DEVELOPMENTAL READING QUESTIONS (with rationalization)

1. When Brylle read the sentence, “The bankruptcy made a run on the bank”, he thought the bankruptcy
literally ran on the bank. What explains this phenomenon?
a. The reader lacks auditory perception
b. The reader lacks sight word recognition
c. The reader has inadequate proficiency in listening and speaking.
d. There is a mismatch between the reader and the writer’s field of experiences.
Rationalization:
The idea from the sentence that he thought that the bankruptcy literally ran on the bank, is
already a key sentence that the reader and the writer has gone through distinct field of experiences.
Option A was out of the choices since it talks about identifying or interpreting meaning to sound. Option
B also is an incorrect choice because sight word recognition is when students are expected to recognize
words instantly in which they have no need to pause and try to decode them. Option C is also out of the
cards because it talks about more on listening and speaking.
2. Teacher Millicent knows well that the text or the print material is one factor that affects reading. So she tries
to match the text with the ease or difficulty of students’ comprehension based on the style of writing. What
text factor does Teacher Millicent consider in the choice of reading materials for her class?
a. Organization b. Format
c. Readability d. Content

Rationalization:
Teacher Millicent likely considers the readability of the text when choosing reading materials for
her class, as it directly relates to ease or difficulty of students’ comprehension. Option A is also not the
correct answer because it involves categorizing, prioritizing, and structuring reading materials based on
relevance and importance. Format refers to the medium through which information is presented, such as
books, articles, e-books and many more. The answer is also not option D because content refers to the
substance or subject matter of the material. Therefore, the correct answer is Readability.

3. Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short stories
for children. Which of the following lessons does she want the students to beer understand?
a. Authors use of figurative language b. Author’s point of view
c. Use of text structure d. Tone and mood

Rationalization:
Mrs. Sabate likely wants her students to better understand option A, the author’s use of figurative
language, as she is teaching simile and metaphor, which fall under this category.

4. Rico told his students about the legend of Malakas at Maganda. He then asks “In the story, which tree did
Malakas and Maganda came out of?” What level of comprehension is being tested?
a. Critical b. Evaluative
c. Applied d. Literal
 Rationalization:
The question is testing for a literal level of comprehension, as it directly asks about a specific
detail from the story—the tree from which Malakas and Maganda emerged. Therefore, the correct
answer is D, Literal. It is not Critical because critical level of comprehension involves a deeper
understanding of the text. It is neither Applied because applied level of comprehension involves using
the knowledge and understanding gained from a text in a practical situations. It is not also Evaluative
since evaluative level of comprehension entails assessing and making judgements about a text.

5. Peter noticed that his students are already able to guess the meaning of words through verbal context alone.
His students are already at this stage of the reading skills ladder?
a. Following directions b. Finding supporting details
c. Using Contextual Clues d. Using parts of a book

Rationalization:
Using context clues is the correct answer because the situation in the question indicates the
students’ ability to derive the meaning of unfamiliar words based on the surrounding context in a text.
When we say context clues, these are hints or information found in the surrounding words or sentences
that help readers infer the meaning of an unfamiliar word or phrase.

6. Ms. Rebolledos uses the timeline as a graphic organizer to teach the readers to understand a given
expository text. Which of the following organizational structures might be the one used in the exposition of
text’s information?
a. Cause and effect b. Comparison and contrast
c. Enumeration-description d. Sequential or chronological

Rationalization:
Given that Ms. Rebolledos is using a timeline as a graphic organizer, the most likely
organizational structure of the exposition of the text’s information is Sequential or chronological. This
structure aligns with the use of a timeline, emphasizing the order and sequence of events. It is not cause
and effect since this organizational structure presents information by highlighting relationships between
events or actions and their consequences. It is neither comparison and contrast because it involves
similarities and differences between two or more subjects. Also, it is not enumeration-description since
it involves listing details or components followed by a thorough explanation or description of each
items.

7. Mr. Salvador notices that his student, Robert cannot decode sight words that are supposed to be easy for
students of his age. Which of the following activities, then, should Mr. Salvador provide to Robert?
a. Constructing mental maps and graphic organizers
b. Answering comprehension questions using QAR
c. Phonemic awareness activities
d. Spelling drills and games

Rationalization:
To address Robert’s difficulty in decoding sight words, Mr. Salvador should consider focusing
on building Robert’s phonemic awareness, which is fundamental for decoding. Phonemic awareness is
the ability to recognize and manipulate individual sounds (phonemes) in spoken words. The answer is
 not option A, B, or D because constructing mental maps and graphic organizers is an activity that
visually represent and understand relationship between concepts or information. Answering
comprehension using QAR (Question-Answer Relationships) involves identifying the type of question
asked. It is a strategy that enhances reading comprehension by teaching readers to recognize different
question types. Spelling drills and games are activities aimed at improving spelling skills through
repetitive practice and engaging challenges.

8. Ronald is about to buy a book. After taking a book from the display shelf, he looked at the title, opened it
and looked at the table of contents, then the summary found at the back cover. He realized that what he took
from the shelf is not what he needs. Which of the following strategies do you think did Ronald do to decide
why he does not need it?
a. Scanning b. Skimming
c. Close reading c. Careful slow reading

Rationalization:
Ronald’s actions result him in doing skimming. Skimming is a reading technique where a person
quickly glances over a text to get a general sense of its content. On the other hand, Scanning is focusing
on locating particular details, such as names, dates, or specific facts. Close reading is an in-depth and
meticulous reading technique where a reader analyzes a text carefully and critically. Careful slow
reading refers to the practice of reading a text slowly and attentively.

9. Teacher Janus is a Grade 1 teacher who plans reading instruction as part of language block. He provides
varied reading experiences that involve children sitting quietly, silently reading library books or making a
book based on their own experiences. What theoretical model of reading does Mr. Janus Show?
a. Interactive model b. Schema model
c. Top-down model d. Bottom-up model

Rationalization:
Teacher Janus’ approach is associated to the Top-down model for the readers are using their
prior knowledge, context, and expectations to comprehend the text. It is not an interactive model the fact
that the approach does not include collaborative activities. It is neither a Schema model because it
explains how individuals use their existing knowledge (schemas) to comprehend and interpret new
information. Also, the approach of Mr. Janus is not of the Bottom-up model. Bottom-up model is when
you start from the smallest details before learning the bigger picture.

10. Teacher Donna helps pupils determine the pronunciation and the meaning of words by analyzing roots,
affixes, and derived forms. This process is called _______?
a. Structural analysis b. Blending sounds
c. Phonetic analysis d. Contextual clues
Rationalization:
Structural analysis is the correct answer since it is a linguistic approach where words are broken
down into their meaningful components, such as prefixes, roots, and suffixes, to understand their
structure and derive meaning. Phonetic analysis refers to the ability to recognize sound in order to
identify a word. Blending sounds on the other hand is the ability to build words from individual sounds.
Contextual clues are hints and extra information in a sentence or passage that help you understand the
meaning of the unknown words.
11. Ms. Sigua entered the classroom and posted images that she has taken from the story she is about to tell the
students. Before she started telling the story to the class, she grouped the students and asked them to make a
story out of the pictures posted on the board. Which of the following approaches reflects the practice of the
teacher?
a. Explicit Phonics
b. Basal Approach
c. Embedded Phonics
d. Language Experience Approach
 Explicit phonics instruction involves teaching students the relationships between graphemes and
morphemes. Here's an example: A teacher displays the vowel team "oa" and explains that the two vowels
are working together to represent one long vowel sound, the long o.
 The Basal Reading Approach is a technique used to teach children reading skills. Basal stems from the
word "base" or "basic." Commonly called "reading books" or "readers," basal readers are short stories,
including individual books for learners, a teacher's edition, workbooks, assessments and activities for a
specific reading level.
 Embedded phonics instruction is one type of instructional approach where students learn the relationships
between letters and sounds as they engage in reading and writing activities. Embedded phonics instruction
in reading will begin with some type of text. For example, a teacher may have selected a poem about fall.
 Language experience approach (LEA) is a whole language approach that promotes reading and writing
through the use of personal experiences and oral language. It effectively helps develop learners' print
awareness, since learners see the direct connection between images and words.
12. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat and bat. What
approach is described in this situation?
a. Whole-language approach
b. Language experience approach
c. Literature-based approach
d. Phonics approach
 The whole language is best described as a mindset about how language, literacy, and teaching are viewed.
At its foundation is the assertion that language is 'whole' and that learning complete words rather than their
constituent parts is paramount.The whole language approach does not have a packaged curriculum or
precise instructional sequence. It begins with a mindset that understands learning and literacy as
fundamentally social endeavors. This is brought to life through the use of authentic texts and reading
materials to teach all aspects of language. For early readers, the core strategy is the use of high frequency
sight words (Sight words are common words that kids recognize instantly without sounding them out.) and
quickly moving to making meaning. This is very different from the phonics approach to early literacy
instruction.
 A literature-based instruction approach is a reading instruction approach where students are exposed to
authentic literature in the classroom, rather than a phonics approach or a vocabulary-based approach.
Literature is a group of works of art that are made of words. This literature can include fiction or nonfiction
works.
 Phonics is a way of teaching children how to read by teaching them the connections between the single or
grouped letters they see on the page and the sounds those letters make. Phonics involves matching the
sounds of spoken English with individual letters or groups of letters. For example, the sound k can be
spelled as c, k, ck or ch.
The difference between phonics and whole language?
They key difference between phonics instruction and the whole language approach is the focus in the early
stages of literacy: phonics stresses letter sounds within words while whole language prioritizes making meaning
from complete words. Phonics instruction is also more explicit and sequential. On the other hand, whole
language emphasizes the use of authentic texts and finding meaning.

13. Ms. Custodio teaches preschool. She is preparing to employ a shared book experience activity for her
kindergartens. Which of the following materials should Ms. Custodio probably need?
a. Flash cards
b. Big books
c. Basal texts
d. Word lists
Referring to a larger sized book than a regular textbook in class, a Big Book contains stories written in short
sentences that is appropriate for novice readers in the early grades. The large text and its complementing
illustration enable students to easily read and comprehend the story. Big books have been proven effective
in helping students develop language skills which include listening, speaking, writing, and reading skills.

14. Ms. Adona asks her pupil to point to the first word that should be read in the big book. Then, she asks the
pupil to point to the last word to be read. Which of the following assessment measures does Ms. Adona employ
in this situation?
a. Assessment of Reading Comprehension
b. Assessment of Spelling Ability
c. Concepts about Print Test
d. Vocabulary Test
Concepts About Print (CAP) is a widely used assessment of early literacy in young children. It is designed to
help teachers observe young children’s growing recognition of the conventions and rules of printed language.
‘Concepts of print’ refers to the child’s awareness of how printed language works, including knowledge of text
(how a text conveys a message), concept of a book (how a book works, how different texts are organised),
directionality (that English books are read from left to right, top to bottom), and other mechanical features
(including spacing, punctuation, the difference between letters, numerals, and other symbols). The knowledge
of the conventions and concepts of print is a very important milestone on a young child’s literacy journey and
the child’s first steps towards reading.

15. Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in the classroom
so that they learn easily and recall input effortlessly. What is the grade level of Ms. Torres’ class?
 a. Pre-school
b. Primary
c. Intermediate
d. High School
Typical preschool age is around 3 to 4 years old, but there are other factors to consider besides age to determine
readiness. Preschoolers require exposure to activities that stimulate all of these senses, allowing them to dive in
and explore new materials and concepts. Using their senses is one of the most natural and basic ways for
toddlers to learn new information about the world around them.

16. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as part of the language block. He provides
varied reading experiences that involve children sitting quietly, silently reading library books or making a book
based on their own experiences. What theoretical model of reading does Mr. Morauda show?
a. Bottom-up model
b. Top-Down model
c. Interactive model
d. Schema model
There are three models used in reading instruction. They are top-down, bottom-up, and the interactive model.
 Bottom-up Model. A bottom-up reading model is a reading model that emphasizes the written or printed
text, it says that reading is driven by a process that results in meaning (or, in other words, reading is driven
by text) and that reading proceeds from part to whole.
 the top-down theory of reading is designed to teach children to read using the theory that it is the brain of
the reader and not the words on the page that make sense of what is written. In the top-down reading
model, the emphasis is placed on a student's engagement with the text. It is not enough to get students to
simply know the word they see, understand its general meaning and know how to pronounce it if reading
aloud. The goal of the top-down reading theory is to get students to become active readers.
 Interactive reading model is an approach that sees reading as an active process, where readers use their
knowledge and the text to make sense of what they read. This model highlights four important aspects:
actively engaging with the text, checking to understand, using context to focus, and constructing
meaning. This way, the interactive reading model emphasizes the importance of readers’ knowledge,
elaboration, monitoring, and situational context in comprehending what they read.
 Schema guides the students from sensory thinking to imaginative thinking, which encourages students to be
active in the process of reading, guessing, and interpreting the text

17. Ms. Morallos teaches her Grade 6 class how to write a summary of an expository text. In her discussion, she
explains what it is, models it through think aloud, and informs her pupils when and how this skill learned in the
classroom can be used even during their own free silent reading. She provides them with guided and
independent practice before she conducts an evaluation. What approach to teaching is reflected in Ms.
Morallos’ practice?
 a. Indirect instruction
b. Explicit instruction
c. Intrinsic instruction
d. Independent instruction
 Indirect instruction is a student-centered approach to learning where students observe, investigate and draw
inferences from data. In this instructional model, professors take on the role of a facilitator or supporter as
opposed to offering direct instruction.
 Explicit instruction is a purposeful way of overtly teaching students. Explicit in this case means a clear-cut
and finite way of teaching that includes both instructional and delivery procedures.
 Intrinsic motivation involves teachers providing choice, enabling students to set goals and investigate their
interests and curiosities. Through the implementation of Rich Tasks, students are able to connect to the
content and engage in learning.
 Independent instruction is a Method of instruction where students are leading their own learning.
Determining which methods of teaching to use is an important step in developing content for your
classroom.

18. Mrs. Manuel believes in the power of environment print to develop the pupils’ sight word recognition, print
orientation, and even comprehension in a meaningful way. Which of the following materials is NOT an
example of environmental print?
a. Old boxes of powdered milk
b. Chocolate bar wrappers
c. Car stickers
d. Big books
Environmental print is the print of everyday life. It's the name given to the print that appears in signs, labels,
and logos. Street signs, candy wrappers, labels on peanut butter and the K in Kmart are other examples of
environmental print.

19. Edward is reading a book and he needs to know the meaning of the word “obliterate”. However, the passage
does not give enough clues for him to figure out what the word means. He decided to use his pocket dictionary
so he would know what the word means. Which of the following strategies should he use so that he would know
the meaning of the unfamiliar word?
a. Scanning
b. Skimming
c. Close reading
d. Careful slow reading
Skimming and scanning are reading techniques that use rapid eye movement and keywords to move quickly
through text for slightly different purposes.
 Skimming is a technique in which a reader reads through the text quickly to see what it is about, whereas
scanning is a technique in which a reader scans the page with their eyes in order to find specific information.

20. Mr. Velasquez explicitly teaches his students the rhetorical patterns of an informational text taken from a
science textbook. Which of the following does the teacher want to develop in the reader?
a. Print skill
b. Content schemata
c. Formal schemata
d. Vocabulary knowledge
A schema (usual plural : schemata) is a mental representation of a situation, topic, text etc which creates
expectations and aids (or may aid) interpretation of similar contexts. Different writers divide schemata in
different ways and use different terms, but some of the most common categories, and most relevant to language
teaching include Social Schemata, Content Schemata, Formal Schemata, Linguistic Schemata, and Ideological
Schemata.
 Content schemata - your background knowledge of a topic. I'm interested in astronomy and read quite
a lot of popular science magazines like "New Scientist" and "American Scientific" for articles on the subject. I
can usually follow them, but if I were reading a paper in a scientific journal, I'd be unlikely to understand it. My
background knowledge of the specific topic would be insufficient to allow me to follow and interpret the
argument.
 Formal schemata - your knowledge of the rhetorical organisation and conventions of a text. For
example, if I'm reading an expository text, I'll expect it to be organised into paragraphs, each dealing with a
specific topic or subtopic, with topic sentences used to specify what each paragraph deals with and connectives
used to highlight the relationship between ideas.

21. Mr. Gutierrez is planning to have a list of 200 words in Science for the school’s vocabulary development
program. After going through all the books used by his fourth grade pupils, he is still in the dark as to
what words need to be included in his list. Which of the following criteria should NOT be the basis of
Mr. Gutierrez for word selection?
a. High frequency words
b. Content area words
c. High utility words
d. Difficult words
Rationalization:
High frequency words- are one of the main types of sight words and are those words which occur most
frequently in written materials.
Content are words- are words that have meaning.
High utility words- appears frequently in texts across content areas. These words are often unknown to
students, yet typically, teachers do not perceive them as challenging or recognize them as necessary target of
instruction.
22. The reader’s prior knowledge plays a vital role in negotiating meaning and transaction with the text. To enhance
the schemata of the learners, Teacher Arabella exposes her Grade 2 pupils to the pragmatic use of language
 in their day to day life experiences so that they develop rich vocabulary. What belief does the teacher
manifest in this situation?
a. Word meanings aid textual understanding
b. Word pronunciation builds comprehension
c. Word knowledge is learned best in isolation
d. Word familiarity is gained in the classroom
Rationalization:
Word meanings aid textual understanding- it has something to do with what is in a particular piece of writing.
Word pronunciation builds comprehension- this helps to build their reading and oral fluency as well as improve
their comprehension and understanding of the content and concepts.
Word knowledge is learned best in isolation- knowing the meaning of words, knowing about the relationships
between words.
Word familiarity is gained in the classroom- familiarity can be practically estimated by the frequency with
which a word occurs in a large corpus in English text.
23. A student asked the teacher to tell him the meaning of the word “disestablishmentarianism” , which is found in
the text the student read. Instead of explicitly stating the meaning of the word, the teacher asked the student to
segment the word and look for its base word, prefix, and suffixes so that they may construct the meaning of the
word through these parts. Which of the following vocabulary strategy did the teacher use to help the students
arrive at the meaning of unfamiliar word?
a. Semantic feature analysis
b. Semantic mapping
c. Structural analysis
d. Context clues
Rationalization:
Semantic feature analysis- a therapy technique that focuses on the meaning-based properties of nouns.
Semantic mapping- is a strategy for graphically representing concepts. It allows students to conceptually
explore their knowledge of a new word by mapping it with other related words or phrases similar in meaning to
the new word.
Structural analysis- is a branch of solid mechanics which uses simplified models fro solids like bars, beams,
and shells for engineering decisions making. Its main objectives is to determine the effect of loads on the
physical structures and their components.
Context clues- hints that the author gives to help define a difficult or unusual word. The clue may appear within
the same sentence as the word to which it refers, or it may follow in a preceding sentence.
24. Which of the following words BEST lends itself to the teaching of structural analysis as a strategy to unlock the
meaning of unfamiliar words?
a. Special
b. Preschool
c. Happiness
d. Undesirable
 Rationalization:
Structural analysis- a branch of solid mechanics which uses simplified models for solids.
Special- a person/event that is more important than any other.
Preschool- also known as nursery school. Education important to children in 3-6 years age group.
25. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read aloud to his
pupils, would provide time for free silent reading, recreational reading, and would lend them magazines and
newspapers. What factor in reading does Mr. German want to cultivate among his pupils?
a. Emotional/ Social Development
b. Physical Development
c. Interest in reading
d. Intelligence
Rationalization:
Emotional/Social Development- improving the well-being of every individual in society sso they can reach their
full potential.
Physical Development- One of the many domains of infant and toddler development. It relates to the growth
and skills of development in the body, including the barin, muscles, and sense. For example, babies learn about
the word as they develop their physical senses of sight, touch smell, sound and taste.
Interest in Reading- the capability of the readers to interest what is being read. Moreover, reading interest is a
willingness of reading test as efficiently as possible. Reading interest is the process of reading to get the content
of the text.
Intelligence- the ability to acquire and apply knowledge and skills.
26. Mr. Malaya is teaching a 3rd year high school class in world history. The students need note taking, outlining and
study skills. If he wants to help the students learn these strategies, which of the following s kills should he
model to them first?
a. Getting main idea
b. Sequencing event
c. Reciprocal teaching
d. Rhetorical patterns of expository texts
Rationalization:
Main Idea – the central or the most important, idea of the paragraph or the story.
Sequencing Event - The order of events as they occur in a story.
Reciprocal Teaching – is a reading practice based on a foundational skills introduced through guided reading in
addition to the use of the scaffolded talk in between a teacher and group members or group members with each
other to develop and support comprehension.
Rhetorical Patterns of Expository Texts- ises facts and data to explain a concept to a reader.
27. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of the
following reasons DOES NOT justify such activity?
a. Setting a purpose for reading
b. Activating prior knowledge
 c. Confirming, revising or rejecting an earlier assumption about a topic
d. Sharing assumptions related to the topic of the text to be read

Rationalization:
Setting Purpose for Reading- helps keep students focused and engaged while reading, and gives them a mission
so that comprehension can be reinforced.
Activating Prior Knowledge- helps students see the connections between previous learning and new
instructions, builds on what students already know, provides a framework for learners to better understand new
information, and gives instructors formative assessment information to adopt instruction.
K-W-L – stands for “know”, “what to know” and “learned”. The KWL chart is divided into three columns one
for each letter- under which students record: what the already know about the topic.
28. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with unfamiliar
words?
a. Inferencing
b. Structural analysis
c. Predicting outcomes
d. Using contextual clues
Rationalization:
Inferencing- the practice of inferring the meaning of an unfamiliar word of expression from the meaning of
familiar words occurring with it in a context together with one’s knowledge of or beliefs about the world.
Structural Analysis - is a branch of solid mechanics which uses simplified models for solids like bars, beams,
and shells for engineering decisions making. Its main objectives is to determine the effect of loads on the
physical structures and their components.
29. All the three reading theories recognize the role of the reader and the text in the comprehension process.
However, only the interactive model accounts for the role of the reading situation in the meaning-making
process. What factor does the interactive model consider the reading process?
a. Outcome
b. Task
c. Context
d. Purpose

Rationalization:
Outcome- the way things turns out.
Tasks- a piece of work to be done.
Context- the parts of something written or spoken that immediately precede and follow a word or passage and
clarify its meaning.
Purpose- the reason for which something is done or created or for which something exists.
30. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words into sentences. She
uses flashcards so the pupils can sound out syllables and words correctly. What reading model is reflected in
Ms. Padilla's instruction?
a. Bottom-up model
b. Top-down model
c. Interactive model
d. Schema model
Rationalization:
Bottom-up model- uses phonics as its core, believing readers first process and understand sounds in speech and
move on to understand letters, then words, then longer sentences.
Top-down model- ask readers to construct meaning from text. This model does not focus on phonics and
decoding, but instead, allows children opportunities to read ‘real’ books and make sense of them.
Interactive model-both parties are able to send and receive messages or feedback from the other.
Schema Model- it is a process of using reader’s existing knowledge (schemata) to interpret tests in order to
construct meaning.
 CURRICULUM DEVELOPMENT QUESTIONS (with rationalization)

1. Johnny, a junior high school student, connected his lesson on fractions with his Social Studies lesson on
land ownership during the time of Feudalism. Which curriculum design element is reflected in Johnny’s
practice?
A. articulation
B. integration
C. continuity
D. Balance

 Articulation-The provisions for establishing the vertical linkage from level to level. Articulation
prevents the glaring gaps between levels.
 Integration-The horizontal link of content in subject areas. Integration blends the curriculum content
of several subjects into a related subject area. This principle prevents compartmentalization
 Continuity- The constant repetition, review, and reinforcement of learning
 Balance - The equitable and fair distribution of content among the different levels of instruction.
1. Balance - The equitable and fair distribution of content among the different levels of
instruction.

E. 3. Articulation-The provisions for establishing the vertical linkage from level to level.
F. 4. Articulation prevents the glaring gaps between levels.
G. 5. Content Learned in the lower level will lead students to learn content in the next grade
H. or year level.
I. 6. Sequence-The sequential and graded arrangement of subject -matter.
J. 7. In this case organization of content considers the difficulty and complexity of content to
K. be included. Less difficult content is provided for the lower level while the more difficult
L. and complex ones are included in the higher level.
M. 8. Integration-The horizontal link of content in subject areas.
N. 9. Integration blends the curriculum content of several subjects into a related subject area.
O. This principle prevents compartmentalization
P. 10. Continuity- The constant repetition, review, and reinforcement of learning
2. Teacher B wants to give his student the freedom to choose what to learn and believe, and allow the student
to set his own identity and standards. Teacher B clearly shows that he believes in
A. Realism.
B. Idealism.
C. Perennialism.
D. Existentialism

 Realism
 The realist teaching philosophy states that reality and the mind's perception of it are separate
phenomena. In reality, there are objective truths and values, and it's the goal of education to promote
rational modes of thought to uncover what truth is. Educators who the realist philosophy tend to
focus on teaching critical thinking and the scientific method. By these means can learners overcome
their preconceptions and biases and approach a more logical perception.

 Idealism
  Idealism, as a teaching philosophy, posits that ideas are the only true reality and the objective of the
learner is to seek the truth. In this understanding of the world, true ideas are ongoing universal
constants, so learners can discover knowledge but not necessarily create it. Some idealists also state
that the goal of education is to develop the sort of mind and skills that can better serve society. An
important facet of the idealist approach is awareness of a role model whose example can guide the
learner to an understanding of their place in and contributions to society.

 Perennialism
 The perennialist teaching philosophy centers on the subject. This approach focuses on the teaching of
ideas that have everlasting and universal value and truth. The teaching focus, then, is on principles
such as reasoning and critical thinking in addition to time-tested concepts from well-known figures
such as Plato and Einstein. The educator is responsible for guiding students in their efforts to think
critically and logically and showing them how to appreciate great everlasting works.

 Existentialism advocates an education that helps the individual living an existential life.
Existentialistic aims of education include development of authenticity, self realization, choice making
power, responsibility, ability to face tragic situations, social adjustability and uniqueness in child.
3. A curriculum developer wants to combine geography, civics and culture, and history to complete the subject
area of Social Studies. The curriculum developer clearly manifests favor for the
A. correlated subjects curriculum design.
B. broad fields curriculum design.
C. fused curriculum design.
D. core curriculum design.

 Correlated curriculum is a style of curriculum arrangement that emphasizes the unique aspects of
each area of study while demonstrating relationships across disciplines.
 In the broad fields/integrated curriculum design, two, three, or more subjects are unified into one
broad course of study. This organization is a system of combining and regrouping subjects that
are related to the curriculum.
 Fused curriculum gives emphasis on the integration of the related subject only. In this curriculum
a single subject can replace several related subject. For example General Psychology, which
includes Biology, Physics, Chemistry and Social Studies, is the result of the fusion of subjects
like economics, civics, geography and history.
 The concept core curriculum is used to refer to areas of study in the school curriculum or any
educational program that is required by all students. The core curriculum provides students with
“common learning” or general education that is considered necessary for all.
4. Teacher C has found out that there was mismatch between the content she was teaching in the class and the
competencies tested in the standards-based assessment (SBA) given after a year of instruction. This situation
calls for curriculum
A. planning.
B. designing.
C. alignment.
D. implementation.
  Curriculum designing involves planning activities, readings, lessons, and assessments designed
to achieve educational goals. The definition of curriculum design refers to the organization of
class curriculum as educators prepare to deliver lessons and course material.
 Curriculum planning is an essential aspect of effective teaching that establishes the groundwork
of students' academic careers. It involves designing, developing, and implementing educational
courses with significant input from teachers, including the objectives, content, and assessment
methods.
 Curricular alignment is the process of aligning a program's curriculum with its goals.
 Curriculum implementation refers to how teachers deliver instruction and assessment through the
use of specified resources provided in a curriculum.
5. Teacher A has found out that the results of the curriculum that was implemented call for an alteration in the
set of objectives and competencies. Which of the following curriculum development stages does Teacher A
want to happen?
A. curriculum planning
B. curriculum evaluation
C. curriculum change
D. curriculum improvement
 Curriculum planning is an essential aspect of effective teaching that establishes the groundwork
of students' academic careers. It involves designing, developing, and implementing educational
courses with significant input from teachers, including the objectives, content, and assessment
methods.
 Curriculum evaluation is a method for determining the worth and effectiveness of any newly
implemented curriculum.
 Curriculum revision or curriculum change means making the curriculum different in some way,
to give it a new position or direction. This often means alteration to its philosophy by way of its
aims and objectives, reviewing the content included, revising its methods, and re-thinking its
evaluator procedures.
 Curriculum improvement is the process of continuously making instruction better based on
students needs.
6. Ms. Natividad, a classroom teacher, wants to try-out to her class another strategy she has learned from a
seminar-workshop she has attended. Which level of curriculum is shown in this situation?
A. societal
B. experiential
C. instructional
D. institutional

 At the societal level, curriculum is developed by the federal level agencies, boards of education,
publishers, and curriculum reform committees. The curriculum developed at this level is mostly
based on theoretical knowledge and is mostly reflection of the educational policy rather than
field experience.

 Experiential level of curriculum- the curriculum perceived and experienced by each student and
many, therefore, vary among lessons because of individual differences.
  Instructional level of curriculum- refers how teachers use the curriculum developed in societal
level and modified in the instructional level or what authorities have determined; involves the
teacher’s instructional strategies styles and materials used.

 Institutional level of curriculum- refers to the curriculum derived from the societal level, with
modification by local educators or lay people; often organized according to subjects and includes
topics and themes to be studied; may also include standards, philosophies, lesson plans and
teaching guides.

7. Mr. Reyes, the principal of Bagumbato National High School, opted to use the curriculum that employs the
integration of Music, Arts, P.E., and Social Studies on a longer time block. This situation clearly shows that the
principal prefers to use
A. core curriculum design.
B. correlated subjects design.
C. broad-fields curriculum design.
D. single-subject curriculum design

 Correlated curriculum is a style of curriculum arrangement that emphasizes the unique aspects of
each area of study while demonstrating relationships across disciplines.
 In the broad fields/integrated curriculum design, two, three, or more subjects are unified into one
broad course of study. This organization is a system of combining and regrouping subjects that
are related to the curriculum.
 The concept core curriculum is used to refer to areas of study in the school curriculum or any
educational program that is required by all students. The core curriculum provides students with
“common learning” or general education that is considered necessary for all.
 Subject-centered curriculum design emphasizes the skills and key facts associated with a field of
study. Subject-centered curriculum design is one of three curriculum development models. This
model is widely used in large, introductory-level college courses.

8. Ms. Morillo, a science teacher tries to enrich the content of her lesson by identifying related concepts in
Math. What pattern of organizing content/Subject Matter did she consider?
A. Correlated
B. Broadfield
C. Core
D. Separate Subject

 Correlated curriculum is a style of curriculum arrangement that emphasizes the unique aspects of
each area of study while demonstrating relationships across disciplines.
 In the broad fields/integrated curriculum design, two, three, or more subjects are unified into one
broad course of study. This organization is a system of combining and regrouping subjects that
are related to the curriculum.
 The concept core curriculum is used to refer to areas of study in the school curriculum or any
educational program that is required by all students. The core curriculum provides students with
“common learning” or general education that is considered necessary for all.
  Subject-Centered Curriculum Design. This curriculum design refers to the organization of
curriculum in terms of separate subjects, e.g., geography, math, and history, etc. This has been
the oldest school curriculum design and the most common in the world. It was even practiced by
the ancient Greek educators.

9. The Naga School District plans to adopt the leading program used in San Jose School District. What
curriculum improvement level does this show?
A. Restructuring
B. Value Orientation
C. Substitution
D. Alternation

 Restructuring occurs when the changes modify the whole school system, such as schools
introduce a new curriculum to their teachers and pupils. The changes demand the teachers adopt
new concepts of the teaching role, new curriculum content, and new textbooks.

 Value-orientation changes take place when teachers or school staff are sought to adopt the new
fundamental philosophies or curriculum orientations. The changes could occur if only they are
willing to accept the new values otherwise the changes will be short-lived.

 Substitution occurs when a new element substitutes the other which is already present, such as,
teachers are required to substitute a new textbook for an old one. Undoubtedly, this kind of
change is the easiest to do by teachers and in fact, it is the most common type of change occurs
in schools.

 Alternation, if some material, content, item, or procedure is introduced into the existing material
and is adopted, it is considered alternation.

10. The school in the second district plan to adopt the reading program used in the third district. What level of
the curriculum improvement is used?
A. Alternation
B. Value Orientation
C. Substitution
D. Restructuring

 Restructuring occurs when the changes modify the whole school system, such as schools
introduce a new curriculum to their teachers and pupils. The changes demand the teachers adopt
new concepts of the teaching role, new curriculum content, and new textbooks.

 Value-orientation changes take place when teachers or school staff are sought to adopt the new
fundamental philosophies or curriculum orientations. The changes could occur if only they are
willing to accept the new values otherwise the changes will be short-lived.

 Substitution occurs when a new element substitutes the other which is already present, such as,
teachers are required to substitute a new textbook for an old one. Undoubtedly, this kind of
 change is the easiest to do by teachers and in fact, it is the most common type of change occurs
in schools.

 Alternation, if some material, content, item, or procedure is introduced into the existing material
and is adopted, it is considered alternation.
11. At the elementary level, English literature and Social studies relate well. While history is being studied,
different literary pieces during the historical period are being studied as well. What curriculum design is shown
here?
A. Separate subject design
B. Correlation design
C. Discipline design
D. Broad field design
Rationalization: Separate subject design refers to the organization of curriculum in terms of separate subjects.
Correlation design show relationship of the subject. Broad-field design integrates several subjects. Based on the
given situation the answer is discipline design, why? When subjects are related to one another the individual
subjects maintain identity. Just like how they study history but they are reading literary pieces, thus, the literary
pieces being studied in English reflect the culture and belief of the society.

12. Ms. Ortiz, a Science teacher tries to enrich the content of her lesson by identifying related concepts in
Math. What pattern of organizing subjects did Ms. Ortiz consider?
A. Broadfields
B. Correlated
C. Core
D. Separate Subject
Rationalization: The key word here related concepts, the answer is not letter A nor letter B. When we say core
—fundamental components of a curriculum that are considered necessary for all students. So the answer is
correlated because it has different subject but it enrich the content of the lesson by identifying related concepts
with other subjects.

13. Ms. Mateo, a History teacher considers the element of time in arranging the content of her lessons in World
History. What way of establishing sequence is emphasized by Ms. Mateo?
A. Simple to complex
B. Part to whole
C. Concrete to abstract
D. Chronological
Rationalization: With the word arranging and establishing sequence, therefore, we can say that the answer is
chronological. It can’t be letter A, when we say simple to complex it starts from the basic to difficult one. Part
to whole means that teaching and learning individual parts or component and understanding of the whole.
Concrete can be observed while abstract is its opposite.
14. Mr. Rivera, a new teacher believes that education is a process of development and is life itself; therefore,
experience related to the child’s needs and interests should be given primary consideration. What educational
philosophy is being exhibited by Mr. Rivera?
A. Idealism
B. Reconstructionism
C. Progressivism
D. Realism
Rationalization: Realism is said to focus on religious and values. Reconstructionism focuses on society,
rebuilding the culture and order. Realism is a set of fixed ideas within establish subject matter. Therefore,
Progressivism is the answer for it emphasizes student-centered learning, active engagement, and real-world
problem-solving involving their needs and interest.

15. As a member of the curriculum committee, your chief concern is to give the child the freedom to choose
what to learn and believe, as you allow them to set their own identities and standards. What philosophy will you
consider?
A. Existentialism
B. Realism
C. Idealism
D. Pragmatism
Rationalization: The answer is existentialism, since it is defined as a philosophical and literary movement that
emphasizes individual freedom, choice, and responsibility. While realism emphasizes the importance of
experiencing and understanding the real world. Idealism emphasizes the importance of ideas, values, and the
mind in the learning process. Pragmatism emphasizes practicality and the application of knowledge to real-life
situations.

16. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content, it is
better that throughout the high school years, economic geography concepts be used to recur and repeated with
depth for effective learning. What criterion in content selection is shown here?
A. Validity
B. Continuity
C. Significance
D. Learnability
Rationalization: The answer is continuity since having continuous learning will give learners effective
knowledge of information, it is said that recurring or repeated concepts equip effective learning. When we say
validity it is to test its authenticity. Significance is to know if it is consistent or relevant with the social order
and learnability means that it is flexible and adjustable to the learner’s ability.

17. Teacher Duminguito believes that new respect for the child is fundamental in the curriculum. Thus, all
activities in the classroom are geared towards the development of the child- the center of the educative process.
To which approach in the curriculum does Teacher Duminguito adhere?
 A. Learner-centered
B. Subject-centered
C. Problem-centered
D. Pragmatic
Rationalization: Subject-centered focuses on the content of the lesson. Problem-centered focuses on social
problems, needs, interests, and abilities of the learners. Thus, pragmatic is practical, realistic and flexible in
decision making process. So, the answer is learner-centered because it focuses on the development of the
learner.

18. Teacher Bert put emphasis on the immediate felt interest and needs of his students and not on the anticipated
needs and interests. What type of curriculum does teacher Bert adhere to?
A. Subject-centered
B. Learner-centered
C. Experience-centered
D. Culture-based
Rationalization: The answer is experience-centered. In this curriculum everything has to be done on the spot. In
addition, it focuses on creating meaningful and engaging learning experiences that allow students to actively
participate, interact, and learn from their environment. It is neither Subject-centered since if focuses on the
content of the lesson nor learner-centered for it focuses on the child’s development as well as culture-based
since it integrates the cultural values, traditions, language and history.

19. Which curriculum design element is taking place when Eduardo, a 4th-year student can connect the lessons
he learned in a subject area to related content in another subject area?
A. Articulation
B. Balance
C. Continuity
D. Integration

Rationalization: The answer is integration, why? When we say integration it is a process of combining or
bringing together different parts, elements, or components into a unified whole. On the otherhand, articulation
means interrelatedness of various aspect of the curriculum. Balance shows equal distribution of content and
experiences and continuity is the recurring or repeated topics. It is said in the situation that Eduardo connect the
lessons that he learned in a subject area is also related to another subject which is integration.

20. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of the school board
has one of the following primary roles.
A. Support and participate In parent-school organization activities.
B. Authorize school expenditures for curriculum development, implementation and evaluation.
C. Enact legislation to effect curriculum improvement.
 D. Recommend changes in curriculum

Rationalization: The answer is recommend changes in curriculum for it is done by district supervisors and
scholars. Letter A is facilitated by teachers since it is a parent-school organization. Letter B is the role of
administrators and principal which is the authorize school expenditures. Letter C is facilitated by law makers
and legislative department.
21. Mrs. Y provides various learning activities to children. She asks the learners to choose from the activities
and empowers them to shape their own learning. What design in the curriculum is she trying to strengthen?
A. Experience-centered design
B. Life situations design
C. Problem centered design
D. Child-centered design
RATIONALIZATION: One best answer in the given question is option A since by applying experience-
centered design principles, curriculum developers can design engaging and meaningful learning experiences for
students. This includes considering the sequencing of learning activities, incorporating real-world applications,
providing opportunities for hands-on learning, and integrating multimedia and interactive elements.
22. Mr. T's lesson is about the parts of the gumamela. He asked his pupils per group to bring a real flower to
study the different parts. After the group work labeling each part, the teacher gave a test. What would be the
best type of test he can give?
A. Essay type
B. Matching type
C. Diary
D. Journal
RATIONALIZATION: The correct answer would be the matching type since Matching type questions are a
common type of assessment that can be used with students to test their understanding and knowledge of
different concepts. These questions typically consist of two columns: one with a list of items or options, and
another with a set of descriptions or criteria. The task for students is to match the items in the first column with
the corresponding descriptions in the second column. On the other hand, Essay type questions are open-ended
prompts that require students to provide a detailed and coherent written response. These questions encourage
students to think critically, analyze information, and communicate their ideas effectively. Option C and D are
also incorrect answers.
23. . Mr. B is a curriculum planner. He noticed in his assessed curriculum that the teachers' interpersonal
behavior and parents' role quality affect the learning outcomes of the learners. Mr. B asked you to help him to
determine the type of curriculum that affects the performance of learners. What would you recommend?
A. Learned curriculum.
B. Hidden curriculum
C. Supported curriculum
D. Taught curriculum
RATIONALIZATION: The correct answer is option B which is the hidden curriculum. The hidden curriculum
plays a significant role in shaping students' learning experiences and outcomes. It refers to the unwritten
lessons, values, and behaviors that students learn through the school environment, social interactions, and
overall educational experience. The role of parents in supporting and reinforcing the hidden curriculum is
crucial in influencing their children's learning.
24. Mrs. D believes that the "Learners are not machines and the mind is not a computer." Which psychological
basis is the belief of Mrs. D founded?
A. Behaviorist psychology
B. Cognitive psychology
C. Humanistic psychology
D. Constructive psychology
RATIONALIZATION: The belief that "learners are not machines and the mind is not a computer" aligns with
the humanistic psychological perspective. Humanistic psychology emphasizes the unique qualities and potential
of individuals, focusing on their subjective experiences, personal growth, and self-actualization. It rejects the
reductionist view that humans can be understood solely through mechanistic or computational models. The
statement suggests that learners cannot be treated as passive recipients of information or programmed to acquire
knowledge like machines. Instead, it recognizes the complexity and richness of human cognition, emotions, and
motivations. Humanistic psychology emphasizes the importance of understanding learners as whole individuals
with unique thoughts, feelings, and aspirations.
25. Ms. A is a new teacher in the elementary school. She contends that teachers should teach the children so that
they will acquire basic knowledge, skills, and values. What philosophical heritage does she have?
A. Progressivism
B. Essentialism
C. Perennialism
D. Reconstructionism
RATIONALIZATION: Based on the information provided, Ms. A's belief that teachers should teach children to
acquire basic knowledge, skills, and values aligns with the philosophical heritage of Essentialism. Essentialism
is an educational philosophy that emphasizes the importance of imparting a core set of essential knowledge,
skills, and values to students.
26. The Pasacao Elementary School uses a curriculum design that recognizes the ability levels of its pupils.
Thus, the content of each subject areas taught across grade levels are organized that the simplest concepts are
taken up in the early grades and the more difficult ones, in the higher level. This show a widening and
deepening sequence of similar concepts taught through the elementary levels. Which curriculum design is this?
a.Correlated design
c.Core
b.Broadfield
d. Spiral
RATIONALIZATION: The curriculum design described, where the content of each subject is organized in a
sequence from simpler concepts in early grades to more complex ones in higher levels, is known as a Spiral
Curriculum design. In a Spiral Curriculum, the same or similar concepts are revisited and built upon across
grade levels, allowing for a deepening and widening understanding of the subject matter over time. This
approach recognizes that students may not fully grasp complex concepts in their initial exposure and benefits
from repeated exposure and reinforcement. Overall, the use of a Spiral Curriculum design in Pasacao
Elementary School reflects an approach that recognizes the developmental progression of students' abilities and
provides a structured framework for the gradual acquisition and deepening of knowledge and understanding.
27. Compra Elementary School replace the old program by new and advance program in order to align in the
21th Century. What curriculum improvement level does this show?
a. substitution
c.alteration
b.variation
d.value orientation
RATIONALIZATION: Based on the information provided, the replacement of the old program with a new and
advanced program at Compra Elementary School represents a curriculum improvement at the level of
substitution.Curriculum substitution refers to the replacement of one curriculum or program with another. It
involves completely replacing the existing curriculum with a new one that is deemed more relevant, effective,
and aligned with current educational needs and goals. In this case, by replacing the old program with a new and
advanced program to align with the 21st century, Compra Elementary School is implementing a substitution-
level curriculum improvement. This indicates a recognition of the need to update and modernize the curriculum
to better meet the demands of the contemporary world.
28. Mrs. Santos, the principal of Maganda Elementary school, opted to use the curriculum that involves the
integration of social studies, Music, Arts, and P.E on longer time blocks. This shows that the design pattern she
prefers is that of the curriculum.
a.Correlated Subjects
b. Broad Field
c. Core
d.Mastery Learning
RATIONALIZATION: Based on the information provided, Mrs. Santos's preference for integrating social
studies, Music, Arts, and P.E. on longer time blocks aligns with the curriculum design pattern known as Broad
Field. The Broad Field curriculum design pattern emphasizes the integration of related subject areas into
broader, interdisciplinary study areas or fields. It encourages the exploration of connections and relationships
between different disciplines to provide a more holistic and comprehensive understanding of a particular theme
or topic. By integrating social studies, Music, Arts, and P.E. on longer time blocks, Mrs. Santos is adopting a
Broad Field approach, allowing students to explore a specific theme or topic from multiple perspectives. This
design pattern promotes interdisciplinary learning, critical thinking, and the application of knowledge and skills
in a meaningful context.
29. Schools divide the school hours into different subjects such as reading, grammar, literature, math, science,
history, and geography. What curriculum design is referred to here?
 A. Problem-centered
B. Teacher-centered
C. Subject-centered
D. Culture-based
RATIONALIZATION: The division of school hours into different subjects such as reading, grammar, literature,
math, science, history, and geography refers to the curriculum design known as Subject-Centered or Subject-
Based curriculum. In a Subject-Centered curriculum design, the focus is on organizing the curriculum around
specific subject areas or disciplines. Each subject is taught separately, and instructional time is allocated to
specific subjects based on predetermined schedules or periods. Option A is not the correct answer because
problem-centered learning is an instructional approach that focuses on engaging students in solving real-world
problems or complex challenges. It is a student-centered approach that promotes active learning, critical
thinking, and problem-solving skills. Also, option B because teacher-centered approach, also known as teacher-
directed or teacher-focused, is an instructional approach where the teacher takes on a central role in the
classroom and is primarily responsible for delivering content and directing the learning process. Neither option
D since culturally based approach in education, also known as culturally responsive or culturally relevant
education, recognizes and values the cultural backgrounds, experiences, and identities of students. It aims to
incorporate students’ cultures and perspectives into the teaching and learning process.
30. As a member of the curriculum committee, your chief concern is to give the child the freedom to choose
what to learn and believe, as you allow them to set their own identities and standards. What philosophy will you
consider?
A. Existentialism
B. Realism
C. Idealism
D. Pragmatism
RATIONALIZATION: The philosophy that aligns with the chief concern of giving children the freedom to
choose what to learn and believe, allowing them to set their own identities and standards, is that of
Existentialism.
Existentialism is an educational philosophy that emphasizes individual freedom, choice, and personal
responsibility. It recognizes the importance of the individual's subjective experience and the freedom to make
meaning and create their own identity. Option B is not the answer since realism is a philosophical perspective
that focuses on the objective reality of the external world and the importance of factual knowledge and truth.
Also, idealism is not the answer because idealism is an educational philosophy that emphasizes the importance
of ideas, values, and the mind in shaping the learning process. Neither pragmatism, pragmatism is an
educational philosophy that emphasizes practicality, experiential learning, and the integration of knowledge and
action.