Thesis Final
Thesis Final
Introduction
vital role in ones’ success in school because it can be one of the most
serves as a tool to every pupil to learn the different subject because pupils have
big role in reading (Cambria & Guthrie, 2010; Seitz, 2010). Reading itself is
considered to be “the mother of all skills” (De Guzman, Donisa, & Sabio, 2010).
Grabe (2002) states that one of the most important skills in academic
Similarly, Anderson (2003) states that reading is the most important skill
addresses its thrust to make every Filipino child a reader. It is anchored on the
flagship program of the DepEd “Every Child A Reader Program” (ECARP), its
1
goal is to enable every Filipino child to communicate both in English and
Thus, a child’s success and throughout life depends in large part on the
class size, materials and other learning opportunities will enable the teachers
Pupils in Cotabato City School Year 2017 – 2018. Specifically, this study aims
1. What is the extent of the resources of the reading program of the DepEd
in terms of:
Support?
terms of:
Instruction?
in Cotabato City?
2
Conceptual Framework of the Study
the main facts based on what was read (Zintz&Maggart, 1986, in Blay et.al,
2009).Reading is not just extracting meaning from the text but a process of
communication between the reader and the text (Grabe, 1988 in Villanueva,
2006). Reading is essential to life. And reading with comprehension is the chief
justification why we read, understanding what the text is all about (Lastrella,
printed symbols and interpreting the meaning behind the symbols (Dennis,
2011).
toward comprehension ability. Having mastered these skills, readers are viewed
3
as experts who comprehend what they read. Readers are passive recipients of
information in the text. Meaning resides in the text and the reader has to
reproduce meaning.
decoding a series of written symbols into their aural equivalents in the quest
for making sense of the text. He referred to this process as the 'bottom-up' view
of reading.
make hypotheses, confirm or reject them, make new hypotheses, and so forth.
Here, the reader rather than the text is at the heart of the reading process.
FEEDBACK
4
FIGURE 1 “Schematic Diagram of the Conceptual Framework of the
Study”
The teachers in public elementary will also benefit from the results of the
The findings may guide them to use any of the instruction in reading to
measure the pupils’ reading rates and to know the techniques on how to
improve the reading ability of pupils and how they could properly use them on
The pupils will also benefit from the results of the study. They will be
Finally, the results of this study may help other researchers who will
conduct similar study to this. They will be provided with data and other related
elementary pupils in Cotabato City for the School Year 2017 – 2018.
5
Specifically this study is limited only to 120 Grade II and Grade III
Teachers as respondents. There was 120 pupils to orally read the prepared
passage.
Definition of terms
follows:
already been written for them. What the teachers say and do is prescribed and
read independently and with ease without the help or guidance of the teacher.
6
Pedagogical Approach – Refers to the overall perspectives used to plan
whereby pupils are able to interact with the material to be learned in order to
construct knowledge.
7
CHAPTER II
taken from the books and websites. These materials provided valuable
Manpower Resources
achievement.
public schools, leading to calls for greater accountability and increased student
the strength of the American public school system, weakening public education
8
by calling unfettered attention to its flaws while simultaneously spreading
resources more thinly (Apple, 2006; Ravitch, 2010; Rose, 2009; Zhao, 2009).
diverse needs of students, families and staff and must know how to access
and support for teachers. For example, leaders can make sure English as a
classroom space and equipment. They can ensure that special education is not
Administrative Support
special education teachers (Otto & Arnold, 2005). One of the most significant
special education teachers (Otto & Arnold). Additionally, Otto and Arnold state
special educators feel less isolated from other teachers when conversations
teachers who desire to grow professionally and seek ways to positively impact
student achievement.
diverse needs of students, families and staff and must know how to access
9
additional support in order to ensure appropriate education for all students
and support for teachers. For example, leaders can make sure English as a
classroom space and equipment. They can ensure that special education is not
Good leaders encourage others to be leaders and help bring out those
share their knowledge with the rest of the staff when they return. Leaders can
(Spitz, 2003).
school". Second, "leadership effects are usually largest where and when they
are needed most”. Without a powerful leader, troubled schools are unlikely to
be turned around. The authors stress that "many other factors may contribute
The decisions that school leaders make and how they make them have a
affecting them are usually made without their knowledge. Leaders need to
involve teachers in making decisions. For example, leaders can involve staff in
10
departmental scheduling, student scheduling and duty assignments (Price,
2003).
Every school should have a mission statement and a vision based on
shared values and beliefs. Leaders can engage all stakeholders in the process
of developing the mission statement and vision for the school that provides
focus and direction for all involved. (DiPaola, Walther-Thomas, 2003). If the
school already has a mission and vision, revisit them occasionally with the
workshop, have them share their knowledge with the rest of the staff when they
Leaders also must ensure that teachers have adequate resources and
2003). Sufficient common planning time should be built into the schedules of
classroom teachers and specialists so they can address instructional needs and
Teachers have expressed the need for support in the form of performance
around the needs of the teachers. Rather than covering every item on an
11
skills at a time (Colley, 2002). Leaders can encourage teachers to choose an
area of improvement and, with the principal, decide how to show evidence of
growth in this area (Spitz 2003). Leaders can make sure they respect the
learning curve for new teachers, and they can put the teacher’s manual and
a plan to ensure that all staff develops culturally responsive practices needed
to work with diverse students and their families (Kozleski, Sobel, and Taylor,
2003). School leaders also should establish an expectation that all staff will
learn how to work with students with disabilities and provide opportunities for
Instructional Support
that the school head makes a difference in quality of teaching and learning in
However, from several research works, it is found that school heads influence
lower performing school are more likely to modify their leadership focus and
schools seemed to focus on educating the whole child rather than simply
12
concentrating on raising test scores. Then, Lashway (2002) described
making students and adult learning a priority, setting high expectations, and
They must work with teachers to strengthen skills. They must collect, analyze,
and use data in ways that fuel excellence. They must rally students, teachers,
parents, local health and social service agencies, youth development groups,
local business, and other community residents and partners around the
Effective school heads have certain qualities that influence the teaching
and learning in terms of the school mission and goals. Hence, a good school
13
student achievement. Administrators should share, model and encourage best-
notes and being available for short, spontaneous counselling sessions are seen
school leaders should have a working knowledge of IDEA and NCLB so they
can communicate with staff, families and the community regarding special
leadership model has been the most researched. It consists of three sets of
14
An instructional specialist helps colleagues implement effective teaching
to improve instruction, but often lack definition, purpose, and focus in efforts
Directive Instruction
Institute of Child Health and Human Development [NICHD], 2000) changed the
“Although it seems simplistic and obvious, teachers of reading ‘teach’; that is,
Blair, & Nichols, 2009,). Students do not learn simply by the passage of time-
15
they must receive instruction. Teaching requires carefully planned
learning must be accelerated in order for them to catch up, so teachers must
do more in less time. The most effective and efficient way of shortening
the learning time for these students is through the direct and explicit teaching
of skills. Consider the following: As educators, we all have the same goal: to
help our students make the maximum possible academic gains in a positive,
respectful environment that promotes their success and nurtures their desire
oriented.
Martella, 2009). Teachers program for student success and are intentional with
16
a Fast Cycle I/II program as well as Levels 3-6 (referred to as Reading Mastery
focus (with emphasis on reading, writing, spelling, and language) and includes
approximately the 2.0 grade level (The University of Kansas Lawrence, Kansas)
includes two levels ideal for beginning readers. Funnix was adapted from
the Horizons reading program.
Decoding and Comprehension and four levels per strand. The Reach System is
17
an integrated, comprehensive language arts program that includes Corrective
seen in elementary school classrooms. These basal reading programs are ideal
one grade to the next). However, more often than not, these programs have
been dubbed "special education programs" and are seen in resource and self-
elementary-age children with and without disabilities who are above, at, or
below grade level in their reading performance. Programs typically span one
academic year.
seen in home or tutorial situations. They are geared for parents to use with
their young children in teaching them to read for the first time (as compared to
Reading is, without a doubt, the most important skill to learn in school.
Reading opens the doors to so many options in our lives; without it, we are
rendered almost powerless. The National Reading Panel (NICHD, 2000) noted
18
vocabulary building and comprehension (referred to as "reading to learn"
manipulate the individual sounds in spoken words (remember, "if you can do it
in the dark, its phonemic awareness"). This is not to be confused with phonics
cannot do phonics instruction "in the dark" because you have to see what is
task, to have students practice this task with feedback, and then to have
students practice the task on their own over time. Systematic instruction
blending (saying each sound without stopping between the sounds), and saying
Transactive Instruction
Teachers who teach reading are doing more than teaching decoding
skills. They must also teach comprehension of the text. The transactional
19
theory of reading was developed by Louise Michelle Rosenblatt. According to
Rosenblatt, the reader and the text transact with one another, each affecting
the other. The meaning of the text changes depending on the reader's
Gagnon, 2010).
and modelling for their students how skilful readers think as they read. From
hearing teachers read and think aloud, students learn how good readers create
problem solving. They see the teacher strategically work through the text,
text, and to form predictions about what may happen next. Later, through
guided practice, the teacher helps the student work through the same type of
shaped through interaction with the environment, rather than through the
from informed sources to naïve participants. Teachers are not living textbooks;
students not sponges, clean slates, or empty vessels (Morgan and Saxton 6).
20
Rather, both teachers and students are participants in the social construction
by students as they connect their past knowledge and experiences with new
information (Santrock, 2004). And just as each student’s past knowledge and
Teachers are not expected to pour knowledge into the heads of learners;
experiences where students’ old information can transact with new information
21
strategy is explicitly taught and modelled separately at first before students can
begin to use all of the strategies together. Reutzel (2006) recommends teaching
are meant to be taught separately at first, but they should not be taught in
isolation. It is most effective when each strategy is taught and modelled with
Transformative Instruction
T. Jackson (Jackson) School from January 2014 - June 2014 and implemented
at Jackson and Clarke Street School (Clarke) during the 2014-15 school year.
During the 2015-2016 school year, TRI continued at Clarke and Jackson and
(Carver), Forest Home Avenue School (Forest Home), and Rogers Street
Catherine’s Catholic Elementary School. TRI is not a one-size fits all program,
but rather a cohesive set of proven practices that are implemented in schools
22
emotional skills; this professional development and coaching is aligned with
Borland, 2015-16).
(Rosenblatt, 1996) state that reading is not a guessing game, some kind
of treasure hunt where teachers reward the student who can rescue the
One cannot say that reading is not about getting meaning, though. People do
read to get information and to expand their knowledge. However, much of the
and a reader.
schools serve as the place where students learn to become informed citizens.
how to search for multiple possible answers. From this perspective, reading is a
23
outside the classroom, the political awareness that one gain through assigning
meanings to the knowledge one brings into the school leads further to the
Reading Performance
sound effects and added gestures, or when older students plan how to read
passages of a book with expression for an audience. Fluent oral reading has
for students, but to reading comprehension (Rasinski & Hoffman, 2003), and it
is one of the goals established in the research report of the National Reading
24
The relationship between reading ability and academic performance
society. Espin and Deno (1993) found that a relationship exists between basic
reading literacy and student academic success. Their study involved 121 tenth-
student’s reading measure and that student's score from a classroom study
task, grade point average, and achievement test results. Another recent study
Cromley found that there was a very high correlation between reading
comprehension and science proficiency, with the mean for all of the nations
being.
25
CHAPTER III
RESEARCH METHODOLOGY
Research Design
The study will utilize a descriptive survey method. This type of research
City.
The survey questions to teachers and the passage in reading will use to
bring out the reading performance of selected pupils at the different schools in
Cotabato City.
26
In this study, the researcher will utilize the selected 120 Grade II and
Sampling Technique
sample only works well with small population, as it is simply impractical for
Research Instrument
The instruments use in this study has 3 parts. The part 1 was the
part 2 was the Pedagogical Approaches used by Teachers which include the
The items used in the questionnaires are subject to several revisions. First, the
items will submit for critiquing by some co-teachers. This was done to correct
some statements and solicit suggestions for the refinement of the items in the
questionnaires. After revising some items, the questionnaires will submit to the
research adviser for another criticism and comments. After soliciting all the
during this thesis final defence. The last instruments use in this study is the
27
passage entitled “Party Time” for grade 2. The passage is taken from the Phil –
IRI form (2016 – 2017). Through stories and passage will measure the reading
to facilitate the scoring and recording of the oral reading of the respondents a
stopwatch use to measure the total time elapse in minutes to complete the oral
Then, after the approval, the researcher will distribute the questionnaires
to the targeted respondents. And three days later, the answered questionnaire
will be retrieved.
and tabulated with the application of Central Limit theorem and the following
1. Arithmetic Mean (x) will determine the average of all variables found
in this study.
28
CHAPTER IV
Table 1
Resources
29
3. Teachers integrate the books of the shared 3.48 Very Satisfactory
reading Program into lessons and activities.
Table 1 continued…
Legend:
The data presented in Table 1 shows that the respondents rated “very
satisfactory” on the item got the highest mean (3.48) stating that they integrate
the books of the shared reading program into lessons and activities. It implies
30
that respondents are always using books in their teaching learning process in
reading program.
The respondents rated “satisfactory” (3.40) on the items stating that they
consolidate the reading activities of pupils (3.40). These means that they have
The items stating that they facilitate pupils to read everyday including reading
also looking for better in their profession to have the efficient outcome in aiding
talk to parents in order to strengthen the reading program (3.27). These were
indicating that there were collaboration between the school head, teachers and
encourage pupils to have attitude of “Book it” and other reading program,
provide a print rich environment in the classroom (3.08) and school heads and
These imply that respondents were more productive in having another idea in
31
Similarly, the respondents rated “satisfactory” (2.87) on the items, read
children (2.72) and make a written report on the progress of pupils reading
(2.66). These signify that respondents suit the development of the pupils in
terms of consulting the parents and having a record book in tracing the pupils’
result shows that both school head and teachers were sufficient in having
another resource to be used in reading program not only in school but also
Table 2
Administrative Support
32
Administrative Support Mean Description
Legend:
the item stating monitor the progress of children in special program who are at
risk of not learning to read, which obtained the highest mean. This tells that
school head is focusing more on the development of slow readers’ pupils and to
the school heads monitor teachers reading program and school heads establish
that school heads supervise clearly the teachers and parents about the reading
items that school head provide opportunities for pupils to discuss a common
text that has been read and also the school head schedule time for team
planning and learning (3.04). Likewise, stating the school head establish
budget that give priority to reading and allow for classroom resources, time for
teamwork and professional development for the classroom (3.04). These implied
that school head has the time table to organize the needing resources in the
learning on how the pupils read and understand what they read.
that the school heads ensure that reading resources are available and
accessible to all, school heads provide parents and stakeholders with access to
reading materials that their children can use at home (2.99), the school heads
34
schedule large uninterrupted blocks of time for reading and literacy instruction
(2.85) and school heads talk with teachers about monitoring their pupils’ time
on tasks (2.50). These means that school heads were guarantee that both
classroom and at home has the available materials to use by the pupils in
reading and also school heads informed teachers to supervised their pupils
This result shows that the school heads provide necessary equipments to
support the diverse needs of students, families and staff and must know how
students and support for teachers. For example, leaders can make sure
Table 3
Instructional Support
35
3. The school heads visit classrooms to 3.36 Satisfactory
observe reading instructions.
Satisfactory
Table 3 continued…
Legend:
items stating the school heads visit classrooms to observe reading instructions,
36
instructional times (3.17) and the principal ensure that children who are at
risk of not learning to read have optimal access to interventions (3.01). This
implies that the respondents observed that the school heads supervise the
school heads review individual classroom time tables to ensure that teachers
provide effective literacy blocks, school heads are knowledgeable about the
(2.48) and the school head ensure that reading resources are available and
accessible to all (2.90). This means that the respondents observed that the
school heads monitor more often the time on task of the teachers and
school heads make sure reading resources were reachable in their school.
same mean in item stating school heads help teachers to establish routines
that allow for effective literacy instructions (2.64). These indicate that school
37
Furthermore, the respondents rated “less satisfactory” (2.39) on the item
school. In this item, it shows that school head shorten the reminders about
This result shows that respondents perceive that instructional supports were
that the school head makes a difference in quality of teaching and learning in
However, from several research works, it is found that school heads influence
instructional organization.
Table 4
Instruction
38
3. Allow pupils to take turn reading section 2.98 Satisfactory
of passage, play or dialogue aloud.
Legend:
items stating that the used of question and answer exercise), apply dictation
by choosing a grade appropriate passage and read it loud (3.09) and allow
pupils to take turn reading section of passage, or dialogue aloud (2.98). These
means that the respondents perceive that pupils like better when having a
39
Further, the respondents rated “satisfactory” (3.18) on the items to allow
and guide pupils to write a passage in their own words (2.97). These imply that
to express their own language to practice the conversation between the teacher
and pupils or pupil and to the other pupil. Respondents encourage also the
introduced verbally the reading elements, process and others to pupils with
care and enunciation, facilitate and encourage pupils to repeat each element of
show proper shaping of lips, tongue and relationship to teeth (3.27) and
involved timed oral reading fluency assessment (3.35). This indicate that
practice learn the reading elements in 5-20 times. Respondents also do the
correction proper to the pupils by using the lips, tongue and relationship to
teeth and engage also the timed oral reading fluency assessment.
shows that respondents suit the pupils by using the directive instruction in
40
Teachers have a profound impact on how many their students learn.
“Although it seems simplistic and obvious, teachers of reading ‘teach’; that is,
Blair, & Nichols, 2009,). Students do not learn simply by the passage of time-
learning must be accelerated in order for them to catch up, so teachers must
do more in less time. The most effective and efficient way of shortening
the learning time for these students is through the direct and explicit teaching
of skills. Consider the following: As educators, we all have the same goal: to
help our students make the maximum possible academic gains in a positive,
respectful environment that promotes their success and nurtures their desire
oriented.
Table 5
Instruction
41
2. Point out the new words while showing 2.97 Satisfactory
pictures such as: animals, person, etc.
Legend:
2.46-3.45 - Satisfactory
1.46-2.45 - Less Satisfactory
1.00-1.45 - Poor
items that introduced new vocabulary words, point out the new words while
showing pictures such as: animals, person, etc. (2.97) and explain interesting
facts that the lesson or book contains for pupils to comprehend (2.81). These
indicate that the respondents perceived that viewing new words to pupils add
42
more interesting details to the lesson and makes the pupils motivate to explore
and figure out the contain of the lesson or book they had read.
understanding the materials contain (3.10) and ask pupils to compare and
contrast the information’s from the books they have read (2.83). These mean
such as explaining the use of the materials they have been using in activity.
Respondent prefer to let pupils to do the compare and contrast from the books
guide pupils on how to use what they have read and what they know to build
read (2.84) and give greater emphasis on the exploration of attitudes and
values of reading (2.57). These imply that respondents assist pupils on how the
pupils will understand the new content of the text they have read and how they
will apply it in real life situation. Respondents also focus towards the attitude
to use levelled or guided questions to help pupils to interpret what they are
reading. This indicate that this instruction used by the teacher were not totally
43
This result shows that the pupils are well managed in using the transactive
instruction in reading.
Teachers who teach reading are doing more than teaching decoding
skills. They must also teach comprehension of the text. The transactional
Rosenblatt, the reader and the text transact with one another, each affecting
the other. The meaning of the text changes depending on the reader's
Gagnon, 2010).
Table 6
Transformative instruction
Legend:
experience on reading through reflection (2.66) and ask pupils to observe and
interprets events or reading using their own new knowledge (2.71). These mean
that respondents ensure pupils receive immediate feedback from their teacher.
actualization (3.13) and help pupils to discover their full potential in reading
(3.22). These imply that the respondents assure learners in their construction
45
Likewise, the respondents rated “satisfactory” (3.22) on the items to
the community to take in the learning process (2.84) and checks the extent of
the pupils to discover new learning in their community and ensure the level of
been used in classrooms both as a tool for language development and as a way
46
to activate their previous knowledge, make comparisons and connections
Table 7
Speed level f %
Slow 33 27.5
Average 53 44.17
Fast 34 28.33
addresses its thrust to make every Filipino child a reader. It is anchored on the
flagship program of the DepEd “Every Child a Reader Program” (ECARRP). Its
Cotabato City. To find the level of reading performance of pupils, we used the
Phil – IRI format and it will start in finding the speed level in reading. The first
item in speed level is the slow reader. In 120 respondents, 33 were belonged to
slow reader. Therefore, their reading speed rate as “slow”. While the second
item in speed level is the average reader. The 53 respondents were able to get
the rate of “average” in their reading speed. Another one in the item in speed
47
level is the fast reader. Only 34 respondents were belonged to fast reader. This
Table 8
Comprehension level f %
Frustration 53 44.17
Instructional 43 35.83
Independent 24 20
were not able to understand clearly the passage that they have read. While 43
through instruction, they can get the correct answer in answering the passage
“independent”. This means that out of 120 respondents, few were totally
Table 9
Reading level f %
Frustration 67 55.83
Instructional 35 29.17
48
Independent 18 15
Table 9 revealed the reading level of 120 respondents in which this level
reading situations by refusing to read. Another one is that the reading level of
the 35 respondents were belonged to the “instructional”. This implies that the
read independently and with ease without the help or guidance of the teacher.
In General, the factor that affects the level of reading performance of the
nonsense word rather than the real one. The word recognition error also is the
substitution in which the pupil substitutes a real word that is incorrect and
the refusal to pronounce. This means that the pupil neither pronounces the
word nor attempts to do so. Another one is the insertion. This means that the
pupil inserts a word or a series that does not appear in the text. There is also
the omission in which the pupil omits a word or continuous sequence of words
in the text but continuous to read. Repetition of words also makes the pupil’s
error in reading. The pupil repeats one or more words that have been read.
Groups of adjacent words that are repeated count as one repetition. And the
last error that affect the reading performance of pupil is that the reversal. The
49
CHAPTER V
50
Summary of Study
Specifically, this study sought to find the answers on the following questions:
3. What is the extent of the resources of the reading program of the DepEd
in terms of:
Support?
terms of:
Instruction?
in Cotabato City?
Summary of Findings
The findings that emerged from statistical analysis of the data gathered from
“satisfactory”.
51
2. The mean rating on the pedagogical approaches used by the teachers in
Conclusion
Based on the findings of this study, the researcher concluded that there
is a disparity in the actual test results of pupils’ reading level and the teachers
Recommendations
52
1. School administrators and English language supervisors may plan and
implement seminar and training programs which mainly focused on the level of
4. To avoid disparity of the actual test results of the pupils’ reading level
and the pedagogical approach and resources of reading program used by the
similar study may include the factor that affects the level of reading
BIBLIOGRAPHY
Espin, C., & Deno, S. (1993). Performance in reading from content area text as
an indicator of
achievement. Remedial & Special Education, 14(6), 47.
Freire, P. (2002). Pedagogia do oprimido. São Paulo, SP: Editora Paz e Terra
S/A.
Ingersoll, R.M. and Smith, T.M. (2003). The wrong solution to the teacher
shortage. Educational Leadership, May 2003, Vol. 60, No. 8, 30-33.
54
Kozleski, EB.,Sobel, D, and Taylor, S.V. (2003). Embracing and building
culturally responsive practices. Multiple Voices, September 2003, Vol. 6, No
1, 73-87.
Krashen. S. (2004). The power of reading: Insights from the research. Westport,
CT: Heinemann.
Price, M.J. (2003). Are you a moral booster or buster? in Keeping Good
Teachers. Alexandria, VA: Association for Supervision and Curriculum
Development. Scherer. M. (Ed.).
55
SC Edu: Using Transactional Strategies to Support Sense Making
Appendix A
Madam:
Greetings of Sajahatra!
With the intention to finish my Masteral Degree at the Shariff Kabunsuan College,
may I be allowed to conduct survey to the selected public elementary schools here at
Cotabato City.
Noted:
APPROVED:
Appendix B
57
March 23, 2018
THE PRINCIPALS
Division of Cotabato City
Cotabato City
Sir/Madam:
Greetings of Sajahatra!
CITY.
Noted:
58
QUESTIONNAIRE
Dear Respondents:
Greetings of Sajahatra!
Noted:
Appendix D
NAME: __________________________________
59
SCHOOL: _________________________________
1- 1.00-1.45 – Poor
60
B.) Administrative Supports on Reading Program
61
6. The school heads ensure that reading
resources are available and accessible to all. 4 3 2 1
7. School heads model effective instructional
strategies in reading. 4 3 2 1
8. School heads help teachers to establish
routines that allow for effective literacy 4 3 2 1
instructions.
9. Form professional learning teams focused on
reading and assessment. 4 3 2 1
62
B.) Transactive Approach
The teachers:
Appendix E
Phil-IRI Form
64
Name : __________________________ Grade & Section __________________
Speed : _________ Minutes Score : __________________
Level : _________________________ Level : ___________________________
Party Time
Grade II
No. of words: 88
Questions:
a. juice
65
b. milk
c. water
d. coffee
a. some teachers
b. some visitors
c. some boys
d. some girls
a. Ferdie’s joke.
b. Ferdie’s lesson.
c. Ferdie’s expression.
d. Ferdie’s observation.
a. angry
b. happy
c. sad
d. ashame
a. vibrant
b. conversant
c. observant
d. extravagant
CURRICULUM VITAE
A. Personal Profile
67
Address : College, Cotabato City
Tribe : Iranun
Religion : Islam
B. Educational profile
C. Professional Experience
SY 2014-2015
68
Sub. Teacher I : Muamad Elementary School
Biniruan, Cotabato City
D. Eligibility
E. Training
MAPEH 3rd and 4th Quarter Test Paper Workshop, Deped Division of
Cotabato City, 12/10/2016- 12/11/2016
69
70