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LETRA (Language Enhancement Through Reading Assessment)

Manual for Teachers and Parents
English, First Edition, 2023

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 names,
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Published by the Department of Education, Region 1

Secretary: Sarah Z. Duterte
Undersecretarey: Gina O. Gonong

Development Team

Writers: Sid Arada Mark Gil Dichoso Roy Allen Perez

Noraima G. Baguan Rachel Ruth Espinueva Liezl Quitoriano
Jennylyn Bibal Kathleen Fandag Joy Jean Marie Rapada
Mylene Boquiren Michelle Felstead Reb Trinidad
Emmanuel Cacapit Irene A. Javillonar Lavinia Vez
Lovely Jane Durante Arvin Homer Lardizabal Shane Carmie Sapera
Layout Artists
and Illustrators: Bobbit Dale M. Bulatao, San Carlos City
Santino B. De Jesus, San Carlos City
Armando S. Vinoya, San Carlos City

Editors: Sheila Marie Bugayong, San Fernando City

Belen Aquino, La Union
Gloria Pernes, Pangasinan 2
Ritchelle B. Dejolde, Ilocos Norte
Lilibeth Magtang, San Carlos City
Almera Zarate, Urdaneta City
Agnes Royulada, Dagupan City
Joycelyn Pangat, Batac City
Marlon Taloza, Ilocos Sur
Nelson Robinol, Vigan City
Regina Nagtalon, Laoag City
Anna Lisa Aquino, Candon City
Elnora T. Raroque, Alaminos City
Marilou Roldan, Pangasinan I
Project Proponent: Johnson P. Sunga, EPS-English
Consultants: Arlene A. Niro, Chief Education Supervisor, CLMD
Rhoda T. Razon, Assistant Regional Director
Tolentino G. Aquino, Director IV

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 LEVEL 1: WORD LEVEL

BEFORE ASSESSMENT
1. Before the assessment activity, make sure that the learner is comfortable both
physically and emotionally.
2. Establish rapport with the learner by greeting him/her and doing warm-up
activities in 1 minute. The learner will perform at his/her best when he/she trusts
you.
3. Explain to the learner that you are doing this assessment activity because you
want to help him become a better reader.
4. After doing the warm-up activities, start the assessment and make sure that the
word list and forms to be used are prepared ahead of time.

DURING ASSESSMENT
1. Conduct the assessment.
2. Use the prescribed materials and forms.
3. Present the word list to the learner.
4. Ask the learner to read each word from top to bottom.
5. Check the words read correctly by the learner. Use the word list provided below.

WORD LIST

job theory motel auditory graph beach

tip abstract vlog employ research cartoon
nab plagiarism sci-fi aim phenomenon piece

AFTER ASSESSMENT
Refer to the table below to assess if your learner is at Word Level.

DESCRIPTION NO YES

The learner is able to read Stop the assessment here. Let the learner proceed
at least 10 out of the 20 to the next level
words. Record the learner’s level as (Sentence Level).
Below Word Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVEL 2: SENTENCE LEVEL

BEFORE ASSESSMENT
Present to the learner 5 sentences.

DURING ASSESSMENT
Let the learner read the sentences.

SENTENCES

1. The Grade 12 students will prepare research proposals for the research
conference this semester.
2. The school heads seek partnership with institutions, and they discuss plans
for the work immersion for the coming year.
3. The teachers wanted to welcome the students, so they assigned the student
leaders to prepare an acquaintance party.
4. Due to the Covid-19 outbreak in the Philippines, DepEd implemented
distance learning modalities in the country.
5. After a thorough implementation, the school's career guidance program
becomes effective in preparing students for choosing courses in college.
6. When DepEd announced the implementation of the full blast face-to-face
classes, most students were relieved, but few students were disappointed.
7. While education provides students with foundational knowledge, it also
encourages critical thinking skills, which are essential for solving complex
real-world problems, and this multi-faceted approach prepares individuals
for both academic and professional success.

AFTER ASSESSMENT
Refer to the table below to assess if your learner is at the Sentence Level.

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read 5 sentences to the next level
correctly. Record the learner’s level as (Paragraph Level).
Word Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVEL 3: PARAGRAPH LEVEL

BEFORE ASSESSMENT
In this level, you will test the reading ability and fluency of the learner using a
paragraph.
1. Listen carefully as the learner reads aloud the paragraph.
2. Note the miscues committed by the learner. Miscues include
mispronunciation, omission, substitution, insertion, repetition, transposition
and reversal.
3. Set the timer before asking the learner to read.
4. Be guided by this running record conventions developed by Clay (1993) in
recording the miscues of the learner.

Response How do you What does it look like? How do you

record it? score?
A word is A tick for every This is correct.
read correctly. correct word. Ticks ✔ ✔ ✔ ✔ ✔ No errors.
reflect the text Insects live all around us.
layout on the
page.
A word is Draw a line above Record as an
substituted. the word that was error.
meant to be read. ✔ ✔ ✔ above ✔
Write the Insects live all around us.
substituted word
above the line.
A word is Draw a line above Record as an
omitted. the word that was ✔ ✔ ✔ __-__ ✔ error.
meant to be read. Insects live all around us.
Draw a dash
above the line.
A word is Insert the extra Record as an
inserted. word by recording error.
exactly where it
was said. Draw a many ✔ ✔✔ ✔ ✔
line and add the - Insects live all around us.
word above the
line. Place a dash
under the line.
An attempt at Draw a line above 3 letters were
a word is the word that was sounded out
made. attempted. Insert ✔ l-i-v-E ✔ ✔ ✔ and the last
the attempt by Insects live all around us. letter was
named. The

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 recording exactly word was not
what was said. stated. Record
as an error.
Self- Draw a line above Record as a
correction of a the word that was self-correct.
word substituted. This is not an
Record exactly error because it
what was said. has been fixed
✔ ✔ ✔ above SC ✔
Record SC to up
Insects live all around us.
show the word
was then read
accurately.
A word is Record by placing This is not an
repeated an R above the ✔R ✔ ✔ ✔ ✔ error.
word that is Insects live all around us.
repeated
A section of Record by placing This is not an
text is an R above the error.
repeated last word ✔ ✔ ✔ ✔ ✔R
repeated. Draw a Insects live all around us.
line from the R to
the first word
repeated.
Self- Draw a line above Record as a
correction by the word that was self-correct.
rereading substituted. ✔ ✔ ✔ above R/SC ✔ This is not an
Record exactly Insects live all around us. error because
what was said. through
Record R/SC to rereading, it has
show the word been fixed up.
was then read
accurately and
repeated.
Reader Write an A above Record as an
appeals for the word that was A_ ✔ ✔ ✔ ✔ error.
help with an appealed. Write a Insects T live all around us.
unknown T next to the word
word and is that was told.
told.
Reader is told Draw a line above Record as an
a word if no the word and dash - _ ✔ ✔ ✔ ✔ error. If
attempt is above the line. Insects T live all around us. repeated proper
made. Write a T next to noun errors
the word that was occur in the
told. reading, score
as an error once
only
Reader is Record the error An error is
instructed to responses. scored because

[
try that again Draw brackets TTA the reader was
(usually when
meaning or
significant
around the
confused text,
write TTA on top
These l-i-v-e al at sa
Insects live all around us. ] prompted to go
back and have
another try. If no
problem of the text inside self-corrections

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 solving has the bracket, point occur, 5 errors
occurred) where the reader would be
is to begin recorded for this
rereading and say example.
“try that again.”

DURING ASSESSMENT:
1. Ask the learner to read aloud the following paragraph.

PARAGRAPH

White lies are still lies. Who never told white lies? Who never lied at
all? While we are submerged with facts affirmed by the different references
and people around us, we are also left with knowing that a particular
statement is entirely true, half true, a piece of fake news, or even a white
lie. White lies are constructed by stretching the whole truth or bending a bit
of information, and this is, perhaps, a sad yet happy truth about them that
they occasionally save relationships and stature, make hard situations
easy, settle potential friction or budding conflict between and among
people, and even nab time for oneself or for others. If one thinks that white
lies can save him or her from a sudden misfortune and enigma, then white
lies become gold lies that are precious and lifesaver. If one also reckons
white lies the best way to censor awkward truths and redact untoward
events, then no bridge will be burned between and among people. This is
inexorable despite the adage, “the truth will set us free” as long as we do
not break any law or step on anyone’s freedom and rights. However, this
article underscores the word occasionally. It is not always. Not sometimes.
And, this should not go on forever, because white lies are still lies.

220 words, Grade 12

2. You may also use the following template for your own consumption to note the
miscues committed by your learners. This summary of miscues will not be
submitted as a report.

Omission Insertion Substitution Repetition Mispronunciation Transposition

3. Note the number of words read by the learner per minute.

4. Compute the oral reading accuracy rate by following the steps and the given
formula.

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 HOW TO GET THE ORAL READING ACCURACY RATE
(PARAGRAPH LEVEL)

1. Count the number of CORRECTLY READ words in one minute. (ex: 128)
2. Count the number of SKIPPED WORDS. (ex: 6)
3. Subtract the number of skipped words from the correctly read words. (ex:
128-6 = 122)
4. The answer (122) is the ORAL READING RATE in terms of WORDS PER
MINUTE (wpm).
5. To compute for the oral reading rate, use the following formula:

ORAL READING RATE/WORDS = number of correctly read words

PER MINUTE (WPM) – number of skipped words

Example: 128 – 6 = 122wpm

6. Count the number of ERRORS/MISREAD words. (ex: 3)

7. Subtract the number of errors (ex: 3) from the reading rate (ex: 122)
Ex: 122 – 3 = 119
8. To determine the accuracy rate/percentage, divide the accuracy number
(119) by the reading rate (ex: 122) then divide by 100 as can be seen in the
following formula:

READING ACCURACY RATE = reading rate – number of

errors/misread words divided by
the reading rate x 100

Example: 122 – 3 = 119

= 119/122 x 100
= 97%

95% and above = meeting accuracy rate expectation

90% to 94% = nearing accuracy rate expectation
89% and below = struggling to meet the accuracy rate expectation
(Source: Allington, 2002; Armbruster et al., 2003; Hasbrouck, 2006)

Proposed revised standards under fluency:

[Fluency] The learner has at least 95% reading accuracy rate.
[Leveling] The learner commits no more than 5 mistakes

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AFTER ASSESSMENT
Refer to the table below to assess if your learner is at the Paragraph Level.

DESCRIPTION NO YES

The learner is able to read Stop the assessment here. Let the learner proceed
at least 120-150 words in to the next level (Story
the paragraph within 1 Record the learner’s level as Level).
minute. Sentence Level.

The learner committed no

more than 5 miscues.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 4-5: STORY LEVEL & STORY +
COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the story. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the story aloud (first attempt) while you listen
carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided by the Summary of Miscues.
3. Record all the miscues in Form ___.

STORY

Fall and Rise

The room suddenly became oddly silent. She could see the sea of eyes
staring back at her. As she walked across the stage to the podium, the carpet
muffled the sound of her footsteps, and the spotlight blinded her for a moment.
She could start feeling the butterflies in her stomach, however, she gathered her
strength and put that to the back of her mind. “I am deeply humbled to address
you during this momentous event,” she said, trying to hide her apprehension.

Maria Dimagiba started to reminisce about everything. During the pandemic,

she fell in love with her chatmate, Jose, and was accidentally impregnated.
Downheartedly, Jose was a coward and left her upon knowing her
condition. She was a candidate for graduation in senior high school. With self-
awareness of the terrible blunder she had made drew a lot of pain in her heart,
and she knew she cannot fail her parents. As the only child, her downfall would
also mean the failure of her parents.

However, things started to unravel for Yanie and was relentlessly bullied by
people. Her mental health slowly deteriorated, and she was diagnosed with
depression. Mr. and Mrs. Dimagiba were furious, but eventually when the shock
wore off, they did not leave her side. They were her main support network. They
knew their daughter committed a grave mistake but they also understood that
she needed their unwavering support during that crucial time.

After constantly feeling resentful and self-loathing, she finally pushed the
idea that she was not good enough and she finally decided to accept her fate.

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 With her parents and the little life that is slowly blossoming in her womb, she
decided to look for the silver lining. She took advantage of the implementation
of distance learning and continued her studies with fervent determination
through self-learning modules or SLMs.

Luckily, Maria was able to graduate from Senior High School. She was able
to champion not only her academics but more so with the challenges that life
gave her at her young age. She showed strength and resilience that nobody
ever believed she would ever be capable of. She was able to prove that mistakes
build one's character, strength, and success.

"I do not want you to see me by my mistakes but I want you to learn from my
mistakes. Do not repeat the same mistakes I did but imitate how I rose from my
fall," she ended.

As she walked away from the podium, her classmates, teachers, relatives,
and other visitors gave her a resounding applause and a standing ovation.
Finally, the caps went in the air signifying the end of the ceremony.

438 words, Grade 12

AFTER ASSESSMENT
1. Count the total number of recorded miscues.

2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner can read the Stop the assessment here. Let the learner proceed
story with no more than 3 to the Story +
mistakes. Record the learner’s level as Comprehension
Paragraph Level. Level. Follow steps 3-
6.

3. Ask the learner to read the story aloud again.

4. Let him or her answer the comprehension questions.

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COMPREHENSION QUESTIONS

1. What word from the story is synonymous to self-hate?

A. Apprehension
B. Resent
C. Self- awareness
D. Self-loathing

2. What does the idiomatic expression, “butterflies in her stomach” in the first
paragraph describe?
A. Feeling when one is tiredly doing a job
B. Feeling when one is miserably waiting for a chance
C. Feeling when one is excitedly with someone special
D. Feeling when one is nervously anticipating something

3. What is the best definition of the underlined word from the sentence below?
She showed strength and resilience that nobody ever believed she would
ever be capable of.
A. The willingness to change or compromise
B. The protection against damage, harm, or danger
C. The capacity to withstand or to recover quickly from difficulties
D. The quality or state of being physically strong against great force or
pressure

4. Who is the main character in the story?

A. Orlie
B. The people
C. Yanie Gamueda
D. Mr. and Mrs. Gamueda

5. When did the main character encounter a terrible problem?

A. During the pandemic
B. During summer vacation
C. During senior high school graduation
D. During a meet up with online boyfriend

6. How did Mr. and Mrs Ganueda react to the situation of their child? Mr. and
Mrs. Gamueda were _______________.
A. furious and did not forgive their child.
B. very supportive to their daughter at all times.
C. furious, but eventually they did not leave her side.
D. shocked and rejected their child because of her mistake.

7. In what event did Yanie deliver a speech?

A. Career guidance program
B. Teenage Pregnancy Advocacy
C. Senior High School Graduation
D. Junior High School Completion

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 8. How do you characterize the main character?
A. She is weak and easily swayed with temptation.
B. She is an irresponsible student, and an ungrateful daughter.
C. She is a loving daughter but with stronger emotional desire.
D. She is determined to achieve her goals despite the challenges in life.

9. What social issues are being presented in the story?

A. Bullying, technological glitch, and inflation
B. Teenage pregnancy, bullying, and effects of the pandemic
C. Teenage pregnancy, negative effects of social media, and poverty
D. Effects of pandemic, negative effects of social media, and healthcare

10. What lesson can you learn from the story?

A. Loving your family unconditionally
B. Learning from mistakes and growing from criticisms
C. Respecting the rights of everyone regardless of their status
D. Giving chances and providing opportunities to people who fail

11. What are possible solutions to the increasing number of teenage

pregnancies in our country?
A. Improving access to contraceptives, and maximizing use of media and
communications for health promotion
B. Increasing adolescent and youth resilience and protection, and
strengthening parental skills for adolescents and youth
C. Enhancing social protection mechanisms, and strengthening inter-
agency coordination for youth health and development needs
D. Managing fertility rates, and improving education and employment
opportunities of young people to reap the demographic dividend

5. Record the total number of correct responses.

6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner can read the Stop the assessment here. Let the learner proceed
story and answer 5 out of to the Local Material
11 questions correctly. Record the learner’s level as Level.
Story Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 6-7: LOCAL MATERIAL LEVEL & LOCAL
MATERIAL + COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the text. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the text aloud (first attempt) while you listen carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided by the Summary of Miscues.
3. Record all the miscues in Form ___.

LOCAL TEXT MATERIAL

Editorial:
SHS employment, a promise fulfilled or not?

The Department of Education added Grades 11 and 12 with the vision of

four exit points: college, business, employment, and middle-level skills. The
department is hopeful that the SHS graduates will land a job or engage in
business if they choose not to enroll in college. However, there remains the
question of whether this promise of employment is fulfilled or not.

One of the key components of the SHS program is the minimum 80-hour
work immersion for Grade 12 students before graduation. According to DepEd
Order 30 series of 2017, immersions help students become familiar with the
workplace, prepare for employment, and apply their competencies in a real-life
work environment. This work immersion is the same as on-the-job training (OJT)
for college students, which makes our students ready for work. Aside from work
immersions, SHS graduates of TVL Tracks earned their National Certificate II
from Technical Education and Skills Development Authority (TESDA), which
they can use to apply for a job.

Despite the training provided to the SHS graduates, they still face problems
getting a job. This is because private employers choose to hire college
graduates over SHS graduates. This problem was partly due to the traditional
mindset of the employees that SHS graduates are not work-ready. The secretary
of DepEd, VP Sara Duterte, requested the private sector consider the SHS
graduates for a job. She made this request in October 2022, during the 48th
Philippine Business Conference of the Philippine Chamber of Commerce and
Industry. Similarly, issues regarding the employment of SHS graduates have

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 become the talk of the media. The private sector is receiving a lot of requests to
adjust their requirements for work.

The problem of the employment status of our SHS graduates raised

questions about the promise of DepEd on employment. Many are doubtful
whether this promise will be fulfilled or not. Despite these doubts posed by many,
the department assured us that our graduates are employable and ready for
work. And that private employers should change their mindset in employing and
reconsidering the graduates of the K to 12. Also, a review of the curriculum is
being done to bridge the gap between employment and SHS graduates.

Many have been doubtful, but as they say, change doesn't happen
overnight. The addition of SHS to the basic education of our country is a step
forward for us Filipinos to become globally competitive. Seven years is not
enough to see the bigger picture of the employability of our SHS graduates. The
promise has yet to be fulfilled, but it will be.

427 words, Grade 12

AFTER ASSESSMENT
1. Count the total number of recorded miscues.
2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner
read the text with no more proceed to the next
than 3 mistakes. Record the learner’s level as level (Local Material
Story + Comprehension + Comprehension
Level. Level).

3. Ask the learner to read the text aloud again.

4. Let him or her answer the comprehension questions.

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 COMPREHENSION QUESTIONS

1. The SHS students are deployed for work immersion so they can become
familiar with the work environment. What do the
underlined words mean?
A. Onsite training
B. In campus training
C. On the job training
D. Off campus training

2. The employers chose to employ college graduates instead of offering the job
to SHS graduates. What does the underlined word mean?
A. Accept
B. Give
C. Fire
D. Hire

3. The problem with the employment status of SHS graduates is a sign for
private companies to adjust their requirements for hiring applicants. Which
word is an antonym of the underlined word?
A. Change
B. Duplicate
C. Modify
D. Replace

4. What is the minimum required number of hours for work immersion among
SHS graduating students?
A. 40
B. 60
C. 80
D. 100

5. Which of the following departments provide National Certificate II for SHS

TVL tracks graduates?
A. Department of Education
B. Department of Trade and Industry
C. Philippine Chamber of Commerce and Industry
D. Technical Education and Skills Development Authority

6. Which of the four exit points of the Department of Education is receiving a lot
of attention due to the hiring requirements of the private sector?
A. Business
B. College
C. Employment
D. Middle-level skills

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7. The author of the article mentioned that one of the problems with the
employability of SHS graduates is due to the traditional mindset of
employers about the readiness of high school diploma students. What do you
think the author means by this traditional mindset.
A. Employers prefer to stick with their employment qualifications.
B. Employers prefer to hire college-level applicants over SHS graduates.
C. Employers have not fully accepted the idea that SHS graduates are
work ready just like college graduates.
D. Employers disregard the applications of SHS graduates despite their
qualifications for a job position.

8. Why do you think that the author claimed that the work immersion of SHS and
the on-the-job training of college students are the same?
A. Both are requirements before the student can graduate.
B. Both require students to experience real-life work environments.
C. Both have a minimum hour requirement for students to complete.
D. Both give students training to apply their learning inside the classroom.

9. Do you think completing the minimum number of hours for work immersion
gives the SHS graduates a qualification to get a job if they chose not to
pursue college?
A. Yes, because work immersion gives SHS graduates actual work
experience according to their specialization.
B. Yes, because work immersion gives SHS graduates opportunities to
understand their specialization better.
C. No, because work immersion only requires a minimum of 80 hours,
which is not enough for work experience.
D. No, because work immersion cannot provide the same work
experience as the on-the-job training of college graduates.

10. The author of the article posed a question on the fulfillment of the promise of
the Department of Education on the immediate employment of SHS
graduates.
Based on your readings, what conclusion can you draw about the author’s
claim about the issue?

A. The author believes that the implementation of SHS cannot achieve

the four exit points.
B. The author believes that SHS graduates are as qualified as college
graduates only if employers make some adjustments.
C. The author believes that an increase in the number of work immersions
is necessary to meet the requirements of employers.
D. The author believes that it is too early to see the achievement of the
four exit points, specifically the employability of SHS graduates, but it
will be in the future.

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11. Maria is a graduate of the Senior High School Program of the Department of
Education. She was able to earn her National Certificate II in Housekeeping
before she graduated from SHS. After graduation, she decided not to enroll
in
college to help her parents send her siblings to high school. As per DepEd
four
exit points, which of the following is the best for Maria to do?
A. She should apply for a job at a nearby hotel.
B. She should start a business selling clothes online.
C. She should keep earning NC II to qualify for a job.
D. She should wait for her siblings to graduate high school so that she can
enroll in college.

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 5. Record the total number of correct responses.
6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the local material to the next level
and respond correctly to 5 Record the learner’s level as (Academic Level).
out of 11 questions. Local Material Level.

NOTE: Remember to thank and recognize the efforts of the learner.

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 LEVELS 8-9: ACADEMIC TEXT LEVEL & ACADEMIC
TEXT + COMPREHENSION LEVEL

BEFORE ASSESSMENT
1. Prepare the needed materials.
2. Give the learner a copy of the text. Hold your copy.

DURING ASSESSMENT
1. Ask the learner to read the text aloud (first attempt) while you listen carefully.
2. Note all the committed miscues in your copy while the learner is reading. Be
guided by the Summary of Miscues.
3. Record all the miscues in Form ___.

ACADEMIC TEXT MATERIAL

Introduction of the Research

The word “stress” was defined by many scientists and philosophers

worldwide. Lazarus and Folkman (1984) defined stress as a particular
relationship between the person and the environment that is appraised by the
person as taxing or exceeding his or her resources and endangering his or her
well-being. Stress happens when a person is in a situation that gives his or her
body a natural response that surpasses its own limitation. This limitation makes
a person do things that may harm them. According to Bloomberg (2013), Nigeria
is recognized as the most stressed country and London is the least stressed
country.

In Asia, the Philippines is said to be one of the countries that has various
stressed individuals, specifically students. According to the article of Asia News
Network, published on October 25, 2017, Manila is ranked fourth among the
Asian Countries’ Cities that experience stress. However, in 2021, according to
the Gallup Global Emotions Report, the Philippines is the most stressed country
among the Southeast Asian countries, as shown in the chart below:

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 STRESS PERCENTAGE IN SOUTHEAST ASIAN
COUNTRIES

0% 10% 20% 30% 40% 50% 60%

Indonesia Laos Malaysia

Singapore Myanmar Vietnam
Cambodia Thailand Philippines

Source: https://mb.com.ph/2022/07/22/ph-is-most-stressed-2nd-
angriest-saddest-country-in-southeast-asia-in-2021/

Students are the country’s hope. They are the reason why every parent
works, the reason why this world continues. Nowadays, students are so busy
learning and doing what it takes to fulfill their dreams. They do tons of things that
would help them in the process of learning. They find happiness when they see
their grades are worth their perspiration. Due to work and the kinds of stuff they
want to accomplish, they are the ones who experience pressure that causes
stress.
Knowing about stress and being able to manage it is very important. As for
students, it is important to know how to cope with it.
This study focuses on students, mainly senior high school students who are
said to experience stress more frequently. It aims to inform and help SHS
Students on how to manage and cope with stress.
In 2017 the APA’s (American Psychological Association) Stress in America
conducted research that showed that stress can contribute to the development
of major illnesses, such as heart disease, depression, and obesity. Some studies
have even suggested that unhealthy chronic stress management, such as
overrating comfort foods, has contributed to the growing obesity epidemic.
Senior High School students experience many problems. One of these is
stress. It is a phenomenon that everyone is aware of but some do not consider
taking action. It is a part of every student’s life. This study aims to propose a
theory on how students cope with stress. Specifically, this study is conducted in
order to answer and figure out the following.
1. What causes stress to senior high school students?
2. What are the effects of stress on senior high school students?
3. What coping strategies are best to manage stress?

Excerpt from www.academia.edu

Reference
Mendiola, N. (n.d.). https://www.academia.edu. Retrieved from Academia.edu:
https://www.academia.edu/37099283/Sample_Manuscript_Contents_IMRaD_
with_References_Page

21
AFTER ASSESSMENT
1. Count the total number of recorded miscues.
2. Determine his or her level and decide on the next step based on the following
rubric:

DESCRIPTION NO YES

The learner is able to Stop the assessment here. Let the learner proceed
read the text with no more to the next level
than 4 mistakes. Record the learner’s level as (Academic +
Local Material + Comprehension
Comprehension Level. Level).

3. Ask the learner to read the text aloud again.

4. Let him or her answer the comprehension questions.

COMPREHENSION QUESTIONS

1. Stress happens when a person is in a situation that gives his or her body a
natural response that surpasses its own limitation. What is the definition of
the underlined word?
A. Develops
B. Exceeds
C. Hinders
D. Stops

2. Stress can contribute to the development of obesity as seen in people with

more than 30 body mass index. An obese person is ___.
A. fat
B. healthy
C. malnourished
D. strong

22
3. This study aims to propose a theory on how students cope with stress. A
theory is an idea used to account for a situation or justify a course of action.
Which of the following situations supports this definition of the underlined
word?
A. Venedict walks from their house to the school to save money from his
allowance.
B. Belle becomes dependent on the result of quarterly evaluation made
by her superiors.
C. Andrei believes in the Supreme Being that he always integrates this
characteristic in all his undertakings.
D. Ashley observes that most of her classmates are tardy, making her
adamant to what she believes that this is because of the online game
called Mobile Legend.

4. According to Bloomberg in 2013, what is the most stressed country in the

world?
A. Australia
B. Nigeria
C. Philippines
D. United Kingdom

5. According to the chart of information presented by the Gallup Global

Emotions Report, what Southeast country is the least stressed?
A. Cambodia
B. Indonesia
C. Malaysia
D. Vietnam

6. Who are the target respondents of the research work?

A. College students
B. Junior High School students
C. Parents and guardians
D. Senior High School students

7. If the Philippines continues to become the most stressed among the

Southeast Asian countries, which of the following statements will
immediately happen?
A. Students will become laxer in their studies resulting in an increase of
school dropout rate.
B. Inflation rate increases as there will be less foreign tourists to visit the
country in the next few years.
C. There will be a significant increase of Filipino people who will suffer
from mental health disturbance.
D. Philippine poverty rate will show an important decrease because
people will be positively motivated by stress.

23
8. One of the research questions deals with the coping mechanisms of the
respondent to stress. As a Grade 12 student, which of the following is the
most appropriate action to be undertaken once you are stressed?
A. Get your school work and house chores done immediately.
B. Watch news on the TV and be part of the solution in the national
context.
C. Pray and ask for a miracle that something should happen to solve
your problem.
D. Pause for a while from the toxic schedule and find a place where you
can breathe for quite some time and get back to your work once you
are already refreshed.

9. One of the possible effects of too much stress to students is backing out or
withdrawal from the school activities. How will you cope with such a
situation?
A. Buy your comfort food and eat them alone in your room.
B. Stand for a while, stretch, and listen to your favorite music.
C. Recommend another student who can do the task better than you.
D. Tell your teacher to choose performance tasks that are easier to
accomplish.

10. One of the causes of stress among students is the overlapping of school
works, deadlines, and performance tasks. Students tend to blame teachers
for the simultaneous activities. As a Grade 12 student, what is another way
to look at this issue?
A. The lack of time management skills of students.
B. The indolence of students to study lessons in advance.
C. The inability of the parents to help their children in their assigned
tasks.
D. The incompetence of teachers in preparation of written works and
performance tasks.

11. Why do you think the information displayed on the chart of the stressed
countries in Southeast Asia matter to you as a Grade 12 student?
A. Because I am a student and I experience stress.
B. Because I am a Filipino and I am afraid of the consequences of this
fact.
C. Because I want to be a part of the solution even in my own little way
and see how this data will change in the near future.
D. Because I want to know which country in the region is least stressed
so that I can visit it someday and enjoy their culture and landscapes.

24
 5. Record the total number of correct responses.
6. Decide on the next step based on the following rubric:

DESCRIPTION NO YES

The learner is able to Stop assessment here. Congratulate the learner

read the text with no more for successfully
than 4 mistakes. Record the learner’s level completing the
as Academic Level. assessment.

NOTE: Remember to thank and recognize the efforts of the learner.

25
 Explain to the learner that he or she
has reached the highest possible literacy
level. Encourage the learner to read more
so he or she can further enhance his or her
literacy skills. Don’t forget to thank the
learner for his or her cooperation and
participation.
Thank you for your dedication in
conducting the assessment. You may now
proceed to the preparation and submission
of the FLAT report.

26