Contextualized Reading Assessment Materials in English for Grade 10

GRADE 10

Contextualized
reading
assessment
JUNIOR HIGH SCHOOL
materials

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 Contextualized Reading Assessment Materials in English for Grade 10

COPYRIGHT PAGE
Contextualized Reading Assessment Materials in English
(Grade 10)

Copyright © 2022
DEPARTMENT OF EDUCATION
SDO-Isabela
Alibagu, City of Ilagan

“No copy of this material shall subsist in any work of the Government of the Philippines.
However,prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum Implementation Division (CID). It can be reproduced for educational purposes and
the source must be acknowledged. Derivatives of the work including creating an edited version,
an enhancement of supplementary work are permitted provided all original works are
acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.

CONSULTANTS
Schools Division Superintendent :MADELYN L. MACALLING
Asst. Schools Division Superintendent(s) :EDNA P. ABUAN
:DANTE J. MARCELO
Chief Education Supervisor, CID :RODRIGO V. PASCUA
Division Reading Focal Person (English) :JAY J. GALLEGOS
DEVELOPMENT TEAM
Writers : MICHAEL KEVIN A. MONFORTE,
GERRY CEL CORPUZ,
DON ANGELO V. DE GUZMAN,

Layout Artist : ROWENA LYN C. TUCAY

Overall Team Leader : AILEEN JOY R. MORA

EVALUATORS
Content : MA. LOURDES A. UGALE
Language : RONALD MAYO

FOCAL PERSONS : JAY J. GALLEGOS

: MARIA CRISTINA A. ACOSTA
Printed by: Schools Division Office of Isabela
Alibagu, City of Ilagan

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 GENERAL GUIDELINES
IN THE USE OF THIS READING PACKAGE

This reading package will be used as an informal reading inventory in line with the
Department of Education’s administration of the Philippine Informal Reading Inventory (PHIL-IRI).

This contextualized tool of the Schools Division of Isabela is composed of four different
graded passages designed to determine the individual student’s performance in oral reading,
listening comprehension, and silent reading for Step 2 and Step 3 (Optional). Developed from
varied text types for Junior High School, each package has four reading passages with twenty (10)
comprehension questions that are literal, inferential, and critical levels.
Specifically, these reading assessment materials will be used as follows:
STEP 2
For the administration of Oral Reading Test, (when a learner reads a selection aloud in order to
assess word recognition, reading fluency, and reading comprehension level):
For Set Passage A: USE THE LITERARY TEXT -written and/or spoken work
distinguished by its aesthetic excellence that follows either grammatical or metrical structure
and represents significant human experiences.
For Set Passage B: USE INFORMATIONAL TEXT- nonfiction writing, including prints,
digital and multimedia, written with the intention of informing the reader about a specific
topic.

STEP 3 (Optional)
For the administration of Listening Comprehension Test (when a learner listens to a selectionread
aloud to assess his/her comprehension level):
USE TRANSACTIONAL TEXT- non-fiction writing genre that intends to communicate
information between individuals or groups for a specific purpose: to persuade, argue, advise,
and/or inform.
For the administration of Silent Reading Test (when a learner reads a selection independently and
answers comprehension questions to assess the reading rate and reading comprehension level):
USE ACADEMIC TEXT- written informal, objective, and technical. It is formal by avoiding
casual or conversational language, such as contractions or informal vocabulary. It is objective
by avoiding direct reference to people or feelings, and instead emphasizing objects, facts, and
ideas.

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Contextualized Reading Assessment Materials in English for Grade 10

The utilization of these materials shall still adhere to the Stages of the Administration of Phil-
IRI as indicated in these figures:

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 Contextualized Reading Assessment Materials in English for Grade 10

LITERARY TEXT

(Passage A)
Two Nights

In the life before this one, you scrubbed miles of skin to know me
Told you not to spit your veins in my lips like a salted cut
You are something, your arms a padlock when I missed you
You leap between the war in your left eye and your thoughts on the other

There were two nights when I met you in your home, by the couch
One time the ash returned on your cat’s paw, and you let it scratch you
Now the moon never sees you, you became as transparent as something never to be
seen
Very soon those two nights will be an eclipse and will only be taken from a camera

How you can love the world until there’s nothing left to love but yourself
Because it is too young that a freedom land is easy to see
Your hair, a wildfire in the sun’s shadow by the field we call the future
But the year is a distance we’ve traveled in circles with our hurdles

You are a movie I created in my lifetime in which each scene is an impromptu

Yet, I see versions of me from a decade that has already passed
You are everything that I missed and all l I have got
Two nights, the life after this one, you are my thoughts and another

225 words

Comprehension Questions:

1. Who is most likely the speaker in the poem? (Literal)

a. a person looking for the best version of himself/herself
b. someone who is always frustrated in life
c. a nightshift worker full of imagination
d. a person who loves to travel and draft details about his/her
environment

2. What is the tone of the speaker throughout the poem? (Critical)

a. playful b. nostalgic c. undesirous d. excited

3. “You scrubbed miles of skin to know me.” This line is a good example of what
particular figurative language? (Critical)
a. simile b. personification c. oxymoron d. hyperbole

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Contextualized Reading Assessment Materials in English for Grade 10

4. Metaphor is applied in what specific line of the 1st stanza?(Critical)

a. line 1 b. line 3 c. line 2 d. line 4

5. What does the word “eclipse” in the last line of the 2nd stanza
mean? (Critical)

a. continuing b.lasting c. immutable d. momentary

6. Which among the following is best referred to the title? (Inferential)

a. poet's past life
b. different lands
c. war and thoughts
d. life before and after

7. “You are everything that I missed and all l I have got.” To whom does the
speaker refer in this line? (Critical)
a. to a loved one c. to a lost friend
b. to himself/herself d. to a pet

8. An indirect comparison of the “hair” and “wildfire” in the 3rd stanza falls
under what figure of speech? (Critical)
a. simile c. hyperbole
b. metaphor d. personification

9. What word in stanza 1 symbolizes security, especially when missing someone?

(Inferential)
a. veins b. padlock c. skin d. arms

10. “But the year is a distance we’ve traveled in circles with our hurdles.”
What is the opposite term for the underlined word? (Literal)
a. obstacle b. obstruction c. impediment d. ease

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 Contextualized Reading Assessment Materials in English for Grade 10

TRANSACTONAL TEXT

(Passage B)

June 30, 2022

ROMEL L. RICARDO
Principal III
Regional Science High School for Region 02
Camp Samal, Arcon, Tumauini, Isabela

Sir:

Greetings with due respect!

I am Corazon Dela Cruz, a 16-year-old resident of Brgy. San Pedro, Tumauini,

Isabela. I am writing this letter to request a reconsideration of my application
for the Senior High School - Science, Technology, Engineering, and
Mathematics strand in your esteemed institution, the Regional Science High
School for Region 02.

I finished my Junior High School at Tumauini National High School last July
2022 and was awarded With Highest Honors. I also served as the Editor-in-
Chief of our school publication and President of the Mathematics Club.

I firmly believe that being a student in your school will help me achieve my goal
of earning an Engineering degree in the future.

In this regard, may I ask your office to reconsider my application to the

STEM strand as it would benefit me and my family.

Attached are the pertinent documents and other requirements for my

reconsideration request.

I am looking forward to your favorable consideration.

Thank you!

Very truly yours,

CORAZON DELA CRUZ

Student

188 words

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Contextualized Reading Assessment Materials in English for Grade 10

Comprehension Questions:

1. Who is requesting for a reconsideration? (Literal)

a. the principal c. the teacher
b. the parent d. the student

2. Where did the student finish her Junior High School? (Liretal)
a. Luna National High School
b. Echague National High School
c. Tumauini National High School
d. Regional Science High School for Region 02

3. What reconsideration is being asked in the letter? (Inferential)

a. Reconsideration for the STEM Strand
b. Reconsideration for the ABM Strand
c. Reconsideration for the HumSS Strand
d. Reconsideration for the General Academic Strand

4. In the letter, what course will she take in college? (Literal)

a. Medicine c. Communication Arts
b. Engineering d. Accountancy

5. What might have caused the student to write a reconsideration letter? (Critical)
a. She didn‛t qualify for admission.
b. She wanted to change her strand.
c. She tried to withdraw her credentials.
d. She planned to switch classes.

6. How would you describe the student's academic performance based on the
achievements listed in the letter? (Critical)
a. The student enjoys extracurricular activities more than academics.
b. The student excels in academics but not in extracurricular activities.
c. The student performs well in both academics and in co-curricular
activities.
d. All of the above

7. What attitude is shown by the student in crafting a reconsideration

letter? (Interpretation)
a. Honesty c. Persistence
b. Trustworthiness d. Respect

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8. Why did the student enumerate her academic performance and club
involvement in the letter? (Critical)
a. to show her strengths to the principal
b. to prove that she is way better than those who were accepted
c. to introduce herself to the principal
d. to discourage the principal from accepting her

9. If Corazon will not be given a reconsideration, what advice would you give
her? (Critical)
a. Send a letter of appeal to the district office.
b. Ask for the mayor’s help for a slot.
c. Stop for one school year and try again next year.
d. Look for another school where she could continue her studies.

10. All EXCEPT ONE are observed in the request letter. Which one is not?
(Critical)
a. The letter’s tone is polite.
b. The letter contains important information that would help the student
in her request.
c. The letter uses words that are easy to read and understand.
d. The letter contains unnecessary information for the appeal.

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INFORMATIONAL TEXT

\(Passage C)
The Speech of Senator Miriam Defensor-Santiago

The Constitution provides that in all criminal prosecutions, the accused

shall be presumed innocent until the contrary is proved. The burden of proof
is on the prosecution. How much proof is necessary? In other words, what is
that standard of proof?
I have adopted the very high standard of overwhelming preponderance
of evidence pursuant to the recommendation of Prof. Charles Black of Yale
University, author of the Impeachment, considered the bible for the whole
world on impeachment process in a democracy.
My standard is very high because removal by conviction on impeachment
is a stunning penalty, the ruin of a life.
The defendant admitted that he did not declare his dollar accounts and
certain commingled peso accounts in his SALN. Let us begin with this threshold
question: Did this omission amount to an impeachable offense? No.
Under the rule of ejusdem generis, when a general word occurs after a
number of specific words, the meaning of the general word shall be limited to
the kind or class of thing within which the specific words fall.
The Constitution provides that the impeachable offenses are “culpable
violation of the Constitution, treason, bribery, graft and corruption, other high
crimes or betrayal of public trust.”
An omission in good faith in the SALN carries a light penalty. It is even
allowed by law to be corrected by the person who submitted it. Thus, it is not
impeachable because it is not in the same class as the offenses enumerated in
the Constitution. If we disregard this rule of ejusdem generis, we can
interpret the law to mean anything as long as the enumeration of specific words
is followed by the general word...
...The Constitution simply provides that the public officer shall submit a
declaration under oath of his assets, liabilities, and net worth. I am quoting
the Constitution. That is all. There are no details. The Constitution is a brief
declaration of fundamental principles. Many constitutional provisions are only
commands to the Congress to enact laws, to carry out the purpose of the
Charter. As a general rule, constitutional provisions are not self-executory...

Reference: Philippine Official Gazette

349 words

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Comprehension Questions:

1. What is the tone of the speaker in the article? (Critical)

a. angry c. scary
b. sad d. serious

2. What specific figurative language is used in the line, “removal by conviction

on impeachment is a stunning penalty, the ruin of a life"? (Critical)
a. hyperbole c. personification
b. metaphor d. simile

3. Based on the spoken text, impeachable offenses are culpable violation of

the constitution which include the following except; ( Critical)
a. bribery c. oral defamation
b. treason d. graft and corruption

4. The Constitution provides that in all criminal prosecutions, the accused shall be
presumed innocent until the contrary is proved. Which among the following
statements has the same meaning with the given statement? (Critical)
a. Guilt is only established by proof to be convicted.
b. There is no prosecutions in the absence of proof.
c. Accused individuals are presumed guilty even without proof.
d. Everyone charged with criminal offense should immediately be jailed.

5. What specific word in Paragraph 7 best defines the rule of “ejusdem generis”?
(Inferential)
a. light penalty c. impeachable
b. omission in good faith d. same class

6. According to the text, what makes up the SALN? (Inferential)

a. Assets and liabilities alone

b. Statements of assets and liabilities
c. Assets, liabilities, and net worth
d. Liabilities and net worth

7. Who shall submit a declaration under oath of his assets, liabilities and net
worth?(Literal)
a. National Officials c. Public Officers
b. Local Official d. Ordinary Citizens

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8. Constitutional Provisions require legislative implementation before it may

be applied by the courts. This statement affirms that; (Critical)
a. constitutional provisions are not self-executory
b. constitutional provosions are self-executory
c. constitutional provisions are directly applied
d. constitutional provisions are immediately implemented

9. “Removal by conviction” in paragraph 3 is the opposite of what specific

phrase in paragraph 7?(Literal)
a. light penalty c. omission in good faith
b. general word d. ejusdem generis

10. In all criminal prosecutions, whom has the burden of proving the accused
guilty? (Inferential)
a. defense c. both A & B
b. prosecutions d. none of the above

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a. ACADEMIC TEXT
b. \
(Passage D)
c.
REVIEW OF RELATED LITERATURE
Disaster and its Impacts

The term “disaster” is hard to define as it encompasses all events that

pertain to a complex, multi-dimensional phenomenon touching on the ecological,
economic, material, psychological, social, and spiritual aspects of humans
(Ignacio & Perlas, 1994). In addition to this, the absence of an agreed
definition of disasters leads to inconsistent and subjective reportage by the
media, which is the most important source of information that compiles
databases regarding disasters (Smith, 2001).

Asia, along with Africa, Caribbean, and Central America, experiences

over half of the significant natural disasters (Smith, 2001). For the past
decades, Asia has been a heavy burden in the world for suffering numerous
types of both technological and natural disasters. Data from 1970 and 2012
show that the continent has recorded 1.8 million natural hazard related deaths,
which is 51% of the global total during the given time span (Doroteo, 2015).

Compared to developed countries, developing countries are often most

vulnerable to disasters (Smith, 2001 and Demeter, Erkan, & Güner, 2004).
Natural disasters consistently claim the lives of people from the poorest
countries. According to Kreimer & Arnold (2000) and International Strategy
for Disaster Reduction (2009), the destruction of assets caused by disasters
traps poor families for they do not have the extra income to recover—rebuild
their homes, replace their assets, and recuperate in terms of employment. For
instance, Japan and the Philippines are both prone to encounter tropical
cyclones, but they differ in economic strength. In the event of a post-disaster,
Japan will most likely lose wealth due to its investment in DRM strategies,
which heighten its coping mechanisms. The Philippines, however, as a developing
country, will lose lives due to poverty (United Nations Strategy for Disaster
Reduction, 2005 and Doroteo, 2015).

Smith (2001) lists ten reasons that heighten the impact of natural
disasters in developing countries: (1) population growth, (2) land pressure, (3)
urbanization, (4) inequality, (5) climate change, (6) political change, (7)
technological innovation, (8) economic growth, (9) social expectations, and (10)
global interdependence.

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Disasters in the Philippine Setting

Due to its geographical location along the high seismic area of

Pacific Ring of Fire and the Typhoon Belt, the Philippines is vulnerable to
different hazards such as tropical storms, tsunamis, earthquakes, volcanic
eruptions, landslides, and droughts (Gupta, 2010 and DOST, 2014). The
country experiences around 20 earthquakes a day and an average of 20
typhoons a year. Since the country is an archipelago, it is also susceptible
to sea-level rise and storm surges (Doroteo, 2015).

As of 2015, Typhoon Haiyan (Yolanda) was ranked as the deadliest

natural disaster in the Philippines. It devastated the Eastern Visayas
Region and Tacloban City in November 2013. With 7,986 deaths and 16.11
million people affected, it is the strongest typhoon which made landfall
that was ever recorded (Doroteo, 2015). Another natural disaster that
strongly affected the country is the 7.9 magnitude earthquake that
happened in August 1976 and destroyed the Moro Gulf in Mindanao. Along
with the earthquake, the event also brought tsunami that killed between
5,000 to 8,000 people in the same area (David, Racoma, Gonzales, &
Clutario, 2013 and Doroteo, 2015).

According to Doroteo (2015), the costliest and most devastating

geological and hydrometeorological disasters that have occurred in the
country happened in Region III, which is located at the center of the
main island group of Luzon (64%), while the strong tropical cyclones occur
in Visayas (26%) and Mindanao (10%).

Throughout history, the country has been one of the most

disaster-prone in the world. Because it is a developing country, its
vulnerability is higher due to the combination of poverty in all aspects
(Doroteo, 2015 and Smith, 2001).

Abao, CM. (2018). Motivational Factors Affecting the Intention of Junior High
School Students to Participate in Disaster Risk Reduction Programs and
Activities in the City of San Jose Del Monte, Bulacan. [Unpublished manuscript]

603 Words

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Comprehension Questions:

1. Which of the following leads to inconsistent and subjective reportage by

the media according to Smith? (Inferential)
a. absence of an agreed definition of disasters
b. abusive government
b. lack of independent media
c. shallow research on earthquakes

2. Which is the most important source of information that compiles

databases regarding disasters according to the text? (Inferential)
a. Courts c. Media
b. Internet d. Schools

3. The following continents experience over half of the significant natural

disasters EXCEPT ONE. Which one is it? (Literal)
a. Africa c. Australia
b. Asia d. Central America

4. There are ten reasons that heighten the impact of natural disasters in
developing countries. Which of the following is NOT included? (Inferential)
a. Climate change c. Political change
b. Global interdependence d. Religion

5. How many typhoons does Philippines experience in a year? (Literal)

a. 1-5 c. 11-15
b. 6-10 d. 15 and above

6. What way of literature review organization was used in the text? (Critical)
a. Alphabetical c. Digital
b. Chronological d. Thematic

7. Which of the following was a devastating effect of the 7.9 magnitude

earthquake that happened on August 1976? (Inferential)
a. 16.11 million people affected in Tacloban and Eastern Visayas
b. 7,986 deaths due to storm
b. Storm surge that killed thousands of lives
c. Tsunami that killed between 5,000 to 8,000 people in the same area

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8. Which authority claimed that the Philippines as a developing country has higher
vulnerability due to the combination of poverty in all aspects? (Critical)
a. Doroteo (2015) & Smith (2001)
b. Erkan, & Güner (2004)
b. Gonzales, & Clutario (2013)
c. Gupta (2010)

9. Which authority claimed that the Philippines will lose lives due to poverty
during disasters?(Critical)
a. Doroteo (2015) c. Gonzales, & Clutario (2013)
b. Erkan, & Güner (2004) d. Gupta (2010)

10. Smith (2001) lists ten reasons that heighten the impact of natural
disasters in developing countries. All of the following were included
EXCEPT ONE. Which one is it? (Inferential)
a. Economic growth c. Population growth
b. Digitization d. Urbanization

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