Grade 12 Reading Intervention Activities
Quarter 3 – Week 7
NAME: _________________________________________ Section:________________
Score:_________
Active Reading Strategies: Remember and Analyze What You Read
Choose the strategies that work best for you or that best suit your purpose.
1. Ask yourself pre-reading questions. For example: What is the topic, and what do you already know about it? Why
has the instructor assigned this reading at this point in the semester?
2. Identify and define any unfamiliar terms.
3. Bracket the main idea or thesis of the reading, and put an asterisk next to it. Pay particular attention to the
introduction or opening paragraphs to locate this information.
4. Put down your highlighter. Make marginal notes or comments instead. Every time you feel the urge to highlight
something, write instead. You can summarize the text, ask questions, give assent, protest vehemently. You can also
write down key words to help you recall where important points are discussed. Above all, strive to enter into a
dialogue with the author.
5. Write questions in the margins, and then answer the questions in a reading journal or on a separate piece of
paper. If you’re reading a textbook, try changing all the titles, subtitles, sections and paragraph headings into
questions. For example, the section heading “The Gas Laws of Boyle, Charles, and Avogadro” might become “What
are the gas laws of Boyle, Charles, and Avogadro?”
6. Make outlines, flow charts, or diagrams that help you to map and to understand ideas visually.
7. Read each paragraph carefully and then determine “what it says” and “what it does.” Answer “what it says” in
only one sentence. Represent the main idea of the paragraph in your own words. To answer “what it does,” describe
the paragraph’s purpose within the text, such as “provides evidence for the author’s first main reason” or
“introduces an opposing view.”
8. Write a summary of an essay or chapter in your own words. Do this in less than a page. Capture the essential
ideas and perhaps one or two key examples. This approach offers a great way to be sure that you know what the
reading really says or is about.
9. Write your own exam question based on the reading.
10. Teach what you have learned to someone else! Research clearly shows that teaching is one of the most effective
ways to learn. If you try to explain aloud what you have been studying, (1) you’ll transfer the information from shortterm to long-term memory, and (2) you’ll quickly discover what you understand — and what you don’t.
https://mcgraw.princeton.edu/active-reading-strategies
Directions: Read and analyze the selection below. After the careful analysis of the selection, answer the provided
questions by writing the letter of your choice on the blank provided before each number.
CVLIS Face-to-Face Pilot Testing Orientation
Camp Vicente Lim IS started to prepare diving to limited face to face last February 28, 2022 at the CVLIS
covered court. With its goal as one of the leading institutions in the city of Calamba in providing quality
education with equal consideration to the capabilities of its learners and the community that it supports.
The planning was led by the principal, Ms. Mildred M. De Leon, she reiterated the goal of CVLIS, to
benchmark the beginning of face to face effectively adapting to the new normal. She also gave emphasis
on the layout and structure of each classroom to be initially used in the upcoming classes. Among the
specific instructions she gave were the ground-marking, direction guide for cue, first aid kits, surgical
masks, contact tracing procedure and health declaration forms. These are just few among the strict
preparations initiated by the principal and the school.
Classroom laboratories were set and prepared to cater the needs of the students especially the TVL
students with their respective specialization.
The different TVL strands were, ICT, EIM, HDD, BPP, Cookery, FBS, and SMAW. The cleaning of classrooms
was held after the meeting and planning of the school’s principal together with the TVL advisers and
teachers. To ensure the readiness of the school in simulation of limited face to face classes among the TVL
students, teachers worked together in order to clean and prepare the classrooms for the students.
The Information Communication Technology (ICT) laboratory was set to be conducive to learning for each
student who will undergo limited face to face classes and can accommodate 30 to 40 students at a time.
The classroom preparation was spearheaded by ICT teachers Mr. Samson Melitante and Mr. Glenn
Austria.
Meanwhile, the Electrical Installation Management (EIM) laboratory was readied with various tools and
equipment such as, installing lighting system and convenience outlet using the Mock-up/wiring board for
the basic electrical wiring installation, setting up A-four channel Closed-Circuit Television (CCTV), Fire
Detection Alarm System (FDAS), for the actual learning of the students and the preparation was headed
by Mr. John Anthony B. Asico, EIM teacher. The HE laboratory, headed by Mrs. Katherine Trigueros, the
tools and equipment in this laboratory are readily available for demonstration and technical presentation
to further enhance the students’ skills and knowledge and prepare them after finishing the course. Beauty
care tools equipment were secured and ready to use for demonstration such as sectioning clip, hair
brush/pins, eye shadow, foundation, hair spray and other beauty cosmetics. Hairdressing equipment and
tools were prepared as well like electronic curler, shampoo chair, mirrors, hair steamer, trolley, and hair
irons.Moreover, Wellness Massage tools and equipment were organized and ready to use for students’
workshop like foot and hand spa machine and weighing scale.
The SMAW laboratory headed by Mr. Adelio Cueto, prepared the heavy equipment such as, Shielded
Metal Arc Welding Machine for NC I and NC II intended to both year levels, grades 11 and 12, Grinder for
metal works such as cutting iron (square bar, angle bars and plates) Cutter, Steel brush, and welding rods.
The workshop was tailored into the safety and needs of the students to minimize the risk of students
attending the program.
The Cookery, Food and Beverages Services and Bread and Pastry Production laboratory supervised by Mrs.
Almabeth Dominno, organized and prepared the tools and equipment to be used by the students in their
workshop activities such as electric mixer, oven, electric stove, sifter or strainer, soup bowl, mixing bowl,
measuring cups and spoon, digital weighing scale, tablespoon, parchment or wax paper, wire whisk and
rubber scraper.
As excellence has its way towards us, all these were made possible, due to the diligence and hard work of
each and every one, they indeed manifested the campo ways, “Lead, Serve and excel with a heart.”
Jay-Rick T. Escobar II, SHS Teacher
______1. Pilot testing is conducted to ____________________________.
a.
b.
c.
d.
test and refine procedures prior to the implementation of actual activity
assess the final and actual activity
provide challenges anchored to the proposed activity
identify the persons and plans involved in the activity
______2. Paragraph 2 states the _____________________________.
a.
b.
c.
d.
challenges encountered by the school officials in the preparation for the upcoming classes
various features offered in TVL laboratories
specific directions to be followed for the upcoming classes
equipments to be utilized in TVL laboratories
______3. The following are
________________________.
a.
b.
c.
d.
preparations
initiated
by
the
school
community
except
on
implementing of contact tracing procedure
providing of first aid kits
setting of directional signages for communication cues
establishing of inconsistent practice of social distancing
______4. The following are goals in the implementation of limited face-to-face classes except
________________________.
on
a. providing quality education in an unsafe learning environment
b. addressing the teaching and learning gaps encountered in the distance learning modalities
c. delivering of maintained and improved schooling in a secured academic setting
d. strengthening the school-community health and safety support system for all the students
______5. In preparation for the upcoming classes, Camp Vicente Lim IS community ensures
_________________.
a. the safety and security of the students during their entire stay in the school.
b. the consistent implementation of the policy guidelines initiated by the school community as
approved by the IATF officials.
c. the continuous parent-teacher engagement in all school activities
d. all of the above
Grade 12 Reading Intervention Activities
Quarter 3 – Week 8
NAME: _________________________________________ Section:________________
Score:_________
CRITICAL READING STRATEGIES
Reading effectively requires approaching texts with a critical eye: evaluating what you read for not just what it
says, but how and why it says it. Effective reading is central to both effective research (when you evaluate sources)
and effective writing (when you understand how what you read is written, you can work to incorporate those
techniques into your own writing). Being an effective reader also means being able to evaluate your own practices,
working to develop your critical reading skills.
1. IDENTIFY WHAT YOU’RE READING FOR.
• Knowing why you’re reading a given text can help you organize both your reading and how you can use what you
read.
• Before you read a text, ask and answer the following kinds of questions: Are you reading only for general content?
For data? For specific information or for general thematic concerns? For arguments that support or contest your
thesis in a writing assignment? For information that you know you’ll need for an assignment, or for information to
get you thinking about what you’ll need?
2. ALLOW ENOUGH TIME TO READ, AND TAKE YOUR TIME.
• Reading critically is not a fast process. Many students do not set aside enough study time for reading (and
rereading), and read everything either too quickly or at the same speed. If you know what you’re reading for, you
can better distinguish information that can be skimmed from that which should be more closely examined, and make
better use of your reading time.
• Preview or survey the text before detailed reading begins, looking for clues related to its purpose, its relevance, its
difficulty, and how it connects with ideas or information you already know.
• Be willing to struggle with the text in order to understand it – but don’t get hung up on single, tough details in first
readings. Rather, hold confusing passages in mental suspension, and continue to read with the idea that what seems
difficult to understand now may be cleared up as you go along.
3. REMEMBER THAT RE-READING IS A PART OF EFFECTIVE, CRITICAL READING.
• Just as having more than one conversation with another person leads to closer understanding, conducting a
number of readings leads to a richer and more meaningful relationship with, and understanding of, a text.
• If your first reading is for basic information and evaluation, subsequent readings can take on different levels of
focus (on style and tone, on details, on examples, on intellectual or ideological tradition, etc.).
• In re-reading, work to separate parts of arguments (e.g., thesis idea, evidence, preview, counterarguments) and to
understand how these parts work to support the author’s thesis.
4. ENGAGE WITH THE TEXT TO GET THE MOST OUT OF IT.
• Read with a pen or pencil, highlighting key statements, parts, or points – even those you find confusing. Also, make
note of words or terms you don’t understand so you can look them up later.
• Note where and how the text relates to lectures or discussions, as well as general or specific questions you might
wish to ask your instructor in class or office hours.
• Record your own questions, points of agreement or disagreement, references to related ideas, and points at which
ideas match up with each other. In other words, work to enter into a dialogue with the text, mark it up, and make it
your own.
5. ASK YOURSELF IF YOU CAN EXPLAIN BOTH “WHAT THE TEXT SAYS” AND “WHAT IT DOES.”
• In other words, can you both provide a summary of key claims and theses and understand its purpose, what this
text seeks to do (to report or state facts, to contest a certain idea, to persuade, to open new inquiries, etc.)?
• Keep in mind that all texts filter reality – distort, persuade, and arrive at different conclusions – and that all texts
are trying to change your view in some way.
6. ATTEMPT TO UNDERSTAND HOW EACH WRITER’S BACKGROUND AND PURPOSES INFLUENCE WHAT THEY
WRITE.
• Reading a text critically requires that you ask questions about the writer’s authority and agenda. You may need to
put yourself in the author’s shoes and recognize that those shoes fit a certain way of thinking.
• Work to determine and understand an author’s context, purpose, and intended audience.
7. WORK TO UNDERSTAND YOUR OWN STRATEGIES AND TO IMPROVE THEM.
• Ask yourself questions about how you read: Do you read too quickly or slowly? Do you tend to lose your focus?
Can you scan for key information or ideas?
• Consider the characteristics of effective reading above, in relation to those practices and strategies you already
employ, to get a sense of your current reading strategies and how they might be improved.
https://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf
Directions: Read and analyze the selection below. After the careful analysis of the selection, answer the provided
questions by writing the letter of your choice on the blank provided before each number.
WORK IN TANDEM: SHS WORK IMMERSION PROGRAM ORIENTATION IN PARTNERSHIP WITH
CREOTEC PHILIPPINES INC.
In line with DepEd Order No. 30, series of 2017, implementation of work immersion in schools is
considered as a must-have requirement in the Senior High School curriculum. Through this, grade 12
learners are provided with work-related professional learning opportunities that will help them to be fully
equipped with life and career skills in preparation for meeting the needs and challenges of employment
after graduation.
In order to continuously provide quality education in the new normal through distance learning,
the second time tie-up between the Camp Vicente Lim Integrated School and CREOTEC Philippines Inc.
makes the program more accessible and engaging for the learners in remote work immersion
engagements. In line with this, the SHS Work Immersion Program aims to strengthen partnership between
the industry and the academe to ensure learners; readiness for higher learning, entrepreneurship or
employment.
Specifically, this program intends to provide the Grade 12 learners with opportunities: (1) to be
familiarized with the workplace in a supervised setting; (2) to be engaged in employment simulation; and
(3) to apply their competencies and acquired knowledge relevant to the areas of their specialization.
Prior to the conduct of actual work immersion in CVLIS, a scheduled work immersion program
orientation was held through Google Meet and FB Live. For the learners’ and parents’ reference,
immersion-related announcements were sent via learners’ and parents’ group chats.
The said orientation was attended by the CREOTEC representatives, school administrators, Grade
12 advisers and immersion teachers and most especially the Grade 12 learners as virtual participants.
Moreover, Ms. Mildred M. De Leon, the CVLIS school principal, emphasized that this early
preparation on work immersion will help the learners to pursue their choice of career and further studies
in the near future. Also, she assured the learners and parents that CVLIS will still continue its goal in
providing the quality education despite the challenges brought by the pandemic.
To give a comprehensive orientation on CREOTEC industry, Ms. Jenn, one of the CREOTEC
consultants, gave an overview through an audio visual presentation which tackled the nature of the said
industry. Moreover, it was presented that the industry provides the learners with various opportunities
to undergo series of trainings on specific topics for the 80-hour Work Immersion Program as required by
the Department of Education. Hence, it was emphasized that the learners’ work immersion engagement
in the industry shall not be considered as employment arrangement but only to serve the K-12 Program
purpose of exposing the learners to actual workplace setting and augment the competencies provided by
the school. The said program was also designed for remote work immersion setting in which learners are
required to have training sessions through the different modalities since they are strictly prohibited on
conducting face-to-face interactions. For instance, designated workplans in all areas of specialization
(STEM, HUMSS, ABM, TVL-HE/EIM) were also presented and discussed accordingly through the AVP.
To further attest the meaningful learning opportunities provided by the CREOTEC industry,
testimonies of former trainees/learners were undoubtedly shared through a video presentation. The
experiences they had were generally assessed by the trainees/learners as an achievement for them most
especially in developing their skills and competencies in handling their work assignments.
In general, Mr. Saliling discussed that they are not merely offering the enrichment of technical
skills of the learners but also soft skills that help them to succeed in the workplace.
Sharmaine Grace S. Dueños and Jerina Ruth Erpilo, SHS Teachers
______1. The following are objectives of work immersion except ________________________.
a.
b.
c.
d.
appreciate the importance and application of the principles and theories learned in home
develop good work habits
enrich their communication skills
enhance their technical knowledge and skills
______2. Creotec Philippines Inc. is a company that offers _____________________________.
a.
b.
c.
d.
livelihood training programs
scholarships
tutorial sessions
immersion program for students’ work engagements
______3. Students’ engagement in work immersion program helps them __________________________.
a. to develop appreciation towards work
b. to enrich their human relation skills
c. to develop their attitudes and respect for work
d. all of the above
______4. In order to encourage the students to take part of Creotec’s work immersion program, former
trainees/CVLIS students shared their _______________________________.
a.
b.
c.
d.
embarrassing moments with other trainees
encountered challenges during the training
meaningful job-related learning opportunities obtained from the sessions
realizations on the importance of life
______5. At the end of the work immersion program, students are expected ____________________.
a. to be affiliated with high profile companies
b. to apply their acquired knowledge and competencies that are relevant to the field of their
discipline
c. to be engaged simultaneously in multiple companies
d. to train other students in work-related assignments