Reflective Teaching

The contents are based from our research. I'm sorry I cant cite our references. Credits to the authors

Reflective Teaching:

It is a strategy that stimulates students to use experiences to discover learning for themselves. Their discoveries may lead to knowledge, understandings, skills, and attitudes. They may discover how to solve problems, answer questions; draw conclusions and take responsibility for their own learning. These strategies reflect a philosophy of education that views the learner as a source of knowledge rather than a blank slate upon which the teacher inscribes information.

Expanding Experiences and Participation

 Reflective teaching strategies require students to recognize what they know and think about, and to process new information and ideas independently. It will be important to assure that your learners have experiences from which they can process information and ideas. And it will be important to provide some practice in the participation required for their role.

1.       ACTIVE PARTICIPATION

•        This strategy is used to promote overt participation by students.

•        It involves behavior such as writing, identifying, and responding with gestures.

2.      BRAINSTORMING

•        is a group creativity technique by which a group tries to find a solution for a specific problem by gathering a list of ideas spontaneously contributed by its members.

3.      MAPPING

•        This activity provides a visual image for learners as they think about and build relationships between ideas.

Content:

            The content of reflective teaching strategies is universal across the curriculum. Students will be developing inductive and critical thinking as well as problem solving.

1.       INDUCTIVE THINKING

•        requires to provide students with a series of related examples or experiences and supporting them emotionally and intellectually to discover the rules, principles or generalization.

2.      DRAWING INFERENCES FROM EXPERIENCE

Inferring involves many skills:

•        asking questions

•        collecting and analyzing evidence

•        making connections between prior knowledge and new information

•        making predictions

•        making informed decisions

•        drawing conclusions

3.      CRITICAL THINKING

•        is a process for determining the value of an idea, a concept, a solution or information.

4.     PROBLEM SOLVING

•        Problem-solving is a mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue .

REPORTED BY:

SANTOS, CARMELA JANE R.

IV-7 BEED

Who are reflective Teachers?

What are their characteristics?

Reflective Teachers

•      Are expert teachers and they demonstrating their expertise in myriad ways.

According to Jackson (1986)

•      Expert teachers can spot an inattentive student a mile off.

•      Reflective teachers willingly embrace their decision making responsibilities and they regularly reflect on the consequences of their actions

The 3 key characteristics of reflective practice

Ethnic of caring

•      Confirmation

•      Dialogue

•      Cooperative practice

Constructivist approach to teaching

•      Constructivists believe that students are active participants rather than passive recipients during the learning process.

•      Teacher serves as the facilitator of the class.

Artistic Problem Solving

•      They seek ways to make their students’ learning meaningful.

Reported by Ivie M. Bagunu

IV- 7 BEEd

Reflective Teaching and the Learners

Reflective Teaching

·         Is A learner-centered strategy

·         Has a CLIMATE OF TRUST

Ø  The teacher encourages diverse opinion

Ø  The teacher avoids discrimination on religion, culture, gender and ethnic groups

·         Has CONSTRUCTIVISM in the Classroom

Ø  Students construct concepts on their own schema or words through various interactions

Ø  Teachers value student’s point of view e.g we can use the phrases “that’s her point, any other point?” or “how about his point”?)

Ø  Using higher order thinking skills

Ø  Uses reflection from past experiences

Ø  Good art of questioning to be processed by teacher

Ø  Valuing student’s thinking and perspective

Ø  Gives opportunity to see some of their inner thoughts

Ø  Getting close to their perspective

·         LEARNERS are CONTRIBUTORS

·         LEARNERS as SHAREHOLDERS

Ø  When you plan your instructions, students’s idea provide valuable information about previous learning

·         LEARNERS ARE  IDEA GENERATOR

·         LEARNERS AS DISCOVERER

Reported by:

Alma V. Reynaldo

IV- BEEd

My Insights on Field Study (1-6)

My Field Study courses are such a splendid experience. I would like to thank Teacher April Ann Curugan on making this course enjoyable and worth remembering :) 

Field Study 1- The Learners and the Learning Environment

In teaching, our role as a teacher is not only to talk, teach, record grades and submit it to the authority. The main purpose of teaching is focused on the learners. They are the center of our instructions that is why we must know their nature and how they act in school.

There are learners who are very active and seemed restless. Some are just quiet and timid. Some have unpolished talents and some have well-exposed skills. As a future teacher, I realized that I should know each of my students. I should know their nature. I should impose some questions like why are they acting that way? Are their nature suits my teaching? Despite their individual differences, could they be interested on how I will manage my instruction? Does my instruction fit my learners? Do the smart ones be reinforced with this method? Could the sloe learners understand well if I will make this instruction? Is the environment conducive to learning? All of these must be answered by the teacher

However, having knowledge about the Cognitive Learning Theory of Piaget and others, we could manage the learner’s ability to think. We could estimate our instructions if it suits their level of thinking. Being knowledgeable about learners’ behavior as what Pavlov, Skinner and Thorndike have proposed, it would be easier for us to manage their behavior in some relative situations. Knowing how Bandura explained his Social Learning Theory, we could facilitate them by giving examples of behavior you want them to do. Furthermore, equipping ourselves on the learning theories proposed by Ausubel, Lewin and Gardner’s Multiple Intelligence, we can make use of varied instructions for the diverse thinking of our learners

Indeed as a teacher, I should be very much aware of the needs and behaviors of our learners in order for me to plan and make my instruction effective I should be knowledgeable enough on their behavior so that I could encourage them and so that I could catch their field of interest. I believe that if they find learning interesting, it would continue throughout their lives.

Field Study 2 - Facilitating Learning

As always, the guiding principle of a modern teacher is to facilitate learning. Gone are the days where teachers are the sole source of knowledge and is the authority in the classroom. However, facilitating learning means that you are still in-charge of the in the management of the classroom.

A teacher is not a teacher if she could not manage an effective classroom. I realized this premise when I experience to be a teacher in grades 3 and 4 class. This experience gives me opportunity to ponder many things. The theories and principles learned from the course are useless when it is not apply on the real classroom. I realized many things that I think I could use these in the future.

Being a teacher for the day needs many preparations. First, you need to do your lesson plan. All of the flow of the the activities depends on how you plan. You should always anchor the instructions on your objectives; plan the available resources and materials, the methods you are going to use and the means of evaluating. I got my lesson plan revised once. Because of that I had the chance to rebuild my plan for my demonstration teaching. I want to discover what part did I got wrong and what part I have to improve. When my revised lesson plan was approved, I planned for my instructional materials. I wanted it to become attractive and colorful. But, I realized that it is no use when it is not when it is not utilized properly. Since at their age, they are visual learners, I had to put all the necessary concepts on my materials. I learned that these materials play a big part on your instruction.

When I was doing my actual demonstration, I realized the big difference of studying the classroom in my course subject with the experience that you are indeed in the real classroom. Being in the real classroom would test your effectiveness as a teacher. I realized that even though you have mastered the lesson and you have good activities but you are poor in classroom management, all your preparations will be ruined. Controlling their behavior in class is very necessary. Neglecting their behavior would be a big problem because this might give a ripple effect of class distractions. When you are teaching, show to them that you are the authority in the classroom.

At the end of the day, I realized that teaching in the actual classroom is very difficult for new and starting teachers. You have to establish rapport with your students, understand them, then manage their behavior however, in teaching; I learned that the two factors to make you an effective teacher in the preparation and classroom management.

Field Study 3 - The Curriculum

When will I teach this one? Is it necessary to teach it after the previous lesson? Would I follow the book or the Philippine Elementary Learning Competency? What are the lessons to be discussed the whole week? Probably, if you are asking these questions, you are planning for the sequence of the lessons and learning activities. In planning, there are two things you are depending on: the book and the PELC. However, due to the rapid change in the society, these two would have some obsolete concepts and some may not be applied to them anymore. Some may not fit them and even some may not hook up their interest to learn. In fact, because of some deficiencies of the curriculum, it may not accommodate the needs of the learners very well. So, whom or which would we depend on?

Our society is experiencing drastic change so as to the people living in it. As a future teacher, I should know how to attend to these changes especially to the learners who are the main medium of these changes. In response to this, there is curriculum framework that we call, the Understanding by Design template or often is called the Backward Design.

Indeed, understanding the content of the curriculum helps us to determine how we can frame their understanding. I learned this when we experienced to design and plan for the entries we are going to insert on the template. While doing the UBD template, I realized that a teacher should be very sensitive to their needs. We should design our plan according to how they could understand. Constructing the UBD template is indeed very difficult. By its concepts and how it is done, we still have to read and reread the book of McTighe and Wiggins. I realized here that a teacher should be very patient in reading or in anything she does. Reading the whole book requires a long period of time before you could finish it but it helps you to better understand how UBD could be helpful to their learnings.

At first, I do not get hoe the backward designs helps shape their understandings. I am not used in this routine. Unlike the normal lesson planning, you are first concentrate on the objective, plan the methods and plan the evaluation. In the UBD, you will plan for your desired outcomes, and then plan for the evidences of the assessments and then plan for the learning experience that would target your desired goals and is applicable to the assessment evidences. By reading this book, I learned how mere knowing differ from real understanding. But the best concept that I learned is that how to make their understandings lasts long, enable for them to apply what they have learned in different situations of their lives

Field Study 4 - Instructional Materials Development

In order for the teacher to execute their plans for the instruction, they need some instruments that will aid them throughout their teaching. These are the instructional materials used during the instruction. These aid the learners to cope up with the lessons. These also include activity sheets, and bulletin boards – anything that helps the teacher for implementing instructions such as audio visual materials.

When I had my demonstration teaching, I made my visual aids appealing to the learners because I believe that they could learn more with the help of my visual aids. I want my visuals to be colorful and attractive so that I could get their attention during my instruction. But, I learned that its color and appeal to the learners has no use if it is not utilized well. Some colorful visual aids may indeed attract their attention but it sometimes distracts them. They might stick their attention to it but not on the teacher.   However, attractive visual aids motivate the learners to learn. I also learned that visual aids should be appropriate to their use. It should also be varied to avoid monotony of use so that children will not be bored.

Furthermore, in this course, I have experienced to decorate a classroom. Since the classroom is the second home of the learners, the classroom environment should be pleasing to their eyes and motivate them it should be not too colorful, but is attractive to them.

In general, I discovered that enable for a teacher to create an attractive and useful visual aids and bulletin boards; a teacher should be creative in thinking concepts. A teacher should also be artistic and imaginative in terms of animating her classroom. As a future teacher who is not so good in creating things, I will be reading a lot of teacher magazines on the tips on how to have an effective visual aids and on how to organize a classroom. With that, at least I could have some ideas in the my future classroom.

Field Study 5 - Evaluating Learning

Teaching doesn’t end up only on the execution of the learning activities and experiences. We have to know and find the evidences that show if the pupils really understood the lesson in order for us to see if we have met our goals. We did not have set our goals without making sure we have achieved it. We need to assess and evaluate if they really have understood the lesson or if at least they learn something from the developmental activity.

In assessing, we have many methods available to be used such as paper-and-pencil test and performance tasks. Each measures specific abilities and each accommodates their individual differences. When we tried to make test, I realized that it is more than creating a question. We do not have to expect them to just answer them but we have to see how they use their critical thinking skills. Every time you create an item, it should always be anchored to your objective. Does it measure your targeted goal? Does it suit their level of thinking? Does it sharpen the student’s higher order thinking skills? Does it measure what it intends to measure? These are just the questions that I should impose when I am going to make a test again when I will be on the field.

Of course at first, I felt frustrated because it is not easy to think for an item. Some items which I happened to make are for knowledge only. It is not easy to anchor your items to the lists in the Table of Specification. I learned that items that measure the taxonomy of cognitive domain must be scattered equally. Children at their stage are developing their thinking skills so as early as now, you should help them to sharpen their higher order thinking skills.

I also learned that we should not always depend on paper and pencil tests. There are some abilities that are not measured by tests. Some students may be good at written performance but are poor in performance tasks. We should consider each of their individual differences in order for us to determine their abilities and improvements. Therefore, in assessing and evaluating students, we should employ varied methods of assessments such as performance tasks and academic prompts.

There are many methods to measure student’s abilities and understandings. However, we should put in our minds that our assessment methods will say how they perform so make sure that our tests are valid and reliable.

Field Study 6 - Relevant Laws for Teachers and Learners

Upon watching the film, I am happy that I choose to become one of the professions that molds the minds of youth. Being a teacher is to be a caring mother, a concerned sister, a dedicated mentor, a manager, director, molder, referee, an agent of change, and many more. Being a teacher holds many responsibilities that no other profession could do. Teacher does is the noblest profession of all the profession.

However in spite the great role of teachers in child’s life, there are many things that a teacher is facing. We could not deny the fact that this profession is not for materialistic people. You won’t be able to earn much money from it. It doesn’t assure you a stress-free day. Most of the time, you will encounter questions coming from parents who don’t trust your abilities on teaching. There are people who would not support your ideas and believes resulting in inevitable conflicts. . You won’t gain anything from it unless you use your heart from seeing unseen things.  But at the end of the day, as long as you are determined and dedicated on this profession, whatever the occasions may be, you are still a teacher who is needed by the children.

 Being a teacher is really a tiring profession but it gives a satisfying reward that could not be given by any other profession. We are almost exhausted at the end of the day, trying to help change their lives for good. Who would not be worn out by their mischievous acts, behavioural problems and learning difficulties at school? There would be no one except the teachers who are considered as the second parents in the school.

Teacher at Heart

I truly believe that Teaching is the noblest profession because a teacher could touch a child’s life unknowingly but definitely will last until that child grows up into a productive individual. There is no doctor, lawyer, accountant, or even our leaders if it’s not because of a teacher. A teacher gives lot of personal sacrifice for the benefit of others. And a teacher never fails to do what is the best for his learners. That is why I agree with what Henry Adams says “A teacher affects eternity; he can never tell where his influence stops”.

When I entered the teaching profession, I already knew what lies ahead of me. I know that I would sacrifice a lot including myself. My mother is a teacher and I know how difficult it is to handle a classroom, do paper works and separate personal and professional life. However, when I was in elementary, I fall in love with teaching when I was assigned to become a little teacher of a below average classmate. It was hard for me to teach her how to read. I discovered that she was just shy and had very little interest in learning. So I make friends with her to make our sessions more fun. When she learned how to read, I became one of the happiest person who ever lived. By then, I wanted to be a teacher.

As a teacher, I do not expect myself to be an excellent teacher, though I want myself to be like this on my dreams. I do not possess the qualities of an excellent teacher. I wanted myself to be a simple teacher whom everybody can approach me every time they want. However, I want to be an effective teacher. I believe that an effective teacher doesn’t want her students to be scared or afraid when they would approach her because they are told to do so or because they badly needed it. a teacher want her classroom to be child-friendly, not only physically but atmospherically. She wanted them to feel that they are welcome to learn. She wanted them to take pleasure in learning without any pressures at all because I believe that they will learn if they will enjoy what they are doing. She wants them to have fun while learning. Because I believe that at their age, play is an important part of their childhood, games and engagement might hook up their interest in learning. However, I believe that before making them very active and enthusiastic in every activity, an effective teacher wants them also to be rule-abider. A classroom with rules and regulation would prepare them to be disciplined people in the future.

Furthermore, I believe that for a teacher to become effective, she should not have to be very focused on the academic performance of her students. She should not base their intelligence on the quantitative measure of their paper and pencil test. Thus, she should observe their individualities, and interest. An effective teacher gives every child an opportunity to harness their potentials. I want to be a teacher in a classroom that would accommodate the individual differences and multiple intelligences. I believe that every child has each latent talents and skills to be awakened. Each has their own to improve. Thus, when a student feels that his skills are given an attention by the teacher, he would help himself to be improved. Through little things that a teacher does to her students, it would make him feel that somebody believes in him. This would be the start of uplifting their self esteem and self-confidence to dream bigger and brighter.

Teaching indeed involves touching the lives of others. You are not a successful teacher if you have not inspired others. They said that you could not gain anything from teaching but I daresay that when you teach, it is like you are changing the world for good. You may not see your reward but you can definitely feel.

Table of Specifications and Achievement Test in Reading 3

The following is a sample achievement test in Reading 3 with accompanied Table of Specifications.

Achievement Test in

Reading 3

Read the following poem then answer the questions that follow.

My Pet Friend

Animal friends, what have you?

Dogs, cats, hens and ducks too

Some bark, meow and some quack

Some grunt, some sneeze at your back

My pet friend is a hen

Funny but i named her Zen

Tail curled, beak and feet yellow

Oh, when she naps, she look like a bow.

1.    What is the meaning of quack in the poem?

a.    sound of a duck

b.    a fake doctor

c.    a kind of cat

d.    a place for animals

2.    The word Nap means___________.

a.    a click of the hand

b.    a short sleep

c.    sound of a pig

d.    a kind of dog

Read the following conversation then answer the following questions.

Sandra: Good morning Ma’am.

Ms. Lopez: yes? Anything?

Sandra: May I be permitted to go home early this afternoon? My father is arriving today from Saudi Arabia. I would like to meet him at the airport.

Ms. Lopez: Okay, you may leave but make sure you copy all your assignments.

Sandra: Thank you Ma’am.

Ms. Lopez: You are welcome.

3.    The rising intonation in the line “May I permitted to go home early this afternoon?”  is in the word_______________.

a.    may

b.    permitted

c.    early

d.    afternoon

4.    “Good morning, Ma’am”. What is the correct intonation of the statement?

a.    Good morning, Ma’am

b.    Good morning, Ma’am

c.    Good morning, Ma’am

d.    Good morning, Ma’am

Study the spelling patterns of the words in each number. Which does not belong to the group?

5.    a. bear                      b. boar                        c. boat                        d. bend

6.    a. book                      b. pond                       c. tail                           d. tear

7.    a. king                                   b. rang                        c. wear                       d. well

8.    a. lamp                      b. sail                          c. want                       d. talk

9.    a. soap                      b. food                        c. pink                                    d. heat

Read the following passage.

            Many flies are dangerous. They spread deadly diseases such as cholera and dysentery. They pick up germs from manures and rotting food. They carry these into our homes where they leave these germs on our fresh foods.

10. The main idea in the paragraph is _________________.

a.    Many flies are dangerous.

b.    Flies carry cholera and dysentery

c.    Flies carry germs to our home.

d.    Flies are dangerous.

11. The main idea in the paragraph is located on__________.

a.    the first sentence

b.    second sentence

c.    third sentence

d.    last sentence

Filipinos kiss the hands of their elders as a sign of respect. They use words like “po” and “opo”. They help one another to make work lighter and faster called bayanihan.

12. What is the paragraph all about?

a.    Bad manners of Filipinos

b.    Filipinos kiss the hands of the elders.

c.    Good Filipino values

d.    Filipino use of words

Encircle the letter that does not go with the given idea.

13. USES OF WATER

a.    For cleaning

b.    For writing

c.    For drinking

d.    For swimming

14. KEEPING OUT OF DANGER DURING TYPHOON

a.    Listening to a radio

b.    Preparing for brownout

c.    Playing outside the house

d.    Staying indoors

15. Which of the following is not related to each other?

a.    Fruits are juicy foods which grow on certain plants and trees.

b.    Apples, orange and mangoes are examples of fruits.

c.    Fruits are good for diet.

d.    The rain made the mango tree fall.

Encircle the letter of the meaning of the underlined word.

16. Father is going out for work. His little boy is crying as he holds fast his father’s arms. The little boy does not want him to go.

a.    not slow, quick

b.    firmly or tightly

c.    without food, wholly  or partly

d.    not eating for a whole day

17. Yesterday, we hung a new wind chime at our door.

a.    put to death

b.    attached or pasted

c.    fastened to something above

d.    oo with friends

18. After a very long walk, grandfather’s legs began to sting and hurt.

a.    prick

b.    suffer and sharp pain

c.    suffer cardiac arrest

d.    a chord of nylon wire

Read the following paragraph then answer the questions that follow.

Giant pandas do not live in families like people do. The only pandas that live together are mother and their babies. Newborn pandas are very tiny and helpless. They weigh only 5 ounces when they are born.

            A panda takes about three years to grow up. When full grown, a giant panda weighs about 300 pounds and is five to six feet tall. Once a panda is grown up, he leaves his mother and goes off  to live by himself.

19. How much do pandas weigh when they are born?

a.    4 ounces

b.    5 ounces

c.    6 ounces

d.    7 ounces

20. How big is a grown up panda?

a.     3-4 feet tall

b.    4-5 feet tall

c.    5-6 feet tall

d.    6-7 feet tall

Read the following passage then answer the following questions.

Many animals make their homes in ponds. Fish swim around looking for worms to eat. Turtles sit on logs. Snails crawl on plants. Frogs sit on rocks waiting for bugs to fly by. Ducks paddle around and quack. Then they dive under the water.

21. Which animals crawl on plants?

a.    fish

b.    snail

c.    turtle

d.    frog

22. Which animals sit on rocks?

a.    turtle

b.    snail

c.    fish

d.    frog

23. Which animal looks for worm?

a.    turtle

b.    snail

c.    fish

d.    frog

Tyrannosaurus rex was a very big dinosaur. It was as tall as two-storey house. It walked in its back legs. It weighed as much as two elephants.

            Its teeth were long and sharp. Its feet had very long claws. Tyrannosaurus rex used its sharp claws and teeth to eat almost anything. That is why it is called “King of the Tyrant Lizards”.

24. How tall was the Tyrannosaurus rex?

a.    as tall as the tree

b.    as tall as the lizards

c.    as tall as a dog

d.    as tall as the two-storey house

25. What kind of teeth did Tyrannosaurus rex have?

a.    long and sharp

b.    flat and small

c.    thick and flat

d.    thick and small

Read the paragraph on how to make a paper sack puppet and on how to plant pineapple . Then answer the following questions.

      Find a small sack that fits your hand. Make a face where the sack folds. Cut out teeth from colored paper.  Glue them on the sack. Cut out ears. Cut out nose. Cut out a mouth. Glue them all.

26. What will you cut out first?

a.    eyes

b.    nose

c.    mouth

d.    teeth

27. What will you cut out last?

a.    nose

b.    mouth

c.    teeth

d.    eyes

28. What will you do last?

a.    Cut out the mouth

b.    Glue them all.

c.    Glue teeth in the sack

d.    Make a face where the sack folds.

You can grow a pineapple plant at home. Here’s how: have a grown up use a large sharp knife to slice off the “crown” of the pineapple. Fill a five-inch round pot with potting soil. Put the crown of the pineapple in the soil. Do not bury the plant too deep. Let most of the crown show. Do not give your plant too much water. Pour on a little water when you plant it. Then wait until the soil feels dry to water it again. Soon it will grow roots.

29. What is the first step for growing pineapple plant?

a.    Put the crown of the pineapple in the soil

b.    Slice off the crown of the pineapple

c.    Fill a five-inch round pot with potting soil

d.    Pour on a little water when you plant.

30. What is the second step?

a.    Pour on a little water when you plant it.

b.    Slice off the crown of pineapple

c.    Fill in five-inch round pot with potting soil

d.      Put the crown of the pineapple in the soil

Read the sentences. Then answer the following questions.

1.    Next, she cut the paper into heart shapes.

2.    She put names and addresses on the envelope.

3.    Sally wanted to make a valentines card for her friends.

4.    First, she got out papers, glue and scissors.

5.    Finally, she put the Valentines card in the mailbox.

6.    Then, she bought envelopes and put them in.

31. If the sentences were to arrange orderly in a paragraph about how Sally made a valentines card for her friends, what could be the first sentence?

a.    sentence no. 1

b.    sentence no.2

c.    sentence no. 3

d.    sentence no. 4

32. What would be the second sentence?

a.    1

b.    2

c.    3

d.    4

33. What would be the fourth sentence?

a.    3

b.    4

c.    5

d.    6

34. If the sentence were orderly arranged, what would be the correct order?

a.    1-2-3-4-5-6

b.    6-5-4-3-2-1

c.    4-3-2-6-5-6

d.    3-4-1-6-2-5

Read the stories in no.s  35-38. Encircle the letter of the correct answer that tells what happened before.

35. Ben is very happy now that he has someone to play with. He hopes that his new little sister will grow up quickly!

A few days ago......

a.    Ben was sick.

b.    Ben’s mother had a baby.

c.    Ben got a new puppy.

d.    Ben got a new doll.

36. Sarah tried to mend the tear. She used a needle and thread to sew up the hole.

While playing, Sarah had......

a.     broken her bicycle

b.    lost her watch

c.    torn her shirt

d.    throw her dress

37. The movers took john’s bike off the truck and put it in the new garage. Next, the moved his bed into his new bedroom.

John’s family......

a.    bought a new house

b.    went on a vacation

c.    bought a new truck

d.    bought a new bed

38. Katie picked out a  book about dinosaurs. Jim, who likws sports, choose two books about basketball.

Katie and Jim......

a.    went to the library

b.    went to the playground

c.    went to the grocery

d.    went to the zoo

Encircle the letter of the statement that will complete the thought of the sentence most.

39. The rain fell hard and continued for three days. As a result _____

a.    the streets got flooded

b.    Anna did not mind the rain.

c.    people got stranded

d.    the cat went outside

40. The boy did not walk on the  pedestrian lane. So,________

a.    he was gone to the market

b.    he was not seen by the policeman

c.    he was caught by a policeman

d.    everyone who had seen him clapped him

Read the following stories then answer the questions in each number.

41. Ben and Ann were washing their dog, Bandit. Bandit’s fur went wet. Their hands were  wet too. Bandit did not like to be wet. Ben dropped the soap. Ann picked it up and let go of Bandit. Uh-oh. What happened next?

a.    Bandit run far away from them

b.    Bandit slept on the floor

c.    Bandit bit their neighbour

d.    Bandit was dry.

42. Mimi the cat like milk. Do you like it too? Set out a pan of juice. Set out a pan of milk. What do you think will Mimi do next?

a.    Mimi will sip the pan of juice

b.    Mimi will sip the pan of milk

c.    Mimi will ignore the juice and the milk

d.    Mimi will run towards the door.

Read each riddle. Conclude what is the thing the riddle refers too.

43.             You can see me at the zoo. I am big. I have stripes. My teeth are very sharp. What animal am I?

a.    duck

b.    tiger

c.    giraffe

d.    zebra

44. I run fast. You can see me in the woods. I have brown fur. Sometimes i have antlers. Sometimes, i have antlers. What animal am i?

a.    deer

b.    tiger

c.    rabbit

d.    frog

45. I am small. I am white. I have long ear. I hop and hop.

a.    rabbit

b.    deer

c.    frog

d.    kangaroo

Encircle the letter of the correct answer.

46. Bill and Ann went to the store to buy some candy. What did tey need?

a.    money

b.    pillow

c.    handkerchief

d.    comb

47. Jill was making birthday card for her mom. What did she need?

a.    fork

b.    water

c.    crayons

d.    comb

48. You can see tools. You can fix your car. You can fill your car with gas. You are at the _____

a.    street

b.    school

c.    gasoline station

d.    automall

     

49. Which of the following is a fantasy statement?

a.    Mt. Pinatubo erupted on 1991.

b.    Aetas living near Pinatubo were evacuated

c.    Mt. Pinatubo is in Pampanga

d.    Mt. Pinatubo spill out strawberry lava.

50. Which of the following happened in reality?

a.    EDSA revolution happened 25 years ago.

b.    Ninoy Aquino bomb the people in EDSA

c.    Roses fell out from the sky

d.    Marcos prepared 25 robots to demolish the people in EDSA

TABLE OF SPECIFICATIONS

Table of Specifications in

Achievement Test in Reading 3

OBJECTIVES	K	C	A	A	S	E	NO. OF ITEMS	ITEM PLACEMENT
1.    Recognize words using spelling patterns.				5			5	5, 6, 7, 8, 9
2.    Use context clues to get the meaning of unfamiliar words		2		3			5	1,2, 16, 17, 18
3.    Read orally conversations or dialogs observing proper intonation.			2				2	3,4
4.    Note explicit and implicit details from a story heard.	4	3					7	19, 20, 21, 22, 23, 24, 25
5.    Get the main idea.	2				1		3	10, 11, 12
6.    Organize ideas.			1	2			3	13, 14, 15
7.    Sequencing events.		4		3	1		7	26,27,28,29, 30, 31, 32, 33, 34
8.    Perceive relationships.						4	4	35, 36, 37, 38
9.    Predicating outcomes.			1	1	1	1	4	39, 40, 41, 42
10. Infer.					3		3	43, 44, 45,
11. Draw conclusions.				3			3	46, 47, 48
12. Evaluate ideas.						2	2	49, 50

Prepared by:

Reynaldo, Alma V.

III-7 BEEd

Answer Key

1.    a

2.    b

3.    d

4.    a

5.    d

6.    b

7.    c

8.    b

9.    c

10. a

11. a

12. c

13. b

14. c

15. d

16. b

17. c

18. b

19. b

20. c

21. b

22. d

23. c

24. d

25. a

26. d

27. b

28. b

29. b

30. c

31. c

32. d

33. d

34. d

35. b

36. c

37. a

38. a

39. a

40. c

41. a

42. b

43. b

44. a

45. a

46. a

47. c

48. c

49. d

Prepared by:

Reynaldo, Alma V.

III-7 BEEd