Learner’s Activity Sheet

Assessment Checklist

ENGLISH
Quarter 1 – Week 2

Textual Aids on the Understanding of

a Text

________________________________________________
Learner

________________________________________________
Section

________________________________________________
Teacher

________________________________________________
Parent or Guardian

________________________________________________
School

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Date of Retrieval 10
 TEACHER’S REFERENCE GUIDE

School: Grade Level: Grade 10

Teacher: Learning Area: English
Teaching Date: Quarter: 1 . Week: 2 .

I.OBJECTIVES a. Define what textual aid is

b. Identify the different forms and purpose of
textual aids
c. Transpose non-linear information to text
d. Determine the effects of textual aids on the
understanding of the text
A. Content The learner demonstrates understanding of how
Standard world literature and other text types serve as
ways of expressing and resolving personal
conflicts, also how to use strategies in linking
textual information, repairing, enhancing
communication public speaking, emphasis
markers in persuasive texts, different forms of
modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful
Standard persuasive text using a variety of persuasive
techniques and devices.
C. MELC Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc.
on the understanding of a text.
II. SUBJECT MATTER Textual Aids on the Understanding of a Text
a. References https://www.slideshare.net/mobile/Teranden/text-
features-powerpoint
https://brainly.phquestion/600514
Rionda, Carolina S., and Josefina P. Gabriel.
Communicate in English. Quezon City: Phoenix Publishing
House, Inc., 1996.
b. Materials Learner’s Activity Sheet (LAS), Study Guide, AC

c. Integration Reading and analysing graphs lessons can be

integrated in Science, AP, Mathematics
III. PROCEDURE
ACTIVITY Let your students do the following activities:
(Do)
Activity 1: Blocks the Block
Activity 2: Text Types
Activity 3: Read the Text
 Activity 4: Think and Reflect
Activity 5: Follow the Flow
Activity 6: Show It with a Textual Aid
Activity 7: Present Me Graphically!
Activity 8: Find the Aid
Activity 9: Analyzing Graphs
Guide Questions for:
Activity 1:
What are the well-known sayings or phrases you
are familiar with?
Activity 2:
Do you know how to read and analyse graph?
Activity 3:
Can you share ideas after reading a text?
Activity 4:
Do you find it easy to understand text?
ANALYSIS
Activity 5:
(Think)
How do you get the meaning of a text?
Activity 6:
Can you present the meaning of a text?
Activity 7:
Can you present information in the form of a
graph?
Activity 8:
Can you find the aid in a given text?
Activity 9:
Can you present information from a graph?
ABSTRACTION Discuss the concept of the lesson (Refer to LAS)
(Learn)
APPLICATION The learner will be asked to analyse different
(Apply) textual aids and present data or meaning of
different textual aids.

IV. SELF- 1. What part of the activity(ies) you find

ASSESSMENT most interesting?
2. What is the most significant lesson you
learned from this topic?
3. How helpful are textual aids for you?
____very helpful
____slightly helpful
____not helpful
Dear Learner,

Assalamu ,alaikum!
Peace be with you!
Below are the
learning activities you
will perform for one
week. Please carefully
understand and
follow the
instructions provided.
Don’t hesitate to ask
for support from
anyone whom LEARNER’S
you ACTIVITY SHEET
think can help you do
the activities. Most Textual Aids on the
importantly, be free Understanding of a Text
and creative in doing
the activities but
ensure safety at all Blocks that block
times. Have fun and
enjoy while learning.

Sincerely,
Your Teacher
 A WORDLE is a visual depiction of the words contained in a piece of text.
It is created by manipulating the words of an input text and arranging them
into a kind of graphic.
A wordle represents a saying or a famous well-known phrase which
usually or more often are used in our daily conversation.

Examples: COF FEE…the word coffee itself is broken or separated,

therefore its answer is COFFEE BREAK. Another example for this is…
gsegsggegsg – letters of this word is being disarranged or scrambled. After
looking at the scrambled letters you will find out that the disarranged letters
is read as EGGS. But the word EGGS is scrambled, therefore its answer is
… SCRAMBLED EGGS

Let’s try this: a. gene-ration b. ygolohcysp

Answer: Generation gap Answer: reverse psychology

I think you’re now ready for more activity!

What are the well-known sayings or phrases you are familiar with?
Direction: Each block represents a saying or well-known phrase. Identify
what is asked in each block by examining the graphic. Write your answers
below.
1 2 3

late R
O
chicken
never ROADS
D
S
____________________ ______________________ ____________________

4 5 6

trouble
t history
r history forgotten
r history
o
o
u I’m
u
b
b
l
l
 e
trouble
e
___________________ ____________________ ____________________

Text Types
Direction: Below is a Covid-19 Graph Report. Study the graph and answer
the questions that follow. Write your answer on the space provided after
each question.

Questions:
1. Which province has the highest confirmed cases? _______________________
2. Which province has the lowest confirmed cases? ________________________
3. Which province has the highest confirmed death? _______________________
4. Which province has the lowest confirmed death? ________________________
5. What is the bar graph about? ___________________________________________

Read the Text

Can you share ideas after reading a text?
Direction: Read the text and answer the questions that follow:

SMOKING
by Anonymous

One of the most common problems today that are killing people, all
over the world, is smoking. Many people start this horrible habit because of
stress, personal issues and high blood pressure. Some people began
showing off or some people wanted to enjoy it . One cigarette can result in
smoking others, which can lead to major addiction. When someone smokes
a cigarette they are not only hurting themselves, but others around them.
Smoking does many horrible things to the human body that most people are
not aware of. Almost everyone knows that smoking causes cancer, and heart
disease; that it can shorten your life by 10 years or more; and that the habit
can cost a smoker thousands of dirham’s a year. So, why people are still
smoking? The answer is obviously, addiction. Smoking is a hard habit to
break because tobacco contains nicotine, which is highly addictive. There
are several effects and causes of smoking;
Teenagers smoke because they want to be fit,. Teens see their friends
smoke and they think it makes them look cool or independent plus them.
Feel no tension plus worries. The first cause of smoking which is Nicotine is
an addictive and harmful substance contained in cigarettes. It reduces
tension and it is also believed that it can have a calming effect on people
who are anxious and worried. Although, people smoke when they are
depressed, lonely or bored and it helps them to reduce the stress..

Smoking is a habit which individuals find difficult to quit. Many

people make preparations for months in their effort to get rid of the habit,
Many teenagers smoke because of depression and stress, but they should
know by now that smoking kills you from the inside the are many ways to
solve problems like those but one of them is NOT smoking. It's just madness
and it will give you cancer. People like teenagers don’t think. SMOKING is
bad for you! Always try to avoid what your friends say about smoking, just
say Alhamdulillah by what Allah has given to you, So Alhamdulillah for
everything, and please stop smoking.
Questions:
1.What is the text about?
___________________________________________________________________________
___________________________________________________________________________
2. What are some causes of smoking?
___________________________________________________________________________
___________________________________________________________________________
3. What are the effects of smoking?
___________________________________________________________________________
___________________________________________________________________________
4. Is smoking good for you? Why?
___________________________________________________________________________
___________________________________________________________________________

Follow the Flow

How do you get the meaning of a text?
Direction: Analyze the textual aid and answer the questions that follow.
Questions:
1. What type of textual aid is it?
____________________________________________________
2. What is it all about?
____________________________________________________
3. What are the processes involved?
____________________________________________________

Show It with a Textual Aid

Can you present the meaning of a text?

Direction: Read the article below. Use an appropriate textual aid to
simplify/summarize the text. Write your answer in the box provided after
the article.
Influenza COVID-19 - similarities and differences
As the COVID-19 outbreak continues to evolve, comparisons have
been drawn to influenza. Both cause respiratory disease, yet there are
important differences between the two viruses and how they spread. This
has important implications for the public health measures that can be
implemented to respond to each virus.
How are COVID-19 and influenza viruses similar?
Firstly, COVID-19 and influenza viruses have a similar disease presentation.
That is, they both cause respiratory disease, which presents as a wide range
of illness from asymptomatic or mild through to severe disease and death.
Secondly, both viruses are transmitted by contact, droplets and fomites. As
a result, the same public health measures, such as hand hygiene and good
respiratory etiquette (coughing into your elbow or into a tissue and
immediately disposing of the tissue), are important actions all can take to
prevent infection.
How are COVID-19 and influenza viruses different?
The speed of transmission is an important point of difference between the
two viruses. Influenza has a shorter median incubation period (the time
from infection to appearance of symptoms) and a shorter serial interval (the
time between successive cases) than COVID-19 virus. The serial interval for
COVID-19 virus is estimated to be 5-6 days, while for influenza virus, the
serial interval is 3 days. This means that influenza can spread faster than
COVID-19.
Source: E:\Q&A_ Influenza and COVID-19 - similarities and differences.mhtml

Present Me Graphically!
Can you present information in the form of a graph?
Directions: Below is a set of information on how students spend their day.
Show what you have learned about textual aids and their varied purposes
by writing inside the box that follows, the most appropriate textual aid for
the set of information.
Eating – 1 hour
Getting ready for school – .5 hours
Going to School – 7 hours
Hanging out – 1.5 hours
Reading – .25 hours
Sleeping – 6 hours
Studying – .5 hours
Watching TV – 2.25 hours
Working – 5 hour

Find the Aid

Can you find the aid in a given text?
Direction: Examine the picture and read the story below. Answer the
questions that follow. Write your answers on the space provided after each
questions.

Source: English 10 Learners’ Manual (Celebrating Diversity through World Literature)

Questions:
1. What is the title of the story?
___________________________________________________________________________
2. What do you think is the story all about?
___________________________________________________________________________
___________________________________________________________________________
3. What is the effect of the title in bold and capital letters?
___________________________________________________________________________
___________________________________________________________________________

Analyzing Graphs
Can you present information from a graph?
Direction: Examine the graphs below and answer the questions that follow.
1. What is the graph about?
2. How many millions are using telephones?
3. How many millions are using iPod?
4. What is the least used type of technology?

1. What religious affiliation dominated the region?

2. What’s the second highest religion?
3. How many percent belongs to Evangelical?
4. To what religion does the 2.9% of the population belongs?

LET’S LEARN MORE!

WHAT ARE TEXTUAL AIDS?
Textual aids, also called as TEXT FEATURES, are visual elements of
a page that stand out from the main text.
Why do we use textual aids/ features?
Textual aids are helpful in previewing the text, textual aids are mostly
used in nonfiction text. Text aids focus the reader's attention on specific
parts of the text, and help the reader identify important ideas in the reading.
Text features in the form of pictures, illustrations or graphs give the reader
additional information to support what is not found in the text
 Readers use text features to help understand the context of a text.
What are examples of textual aids/text features? The photos that follow are
some examples of textual aids or text features:
The giant panda looks like a black-and-
white bear. But it is not a bear. It belongs to
the raccoon family. Pandas live in the high
mountains and have a thick fur to keep
them warm.
Remember, Text features or text aids are parts of the text that signal you to
look over because it states important information. They often enhance
information from the text and sometimes supply information not found in the
text.
There are many types of textual aids and it is important for you to understand
the uses and purposes of each.

These are other forms/examples of Text features or Textual Aids:

1. Title gives the gist of the story. It summarizes the main ideas or ideas of
your study. 
2. A graphic organizer is a visual display that demonstrates relationships
between facts, concepts or ideas. A graphic organizer guides the
learner's thinking as they fill in and build upon a visual map or diagram.
3. A flow chart is a graphical or symbolic representation of a process. Each
step in the process is represented by a different symbol and contains a
short description of the process step. The flow chart symbols are linked
together with arrows showing the process flow direction.
4. Venn diagram is a diagram used to identify the similarities and
differences between two or more concepts. It is represented by two
overlapping circles.
5. Cause & Effect Diagram emphasizes the connection between the
different concepts. This is called the most beneficial organizer. Since it
can be applied to all subject areas.
6. Concept Maps are general organizer or textual aids that can show the
central thought with its matching characteristics. These are actually
helpful and excellent for brainstorming, refreshing stock knowledge,
and / or generating alternative expressions. This kind of maps can also
be used to show or rank the hierarchical relationships as the most
significant concept or concepts should be placed at the top.
7. Pie Graph is a circular chart which is divided into slices or portions to
illustrate proportion.
8. Line Graph is a common type of chart which displays the information as
a series of data points connected by line segments to show trends.
9. Timelines is a graphic representation of the passage of time.
10. A title is a story's first impression. It creates anticipation and
expectation or, even, disinterest. The main purpose of a title is to grab
attention and entice people to start reading the text.
11. A flow chart or sequence chart shows a series of steps or events in the
order in which they take place. It is an excellent tool for teaching the steps
necessary to reach a final point. The following examples illustrate the many
uses of flow diagrams or sequence charts. In reading, sequence charts can be
used to outline the key events in a story or chapter. In science, they can serve
as the procedures section in the scientific process. In history, they can be
created as a timeline. 
12. A compare/contrast or Venn diagram is used to identify the
similarities and differences between two or more concepts.
13. The Graphs such as bar or line present numerical data pictorially,
helping readers visualize relationships among those data.
14. Tables compare information expressed as numbers. They present large
amounts of data in simple, brief and clear format which would be bulky,
confusing and inaccessible in prose.

Examine diagram below and answer the questions that follow.

1. What type of textual aid is it?
___________________________________________________________________________
2. What specific information does the diagram show?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What are the similarities and differences of whales and fish?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What do whales and fish have in common?
___________________________________________________________________________
___________________________________________________________________________

For items 5-6. Study this sample advertisement and answer the questions
that follow.

This ad was designed by Mae Angelie C. Pacaldo

5. The ad offers how many percent of discount to fathers?
A. 0% B. 50%
C. 75% D. 100%
6. At what age does children receive 75% discount?
A. 0-22 years old B. 0-25 years old
C. 1-18 years old D. 1-22 years old
7. It is a graphical or symbolic representation of a process.
A. Concept Map B. Flow Chart
C. Table D. Venn Diagram
8. It is a visual display that demonstrates relationships between facts,
concepts or ideas.
A. Concept maps B. Flow chart
C. Graphic organizer D. Venn Diagram
9. It is used to identify the similarities and differences between two or more
concepts.
A. Concept maps B. Flow chart
C. Graphic organizer D. Venn Diagram

For items 10-12. Study the given bar graph and answer the questions that
follow.

Percent Distribution of Schooling- Age Population in ARMM 2015

Source:http://rssoarmm.psa.gov.ph/release/54732/special-release/armm-total-
10. What’s the highest educational attainment of schooling-age population
in ARMM?
___________________________________________________________________________
11. How many percent are high school graduates? _____________
12. College graduate is ________ no grade completed.
a. higher than c. equal with
b. lower than d. cannot be compared with

13-17. Each wedge in the pie chart represents a form of expense. Pick out
your answers from the box below. Write the expense on the line.

13. _____________19.1%
14. _____________8.8%
15. _____________6.8%
16.______________3.4%
17. _____________61.9%

Description Expense
Greatest Expense Instruction
Least Expense Miscellaneous
Second most expensive Operation
Second least expensive Interest on loans
Third least expensive Capital outlay

EVALUATION/ SELF-ASSESSMENT:
4. Which part of the activities you find most interesting?

5. What is the most significant lesson you learned from this topic?

6. How significant is this topic nowadays?

____very significant
____significant
____slightly significant
____not significant
 ASSESSMENT CHECKLIST
(To be accomplished by a parent or guardian)

Textual Aids on the Understanding of a Text

Check ( ) the appropriate observation that corresponds to your child's

performance while doing the activities.

OBSERVATION AccomplishedPartially

AccomplishedFully
AccomplishedNot

Parent’s/
Guardian’s
Bases for Assessment Comments or
Suggestions

The learner was able to identify

famous/well-known saying or phrase by
examining a given graphic.
The learner was able to analyse,
understand, and interpret data from a given
graph.
The learner was able to answer questions
related to the text he/she has read.

The learner was able to choose his/her

preferred text types, a text type that
he/she understands best.
The learner is able to conceptualize ideas
from a given flow chart.
The learner was able to construct a Venn
Diagram from a given text to show
similarities and differences.
The learner was able to construct a graph
from a given data.
The learner is able to answer the Self-
Assessment.
______________________________________________
Name and Signature of Parent or Guardian