Drawing-Conclusion

KEY STAGE
2 Department of Education-Region III

TARLAC CITY SCHOOLS DIVISION
Juan Luna St., Sto. Cristo, Tarlac City 2300
DRAWING CONCLUSIONS
Reading Strategy
for
KEY STAGE 2
1
Reading Materials for Non-Comprehenders
First Edition, 2022
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
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royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education- Tarlac City Schools Division

Maria Carmen P. Cuenco EdD. CESO V
Lourdes G. Dela Cruz PhD
Development Team
Writer: Miriam C. Santiago
Editors: Dorothy G. Manabat, Miriam C. Santiago, Virginia C. Aguilar
Reviewers: Reymar D. Paguio PhD – Education Program Supervisor in

English, Lily Beth B. Mallari- Education Program Supervisor, LRMS
Layout Artist: Miriam C. Santiago
Management Team:
Robert E. Osongco PhD – Chief, Curriculum Implementation Division
Reymar D. Paguio PhD – Education Program Supervisor in English
Lily Beth B. Mallari – Education Program Supervisor in LRMS
Printed in the Philippines by the Department of Education –

Tarlac City Schools Division
Office Address: Sto, Cristo, Tarlac City, Tarlac

Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph
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KEY STAGE
DRAWING CONCLUSION
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
Drawing Conclusion 1
Reading Activities 5
Miss Albar 10
I Was Born Today 14
Our Brothers in Mindanao 18
Nursery Rhymes 23
References 26
Answers Key 26
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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: ___________
DRAWING CONCLUSIONS
Background Information:
You draw conclusions every day. For example, when someone is

sleeping, you can conclude that she is tired. When someone is happy,
you can conclude that something just good happen to them. When
someone is sad, you can say that something bad happen to him/her.
These daily situations in our lives prove that important reading skills
which is drawing conclusions is important in our daily living to come up
with decisions. This reading material will help you develop your reading
strategy on drawing conclusions.
To start with, let’s define the term conclusion. A conclusion is a
decision you reach that makes sense after you think about the
details or facts that you have read (English Literacy Instruction, 2021).
This means that as good readers, it is required that the details that you
read are important to come up with a good decision or judgement to a
situation.
In addition, drawing conclusions is using information that is implied
or inferred to make meaning out of what is not clearly stated. When
reading a text, you are like a detective, searching for clues to help you
draw a conclusion. The author will not explain what happens in the story.
You draw conclusions, when you use pictures and word clues to figure
out what is not being said in the story. We are filling the blanks left by
the author.
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When you draw conclusions, you use two things (Wilson 2021):
1. What you know in your head – this refers to your schema or prior
knowledge about a topic. It is about all your learning experiences
which became part of your knowledge.
2. What you’ve read in the story – these are the details from the story
or the text you have read.
Take note that a conclusion is what you come up to when you put
these two together. To come up with a good conclusion, make sure you
use both. Good readers fill-in what is not being said by using their
schema and text clues.
For you to learn the strategy of drawing conclusions, you must
have a process or model to follow. It takes practice to master this
reading strategy. Use the CFC Model.
CFC Model (CODE, FACT, CONCLUSION)
Here’s the process of CFC Model (Cheetah 2022):
1. Code the text.

Code means reading the text. You can never get rid of coding the text.
Better get used to it. Think while you are reading. It helps you
understand better the text. Remember that the conclusion is not found
on the passage.
2. Decide which statements are facts you can read in the text.
Get rid of opinions, and irrelevant information. Only focus on what
makes sense to you.
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3. Eliminate information that doesn’t make sense with that you
read.
Remove the choices which do not contribute to the main topic based on
what is in the passage. Select the best choice if you are not certain.
Here are some questions that ask you to draw conclusions:

1. What conclusion can you draw?
2. We can conclude that ________.
3. What probably happened?
4. What might you conclude?
Let’s have an example of a famous fairytale published by Charles

(2019):
Once upon a time, there was a beautiful princess named
Snow White. She was kind and gentle and a friend to all animals. All
the animals flocked to Snow White's side as she sang to them.
Step 1: Read the text first.
Step 2: Decide which statements are facts you can read in the text.
Based on the passage, the facts, or keywords are kind, gentle,
friend to all animals.
Snow White – name of character
Step 3: Answer the question, what conclusion can you draw?
From the passage you have read, you can tell that ______
a. Snow White is an animal lover.
b. Snow white is singing to the animals.
Reason of the correct answer: The answer here is letter A because
of the supporting details that she is friend to animals. She is also gentle
with them.
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Let’s have another example about the foxes.
Foxes sleep during the day and hunt at night. They prey on
small animals such as squirrels, rabbits, frogs, and birds. The rest
of their diet consists of eggs and berries. Although foxes often live
near people, they usually stay hidden. For example, if a person
approaches them, they will run away or climb up a tree.
Based on the passage you have read, decide whether the

following statements are examples of conclusion or facts.
Here’s an explanation of CFC Process.

Step 1: First, you coded the text. In reading the text, you may
encircle or highlight the important keywords/main ideas in the text.
Step 2: Decide which statements are facts to have basis of your
conclusion. Remember that you cannot conclude based on your own.
You need the basis.
In this example, you may encircle foxes, they, they, their, them.
You may also underline signal words/phrases, consists of, such as, for
example. Some of the main ideas are the place they live and their diet.
Step 3: These are the conclusions: Foxes are afraid of people.
(The basis of this conclusion is fourth sentence in the text telling foxes
are usually hidden. If someone is hiding, then he/she is afraid.
Another one is Foxes can see well in the dark. (The basis for this
is the first sentence. When they can hunt at night, it means they have
good vision even it is dark.)
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Objectives:
• Draw conclusion after reading a passage.
• Make your own conclusion after reading a stanza from a nursery
rhyme.
• Draw conclusion using the information given in the sentence or
paragraph.
READING ACTIVITIES
Study the list of words on the vocabulary check before you proceed
to the first text.
Vocabulary Check!
cabin (n.) a private room or compartment on a ship.
foghorn (n.) a device making a loud, deep sound as a

warning to ships in fog.
overcoat (n.) a long warm coat worn over other clothing.

Source: Webster.dictionary.com
FIRST TEXT
Read the story and answer the comprehension check. Circle the
letter of the correct answer.
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Miss Albar politely excused herself and left the breakfast
table. She was not feeling well. She had been resting in her cabin
for some time when she smelled smoke, but she thought it was
from the machine room. Then she heard an alarm. “Maybe it’s just
the foghorn.” But when she opened her cabin room, she saw
people running and going up the upper deck. Smoke was
everywhere. She grabbed a life jacket from under her bed and put
on her overcoat. In a few minutes, she was outside her cabin.
“This way!” a man said. “I must look for my brother,” she said as
she followed the man. “There is no more time!”, the man said as
he pushed her towards the lifeboats.
Comprehension Check!
1. Which phrase describes the setting of the story?
A. dining room, machine room
B. cabin, deck, foghorn
C. life jacket, overcoat
D. water, clouds, rain
2. The smoke, people running and going up the upper deck, and the
sound of the alarm are meant to give you a _______
A. happy feeling
B. weird feeling
C. funny feeling
D. frightening feeling
3. You can conclude that the action took place in the morning because
Miss Albar __________.
A. was resting
B. was reading
C. was sleeping
D. left the breakfast table
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4. “This way!” From this statement, you can conclude that the man was
telling Miss Albar _______.
A. where to go
B. not to be afraid
C. to go back to her room
D. to jump into the sea
5. If you are going to describe Miss Albar’s feeling you could say that
she was _________.
A. happy
B. frightened
C. worried
D. mad
6. “I must look for my brother!” From this sentence you can conclude that
Miss Albar was _________.
A. worried and concern
B. calm and daring
C. happy and excited
D. bold and forceful
7. She immediately grabbed a life jacket from under her bed and put on
her overcoat. From this behavior, you can conclude that Miss Albar was
_________.
A. panicky
B. excited
C. afraid
D. mad
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8. “There is no time!” the man said as he pushed her towards the
lifeboats. From this sentence you can conclude that the man wanted to
________.
A. hurry Miss Albar
B. talk to Miss Albar
C. insult Miss Albar
D. push Miss Albar
9. You can conclude that the story took place ________.
A. in an airplane
B. on a bus
C. on a train
D. on a ship
10. What might be the event in the story?
A. a ship on fire
B. a house on fire
C. a bus on fire
D. a boat is sinking
Learner’s Score:
Process Questions for Learners

1. Have you encountered any difficulties
in drawing your conclusion in
answering the selection/passage?
2. Do you think you are ready to
proceed to the next activity?
Learner’s Reflection!
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
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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 draw your
conclusion in the texts correctly?
3. Did the learner encounter any difficulties
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.
to the second text.
Vocabulary Check!
essence (n.) the most significant element, quality, or aspect

of a thing or person
existence (n.) actual or present occurrence, sentient or
living being: life
resolve (v.) to deal with successfully: clear up
strike (v.) hit forcibly and deliberately with one's hand or a
weapon or other implement.
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SECOND TEXT
Read the poem carefully and answer the comprehension check.
Circle the letter of the correct answer.
I Was Born Today
By: Amado Nervo
Every day that dawns, you must say to yourself,

I was born today!
The world is new to me.
This light that I behold
Strikes my unclouded eyes for the first time,
The rain that scatters its crystal drops
Is my big day!
Then let us live a pure life,

A shining life!
Already, yesterday is lost. Was it bad?
Was it beautiful?... Let it be forgotten.
And of that yesterday let there remain only the essence.
The precious gold of what I loved and suffered
As I walked along the road…
Today, every moment shall bring

feelings of well-being and cheer,
And the reason for my existence,
My most urgent resolve,
Will be to spread happiness all over the world,
To pour the wine of goodness into the
eager mouths around me…
What experiences in life can you conclude from the lines related to
the poem?
1. The time for you to be born has come.
A. He is happy about his life.
B. He is worried about his future.
C. He is not sure about the meaning of his life.
D. He know where to go.
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2. Make use of the bright days ahead.
A. Everybody should live in peace.
B. Everybody should make use of the time fruitfully.
C. Everybody must be dependent on others.
D. Everybody should be friendly.
3. Life goes on whatever happens.
A. Have an enjoyable life.
B. Be ready to face all the trials in life.
C. Work in harmony with others.
D. Remember that life is precious.
4. Life makes you strive hard.
A. There are achievements to thank for.
B. There are places to go.
C. There are easy-going people.
D. There are tasks to work on.
5. “Live life to the fullest!”
A. Enjoy life!
B. Be of service to others.
C. Be anxious about life.
D. Make others happy.
6. “The world is new to me”
A. I am going to the school for the first time
B. I am discovering everything for the first time
C. I am reading everything for the first time
D. I am making a poem for the first time
7. Yesterday is lost.
A. People forget the past
B. People live in the past
C. People play in the past
D. People study in the past
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8. “Spread happiness all over the world”
A. Do good things to other people
B. Study hard to achieve your goals
C. Find a good job in the future
D. Be a good son/daughter to you parents
9. “Let us live a pure life”
A. Live life to the fullest
B. Be ready to face all the trials in life
C. Work in harmony with others
D. Remember that life is precious
10 “Today, every moment shall bring feelings of well-being and
cheer”
A. Live life to the fullest
B. Be ready to face all the trials in life.
C. Be anxious about life
D. Remember that life is precious.
Learner’s Score:

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Note to the Learner
sheet of paper.

address it?
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Note to the Teacher

strategy.
to the third text.
Vocabulary Check!
devotion (n.) love, loyalty, or enthusiasm for a person,

activity, or cause.
physician (n.) a person qualified to practice medicine.
recreation (n.) activity done for enjoyment when one is not

working.
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THIRD TEXT
Read the passage carefully and answer the comprehension check.
Circle the letter of the correct answer.
Our Brothers in Mindanao

Adapted-Experiencing English Grade 6 Textbook
The Badjaos are mostly found along the coast of Sulu, Siasi and
Tapul Island, and farther south in Sibutu, Sitangkai, Tawi-Tawi islands in
Sulu Archipelago. The word “Badjao” means fisherman. Badjaos are
referred to as “sea-gypsies”, “people of the ocean” or “boat dwellers”
Badjaos do not have an established religion; therefore, they do not
have a special day for worship unlike Muslims who observe devotion on
Fridays, and the Christians who go to church on Sundays.
Badjaos never submit to, nor consult a physician. In Badjao
communities, recreation time depends on the tides of the ocean. When
the tide is low, then it is time to play in the sand and sea. Although
generally poor and lacking formal education, Badjaos are regarded as
cultured because of their good manners.
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Read the following sentences. Using the information given draw
conclusions on what the sentences imply.
1. Badjaos do not have a special worship day unlike Muslims and
Christians.
_____________________________________________________
2. Badjaos never submit to, nor consult a physician.
_____________________________________________________
3. In Badjao communities, recreation time depends on the tides of the
ocean.
_____________________________________________________
4. Although they lack formal education, Badjaos are regarded as
cultured.
____________________________________________________
5. Badjaos are mostly found along the coast of Sulu, Siasi and Tapul
Island. They are referred to as “sea gypsies”, “people of the ocean”
or “boat dwellers.”
_____________________________________________________
Our country relies mainly on fish as a source of protein. The

daily diet of the Filipinos consists of seafood with rice. It is said that
fishing grounds around centers of population as Manila Bay and
Lingayen Gulf do not give fish as much as before. From 1965 to
1969, the Philippines imported no less than 50 million pesos worth
of fish and other fish products due to our increasing population.
This is the very reason for us to conserve our marine resources.
Laws have been passed to prohibit the use of dynamite to protect
fry and fish eggs and to prevent exploitation of fish.
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6. Why do you think are Manila Bay and Lingayen Gulf getting short of
fish?
A. There are plenty of fishes.
B. Even small fishes are caught.
C. Too many fish are caught so few fish are left.
D. The water is too salty
7. Why do we have to import fish?
A. We need dollars.
B. We need plenty of fishes.
C. We lack fish for our increasing population.
D. We have enough money to buy fish
8. What may happen if we don’t conserve our sea resources?
A. We may have no fish to eat.
B. We may have to eat other sea foods.
C. We may have to eat more fish.
D. We may have to import all the fishes we want.
9. Why dynamite fishing is prohibited?
A. It destroys marine resources and kills small fishes
B. It destroys boat and fisher vehicles
C. It destroys nearby islands
D. It destroy fishing equipment
10. What do you need to do to help conserve sea resources?
A. Throw garbage in the ocean
B. Use dynamite fishing
C. Buy imported fish in the market
D. Help clean the sea
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Learner’s Score:

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Note to the Learner

sheet of paper.

address it?
_______________________________________________________
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Note to the Teacher

strategy.
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to the fourth text.
Vocabulary Check!
weed (n.) a plant that is not valued where it is growing and

is usually of vigorous growth
ornamental (n.) something that lends grace, beauty, or

festivity
weather (n.) : the state of the atmosphere with respect to

heat or cold, wetness or dryness, calm or storm, clearness
or cloudiness
FOURTH TEXT
Read the following paragraphs. What conclusions can you draw
based on the information given in each paragraph. Circle the letter
of the correct answer.
Road signs are used in places where there

are no policemen. Some of these signs are “Drive
Carefully, School Zone, and Bus Stop.” Another
sign may say “Watch for children”.
1. This kind of signal helps children to_______

A. go to school safely
B. play in the street
C. go to the market
D. go near the hospital
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2. Why do you think these road signs are important?
A. To decorate the streets with lights
B. To make the road more attractive
C. To give space for advertisement
D. To give information and warnings to the people
“Oh good!” thought Nina as she opened

her eyes and looked out the window. “It’s
another sunny day. It’s great to have nice
weather on a weekend! I don’t want to waste a
minute of it, so I’ll get up now.”
3. Where was Nina?
A. On an airplane
B. In the kitchen
C. In the bedroom
D. On the bus
4. What time of the day was it?
A. Morning
B. Evening
C. Bedtime
D. Noon
5. How did Nina feel about the weather?
A. Excited
B. Bored
C. Unhappy
D. Frightened
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6. What do you think Nina will do?
A. She will stay at her room because the weather is too hot
B. She will play outside because the weather is nice
C. She will help her mother to cook for lunch
D. She will watch her favorite television program
As she was fixing her breakfast. Nina was

thinking. She said, “Now, let’s see. I must do my
homework first. But I can do that sitting in the
yard. But I need to weed the garden, too. And
the plants need to be watered. I should do that
before it gets too hot. I don’t want any of the
plants to die. I hope I get lots of tomatoes and
peppers this summer.
7. What kind of person is Nina?

A. Industrious
B. Lazy
C. Sluggish
D. Careless
8. Where do you think is Nina while she was thinking?
A. On an airplane
B. In the kitchen
C. In the bedroom
D. On the bus
Saving our wild plants is a great concern of the

government. Some of our wild orchids and
ornamental plants are rare and command a high
price. If they are properly conserved the cultivated,
they will add to our country’s wealth.
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9. Do you think we really need to conserve our wild plants?
A. They have no use.
B. They are of rare and valuable.
C. They make our country forested.
D. They make out house beautiful.
10. What do you think would happen if there were no plants around us?
A. No animals would live.
B. Our surroundings would be brighter.
C. Our world would even be more beautiful.
D. People have no place to live in.
Learner’s Score:

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Note to the Learner

sheet of paper.
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address it?
_______________________________________________________
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Note to the Teacher

strategy.
to the fifth text.
Vocabulary Check!
bobbin (n.) a cylinder or spindle on which yarn or thread is

wound (as in a sewing machine)
wool (n.) the soft wavy or curly usually thick undercoat of

various hairy mammals
dame (n.) a woman of rank, station, or authority

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FIFTH TEXT
Read the following stanzas taken from different nursery rhymes.
Then answer the questions that follows.
Humpty Dumpty
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall.
All the King’s horses and all the King’s men,
Couldn’t put Humpty together again.
1. What happen to Humpty Dumpty after the great fall?
Five Little Ducks

Five little ducks
Went out one day
Over the hill and far away
Mother duck said
“Quack, quack, quack, quack.”
But only four little ducks came back.
2. Why only four little ducks came back?

_____________________________________________________
3. Where do you think the little duck go?
_____________________________________________________
Wind the Bobbin Up

Wind the bobbin up, wind the bobbin up
Pull, pull, clap clap clap
Wind the bobbin up, wind the bobbin up
Pull, pull, clap clap clap
4. What do you think the author will do by winding a bobbin?

_____________________________________________________
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Baa Baa Black Sheep
Baa, baa black sheep
Have you any wool
Yes sir, yes sir
Three bags full.
One for my master
And one for my dame
And one for the little boy
Who lives down the lane.
5. Why do you think the author asking for the wool?

_____________________________________________________
6. Where will he use it for?
_____________________________________________________
7. What season of the year is being shown in the rhyme?
_____________________________________________________
Brush, Brush, Brush Your Teeth

Brush Brush Brush Your Teeth,
Brush it every day!
Father, Mother, Brother, Sister,
Brush it every day!
Brush Brush Brush Your Teeth,
Brush it every day!
Father, Mother, Brother, Sister,
Brush it every day!
8. Who should brush their teeth?

A. Father, Mother, Brother, Sister
B. Father, Brother, Sister
C. Mother, Sister
D. Father, Brother
24
9. When should they brush their teeth?
A. Every day
B. Every Morning only
C. Before Bedtime only
D. Every week
10. Why should we brush our teeth?
_____________________________________________________
Learner’s Score:

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Learner

sheet of paper.

address it?
25
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________
Note to the Teacher

strategy.
References:
Galapon, Relente and Angeles. 2016. Joy in Learning English 6, Quezon City
Philippines. Department of Education, pp. 229-233.
Cada, Elodie A. 2013. English for You and Me 6, Parañaque City, Philippines.
Department of Education, pp. 54-57.
Concordia C. Logue and Anita A. Bagabaldo. “Saving Wildlife” Developing Reading
Power 6, Enriched Combined Edition
Vocabulary Words. August 9, 2022, https://www.merriam-webster.com/
Illustration 1, “I was Born Today”, August 9, 2022, https://www.canva.com/design/
Illustration 2, “Our Brothers in Mindanao”, August 9, 2022,

https://www.canva.com/design/
Illustrations in Activity D, August 9, 2022, https://www.canva.com/design/
Illustrations in Activity E, August 9, 2022, https://www.canva.com/design/
Answers Key
10. A 10. D
9. C 10. D 10 A may vary
9. D
8. A 9. A 9. B Answers
8. A
7. A 8. A 8. B 10.
7. A
6. B 7.C 7. D 9. A
6. A
5. A 6.B 6. B 8. A
5. B
4. D may vary 5. A may vary
4. A
3. B Answers 4. A Answers
3. D
2. B 1-5 3. C 1-7
2. D
1. A THIRD 2. D FIFTH
1. B
SECOND 1. A
FIRST
FOURTH
26
For inquiries or feedback, please write or call:
Department of Education – Tarlac City Schools Division
Office Address: Sto, Cristo, Tarlac City, Tarlac
Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph
27

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KEY STAGE

2 Department of Education-Region III

Published by the Department of Education- Tarlac City Schools Division

Writer: Miriam C. Santiago

Editors: Dorothy G. Manabat, Miriam C. Santiago, Virginia C. Aguilar

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

Layout Artist: Miriam C. Santiago

Printed in the Philippines by the Department of Education –

Office Address: Sto, Cristo, Tarlac City, Tarlac

This Reading Material for Non-Comprehenders Key Stage 2 is

For the Learning Facilitator

For the Learner

Name of Learner: ___________________________Score: __________

You draw conclusions every day. For example, when someone is

CFC Model (CODE, FACT, CONCLUSION)

Here’s the process of CFC Model (Cheetah 2022):

1. Code the text.

Here are some questions that ask you to draw conclusions:

Let’s have an example of a famous fairytale published by Charles

Based on the passage you have read, decide whether the

Here’s an explanation of CFC Process.

cabin (n.) a private room or compartment on a ship.

foghorn (n.) a device making a loud, deep sound as a

overcoat (n.) a long warm coat worn over other clothing.

Process Questions for Learners

Process Questions for Teacher

Note to the Teacher

essence (n.) the most significant element, quality, or aspect

Every day that dawns, you must say to yourself,

Then let us live a pure life,

Today, every moment shall bring

Process Questions for Learners

Process Questions for Teacher

Note to the Teacher

devotion (n.) love, loyalty, or enthusiasm for a person,

physician (n.) a person qualified to practice medicine.

recreation (n.) activity done for enjoyment when one is not

Our Brothers in Mindanao

Our country relies mainly on fish as a source of protein. The

Process Questions for Learners

Note to the Learner

Process Questions for Teacher

Note to the Teacher

weed (n.) a plant that is not valued where it is growing and

ornamental (n.) something that lends grace, beauty, or

weather (n.) : the state of the atmosphere with respect to

Road signs are used in places where there

1. This kind of signal helps children to_______

“Oh good!” thought Nina as she opened

As she was fixing her breakfast. Nina was

7. What kind of person is Nina?

Saving our wild plants is a great concern of the

Process Questions for Learners

Note to the Learner

Note to the Teacher

bobbin (n.) a cylinder or spindle on which yarn or thread is

wool (n.) the soft wavy or curly usually thick undercoat of

dame (n.) a woman of rank, station, or authority

1. What happen to Humpty Dumpty after the great fall?

Name of Learner: _________________Score: