Sequencing-Of-Events

KEYSTAGE
2 Department of Education-Region III

TARLAC CITY SCHOOLS DIVISION
Juan Luna St., Sto. Cristo, Tarlac City 2300
Email address: tarlac.city@deped.gov.ph/ Tel. No. (045) 470 - 8180
SEQUENCING OF EVENTS
Reading Strategy
for
KEY STAGE 2
i
Reading Materials for Non-Comprehenders
First Edition, 2022
Republic Act 8293, section 176 states that: No copyright 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 the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education- Tarlac City Schools Division

Maria Carmen P. Cuenco EdD. CESO V
Lourdes G. Dela Cruz PhD
Development Team
Writer: Miriam C. Santiago
Editors: Dorothy G. Manabat, Virginia C. Aguilar
Reviewers: Reymar D. Paguio PhD – Education Program Supervisor in

English, Lily Beth B. Mallari- Education Program Supervisor, LRMS
Layout Artist: Miriam C. Santiago
Management Team:
Robert E. Osongco PhD – Chief, Curriculum Implementation Division
Reymar D. Paguio PhD – Education Program Supervisor in English
Lily Beth B. Mallari – Education Program Supervisor in LRMS
Printed in the Philippines by the Department of Education –

Tarlac City Schools Division
Office Address: Sto, Cristo, Tarlac City, Tarlac

Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph
i
KEY STAGE
Reading Strategy
ii
PREFACE
The world has stopped due to the spread of COVID-19 pandemic. All entities
have faced challenges to continue their processes and mechanisms just for the
purpose of surviving, seems like this pandemic hasn’t found its period but rather death
in its sentence. The world has found itself bending hardly in its knees and education
is one that really felt the drawbacks of it. Education landscape- its policies and
implementation guidelines were modified and some newly crafted to fit the context of
distance learning. Indeed, education has crawled it ways to implementations.
In the Philippines, schools remained completely closed throughout most of
2020 and in September of 2021, the government allowed the pilot run of limited Face-
to-Face classes in low-risk areas. The prolonged school closure is attributed to
challenges in the distribution of learning materials, questions regarding the quality of
the modules, and strong reservations from practitioners in the education sector. In
view of the longer duration of closures, evidence shows that COVID-19 slows down
the goal of lowering learning poverty—which is defined as the percentage of 10-year-
old children who cannot read and understand a simple story. Learning poverty in the
country was estimated at 69.5 percent in 2019 based on TIMSS (Trends in
International Mathematics and Science Study). Also, the 2019 Southeast Asia Primary
Learning Metrics Report revealed results that are alarming where the majority of Grade
5 students are not able to read at their level. Additionally, for Reading, the report shows
that 27 percent of Filipino pupils in Grade 5 are only able to recognize single words,
while only 10 percent of them developed reading proficiency to allow their proper
transition to secondary education (Inquirer, Dec. 3, 2020).
In Region 3, low proficiency level in English, Math, and Science remains a
dilemma as revealed by the results of standardized tests which also manifested from
the results here in Tarlac City Schools Division thru reading assessments and
academic profiling of learners.
Based on the results of the Posttest of Academic Profiling of learners
participating in face-to-face classes, 1,402 or 11% of Key Stage 1 learners could not
identify the correct way of reading; 1,737 or 14% could not perform letter name
knowledge; 2,784 or 22% could not identify letter sounds; and 2,934 or 23% failed to
identify first letter sound. In terms of Word decoding, 5,288 or 42% could not read
familiar words; 5,764 or 46% had difficulty decoding invented words; and 6,232 or 50%
could not perform oral passage reading. In terms of comprehension, 6,705 or 53%
failed the reading comprehension while 6,408 or 51% failed the listening part. Lastly,
6,969 or 56% could not perform dictation.
For Key Stage 2, only 2,664 or 22% of learners are in independent level and
4,416 or 37% are in instructional level. For the frustration, a total of 4,594 or 38% was
found out to be in this level and 352 or 3% of them are still, unfortunately, non-readers.
For Grades 7 and 8, only 311 or 8% of learners are in independent level and 1,198 or
38% are in instructional level. For the frustration, a total of 1,647 or 52% was found
out to be in this level and 28 or 1% of them are still, unfortunately, non-readers.
These results clearly show that learners are having difficulty in word decoding
and comprehension which are the main components of reading. Hence, the Division
has come up with its intervention to address the learning losses in literacy which is the
iii
Project RESCUE (Recovery and Engagement of Struggling readers through
Curriculum Updates and Explicit instruction).
According to Fisher and Frey (2014), learners need a host of experiences with
rich informational texts and a sliding scale of scaffolds and supports to access the
information within them; moreover, Perin (2015) claimed that teachers need to explain,
model, provide guided practice, and engage students in independent practice rather
than merely assigning reading. Likewise, National Reading Panel (2000) underscored
that text comprehension can be improved by instruction that helps readers use specific
comprehension strategies. Thus, successful comprehension involves teacher-directed
instructions in comprehension strategies which is basically the core of explicit
instruction.
Truly, these reading materials are directly intended for non-decoders and non-
comprehenders to become proficient readers. The materials for non-comprehenders
are aligned with explicit instruction with the integration of the six types of
comprehension namely literal, reorganization, inference, prediction, evaluation, and
personal response with the incorporation of different forms of questions while for non-
decoders the 10 elements of Early Grades Reading Assessment (EGRA) were
incorporated and discussed comprehensively.
Thus, these reading materials ought to aid teachers and even parents in
improving the reading proficiency level of learners and in establishing a culture of
reading in every school.
iv
Table of Contents
Copyright Page i
Title Page ii
Preface iii
Table of Contents v
Introductory Message vi
Sequencing of Events 1
Reading Activities 6
Kit and Kat 7
You Saved My Child 12
The Soda Habit 15
I Got Maky 20
History of Tarlac 23
References 27
Answers Key 27
v
Introductory Message
This Reading Material for Non-Comprehenders Key Stage 2 is
made to cater to the learner’s needs in understanding simple
stories/poems that include literary and academic texts through different
reading skills. This is a product of benchmarking of enthusiasts reading
teachers at Tarlac City Schools Division, the realm of excellent
possibilities.
With careful consideration of the approaches to teaching reading
each Reading Skill is composed of literary and academic texts. The
passages or texts are arranged from simple to complex as you discover
and understand the lesson prepared for you.
Have fun and enjoy learning!
For the Learning Facilitator

This Reading material is prepared to help you in facilitating
learning. This learning material is crafted based on pedagogical,
experience-based, and technical aspects of reading. The examples
presented in this material are contextualized. Your task is to address
the inquiries of your learner in reading skills. Help them grow as
selfless, critical, well-versed reader.
For the Learner

This Reading will help you read with comprehension and apply
critical thinking and reasoning skills. Activities, questions, directions,
and discussions are carefully stated for you to understand each lesson.
Inquire to your teachers on the topics that need clarifications. Lastly, for
you to become an independent reader.
vi
READING MATERIALS FOR KEY STAGE 2
Name of Learner: ___________________________Score: __________

Grade & Section: ___________________________Date: ___________
Background Information:
How do we sequence the events in the story? Understanding

sequence of events means knowing the order in which events happen.
Words like after, then, next, first, second, earlier and later can help you
understand sequencing of events. A sequence of events or things is
a number of events or things that come one after another in
a particular order. (Collins Dictionary, n.d)
Identifying sequence in a text involves identifying the beginning, the

middle, and the end. One of the easiest ways to recognize the order of
events is to look out for the sequencing words or transitions that are used
to connect the various parts of the text. (Donnchaidh, n.d)
Transition words or signal words usually use in literary or narrative

texts
Beginning Middle Last
Once upon a time meanwhile in the end
Once there was next finally
In the beginning then after all
First of all after that
At first suddenly
1
Indicate more Indicate Indicate Time Indicate
information Conclusion Location
besides in conclusion while above
furthermore finally soon across
in addition lastly after around
in fact to sum up next behind
afterward beside
before between
next week in back of
when suddenly in front of
until inside
meanwhile near
then outside
second over
later under
now
about
during
Source: Shane Mac Donnchaidh, “Sequencing Events in Reading and Writing”,
https://literacyideas.com/teaching-sequencing-in-english, Accessed December 1, 2021
Example
Janie helped her father roast hot dogs on the campfire. First,
she put a hot dog on a long stick. Next, she held the stick, so the hot dog
was just above the fire. After a few minutes, she turned the hot dog over.
Finally, she removed the hot dog from the fire and placed it in a bun.
What did Janie do after she held the hot dog above the fire?
A. She removed the hot dog from the fire.
B. She put a hot dog on a long stick.
C. She turned the hot dog over.
D. She put the hotdog in a bun.
2
In the given example, the sentence in bold face, Janie helped her
father roast hot dogs on the campfire introduces what the text is all
about. The words written in red are the signal or transition words that help
the readers understand the sequence of events.
GRAPHIC ORGANIZERS FOR SEQUENCING

Graphic organizers are a great way to help students arrange their
thoughts more efficiently in a range of areas – and sequencing is no
exception.
1. Sequence Graphic Organizer -is a tool that helps visualize the order
of steps of a process or a timeline of events, etc. It can also be used for
notetaking, lesson planning, and essay writing. (Donnchaidh, n.d).
Example:
WASHING HANDS
First, turn on the water. Then, make sure it is not too hot or too cold.
Squirt a dab of soap onto one palm. Next, rub your hands together until
there are bubbles all over them. Then, rinse your hands. Now, dry them
with a towel.
WASHING HANDS
First turn on Then make sure Squirt a dab of

the water. it is not too hot soap onto one
or too cold. palm.
Now dry Next rub your

Then rinse hands together
them with a
your hands. until there are
towel.
bubbles all over
them.
3
2. Story Map- is a strategy that uses a graphic organizer to help students
learn the elements of a book or story. By identifying story characters,
plot, setting, problem and solution, students read carefully to learn the
details. There are many different types of story map graphic organizers.
The most basic focus on the beginning, middle, and end of the story.
More advanced organizers focus more on plot or character traits.
(Donnchaidh, n.d).
Example:
Every morning, I walk my dog around my neighborhood. The first
thing I do when I walk my dog is to put on his leash. Then, I walk out the
door. Next, I lead him down the driveway. Then, we walk around the block.
After our walk, I take off his leash.
AUTHOR AND ILLUSTRATOR:

TITLE:
Yam C. Santiago,
Walking the Dog
Amina R. Castro
CHARACTERS: SETTING:
Me, my dog In our neighborhood, Every morning
BEGINNING:
Every morning, I walk my dog around my neighborhood. The first thing I do
when I walk my dog is to put on his leash.
MIDDLE:
Then, I walk out the door. Next, I lead him down the driveway. Then, we walk
around the block.
END:
After our walk, I take off his leash.
4
3. Timeline- The timeline is the most used form of graphic organizer used
for displaying events in chronological order. (Donnchaidh, n.d).
September 4, 2015 April 3, 2019 November 1, 2021

The day I was born I got my first dog My first outing after lockdown
Amina’s Timeline (Amina’s Firsts)
September 4, 2016 July 2021

My first birthday My first graduation
4. Hierarchy Chart- Hierarchy charts visualize the elements of a system,

organization, or concept from its highest position to the lowest. Students
can use this tool to understand the superordinate and subordinate
categories of a topic and the relationship between them. (Donnchaidh,
n.d).
Objectives:
• Sequence events in stories read and heard
• Improve skills in sequencing events
• Practice sequencing of events through reading activities and drills
5
General Directions/ Instructions
Read carefully the directions indicated in the following exercises,
then provide what is needed or asked in each item.
READING ACTIVITIES
Study the list of words on the vocabulary check before you proceed
to the first text.
Vocabulary Check!
logical (adj.) of or according to the rules of logic or formal

argument.
opposable thumb (n.) A thumb that can be placed opposite

the fingers of the same hand. Opposable thumbs allow the
digits to grasp and handle objects and are characteristic of
primates.
purred (v.) (of a cat) make a low continuous vibratory sound

expressing contentment.
Source: https://www.merriam-webster.com/
6
FIRST TEXT
Read the story carefully. Answer the comprehension check, then
encircle the letter of the correct answer.
Kit and Kat

Kat the cat wanted a pet.
“You are crazy,” her owner
told her. “You are my pet. You
can’t have a pet of your own.”
“But I really want a pet,” Kat
insisted.
“You don’t have a job or any
money. How will you buy pet food? You don’t have opposable thumbs.
How will you feed your pet, or give it water?”
“Those are all logical arguments,” Kat agreed. “But the fact
remains: I want a pet.”
“Poor Kat,” Kat’s owner said, stroking her on the head. “I will be
your pet. I will give you all the love you need.” Kat purred, but she was
determined to have a pet, and the wheels in her mind were turning.
That afternoon when Kat was outside, she saw a bird in a tree.
“Come down and play with me,” she said.
“No way,” the bird said. “I don’t want to be your lunch.”
“I am not looking for lunch,” Kat said. “I am looking for a pet.”
The bird laughed and told her to look somewhere else.
That evening, when Kat was outside again, she saw a turtle
crossing the driveway. “Come over and play with me,” she said.
“No way,” the turtle said. “I don’t want to be your dinner.”
“I am not looking for dinner,” Kat said. “I am looking for a pet.”
7
The turtle laughed and pulled himself inside of the shell until Kat
went away. Kat was sad when she went back in the house. It didn’t
seem like her dream of having a pet was going to come true. Then she
saw a mouse stick his head out of a hole in the wall.
“Come on into the room and play with me,” she said. This was a
young mouse, and not very wise in the ways of the world.
“Okay,” the mouse said. “My name is Kit.”
“And I am Kat,” Kat said.
Kit and Kat played together well into the night. It was the happiest
Kat had ever been.
Source: “Kat and Kit” Accessed December 1, 2021,
http://www.EnglishWorksheetsLand.com
Comprehension Check!
1. What is the first thing that happened in the story?
A. Kat, the cat wanted a pet.
B. Kit, the mouse played with Kat
C. Kat asked the turtle if he could be her pet.
D. Kat asked the bird if he could be her pet.
2. In what order does Kat speak to the other animals?
A. first mouse, then bird, then turtle
B. first turtle, then bird, then mouse
C. first bird, then turtle, then mouse
D. first mouse, then turtle, then bird
3. Which event happened first:
A. Kat told her owner she wanted a pet of her own.
B. Kat saw a mouse stick his head out of a hole in the wall.
C. Kat saw a turtle and she asked him to be her pet.
D. Kat and Kit played together well into the night.
8
4. Which event happened first:
A. Kat went back into the house.
B. Kit and Kat played together well into the night.
C. The turtle pulled himself inside of his shell.
D. Kat saw a mouse stick his head out of a hole in the wall.
5. What happened after Kat invited the mouse to come out and play with
her?
A. Kat ate the mouse.
B. Kat became very sad.
C. Kat and Kit played overnight.
D. Kat asked her owner that she wanted a pet.
6. What is the correct order of events?
I. Kat the cat wanted a pet.
II. Kat and Kit played together and became friends.
III. Kat saw a turtle in the tree and told him that she wanted him to be
her friend.
IV. Kat saw a bird in the tree and told him that she wanted him to be
her friend.
A. I, II, III, IV B. I, IV, III, II
C. I, III, IV, II D. I, IV, II, III
7. What happened after this phase, “That evening, when Kat was
outside again, she saw a turtle crossing the driveway. “Come over
and play with me,” she said.”?
A. Kat and Kit played together.
B. Kat told the mouse to play with her.
C. The bird said. That he doesn’t want to be Kat’s lunch.
D. The turtle said that he doesn’t want to be Kat’s dinner.
9
8. What happened after Kit told her owner that she wanted a pet.
A. Her owner told her to find her own pet.
B. Her owner got angry and left his pet alone.
C. Her owner cried because he has no money to buy another
pet.
D. Her owner laughed and told her that she cannot have her
own pet.
9. What happened at the end of the story?
A. Kat ate the mouse.
B. Kat became very sad.
C. Kat and Kit played overnight.
D. Kat asked her owner if she wanted a pet.
10. What do you think will be most likely to happen after Kit and Kat
played together that night?
A. Kat and Kit will be best friends forever.
B. Kat will find another pet after playing with Kit.
C. Kat will eat Kit because Kat feels hungry after playing.
D. Kat and Kit will be enemy because Kit will go back to his
home.
10
Learner’s Score:
Process Questions for Learners

1. Have you encountered any difficulty
in sequencing events in answering
the selection/passage?
2. Do you think you are ready to
proceed to the next activity?
Note to the Learner

Answer the question honestly. Your answers will be the guides
of your teachers whether you are now ready to proceed or
subject for deepening. Share your responses on a separate
sheet of paper.
Learner’s Reflection!
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________
Process Questions for Teacher

1. How did you find the activity?
2. Was the learner able to sequence of
events in the texts correctly?
3. Did the learner encounter any difficulty

in this activity, if yes how did you
address it?
Teacher’s Reflection!
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Teacher

If the learner was able to answer 5 or more questions correctly, the teacher
may proceed; otherwise, reteach reading comprehension strategy.
11
to the second text.
Vocabulary Check!
fright (n.) a sudden intense feeling of fear.
screaming (adj) giving a long, loud, piercing cry or cries.
trembling (adj.) shaking or quivering, typically because of

anxiety, excitement, or frailty.
SECOND TEXT
Read the story carefully. Answer the comprehension check.
You Saved My Child
The people were all

screaming in fright. They were
running here and there carrying
big bags and bundles of
clothes. They were hurriedly
bringing out of their houses
everything they could carry.
“Fire! Fire! Fire!” the people
shouted as they ran.
A woman was crying. Her body was trembling in fear. She did not
know where to go. “My child! My child!” she cried. Her child was left
inside the burning house.
Immediately, a brave man ran hurriedly inside the burning house.
The people shouted, “Don’t! Don’t” You’ll get burned.” But he didn’t
listen to what the people were saying. He wanted to save the child.
12
The people who were watching the scene were all breathless.
They were silently praying that the brave man may be able to save the
child and himself before the house completely got burned.
After some time, the man was seen coming out through the thick
flames. He was carrying the child in his arms. He looked so tired and
weak, but he was met by the loud clapping of the people.
“You are a hero!” they shouted. The mother of the child hurriedly
ran to meet the man with her child. She cried and said, “Thank you!
Thank you! You saved my child!”
Source: “BEAM Sequencing Events” A DepEd-BEAM Distance Learning Program supported by the Australian
Agency for International Development, Teacher's Guide, Learning Guide, Learning Module, Published on September
26, 2014, www.lrmds.gov.ph, accessed July 25, 2022.
The following sentences tell what happened in the story.
Arrange them in the correct order by writing the number on each
blank.
__________A brave man hurriedly ran inside the burning house.
__________“Fire! Fire! Fire!” the people shouted as they ran.
__________The man came out carrying the child in his arms.
__________The people were running here and there carrying bundles of
clothes.
__________The people who were watching the scene were all breathless.
__________The mother ran and cried, “Thank you! You saved my child!”
__________The child was left inside the burning house.
__________“My child! My child!” a mother cried.
__________The people clapped and shouted, “You are a hero!”
__________The people shouted, “Don’t! Don’t” You’ll get burned.”
13
Learner’s Score:

Note to the Learner

sheet of paper.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________


address it?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Teacher

14
to the third text.
Vocabulary Check!
curb (adj.) a stone or concrete edging to a street or path.
nutritionist (n.) a person who studies or is an expert in nutrition.
soda (n.) carbonated water (originally made with sodium

bicarbonate) drunk alone
THIRD TEXT
The Soda Habit

Damian loved soda. He loved soda
so much that he drank it for breakfast,
lunch, and dinner. He drank so much
soda that his family had to get three
recycling bins, just to get all the empty
bottles out to the curb once a week.
Damian thought soda was great, and
nobody could tell him any different.
One day a nutritionist came to visit Damian’s class. She talked to
the students about the kinds of foods they should be eating. She also
talked to them about the kinds of foods – and drinks – they should
consume in moderation. Soda was at the top of her list.
Damian raised his hand. “There is nothing wrong with soda,” he
said.
15
“Soda contains a lot of sugar,” the nutritionist said. “If you
consume too much sugar, your body doesn’t know what to do with it.
Drinking too many sodas, for too long, will eventually make you sick.
It can cause a disease called diabetes.”
Damian’s father had this disease. Damian knew all about
diabetes. His father could not eat any sweets. He had to get a shot
every day. He had to be careful not to stub his toes or cut his fingers,
since it would take any wound a very long time to heal.
I do not want to have to have a shot every day, Damian thought to
himself. I do not want to have to stop eating sweets.
That night at dinner, instead of a soda, Damian filled a glass of
water at the jug.
“Are you okay?” his father asked.
“Yes,” Damian said. “A nutritionist came to my class today, and I
have decided that I will stop drinking so much soda.”
Source: “The Soda Habit” Accessed December 1, 2021,
Read each story event. What comes next? Circle the letter of
the event that will come next in the given situation.
1. Damian drinks a lot of soda every day.

A. Damian starts to drink water.
B. Damian’s father asks him if he is okay.
C. A nutritionist comes to Damian’s School.
D. Damian doesn’t want to have a shot every day.
2. Damian raises his hand and says there is nothing wrong with soda.
A. Damian doesn’t want to have a shot every day.
B. Damian drinks a lot of soda every day.
C. A nutritionist comes to Damian’s school.
D. The nutritionist explains why too much soda is unhealthy.
16
3. Damian thinks about how his father has diabetes.
A. Damian wants soda every day.
B. A nutritionist comes to Damian’s school.
C. Damian gets himself a glass of water to drink with dinner.
D. Damian thought soda was great and nobody could tell him any
different.
4. The nutritionist says soda contains a lot of sugar.
B. Damian thinks about what the nutritionist has said.
C. Damian decides he doesn’t want to have a shot every day.
D. Damian tells the nutritionist there is nothing wrong with soda.
5. “Are you okay?” his father asked.
A. “A nutritionist came to my class today, and I have decided that I
will stop drinking so much soda.”
B. “Soda contains a lot of sugar,” the nutritionist said.
C. Damian loved soda. He loved soda so much that he drank it for
breakfast, lunch, and dinner.
D. Damian raised his hand. “There is nothing wrong with soda,” he
said.
Read each story event. What comes before? Circle the letter
of the event that will come before the given situation.
6. He loves soda so much that he drinks it for breakfast, lunch, and
dinner.
A. A nutritionist comes to Damian’s school.
B. Damian’s father asks him if he is okay.
C. Damian drinks a lot of soda every day.
D. Damian starts to drink water.
17
7. Damian raises his hand and says there is nothing wrong with soda.
A. Damian doesn’t want to have a shot every day.
B. Damian drinks a lot of soda every day.
C. A nutritionist comes to Damian’s school.
D. The nutritionist explains why too much soda is unhealthy.
8. Damian thinks about how his father has diabetes.
B. Damian gets himself a glass of water to drink with dinner.
C. Damian thought soda was great, and nobody could tell him any
different.
D. A nutritionist comes to Damian’s school and explains the effects
of drinking soda too much.
9. The nutritionist says soda contains a lot of sugar.
B. Damian thinks about what the nutritionist has said.
C. Damian decides he doesn’t want to have a shot every day.
D. Damian tells the nutritionist there is nothing wrong with soda.
10. “Are you okay?” his father asked.
A. “A nutritionist came to my class today, and I have decided that I
will stop drinking so much soda.”
B. “Soda contains a lot of sugar,” the nutritionist said.
C. Damian loved soda. He loved soda so much that he drank it for
breakfast, lunch, and dinner.
D. Damian thinks about how his father has diabetes.
18
Learner’s Score:

Note to the Learner

sheet of paper.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________


address it?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Teacher

19
to the fourth text.
Vocabulary Check!
pitiful (adj.) miserably inadequate; especially through

vulnerability or sadness.
pleading (n.) the action of making an emotional or earnest

appeal to someone.
wander (adj.) walk or move in a leisurely, casual, or aimless

way.
FOURTH TEXT
I Got Maky
While I was walking home yesterday, I saw a black kitten standing

beside the road. I paid no attention to it at first, but it was clearly very
hungry and lonely, and I knew my dog Lucky would not take to a new
member in the family, especially a cat. It looked up at me with such
pleading eyes and meowed so pitifully that I picked it up. It must have
been someone's pet before because it was not afraid of me.
Unable to resist its purring
sound of appreciation, I took it home
with me and named it Maky. I gave it
fish to eat and let it stay one day on
my pad. At first, Marky felt shy at
home. Soon he began to wander
about the house. He sniffed at
everything he saw. When Lucky saw
him, he barked at him first. Now,
Lucky, and Plucky are beginning to be
friends.
Source: “BEAM Sequencing Events” A DepEd-BEAM Distance Learning Program supported by the Australian
Agency for International Development, Teacher's Guide, Learning Guide, Learning Module,
Published on September 26, 2014, www.lrmds.gov.ph, accessed July 25, 2022.
20
Arrange the incidents in proper sequence numbering the
events from 1-10.
________It looked at me with such pleading eyes and meowed so
pitifully that I picked it up.
________It must have been someone’s pet because it was not afraid of
me.
________While I was walking home yesterday, I saw a black kitten
standing beside the road.
________I paid no attention to it at first, but it was clearly very hungry
and lonely.
________I knew my dog Lucky would not like it.
________Unable to resist its purring sound of appreciation, I took to
home with me and named it Maky.
________Now, Maky and Lucky are beginning to be friends.
________When Lucky saw him, he barked at him first.
________Soon, he began to wander around the house.
________I gave it fish to eat and let him sit on my lap.
21
Learner’s Score:

Note to the Learner

sheet of paper.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________


address it?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Teacher

22
to the fifth text.
Vocabulary Check!
elude (v.) evade or escape from (a danger, enemy, or

pursuer), typically in a skillful or cunning way.
grueling (adj.) extremely tiring and demanding.
pursue (adj.) follow (someone or something) to catch or

attack them.
FIFTH TEXT
Read the passage carefully and answer the graphic organizer.
Tarlac's name is a
Hispanized derivation from a
talahib weed called in Ilokano
word "Malatarlak". Tarlac was
originally a part of the provinces
of Pampanga and Pangasinan.
It was the last Central Luzon
province to be organized under
the Spanish administration in
1874. During the Philippine
Revolution of 1896, Tarlac was
one of the first eight provinces to
rise in arms against Spain. It
became the new seat of the first
23
Philippine Republic in March 1899 when Emilio Aguinaldo abandoned the
former capital, Malolos, Bulacan. This lasted only for a month, as the seat
was moved to Nueva Ecija in Aguinaldo's attempt to elude the pursuing
Americans.
On October 23, 1899, Gregorio Aglipay, military vicar general of the
revolutionary forces, called the Filipino clergy to a conference in Paniqui.
There, they drafted the constitution of the Philippine Independent Church.
They called for the Filipinization of the clergy, which eventually led to a
schism in the Roman Catholic Church in the Philippines.
Tarlac was captured by American forces in November 1899. A civil
government was established in the province in 1901. During the World
War II, Camp O'Donnell in Capas became the terminal point of the
infamous "Bataan Death March", involving Filipino and American soldiers
who surrendered in Bataan on April 9, 1942. The camp was so
overcrowded that many allied prisoners who survived the grueling march
died here of hunger and disease.
In the beginning of 1945, American & Filipino forces with the Filipino
guerillas liberated Camp O'Donnell. The Raid at Capas resulted in the
rescue of American, Filipino and other allied Prisoners of War.
On January 20, 1945, Tarlac was recaptured by combined Filipino
and American troops together with the guerrilla fighters against the
Japanese Imperial forces during the liberation.
In the early 1950s, Tarlac was the hotbed of the Huks, a local
communist movement. It was suppressed at first but had a resurgence in
1965.
Recently, the Philippine Army has used Crow Valley in the borders
of Barangay Patling and Santa Lucia in Capas, Tarlac as a testing ground
for both Philippine forces and allies. Many of the Philippine military testing
24
were done on March 17, 2006, most likely as a part of Operation Enduring
Freedom - Philippines.
Source: History of Tarlac https://www.islandsproperties.com/places/tarlac.htm.
Accessed July 18, 2022
The historical events that occurred in the history of Tarlac can

be shown in a timeline. Write the important events in the space
provided. The first one is done for you.
1874 1896 March October November

1899 1899 1896
2006 1950s January April 9, 1901

1945 1942
25
Learner’s Score:

Note to the Learner

sheet of paper.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________


address it?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Teacher

26
References:
“BEAM Sequencing Events” A DepEd-BEAM Distance Learning Program supported
by the Australian Agency for International Development, Teacher's Guide,
Learning Guide, Learning Module, published on September 26, 2014,
www.lrmds.gov.ph, accessed July 25, 2022.
“Kit and Kat” Accessed December 1, 2021,
“The Soda Habit” Accessed December 1, 2021,

Vocabulary Words. August 9, 2022, https://www.merriam-webster.com/
Illustration 1, “Kit and Kat”, July 18, 2022, https://www.canva.com/design/
Illustration 2, “You Saved My Child”, July 18, 2022, BEAM Sequencing Events” A
DepEd-BEAM Distance Learning Program supported by the Australian
Agency for International Development, Teacher's Guide, Learning Guide,
Learning Module, published on September 26, 2014, www.lrmds.gov.ph,
accessed July 25, 2022.
Illustration 3, “The Soda Habit”, July 18, 2022, https://www.canva.com/design/
Illustration 4, “I Got Maky”, July 18, 2022, https://www.canva.com/design/
Illustration 5, “Map of Tarlac”, July 18, 2022,

https://commons.wikimedia.org/wiki/File:Tarlac_Labelled_Map.png
Answers Key
10.C 6 10. D 7
9. C 9 9. D 8
8. D 3 8. D 9
7. D 4 7. C 10
6. B 10 6. C 6
5. C 7 5. A 3
4. C 1 4. B 2
3. A 8 3. C 1
2. C 2 2. D 5
1. A 5 1. C 4
FIRST SECOND THIRD FOURTH
27
28
FIFTH TEXT
1874-
Tarlac was the last Central Luzon province to be organized under the Spanish administration
1896-
Tarlac was one of the first eight provinces to rise in arms against Spain
March 1899-
It became the new seat of the first Philippine Republic when Emilio Aguinaldo abandoned the
former capital, Malolos, Bulacan.
October 1899-
They drafted the constitution of the Philippine Independent Church
November 1899-
Tarlac was captured by American forces
1901-
A civil government was established in the province
April 9, 1942-
Camp O'Donnell in Capas became the terminal point of the infamous "Bataan Death March",
involving Filipino and American soldiers who surrendered in Bataan
January 1945
Tarlac was recaptured by combined Filipino and American troops together with the guerrilla
fighters against the Japanese Imperial forces during the liberation.
1950s-
Tarlac was the hotbed of the Huks, a local communist movement.
2006-
Tarlac as a military testing ground for both Philippine forces and allies.
For inquiries or feedback, please write or call:
Department of Education – Tarlac City Schools Division
Office Address: Sto, Cristo, Tarlac City, Tarlac
Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph
29

Sequencing-Of-Events

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sequencing-Of-Events

Uploaded by

Copyright:

Available Formats

KEYSTAGE

2 Department of Education-Region III

Published by the Department of Education- Tarlac City Schools Division

Writer: Miriam C. Santiago

Editors: Dorothy G. Manabat, Virginia C. Aguilar

Reviewers: Reymar D. Paguio PhD – Education Program Supervisor in

Layout Artist: Miriam C. Santiago

Printed in the Philippines by the Department of Education –

Office Address: Sto, Cristo, Tarlac City, Tarlac

For the Learning Facilitator

For the Learner

Name of Learner: ___________________________Score: __________

How do we sequence the events in the story? Understanding

Identifying sequence in a text involves identifying the beginning, the

Transition words or signal words usually use in literary or narrative

Once upon a time meanwhile in the end

Once there was next finally

In the beginning then after all

First of all after that

GRAPHIC ORGANIZERS FOR SEQUENCING

First turn on Then make sure Squirt a dab of

Now dry Next rub your

AUTHOR AND ILLUSTRATOR:

September 4, 2015 April 3, 2019 November 1, 2021

Amina’s Timeline (Amina’s Firsts)

September 4, 2016 July 2021

4. Hierarchy Chart- Hierarchy charts visualize the elements of a system,

logical (adj.) of or according to the rules of logic or formal

opposable thumb (n.) A thumb that can be placed opposite

purred (v.) (of a cat) make a low continuous vibratory sound

Kit and Kat

Process Questions for Learners

Note to the Learner

Process Questions for Teacher

3. Did the learner encounter any difficulty

Note to the Teacher

fright (n.) a sudden intense feeling of fear.

screaming (adj) giving a long, loud, piercing cry or cries.

trembling (adj.) shaking or quivering, typically because of

You Saved My Child

The people were all

Process Questions for Learners

Note to the Learner

Process Questions for Teacher

3. Did the learner encounter any difficulty

Note to the Teacher

curb (adj.) a stone or concrete edging to a street or path.

nutritionist (n.) a person who studies or is an expert in nutrition.

soda (n.) carbonated water (originally made with sodium

The Soda Habit

1. Damian drinks a lot of soda every day.

Process Questions for Learners

Note to the Learner

Process Questions for Teacher

3. Did the learner encounter any difficulty

Note to the Teacher

pitiful (adj.) miserably inadequate; especially through

pleading (n.) the action of making an emotional or earnest

wander (adj.) walk or move in a leisurely, casual, or aimless

While I was walking home yesterday, I saw a black kitten standing

pitifully that I picked it up.

________While I was walking home yesterday, I saw a black kitten

standing beside the road.

Name of Learner: _________________Score: