KEY STAGE

2 Department of Education-Region III

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

MAKING GENERALIZATIONS
Reading Strategy

for

KEY STAGE 2

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Reading Materials for Non-Comprehenders
First Edition, 2022

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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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: [email protected]

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 KEY STAGE

MAKING GENERALIZATIONS
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.

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 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
Making Generalizations 1
Reading Activities 5
A Muslim Holiday 5
Benny’s Wish 10
Plants and Mushrooms 15
A Reward for Cleanliness 20
Proper Handwashing 25
References 29
Answers Key 30

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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.

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 READING MATERIALS FOR KEY STAGE 2

Name of Learner: ___________________________ Score: _________

Grade & Section: ___________________________ Date: __________

MAKING GENERALIZATIONS
Background Information:

To be good readers, you must be equipped with reading

strategies that will help you comprehend different texts at present and in
the future. One of these reading strategies is making generalizations.
Have you experienced finding the main idea of a passage without
repeating details from the text? If yes, then it is a good skill. Let’s
discuss the meaning of a generalization with the help of this reading
material.

According to National Training on Literacy Instruction (2021),

generalization is a specific kind of conclusion. It is needed that you
know what a conclusion is. In the previous reading materials, you
learned that conclusion is conclusion is a decision you reach that makes
sense after you think about the details or facts that you have read. Now,
generalization is under the content of conclusion. They are similar but
still there is a difference between the two.

Read these two statements:

All generalizations are conclusions. But not conclusions are

generalizations.

The question here is this, which is bigger generalizations or

conclusions? What is your answer? Conclusion is the correct answer.

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Conclusion is bigger than generalizations.

Take note that a generalization is formed from several examples or

facts and what they have in common (National Training on Literacy
Instruction). It is a general statement that is applied to many
examples.

Again, a generalization is formed from several examples or

facts and what they have in common (Journey North 2019). But
remember, it may hit the main idea of the passage by giving the
similarities, but without repeating the details (Foster 2022).

To make it easy for you, generalizations are like umbrellas. They

cover the details from a text in ONE STATEMENT. If the details and
evidence fit the generalization, then you have made a valid
generalization (Hamby 2017).

Examples: All birds have wings. Many children eat cereal for breakfast.

The integral skills in making generalizations are making

judgements, forming opinions, evaluating the text, and noting details.
You are learning all of these when you make generalizations. To better
understand the process of this strategy, here’s a graphic organizer from
Brain Pop Educators 2022.

GENERALIZATION DIAGRAM (Brain Pop Educators 2022)

DETAIL DETAIL DETAIL

+ +

GENERALIZATION
=

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 Aside from this organizer, there are clue words which will help
make your generalizations. You can make and support your
generalizations based on reading a selection.

Clue words that support instruction for generalizations:

all, none, most, many, always, everyone, never, sometimes, some,
usually, seldom, few, generally, in general, and overall
Types of Generalizations (Gunner, n.d.)
1. Valid Generalization – it is supported by facts. It is proven with
several examples. Their clue words include most many, some, often
or few.
Examples:
• Math homework is very easy for some people.
• Many people love chocolate cake.
2. Faulty Generalization – it is not supported by facts. They involve
either applying broad claims to individual instances. Faulty
generalizations include clue words such as all, always, every, never,
or none.
Examples:

• All dogs are smarter than cats.

• Everyone loves chocolate cake.
Being good in making generalizations will help you have accurate
statements. Valid generalizations are coupled with facts. In reading, you
must know which are factual so that you will learn more. Let’s have an
example.

Katie had an apple for breakfast. Katie had a banana, too.

Katie had an orange, also. Katie had a slice of toast.
What can we say about Katie’s breakfast?

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In answering this, use the generalization diagram. Fill in the diagram
with information from the sentences. You may put the words, apple,
banana, orange…

You probably said that Katie had a lot of fruit for breakfast. You could
even generalize that Katie likes fruit.

Generalization: Katie likes fruit. This is a correct generalization

because it is supported by facts from the text.

Another example from Really Good Stuff (2011):

Kim’s two Irish setters sleep most of the day. The

Greyhound at the end of the street is always asleep in the yard.
When I sit in our couch, my Labrador Smoky, always falls asleep
next to me. Big dogs sleep a lot.

Key Takeaway

In making generalizations, use the diagram to list the

details. Facts and thinking processes are essential to be a good
reader. Be valid with your generalizations!

OBJECTIVES:
• Differentiate text through making generalization
• Answer the questions using generalization clues
• Improve comprehension skills through making generalization

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READING ACTIVITIES
Study the list of words on the vocabulary check before you proceed
to the text.

Vocabulary Check!
fasting (v.) to eat no food for a period of time
prophet (n.) a person who speaks for God or a deity
Ramadan (n.) the ninth month of the Islamic year observed as
sacred with fasting practiced daily from dawn to sunset
religion (n.) the practice of religious beliefs
sunset (n.) time in the evening when the sun disappears
Source: Merriam-Webster.com

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

A MUSLIM HOLIDAY
by Grace U. Rabelas

Muslims are religious people. They believe in one God called

Allah. Their prophet is Muhammed whose teachings are found in
the Koran. The Koran is the Bible of the Muslims. Their religion is
called Islam.

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 They celebrate several holidays, the most colorful of these
holidays is the Hari Raya Puasa. This is the end of the fasting
during Ramadan. Ramadan is the ninth month in the Islamic
calendar.
Ramadan is an Arabic word meaning “to turn”. During the
whole month of Ramadan, Muslims go through thirty days of fasting
to burn away their sins. During the day, Muslims do not eat or drink
from sunrise to sunset. After sunset until midnight, they can eat and
drink. Then they start fasting again the next day.
During the month of Ramadan, the houses are lighted at night
with lanterns, coconut oil lamps, or seashell lamps. These are
decorated with paper buntings and ribbons. Everybody is happy
especially at night when the people break their fast.
Source: Grace U. Rabelas, Victoria D. Mangaser and Lilibeth A. Magtang:
English 4 Learner’s Material First Edition 2015.

Comprehension Check!
1. What do you call the God of Muslims?
A. Allah
B. Bhuda
C. Muhammed
D. Prophet

2. Who is the prophet found in the Koran?

A. Allah
B. Islam
C. Muhammed
D. Muslims

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3. What does Mario do to the mosque?
A. Mario work in a mosque.
B. Mario visited a friend in the mosque.
C. Mario is in the mosque because he is sick.
D. Mario went to a mosque to pray and worship Allah.

4. “All these are lighted at night with lanterns, coconut oil lamps, or
seashell lamps. These are decorated with paper buntings and
ribbons. Everybody is happy especially at night when the people
break their fast”. What is the best generalization about this
statement?
A. Muslims do not eat and drink from sunrise to sunset.
B. After sunset until midnight, they can eat and drink and start
fasting again the next day.
C. Holiday celebrated by Muslim is the ninth month in the Islamic
Calendar is called Ramadan.
D. The Muslims go through thirty days of fasting to burn away
their sins.

5. The children go from house to house kissing the hands of the old
people and relatives. The elders themselves greet one another with
Assalamu Alaykum which means “peace be with you”. The Muslim
child is usually taught the alphabet in Arabic and the Koran as early
as four years old. What generalization can you give to these
statements?
A. Month of Ramadan celebration
B. Datu’s birthday celebration
C. New Year’s celebration
D. Christmas celebration

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6. The first thing Mrs. Sharma does after Ramadan is to make
acquaintance with the other Muslims. What character trait does Mrs.
Sharma have?
A. Mrs. Sharma is a kind person.
B. Mrs. Sharma is a courteous person.
C. Mrs. Sharma is a friendly person.
D. Mrs. Sharma is a generous person.
7. Do the Muslims eat and drink water the whole month during their
fasting?
A. Yes
B. No
C. Maybe
D. Uncertain
8. What do you call the Arabic word meaning “to turn”?
A. Ramadan
B. Hari Raya Puasa
C. Bangus Festival
D. Pahiyas Festival
9. Do you like the story of “A Muslim Holiday”?
A. Yes, because I learned about the Muslim’s religion better
B. No, because I’m a Catholic
C. Maybe, I should learn more about other religions
D. Never, I don’t understand their religion
10. How will the information in “A Muslim Holiday” be useful to you?
A. It will be useful to me to join in their religion
B. It will satisfy my queries about Muslim religion
C. It will give me knowledge on Muslim holiday
D. It will be my guide in dealing with Muslim’s religion

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty in
making generalizations 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 make
generalizations 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, reteach the reading
comprehension strategy.

9
Study the list of words on the vocabulary check before you proceed
to the text.

Vocabulary Check!
convince (v.) to overcome by argument
envied (v.) to regard (a person or thing) with envy
fulfilling (adj.) providing happiness or satisfaction
harmless (adj.) free from harm, liability, or loss
tricks (n.) a quick or artful way of getting a result
Source: Merriam-Webster.com

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

Benny’s Wish
by Evelyn S. Villarico

A ten-year-old boy named Benny likes cats because most of

them are friendly and harmless. He envied other children who had
pets and wished he had one, too. Benny told his older brother Bien
about it.

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 One Saturday morning, Bien and his father went to the farm
and found a kitten under the Mango tree. Bien convinced his father
to allow him to take the kitten home. “I will give it to Benny and I’m
sure he will be happy, father,” said Bien. He always thinks of his
brother’s wish. Father looked at him and smiled. When they got
home, Bien was so excited to give the kitten to his younger brother.
They laid the kitten in clean, old clothes and fed it. Benny took
very good care of the young cat. He named it Muning.
Sometimes, Benny and his pet played in the farm together with
his brother Bien. They also taught Muning some tricks.
Benny was so happy and thanked his big brother for fulfilling his
wish.
Source: Grace U. Rabelas, Victoria D. Mangaser and Lilibeth A. Magtang: English 4
Learner’s Material First Edition 2015

Comprehension Check!
1. Who is the main character in the story?
A. father
B. Bien
C. Benny
D. Muning

2. What is Benny’s wish?

A. a pet cat
B. a toy car
C. a pet dog
D. a new pair of shoes

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3. Who fulfilled Benny’s wish?
A. Bien
B. children
C. Father
D. Mother

4. When does Bien and his father went to the farm?

A. one late night
B. one rainy morning
C. one hot Friday afternoon
D. one Saturday morning

5. Where was the kitten found?

A. It was found on the tree
B. It was found under the Guyabano tree
C. It was found under the Mango tree
D. It was found under the Banana tree

6. Which of the following statements is a valid generalization from the

first paragraph?
A. Benny liked animals, especially cats.
B. Benny told his brother about his wish.
C. Benny envied other children who had pets.
D. Most of the cats are friendly and harmless.

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7. Which do you think of these statements is a generalization?
A. They were happy together.
B. Father and Bien went hiking.
C. Benny was so curious about cats.
D. Sometimes, Benny and his pet played in the farm together with
his brother Bien

8. What does Bien feel when they got home from farm?
A. Bien felt tired.
B. Bien was very hungry.
C. Bien was so nervous to see his younger brother.
D. Bien was so excited to give the kitten to his younger brother.

9. Which of the following sentences is NOT a generalization?

A. Most kittens are cute
B. Many of the kids love pets
C. Benny always clean and feed his pet
D. They laid the kitten in clean, old clothes and fed it.

10. What lesson did you learn from this story?

A. Ignore your family.
B. Always insist on what you want.
C. Be thankful for everything you received.
D. Be angry if you don’t get what you want.

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty in
making generalizations 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 make
generalizations 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, reteach the reading
comprehension strategy.

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

Vocabulary Check!
carnivorous (adj.) subsisting on nutrients obtained from the
breakdown of animal protoplasm
chlorophylls (n.) the green photosynthetic pigment found
chiefly in the chloroplasts of plants
essential (n.) something basic
kingdom (n.) a realm or province of nature
photosynthesis (n.) synthesis of chemical compounds with
the aid of radiant energy and especially light
Source: Merriam-Webster.com

THIRD TEXT
Read the text carefully then answer the comprehension check,
encircle the letter of the correct answer

PLANTS AND MUSHROOMS

by Clarissa Septo

There are three essential requirements for plants to survive.

They need sunlight, water, and carbon dioxide. They create their
own food through photosynthesis. Photosynthesis occurs when

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 sunlight, carbon dioxide, and water are converted into glucose,
which is food for plants. Plant leaves are green because of
compounds called chlorophylls. Chlorophyll helps plants in
photosynthesis. Some plants that do not undergo photosynthesis
are carnivorous plants like the Venus Flytrap and Pitcher Plant.
Mushrooms are commonly mistaken for plants, but they are
part of a different kingdom. Plants belong to the Kingdom Plantae
while mushrooms belong to the Kingdom Fungi. Mushrooms are
closer related to animals because they are unable to produce their
own food. Because of this, mushrooms grow in damp places full of
organic matter that they can use as food.
Source: Grace U. Rabelas, Victoria D. Mangaser and Lilibeth A. Magtang: English 4 Learner’s
Material First Edition 2015

Comprehension Check!
1. What are the three essential requirements for plants to survive?
A. sunlight, oxygen, and water
B. sunlight, water, and carbon dioxide
C. photosynthesis, chlorophyll, sunlight
D. water, chlorophyll, sunlight

2. Which statement is true?

A. All plants have chlorophyll
B. All plants have green leaves
C. All plants need sunlight, water, and carbon dioxide
D. All plants do not actively hunt for their own food

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3. Why are mushrooms different from plants?
A. They can move
B. They are carnivorous
C. They actively hunt for food
D. They are unable to make their own food

4. Which statement is true?

A. Mushrooms are unrelated to plants and animals
B. Mushrooms are equally related to plants and animals
C. Mushrooms are more closely related to animals than plants
D. Mushrooms are more closely related to plants than animals

5. Why do mushrooms grow in damp places?

A. There are animals to feed
B. There is carbon dioxide
C. There is protection from sunlight
D. There is moisture coming from damp places

6. What is the main idea of the passage?

A. Why do some animals eat plants?
B. Why do mushrooms grow in damp places?
C. Why plants don’t need to eat?
D. The difference between plants and mushrooms

7. What kingdom do the mushrooms belong to?

A. Arthropoda
B. Mollusca
C. Fungi
D. Plantae

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8. When do photosynthesis occur?
A. When plants are green
B. When water is converted to ice
C. When carbon dioxide is absent from the plants
D. When sunlight, carbon dioxide and water are converted into
glucose

9. Does the article focus on animals and plants?

A. Yes
B. No
C. Maybe
D. Uncertain

10. Do you think mushrooms are easy to plant? Why or why not?
A. No, because mushrooms grow in damp places.
B. Yes, because mushroom grow anywhere.
C. Uncertain, because mushrooms are hard to plant.
D. Maybe, because some grow in damp places, some are not.

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty in
making generalizations 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 make
generalizations 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, reteach the reading comprehension strategy.

19
Study the list of words on the vocabulary check before you proceed
to the text.

Vocabulary Check!
cleanliness (n.) keeping oneself or one's surroundings clean
garbage (n.) discarded or useless material
incentive (n.) something that incites or tends to incite to action
or greater effort, as a reward offered for increased productivity.
residents (n.) one who resides in a place
sidewalk (n.) a paved walk for pedestrians at the side of a
street
Source: Merriam-Webster.com

FOURTH TEXT
Read the story carefully then answer the comprehension check,
encircle the letter of the correct answer.
A Reward for Cleanliness
by Jennet G. Mercado

All the residents of Naranghita

Street were proud and happy. They
worked hard together to keep their place
clean and attractive. For their good work,
they were awarded first prize in the
cleanliness contest in their district.
Everyone cooperated with the barangay captain when he
asked for their help to make their place beautiful and clean. All
houses were provided with a covered garbage can and cleaning
tools. Everyone avoided throwing anything on the streets and on the

20
 sidewalks. Each one did his duty to remove from the street anything
scattered there. Almost all the people also planted ornamental and
flowering plants in their gardens and along the sidewalks. Truly the
reward for cleanliness is a very good incentive for all the people of
Naranghita.
Source: Grace U. Rabelas, Victoria D. Mangaser and Lilibeth A. Magtang:
English 4 Learner’s Material First Edition 2015

Comprehension Check!
1. Who had the duty of removing scattered things on the street?
A. Everyone
B. The mayor
C. The councilmen
D. The barrio captain

2. What did everyone avoid doing?

A. cleaning the street
B. playing on the street
C. walking on the street
D. throwing anything on the streets and sidewalks

3. Who were given a reward of cleanliness?

A. all the barangay chairman
B. all the barangay tanod
C. all the children playing on street
D. all the residents of Naranghita street

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4. Why the residents of Naranghita Street were proud and happy?
A. Everyone cooperated with the barrio captain.
B. They were awarded first prize in the cleanliness contest in their
district.
C. They worked hard together to keep their place clean and attractive.
D. The people planted ornamental and flowering plants in their
gardens and along the sidewalks.

5. What did the people also plant in their garden?

A. guava tree
B. water plants
C. fruit bearing plants
D. ornamental and flowering plants

6. How do you describe the residents of Naranghita?

A. lazy and easy going
B. working but complaining
C. generous and kind
D. proud and happy

7. What did the barrio captain provide for all the houses?
A. No one provided with a covered garbage can
B. All strangers were provided with stick broom
C. All children were provided cleaning tools
D. All houses were provided with a covered garbage can

22
8. What generalization can you most likely give to the story?
A. Everyone worked hard together.
B. To keep their place clean and attractive the barangay captain is
kind.
C. All the residents of the Naranghita street compete for the
cleanliness surrounding.
D. All the residents of Naranghita street were proud and happy
because of their diligence and hard work.

9. What did the people do to avoid making their places and

surroundings dirty?
A. All children avoided playing in the street.
B. Everyone avoided throwing anything on the streets and on the
sidewalks.
C. Many people avoided having party on the streets.
D. Some strangers scattered garbage in the street.

10. How did they keep their place clean and attractive?
A. hiring workers
B. working hard together
C. asking help from the government
D. asking help from the nearby barrio

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Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty
in making generalizations 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 make
generalizations 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, reteach reading comprehension strategy.

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

Vocabulary Check!
learning (n.) the act or experience of one that learns
modality (n.) a modal quality or attribute
pandemic (n.) an outbreak of a disease that occurs over a
wide geographic area
snack (n.) a light meal
sibling (n.) one of two or more individuals having one
common parent
Source: Merriam-Webster.com

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

Proper Handwashing
by Evelyn S. Villarico

Macoy is already in grade five, but due to

the pandemic, he does not go to school
because they used modular distance learning
modality in their school.
One day, after he answered all his
modules he decided to play in their yard with
his siblings. Then after an hour, mother called
them to have their snacks. “Come on children,
the food is ready,” Mother said. “Yes Mom”, the
children answered.

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 While other children were washing their hands, his mother
noticed that Macoy was already sitting in front of the table and did
not even wash his hands.
"Macoy, wash your hands before eating to remove harmful
germs and dirt, it is important for us to have clean and healthy
bodies especially in this time of pandemic,” said mother. Alright,
children! Let’s wash our hands together. When washing your hands,
make sure to scrub all areas, your palms, the back between your
fingers, and under your fingernails using soap then rinse them well,”
Mother explained.
“Always keep our hands clean to prevent the spread of
viruses such as COVID -19 and other diseases”, Mother added.
Source: Jennet G. Mercado: Developing Reading Power Grade 4

Comprehension Check!
1. Who is the main character in the story?
A. Marta, a smart girl
B. Macoy, a grade six pupil
C. Macoy, a grade five pupil
D. Benny, a diligent pupil
2. What learning modality did Macoy used in school?
A. Face to face
B. Modular distance
C. Blended Learning
D. Online Learning
3. Why doesn’t Macoy go to school?
A. Due to sickness
B. Due to laziness
C. Due to pandemic
D. Due to typhoon

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4. Why is it important to learn proper handwashing?
A. To enjoy our food.
B. To remove harmful germs and dirt.
C. So that mother will not get mad.
D. To eat your food properly.
5. Which of the following statements is a generalization?
A. Eat even without washing hands.
B. They used modular distance learning modality in their school.
C. Always keep our hands clean to prevent the spread of viruses
such as COVID -19 and other diseases.
D. Mother noticed that Macoy was already sitting in front of the table
and did not even wash his hands.
6. Which statement is true?
A. Eat your food even without washing hands.
B. Always keeping your hands unclean.
C. Wash your hands using water only.
D. Regular hand washing is one of the best ways to remove germs
and dirt and to protect from COVID-19.
7. What should you do to avoid getting infected from COVID-19 virus?
A. Wash your hands rarely
B. All should drink soda and coffee
C. Everyone should relax and go to the mall
D. Always keep our hands clean to prevent the spread of viruses and
other diseases
8. Which of these statements is a valid generalization?
A. Macoy and his classmates attend online classes
B. Macoy washes his hands regularly
C. Macot eat his food without washing his hands
D. Almost of the kids attend modular distance learning

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9. How did you get the valid generalization?
A. I identified the lines for generalization
B. I looked for the topic talked about the same topic
C. I wrote down the simple words for generalization
D. I picked out the clue words that support instruction for
generalization
10. If you were Macoy, how would you teach proper handwashing to
your classmates?
A. Let them wash their hands alone
B. Teach them to use alcohol only
C. Let them play while washing their hands
D. Teach them by modelling the steps on proper handwashing

Learner’s Score:

Process Questions for Learners

1. Have you encountered any difficulty in
making generalizations 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.

28
 Process Questions for Teacher
1. How did you find the activity?
2. Was the learner able to make
generalizations 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, reteach the reading comprehension strategy.

References

Grace U. Rabelas, Victoria D. Mangaser and Lilibeth A. Magtang: English 4

Learner’s Material First Edition 2015.

Jennet G. Mercado: Developing Reading Power Grade 4.

Brain Pop Educators. 2022. “Generalization Diagram.” Word Press. Accessed

December 9, 2021. https://educators.brainpop.com/printable/generalization-
diagram/

Foster, Elizabeth. 2022. “Generalizations” Study.com. Accessed December 9, 2021.

https://study.com/academy/lesson/how-to-interpret-generalizations-of-a-
passage.html

Gunner, Jennifer. n.d. “Examples of Generalizations” Your Dictionary. Accessed

December 9, 2021. https://examples.yourdictionary.com/examples-of-
generalization.html

Hamby, Melissa. 2017. “Generalizations” YouTube Video. Accessed December 9,

2021. https://www.youtube.com/watch?v=NZSsh-0qgw0

Journey North. 2019. “Make Generalizations.” Arboretum. Accessed December 9,

2021.

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Illustration 1, “A Muslim Holiday”, July 18, 2022, https://www.canva.com/design/

Illustration 2, “Benny’s Wish”, July 18, 2022, https://www.canva.com/design/

Illustration 3, “Plants and Mushrooms”, July 18, 2022,

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

Illustration 4, “A Reward for Cleanliness”, July 18, 2022,

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

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

Answers Key:

10. C 10. C 10. A

9. A 9. D 9. A
8. A 8. D 8. D
7. B 7. D 7. C
6. C 6. D 6. D
5. A 5. C 5. D
4. C 4. D 4. C
3. D 3. A 3. D
2. C 2. A 2. B
1. A 1. C 1. B
First Text Second Text Third Text

10. B 10. D
9. B 9. D
8. A 8. D
7. D 7. D
6. D 6. D
5. D 5. C
4. B 4. B
3. D 3. C
2. D 2. B
1. A 1. C
Fourth Text Fifth Text

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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: [email protected]

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