Department of Education - Region III

TARLAC CITY SCHOOLS DIVISION

Brgy. Binauganan, Tarlac City 2300
ND
EXPLORE BOOK AND PRINT
Step 1:
ORIENTATION TO PRINT
Reading Skill

for
NON-DECODERS

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instructioni
Reading Material for Non-Decoders
First Edition, 2022; Revised 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 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 material are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use this material 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

Ma. Irelyn P. Tamayo PdD, CESO V
Lourdes G. Dela Cruz PhD

Development Team

Writer: Gertrude Grace M. Esmeralda

Evaluators: Oliveth O. Bruno, Claire Marie Eunice T. Galura

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

Lily Beth B. Mallari – Education Program Supervisor, LRMS

Layout Artist: Gertrude Grace M. Esmeralda

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, LRMS

Printed in the Philippines by the Department of Education – Tarlac City Schools Division

Office Address: Brgy. Binauganan, Tarlac City, Tarlac

Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph

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EXPLORE BOOK AND PRINT
Step 1:
ORIENTATION TO PRINT
Reading Skill

iii
 PREFACE

From letters to lessons…

“Let us keep on watering the seeds of the very roots of letters. For in every drop of ink and stain of marker, a force will be
awakened. Truly, when letters unite, transformation begins, and that is the POWER OF LEXICONS…the POWER OF Literacy.”
It has been years since the COVID-19 pandemic interfered all facets of our living; seemed like the world stopped due to the
spread of COVID-19 pandemic. The world found itself bending hardly in its knees and education was 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 crawled its ways to implementations.
Now that everything is going back to the way it was used to be: in-person classes took the center stage once more. Still, the
aftermath of the pandemic and among many others really took a toll on us. Its repercussions are totally evident particularly in the literacy
skills of our learners.
No censorship. No euphemisms. No manipulations. Many emerged as non-decoders and non-comprehenders, learning
poverty—which is defined as the percentage of 10-year-old children who cannot read and understand a simple story, reached its highest
peak.
Based on TIMSS (Trends in International Mathematics and Science Study), the learning poverty in the country was estimated
at 69.5 percent in 2019, likewise, the 2019 Southeast Asia Primary Learning Metrics Report revealed that 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 before transitioning 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.
Thus, TCSD implemented its flagship reading program for literacy recovery called PROJECT RESCUE (Recovery and
Engagement of Struggling Readers through Curriculum Updates and Explicit Instruction), anchored to Region’s S.T.A.R Program, which
primarily focused on literacy profiling to specifically identify the reading proficiency level of learners. Also, the development of reading
materials for non-decoders and non-comprehenders that are developmentally and systematically arranged and the use of individual
reading progress report to progressively monitor the reading status of learners were the salient features of the RESCUE program.
In its first year of implementation, SY 2022-2023, Project RESCUE made a huge entrance and aided schools to
specifically identify learners’ reading proficiency level through the use of division contextualized reading assessment tools and
the innovative materials for non-decoders and non-comprehenders. All of these were guided using the Individual Reading
Progress Report . Thus, significant decrease was cited on learners classified as non-decoders and non-comprehenders.
The following are the comparative results of pretest, midyear, and posttest:

Comparative Data of Literacy Profiling for Key Stage 1

Comparative Data of Literacy Profiling for Key Stage 2

Comparative Data of Literacy Profiling for Key Stage 3 Comparative Data of Literacy Profiling for Key Stage 4

These results clearly show the significant decrease of non-decoders and non-comprehenders. However, there are still
learners that need to be “rescued”. Therefore, RESCUE 2.O: Literacy Package shall be intensified this SY 2023-2024 with the
inclusion now of interactive slide-deck presentations for all the materials developed and the return of formal themes which shall
be the salient features of the program. As National Reading Panel (2000) underscored, that 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, in which RESCUE is patterned to.
Truly, this Literacy Package titled “From Letters to Lessons…Power of Lexicons: RESCUE 2.0 Literacy Package”
is 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 12 developmentally arranged reading components are all included.
Thus, these 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.
Indeed, “Bansang Makabata: Batang Makabansa…Batang Nakababasa… “Every Filipino Learner is Literate.”

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 Table of Contents

Cover Page ……………………………………………………................... i

Copyright Page …………………………………………………………..… ii
Title Page …………………………………………………………….…..…. iii
Preface …………………………………………………………………….... iv
Table of Contents…………………………………………...…….…..……. v
Introductory Message…………………………………....……….……...… vi
Overview on Reading…………… ……………………………..………..… 1
Orientation to Print……………………………………………………....…. 2
Orientation to Print Activity 1: Pre-assessment..…………………... 3
Orientation to Print Activity 2: The Alphabet……………………...… 5
Orientation to Print Activity 3: Uppercase and Lowercase Letters.. 6
Orientation to Print Activity 4: Words and Sentences…………...… 7
Orientation to Print Activity 5: Punctuation Marks………………….. 8
Orientation to Print Activity 6: Post-assessment……..……….....… 9
Processing Questions ……………………………………….………….…. 11
Answer Key………………………………………………………………..… 12
Reference ………………………………………………..…….………….... 13
Back Page……………………………………………………...……………. 14

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Introductory Message
Welcome learners!
This reading material is written for learners like you to develop your reading skills.

It is meant to improve your reading skills in a more systematic and explicit way, specifically
on the components of book and print orientation, letter name knowledge, letter sound knowledge –
beginning, middle and ending sounds, familiar word reading, invented word decoding, oral passage
reading, reading comprehension, listening comprehension, dictation and spelling.

This reading material also answers the call for learners like you to become effective readers
using the English language with the activities and practice drills as an application of the language
structure learned. Each part shall guide you from simple to complex skills as you discover and
understand the process of reading.

Enjoy the wonderful world of reading and learning!

For the Learning Facilitator

This material was collaboratively designed, developed, and reviewed by educators from the
public schools to assist you, the teacher or facilitator in helping the emergent readers and non-
decoders in developing their early literacy skills and be able to meet the standards set by the K
to 12 English Curriculum in reading and comprehension for their particular grade level.

This learning resource hopes to engage the emergent readers and non-decoders into guided
and independent learning activities to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

For the Learner

Welcome learners.

This material was designed to provide you with fun and meaningful opportunities for guided and
independent learning activities. You will be able to process the contents of the learning resource
while being an active learner.

Reading is useful in your daily life because it develops your understanding and critical thinking
with all the things around you. It allows you to be more knowledgeable, more confident, more
active and better in school. In addition, reading with comprehension will help you acquire
language skills essential in learning across all subject areas.

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 OVERVIEW ON READING

The ability to decode is the foundation upon which all other

reading instructions and skills – vocabulary, fluency, comprehension,
etc. are built. Decoding has been established as a key skill in reaching
successful reading comprehension. This is why, it is so important for
emergent readers to learn and master this skill in their education.
Children who develop strong foundations in decoding and
language comprehension in their early years of school are more likely
to display higher levels of literacy knowledge and reading skills. On the
other hand, children who struggle to develop decoding skills in their
early years are more likely to struggle with reading throughout their
educational experience.

A Simple View of Reading (Hoover and Gough, 1990) has been a

theoretical model used in understanding the skills required to be a
successful and efficient reader. This model of reading suggests that
reading comprehension can be achieved when the reader has
adequate decoding skills and linguistic comprehension. Thus, to be
considered a good reader, good performance in both decoding or
word reading and language comprehension is required.
This reading material is composed of components aligned with
essential and teachable reading skills that research shows children
should acquire in the early grades. This includes orientation to print,
letter name knowledge, letter sound knowledge, beginning letter
sound, middle letter sound, ending letter sound, familiar word reading,
invented word decoding, oral passage reading, reading and listening
comprehension, dictation and spelling.

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 ORIENTATION TO PRINT
Orientation to print is the knowledge of early print concepts. It
includes the concept of what books, print, and written language are.
It includes a number of undertakings that allow the reading process to
take place. Such as the following:
• understanding that print conveys a meaning
• knowledge about book orientation and directionality of print
• distinction between sentences, words and letters, and
• knowledge of the alphabetic system and the difference
between lettersORIENTATION
and words. TO PRINT
Background Information:
Concepts to model in book and print orientation:
• identifying the cover of the book
• identifying the back of the book
The English
• identifying Alphabet
the title is consist
and the author ofbook
of the ……..
• where to begin reading with the book closed
Can
• you give
where the name
to begin of the
reading on theletters
pagein the English Alphabet?
• knowing that text is read from left to right (directionality)
• when to turn the page
• how to know when done reading
• identifying 1 letter and 1 word
• identifying the first and last letter in a word
• identifying 1 sentence
• counting how many words are in a sentence
• identifying an uppercase letter
• identifying a lowercase letter
• identifying a period
• identifying a question mark
• identifying an exclamation mark
• identifying a quotation mark
• identifying a comma

(Source: https://www.education.vic.gov.au/school/teachers/
teachingresources/discipline/english/ literacy/readingviewing/
Pages/litfocusconceptsprint.aspx)

2
ORIENTATION TO PRINT ACTIVITY 1: Pre-assessment

Directions: Follow the instructions given to you by your learning

facilitator.
(Note: For the learning facilitator, read each task aloud and write a check mark
(✓) for the learner’s response.)

1. This is a story book with pictures. Don’t read it now. On this

page, point where you would begin to read.
___ Correct ___ Incorrect ___ No Response

2. Now, point what word you would read next.

___ Correct ___ Incorrect ___ No Response

3. When you get to the end of the line, where would you read
next?
___ Correct ___ Incorrect ___ No Response

3
4. Can you find the title of this story book?
(ask the learner to point it)
___ Correct ___ Incorrect ___ No Response

5. Can you find the author of this story book?

(ask the learner to point it)
___ Correct ___ Incorrect ___ No Response

6. Can you find a capital letter?

(ask the learner to point a capital letter)
___ Correct ___ Incorrect ___ No Response

7. Can you find a period?

(ask the learner to point it)
___ Correct ___ Incorrect ___ No Response

8. Can you find a comma?

(yes or no)
___ Correct ___ Incorrect ___ No Response

9. Can you find a sentence?

(ask the learner to point a sentence)
___ Correct ___ Incorrect ___ No Response

10. How many words are there in the sentence?

(ask the learner to count the words in the sentence)
___ Correct ___ Incorrect ___ No Response

4
ORIENTATION TO PRINT ACTIVITY 2: The Alphabet

Alphabets are set of letters or

symbols in a fixed order and each of
them represents basic sound for
language. There are a total of 26
letters in the English Alphabet. Here
are the English Alphabet arranged
from A to Z.

Identifying a Letter in a Word

Directions: Follow the instructions given by your learning facilitator.

1. Point to the word that starts with letter Jj.

jam goat dog ham

2. Point to the word that starts with letter Hh.

cake paint house clam

3. Point to the word that starts with letter Gg.

laptop bat gift coin

4. Point to the word that ends in letter Ss.

cup bus water milk

5. Point to the word that ends in letter Dd.

ring wire stand paper
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ORIENTATION TO PRINT ACTIVITY 3: Uppercase & Lowercase Letters

Letter case is the distinction between the letters that are in uppercase
or capitals and lowercase or smaller letters.

Uppercase letters, also called

capital letters, are larger and
often formed differently from,
lowercase letters. They are
used at the beginning of a
sentence or proper nouns.

Lowercase letters, also called

small letters, are the shorter
versions of uppercase letters.
They are not seen at the
beginning of a sentence and
are used for common nouns.

Identifying Uppercase and Lowercase Letters

Directions: Color the heart red if the word inside begins with an
uppercase or capital letter and blue if it begins with a lowercase
or small letter.

teacher book Manila April girl

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ORIENTATION TO PRINT ACTIVITY 4: Words and Sentences

Words are alphabets put together. A word is a basic element of

language that carries a certain meaning.

Examples:

cat box kite happy

A sentence consists of group of words that expresses a complete

thought. It begins with a capital letter and ends in a punctuation
mark.
Examples:

I am going to the church tomorrow with my friend.

We should eat fruits to keep our bodies healthy.

Counting Words in Sentences

Directions: Count the number of words in each sentence. Write the
number on the blank.

1. My mother cooked adobo for dinner.

No. of words: _________
2. We are going to Disneyland next month.
No. of words: _________
3. John bought a bag for Grace.
No. of words: _________
4. Ann and Anthony visited Brian last Sunday.
No. of words: _________
5. Janine and Ara baked a cake for Patrick.
No. of words: _________

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ORIENTATION TO PRINT ACTIVITY 5: Punctuation Marks

Punctuation is defined as a set of symbols used to separate and

clarify the meaning of sentences and other written elements. It tells
the readers where to pause, what words are quotations and which
are clarifications, and questions.
Common Punctuation Marks in writing are the following:
Period (.) is used to separate sentences particularly in declarative
sentences.

Example: I will watch the basketball game this afternoon.

Question mark (?) is used to indicate that a sentence is a question.

Example: Why are you sad?

Exclamation mark (!) indicates strong feelings or emotions.

Example: Yehey, we won the game !

Comma (,) indicates a slight pause in reading sentences and is used

where there is a listing of items.

Example: I bought balloons, pizza and cake for the party.

Quotation mark (“ ”) indicates direct speech and quotations.

Example: “Call me when you get there,” Sarah said.

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 Identifying Punctuation Marks
Directions: Encircle the punctuation marks. There are eleven (11)
punctuation marks in this passage.

Pet Dog
by Gertrude Grace M. Esmeralda
Sam has a pet dog. He calls his dog Timmy.
Timmy is a cute dog. He wags his tail happily every day.
“Come here, Timmy. I have something for you,” said Sam.
Sam gave Timmy some treats.

ORIENTATION TO PRINT ACTIVITY 6: Post-assessment

Directions: Follow the instructions given to you by your learning

facilitator.
(Note: For the learning facilitator, read each task aloud and write a check mark
(✓) for the learner’s response.)

9
1. This is a story book with pictures. Don’t read it now. On this
page, point where you would begin to read.
___ Correct ___ Incorrect ___ No Response

2. Now, point what word you would read next.

___ Correct ___ Incorrect ___ No Response

3. When you get to the end of the line, where would you read
next?
___ Correct ___ Incorrect ___ No Response

4. Can you find the title of this story book? (ask the learner to
point it)
___ Correct ___ Incorrect ___ No Response

5. Can you find the author of this story book? (ask the learner to
point it)
___ Correct ___ Incorrect ___ No Response

6. Can you find a capital letter? (ask the learner to point a

capital letter)
___ Correct ___ Incorrect ___ No Response

7. Can you find a comma? (Yes or No)

___ Correct ___ Incorrect ___ No Response

8. Can you find a period? (ask the learner to point it)

___ Correct ___ Incorrect ___ No Response

9. Can you find a sentence? (ask the learner to point a sentence)

___ Correct ___ Incorrect ___ No Response

10. How many words are there in the sentence? (ask the
learner to count the words in the sentence)
___ Correct ___ Incorrect ___ No Response

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Processing Questions for Learners:
1. How did you find the activity?
2. Were you able to identify the parts of the book, letter, word,
sentence, and punctuation marks?
3. Did you encounter any difficulties in identifying the parts of the
book, letter, word, sentence, and punctuation marks? If yes,
what did you do?
Processing Questions for Teachers:
1. How did you find the activity?
2. Was the learner able to identify the parts of the book, letter,
word, sentence, and punctuation marks?
3. Did the learner encounter any difficulties in this activity? If yes,
how did you address them?
Teacher’s Reflection:

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12
Orientation to Print Activity 2
1. jam
2. house
3. gift
4. bus
5. stand
Orientation to Print Activity 3
Orientation to Print Activity 4
1.6
2. 7
3. 6
4. 7
5. 8
Orientation to Print Activity 5
ANSWER KEY:
References:
Canva. (2023). Elements. Accessed September 28, 2023, from
www.canva.com
Reading Rockets. (2020). The Alphabetic Principle Accessed
September 25, 2023, from
https://www.readingrockets.org/topics/phonics-and-
decoding/articles/alphabetic-principle
The New dictionary of Cultural literacy. (2021). Capital Letters
Accessed on September 25, 2023 from
https://www.dictionary.com/browse/capital--letters

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For inquiries or feedback, please write or call:

Department of Education – Tarlac City Schools Division

Office Address: Brgy Binauganan, Tarlac City, Tarlac
Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph

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