in the pupils’ competency in

reading paragraphs. However, it is noteworthy that students may still have difficulty in

pronouncing the words in the paragraphs because of their exposure or non-exposure to

various external factors such as broadcast media, language use at home, available reading

materials at home and many others.

3. Is there a significant difference in the scores of the pupils before and after using the

word wall strategy?

Table 3.1 Difference in the pupils’ reading competency along word reading
before and after the use of the word wall
N Mean t-stat t-critical Decision

Before use of
11 17.64 4.50 2.23 reject the null
word wall

After use of
11
word wall
22

Table 3.1 shows that there is a significant difference in the pupils’ competency along

word reading as evident in the value of the t-stat of 4.50 that is greater than the t-critical

value of 2.23. Thus, the null hypothesis is rejected. This also means that the word wall is

effective in improving the pupils’ competency in word reading. Congruently, it was observed

that conducting the remedial reading using the word wall open opportunities for independent

learning.

Table 3.2 Difference in the pupils’ reading competency along phrase reading
before and after the use of the word wall
N Mean t-stat t-critical Decision

Before use of
11 9.00 7.35 2.23 reject the null
word wall

After use of
11
word wall

Table 3.2 delineates that the t-stat value of 7.35 is greater than the t-critical value of

2.23. This denotes that there is a significant difference in the pupils’ competency in reading

phrases before and after the use of the word wall. Hence, the null hypothesis is rejected.

This also means that the word wall is also an effective strategy in conducting remedial

reading because of its pupil-centered nature wherein words in the word wall are being

associated with an image to aid the pupils in remembering definitions.

Table 3.3 Difference in the pupils’ reading competency along paragraph

reading before and after the use of the word wall
N Mean t-stat t-critical Decision

Before use of
11 69.82 7.99 2.23 reject the null
word wall

After use of
11
word wall

Table 3.3 shows that there is a significant difference in the pupils’ competency in

reading paragraph as evident in the 7.99 value of the t-stat that is greater than the 2.23
23

value of the t-critical. This rejected the null hypothesis of the study. Furthermore, this result

signifies that the word wall is also effective in harnessing the pupils’ ability to read

paragraphs.

Reflection

After conducting the study, the researcher realized that using a specific strategy

during reading remedial must be considered all the time. Just like the teaching and learning

process which success lies in the effectiveness of the teaching strategy, reading remedial

programs is significantly important to improve not only the pupils’ reading competence but

also their academic performance as a whole. The use of the word wall during reading

remedial made the pupils more responsible of their learnings and made them very much

accountable of their reading competence. Soon, pupils will be able to cope with the

challenges in the classroom because with their improved reading competence, it will be

easier for them to understand the concepts being taught in the classroom.

Conclusion and Recommendation

The data gathered in this action research identified the level of the pupils’ reading

competence along word reading, phrase reading and paragraph reading. It also determined

the difference in the pupils’ reading competence before and after the used of the word wall in

conducting remedial reading. The participants of this study are the Grade II pupils of Sulbec

Primary School who were recommended to attend remedial reading sessions.

It was found that before the use of the word wall in the remedial reading the pupils’

reading competence is rated “Beginning”. Their competence along word reading, phrase

reading and paragraph reading are all rated “Beginning”. On the other hand, the pupils’

reading competency after the used of the word wall was rated “Approaching Proficiency”.

Their competence in word reading was rated “Proficient”, their competency in reading
24

phrases was rated “Approaching Proficiency”, while their competency in reading paragraph

was rated “Developing”.

Taking the above conclusion into consideration, it is recommended that the use of

the word wall should institutionalized in the conduct of remedial reading. It is also

recommended that each homeroom section in the schools should have a word wall to supply

the pupils fresh vocabularies to learn every week. Moreover, LAC sessions on the use of the

word wall in conducting remedial reading should be conducted to discuss the benefits of

using word wall in conducting remedial reading.

25

Action Plan

Activities Person/s Target Date Resources

Objective involved

To disseminate Develop
the result of the brochures/flyers
study presenting the result of
Printing
the study highlighting Researcher June 2021
materials
the use of text cards in
the teaching and
learning process

Conduct LAC sessions Printing

June-
on the use of word wall Researcher, materials,
September
in teaching teachers venue, meals
2021
and snacks

Present the result of

Researcher, Printing
the study in the December
participants of materials,
Division Research 2020
the congress computer
Conference

Publish the result in the

Internet
division website or any Researcher, December
connection,
platform available for IT officer 2020
computer
publication
26

Financial Report

A.School Supplies
Activity items Unit Quantity Estimated Total
Cost
Preparation of A4 paper Ream 1 250.00 250.00
research proposal, substance
IMS/ 20
questionnaires, and
final report
A4 folder Pc 20 10.00 200.00
tagboard
with
fasteners
Printer ink Bottle 1 300.00 300.00
black
Printer ink Bottle 1 300.00 300.00
cyan
Printer ink Bottle 1 300.00 300.00
magenta
Printer ink Bottle 1 300.00 300.00
yellow
Implementation of the study
B. Domestic expenses
Submission of School to Back and 2 10.00 20.00
research proposal DO forth
to the DO
TA for research School to Back and 1 2,000.00 2,000
proposal RO forth
Submission of School to Back and
deliverables RO forth
1st tranche 1 2,000.00 2,000
nd
2 tranche 1 2,000.00 2,000
3rd tranche 1 2,000.00 2,000
C. Reproduction / printing /binding cost
Photocopy of 10 pages (x Set 50 10.00 500.00
IMs/Questionnaires Php 1.00
D. food and other incurred expenses during conduct of research
Snacks of Pre-test Set 50 grade 50.00 2,700.00
respondents/ /FGDs 6 , 1 school
learners / during the head, I
implementation researcher,
2 for
monitoring
27

personnel
=54
Post-test Set 50 grade 50.00 2,700.00
/FGDs 6 , 1 school
head, I
researcher,
2 for
monitoring
personnel
=54
E.Communication expenses
Preparation of Cellphone 1 350.00 350.00
research proposal, load
IMs, questionnaires,
and final report
Internet 1 350.00 350.00
load
Others
Total estimated cost 16,270.00
28

References

Panerio, Reane O.(2008). Reading Comprehension Skills of Gubat South Central School.
Unpublished Undergraduate Thesis: Bicol University Campus

http://www.philstar.com.article.aspx?articled.639604& publicationsubcategyld=442,2010

DepEd Order No.47, s. 2017 amendment to DepEd Order No. 18, s. 2017 re: Guidelines on
the Utilization of the Every a Reader Program (ECARP).

Mendoza, M. (2012). Proficiency Level of Grade V and VI Multigrade Pupils in Reading,

Barcelona Sorsogon: Unpublished Undergraduate Thesis. Sorsogon State College

Johnston, P. (1991). Implications of Basic Research for the Assessment of Reading

Comprehension Tech. Report No. 206. Urbana and Champaign: Center for the Study of
Reading, University of Illinois

Russel, D. R., (1995). Children Learn to Read. New York: Glinn and Company
29

APPENDIX A
Letter to the School Principal

SULBEC PRIMARY SCHOOL

Pidigan, Abra

URSALINA P. PANELO
Principal I
Sulbec Primary School
Pidigan, Abra

Ma’am:

Greetings!

I am currently working on an action research entitled “Improing Grade 2 pupils’ Skills

in Identifying Story Elements Using Graphic Cards”.

In this connection, I am asking your approval that I may be allowed to conduct said
study in Sulbec Primary School and involve the Grade II learners as participants of this
study.

I hope for your positive response regarding this request.

Thank you very much.

Respectfully yours,

RUBY MAY S. CADIZ

T-III/Researcher
30

APPENDIX B
Consent Form of Respondents

SULBEC PRIMARY SCHOOL

Pidigan, Abra

Dear Learners ,

Greetings!

I am currently working on an action research entitled “Improing Grade 2

pupils’ Skills in Identifying Story Elements Using Graphic Cards”.

In this connection, I seek your participation to this study by attending classes and
accomplishing the assessment worksheets.

I hope for your positive response regarding this request.

Thank you very much.

Respectfully yours,

RUBY MAY S. CADIZ

T-III/Researcher
31

APPENDIX C
PARENT’S CONSENT FORM

SULBEC PRIMARY SCHOOL

Pidigan, Abra

PARENT’S CONSENT FORM

I express my willingness to allow my child ____________________________ to

participate in this study entitled “Improing Grade 2 pupils’ Skills in Identifying Story Elements
Using Graphic Cards”. and hereby grant my consent to the researcher to administer
appropriate assessment worksheets.

_____________________________________
Signature over printed name of the parent
 32

APPENDIX D
Diagnostic Worksheet 1

Pretest/ Posttest

Let us review the story elements that you have learned

previously.

Listen to your parent/ guardian as he/ she reads the

nursery rhyme. After which, read it together and fill-in the story
elements for three points each.
Jack and Jill

Jack and Jill went up the hill

To fetch a pail of water.
Jack fell down and broke his crown
And Jill came tumbling after.

Up Jack got and home he ran

As fast as he could caper.
He went to bed and bound his head
With vinegar and brown paper

Story

TITLE:
______________________________________________________________
______________________________________________________________
______________________________________________________________
33
34

Setting C haracters
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________ __________

Problem
__________________________
__________________________
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Solution
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