INTERACTIVE CONTENT-BASED READING MATERIALS IN ENGLISH FOR GRADE 4 LEARNERS

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LILIBEHT M. MARZAN

THESIS ABSTRACT Title : INTERACTIVE CONTENT-BASED INSTRUCTIONAL MATERIALS IN ENGLISH FOR GRADE 4 LEARNERS Author : LILIBEHT M. MARZAN Institution : LYCEUM-NORTHWESTERN UNIVERSITY Institute of Graduate and Professional Studies Dagupan City Degree : MASTER OF ARTS IN EDUCATION Adviser : CHRISTOPHER A. DE VERA, Ed.D. Date : 2025 This study used the descriptive method of research using the questionnaire as data gathering instrument in the development of a proposed supplementary content-based instructional materials for Grade 4 learners during the school year 2024-2025. The assessment focused on the level of performance of the Grade 4 learners in English based on a teacher-made test results; the acceptability of the proposed context-based instructional materials based on certain criteria. The output of the study is a proposed content-based instructional materials in English for Grade 4 learners to address the needs of the Grade 4 teachers. The thirty six (36) English teachers served as respondents and thirty five (35) Grade 4 learners at the San Juan Elementary School served as subject respondents. Frequency and percentage and average weighted mean was used to treat the data needed. On the Level of Performance of The Grade 4 learners In English Based On A Teacher Made Test, majority of the Grade 4 learners belong to “Fair” 15 or 42.86 percent level of performance in English. The proposed supplementary content-based instructional materials can addressed the needs identified by the Grade 4 teachers in line with the lack of instructional materials. In terms of acceptability of the Proposed Supplementary Instructional Materials, the Grade 4 English teachers evaluated the proposed supplementary content-based instructional materials to “Acceptable”. Based on the findings made, the level of performance of the Grade 4 learners can be improved, the proposed supplementary content-based instructional materials can serve as additional materials in the teaching of English as a subject in the K to 12 curriculum. Based on the conclusions drawn, the following recommendations are hereby offered: The proposed supplementary content-based instructional materials can be presented to DepEd concern authorities for reproduction; the content-based instructional materials can be used by the Grade 4 teacher teaching English for their Grade 4 learners; similar study conducted in wider scope to validate the findings of the study. TABLE OF CONTENTS Page Title Page ……………………………………………………….. i Certification and Approval Sheet ………………………………. ii Certification of the Reading Committee ………………………. . iii Acknowledgement ……………………………………………… iv Dedication ………………………………………………………. vi Thesis Abstract …………………………………………………. vi Table of Contents……………………………………………….. ix List of Tables…………………………………………......…….. xi List of Figures……………………………………....…………… xii CHAPTER I THE PROBLEM …………………………………………….. 1 Rationale …………………………………………………….. 1 Theoretical Framework ……………………………………… 3 Conceptual Framework of the study ………………………… 4 Statement of the Problem …………………………………… 7 Basic Assumption……… …………………………………… 7 Scope and Delimitation… …………………………………… 7 Significance of the Study …………………………………….. 8 Definition of Terms……… …………………………………… 9 Contribution of the reviewed literature And Studies to the Present Study ………………………… 10 II METHODOLOGY ………………………………………….. 11 Research Design ……………………………………………. 11 Sources of Data ……………………………………………... 14 Instrumentation and Data Collection ……………………….. 14 Tools for Data Analysis …………………………………….. 14 III PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ……………………………. 16 IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ……………………………………. 56 Summary …………………………………………………… 56 Conclusions ………………………………………………… 57 Recommendations ………………………………………….. 58 BIBLIOGRAPHY ………………………………………………….. 59 APPENDICES ……………………………………………………… 66 Permit to Conduct the Study ……………………………………….. 67 Questionnaire for the Teachers and Administrators ……………. 68 CURRICULUM VITAE ……………………………………………… 70 LIST OF TABLE Page Distribution of the Respondents ……………………………... 12 Level of Performance off the Grade 4 Learners in English Based on a Teacher-Made Test Result………………………………………………………… 16 Proposed Supplementary Content-Based Instructional Materials in English for Grade 4 Learners…………………… 17 Acceptability of the Proposed Supplementary Content-Based Instructional Materials in English for Grade 4 ………………………………………………….. 53 LIST OF FIGURES Page Schematic Diagram on the Conceptual Framework of the Study ………………………………………. 6 CHAPTER 1 THE PROBLEM Rationale Language is man’s most effective medium of communication. It allows people to communicate their ideas, to say or write thing to each other and express their communication needs. This reassures a shall in which efficiency can be measured in terms of task completed satisfactorily. The goal of those tasks is effective communication and as written. How long humans have spoken language is not known. Some think that the earliest Homo Sapiens, perhaps 100,000 years ago, may have had the beginning of language. Others believe language developed more recently. Most speculation about the origins of language has centered on the question of how natural selection may have favored the open quality of language. All known human language are “open” in the sense that the utterances can be combined in various ways to produce new meanings. Somehow, a system of communication was eventually changed to a system based on small units of sound that can be put together in many different ways to form meaningful utterances. Language tells us a great deal about creature. Every group of people has its own language used for communication. Language includes speech, written characters, numeral symbols and gestures and other forms of non-verbal communication. It is also a way of speaking that is distinct in every creature. It is a vocal symbols of speech with its related bodily gestures which gives precision and fineness to communication. All human societies primitive or civilized have their own language. Language is very important to society. Perhaps, language is the acquisition of knowledge and information could have been maintained and accumulated. The role of English is explicit with the permission of the 1987 Philippine Constitution, declaring Filipino to be national language and making English as one of the two official languages. Through the implementation of DECS Order No. 25 or the Bilingual Education Policy, states that the English and Filipino were made the official media of instruction in schools. English is being taught as a subject and is a medium of instruction in teaching of the subjects. Mathematics and Science while Filipino, aside from being taught also as a subject, is used for teaching Social Studies and the other subjects. Language is man’s most effective medium of communication. It allows people to communicate their ideas, to say or write things to each other and express their communication needs. This becomes a shall in which efficiency can be measured in terms of task completed satisfactorily. The goal of those tasks is effective communication and as written. The different achievement result and the implementation of the 2002 Restructure Basic Education Curriculum (RBEC), which was implemented by the DepEd is designed to help every learner to become functionally literate. The time allotment in English as a subject has been increased in Grade I to Grade III and in high school to enable adequate understanding of every lesson and to include not all literacy but also scientific and technical texts in the reading and comprehension activities. Scientific vocabulary will be used in the English lessons though approaches can help make different terms easier to understand. (K to 12 Curriculum) Thus, the Oral Communication has something to do with the student performance considering that it is a tool for learning content in other subject areas. The deteriorating student performance therefore can be attributed in part to lack of performing in English. It takes more than a good curriculum and a good language program to accomplish our purposes. For one, excellent instructional materials should be produced and used by the learners and by their English teachers possessing the needs skills and competencies in teaching the language. With the above cited thoughts, the researcher as English teacher in Amulung West District was motivated to conduct this study in order to improve the English instructional materials to address the needs of identified by the Grade 4 teachers. Theoretical Framework Anchored in this study is the theory of language. At least three different theoretical views of language and nature of language proficiency explicitly or implicitly inform current approaches and methods in language teaching. The first and foremost traditional of the three is the structural view, the view that language is a system of structural related elements for the coding of meaning (Richards and Rodgers, 1999). The target of language learning is seem to be the masking of elements in this system which are generally defined in terms of phonological units (e.g. phonemes) grammatical units (e.g. clause, phrases, sentences) grammatical operations (e.g. adding, shifting, forming or transforming elements) and lexical items (e.g. function words and grammatical words). The theories of language learning is also considered in the study which deals with the “sorting out” of the various language learning theories and associated instructional strategies can be somewhat confusing. The names of theories appear connected to more than one theory and the terms and strategies of each theories is an essential elements in the preparation of instructional materials for language learning. (Shiftman, 1995) Conceptual Framework This study is anchored on the following legal bases: the 1987 Philippine Constitution, DepEd Order No.25 series of 1974 or the Bilingual Education Policy, the K to 12 Basic Education Curriculum (RBEC), and DepED Memorandum 324, series of 2014. The 1987 Constitution, Article XIV, Section I, states that “the state shall promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.” (Nolledo, 1997). This gave rise to the birth of orders and programs concerning reading. Looking back, we have already the DepEd Order 25, series of 1974 known as the Bilingual Education Policy which mandated the use of English and Filipino as separate media of instruction, English, Science and Mathematics while all the other learning areas shall be taught in Filipino. English and Filipino shall likewise be taught as separate subjects in the curriculum. This policy has been promoting the focus of learning the correct usage of English. Similarly, in the K to 12 Curriculum, English and Filipino seek to develop the Macro skills: listening, speaking, reading and writing with a vision that after the third grade, which is considered as the threshold in reading, every learner should be able to read and understand at least simple paragraphs both literary and non-literary and to be a functional, successful reader. Figure 1 in the next page is the paradigm of the conceptual framework of the study using the “Input-Process-Output” model. For input included the level of performance of the Grade 4 learners in English; the acceptability of the supplementary content-based instructional materials in terms of certain criteria. The output is a proposed supplementary content-based instructional materials to address the needs of the Grade 4 teachers in Amulung West District. Figure 1 The Schematic Diagram of the Conceptual Framework of the Study Statement of the Problem This study developed proposed interactive content-based reading materials for Grade 4 learners in English 4 during the school year 2024-2025. Specifically, it will to answer the following sub-problems What is the level of performance of the Grade 4 learners based on a teacher-made test results 2020? Based on the findings, What are the weaknesses of the learners in English? How acceptable are the proposed supplementary content-based instructional materials in English for Grade 4 learners based on asset of criteria as evaluated of the Grade 4 teachers? Basic Assumptions This study is anchored on the following basic assumptions: The Grade 4 teachers can evaluate the instructional materials in terms of set of criteria. The level of performance in English of the Grade 4 learners can still be improved. Scope and Delimitation of the study This study was limited in the development of a proposed supplementary content-based instructional materials for Grade 4 learners in English. Focused on this study is the level of performance of the Grade 4 learners in English based on a teacher-made test results and the acceptability of the proposed supplementary content-based instructional materials for Grade 4 learners. The output of the study is a proposed supplementary content-based instructional materials in English for Grade 4 learners. The reproduction of the supplementary content-based instructional materials is beyond the limit of this study. Significance of the Study This study will benefit the following: The School Administrators. The results of this study will serve as frame of reference for the school administrators to improve the teaching of English subject and the performance level of the Grade 4 learners. Grade 4 English Teachers. The proposed supplementary content-based instructional materials will benefit the Grade 4 English teachers to fill the gap of instructional materials in their respective schools. Grade 4 Learners. The result of this study will benefit the Grade 4 learners since they will be the end users of the proposed supplementary content-based instructional materials. Researcher Herself. The output of this study, content-based instructional materials will serve as an eye opener for effective teaching and learning process in English class. Other Researchers. Results of this study will serve as a framework of other researcher in the development of instructional materials. Definition of Terms The following terms are operationally defined as used in the study. Level of Performance. As used in the study is the test results of the Grade 4 learners in English analyzed and interpreted in order to come up in determining performance level. Grade 4 English Teachers. They served as respondents of the study and presently teaching English during the conduct of this study. Grade 4 Learners. They served as subject respondents of the study and the learners of the researcher at the San Juan Elementary School. Supplementary Content-Based Materials. This is the output of the study which will address the needs identified by the Grade 4 teachers. The Contribution of the Reviewed Literature and Studies to the Present Study The review of the professional literature and related studies guided the researcher in identifying the problems of her study. The concepts advanced by Dechant (2010), Harris (2010), Bond and Tinker (2019), Bells (2017), and Gray (1958) provide insights on the teaching of reading and remedial instruction. Likewise the ideas advanced by Sutaria (2015) and the reviewed studies of Bergonia (2011), Ballesteros (2019), Bautista (2016), Daroya (2017), Suniga (2011), Surot (2017) and Yamat (2013) guided the researcher on the specific steps in instructional materials development and validation. The remedial studies focused on the reading component of language teaching in English and on remedial instruction the present study is different in terms of the grade level focused on which is Grade 4 remedial to the proposed instructional materials for the implementation of a remedial reading program. CHAPTER 2 METHODOLOGY This chapter presents the research design, sources of data, instrumentation and data collection and tools for data analysis in line with the different sub-problems raised in the study. Research Design This study used the descriptive and developmental research using the questionnaire as data gathering instrument in the development of supplementary content-based instructional materials in English for Grade 4 learners during the school year 2024-2025. The study included the level of performance of the Grade 4 learners in English based on a teacher made test results and the acceptability of the proposed supplementary content-based instructional materials in terms of a set of criteria which was evaluated by the Grade 4 English teachers. The output of the study is a supplementary content-based instructional material to address the needs of the Grade 4 English teachers. Sources of Data The seventy-two (72) Grade 4 teachers Amulung West District served as respondents of this study, and the thirty-five (35) Grade 4 learners at the San Juan Elementary School served as subject respondents. Table I presents the distribution of respondents. Table I Distribution of Respondents N=72 Schools Number of Grade 4 Teachers Agguirit Elementary School 3 Alituntung Elementary School 2 Annafatan Elementary School 3 Bacring Elementary School 3 Bayabat Elementary School 2 Calintaan Elementary School 3 Caratacat Elementary School 3 Casingisngnan Sur Elementary School 3 Casingisngnan Norte Elementary School 4 Catarauan Elementary School 3 Cordova Central School 6 Goran Elementary School 3 La Suerte Elementary School 3 Logung Elementary School 3 Masical Elementary School 3 Nabbialan Elementary School 3 Nagsabaran Elementary School 3 Nangalasauan Elementary School 3 Nanuccauan Elementary School 3 Pacac Grande Tana Elementary School 3 Pacac Pequeno Elementary School 3 Palayag Elementary School 3 San Juan Elementary School 2 Waig Elementary School 2 Total 72 Instrumentation and Data Collection This study used the questionnaire as data gathering instrument in the development of content-based instructional materials. There are two parts of the questionnaire answered by the respondents. Part I – focused on the level of performance of the Grade 4 learners based on a teacher-made test in English and Part II – dealt on the acceptability of the proposed supplementary instructional materials. The items in the questionnaire was adopted in the thesis Fabricante (2013) in terms of acceptability, and so there is no need to validate the questionnaire. However, it was shown to her adviser for some suggestions, and to other panel members during the final defense wherein suggestions made was incorporated in the final draft of the questionnaire. The researcher asked permission to the School Division Superintendent, Schools Division Office I Pangasinan to administer the questionnaire to the identified respondents, personally distributed and retrieved the questionnaire to ensure 100 percent retrieval. Tools for Data Analysis The different sub-problems was statistically treated, and for sub-problem I on the level of performance of the Grade 4 learners in English, frequency and percentage was used. For sub-problem 3 on the acceptability of the instructional materials, average weighted mean was used. The formula is AWM = (∑▒"Fx" )/"N" Where: AWM = Average Weighted Mean ∑▒"Fx" = distributed Frequency N = total number of respondents To interpret the data on acceptability the following ranges was used: Scale Range Descriptive Equivalent (D.E) 5 4.50 – 5.00 Very Much Acceptable (VMS) 4 3.50 – 4.49 Acceptable (A) 3 2.50 – 3.49 Moderately Acceptable (MA) 2 1.50 – 2.49 Slightly Acceptable (SA) 1 1.00 – 1.49 Not Acceptable (NA) CHAPTER 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the analysis and interpretation of the data gathered relative to the different sub-problems raised in the study. Level Of Performance Of The Grade 4 Learners In English Based On A Teacher –Made Test Results This section presents the level of performance of the Grade 4 learners in English based on a teacher-made test results. Table 2 presents the data. Table 2 Level of Performance Of The Grade 4 Learners In English Based On A Teacher-Made Test Results N= 35 Level of Performance F percent Very Good 5 14.29 % Good 8 22.86 % Fair 15 42.86 % Poor 7 20 % Total 35 100 % Table 2 presents the level of performance of the Grade 4 learners in English based on the analysis of a teacher-made test. Looking at the table, it must be noted that the Grade 4 learners was rated to “Fair” 15 or 42.86 percent as revealed by the researcher who are her learners at the San Juan Elementary School. This means, the need for the Grade 4 learners to do more practice exercises in English as a part of their home assignment, thereby improving their academic performance. Proposed Supplementary Content-Based Instructional Materials In English For Grade 4 Learners This section presents the output of the study which is a proposed supplementary context-based instructional materials in English for Grade 4 learners. This is to answer the sub-problem 2. The materials are found in the succeeding pages. The proposed supplementary content-based instructional materials in English for Grade 4 learners was based on the analysis of the findings made, particularly on the level of performance of the Grade 4 learners. As noted the Grade 4 learners are categorized to a “Fair” performance level in English. This is due to lack of instructional materials such as basic textbooks, and other paraphernalia in the teaching of English. The material is intended to the Grade 4 learners as a supplementary material while learning English as a subject in the K to 12 curriculum. The exercises were arranged sequentially in order for the Grade 4 learners are familiar on the content of said materials. It will also serve to fill the additional needs of the Grade 4 learners. The content-based instructional materials will help the Grade 4 teacher to be well-equipped in the use of the varied strategies in the teaching of English. Interactive Content – Based Reading Materials in English for Grade 4 Learners Prepared by: LILIBEHT M. MARZAN TABLE OF CONTENTS Page Forming Plural of Nouns -------------------------------------------------------------- 49 Using Sentences --------------------------------------------------------- 53 Using Direct and Indirect Discourse ---------------------------------------------- 61 Using Indefinite Pronouns---------------------------------------------------------- 64 Using Simple Tenses of the Verb ------------------------------------------------------- 68 Using the Past Perfect Tense ---------------------------------------------------------------- 79 FORMING PLURAL OF NOUNS Objectives: Identify singular and plural forms of nouns Form plural of nouns Give the correct verb form of nouns Number is a quality of a noun that denotes whether a noun is singular (only one) or plural (two or more). Study the following rules. As a general rule, we add s to the singular nouns to form their plural. Here are other forms of plural nouns. Add –s t most nouns. Add –es to nouns ending –s, -ss, -ch, -sh, -x, -z. Change –y to –l and –es to nouns ending –y preceded by a consonant. Add –s to nouns ending in –y preceded by a vowel. Add –s to some nouns ending in –o preceded by a vowel. Add –es to some nouns ending in –o preceded by a consonant. Add -s to most nouns ending in -, -ff, or –fe. Change –f to –v and add –es to some nouns ending in –f, or –fe. Some nouns change a vowel, sound, or add a syllable. Some nouns keep the same spelling. Some nouns form their in two ways. Some nouns have only a plural form. Some nouns seem to be plural but they are singular in meaning. Compound nouns which are separated by following these rules: Compound nouns which are separated or hyphenated form their plural by making the change in the most important word. Compound nouns that are combined form their plural in the second part of the word, or both parts of the word. Compound nouns ending in –ful form their plural by adding –s at the end of the word. ENERGIZERS Read the following nouns then identify each whether singular in meaning or plural in meaning orally. Give sentence for each. Goods Leaves Civics Corps Politics Species Pliers Molasses Spectacles Phonetics MIND TWISTER Give the plural form of the following nouns then give sentence for each noun orally. Taxpayer Disc jockey Double-decker Cherub Erratum Analysis Court-martial Bucketful Radius Index Brother-in-law Aide-de-camp Kite flyer Tableau Spoonful Datum Matrix Physics Measles MIND SIZZLERS Revise the sentences by changing the form of the italicized noun into plural and if necessary, make other changes. Read your answers orally. Example: The newlyweds receive a gift from the maid-of-honor. Answer: The newlyweds receive gifts from the maids-of-honor. A lady-in-waiting is dressed very smartly. An outstanding alumnus was chosen by the committee. A cupful of concentrated orange juice serves three persons. The vice-president of the class calls for a meeting. The Reading syllabus has been prepared since summer. One important datum is necessary to finish the experiment. A cactus lives for a long time even without water. The consul general signs important document. A passerby stopped to watch the basketball game. The criterion of the essay-writing contest is clearly stated. USING SENTENCES Objectives: Use variety of sentences as to structure Sentences have four classifications according to form. A simple sentence conveys one complete idea or thought. It contains one subject and one predicate, either or both of them may be compound. Example: My brothers painted the wall blue. (one subject and one predicate sentence) My brothers and uncles painted the wall blue. (two subjects and one predicate sentence) My brothers cleaned the painted the wall blue. (one subject and two predicate sentence) Lita and Amor baked and ate the pies. (two subjects and two predicates) A compound sentence is a sentence that conveys two or more ideas or thoughts. It contains two or more independent clauses. These clauses are commonly connected by the coordinate conjunctions and, but, or, and nor. Example: In these sentences, there are two complete thoughts and each of them has a subject and a predicate. Many are called, but few are chosen. I was out in the garden and my kid sister was watching TV. God has always been good and He will always be. In some compound sentences, the connection is indicated by the semicolon. I am the vine; you are the branches. Jesus is our brother; Mary is our mother. Some are born great; others achieve greatness. The clauses of a compound sentence connected by the simple conjunctions and, but, and or are usually separated by a comma. If the clauses are short and closely related, the comma may be omitted. A complex sentence is made up of one independent and one or two dependent clauses. They are usually connected by the conjunctions if when, while, since, unless, although, before, after, etc. Examples: Leona became proud when she won the contest, The bus might be late if the rain does not stop. Although I was wearing my jacket, I felt cold. Use the chart below, showing what conjunctions to be used in expressing a specific relationship. Relationship Conjunctions Used Purpose So that, in order that, that Time Since, until, before, when, while, after, as, as soon as, as long as Cause Because Condition Although, even if, even though, unless, if a long as, while Comparison As than WHAT AN INTERESTING WORLD! Identify the different plural form of nouns in the picture then use it in a sentence orally. Take turns in giving the answer. Adapted from: Interactive Language 4 English for Filipino Children Ripples 4 English Language Arts and Science ENERGIZERS Tell whether the following simple sentences contain one subject and one predicate, two subjects and one predicate, one subject and two predicated, or two subjects and two predicated. Read aloud the sentences and your answers to the class. Tom has a stamp collection. Those children scampered and shouted at the sight of the mascots. The cold and dreary night scared me to the bones. I watched and enjoyed the crowd that had gathered for the parade. Milan and Shirley gathered and counted the fair tickets. The giant vessel sailed away. Martha and Jade hurried to school. Let your light shine before men. Learners wrote on parchment during the Middle Ages. Christ spent His youth at Nazareth. We sang and danced to the tune of hula. Mercedes and Irma took away the pictures and ran. The tables and the chairs covered and blocked the hallways. Miss Santos and Miss Perez participated and won in the contest. The children hailed and lauded the winners. Our town mayor spoke and cheered the project. The announcement surprised and shocked us all. We hurried and proceeded to the cabin. Those cats stole and ate the fish. MIND TWISTER Using the suggested coordinate conjunction, add one more thought to the given one to make a compound sentence orally. (and) 1. The band played ___________________________. (but) 2. The weather was bad ______________________. (or) 3. You do your work _________________________. (and) 4. Agnes sang solo ___________________________. (but) 5. The old woman was frightened _____________. (or) 6. Wear your coat ___________________________. (but) 7. I like history ___________________________. (and) 8. The wind blew _____________________________. (but) 9. Jonathon went to the circus _____________. (or) 10. Lock the door __________________________. Give the three compound sentences of your own using coordinate conjunctions and, or, but, and, nor orally. MIND SIZZLERS Identify each sentence. Tell if it is simple, compound, or complex. Read your answers orally. Jerry and Angel go to school together. The sky was dark when we left the house. Dogs and cats are common house pets. A typhoon was predicted but the sky remained bright. Large drops of rain fell. The girls sang and danced merrily. Before we left the house, some visitors came. My sister made the spaghetti and I prepared the drinks. Should they look for the dog or should they wait for it to come home? She either cooks or buys something outside. Whenever it rains, the roof leaks. The house looks eerie but we are not scared. If you sing, I will play the guitar. Are Joey and Gina business partners? We laughed while Beatrice cried. WHAT AN INTERESTING WORLD! Combine each group of simple sentences into a compound sentence. Use an appropriate conjunction. Read your answers orally. I felt sleepy. I kept my eyes open. The doorbell sounded. The phone rang. Will you make meatballs? Will you simply fry eggs? Joel played the violin. Arianne listened. The wind blew. The leaves felt to the ground, The building is too old. The people occupy it. We rehearsed for weeks. We were still nervous. The sun was shining. The beach was quiet. The alarm clock rang. Rica did not hear it. You must study. You will fail. Adapted from: Interactive Language 4 Activity Book New Dynamic Series in English 4 Ripples 4 English Language Arts and Skills USING DIRECT AND INDIRECT DISCOURSE Objective: Use direct and indirect discourse There are two ways of expressing the words of a speaker- direct and indirect discourse Direct discourse refers to the exact words of a speaker. When written it is usually enclosed in quotation marks and separated with a comma. Indirect discourse refers to the words of a speaker in reported form without any changes of meaning. ENERGIZERS Read the following sentences below then identify as direct or indirect discourse orally. The boy asked his mother if he could go out with his friends. Mother said, “No, you are too young to go to the party.” The father told his son to stay at home. “But this happens only once,” cried the boy. He told the parents that he would go home early. “Is it a safe place?” asked Mother. The boy replied, “It will be in our school.” “Then, you may go,” said Father. The boy thanked his parents. “Thank you, for trusting me,” said the boy. MIND TWISTER Change the following sentence into direct discourse only. My mother told us to behave well at home or in school. My friend told me that she had forgotten to bring her book. Daddy told us that we would go to Cebu next week. Andrew told me that he had not spoken French before. Marie told me that we would meet this Sunday. Change the following sentences to indirect discourses orally. “This plate of food is for you,” Maricel whispers. The teacher said to me, “Tell me what happended.” Lea cries, “I am looking for my blue dress.” The doctor said, “You may take this medicine.” The new student asked, “Where is the library?” MIND SIZZLERS Think of five sentences each for direct and indirect discourse. Give your answers orally. WHAT AN INTERESTING WORLD! Write or cut an interview from a newspaper. Then, choose five direct discourses and change them into indirect discourses. Read your answers orally to the class. Adapted from: Interactive Language 4 Activity Book New Dynamic Series in English 4 Across Borders Through Language 4 USING INDEFINITE PRONOUNS Objectives: Use indefinite pronouns correctly Use singular and plural indefinite pronouns correctly. Use the verb that agrees with the indefinite pronoun numbers Indefinite pronouns refer generally to one or more that one person or thing. Some commonly used indefinite pronouns are given below. Singular Plural Any Anybody Anyone Anything Everything Neither Nobody Other Something Each Either Everybody Everyone None No one One somebody Some one Any All Both Few Many Most Several some ENERGIZERS Choose a partner. Take turns in answering the following questions using indefinite pronouns correctly. Do this orally. Did you see all the learners in this classroom yesterday? Is everybody present here today? Has anybody taken my pencil? Does anyone know where my bas is? Is there something you need? Is there somebody in the principal’s room right now? Has everyone submitted his or her paper? Has anybody seen the principal? MIND TWISTERS Choose the correct form of the verb in the parentheses then read your answer in a complete sentence. Everything (is, are) in its proper order. Many (has, have) joined the art contest. Each of the players (is, are) required to have a regular check-up. Both (seem, seems) interested in soccer. Very few (remain, remains) in the classroom. Fill in the blanks with the proper form of the verb in the parentheses. Do this orally. No one (know) _________________ how to use the microscope. Each of my classmates (win) _________________ a prize. Several of the swimmers (practice) _________________ for the competition. All (be-present) _________________ requested to attend the meeting. Everyone (feel) _________________ happy about the good news. MIND SIZZLERS Complete the sentences below by supplying an appropriate indefinite pronoun. Read your answer to the class. “All the learners in our class are here today. _________________ is absent.” “_________________ must have taken my bag by mistake.” “_________________ of my materials are there.” “_________________ of my classmates was with me when I lost it. “Will _________________ help me find my bag?” “Is there _________________ you want?” “Please go and see if _________________ is in the office.” “Did you find _________________ there?” “Is _________________ ready for the experiment?” WHAT AN INTERESTING WORLD! Have you ever experienced being scared? What frightened you? Was it something or someone? Write an interesting paragraph about your scary experience. Give emphasis to all the indefinite pronouns you used. Read your output to the class. Adapted from: Interactive Language 4 Activity Book Ripples 4 English Language Arts and Skills USING SIMPLE TENSES OF THE VERB Objectives: Use the simple present tense accurately Tense of the verb denotes the function of a verb in a sentence in relation to time. It tells when the action happens or when the state of being exists. The simple present tense states an action or condition in the present time. It expresses habitual action general truths or facts, or a permanent condition. The simple past tense expresses an action or situation that happened in the past time. Regular verbs form their past tense by adding –d or –ed to the base form. The simple future tense indicated an action or state of being that is about to happen. ENERGIZERS Identify the correct form of the verb in the parenthesis then read your answer in a complete sentence Every year, we (celebrate, celebrated, will celebrate) the feast of Sto. Nino de Praga, with festivities. In last week’s newspaper, a concerned student (write, wrote, will write) a letter to the editor suggesting that television programs must be examined carefully. Your plants (shrink, shrunk, will shrink) if you soak them in water for a long time. Our great Filipino men and women (fight, fought, will fight) for us to achieve the freedom we enjoy today. Always (bear, bore, will bear) in mind the values your parents taught you. At least twice a year, the moon (moves, moved, will move) between the earth and the sun. The peace talks between the government and the rebels (continue, continued, will continue) next month. When the Spaniards came to the Philippines, they (bring, brought, will bring) with them the image of the Sto. Nino. Which (travels, traveled, will travel) faster, sound or light? In the years to come, there (are, were, will be) many changes in our country. MIND TWISTERS Give the correct form of the verb in the parentheses then read your answer in a complete sentence. Multiplying 8 by 6 ______________ to 48. (result) Agapito Flores ______________ the florescent lamp. (invent) The People Power I ______________ us to regain our democracy. (lead) The Philippine is an archipelago that ______________ north of the equator. (lie) You ______________ success, if you know how to preserve. (achieve) A few years from now, the administration of the school ______________ a different set-up. (have) An unidentified man ______________ into our house last night. (break) I always ______________ on time for our morning assembly. (come) Back in the old days, there ______________ no such things as paper towels or napkins. (be) The City Mayor ______________ a project for the out-of-school youths soon. (launch) MIND SIZZLERS Change the tense of the verb to the tense indicated in parentheses. Make the necessary changes in the expression used. Read your answers aloud to the class. The group attended symposium on the effects of mass media. (present) ¬¬¬¬¬¬¬¬¬¬________________________________________________ They will give us pamphlets about the seminar. (past) ___________________________________________________ The resource person talks about the influence of the media on children. (future) ___________________________________________________ I stood straight when the national anthem is sung. (present) ____________________________________________________ We shall pay the fee as soon as we arrive there. (past) ____________________________________________________ The workers finish the building construction today. (future) ____________________________________________________ The newly-elected class officers will take their oath tomorrow. (past) ____________________________________________________ I followed our school rules and regulations. (present) ____________________________________________________ The performers went back on stage after the show. (future) ____________________________________________________ The English coordinator will call for a meeting next week. (past) ____________________________________________________ WHAT AN INTERESTING WORLD! An autobiography tells of one’s own past and present experiences. It also expresses one’s own ambitions and future plans. Then read your output afterwards. Here are some guidelines to follow in writing your autobiography: The first paragraph tells something about oneself such as your name, birth date, birthplace, parent’s names and nature of work, school hobbies and interests, and other necessary information. The second paragraph relates your most memorable experiences. The third paragraph reveals your plans in the future. Paste your picture on the frame. Then write your own autobiography in two or three paragraphs. Use the present, past, future tense of the verb. Adapted from: Interactive Language 4 Activity Book Across Borders Through Language 4 Objectives: Use the perfect tense correctly as assigned by time indicators Use for and since correctly The present perfect tense is formed by adding the auxiliary verb has and have to the past participle of the main verb. It has the following functions: Action occurring at an indefinite time in the past. A situation that began in the past and continued to the present Recent past action just completed at the time of speaking; and Action repeated several times in the past. The expressions since and for are often taken as time markers for the present perfect tense. Other expressions such as already, just, yet, lately, before, several times, are also used to state the present perfect tense. ENERGIZERS Read each question. Answer it in a complete sentence with the correct form of the verb in the present perfect tense. Use since or for. Do this orally. How long have you studied in this school? Since when you lived in your house? How long have you been absent in the class? Since when have you learned to swim? Since when have you joined the Taekwondo Club? How long have you known your friends? How long have you been a member of the basketball team? Since when have you used the computer? How long have your parents worked abroad? How long have you spoken the English language? MIND TWISTERS Fill in blanks with since or for orally. Give your answer in a complete sentence. The Bagobos have lived in the mountains ___________ along time. The philanthropist has given much to the charity ___________ it was founded. My nephew has gone to Canada ___________ three years now. Those athletes have completed in games ___________ they started training. Bianca has worn her new pink dress only one ___________ she bought it. Dinosaurs have been extinct ___________ millions of years now. _____________ its establishment, the foundation has helped poor children in the streets. She has been doing weight training ___________ six months now. John had been friends’ ___________ he was nine. They had been friends’ ___________ more than a decade. Write the correct present perfect tense of the verb in the parentheses. Then use since or for. Do this orally. Amorsolo’s paintings (be) ___________ in exhibit ___________ quite sometime in the Art Museum. Air pollution (be) ___________ a major problem ___________ many years now. I (see-not) ___________ my report card ___________ the distribution. The media people (wait) ___________ for the controversial optician ___________ this morning. Our school’s representative (train) ___________ for the contest ___________ a period of three months. MIND SIZZLERS Give two sentences for each phrase below using the present perfect tense. Use the time expressions since or for. Do this orally. Example: drive this car My brother driven his car since he was eighteen years old. My brother has driven his car an hour now. Take computer lessons ____________________________________________ ____________________________________________ Play basketball ____________________________________________ ____________________________________________ Write a letter ____________________________________________ ____________________________________________ Watch a movie ____________________________________________ ____________________________________________ Play a guitar ____________________________________________ ____________________________________________ Know your best friend ____________________________________________ ____________________________________________ WHAT AN INTERESTING WORLD You are assigned to write a feature article in your school paper. You are asked to interview one member of the Robotic Dancers who has done series of performances. List down the questions you plan to ask. Ask him about the activities he had done and things or places he has seen or visited. Read your answers orally. Example: How long have you been dancing? _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ List down below the possible answers to your questions above. Read your answers orally. Example: I have been dancing for years. _____________________________________________________ _____________________________________________________ USING THE PAST PERFECT TENSE Objective: Use the past perfect tense The past perfect tense shows the relationship of two events which occurred in the past. It expresses an action or state being that happened earlier (past perfect tense) before another past action or state of being (simple pat). It is formed by adding had to the past participle of the main verb. The conjunctions when, before, and after are used. ENERGIZERS Supply the blanks with the correct past perfect form of the verbs on the left. Do this orally. (finish) 1. The sprinter __________ the race before she fainted. (be) 2. Mr. Castro __________ a broadcast journalist before he became a senator. (leave) 3. When we arrived at the airport, the dignitaries __________. (take) 4. After the learners __________ the examinations, the teacher told them to leave. (see) 5. Jorge reported that he __________ the fire razed the houses after he heard the explosion. (spill) 6. The chemical wastes __________ in the river before the factory owner knew it. (go) 7. My friends _________ home when my mother came. (surround) 8. The police __________ the area before we reached the place. (come) 9. We __________ to see the concert before we went home. (eat) 10. After I _______, I watched a television program. (sleep) 11. I __________ when my classmates arrived. (run) 12. The rabbit __________ before we caught it. MIND TWISTERS Fill in the blanks with the correct past perfect and the simple past forms of the verbs in the parentheses. Do this orally. The girls __________ almost three hours decorating the stage before they __________ it. (spend, finish) The doctor __________ me a pain reliever before I __________ the sore. (give, feel) Arvin _____ that he _____ a big mistake. (realize, do) The baby _______ when the phone _______. (sleep, ring) The host __________ the winner after the judges __________ the best. (announce, chose) A strong wind __________ before the leaves __________ off the tree. (blow, fall) After father __________ the morning papers he __________ to his office. (read, go) I ______ a message to him when I _______ a call for him. (send, receive) Mikko _______ that he _______ the book. (say, read) Martin __________ that he __________ the door open. (remember, leave) MIND SIZZLERS Give your own sentences using the verbs in Set A in their past perfect tense and the verbs in Set B in their simple past. Do this orally. Set A Set B take say tell visit leave go arrive begin put break see keep Acceptability of the Proposed Supplementary Content-Based Instructional Materials In English For Grade 4 This section presents the acceptability of the proposed supplementary content-based instructional materials in English for Grade 4 learners based on certain criteria. The data is presented in Table 3 in answer to sub-problem 3. Table 3 Acceptability of the Proposed Content-Based Instructional Materials Based On Criteria Criteria For Acceptability AWM D.E A. Objectives 1. The Materials can lead to the attainment of the objectives relative to the Philippine Elementary Learning Competencies 3.55 A B. Content 1. The materials develop the learners competence and skills in English 2. The materials ensure better understanding through proper presentation 3. The materials were made interesting and meaningful to the Grade 4 learners 4. The language used was appropriate to the Grade 4 pupils. 3.52 4.20 3.68 2.55 A A A MA C. Sequence of Topics 1. The topics are arranged from easy to difficult 2. The learning activities are varied to suit the level and interest of the learners 3. The learning activities address the problems of the Grade 4 teacher in terms of instructional materials 4. The learning activities provide the learners with opportunity to use English in daily conversation 3.65 3.50 4.20 4.35 A A A A Legend: Scale Range Descriptive Equivalent (D.E) 5 4.50 – 5.00 Very Much Acceptable (VMS) 4 3.50 – 4.49 Acceptable (A) 3 2.50 – 3.49 Moderately Acceptable (MA) 2 1.50 – 2.49 Slightly Acceptable (SA) 1 1.00 – 1.49 Not Acceptable (NA) Table 3 presents the acceptability of the proposed supplementary content based instructional materials based on certain criteria. There are three criteria for acceptability used by the Grade 4 English teachers to evaluate the proposed supplementary content-based instructional materials and these are objectives, content and sequence of topics. It was recommended by the Grade 4 English teachers in Amulung West District, the materials are “Acceptable”, which means that it can be used by other English teachers in their respective schools, to fill the gap of instructional materials in English. CHAPTER 4 SUMMARY CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of findings, the conclusions drawn based on the findings and the recommendations offered relative to the problems raised in the study. SUMMARY This study used the descriptive method of research using the questionnaire as data gathering instrument in the development of a proposed supplementary content-based instructional materials for Grade 4 learners during the school year 2024-2025. The assessment focused on the level of performance of the Grade 4 learners in English based on a teacher-made test results; the acceptability of the proposed context-based instructional materials based on certain criteria. The output of the study is a proposed content-based instructional materials in English for Grade 4 learners to address the needs of the Grade 4 teachers. The seventy-two (72) English teachers served as respondents and thirty five (35) Grade 4 learners at the San Juan Elementary School served as subject respondents. Frequency and percentage and average weighted mean was used to treat the data needed. Findings: 1.0 Level of Performance Of The Grade 4 Learners In English Based On A Teacher Made Test 1.1 Majority of the Grade 5 learners belong to “Fair” 15 or 42.86 percent level of performance in English 2.0 Proposed Supplementary Content Based Instructional Materials In English For Grade 4 learners 2.1 The proposed supplementary content-based instructional materials can addressed the needs identified by the Grade 4 teachers in line with the lack of instructional materials. 3.0 Acceptability Of The Proposed Supplementary Instructional Materials. 3.1 The Grade 4 English teachers evaluated the proposed supplementary content-based instructional materials to “Acceptable”. CONCLUSIONS Based on the findings made, the following conclusions are drawn: The level of performance of the Grade 4 learners can be improved The proposed supplementary content-based instructional materials can serve as additional materials in the teaching of English as a subject in the K to 12 curriculum. RECOMMENDATIONS In the highlights of the findings made, the following recommendations are hereby offered. The proposed supplementary content-based instructional materials can be presented to DepEd concern authorities for reproduction. The content-based instructional materials can be used by the Grade 4 teacher teaching English for their Grade 4 learners. Similar study conducted in wider scope to validate the findings of the study. BIBLIOGRAPHY A. BOOKS Beits, Emett A Foundation of Reading Instructions. New York American Book Co., 2017. Bond, Guy I, Tinker, Miles. Reading Difficulties: Their Diagnosis and Corrections. New York: Appletion Century Crafts Inc., Meridth Pub. Co., 1969. Dechant, Emerald B. Improving the Teaching of Reading and Writing. New Delhi: Prentce Hall of India Private LTD., 2010. Gray William S. The Teaching pf Reading and Writing. Chicago: Scott Foresman & Co., 2016. Gregorio, Herman C. School Administration and Supervisor. Quezon City: Garotech Publishing 2011. Harris, Albert J. How to Increase Reading Ability. Scott Foresman and Company, 2010. Juel, C. Beginning Reading in Handbook of Reading Research. New York Lonman, 1991. Meek. “Learning to Read,” New Zealand, The Bodley Head, 2012. Moir. “Real Differences Between Men and Women.” Secausus, N.J. Lyle Stuart Carol Publishing, 2011. Mullis And Jinkins, “he Reading Report Card”, NEAP, Princeton N.J. 1990. Ornstein, Alla C. Strategies for Effective Teaching. New Delhi: Loyola University of Chicago, Herper Collins Publisher, 2010. Pollock, John G. and Garth R. Brown. “Paper presented at the International Reading Association”. 8th World Congress in Reading, August 5-7, 1980. Slavin, Robert. Ability Grouping and Student Achievement in Elementary Schools John Hopkins University, 2019. Smith. Ehelen K. “”Sequence Comprehension” Sequential Development Reading Abilities.” Chicago: University of Chicago Press., 2012. Sutaria, Mida C. “PRODED Retrospect and Prospect.” The Philippine Journal of Education Vol. LXIV, No. 4, 2015. B. PUBLISHED MATERIALS Almario, Manuel. “Gloria’s Vision Quality Education for Philippines 2000” in Philippine Graphic, January 30,1995. Alarcon, Rogelio B. “The Home Study Program. A Viable Alternative for Addressing Problems of Access and Quality in Basic Education.” 2000. Comprehension Strategies for All Learners and Living Writing with Reading Workshop, August 15, 1998. Reading Association of the Philippines. Criteria for a Sound Reading Program in Elementary School. “Reading in the Elementary School.” National Society for the Study of Education. 48th Yearbook Part 2, 1949. Gloria, Ricardo T. “Access to Quality Educatio, Excellence in Educational Services.” Philippine Graphic. Jan. 1995. Leu and Kinzen Reading Research Quality IRA Vol. 35 No. 1 Jan. – Feb. 2000. Mc Cullough, Constance, “Response of Elementary School Children to Common Types of Reading Commerial/Common Types of Reading Commercial/ Comprehensive Questions “Journal of Education Research. 5, pp.65-70, September, 1978. Miguel, Marcelina M. Report on the 1991 National Evaluation and Impact Study of PRODED, DECS, 1997. Report on the Congressional Commission on Education (EDCOM). A Pamphlet Distributed by the DECS. Regional Office, San Fernando, La Union. Sagay, Teresita C. “Starting the Child Through the First Stages of Learning Readiness”. The Modern Teacher. Vol. XLI. September, 1992. C. UNPUBLISHED MATERIALS Alura, Gloria M. “Proposed Remedial Reading Materials in English for Grade III”. Unpublished Master’s Thesis. Lyceum Northwestern University, 2003. Ballesteros, Theresa F. “Proposed Supplementary Instructional Materials on Speech Communication in English for Second Year College Learners” Unpublished Master’s Thesis, Lyceum Northwestern University, Dagupan City, 1996. Bautista, Bernadita. “Proposed Support Reading Materials in English for Grade Six Along the Identified Weaknesses in the Neat”: M.A. Thesis, Lyceum Northwestern, Dagupan City, 1996. Bergonia, Milagros L. “Proposed Enrichment Materials for the Development of Oral Communication Skills in English for Grade III”. M.A. Thesis, Lyceum Northwestern, Dagupan City, 2001. Daroya, Isabelita N. “Proposed Supplementary Instructional Materials for the Development of Reading Comprehension in Grade I”: Unpublished Master’s Thesis, Lyceum Northwestern Dagupan City, 1997. Lazo, Lucena C. Effectiveness of a Developmental Reading Program in English for Grade Six Pupils.” M.A. Thesis, Lyceum Northwestern, Dagupan City, 1998. Sison, Sheila Marie A. “Extent of Implementation of Project Bight in Reading in Grades I and II. “M.A. Thesis, Lyceum Northwestern, Dagupan City, 1995. Suniga, Lily F. “Supplementary Materials for the Development of Oral Communication Skills in English II”. M.A. Thesis, Lyceum Northwestern, Dagupan City, 2001. Surot, J.M. “Support Instructional Materials for the Development of Critical Thinking Skills in reading Comprehension in English for Grade 5 and VI Pupils.” Unpublished Master’s Thesis, Lyceum Northwestern, Dagupan City, 1997. Tandoc, Elizabeth A. “Reading Performance of Grade Three Learners Using Directed Reading Activity (DRA) and Directed Reading Thinking Activity (DRTA).” M.A. Thesis, Tarlac College of Ariculture, 1998. Yamat, Shirley P. “Proposed Instructional Materials for Reading Recovery in Grade IV: “M.A. Thesis, Lyceum Northwestern, Dagupan City, 2003. D. OTHERS “Building up from a Solid Education Foundation.” Editorial, Manila Bulletin. May 27, 1996. DECS Report: The Survey of Outcomes o Elementary Education (EDPITAF): Makati, Rizal, 1976. Educational for all (EFA): A Philippine Plan of Action. 1990-2000, June 1991. Gonzales, Andrew. :Instructional and Huma Resources Productivity and Effectiveness.” Manila Bulletin, April 7, 2002. “Millions of Kids are Illiterate. “Tempo,” December 13, 1998. The New Elementary School Curriculum (NESC) : Inclosure No. 1 to MEC Order No. 6 s.1992. University of the Philippines. College of Education. “ Reading Success in the Content Areas. “ A Handout. A P P E N D I C E S APPENDIX A Lyceum Northwestern University Dagupan City The Schools Division Superintendent Division of Cagayan Cagayan Province Sir: Greetings The undersigned is presently enrolled in research enrolled in research work entitled “Supplementary Content-Based Instructional Materials In English For Grade 4 Learners” I partial fulfillment to the requirements for the degree Master of Arts In Education at the Lyceum Northwestern University, Dagupan City this academic year 2024-2025. In this connection, may I asked permission from your good office to allow me administer my questionnaire to the English teacher in Amulung West District. Thank you very much for your kind approval. Very truly yours, Sgd. Lilibeht M. Marzan Researcher Noted: Sgd. Christopher A. De Vera, ED.D Adviser Approved: Sgd. Reynante Z. Caliguiran, Ed. D. Division Schools Superintendent Questionnaire For Grade 4 English Teachers Respondents: Presently I am enrolled in Thesis Writing II at the Lyceum Northwestern University, Graduate school and conducting a research work entitled “Supplementary Content-Based Instructional Materials for Grade 4 Learners” as a requirement for the degree Master of Arts In Education this Academic Year 2024-2025 Kindly help the research by way of accomplishing the questionnaire attached as my data gathering instrument. Rest assure that all responses be kept confidential. Thank you very much. Very truly yours, Sgd. Lilibeht M. Marzan Researcher Part I- Acceptability Of The Proposed Supplementary Content- Based Instructional Materials. Direction: Kindly put a check (√) mark on the space provided for each column using the scale below in terms of acceptability. Scale Range Descriptive Equivalent (D.E) 5 4.50 – 5.00 Very Much Acceptable (VMS) 4 3.50 – 4.49 Acceptable (A) 3 2.50 – 3.49 Moderately Acceptable (MA) 2 1.50 – 2.49 Slightly Acceptable (SA) 1 1.00 – 1.49 Not Acceptable (NA) Criteria For Acceptability VMA 5 A 4 MA 3 SA 2 NA 1 A. Objectives 1. The Materials can lead to the attainment of the objectives relative to the Philippine Elementary Learning Competencies B. Content 1. The materials develop the learners competence and skills in English. 2.The materials ensure better understanding through proper presentation 3. The materials were made interesting and meaningful to the Grade 4 pupils. 4. The language used was appropriate to the Grade 4 pupils. C. Sequence of Topics 1. The topics are arranged from easy to difficult 2. The learning activities are varied to suit the level and interest of the pupils 3. The learning activities address the problems of the Grade 4 teacher in terms of instructional materials 4. The learning activities provide the learners with opportunity to use English in daily conversation CURRICULUM VITAE CURRICULUM VITAE LILIBEHT MALADRIGO MARZAN ZONE 3, BALAUINI AMULUNG WEST CAGAYAN VALLEY Email Address: lilibeht.marzan@deped.gov.ph Mobile number: 09973353561 Educational Qualification Master of Educational Management June 2019 - Present Complete Academic requirements Lyceum Northwestern University Tapuac, Dagupan City SECOND SEMESTER 2008-2009 CAGAYAN COLLEGES TUGUEGARAO TUGUEGARAO CITY CAGAYAN SUMMER 2009-FIRST SEMESTER 2010 MALLIG PLAINS COLLEGES MALLIG, ISABELA Licensure Examination for Teachers Passer Licensed Teacher Registration number: 0883488 Tertiary Bachelor of Elementary Education June 2001- April 2005 UNIVERSITY OF CAGAYAN VALLEY (CAGAYAN COLLEGES TUGUEGARAO TUGUEGARAO CITY, CAGAYAN VALLEY Secondary June 1997 – March 2001 CORDOVA NATIONAL HIGH SCHOOL CORDOVA AMULUNG WEST CAGAYAN VALLEY Primary June 1991– March 1994 SAN JUAN PRIMARY SCHOOL BALAUINI AMULUNG CAGAYAN INTERMEDIATE JUNE 1994-MARCH 1997 CORDOVA CENTRAL SCHOOL CORDOVA AMULUNG CAGAYAN Work Experiences Teacher I SEPTEMBER 2019-NOVEMBER 2011 PACAC GRANDE-TANA ELEMENTARY SCHOOL NANGALASAUAN ELEMENTARY SCHOOL AMULUNG WEST DISTRICT TEACHER III DECEMBER 01, 2011-PRESENT SAN JUAN ELEMENTARY SCHOOL AMULUNG WEST DISTRICT Personal Information Birthdate: SEPTEMBER 15, 1984 Age: 40 yrs. Old Civil Status: Married Citizenship: Filipino Height: 5’4” Weight: 65 kg

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LILIBEHT M. MARZAN (April-2026). INTERACTIVE CONTENT-BASED READING MATERIALS IN ENGLISH FOR GRADE 4 LEARNERS. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(4), d174-d204. https://ijnrd.org/papers/IJNRD2604318.pdf

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