KEY STAGE

2 Department of Education-Region III

TARLAC CITY SCHOOLS DIVISION
Juan Luna St., Sto. Cristo, Tarlac City 2300

NOTING DETAILS
Reading Strategy

for

KEY STAGE 2

1
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: Virginia C. Aguilar

Editors: Dorothy G. Manabat, Miriam C. Santiago

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

English, Lily Beth B. Mallari- Education Program Supervisor, LRMS

Layout Artist: Virginia C. Aguilar

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

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 KEY STAGE

2
NOTING DETAILS
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.

iii
 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 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.

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Table of Contents
Copyright Page i
Title Page ii
Preface iii
Table of Contents v
Introductory Message vi
Noting Details 1
Reading Activities 4
Being On Time 4
Where Does Banana Come From? 9
The Power of Prayer 13
Flower of Love 18
Wild Birds 23
References 28
Answers Key 28

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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: _____________

NOTING DETAILS
Background Information:

Noting details is a reading comprehension skill that involves

picking out from a piece of text, or pieces of information to achieve a
given purpose.

Noting details means looking for a word or word group to

answer the questions Who, What, Where, Why, When, How many, How
old, How much, and Which. The answers are found in the selection.

When asked the questions:

● Who? refers to a person

● What? refers to a thing

● When? refers to a time

● Where? refers to a place

Example:

This is Rina’s favorite food.

She asked her mother to prepare it for her.

What is Rina's favorite food? Fried chicken

Who prepared the food? Rina’s mother

The Details in the story help you take in your mind the
description of a certain topic. To note details is to take the
descriptive things of the topic.

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 This skill enables you to fully understand a certain text and helps
to unlock the questions you have before, during, and after reading.
Example 1

My younger sister will be turning six years old

on December 15, 2022.

Who will be six years old? Younger sister

How old will younger sister be? Six years old
When is younger sister’s birthday? On December 15, 2022

Example 2
The children are in the playground.
They play basketball in the afternoon.
They play happily.

Who are playing in the playground? The children

What do they play? They play basketball
Where do they play? In the playground
When do the children play? In the afternoon
How do the children play? They play happily

How to note details using a story map?

Step 1: Identify the topic and read the story well.

Step 2: Identify the character, setting, plot, conflict, and solution.
Step 3: Identify details that support or explain the main idea.
Example 3

Richard got a surprise gift last Monday. His father gave him a
rabbit as a birthday gift. Richard was so happy when he reached the
house because of the surprise gift. His father knew that he loves rabbit.

2
 Richard’s Gift

Characters Setting Plot

Richard Time Place Conflict Solution

and his
Father
House Richard’s Father
Monday
birthday gave
Richard a
rabbit.

Elements of the story

The characters are the people or animals in the story.
The setting is the location of the action and answers the questions
where and when.
The plot is the actual story around which the entire book is based.
The conflict is the problem to be solved in every story.
The solution to the problem is the way the action is resolved.

Remember this!

Objectives:
● Note implied details of the passages and texts correctly

● Answer who, what, when, where, and how questions

● Learn reading comprehension through noting details

● Improve comprehension skills through noting details

General Directions/ Instructions

Read carefully the directions indicated in the following exercises,
then provide what is needed or asked in each item.

3
Reading Activities
Study the list of words on the vocabulary check before you proceed
to the first text.

Vocabulary Check!
Arbor Day (n.) a day is designated for planting trees.
laughing – (v.) to find amusement or pleasure in something
organization – (n.) an administrative and functional structure
punctuality (n.) the fact or quality of being on time.
schedule (n.) arranges or plans (an event) to take place at a
particular time.
Source: Merriam-Webster.com

FIRST TEXT
Read the story carefully, then answer the comprehension check,
encircle the letter of the correct answer.

Being On Time

Daniel was the president of the Grade Five class organization.

They agreed to celebrate Arbor Day with a program and mass
planting of fruit trees.

4
 “At what time will the program start?” asked Miss Pimentel, their
teacher.
“It will start at 7:00 o’clock in the morning, Miss Pimentel.”
answered Daniel.
“That’s good,” observed Miss Pimentel. “It will not be too hot for
planting of trees. I only hope it will begin on schedule.”
“That’s sure, Miss Pimentel,” Daniel said. “It will be a new
Filipino time concept.”
“I admire you, Daniel, for saying “Filipino time”, which means
on time,” Said Miss Pimentel laughing.
“It is really time for us to observe punctuality,” explained Daniel.
“So instead of saying being on time is “American time”, we shall call it
“Filipino time”.
Source: Concordia C. Logue and Mirriam B. Capili. Developing Reading Power 5,
Revised Combined Edition 2007

Comprehension Check!
1. What position did Daniel have in the class organization?
A. president
B. secretary
C. treasurer
D. vice president

2. What did the class organization decide to celebrate?

A. Arbor Day
B. Parents’ Day
C. Teachers’ Day
D. Town Fiesta

5
3. Aside from the program, what other activity was scheduled?
A. planting of flowering plants
B. planting of fruit trees
C. planting of ornamental plants
D. planting of shrubs

4. At what time was the program supposed to start?

A. 8 o’clock in the morning
B. 7 o’clock in the morning
C. 2 o’clock in the morning
D. 9 o’clock in the morning

5. Who was in doubt whether it would start on time?

A. classmates
B. friend
C. mother
D. teacher

6. What do we usually say when punctuality is observed in any activity?

A. American time
B. Filipino time
C. Italian time
D. Spanish time

7. What did Daniel’s class agree on?

A. Adopting American time
B. Changing the concept of Filipino time
C. Starting late
D. Starting 15 minutes before the exact time

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8. Did Daniel’s class agree with the concept of Filipino Time?
A. A little
B. Maybe
C. No
D. Yes

9. How did Daniel call punctuality?

A. American time
B. Filipino time
C. Japanese time
D. Spanish time

10. Why do we need to start any program on time?

A. To finish any task on time
B. To play after the program
C. To practice and develop honesty
D. To proceed to another task

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty in
identifying noting details in answering
the selection/passage?

2. Do you think you are ready to

proceed to the next activity?

Learner’s Reflection

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.

Process Questions for Teacher

1. How did you find the activity?
2. Was the learner able to note details 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, the reteach reading
comprehension strategy.

8
Study the list of words on the vocabulary check before you proceed
to the second text.

Vocabulary Check!
archipelago (n.) a group of islands.
cluster (n.) a group of similar things or people positioned or
occurring closely together.
giant (n.) a living being of great size
originated (v.) to take or have origin
tropical (adj.) of weather or climate; hot and humid
Source: Webster.dictionary.com

SECOND TEXT
Read the paragraph carefully then answer the questions that
follow. Encircle the letter of the correct answer.

Where Does Banana Come From?

Banana originated in the Malay Archipelago in
Southeast Asia. Today they are grown in tropical regions
across the globe. Banana grows in hot, tropical climates.
The banana does not come from a seed but from a
root planted deep in the ground. First, a stalk pushes up
in the air then leaves appear. In the beginning the banana
plant grows very fast, sometimes as much as twelve
inches in one night.

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 Soon sweet-smelling flowers bloom and when their petals drop
off, a cluster of bananas begin to grow. Banana plants look like trees
but are actually giant herbs related to lilies and orchids.
Concordia C. Logue and Mirriam B. Capili. Developing Reading Power 5,
Revised Combined Edition 2007
Comprehension Check!
1. What is the paragraph all about?
A. It’s about star apple
B. It’s about banana
C. It’s about sugarcane
D. It’s about mangosteen
2. Where does banana originally come from?
A. In Malay Archipelago in Southeast Asia
B. In the Philippines
C. In China
D. In Indonesia
3. Where do banana plants grow?
A. In a cold climate
B. In hot tropical climates
C. In a mud place
D. In a sandy place
4. What is the truth mentioned about the banana?
A. The banana does not come from a seed
B. The banana grows very slow
C. Bad-smelling flowers bloom
D. Banana grows as much as fifteen inches
5. When does a cluster of bananas begin to grow?
A. When their roots start to appear
B. When flowers begin to bloom
C. When their petals drop off

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 D. When someone pulls the leaves
6. Which is TRUE about these statements?
A. Banana grows little by little
B. Banana grows very fast
C. Banana grows very slow
D. Banana grows first a stalk pushes in the air, then leaves appear
7. Do banana grow 12 inches in one night?
A. No
B. Yes
C. Maybe
D. Never
8. How does a banana smell when it blooms?
A. Sweets-smelling flowers bloom
B. Sour-smelling flowers bloom
C. Its smells like a perfume
D. Its smells like Sampaguita
9. How does a banana taste when its ripe?
A. It tastes sweet
B. It tastes sour
C. It tastes bitter
D. It tastes spicy
10. Which is NOT true about the fruit banana?
A. It gives us energy and potassium
B. It makes us strong and healthy
C. It gives us vitamins and minerals
D. It makes us weak and sickly

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty in
identifying noting details in answering
the selection/passage?

2. Do you think you are ready to proceed

to the next activity?

Learner’s Reflection

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.

Process Questions for Teacher

1. How did you find the activity?
2. Was the learner able to note details 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, the reteach reading
comprehension strategy.

12
Study the list of words on the vocabulary check before you proceed
to the third text.

Vocabulary Check!
accident (n.) an unexpected and medically important bodily
event especially when injurious
extend (v.) hold (something) out toward someone.
merciful (adj.) providing relief
relying (v.) depend on with full trust or confidence.
sincere (adj.) truly what something is said to be; authentic.
Source: Webster.dictionary.com

THIRD TEXT
Read the story carefully. Answer the comprehension check, then
encircle the letter of the correct answer.

The Power of Prayer

by Virginia C. Aguilar

Ludy is now in Grade 6. She is kind and cheerful to her

classmates, friends and teachers. She’s always happy to be with and
extend help to others even in prayer.

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 One hot afternoon, one of her classmates, Arlene, was sad and
crying in the corner of the classroom. “Why are you crying?” Ludy
asked.
“My younger brother met an accident. He is in the hospital and
needs to be operated on his right leg. We do not have money to pay
for the doctor’s fee and other hospital bills”. Arlene answered.
“Do not be sad. The Lord is kind and merciful. Believing and
relying only on the power of prayer, God is our healer and great
provider”, Ludy answered.
“Everything will be fine because God loves us and prayer really
works if we do believe and sincere to God’s love”, Ludy answered.
Arlene smiled back to Ludy and said, “Thank you for telling me
of believing in prayer and of God’s mercy to me, to my brother and to
others.”

Comprehension Check!
1. Who always extend help to others?
A. Arlene
B. Ludy
C. Michelle
D. Wendy

2. Who was crying one hot afternoon?

A. Arlene
B. Mara
C. Ludy
D. Michelle

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3. What was Arlene’s problem?
A. Her younger sister’s flight for abroad
B. They don’t have money to pay for doctor’s fee and other hospital
bills
C. Her mother got sick
D. She has no money to pay for her cellphone

4. How will you describe Ludy?

A. kind and cheerful
B. pretty and generous
C. snobbish and quiet
D. smart and happy to be with

5. How does Arlene feel one hot afternoon?

A. sad
B. tired
C. happy
D. nervous

6. Where does Arlene cry one hot afternoon?

A. in the corner of the room
B. in the school canteen
C. in the school library
D. at the park

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7. How did Ludy comfort Arlene despite her problem?
A. Telling her jokes and funny stories
B. Telling and reminding her on believing and relying only on the
power of prayer
C. Telling her where to get some money
D. Telling her to borrow money from the bank

8. What best characteristic of Ludy showed in the story?

A. responsible
B. relax
C. religious
D. easy going

9. How did Ludy consider prayer really works?

A. All things we ask from our friends will be given
B. God loves all creatures
C. Prayer really works if we do believe and sincere to God’s love
D. Prayers can be delayed

10. How did the story end?

A. Arlene felt sad
B. Arlene became angry
C. Arlene cried
D. Arlene felt believing in prayers and God’s mercy

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty
in identifying noting details in
answering the selection/passage?

2. Do you think you are ready to

proceed to the next activity?

Learner’s Reflection

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.

Process Questions for Teacher

1. How did you find the activity?
2. Was the learner able to note details 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, the reteach reading
comprehension strategy.

17
Study the list of words on the vocabulary check before you proceed
to the fourth text.

Vocabulary Check!
chieftain (n.) the leader of a people or clan.
garland (n.) an arrangement of flowers, leaves, or stems
fastened in a ring and used for decoration
invaded (v.) to enter for conquest or plunder
maiden (n.) a girl or young woman, especially an unmarried
one.
unconscious (adj.) incapable of sensation.
S
Source: Webster.dictionary.com

FOURTH TEXT
Read the story carefully. Answer the comprehension check, then
encircle the letter of the correct answer.

The Flower of Love

Once there lived a chieftain who had a beautiful daughter

name Liwayway. One day Liwayway went into the woods to gather
fruits and flowers but unfortunately lost her way. She became

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 unconscious when a wild beast ran after her. When she came to,
she saw a young man bending over her. He was the son of
another chieftain. When they parted, each one knew they were in
love with each other.
One day the young man was going away to fight the white
men who had invaded their land. The lovers promised never to
forget each other saying “Sumpa kita.” But the warrior never came
back. The maiden lived the rest of her life in sorrow.
Sometime later, shrubs with fragrant flowers grew on her
grave. People believed that Liwayway’s love grew and bloomed. It
became a custom for young lovers after that to exchange garlands
of these flowers as a token of their faithful love. They whispered, “I
promise” (Sumpa kita) to each other. In time the flowers became
known as sampaguita. It is adopted as our national flower because
of its fragrance and simplicity.
Concordia C. Logue and Anita A. Bagabaldo. Developing Reading Power 6,
Enriched Combined Edition

Comprehension Check!
1. Who was Liwayway?
A. She was a mermaid
B. She was a goddess of dawn
C. She was the daughter of a chieftain
D. She was the daughter of a soldier

2. Why did she go to the woods?

A. to chase birds
B. to take a bath
C. to gather fruits and flowers
D. to harvest rice and corn

19
3. What happened when a wild beast ran after her?
A. She played with it
B. She climbed a tree
C. She became nervous
D. She became unconscious

4. What did she see when she regained consciousness?

A. a fairy bending over her
B. a young man bending over her
C. a wild beast bending over her
D. an old man bending over her

5. Who was the young man the maiden saw?

A. son of another chieftain
B. a hunter
C. a warrior
D. son of a soldier

6. Why did the young man leave?

A. to go with his father
B. to fight the invaders
C. to live in another land
D. to look for a job

7. What did they promise to each other?

A. to write each other
B. to love each other forever
C. never to forget each other
D. to stay kind to each other

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8. Who lived the rest of her life in sorrow?
A. the fairy
B. Liwayway
C. the old woman
D. the young man

9. What grew on her grave?

A. shrubs with thick leaves
B. shrubs with yellow flowers
C. shrubs with fragrant flowers
D. shrubs with red flowers

10. What does the Sampaguita symbolize?

A. bravery
B. honesty
C. loyalty
D. simplicity

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty
in identifying noting details in
answering the selection/passage?

2. Do you think you are ready to

proceed to the next activity?

Learner’s Reflection

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.

Process Questions for Teacher

1. How did you find the activity?
2. Was the learner able to note details 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, the reteach reading
comprehension strategy.

22
Study the list of words on the vocabulary check before you proceed
to the fifth text.
Vocabulary Check!
afraid (adj.) filled with fear or apprehension
breeze (n.) a gentle wind.
dawn (n.) the first appearance of light in the sky before sunrise.
thoughtlessness (adj.) lacking concern for others
whispering (v.) speak very softly using one's breath without one's
vocal cords, especially for the sake of privacy.
Source: Webster.dictionary.com

FIFTH TEXT
Read the poem carefully. Answer the comprehension check, then
encircle the letter of the correct answer.
Wild Birds
by Virginia C. Aguilar
I
Pretty bird, I see you fly
Far above me in the sky;
Far and sweet I hear you call,
Are you not afraid you’ll fall?
Winds and storms by raindrops made,
Wild bird, are you not afraid?
II
Little child, no fear have I
Of my playmates in the sky
Silver clouds and singing breeze,
Whispering raindrops on the trees
Voice of dawn in darkness heard
Those things do not harm a bird.

23
 III
Harm is from a man’s gun,
Shot in thoughtlessness and fun
Men who do not understand,
Shooting with a careless gun
Knowing not how great the wrong
Just one stone can kill a song.

Comprehension Check!
1. Who do you think is talking in the poem?
A. Little child playing in the field
B. Two little boys
C. One little bird
D. Grandmother and I

2. Where do wild birds fly?

A. Far above in the sky
B. Inside the cave
C. Around the corners of the house
D. Inside the market

3. What does one stone can do in the poem?

A. Can kill a song
B. Can harm a bird
C. Can stop the storms
D. Can harm a child

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4. Which of the following sentences is NOT true in the poem?
A. Men who do not understand their careless gun shooting
B. Raindrops on the trees
C. Winds and storms
D. Golden clouds and crying breeze

5. Where does harm come from in the poem?

A. harm is from a man’s gun
B. harm is from an old man
C. harm comes from little birds
D. harm comes a little store

6. Who do you think are the little child playmates in the poem?
A. the angels in the sky
B. the wild birds flying in the sky
C. the little children in the field
D. the old man

7. Why do you think you need to take care of our wild birds?
A. They are also God’s creatures, so they need love and care
B. They harm and disturb people
C. They make us laugh
D. They give us food to eat

8. What are the things that do not harm wild birds?

A. children’s slingshot
B. screaming out loud
C. winds and storms
D. voice of dawn in darkness

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9. What feeling does the child mean in asking “Are you not afraid you’ll
fall?”
A. curious
B. nervous
C. happy
D. tired

10. What is the moral lesson you learned from the poem?
A. We should not play gun shooting to animals
B. We should play stone gun shooting to have fun
C. We should know that shot in thoughtlessness can kill a bird.
D. We should play birds for fun

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty
in identifying noting details in
answering the selection/passage?

2. Do you think you are ready to

proceed to the next activity?

Learner’s Reflection

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.

Process Questions for Teacher

1. How did you find the activity?
2. Was the learner able to note details 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, the reteach reading
comprehension strategy.

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References:
Concordia C. Logue and Mirriam B. Capili. Developing Reading Power 5, Revised
Combined Edition 2007

Concordia C. Logue and Anita A. Bagabaldo. Developing Reading Power 6,

Enriched Combined Edition

Diaz-Cruz. Esperanza and Ponciano Mil Flores and Let’s Get Better in English,
Learner’s Material First Edition 2015.

Picture: Playing basketball,

https://www.canva.com/design/DAFIXOb9AHE/2o5RG9sHIa3Lh8jmQtLu7A/e
dit?utm_content=DAFIXOb9AHE&utm_campaign=designshare&utm_medium
=link2&utm_source=sharebutton

Illustration 1, “Being on Time”, July 18, 2022, https://www.canva.com/design/

Illustration 2, “Where Does Banana Come From”, July 18, 2022,

https://www.canva.com/design/

Illustration 3, “Power of Prayer”, July 18, 2022, https://www.canva.com/design/

Illustration 4, “Flower of Love”, July 18, 2022, https://www.canva.com/design/

Illustration 5, “Wild Birds”, July 18, 2022, https://www.canva.com/design/

Answers Key:

10. A 10. D 10. C 10. C

9. B 10. D 9. C 9. C 9. B
8. D 9. A 8. C 8. C 8. D
7. B 8. A 7. B 7. C 7. A
6. A 7. B 6. A 6. B 6. B
5. D 6. D 5. A 5. A 5. A
4. B 5. C 4. A 4. B 4. D
3. B 4. A 3. B 3. D 3. B
2. A 3. B 2. A 2. C 2. A
1. A 2. A 1. B 1. C 1. A
TEXT 1. B TEXT TEXT TEXT
FIRST SECOND TEXT THIRD FOURTH FIFTH

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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

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