Read and View,

then Flash Behind!

(Making Inferences
and
Predicting Outcomes)

JOSEPHINE A. ROMERO
Author
COPYRIGHT NOTICE

READ, VIEW and FLASAH BEHIND

Copyright 2021

ALL RIGHTS RESERVED

No portion of this brochure maybe copied or reproduced in books,

pamphlets, outlines or notes, whether printed, mimeographed, typewritten,
photocopied, or in any other form for distribution or sale, without the written
permission from the publisher.

Published and Distributed by:

Zamboanga del Norte Division, Learning Resource Management

Development System (LRMDS), DepEd Schools Division of Zamboanga del
Norte, Region IX, Zamboanga Peninsula, back of Capitol Site, Malvar Street
Ext., Estaka, Dipolog City, 7100.

Email: depedzn.cid@gmail.com

Artworks belong solely to Deped ZN.

2
Message to the Teacher:

Dear Teacher,

The ability to infer and to predict outcomes are so exciting skills to share
to our learners. Young as their ages, they used to excite with those activities
that trigger their attention, fit to their context, and make them feel the power
within them, and whatever they take as a challenge - “they can”.

“Read and View, then Flash Behind!” (Making Inferences and

Predicting Outcomes) is a special piece for their learning endeavor. Activities
set in here are specifically crafted to get your learners’ touch, enjoy the
activities, and equally learn something to enhance their reading skills. Lessons
are presented in spiral progression to make you and the learners understand
how reading evolves in a language using the following steps:

• Let’s Try! – this introduces activities which serve as pre-assessment on

the targeted skills that are to be learned along the process.
• Let’s Think About it! – these are explicit process questions that are
asked to check the learners understanding about the skill being
gradually developed.
• Let’s Talk About It! – this a mini-lecture which synthesizes the
important points that is to be generally learned by the learners.
• Let’s Do It! – this is the assessment proper. This will check how far the
learners have gone thru the lessons. These could also be
reinforcement activities which will enrich the learning of our learners.

So, good luck dear teacher. Believe in yourself that by this learning
material, you can be a credible captain to lead your learners sail on the
world of inferences and predictions.

By this Teacher’s Guide, you are facilitated along the way. Let’s infer,
enjoy and predict the outcomes.
.
- The Author

(Answers are found in the TG only.)

3
 LEVEL 1

• Pre-ASSESSMENT (refer pages 6-10, Reading Brochure)

This is composed of 20-item two sets of multiple-choice questions. Set A

are passages, while Set B are pictures, both with questions that follow.

ANSWERS:
SET A SET B
1. B 5. C 11. C 16. A
2. D 7. C 12. C 17. D
3. C 8. C 13. D 18. B
4. D 9. C 14. D 19. C
5. C 10. D 15. B 20. C

Note: Pre- Assessment questions have same set with Post Assessment
questions.

LET’S TRY!

Activity I: “What Will I Do?” (refer page 11, Reading Brochure)

The name of our first game is: “What Will I Do”. These are pictures of
things learners used to see in their kitchen. The learners will match each
picture in column A with the thing they might next do in column B, based on
the given picture.

ANSWERS:

1. D 3. B 5. C
2. F 4. A

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Activity 2: “Grow My Pechay Grow!” (refer page 12, Reading Brochure)

This is to perform “Grow My Pechay Grow!” activity. Based on the

pictures, the learners will think how does a pechay plant grow by completing
the cycle. Boxes are provided for them to write the color of their answer.

ANSWERS:

Yellow

red black

blue violet

green brown

Note: Emphasize to the learners that boxes bear their corresponding color,
and the pictures within are the pechay’s development cyle. The first
box is done for them.

Activity 3: “My Thoughts, My Say.” (refer page 13, Reading Brochure)

The activity will simply let the learners complete the next sentence
based on their thoughts, and based from the shown animal/insect pictures.

ANSWERS:

Answers may vary.

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Activity 4: “Shade Your Star” (refer to page 14, Reading Brochure)

This activity will simply let the learners shade the star that tells what will
happen next based on the given picture.

ANSWERS:
1. B
2. A
3. A
4. A
5. A

LET’S THINK ABOUT IT!

Note: In the Analysis questions, give the students the freedom to answer the
questions so that Inference and Prediction Skills will gradually develop in
them.

Activity 5: ”What If?” (refer to page 16, Reading Brochure)

The next game in the row is “What If?”. Here, short passages on Kim’s
life are given. What if he/she is Kim? How would it be? The learners will fill out
the provided lines with one sentence what will he/she do next if he/she will
be Kim.

ANSWERS:

Answers may vary.

LET’S TALK ABOUT IT!

(Refer to page 17, Reading Brochure)

Note: This is a mini-lecture. This will synthesize the important points that are to
be generally learned by the learners: what is inference and prediction.
(Refer the lecture from the brochure. You may add more ideas from
those given in the brochure.)

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LET’S DO IT!
(Refer to page 18, Reading Brochure)

Activity 6: “Try Flash Behind”

“Try Flash Behind” is a game trying to think backward. If you get these
remarks this time, what had happened in the past? The learners are given
scenes to match with a corresponding remark.

ANSWERS:

E KNOW IT!
B

* Additional Activities

Activity 7: “Please Complete Me” (refer page 19, Reading Brochure)

The learners are given with sentence series. By prediction, they are
tasked to complete the sentence series in the charts.

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 ANSWERS:

Answers may vary.

Activity 8: “Get Set” (refer page 20, Reading Brochure)

The learners are given with this “Get Set “activity. By prediction, their
task is to continue the sentence starters choosing the given option. Then,
simply shade the circle of the correct answer.

ANSWERS:

1. a
2. b
3. b
4. a
5. a

Activity 9: “Tick on Me” (refer page 21, Reading Brochure)

The “Tick on Me” is a very simple activity. Just let the learners tick on
the square of the correct prediction.

ANSWERS:

1. b
2. a
3. a
4. b
5. b

Activity 10: “Predict and Project” (refer page 22, Reading Brochure)

Predict and Project is another simple activity. Based on predictions,

the learners will analyze and arrange the pictures in correct order. They will
number the pictures with 1, 2, 3, 4 and 5 accordingly inside the box.

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 ANSWERS:
1. 4
2. 2
3. 3
4. 4
5. 1

Activity 11: “Connect Me” (refer page 23, Reading Brochure)

Let the learners draw a line to match each picture to the sentence
that tells what will happen next.

ANSWERS:
1. b
2. a
3. e
4. c
5. d

Activity 12: “Bookworm of Activities” ” (refer page 24, Reading Brochure)

The learners will organize the picture story thru prediction by writing the
letter before each worm in the right order as the picture story happens.

ANSWERS:
1. e
2. b
3. d
4. c
5. a

Post Assessment (refer to Pre-Assessment answers on pp. 6-110, Reading

Brochure)

*** End of Level 1

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 LEVEL 2

• Pre-ASSESSMENT (refer pages 6-9, Reading Brochure)

This is composed of 20-item two sets of multiple-choice questions. Set A

are passages, while Set B are pictures, both with questions that follow.

ANSWERS:

SET A SET B
1. B 6. A 11. D 16. D
2. C 7. A 12. B 17. A
3. A 8. B 13. C 18. D
4. C 9. C 14. C 19. C
5. C 10. D 15. A 20. A

Note: Pre- Assessment questions have same set with Post Assessment
questions.

LET’S TRY!

Activity 1: “See My Face, Tell my Lines!” (refer page 10, Reading Brochure)

The first game is: “See My Face, Tell my Lines!”. Let it started with merry
and sad pictures. The learners will match the faces in the Face Polls with the
corresponding prospected lines should the face owner would say by writing
the letter of the answer on the space provided for.

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 ANSWERS:

1. E 3. A 5. B
2. F 4. D

Activity 2: “My Color, My Choice!” (refer page 11, Reading Brochure)

The learner will choose a box with a color of his choice. As he/she sees
the sentence boxed on the color of his/her choice, he/she supplies the next
sentence that is expected to follow after the given one.

Example:

Given Sentence Expected Sentence

I studied my lesson so well. I will pass in my quizzes tomorrow.

ANSWERS:

Answers may vary.

Activity 3: “Infer My Picture!” (refer page 12, Reading Brochure)

Let the learners practice inference by letting them infer the given
picture. They are given options of inference where they are going to shade
the circle corresponding to their answer.

ANSWERS:

1. Mother prepares lunch.

2. The girl disobeys the sign.
3. The boy meets an accident.
4. Zither loves to play with marbles.
5. Orlando loves to play video game.

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 LET’S THINK ABOUT IT!

(Refer to page 13, Reading Brochure)

Note: In the Analysis questions, give the students the freedom to answer the
questions so that Inference and Prediction Skills will gradually develop in
them.

Each of the four Prediction Strategies follows a sample activity for the
learners to perform.

Strategy 1: Preview-Predict-Confirm
Strategy 2: Think Sheets
Strategy 3: Prediction Chart
Strategy 4: Imagine, Elaborate, Predict and Confirm

Note: Make a thorough explanation for each strategy. The learners’ answers
in the examples for Strategies 1 to 3 may vary.

Answer for Strategy 4:

Example 1 – A
Example 2 – B

Activity 4: “Come to think of it”. (refer page 17, Reading Brochure)

The given selections are for the learners to read and answer the
questions that follow.

ANSWERS:

Answers may vary.

Note: Stress on cue terms from the selections which will lead to inference:
Ex:
“wrapped” - What comes to your mind next?
“her tail wagged” - what picture comes next to your mind?

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Activity 5: “Let’s TIB—Think, Imagine, Believe!” (refer page 18, Reading
Brochure)

Let the learners read each paragraph and think about where the
author is…(setting). They will put a check inside the box of their appropriate
answer.

ANSWERS:

1. beach
2. house
3. Guidance Counselor’s Office
4. camp site
5. dental clinic

Note: Emphasize to the learner that their target of inference is on the setting
of the author. Therefore, it should be a place or an area.

LET’S TALK ABOUT IT!

(Refer to page 19, Reading Brochure)
Note: This is a mini-lecture which will synthesize the important points that is to
be generally learned by the learners - what is inference and prediction.

LET’S DO IT!
(Refer to page 20, Reading Brochure)

Activity 6: “Let’s Read Between the Lines!” (refer page 20, Reading Brochure)

The learners are given scenes and use the clues to answer the
questions that follow.

Example:
Scene: The skies are getting dark and the clouds grow gray.
Inference: I have to hurry home for it is about to rain.
Scene 1 Answer:
1. c 3. a
2. a 4. b
Scenes 2 & 3, answers may vary:

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Activity 7: I Stare, I Steer! (refer page 22, Reading Brochure)

Let the learners look closely at the pictures and tell what will happen
next. They will write their inference inside the box beside each picture.

*Possible Answers:

1. Plants will bloom fast.

2. The man’s arm will be burned.
3. The other boy will be hurt.
4. The girl will now eat her breakfast.
5. The boy is safe and must go to another safer place once the
quake stops.

*More Activities

Activity 8: “Please Complete Me” (refer page 23, Reading Brochure)

By inference, the learners will complete the missing sentences in the

given charts.

ANSWERS:
Answers may vary.

Activity 9: “Tell the Outcome” (refer page 24, Reading Brochure)

The learners will choose the best outcome on each of the sentences
given and encircle the letter of their answer.

ANSWERS:

1. B 3. A 5. B
2. B 4. A

Activity 10: “Match My Moves” (refer page 25, Reading Brochure)

The learners will match the outcome of the pictures in Column A with
the pictures in Column B and write the letter of their answer before each
number.

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 ANSWERS:

1. C
2. E
3. A
4. B
5. D

Activity 11: “Zoom What You Click” (refer page 26, Reading Brochure)

Let the learners examine the picture very closely. Let them imagine as
the man taking the picture and answer the questions that follow by shading
the star of their answer.

ANSWERS:

1. a student
2. with fruits
3. a snake
4. scared
5. I will go down and run fast.

Activity 12: “Stop! Stare! Infer!” (refer page 27, Reading Brochure)

The learners will look at the picture carefully and answer the questions
that follow.

Possible Answers:

1. The man is cutting the tree using an axe.

2. The man is a bit tired.
3. The man’s religion is Islam.
4. It is a sunny day.
5. The man cuts the tree because it is almost blocking the way to the
mosque.

Post Assessment (refer to Pre-Assessment answers on pp. 5-9, Reading

Brochure)

*** End of Level 2

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 LEVEL 3

• Pre-ASSESSMENT (refer pages 6-10, Reading Brochure)

This is composed of 20-item two sets of multiple-choice questions. Set A

are passages, while Set B are pictures, both with questions that follow.

ANSWERS:

SET A SET B

1. A 6. A 11. D 16. B
2. A 7. C 12. B 17. D
3. D 8. C 13. A 18. D
4. A 9. C 14. A 19. A
5. C 10. D 15. A 20. B

Note: Pre- Assessment questions have same set with Post Assessment
questions.

LET’S TRY!

Activity 1: “Why & What?” (refer page 11, Reading Brochure)

The name of our first game is: “Why & What?”. Based on the given line
and picture, the learners will say: Why it happened? What will happen? They
will fill-up the corresponding boxes of their answers.

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 ANSWERS:

Answers may vary.

Note: Ensure that the learners are answering the two-column boxes for their
answers. (Stress it out.)

Activity 2: “Read My Line, Catch My Mind!” (refer page 12, Reading Brochure)

With “Read My Line, Catch My Mind!”, the learners will learn to draw
their own thought of what is meant behind, to what is said. In the activity,
they will choose the letter of the right translation of the given line.

ANSWERS:

1. A 3. A 5. B
2. B 4. A

Note: The following should be stressed out and be explicitly simplified:

1. Girls usually think differently from boys, thus being silent from each
implies different meaning.
2. Some lines of the girls have different meaning for the boys, ex.
“nothing” from a man; and “nothing” from a woman.

Activity 3: “Treating Traits Right!” -Values Formation (refer page 13, Reading
Brochure)

By inference, match the pictures in Column A with the appropriate

traits in Column B by putting an arrow accordingly.

ANSWERS:

1. respectful 4. “Bayanihan” spirit

2. industrious 5. patriotic
3. helpful

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 LET’S THINK ABOUT IT!

(Refer to page 14, Reading Brochure)

Note: In the Analysis questions, give the students the freedom to answer the
questions so that Inference and Prediction Skills will gradually develop in
them.

Each of the Four Prediction Strategies follow a sample activity for the
learners to perform.

Strategy 1: Preview-Predict-Confirm
Strategy 2: Think Sheets
Strategy 3: Prediction Chart
Strategy 4: Imagine, Elaborate, Predict and Confirm

Note: Make thorough explanation for each strategy. Connect your

explanation to the provided sample activities.
The learners’ answers in examples of Strategies 1 to 4 may vary.

Activity 4: “What If?” (refer page 18, Reading Brochure)

The three blocks are exciting because the learners can see the body
essentials of himself/herself. What if he/she will lose any of these? Block 1
shows your body parts. Block 2 contains missing parts. In Block 3, the learner
will write in the boxes how life would be without these parts.

ANSWERS:

Answers may vary.

Note: explain this well.

18
 LET’S TALK ABOUT IT!
(Refer to page 19, Reading Brochure)

Note: This is a mini-lecture. This will synthesize the important points that is to be
generally learned by the learners - what is inference and prediction.

LET’S DO IT!

(Refer to page 20, Reading Brochure)

Note: The teacher may make some intro lines.

Activity 5: “Keep on Caution!” (refer page 20, Reading Brochure)

The pictures given show signals. The learners will translate the meaning
of each picture to one sentence respectively.

ANSWERS:
Answers may vary.

* Additional Activities

Activity 6: “Let’s Read Between the Lines!” (refer page 21, Reading Brochure)

The learners will read the scenes given and use the clues to answer the
questions that follow.

Example:
Scene: The skies are getting dark and the clouds grow gray.
Inference: I have to hurry home for it is about to rain.

ANSWERS:

Answers may vary.

19
Activity 7: “Look Through and Get To Know Me!” (refer page 22, Reading
Brochure)

The learners will look at the pictures given and name objects or items
from the given picture and write them on numbers 1 to 4. They will identify
what the picture is all about and write their answer on the center box.

Possible Answers:

1. Picture 1: Living Room

1- sala set
2- frame
3- floor mat
4- the overall theme of the picture

2. Picture 2: Park/Plaza

1- flowers
2-bench
3-landscapes
4-pathway

3. Picture 3: Rice Field/ Farm

1-rice field
2-mountain
3- bahay kubo
4- tree

4. Picture 4: Highway

1- highway
2-vehicle/tricycle
3- passengers
4- driver

5. Picture 5: School

1-students
2- flag
3-classroom
4-landscapes

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Activity 8: “I Can Infer!” (refer page 23, Reading Brochure)
The learners will give an inference by combining what they know with
the evidence from the given text.

ANSWERS:

Answers may vary

Activity 9: “Look Me Out! Make Your Mind Up!” (refer page 24, Reading
Brochure)

The learners will read the passages given. They will predict the
outcome and use the pictures as bases of their answers.

ANSWERS:

Answers may vary

Activity 10: “Sense Me Right!” (refer page 25, Reading Brochure)

The learners will sense carefully the pair of pictures and their verb in
each item. They will predict possible outcome out from each set.

ANSWERS:

Answers may vary

Note: Students have different interpretations of the pictures, let them

understand that in this activity they will focus on predicting outcomes.
Assist them in developing their predicting outcome skills.

Activity 11: “I Am a Mystery Box?” (refer page 26, Reading Brochure)

Let the students find out what item/items is inside the mystery box
based on the description given.

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 ANSWERS:

1. cellphone 4. facemask
2. ballpen 5. shoes
3. ring

Activity 12: “Read and Tell Me” (refer page 27, Reading Brochure)

Let the learners read the passage and answer the questions that follow.

ANSWERS:

1. B 4. A
2. C 5. B
3. B 6. C

Post Assessment (refer to Pre-Assessment answers on pp. 6-10, Reading

Brochure)

*** End of Level 3

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 CHECKLIST IN EVALUATING THE ACTIVITIES IN THE BROCHURE

BROCHURE TITLE: READ & VIEW, THEN FLASH BEHIND!

AUTHOR: JOSEPHINE A. ROMERO
ORIGINAL TITLE: Making Inferences and Predicting Outcomes

Directions: Put a check mark under YES column if you agree with the statement and
put a check mark under NO column if you disagree.
(To be answered by the teacher using this brochure.)
YES NO

1. Do the activities lead to ultimate program goals which is the 3Bs (DepEd
Memorandum No. 173, s.2019 “Bawat Bata Bumasa”) and for this division to help
the struggling readers read to solve the problem of underachievement?
2. Is the purpose of the activities clear and constantly realized?

3. Is realistic language use reflected?

4. Are instructions clear and concise?

5. Are the lengths of the activities appropriate?

6. Are the items not ambiguous?

7. Across exercises, are varieties of techniques employed?

8. Has adequate use been made of printed and human resources?

9. Do the activities address the struggling, instructional and independent readers?

10. Are the activities/pictures contextualized?

11. Is the Teacher’s Guide helpful to you?

Suggestions/Recommendations:
Evaluator’s/ Teacher’s Name: _______________________
___________________ Designation: __________________________
School: __________________________
___________________ District: __________________________
Date: __________________________
___________________

N-avigating Capitol Drive, Estaka, Dipolog

23 City, 7100 “Be and Do Much Better Each Day
O-pportunities to with a Sense of Urgency.”
R-eengineer for Tel No.: (065) 212-5843
T-ransformation & e-mail address: zn.division@deped.gov.ph
E-mpowerment
 OPINNIONARE ON THE SUITABILITY AND WORKABILITY
OF THE BROCHURES TO THE TEACHER

BROCHURE TITLE: READ & VIEW, THEN FLASH BEHIND!

AUTHOR: JOSEPHINE A. ROMERO
ORIGINAL TITLE: Making Inferences and Predicting Outcomes

Directions: Put a check mark under YES column if you agree with the statement and
put a check mark under NO column if you disagree.
(To be answered by the teacher using this brochure.)
YES NO

1. The activities guide my learners in answering questions.

2.The questions to be asked by the teacher during the activity make the
learners think very well.
3. The provided activities enable the learners to think deeply.

4. The learners were encouraged to answer all the activities.

5. The activities used selections or activities that are taken from other
subjects.
6. Some selections can be used by teachers in other subjects.

7. The activities happen in life and are meaningful to the learners.

8. The learners will be encouraged to talk or communicate to their

groupmates during the activities in a face to face class.
9. The Teacher’s Guide is well crafted, organized and simplified that
helps me in facilitating the activities to my learners.
10. The activities can help develop the learner’s skill in making
inferences and predicting outcomes.

Suggestions/Recommendations:
Evaluator’s/ Teacher’s Name: _______________________
___________________ Designation: __________________________
School: __________________________
___________________ District: __________________________
___________________ Date: __________________________

N-avigating
O-pportunities to
Capitol Drive, Estaka, Dipolog City, 7100 “Be and Do Much Better Each Day
R-eengineer for Tel No.: (065) 212-5843 24 with a Sense of Urgency.”
T-ransformation & e-mail address: zn.division@deped.gov.ph
E-mpowerment
* References:
*Evidence + Background Knowledge = Inference

Writing by: Sarah Sumnicht

*The PRIMALS Compendium of Teaching Resource

* Phil-IRI

• Acknowledgement

Credits to:

▪ Miss Fe J. Jebone, EdD, for all her guidance, inspiration,

motivation, technical support and trust in my capacity.
With her, I made this possible;

▪ My sisters and brod in the ZN Power Team, who share with

me same passion, cuts and convictions towards work. By
that, despite very busy days, we enjoy working as one,
cruising our sleepless nights; &

▪ ZN Illustrators Team, whose outputs/illustrations helped me

a lot to complete this noble course.

- The Author

25
Words of the Author…

Leadership brings out the best of me. I become the best version of
myself, leading by example. Having appointed as a School Principal - July 2018,
I stand not to strive to make a living, but aspire to make a difference: my living
framework I tried to adopt in the learning community where my feet stand.

Being a Master Teacher covered the most of my teaching career. There I

saw how learners struggled in their quest for learning; and equally, there I felt
how noble it is for a teacher to desire learners may truly learn. Being a teacher,
steward to deliver learning, is not curtailed in the four walls of the classroom,
but far more important, is to craft our learners for a true life ahead.

But I see life as more challenging ahead when challenges go tougher too.
I left classrooms because I believe, leading a school is a better avenue of my
desires. The prime responsibility of all school leaders is to put learning at the
centre of everything: student learning first, then everyone else’s learning in
support of it, will follow. “By loving our learners more than their abilities, we
show to our learners that they are more than the sum of their
accomplishments.”

I was strong, I am… and I will be strong because every time I see the
learners in school, especially the struggling ones, I am certain their future is
dependent to how they are taught, today.

- The Author

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About the Author…

0912- 477-3339/0955-790-1781
josephinealeriaromero@deped.gov.ph
Pob.East Salug, Zamboanga del Norte

• Major in English in Baccalaureate Course, graduated Magna Cum Laude.

• Classroom Master Teacher for nine years.
• Appointed School Principal, July, 2018.
• Speaker/Organizer on Training in Language & in School Leadership.
• Bacungan II District Research Activities Focal Person.
• Vision-oriented and very optimistic school leader.
• Can perform multi-task even under time pressure.
• Efficiently performs tasks and seldom settle mediocrity.
• Good in language and has the capacity to influence people.
• Family and work-oriented woman.
• Recently succeeded her Doctoral Final Oral Defense with the title: “The
Impact of Principal Leadership Qualities on School Performance”.

27
 Para sa mga katanungan o puna, sumulat o tumawag sa:
Department of Education – Division of Zamboanga del Norte
Capitol Drive, Estaka, Dipolog City, 7100
Tel. No. 212-5843 (SDS Office)
212- 2605 (CID Office)
e-mail address: zn.division@deped.gov.ph

N-avigating Capitol Drive, Estaka, Dipolog City, 7100 “Be and Do Much Better Each Day
O-pportunities to with a Sense of Urgency.”
R-eengineer for Tel No.: (065) 212-5843
T-ransformation & e-mail address: zn.division@deped.gov.ph
E-mpowerment

28