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LETRA (Language Enhancement Through Reading Assessment)

Manual for Teachers and Parents
English, First Edition, 2023

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 exploitation of such
work for 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 them. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Region 1

Secretary: Sarah Z. Duterte
Undersecretary: Gina O. Gonong

Development Team
Writers: Sid Arada Arvin Homer Lardizabal Roy Allen Perez
Noraima Baguan Rachel Ruth Espinueva Liezl Quitoriano
Jennylyn Bibal Kathleen Fandag Joy Rapada
Myleen Boquiren Michelle Felstead Reb Trinidad
Emmanuelle Cacapit Irene Arellano-Javillonar Lavinia Vez
Lovely Jane Durante Mark Gil Dichoso Shane Carmie Lopez
Layout Artists
and Illustrators: Bobbit Dale M. Bulatao, San Carlos City
Santino B. De Jesus, San Carlos City
Armando S. Vinoya, San Carlos City

Editors: Sheila Marie Bugayong, San Fernando City

Belen Aquino, La Union
Gloria Pernes, Pangasinan 2
Ritchelle B. Dejolde, Ilocos Norte
Lilibeth Magtang, San Carlos City
Almera Zarate, Urdaneta City
Agnes Royulada, Dagupan City
Joycelyn Pangat, Batac City
Marlon Taloza, Ilocos Sur
Nelson Robinol, Vigan City
Regina Nagtalon, Laoag City
Anna Lisa Aquino, Candon City
Elnora T. Raroque, Alaminos City
Marilou Roldan, Pangasinan I
Project Proponent: Johnson P. Sunga, EPS-English
Consultants: Arlene A. Niro, Chief Education Supervisor, CLMD
Rhoda T. Razon, Assistant Director
Tolentino G. Aquino, Director IV

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 LEVEL 1: WORD LEVEL

BEFORE ASSESSMENT

1. Before the assessment activity, make sure that the learner is comfortable both
physically and emotionally.
2. Establish rapport with the learner by greeting him/her and doing warm-up
activities in 1 minute. The learner will perform at his/her best when he/she trusts
you.
3. Explain to the learner that you are doing this assessment activity because you
want to help him become a better reader.
4. After doing the warm-up activities, start the assessment and make sure that the
word list and forms to be used are prepared ahead of time.

DURING ASSESSMENT
1. Conduct the assessment.
2. Use the prescribed materials and forms.
3. Present the word list to the learner.
4. Ask the learner to read each word from top to bottom.
5. Check the words read correctly by the learner. Use the word list provided below.

WORD LIST

materials grit graph keen taught

tailor kelp patch click vault
thought dusk physics nymph code
aimed sift plumber pain geer

AFTER ASSESSMENT
Refer to the table below to assess if your learner is at Word Level.

DESCRIPTION NO YES

The learner is able to read Stop the assessment here. Let the learner proceed
at least 10 out of the 20 to the next level
words. Record the learner’s level as (Sentence Level).
Below Word Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVEL 2: SENTENCE LEVEL

BEFORE ASSESSMENT
Present to the learner 5 sentences.

DURING ASSESSMENT
Let the learner read the sentences.

SENTENCES

1. The pandemic has affected our daily lives in countless ways, from social
distancing to remote work.
2. She worked hard to save enough money for her dream vacation, but
unexpected expenses kept popping up and delaying her plans.
3. The storm knocked out power to the entire neighborhood, and many
residents were left without electricity or heat for several days.
4. Despite his reservations about the plan's feasibility, he recognized the
potential benefits and decided to support it anyway.
5. Despite its convoluted structure, the intricate and interdependent systems of
the human body function in remarkable harmony to sustain life and enable
conscious experience.
6. Although she had studied for weeks, she still found the exam difficult, but
she remained focused and persevered until the end.
7. Although the construction of the new highway caused significant delays and
inconvenience for commuters, it ultimately improved the flow of traffic and
reduced congestion, so many people were satisfied with the outcome.

AFTER ASSESSMENT
Refer to the table below to assess if your learner is at the Sentence Level.

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read 5 sentences to the next level
correctly. Record the learner’s level as (Paragraph Level).
Word Level
NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVEL 3: PARAGRAPH LEVEL

BEFORE ASSESSMENT
In this level, you will test the reading ability and fluency of the learner using a
paragraph.
1. Listen carefully as the learner reads aloud the paragraph.
2. Note the miscues committed by the learner. Miscues include
mispronunciation, omission, substitution, insertion, repetition, transposition
and reversal.
3. Set the timer before asking the learner to read.
4. Be guided by this running record conventions developed by Clay (1993) in
recording the miscues of the learner.

Response How do you What does it look like? How do you

record it? score?
A word is A tick for every This is correct.
read correctly. correct word. Ticks ✔ ✔ ✔ ✔ ✔ No errors.
reflect the text Insects live all around us.
layout on the
page.
A word is Draw a line above Record as an
substituted. the word that was error.
meant to be read. ✔ ✔ ✔ above ✔
Write the Insects live all around us.
substituted word
above the line.
A word is Draw a line above Record as an
omitted. the word that was ✔ ✔ ✔ __-__ ✔ error.
meant to be read. Insects live all around us.
Draw a dash
above the line.
A word is Insert the extra Record as an
inserted. word by recording error.
exactly where it
was said. Draw a many
line and add the ✔ ✔✔ ✔ ✔
word above the - Insects live all around us.
line. Place a dash
under the line.
An attempt at Draw a line above 3 letters were
a word is the word that was sounded out
made. attempted. Insert ✔ l-i-v-E ✔ ✔ ✔ and the last
the attempt by Insects live all around us. letter was

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 recording exactly named. The
what was said. word was not
stated. Record
as an error.
Self- Draw a line above Record as a
correction of a the word that was self-correct.
word substituted. This is not an
Record exactly error because
what was said.
✔ ✔ ✔ above SC ✔ it has been
Record SC to
show the word
Insects live all around us. fixed up
was then read
accurately.
A word is Record by placing This is not an
repeated an R above the ✔R ✔ ✔ ✔ ✔ error.
word that is Insects live all around us.
repeated
A section of Record by placing This is not an
text is an R above the error.
repeated last word ✔ ✔ ✔ ✔ ✔R
repeated. Draw a Insects live all around us.
line from the R to
the first word
repeated.
Self- Draw a line above Record as a
correction by the word that was self-correct.
rereading substituted. ✔ ✔ ✔ above This is not an
Record exactly R/SC ✔ error because
what was said. Insects live all around us. through
Record R/SC to rereading, it has
show the word been fixed up.
was then read
accurately and
repeated.
Reader Write an A above Record as an
appeals for the word that was A_ ✔ ✔ ✔ ✔ error.
help with an appealed. Write a Insects T live all around us.
unknown T next to the word
word and is that was told.
told.
Reader is told Draw a line above Record as an
a word if no the word and dash - _ ✔ ✔ ✔ ✔ error. If
attempt is above the line. Insects T live all around us. repeated
made. Write a T next to proper noun
the word that was
errors occur in
told.
the reading,
score as an
error once only
Reader is Record the error An error is
instructed to responses. scored
try that again
(usually when
meaning or
Draw brackets
around the
confused text, [ TTA
These l-i-v-e al at sa
Insects live all around us. ] because the
reader was
prompted to

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 significant write TTA on top go back and
problem of the text inside have another
solving has the bracket, point try. If no self-
occurred) where the reader corrections
is to begin
occur, 5 errors
rereading and say
would be
“try that again.”
recorded for
this example.

DURING ASSESSMENT:
1. Ask the learner to read aloud the following paragraph.

PARAGRAPH

Johnson, Arvin, Jen, Mai, Emman, and Mau have been close friends 1
since childhood and are now in their eleventh-grade year at the same high 2
school. Each of them has a unique talent and interest that sets them apart 3
from one another. Johnson is the basketball team's star athlete, with Arvin 4
being his best friend and teammate. Jen is an academic genius who always 5
excels in her studies, while Emman has a passion for art, which he loves 6
to express through drawing and painting. Mai is the band's guitarist, while 7
Mau is the class clown, always making everyone laugh. 8
Despite their differences, the six friends enjoy spending their free time 9
together. They often go to the movies, play video games, or just hang out 10
at someone's house. They always support each other's individual pursuits, 11
from cheering on Johnson during basketball games to attending Emman’s 12
art exhibit. 13
While Johnson, Arvin, Jen, Mai, Emman, and Mau all have different 14
goals and aspirations for the future, they share a common love for each 15
other and their school. Their bond demonstrates that people with diverse 16
talents and interests can form meaningful friendships. 17
This group of friends serves as an example of how individuals with 18
different backgrounds can unite and develop strong, lasting relationships. 19
Their story highlights the importance of valuing differences and promoting 20
inclusivity. 21

219 words, Grade 11

2. You may also use the following template for your own consumption to note the
miscues committed by your learners. This summary of miscues will not be
submitted as a report.

Omission Insertion Substitution Repetition Mispronunciation Transposition

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3. Note the number of words read by the learner per minute.

4. Compute the oral reading accuracy rate by following the steps and the given
formula.

HOW TO GET THE ORAL READING ACCURACY RATE

(PARAGRAPH LEVEL)

1. Count the number of CORRECTLY READ words in one minute. (ex: 128)
2. Count the number of SKIPPED WORDS. (ex: 6)
3. Subtract the number of skipped words from the correctly read words. (ex:
128-6 = 122)
4. The answer (122) is the ORAL READING RATE in terms of WORDS PER
MINUTE (wpm).
5. To compute for the oral reading rate, use the following formula:

ORAL READING RATE/WORDS = number of correctly read words

PER MINUTE (WPM) – number of skipped words

Example: 128 – 6 = 122wpm

6. Count the number of ERRORS/MISREAD words. (ex: 3)

7. Subtract the number of errors (ex: 3) from the reading rate (ex: 122)
Ex: 122 – 3 = 119
8. To determine the accuracy rate/percentage, divide the accuracy number
(119) by the reading rate (ex: 122) then divide by 100 as can be seen in the
following formula:

READING ACCURACY RATE = reading rate – number of

errors/misread words divided by
the reading rate x 100

Example: 122 – 3 = 119

= 119/122 x 100
= 97%

95% and above = meeting accuracy rate expectation

90% to 94% = nearing accuracy rate expectation
89% and below = struggling to meet the accuracy rate expectation
(Source: Allington, 2002; Armbruster et al., 2003; Hasbrouck, 2006)

Proposed revised standards under fluency:

[Fluency] The learner has at least 95% reading accuracy rate.
[Leveling] The learner commits no more than 5 mistakes

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AFTER ASSESSMENT
Refer to the table below to assess if your learner is at the Paragraph Level.

DESCRIPTION NO YES

The learner is able to read Stop the assessment here. Let the learner proceed
at least 120-150 words in to the next level (Story
the paragraph within 1 Record the learner’s level as Level).
minute. Sentence Level.

The learner committed no

more than 5 miscues.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 4-5: STORY LEVEL & STORY
+ COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the story. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the story aloud (first attempt) while you listen
carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided with the Summary of Miscues.
3. Record all the miscues in Form ___.

STORY

“Legacy of a Dedicated Educator:

Lola Marcela’s Impact on her Community”

Lola Marcela’s love for teaching was rooted in her belief that education is
the key to a better future. She often used materials from the Grade 11 modules
in the Philippines to create informative and engaging lessons for her students.
Her goal was to help them develop critical thinking and analytical skills, which
she believed were essential for success in life.

As a retired teacher, Lola Marcela still felt a strong sense of responsibility

towards her community. She often volunteered her time at the local school,
sharing her knowledge and experiences with young students. She encouraged
them to pursue their passions and to always strive for excellence.

One challenge that Lola Marcela faced in her work was the lack of resources
in her community. Many students did not have access to textbooks or
computers, and this made it difficult for them to keep up with their studies. To
address this issue, Lola Marcela worked with local officials and community
leaders to establish a library and computer center at the school. This helped to
level the playing field for all students and provided them with the tools they
needed to succeed.

Lola Marcela’s dedication to teaching and writing was an inspiration to many.

Her work was widely recognized in academic circles, and she was often invited
to speak at conferences and seminars. She used these opportunities to share

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 her knowledge and experiences with other educators and writers, and to
encourage them to pursue their passions and to make a difference in the lives
of their students.

In the end, Lola Marcela’s legacy was not just in the materials she created
or the lessons she taught, but in the lives she touched. Her work helped to shape
the minds of young students and inspired them to dream big and work hard. She
proved that education was not just about acquiring knowledge, but about using
that knowledge to make a positive impact on the world.

By dedicating Lola Marcela’s life to teaching young minds, she showed the
power of how education can shape individuals and communities, leading to a
brighter future.

350 words, Grade 11

AFTER ASSESSMENT
1. Count the total number of recorded miscues.
2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner can read the Stop the assessment here. Let the learner proceed
story with no more than 3 to the Story +
mistakes. Record the learner’s level as Comprehension
Paragraph Level. Level. Follow steps 3-
6.

3. Ask the learner to read the story aloud again.

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. What does the word “engaging” mean in the following sentence: “She often
used materials from the Grade 11 modules in the Philippines to create
informative and engaging lessons for her students.”?
a. boring
b. difficult
c. frustrating
d. interesting

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2. What does the word “establish” mean in the following sentence: “To address
this issue, Lola Marcela worked with local officials and community leaders to
establish a library and computer center at the school.”
a. close down
b. criticize
c. expand
d. set up

3. What does the word “legacy” mean in the following sentence: “In the end,
Lola Marcela’s legacy was not just in the materials she created or the
lessons she taught, but in the lives she touched.”
a. current situation
b. past experiences
c. lasting impact
d. future plans

4. What was Lola Marcela’s motivation for using Grade 11 modules in the
Philippines in her teaching?
a. To make the lessons boring.
b. To make the lessons difficult for the students.
c. To discourage the students from pursuing their passions.
d. To help the students develop critical thinking and analytical
skills.

5. What was the main challenge that Lola Marcela faced in her work? Lack of
____.
a. resources in the community.
b. support from her colleagues.
c. interest from the students.
d. time to prepare for her lessons.

6. What was Lola Marcela’s legacy?

a. In the materials she created.
b. In the lessons she taught.
c. In the lives she touched.
d. In the recognition she received from academic circles.

7. Based on the story, what can be inferred about the educational system in
the Philippines?
a. The system is outdated and ineffective in providing quality
education.
b. The system is well-funded and provides ample resources to
educators.
c. The system is accessible to all students regardless of their
socioeconomic background.
d. The system emphasizes practical skills development over academic
achievement.

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 8. What can be inferred about Lola Marcela’s personality based on her actions
in the story?
a. She was selfish and only cared about advancing her own career.
b. She was disorganized and did not plan her lessons effectively.
c. She was indifferent to the needs and challenges of her community.
d. She was passionate about education and believed in her
students.

9. How did Lola Marcela’s work reflect her values as an educator?

a. By creating engaging materials for her students.
b. By addressing the lack of resources in her community.
c. By helping her students develop critical thinking and analytical
skills.
d. By leaving a lasting impact on the lives of her students.

10. How did Lola Marcela’s work contribute to the development of her
community?
a. By creating engaging materials for her students.
b. By addressing the lack of resources in her community.
c. By helping her students develop critical thinking and analytical
skills.
d. By leaving a lasting impact on the lives of her students.

5. Record the total number of correct responses.

6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner can read the Stop the assessment here. Let the learner proceed
story and answer 5 out of to the Local Material
7 questions correctly. Record the learner’s level as Level.
Story Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 6-7: LOCAL MATERIAL LEVEL & LOCAL MATERIAL
+ COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the text. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the text aloud (first attempt) while you listen carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided with the Summary of Miscues.
3. Record all the miscues in Form ___.

LOCAL TEXT MATERIAL

PROVINCIAL ORDINANCE NO. [XXXX]-[YYYY]

AN ORDINANCE TO PROTECT AND PROMOTE THE POTTERY AND

BRICKS INDUSTRY IN PANGASINAN

WHEREAS, the making of pottery and bricks in Pangasinan is integral to our

history and economy;

WHEREAS, making pottery and bricks requires natural resources like clay and
water, which we need to protect for the future;

WHEREAS, we need to take care of the pottery and bricks industry in

Pangasinan so it can keep going and help our province grow;

NOW, THEREFORE, the Sangguniang Panlalawigan of Pangasinan makes this

ordinance:

SECTION 1. TITLE. This ordinance is called "Protecting and Promoting the

Pottery and Bricks Industry in Pangasinan."

SECTION 2. DEFINITION OF TERMS. These words mean:

a. Pottery - objects made of clay and baked in a hot oven, like jars, bowls, vases,
and figurines.

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b. Bricks - rectangular blocks of clay baked in a hot oven, used to build houses
and roads.

c. Industry - making and selling pottery and bricks.

d. Stakeholder - any person, group, or organization who cares about the pottery
and bricks industry in Pangasinan.

SECTION 3. SUPPORTING THE POTTERY AND BRICKS INDUSTRY. The

Provincial Government in coordination with the Provincial Department of
Tourism and Culture, will help the pottery and bricks industry by:

a. Encouraging and supporting the making and selling of pottery and bricks in
the province;

b. Giving help and training to people who make pottery and bricks;

c. Making a program to help people in the pottery and bricks industry;

d. Telling people that the pottery and bricks industry is something they can see
when they visit Pangasinan;

e. Establishment of partnerships with local artisans and pottery workshops for

practical learning, apprenticeships, and exposure trips.

SECTION 4. TAKING CARE OF OUR RESOURCES. The government of

Pangasinan will make sure we use our resources like clay and water carefully
so we can keep using them in the future. They will:

a. Make a plan to take care of our clay and water resources for making pottery
and bricks;

b. Watch how people use clay and water for making pottery and bricks;

c. Think of other things we can use to make pottery and bricks without using too
many natural resources;

d. Look at the environment and see how the pottery and bricks industry is
affecting it.

SECTION 5. PENALTIES. Anyone person or entity found to have violated any

provision of this ordinance shall be penalized with a fine of not less than five
thousand pesos (Php 5000) or imprisonment of not more than six months (6
months) or both at the discretion of the court.

SECTION 6. IMPLEMENTING RULES AND REGULATIONS. The Provincial

Government of Pangasinan, in coordination with the appropriate agencies and
stakeholders, shall promulgate the necessary rules and regulations for the
effective implementation of this ordinance.

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 APPROVED,

[signature]

Presiding Officer

ATTESTED:
[signature]
Secretary to the Sanggunian

447 words, Grade 11

AFTER ASSESSMENT

1. Count the total number of recorded miscues.

2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the text with no more to the next level (Local
than 3 mistakes. Record the learner’s level as Material +
Story + Comprehension Comprehension
Level. Level).

3. Ask the learner to read the text aloud again.

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. What does the word "integral" mean in the context of this ordinance?
a. complex
b. essential
c. outdated
d. unnecessary

2. What does the term "apprenticeships" refer to in this ordinance?

a. a form of punishment
b. a period of unemployment
c. a self-taught learning process
d. a period of learning under an expert

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3. The word "promulgate" appears in the ordinance that may mean?
a. to abolish
b. to dispute
c. to ignore
d. to publicize

4. Who is responsible for creating the necessary rules and regulations for the
effective implementation of this ordinance?
a. The Provincial Department of Education
b. The Provincial Government of Pangasinan
c. The Provincial Department of Tourism and Culture
d. Both a and b

5. What is the primary purpose of this ordinance?

a. To prioritize modern industries over traditional crafts
b. To eliminate the bricks and pottery industry in Pangasinan
c. To discourage Grade 11 students from participating in traditional
crafts
d. To preserve and promote the bricks and pottery industry for
Grade 11 students

6. Which of the following is NOT part of the Bricks and Pottery Industry
Promotion Program for Grade 11 students?
a. Annual Bricks and Pottery Festival
b. Establishment of partnerships with local artisans and pottery
workshops
c. Removal of financial assistance and incentives for schools,
artisans, and students
d. Integration of bricks and pottery appreciation and skills development
in the Grade 11 curriculum

7. Why is this ordinance relevant to Grade 11 students?

a. Because the ordinance is a punishment for Grade 11 students
b. Because Grade 11 students have no other educational opportunities
c. Because only Grade 11 students are interested in bricks and pottery
d. Because Grade 11 students are at an age where they can actively
participate in and appreciate the value of traditional crafts and
industries

8. What could be a possible effect of implementing this ordinance?

a. Loss of job opportunities for local artisans
b. The decline of the bricks and pottery industry in Pangasinan
c. A decrease in appreciation for cultural heritage among students
d. The sustainability of the bricks and pottery industry in
Pangasinan

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 9. What is the potential long-term impact of implementing this ordinance on the
local economy of Pangasinan?
a. No impact on the local economy
b. Promotion of sustainable economic growth by preserving the
industry
c. Increase in unemployment because of the decline of traditional crafts
d. Reduction in the number of skilled workers in the bricks and pottery
industry

10. How might the integration of bricks and pottery appreciation and skills
development into the Grade 11 curriculum affect students' educational
experience?
a. It may have no effect on their educational experience
b. It may discourage students from pursuing higher education
c. It may limit their exposure to other subjects and learning experiences
d. It may increase their appreciation for the cultural heritage of
Pangasinan.

5. Record the total number of correct responses.

6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the local material to the next level
and respond correctly to 5 Record the learner’s level as (Academic Level).
out of 7 questions. Local Material Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 8-9: ACADEMIC TEXT LEVEL & ACADEMIC TEXT
+ COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the text. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the text aloud (first attempt) while you listen carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided with the Summary of Miscues.
3. Record all the miscues in Form ___.

ACADEMIC TEXT MATERIAL

Vaping is a topic of controversy in the health and wellness industry. Vaping

means inhaling and exhaling the vapor produced by electronic cigarettes, or e-
cigarettes. E-cigarettes have become known in recent years, especially among
young people. However, there are concerns about the health effects of vaping
and the possibility that it could lead to smoking traditional cigarettes.

Some people say that vaping is safer than smoking regular cigarettes
because e-cigarettes do not have tobacco, tar, or carbon monoxide, which are
considered harmful. Also, they say that e-cigarettes can help people stop
smoking. E-cigarettes provide nicotine without the harmful chemicals found in
tobacco cigarettes. In addition, some people use e-cigarettes as a tool for harm
reduction when they cannot quit smoking.

On the other hand, other people say that the effect of vaping on one's health
is still unknown in the long run. E-cigarettes may still have harmful chemicals.
Some studies have shown that electronic cigarettes can damage the lungs.
People have also said that the flavors used in e-cigarettes interest young people
and could cause them to become addicted to nicotine.

Even though there are problems with the effects of vaping on health, some
studies have shown that it is less dangerous than smoking regular cigarettes.
But it is clear that vaping is not completely safe and should not be thought of as
a risk-free alternative to smoking.

There is a rule in the Philippines that says how e-cigarettes can be sold and
used. E-cigarettes can only be used by people who are 18 or older, according

17
 to the law. Also, you can't smoke e-cigarettes in public places. The government
thinks that these rules will keep teens from getting hooked on e-cigarettes. It
also stops people from using e-cigarettes more and more.

In conclusion, vaping might be better than smoking regular cigarettes, but

there are still worries about how it might affect your health. Even though some
people use e-cigarettes to stop smoking, they are not risk-free and can be
dangerous. The government has put rules in place to keep young people from
getting hooked on e-cigarettes, but it's still important for everyone to know the
risks of vaping and make a sound decision.

359 words, Grade 11

AFTER ASSESSMENT

1. Count the total number of recorded miscues.

2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the text with no more to the next level
than 4 mistakes. Record the learner’s level as (Academic +
Local Material + Comprehension
Comprehension Level. Level).

3. Ask the learner to read the text aloud again.

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. What is the meaning of "controversy" as used in the text?

A. an agreement on a topic
B. an action taken without thought
C. a public disagreement or debate
D. a healthy and positive discussion

2. What is the antonym for "sound" in the context of making a decision about
vaping?
A. Informed
B. Rational
C. Uninformed
D. Wise

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3. Nicotine : E-cigarettes ::
A. Addiction : Dependency
B. Smoke : Vapor
C. Tar : Lung damage
D. Tobacco : Harmful

4. What is the government's stance on e-cigarettes in the Philippines?

A. E-cigarettes can only be used in public places
B. E-cigarettes are banned for use and sale in the country
C. E-cigarettes can only be used by people who are 18 or older
D. E-cigarettes can be used by anyone, regardless of age, but cannot be
sold in public places

5. What is the viewpoint of people who believe that vaping is not completely safe?
A. They believe that vaping is not addictive
B. They believe that the long-term health effects of vaping are still
unknown
C. They believe that vaping is a risk-free alternative to smoking
D. They believe that vaping is just as dangerous as smoking regular
cigarettes

6. According to the text, what is the role of e-cigarette flavors in relation to young
people?
A. They do not have any effect on young people's interest in e-cigarettes
B. They make e-cigarettes less appealing to young people
C. They can cause young people to become addicted to nicotine
D. They make e-cigarettes more expensive for young people to buy

7. What is the main message about vaping in the passage?

A. Vaping is completely safe and a risk-free alternative to smoking
B. Vaping is less dangerous than smoking traditional cigarettes
C. Vaping is equally as dangerous as smoking traditional cigarettes
D. Vaping is a controversial topic with potential health risks, and
people should make informed decisions about its use.

8. What is the purpose of the government's rules regarding the use and sale of e-
cigarettes?
A. To make it easier for people to get addicted to e-cigarettes
B. To protect young people from getting hooked on e-cigarettes
C. To encourage people to start using e-cigarettes
D. To allow e-cigarettes to be sold and used in public places

9. What should individuals who use e-cigarettes do to minimize their risks?

A. Use e-cigarettes only as a tool for harm reduction and gradually
decrease their nicotine intake
B. Be aware of the potential health risks and make a sound decision
C. Avoid using e-cigarettes altogether
D. None of the above

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 10. The text said that neither regular cigarettes nor e-cigarettes are considered
safe for smokers. Why do you think moderation is necessary when consuming
e-cigarettes and regular cigarettes?
A. Smoking in moderation, or smoking fewer cigarettes per day, can
potentially reduce the risk of developing smoking-related
illnesses.
B. Moderation causes you to spend less money because you will limit your
consumption of these products.
C. Moderation is necessary because it reduces the chances of creating a
habit of smoking.
D. It makes people to think that you are a responsible smoker

5. Record the total number of correct responses.

6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Congratulate the

read the text with no more learner for successfully
than 4 mistakes. Record the learner’s level as completing the
Academic Level. assessment.

NOTE: Remember to thank and recognize the efforts of the learner.

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 Explain to the learner that he or she
has reached the highest possible literacy
level. Encourage the learner to read more
so he or she can further enhance his or her
literacy skills. Don’t forget to thank the
learner for his or her cooperation and
participation.
Thank you for your dedication in
conducting the assessment. You may now
proceed to the preparation and submission
of the FLAT report.

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