This is the English Grade 5 Quarter 3 Module 2 self-learning module, “Summarizing Information from Various Text Types.” It is written for Grade 5 learners studying at home or in class, and for the parents and teachers who guide them. After working through it, learners should be able to say what a summary is and write short summaries of different kinds of texts.
The module was developed by DepEd Region VIII as part of the Alternative Delivery Mode (First Edition, 2020). Richard N. Gula wrote it.
On this page 8 sections
What learners will learn
By the end of the module, learners will be able to:
- define what a summary is
- summarize information from various text types (EN5LC-IVf-3.1)
What summarizing means
The module explains that summarizing is a powerful reading and writing strategy. It helps you understand and remember what you read. When you summarize, you restate the most important information of a text in your own words.
Why does this matter? Information now comes from many sources, such as textbooks, websites, online encyclopedias, and videos. The module warns that loading your brain with too much information is not effective. Summarizing helps you filter the important ideas from the less important ones, so you save time and effort.
To show this, the module gives two versions of a story about Tipoy. In the long version, Tipoy is sent to the grocery, stops to play a mobile game with his friend Emman, thinks he has lost his money, and finally learns he never asked his mother for money. The short version keeps only the main events. Learners compare the two and see that Text B is the summary of Text A.
Text types covered
The module teaches that text types affect how a summary is written. These are the text types it introduces:
| Text type | What it does |
|---|---|
| Enumeration text | Lists or enumerates kinds, characteristics, or classes |
| Time-order text | Develops ideas in logical or chronological order |
| Explanation text | A factual text that explains how or why something happens |
| Factual recount | A historical report of past events in time order |
| Cause-and-effect text | Explains reasons and results of events, situations, and trends |
Five summarizing tricks
The module gives five strategies to find the most important details:
- Observe text features. Titles, subtitles, text size, color, and margin notes point to the key information.
- Take note of highlighted vocabulary words. Important words listed in a preview often belong in your summary.
- Identify the topic sentence. Each paragraph’s topic sentence holds its main idea. Putting the topic sentences together in your own words can make a summary.
- Use reporter’s notes. Answer Who? What? Where? When? Why? How? and arrange the answers in a paragraph.
- Use graphic organizers. Concept maps, story maps, and story ladders show how facts and ideas connect.
Practice activities
Learners apply the tricks to texts of different types:
- What I Know (pretest): “The Islands of Paradise,” a text about Luzon, Visayas, and Mindanao, with guide questions and a 3 to 5 sentence summary.
- Activity 1 (cause and effect): a paragraph on the causes of air pollution, with a graphic organizer and a two-sentence summary.
- Activity 2 (enumeration): a text about Sohoton Caves and Natural Bridge Park in Basey, Samar, and the activities tourists can enjoy there.
- Activity 3 (time order): “The Happiest Day of Manilo,” about a scholarship letter, with a two-sentence summary.
- What I Can Do: a text on what to do before, during, and after a typhoon, to summarize and share with the family.
- Assessment: a fill-in-the-blanks definition of summarizing, and a 4 to 5 sentence summary of “Salud in the Enchanted Forest.”
- Additional Activities: a story elements organizer (characters, setting, problem, solution, theme, plot) and a 2 to 3 sentence summary of Aesop’s “The Ant and the Grasshopper.”
How to use this module
- Learners: Start with the What I Know pretest to check what you already know. Then go through the parts in order: What’s In, What’s New, What Is It, What’s More, What I Have Learned, What I Can Do, and the Assessment. Write all answers on a separate sheet of paper, and do not mark the module.
- Parents: Help your child read the texts slowly and use the reporter’s questions (who, what, where, when, why, how). The What I Can Do task asks your child to share typhoon safety tips with the family, so listen and talk about it together.
- Teachers: The answer key covers the guide questions and fill-in items. Most summaries are marked “answers may vary,” so check that learners kept the main ideas, used their own words, and followed the sentence counts given.
The module reminds learners to use the answer key honestly and to ask their teacher or facilitator when a task is difficult.
Frequently asked questions
What grade and quarter is this English module for?
It is the English Grade 5 Quarter 3 Module 2 self-learning module, titled Summarizing Information from Various Text Types.
What is a summary, according to the module?
A summary restates the most important information of a text in your own words. Summarizing increases comprehension and retention of information.
What text types does the module cover?
It introduces enumeration, time-order, explanation, factual recount, and cause-and-effect texts. The activities use cause-and-effect, enumeration, and time-order texts.
Does the module have an answer key?
Yes. It has answers for the guide questions, matching, and fill-in items. Most summary tasks are marked answers may vary.
What tricks help in summarizing?
Observe text features, note highlighted vocabulary, find the topic sentence, use reporter’s notes (who, what, where, when, why, how), and use graphic organizers.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English
Quarter 3 – Module 2: Summarizing Information from Various Text Types
[illustration: students reading and studying outdoors and at a desk, a teacher with a globe, and a boy writing under a lamp]
English – Grade 5 Alternative Delivery Mode Quarter 3 – Module 2: Summarizing Information from Various Text Types
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________ Department of Education – Regional No. VIII Office Address: Government Center, Candahug, Palo, Leyte Telefax: 053 – 832-2997 E-mail Address: region8@deped.gov.ph.
Development Team of the Module
Writer: Richard N. Gula Editors: Rustum D. Geonzon and Ramil R. Magdua Reviewers: Josefina F. Dacallos and Jessica C. Macaranas Layout Artist: Janssen Louel C. Dabuet, Gibson J. Gayda, Jay Lord B. Gallarde Management Team: Ma. Gemma M. Ledesma, Arnulfo M. Balane, Rosemarie M. Guino, Joy B. Bihag, Ryan R. Tiu, Dean Ric M. Endriano, Carmela R. Tamayo, Moises D. Labian, Jr., Antonio F. Caveiro, Josefina F. Dacallos, Faustino M. Tobes, Rustum D. Geonzon
English Quarter 3 – Module 2: Summarizing Information from Various Text Types
5
DepEd logo
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: target with arrow]
Hello and welcome, Grade 5 learner!
Nowadays, we gain information from different and multiple sources. Unlike before, information now is conveniently everywhere and anywhere. Gone are the days when information was limited to printed sources like textbooks, manuals, pamphlets, etc. It is also much more convenient now to verify data or information through an internet browser, an online encyclopedia, or a video streaming platform. Given the variety and differences of the sources of information available, it makes sense to simplify this complex web of information by learning the skill of summarizing. For this module, you will summarize information from various text types. Happy learning!
Through this module, you will be able to:
- define what a summary is.
- summarize information from various text types. EN5LC-IVf-3.1.
What I Know
[illustration: pencil icon]
Let us check if you know how to summarize information effectively. Below is an activity which will ask you to apply your skill in summarizing.
Direction: Answer the guide questions below. After answering the questions, write a summary using the answers in 3-5 sentences. Do this on a separate sheet of paper.
The Islands of Paradise
By: Richard Gula
The Philippines is a sovereign state in archipelagic Southeast Asia and is home to an amazing collection of over 7,640 islands spanning more than 300,000 square kilometers of territory. These islands are divided into three regions namely Luzon, Visayas, and Mindanao
Luzon is the largest and the most populous island in the Philippines which is considered the 15th largest island in the world. It is the nation’s center for economy and politics, being home to the country’s big factories and government’s national offices including the Malacañang Palace. It is also the home of mountainous terrains, picturesque volcanoes, numerous lakes, rivers, and plains.
Visayas is the smallest region in terms of land area in the central part of the archipelago. It is the home to major Philippine religious and cultural festivals such as Ati-atihan, Dinagyang, Sinulog, Pintados, and MassKara. It is also known for its famous landmarks such as the Chocolate Hills of Bohol, San Juanico Bridge of Leyte, and the island of Boracay.
Mindanao is the second largest among the three islands in the southernmost part of the Philippines. It is the main contributor to the country’s Gross Domestic Product (GDP) in terms of agriculture, fishing, forestry, etc. Mindanao is known to be the home of the Philippine eagle and the “king of the fruits” which is the durian.
All three islands are defined by their unique location, culture, and custom. The Philippines is indeed a paradise in its true sense.
Guide Questions:
How many islands are found in the Philippines?
What are the three island groups in the Philippines?
What makes Luzon the economic and political center of the country?
What makes the Visayas unique from Luzon and Mindanao?
Summary:
Lesson 1: Summarizing Information from Various Text Types
What’s In
[illustration: puzzle pieces icon]
How did you find the previous task? Was it difficult? Which part of the tasks was challenging for you? Summarizing information from various text types requires a reader to be critical about the information included in the short version. Also, the writer must gauge whether the summary covered the whole text and whether the summary satisfies the style demanded from the text type. In the next activity, let us explore the different text types.
Directions: Match the definition in Column A with their corresponding text type in Column B. Write your answers on a separate sheet of paper.
| A | B |
|---|---|
| 1. This text type presents ideas by listing or enumerating the kinds, characteristics, classes. | a. Time-order text. |
| 2. These are texts developed through logical or chronological order following a sequence. | b. Explanation text. |
| 3. It is a factual text that explains how or why something happens. | c. Factual Recount |
| 4. It is a historical report that tells events which have already happened in time order. | d. Cause and effect text |
| 5. This text explains reasons and results of the phenomena or happenings, situations, and trends. | e. Enumeration text |
What’s New
[illustration: seedling icon]
It is important for writers to learn about text types as they influence how summaries are written. Since these text types serve different purpose and satisfy various audience, these need to be retained when summaries are written. In the next activity, you will learn more about the skills needed in summarizing.
Directions: Read and understand the two selections below. After reading, compare them by answering the guide questions.
A.
One Saturday morning, Tipoy woke up late and was told by his mother to go to the grocery to buy some goodies. On his way to the grocery store, he met his friend Emman who is playing a mobile game.
“Hey Tipoy, where are you going?” asked Emman.
“I’m going to Kikin’s Store to buy bread and drinks,” Tipoy answered.
“Look! My mother bought me a new cell phone”, Emman proudly shows his new cell phone to him.
Tipoy was so amazed at the new gadget of his friend. He tried the mobile game and enjoyed playing it. After a couple of minutes, he realized that his mother was waiting for him. He hurriedly went to the grocery store and got the goodies he needs to buy. When he was about to pay the bills, he checked his pocket and found it empty. He realized that he had lost the money and felt scared at that moment. He thought of losing the money while playing the mobile game with his friend Emman. He ran as fast as he could to the area where they played mobile games. He asked his friend if he saw the money he was looking for. Emman told him that he never saw it. He advised him instead to go home and tell his mother the truth.
Tipoy went home empty-handed. He went to his mother with tears and told her what had happened. His mother smiled at him calmly and said, “Next time you need to have the presence of mind. You went to the grocery store without asking for money from me.”. Tipoy sighed and felt relieved. He hugged his mother with a smile on his face.
[transcriber’s note: the word “of” in “He thought of losing” is struck through in the original, and the struck-through form is reproduced here]
B.
Tipoy was instructed by his mother to buy some goodies in the grocery. His attention was caught by his friend Emman who was playing a mobile game and later played with him. In the grocery, he was not able to buy goodies for he thought he had lost the money. It was then he realized that he forgot to ask for money from his mother when he arrived home.
Guide Questions:
- How is Text A different from Text B?
- How are the two texts the same?
- Do they contain the same main idea and details?
What Is It
In the previous activity, it is obvious that Text B is the summary of Text A which is the original text. When summarizing text, you noticed how important it was for you to filter important from less important information. So, why do we need to filter when we can put everything? Loading your brain and your reader’s brain with too much information is not effective. The more is not the merrier in terms of information overload. While some treat is as a gift, mismanaging information can also be a curse. With this abundance of information, we need to know what we only need given the tasks required from us, so we do not waste both time and effort.
What is summarizing? Summarizing is a powerful reading and writing strategy. It increases comprehension and retention of information. When you summarize, you retain the most important information of a text, using your own words.
Why is summarizing important? Summarizing helps you understand and learn important information by reducing it down to its key ideas.
Let us look at some strategies/tricks that will help you summarize information.
Summarizing Tricks
In summarizing text, we can look at text features, vocabulary, and topic sentence to identify the most important details of the text.
1. Observe text features.
Text features such as titles, subtitles, texture/size, color, margin notes, etc. are clues to a text’s most important information — information you may want to include in your summary.
2. Take note of highlighted vocabulary words.
If a text gives you a list of important vocabulary in its preview, take note of these vocabulary words as they may be important information that should be included in your summary.
3. Identify the topic sentence.
When reading a long text, identify the topic sentence in each paragraph. A topic sentence holds the most important information in a paragraph. Therefore, a summary can be written simply by synthesizing the topic sentences into your own words.
4. Use reporter’s notes (Who? What? Where? When? Why? How?)
Identify the answer to each of the above items. Take note of your answers, arrange them in a paragraph and you have a good summary.
5. Use Graphic Organizers
Graphic organizers are a visual and graphic display that depicts relationships between facts, terms, and/or ideas within a learning task. It is often referred to as knowledge maps, concept maps, story maps, or concept diagrams. Use them to make more sense of the most important concepts you found in the long text.
[chart: graphic organizers; no title printed] Left diagram: a central gray oval with four green rectangles around it, no text. Right diagram: a stair-step graphic with labels “Event 3” (top), “Event 2”, “Event 1”, and “Story Ladder” (bottom).
What’s More
Now that you have learned some tricks in summarizing, why don’t you apply them in the next activity?
Activity 1
Below is a selection that shows cause-and-effect, a text that explains reasons and results of events, situations, or trends. Read and understand the paragraph then fill in in the given graphic organizer. After identifying the important points, summarize the text in two sentences. Do this on a separate sheet of paper.
Air pollution may be due to a lot of factors. First, air can be polluted by harmful gases from vehicles, factory gas emissions, and outflow from natural disasters such as volcanic eruption or forest fires. These factors are largely influenced by industrialization and consumerism evident in urbanized towns and cities with zero to minimal government supervision and regulation. Also, people’s lack of concern to the environment has paved way for capitalists to overuse our natural resources such as trees that could have cleaned the air. Lastly, the government’s seemingly lack of accountability in terms of reinforcing law that should have protected the air can also be major factor. While these may suggest hopelessness for a clean air in the future, we still hope awareness of the need for cleaner air turn into action.
A. Guide Questions:
- What is the paragraph about?
- What does the key sentence introduce?
- How many causes of air pollution are stated?
B. Complete the summary below by supplying the missing word/words.
Air pollution is caused _____. These are _____, _____, and _____.
Activity 2
The selection below is an enumeration text which presents ideas by listing or enumerating types, kinds, and other information. Read the text below and organize ideas by answering the guide questions below and filling in the graphic organizer. Write your answers on a separate sheet of paper.
[chart: flowchart graphic organizer; no number or title printed] Top box: “Key sentence: _____”. Three boxes labeled “Cause” each with a blank line below. Bottom box: “Effect” with a blank line below.
Sohoton Caves and Natural Bridge Park is a beautiful tourist attraction in Basey, Samar. It is where you can find the most spectacular stalactites and stalagmites that come in varied sizes and shapes. It features a variety of caves, subterranean rivers, waterfalls, rock formations, and a natural stone bridge. Aside from the breathtaking view, tourists can also enjoy different activities in the area such as swimming with thousands of jellyfish, kayaking at the Sohoton River, spelunking at Magkukuob Cave, cliff diving at Hagukan Cave, and simply enjoying the beauty of Panhulugan Cave. All these natural adventures you can enjoy at the Sohoton and Natural Bridge Park of Basey, Samar.
A. Guide Questions:
What is the paragraph about? _____
What things are enumerated to show the different activities to be done in Sohoton caves? _____
What word/phrase signal the enumeration or listing? _____
[chart: graphic organizer (general subject and types); no number or title printed] Top box: “_____ General Subject”. Three boxes below, each labeled “_____ type”, connected by arrows from the top box.
B. On the space below, write your summary.
Activity 3
Below is a time-order text type. Read and understand the selection and write a 2-sentence summary. Do this on a separate sheet of paper.
The Happiest day of Manilo By: Richard Gula
One afternoon, Manilo’s class adviser gave him an envelope for his parents. He immediately went home and handed the envelope to his mother. Mother Susan opened and read the letter. The letter informed her of Manilo’s chance to enjoy a scholarship next school year in one of the prestigious universities in the country. “At last the fruits of a long and arduous labor since you were young are now being harvested. Now you are recognized and awarded with this scholarship,” his mother announced with joy.
Guide Questions:
- What did Manilo’s class adviser give him? _____
- What did Manilo do after receiving the envelope? _____
- Why did Mother Susan feel happy that day? _____
Summary
What I Have Learned
Information may come from different sources and are presented in various text types. For us to understand better the core message of such information, we need to summarize the text we have read.
Summarizing is a powerful reading and writing strategy. It increases comprehension and retention of information. When you summarize, you restate the most important information of a text, using your own words.
There are strategies/tricks that will help us summarize information such as observing text features, taking note of the highlighted vocabulary list, knowing the topic sentence, using reporter’s notes (Who? What? Where? When? Why? How?), and utilizing graphic organizers.
What I Can Do
Read and understand the text below. After reading, share the useful information to the members of your family.
Every year the Philippines experiences tropical cyclones or typhoons that resulted in damage to properties and lives. It is of utmost importance that the people should have enough knowledge on what to do before, during, and after the typhoon.
Before the typhoon hits your place, watch for weather updates on your television, radio, or internet. Familiarize yourself with the Barangay’s evacuation plan. Keep your emergency kit accessible and follow the evacuation order by the community.
During the typhoon, stay in your home or evacuation center and keep watch for updates. Turn off the main switch for utilities like water and electricity. Have a flashlight in hand and keep away from possible dangers like glass windows.
After the typhoon, wait for the announcements about your area’s safety. Stay away from danger such as damaged power lines, fallen trees, and damaged structures. Make sure that there are no wet or submerged appliances or outlets before turning on the electricity. Lastly, check the possible breeding places for mosquitos such as tires, cans, or pots, and get rid of rainwater.
Summary:
Assessment
Assessment 1
Complete the paragraph to come up with a clear picture of what summarizing is. Write your answers on a separate sheet of paper.
Summarizing is a powerful reading strategy. It increases _____ and _____ of information. When you _____, you restate the most _____ information of a text, using your _____ words.
Assessment 2
Read and understand the text below. Write 4 to 5 sentences that will summarize the whole selection. Write your answers on a separate sheet of paper.
Summary:
Salud in the Enchanted Forest By: Richard Gula
One dark night, a voice as cold as the pouring rain woke Salud up from a deep slumber. The voice that reverberated through the thick woods was calling her. Though she was nervous, she calmed herself and followed the voice that was strange to her. Her feet carried her into a dense forest. Salud was astonished at the sight of fairies partying in the shade of a large tree. She could not believe it. She saw various tools made of gold. The surroundings were also adorned with beautiful pearls and diamonds. The place was surrounded by a variety of flowers.
Salud was surprised when someone had suddenly grabbed her shoulder. She was amazed to see a very handsome creature with a charming smile. He gave her a glass of drink and brought her in front of the crowd. Salud could not believe what was happening. All of a sudden, the fairies danced to the accompaniment of entertaining music. She was surprised when a trumpet had sounded as if a coronation was about to take place. Unexpectedly, a fairy appeared from nowhere carrying a crown. The fairy happily placed the crown on Salud’s head. After the crowning, the crowd shouted, “Long live the Queen! Long live the Queen!”
Salud’s happiness was overflowing when suddenly she felt pain on her side. She recognized that someone was pinching her. She opened her eyes widely and saw her mother’s face. She then realized that she was just dreaming.
Additional Activities
Read the selections below. Fill out the graphic organizer to organize the information. Write 2 to 3 sentences to summarize the story. Do this on a separate sheet of paper.
The Ant and the Grasshopper
Aesop’s Fable
In a field one summer day, a grasshopper was hopping about, chirping, and singing to its heart’s content. An Ant passed by carrying an ear of corn. It was a very heavy load, but he did not stop. He was taking the corn to his nest.
“Why not come and chat with me?” said the grasshopper, “The day is too nice to be working so hard.”
“I am helping to lay up food for the winter,” said the Ant, “I think you should be doing the same.”
“Why worry about the winter?” the grasshopper said, “We have plenty of food now.”
The ant was tired from his work, and he thought it would be fun to join the grasshopper. But he went on his way and continue working until he had filled his nest with corn.
Winter came as it always does, and the grasshopper had no more food to eat. He was dying of hunger while the ants were eating every day from the corn they had stored away. Then the grasshopper knew that it is best to prepare for the days ahead.
Story Elements
| Characters | Setting | Problem/Conflict |
|---|---|---|
| Solution | Theme | Plot |
| Summary | ||
[transcriber’s note: the printed organizer has a “Story Elements” heading across the top, and a “Summary” heading spanning all three columns; the blank cells are empty in the original]
Answers Key
[transcriber’s note: this page is printed upside down in the PDF; the sections below are transcribed in their upright reading order]
What I Know
A.
- over 7,640 islands
- Luzon, Visayas, and Mindanao
- Luzon is the home to the country’s big factories and government’s national offices including the Malacañang Palace.
- It is the home to major Philippine religious and cultural festivals.
What’s In
- e. Enumeration Text
- a. Time-order Text
- b. Explanation text
- c. Factual Recount
- d. Cause-and-effect text
What’s More
Activity 1
A.
- Air Pollution
- Factors that causes air pollution
- Three
B. Air pollution is caused by different factors. These include the influence of industrialization, lack of government’s accountability, and the natural disasters.
Activity 2
A.
- Sohoton Caves and Natural Bridge Park
- swimming, kayaking, spelunking, cliff diving
- such as
B. Answers may vary
Activity 3
A.
- an envelope
- He immediately went home and gave the envelope to her mother.
- Mother Susan was happy because Manilo can enroll in the prestigious school because of scholarship.
B. Summary: Answers may vary
What I Can Do
Summary: Answers may vary.
Assessment 1
Summarizing is a powerful reading strategy. It increases comprehension and retention of information. When you summarize, you restate the most important information of a text, using your own words.
Assessment 2
Summary: Answers may vary
References
Baguiocityguide, 2019, What to do before, during, and after a Typhoon, Baguio City Guide, October, 2020,
Castillo K. and Angeles E. 2016. Joy in Learning English 5, Vibal Group Inc. Quezon City.
Constantino R., et.al. History/Culture, Philippine Consulate General, Vancouver, Canada, February 19, 2021, https://vancouverpcg.dfa.gov.ph/tourism/history-and-culture
Education.com, 2020, https://www.education.com
Jones, J, 2015, identifying text-structure, Weebly.com, February 24, 2021 http://jonzreadz.weebly.com/text-structure.html
Nurg, et.al, 2018, Visayas, Wikitravel, October 2020, https://wikitravel.org/en/Visayas
Sebastian, M.L., 2020, The Day After… 10 things To Do After A Typhoon, PageOnePH, November 2020, http://pageone.ph/the-day-after-10-things-to-do-after-a-typhoon/
Valencia N., 2018, Grade 5 English Learners’ Material, Scribd, February 24,2021, https://pt.scribd.com/document/384848369/Grade-5-English-Learners
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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