MODULES IN

REMEDIAL READING
SECONDARY
QUARTER 1 – WEEK 4
 PATNUBAY NG MAG-AARAL SA PAGGAMIT NG MODYUL
Ang mga Modyul na iyong natanggap ay nilikha upang makatulong sa iyo at iba pang mag-aaral sa pagpapatuloy ng inyong pag-aaral sa tahanan. Bago
mo simulan ang pagtuklas ng mga bagong aralin sa iyong mga modyul, kailangang ihanda mo muna ang sarili. Siguruhing ikaw ay nakapagehersisyo na
at nakakain na sa tamang oras bago simulan ang iyong mga aralin (maaaring sa umaga matapos ang almusal o hapon matapos ang pananghalian).
Isaisantabi muna ang iba pang pinagkakaabalahan. Ihanda ang mga kagamitang pampaaralan tulad ng kwaderno, panulat, krayola at iba pa, at
siguruhing mabibigyan mo ng pokus ang pag-aaral gamit ang mga modyul na iyong natanggap.

1 Basahin, unawaing mabuti at sundin ang panutong nakasaad sa bawat pahina ng modyul.
PAANO Basahin at unawaing mabuti ang iyong aralin sa araw na ito na makikita sa unang pahina ng iyong modyul. Isulat sa
GAMITIN kwaderno ang mga mahahalagang impormasyon, terminolohiya, depinisyon at iba pang nararapat mong tandaan sa
iyong aralin sa araw na ito. Mahalagang magawa mo ito upang maalala ang mga kasanayang nalinang at
ANG MODYUL? 2 magkaroon ka ng sanggunian sa gagawin mong pagrepaso sa iyong mga aralin kung ikaw man ay may
nakalimutan.
Sikaping maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito ang makatutulong sa iyo upang
3 lubusang maunawaan ang iyong aralin at malinang ang mga kasanayan sa pagkatuto.
Kung hindi mo gaanong naunawaan ang iyong aralin at ikaw ay may mga katanungan tungkol sa iyong mga gawain
at pagsasanay, kumunsulta ka sa iyong magulang, kapatid o sino mang kasama sa tahanan na magsisilbing
4 tagapagdaloy ng aralin.
Para sa mga karagdagang kaalaman o katanungan na may kinalaman sa iyong aralin, sumangguni sa iyong guro at
5 tawagan siya sa numero na makikita sa iyong natanggap na Learning Package.

Huwag kalilimutan na isumite sa paaralan (sa pamamagitan ng iyong magulang o kapatid o sino mang
6 nakatatandang kamag-anak) tuwing Lunes ang mga natapos na Modyul noong nakaraang lingo.

Matapos ang pagsusuri at pagwawasto ng guro sa isinumite mong Modyul, pag-aralan mo ang kabuuang marka
o iskor na makukuha mo batay sa pagbabalitang gagawin sa iyo ng iyong guro. Ang iskor o markang ito ang iyong
7 magiging batayan kung kakailanganin mo pa ang higit na pagsasanay at pagsubaybay ng iyong guro at
tagapagdaloy ng aralin sa tahanan.

8 Sana ay mag-enjoy ka sa paggamit ng iyong natanggap na mga Modyul!

Image: IMGBIN.com LFT/pasaycid2020
 PATNUBAY NG MAGULANG/ TAGAPAGDALOY NG ARALIN
SA PAGGABAY SA MAG-AARAL SA PAGGAMIT NG MODYUL
Ang Patnubay na ito ay nilikha para po sa inyong mga magulang, nakatatandang kapatid o kamag-anak ng ating mga mag-aaral. Ito po ay upang
magabayan po ninyo, bilang tagapagdaloy ng aralin, ang mag-aaral sa kanyang paggamit ng Modyul. Sa Modyul po na inyong natanggap nakapaloob ang
mga araling pagaaralan ng mag-aaral sa inyong tahanan. Narito rin po ang mga pagsasanay para sa paglinang ng mga kasanayan sa pagkatuto ng mag-
aaral. Naniniwala po kami na napakalaki ng inyong magiging bahagi at impluwensiya sa magaganap na pagpapatuloy ng pagaaral ng inyong kapamilyang
mag-aaral sa inyo mismong tahanan.
Ihanda po muna ang sarili bago simulan ang paggabay sa mag-aaral. Isaisantabi po muna ang iba pang mga
1 gawain upang magkaroon ng pokus at sapat na panahon sa paggabay sa mag-aaral. Siguruhin din pong
PAANO PO KAYO handa na ang mag-aaral sa kanyang pag-aaral.
MAKATUTULONG Tulungan po ang mag-aaral sa pagbasa at pag-unawa ng kanyang aralin sa araw na ito na makikita sa unang
SA PAGGABAY pahina ng Modyul. Maaari pong dagdagan pa ninyo ito base sa inyong naging karanasan o pag-aaral.
SA MAG-AARAL 2 Gabayan ang mag-aaral sa pagsusulat sa kwaderno ng mahahalagang impormasyon, terminolohiya,
SA PAGGAMIT depinisyon at iba pang nararapat niyang tandaan sa kanyang aralin sa araw na ito.

NG MODYUL? Gabayan po ang mag-aaral na maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito
3 ang makatutulong sa kanya upang lubusang maunawaan ang kanyang aralin. Bigyan siya ng tamang oras sa
pagsagot sa mga pagsasanay at pagsusulit.

Hikayatin po ang mag-aaral na sumangguni sa inyo o sa kanyang guro kung hindi niya gaanong
naunawaan ang kanyang aralin at siya ay may mga katanungan tungkol sa kanyang mga gawain at
4 pagsasanay.

Huwag pong kalilimutan na isumite sa paaralan tuwing Lunes ang mga natapos na Modyul ng mag-aaral
5 noong nakaraang lingo.

Matapos ang pagsusuri at pagwawasto ng guro sa isinumite Modyul, kasama ang mag-aaral ay pag-
aralan po ninyo ang kabuuang marka o iskor na makukuha ng mag-aaral batay sa pagbabalitang gagawin
6 ng guro. Ang iskor o markang ito po ang inyong magiging batayan kung kakailanganin pa ng mag-aaral
ang higit na pagsasanay at pagsubaybay ninyo at ng ng kanyang guro.

Maraming Salamat po sa inyong paggabay at pagsubaybay sa ating mag-aaral!

Image: freepik.com 7
LFT/pasaycid2020
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Name :______________________________ Score : ________

Teacher :____________________________ Date : _______
School :_____________________________ PASAY_RRP7_Q1_W4_D1

Use Dictionary Skillfully

STEP 1: WARM-UP
Put the words in each row in alphabetical order:
handy hard hand heat heart
photography photographic photograph photographer photogenic
shoulder school scholar should solid
strange study student studious stranger
gorilla great grand gorgeous group

How often do you use a dictionary when you are learning English?
What kind of dictionary do you use?
What they noticed about the words used?
So today, you gonna learn, how do words used in dictionary.

STEP 2: MODELLING

Ww refreshing
Whatreplenish
are thehyuses
of a dictionary? With a good dictionary you can do the
following:
=look up the meaning of an English word you
see or hear.
=find the English translation of a word in your
language.
=check the spelling of a word.
=check the plural of a noun or past tense of a
verb.
=find out other grammatical information about
a word.

REMEMBER THIS!
A dictionary is an important reference material.
You can use it to find a word's definition, part of speech,
pronunciation, syllables and more

__________________________________________________________________________________________
Reading Competency: Use Dictionary Skillfully
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Read the short passage below. Using the dictionary give the meaning of
the underlined words.
Staycations
I love the summer! There is nothing better than having an extended break from
studying and a multitude of possibilities awaiting! During the summer I might work a
bit, I will read a lot, and I willed finitely try to travel. Travelling is undeniably an
enriching past time, what with so many places in the world to explore, so many
beaches to relax on and sights to see. However, vacations can be tough. There is so
much to consider, such as time, cost, transport, destination etc.
Unfortunately it is not possible for us to just pop to every appealing country and
surround ourselves in the beauty and culture it has to offer, although I wish it were!
That is why this year I will be treating myself to a staycation. But what exactly is a
staycation?
Example:

STEP 3: GUIDED PRACTICE 1

Read the passage below and try to find the meaning of the word in box
below.
I’m bring this cake to my cousin’s party. And my mom keeps yelling at
me that the box is not upright! I didn’t notice there is a hole, then I suddenly fell
down on it. I am shocked and really anxious because the box of cake is broken and
dirty. I can’t find ways to go out in that stinky place but luckily there is an old man
who didn’t think twice to help me. But I’ve got to be honest, I don’t know what’s
upright, hole, shocked, nervous and stingy means? If only there was some way to
find out.

a. Stricken with sudden emotional disturbance

b. Vertically upward in a position
c. An unusually a deep place
d. To emit a strong offensive odor
e. Characterized by extreme uneasiness of mind or worried.

__________________________________________________________________________________________
Reading Competency: Use Dictionary Skillfully
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________
STEP 4: INDEPENDENT PRACTICE
Read closely the text below. Find the words in the story for these definitions.
A dog’s life
Hi. I’m Dino, the family dog. I help keep people safe, especially on the roads. Take a look at
my diary to see what I did last week.
Sunday
Some children really don’t think. Our neighbour’s boy ran in front of a car to get his ball. The car
almost hit him. I saved him though. Remember, always look and listen.
Monday
Walking on the street at night can be very dangerous, especially if you wear dark clothes. Car
drivers can’t see you very well, just like these two I had to take home. Luckily I never go out
without my reflective jacket and collar. Remember, BE SEEN!
Tuesday
People can get very angry when driving, usually for silly reasons. One driver started shouting at
Mum today when she stopped to let some children cross the road. I soon made him stop.
Wednesday
One thing makes me really mad. Grrrrrr. People walking on a dangerous road when they can walk
on the safe pavement. I saw two girls doing that today but I soon made them change their minds.
Thursday
Seat belts can save your life! I make sure everyone in our car wears their seat belt. If they
forget, I soon remind them. Even I’ve got one.
Friday
I like Fridays. The roads are quieter. But you still have to be careful. I caught Dad talking on his
mobile phone while driving. I soon stopped him though. Don’t worry, he got his phone back.
Saturday
Today Mum took me for a walk. One car was parked in a very dangerous place. It was right on
the corner of the street. Don’t worry though. I left him a message!

______a) : someone who lives next door

______b) : the opposite of forget
_____ c) : the opposite of light
_____ d) : talking in a very loud voice
_____e) : to go from one side of the road to the other

Step 5: Application
How many common collocations can you make using these words?
head paper school work
head ache

Headline

Headphones

Reference/s:
Workbook in Remedial Reading Program
__________________________________________________________________________________________
Reading Competency: Use Dictionary Skillfully
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Name :______________________________ Score : ________

Teacher :____________________________ Date : _______
School :_____________________________ PASAY_RRP7_Q1_W1_D2

Producing Sounds with Repetition of Particular Sounds using Tongue

Twisters

STEP 1: WARM-UP
Repeat, repeat, repeat. Let’s play a game. Say the following sentence out loud.
Peter Piper
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

Did you have trouble? It definitely isn’t easy!

So today, you will learn, how to produce sound with repetition of particular sounds
using tongue twisters.

STEP 2: MODELLING

Ww refreshing replenish
Why arehyTongue
Twisters difficult?
Tongue Twisters are difficult because:
The execution capabilities of the brain
with regards to the pronunciation of
certain sequence sounds is limited.
Certain combinations of sounds and
phrases are particularly difficult to be
pronounced one after the other.

REMEMBER THIS!
Tongue Twister= a sequence of words or sounds,
typically of an alliterative kind, that are difficult to
pronounce quickly and correctly, as, for example, tie
twine to three tree twigs.

__________________________________________________________________________________________
Reading Competency: Produce Sound with Repetition of Particular Sounds using Tongue Twisters
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________
Read the following passages aloud, paying particular attention to /B/. Do It three
times and tell us what sounds produce in repetition of particular words.

Betty Botter bought some butter

But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
Look if you got the same answer:

Betty Botter bought some butter

But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter

STEP 3: GUIDED PRACTICE 1

The student will read the given Tongue Twister properly in Five Minutes (5).
1. She Sells Seashells by the Seashore!
2. I scream, you scream, we all scream for ice cream
3. Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t
fuzzy, was he?

STEP 4: INDEPENDENT PRACTICE

Read the following words that produce sounds with repetition of particular
sounds using tongue twisters. Memorize it and give the missing words in it.

How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood.

__________________________________________________________________________________________
Reading Competency: Produce Sound with Repetition of Particular Sounds using Tongue Twisters
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________
How much _______would a woodchuck_____ if a woodchuck ____ chuck ____?
He _____chuck, he _____, as _____as he could, and _____ as much wood
As a ________ would if a woodchuck could ______ wood.

A tutor who tooted the flute

Tried to tutor two tooters to toot
Said the two to the tutor,
“Is it easy to toot or tutor two tooters to foot”

A _____ who _____ the ______

Tried to ____ two _____ to ______
Said the two to the tutor,
“Is it easy to ____ or tutor two ______ to ______”

Step 5: Application
Read the tongue twisters as quickly as possible and as many times
as possible, without tripping up.
If one doctor doctors another doctor does the doctor who doctors the doctor doctor
the doctor the way the doctor he is doctoring doctors? Or does the doctor doctor the
way the doctor who doctors doctors?

baboon bamboo, baboon bamboo, baboon bamboo, baboon bamboo, baboon

bamboo, baboon bamboo

I saw a saw that could out saw any other saw I ever saw.

A little black bug bit a big black bear. But where is the big black bear that the little
black bug bit?

Reference/s:
Workbook in Remedial Reading Program

Prepared by:

WILBETH T. PANGANIBAN
PRESIDENT CORAZON “CORY” C. AQUINO NATIONAL HIGH SCHOOL

__________________________________________________________________________________________
Reading Competency: Produce Sound with Repetition of Particular Sounds using Tongue Twisters
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Name :______________________________ Score : ________

Teacher :____________________________ Date : _______
School :_____________________________ PASAY_RRP7_Q1_W4_D3

SPELL CORRECTLY WORDS USED IN THE READING TEXT

STEP 1: WARM-UP
Hi there! I hope you are doing great! Today you will learn how to spell the word
correctly.
Let’s Answer This!
Circle the word that is spelled correctly for each picture.

STEP 2: MODELLING

Here are six reasons why

spelling is important:

Communication: good spelling facilitates communication. By following the same rules for spelling words, we can
all understand the text we read.
Comprehension: good spelling avoids confusion. In a way spelling is a bit like sports. It’s up to the person passing
the ball to make sure the receiver actually catches it. The same goes for spelling. If you write with intent and proper
spelling, the receiver of that text will understand it.
Future: let’s face it, university applications and job resumes littered with spelling errors don’t make it very far.
Computer error: we can’t rely on computers to check our spelling. They get it wrong too.
Distraction: poor spelling distracts the reader and they lose focus. It’s hard to read a text for comprehension when
it’s full of spelling errors.
Impressions last: when you have people read something you’ve written and that text is full of spelling errors, it
does not leave a good impression. We should care about the fundamental part good spelling plays in our language.

REMEMBER THIS!
Spelling is a set of conventions that regulate the way of
using graphemes to represent a language in its written
form.[1] In other words, spelling is the rendering of speech
sound (phoneme) into writing (grapheme).
__________________________________________________________________________________________
SPELLING: EN_RRP7S_I.d1_SPELL CORRECTLY WORDS USED IN THE READING TEXT
Wilbeth T. Panganiban President Corazon “Cory’ C. Aquino National High School
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________
Decrepit defendant refreshing replenish resentment surrender dilemma distemper
domestic embellish embezzle redundant concurrent acquittal bewilder
commitment consider abolish abhorrent admonish allotment deliver diminish
consistent contingent enigma demolish insipid intrinsic malignant prohibit embody
harmonic.
From the spelling words above answer the following:
1. Words that mean: Old and broken down ___________________ to restore _______.
To give in ________to take funds illegally _________to get rid of____________ horrible
and repugnant ______to be specific upon______to ruin ______cancerous_________.
2. These are the root words, find the derivative:
Defend _____plenty ________temper ______current_______acquit _____commit
_____horrible_______ allot ______align _____body______ harmony _____ do _________.

STEP 3: GUIDED PRACTICE 1

Spelling Exercises: Give the missing letter.
1. Th__rn
2. __oat
3. Balco_ ies
4. _oundry
5. No_le

STEP 4: INDEPENDENT PRACTICE

BINGO SPELLING: Give the correctly spelling of words based on the
meaning given.
Prejudice Checker Fuschia Cocktail Grunt

Grant Rant FREE Noty Predudice

Cocktale Fuchsia Runt Chequer Naughty

__________________________________________________________________________________________
SPELLING: EN_RRP7S_I.d1_SPELL CORRECTLY WORDS USED IN THE READING TEXT
Wilbeth T. Panganiban President Corazon “Cory’ C. Aquino National High School
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

_____1. an alcoholic drink consisting of a spirit or several spirits mixed with other
ingredients, such as fruit juice, lemonade, or cream.
_____2. preconceived opinion that is not based on reason or actual experience.
_____3. speak or shout at length in a wild, impassioned way.
_____4. a shrub with pendulous tubular flowers that are typically of two contrasting colors.
_____5. agree or admit to (someone) that (something) is true.

Step 5: Application
ANSWER ME!
Identify the 5 mistakes in the text. Using the table, list down the mistakes and
write the correct spelling.
Parisian Zoe Renault, has hired a lauyers to insist that Renault scrap its branding. I
couldn’t bear to ear Zoe’s break down or we need to get Zoe overhauled, she told Le
Parisian newspaper. Renault is fasing other petitions from women called Zoe. A Renault
spokesperson said Zoe was not a “definitive choice.” The all-electric Renault Zoe ZE zero
imission is set for launch in 2020. Zoe which means “life” in Greek- was apperently chosen
to underline the car’s environment cridentials.

Incorrect Spelling Correct Spelling

1.

2.

3.

4.

5.

Reference/s:
Workbook in Remedial Reading Program

Prepared by: Wilbeth T. Panganiban

President Corazon “Cory” C. Aquino National High School

__________________________________________________________________________________________
SPELLING: EN_RRP7S_I.d1_SPELL CORRECTLY WORDS USED IN THE READING TEXT
Wilbeth T. Panganiban President Corazon “Cory’ C. Aquino National High School
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Name :______________________________ Score : ________

Teacher :____________________________ Date : _______
School :_____________________________ PASAY_RRP7_Q1_W4_D4

Make Inferences from a Story Read

STEP 1: WARM-UP
Task 1: Picture It Out

What do you think happened just before this photo was taken?
What do you think will happen next?

Did you have trouble? It definitely isn’t easy, right?

So today, you are going to learn, how to make inferences from a story you will read.

STEP 2: MODELLING
Making an inference is a
result of a process. It requires
reading a text, noting
Ww refreshing specific
replenish hy
details, and then putting those
details together to achieve a
new understanding.

REMEMBER THIS!

How to Make an Inference in 5 Easy Steps

1. Step 1: Identify an Inference Question.
2. Step 2: Trust the Passage.
3. Step 3: Hunt for Clues.
4. Step 4: Narrow Down the Choices.
5. Step 5: Practice.

__________________________________________________________________________________________
Reading Competency: Make Inferences from a Story Read
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Answer the following riddle.Write your inferences on the space provided.

1. What always runs but never walks, has a bed but doesn’t sleep, and a mouth but
never speaks? _____
2. What is round at the end and high in the middle?_______
3. What two things can you never eat before breakfast?_______

STEP 3: GUIDED PRACTICE 1

Tell Me: Observe the following pictures and give your own prediction.

1. Picture 1:_______________________________________
2. Picture 2:_______________________________________
3. Picutre 3:_______________________________________
4. Picture 4: ______________________________________
STEP 4: INDEPENDENT PRACTICE
Read the story of little red Riding Hood and write character names, characteristics they infer about
the character, and evidence they use to draw this conclusion.
Character Inference Evidence

Red Riding Hood Naughty She disobeyed her parents.

__________________________________________________________________________________________
Reading Competency: Make Inferences from a Story Read
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________
Little Red Riding Hood Story
by Leanne Guenther

A young girl, Little Red Riding Hood, sets off through the woods to visit her sick grandmother.
Along the way, she meets a wolf. The wolf rushes ahead of her to her grandmothers home, where
he impersonates Little Red Riding Hood to gain access. The wolf eats the grandmother. When Red
arrives, the wolf pretends to be her grandmother and eats her too.

Earlier versions end the tale here. No happily-ever-after for Red or her grandmother. Recent
versions, including the version by the Brothers Grimm, have Red and her grandmother survive and
defeat the wolf.

In the Brothers Grimm version, a huntsman kills the wolf and frees Red and her grandmother. It
then tells a brief tale of another trip through the woods resulting in Red and her grandmother
besting a wolf on their own.
Step 5: Application
Read closely the passage below and answer it properly.
The child stood on the sidewalk clenching her ice cream cone. Beads of sweat collected on her
little nose as she furiously licked at the ice cream dripping down her hand.

1. What can we infer?

a. The child was getting full from eating ice cream. b. The child didn’t like the ice cream.
c. The child was eating ice cream on a hot day. d. The child was eating ice cream on a cold day.

“Jay, as your boss, I must say that it’s been very interesting working with you,” Miss Miller said.
“However, it seems that our company’s needs and your performance style are not well matched.
Therefore, it makes me very sad to have to ask you to resign your position effective today.”

2. What was Miss Miller telling Jay?

a. She would feel really bad if he decided to quit. b. He was being fired.
c. He was getting a raise in pay. d. She really enjoyed having him in the office.

Bill and Jessica were almost done taking turns choosing players for their teams. It was Jessica’s turn
to choose, and only Kurt was left. Jessica said, “Kurt.”

3. We can infer that

a. Kurt is not a very good player. b. Jessica was pleased to have Kurt on her team.
c. Kurt was the best player on either team. d. Jessica was inconsiderate of Kurt’s feelings.

The woman waited nervously in line. When the counter was empty, she carefully unloaded her
items from her cart. Lines creased her forehead as if to show the calculations ringing up in her
head. Finally, the cashier began ringing up the items as the woman clutched her purse.
4. We can infer that

1. The woman realized she forgot an item on her grocery list.

2. The woman may not have enough money to cover the cost of her groceries.
3. The woman is tired from waiting in line.
4. The woman doesn’t like the cashier.

__________________________________________________________________________________________
Reading Competency: Make Inferences from a Story Read
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

Name :______________________________ Score : ________

Teacher :____________________________ Date : _______
School :_____________________________ PASAY_RRP7_Q1_W4_D5

Make predictions from a story read

STEP 1: WARM-UP
Dig Me In: Read each paragraph and then make a prediction about what will happen next.
Use evidence to support your guess.
1. Zina lives near the community center where there is a swimming pool with a siled. I just saw her
walking down the street with a towel and google with two friends.
My Predictions:
______________________________________________________________________.
Evidence:
______________________________________________________________________.

2. Jaime had skipped lunch to go to a students council meeting. His stomach grumbled all through
Science class and on the bus after school. When he got home, he darted through the door and dropped
his backpack.
My Predictions:
______________________________________________________________________.
Evidence:
______________________________________________________________________.

3. Mrs. Brown is a great teacher. She wants all her students to succeed. There are three students who
did poorly on the last math test. She checked her schedule and asked th three students if they have any
time to meet after school.
My Predictions:
________________________________________________________________________
Evidence:
________________________________________________________________________

STEP 2: MODELLING
What is Prediction?
Read and Learn!

__________________________________________________________________________________________
Reading Competency: EN_RRP7RC_I.d2 : Make predictions from a story read
Wilbeth T. Panganiban President Corazon “Cory” C. Aquino National High School
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________

REMEMBER THIS!
Tips on How to Predict from the Story Read

1. Use a graphic organizer or images.

2. Make connections to the text using your prior knowledge.
3. Create your prediction
4. Reflect on the clues that are found within the text.
5. Reflect and evaluate the text, thus extracting deeper meaning and
comprehension skills.

STEP 3: GUIDED PRACTICE 1

Read the text and encircle your predictions by summarizing key points from your reading.
1. Many people can ride in me. I fly in the sky. I am not an animal. I am usually white. Many
people can ride in me. I am big and noisy. Who am I?
A. I am an air balloon! B. I am a yacht! C. I am an airplane!
2. I am pink. You can eat me. I am very dirty. I like to play in the mud. I say, “Oink, oink, oink!” Who
am I?
A. I am a pig! B. I am a cow! C. I am a chicken!
3. I live in Africa. I am yellow and brown. I am a big animal. I eat leaves at the top of the tree. I
have a very, very long neck. Who am I?
A. I am a horse! B. I am a giraffe! C. I am an elephant!
4. I have a carrot for a nose. I am very cold. I have a carrot for a nose. I am made from snow. I
am white. Who am I?
A. I am a snowman! B. I am a Polar Bear! C. I am a fox!
5. I have four legs. But I cannot walk. You can sit on me. You use me every day. Who am I?
A. I am a table! B. I am a chair! C. I am a stair!

STEP 4: INDEPENDENT PRACTICE

Hunting Meanings: Read the following situations and predict what will happen next.
Encircle the correct letter of your answer.

1. Ronald was walking towards the chocolate fountain. He was almost to the chocolate fountain when
he slipped on a banana peel that fell off the table. What do you think happened next?
A. Ronald spilled his drink.
B. Ronald fell into the chocolate fountain.
C. The chocolate fountain did not fall.
2. Christine asked for a bike for Christmas all year long. When she woke up on Christmas morning,
there was a very, very large box next to the Christmas tree. What is the box all about?
A. Christine got a boombox for Christmas.
B. Christine did not get what she wanted for Christmas.
C. Christine got a bike for Christmas.
3. Mrs. Solomon told the class to be quiet while she stepped out, or they would be in trouble. When
Mrs. Solomon got back to the classroom, all she heard was laughing and shouting. What do you
think happened next?
A. Mrs. Solomon came in and laughed.
B. Mrs. Solomon punished the class.
C. Mr. Solomon walked away and cried.

__________________________________________________________________________________________
Reading Competency: EN_RRP7RC_I.d2 : Make predictions from a story read
Wilbeth T. Panganiban President Corazon “Cory” C. Aquino National High School
 FUNCTIONAL READING ACTIVITY SHEET GRADE 7
__________________________________________________________________________________
4. The phone rang, and Sheila’s mom picked it up. She listened for a few seconds, and then said, “I’ll
be there right away.” She hung up the phone and turned to Sheila. “Sheila,” she said, “Get your
coat. Your dad missed the bus home from work.” What probably happened next?
A. Sheila and her mom went to the grocery store.
B. Sheila and her mom went in the car to pick up Sheila’s dad from work.
C. Sheila’s mom drove Sheila to work.
5. Beth got dressed to school and checked to see that she had put her homework in her backpack.
Then she looked out the window. “Wow!” she cried. She ran to the kitchen. “Did you see the snow,
Mom?” it must be a foot deep!” I know, I was just listening to the news. You should probably go and
change into your play clothes. What probably happened next?
A. Beth put her homework in her backpack.
B. Beth played until she got tired.
C. Beth changed her clothes and stayed home.

Step 5: Application
Predict what will happen next by reading the clues in each sentence.
1. Dave studied every night for a week and was pleasantly surprised when
______________________________________________________________________________
_______________________________________________________.
2. Carlos was looking up at the sky as he ran down the street when
suddenly_____________________________________________________________________
_______________________________________________________.
3. The sky grew dark, and the tree branches started swaying, so I knew soon
__________________________________________________________________________.
4. I heard a ssssssssssss sound as I drove and noticed as I looked out
the window there is ____________________________________________.
5. I ate a lot of chocolates and burger so my body
________________________________________________________________.

Reference/s:
Workbook in Remedial Reading Program

Prepared by:

WILBETH T. PANGANIBAN
PRESIDENT CORAZON “CORY” C. AQUINO NATIONAL HIGH SCHOOL

__________________________________________________________________________________________
Reading Competency: EN_RRP7RC_I.d2 : Make predictions from a story read
Wilbeth T. Panganiban President Corazon “Cory” C. Aquino National High School