The document provides instructions for an English module on using definition and exemplification clues to determine the meaning of unfamiliar words, including examples of activities where learners identify context clues and apply their understanding. It also lists the writers and editors who created the module and provides publishing details and references for further resources.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Pinadaling aralin para sa unang baitang. Wastong gamit ng pang-ukol na para kay, para sa, ayon kay, ayon sa, tungkol kay, tungkol sa, kasama ng mga pagtataya para sa pakatuto.
Filipino 3 yunit iii aralin 3 pagsasabi ng paksa o tema ng teksto, kuwento o ...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Filipino 3 Yunit III Aralin 2 Pagsasabi ng Sariling Ideya tungkol sa Napaking...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Pinadaling aralin para sa unang baitang. Wastong gamit ng pang-ukol na para kay, para sa, ayon kay, ayon sa, tungkol kay, tungkol sa, kasama ng mga pagtataya para sa pakatuto.
Filipino 3 yunit iii aralin 3 pagsasabi ng paksa o tema ng teksto, kuwento o ...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Filipino 3 Yunit III Aralin 2 Pagsasabi ng Sariling Ideya tungkol sa Napaking...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Filipino 3 yunit iii aralin 3 paggamit nang tama ng salitang kilos o pandiwaDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Filipino 3 Yunit III Aralin 1 Pagtukoy ng Tambalang SalitaDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
This is a MELC-based lesson utilizing Quarter 1 Module 4 in English Grade 6 module distributed in the Department of Education Region X, particularly in Misamis Oriental.
Filipino 3 yunit iii aralin 3 paggamit nang tama ng salitang kilos o pandiwaDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Filipino 3 Yunit III Aralin 1 Pagtukoy ng Tambalang SalitaDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
This is a MELC-based lesson utilizing Quarter 1 Module 4 in English Grade 6 module distributed in the Department of Education Region X, particularly in Misamis Oriental.
ENG7-Q4-MOD3. determine the worth of ideas mentioned in the text listened toirenelavilla52178
English module 3 determine the world of ideas mentioned in the text listened too and also many ways to combined you can use it with your grade 7 student and it can help a lot from them I hope you like this module I make for them
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. CO_Q2_English 4_ Module 1
English
Quarter 2 – Module 1
What Do You Mean?
(Use of Definition and Exemplification Clues)
4
2. English– Grade 4
Alternative Delivery Mode
Quarter 2 – Module 1: What Do You Mean?
Use of Definition and Exemplification Clues
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 module 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 – Region V
Office Address: Regional Center Site, Rawis, Legazpi City 4500
Contact Number: 0917 178 1288
E-mail Address: region5@deped.gov.ph
Development Team of the Module
Writers: Ruel B. Diaz Syrelle France S. Paterter
Ma. Francia N. Bulacan Lea E. Basquiñas
Editors: Joan L. Lagata Mai Anne D. Rondola
Illustrator: Jerome Bonzo
Layout Artist: Jerome Bonzo Mayo P. Villamor
Management Team: Regional Director: Gilbert T. Sadsad
CLMD Chief: Francisco Bulalacao
Regional EPS In Charge of LRMS: Grace U. Rabelas
Regional ADM Coordinator: Leilani Lorico
CID Chief: Sancita B. Peñarubia
Division EPS In Charge of LRMS: Edison Mallapre
Division ADM Coordinator: Maritess Orellana
3. 4
English
Quarter 2 – Module 1
What Do You Mean?
(Use of Definition and Exemplification Clues)
4. 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.
5. 1
CO_Q2_English 4_ Module 1
What I Need to Know
1. Mangoes, green and yellow fruits that grow on trees, are my
teacher’s favorite.
2. My family sells root crops like sweet potato and cassava.
3. We used to make cupcakes, small cakes baked in a muffin tin.
4. There are berries, grapes and cranberries, planted in Auntie
Lilia’s urban garden.
5. The mural on the left is beautiful but somber. It lacks some color
unlike the other murals.
What I Know
At the end of your quest,
you’ll be able to
use definition and
exemplification clues to
find meaning of unfamiliar
words.
Hello, fellow learner.
We are Ella and Eloy.
We will be your companions in
this exciting adventure.
Choose the word or group of words in each sentence that gives a
clue to the meaning of the underlined word. Write the answer on
your answer sheet.
Before we proceed to your new
adventure, let us test how well
you know the topic.
Check your answers on page 15.
6. 2
CO_Q2_English 4_ Module 1
Lesson
1
Using Definition
and Exemplification Clues
What do you mean? This is what we usually ask people if we can’t
understand the words or things they say. We usually let them repeat or
even rephrase the sentence for us to understand the whole thought.
This module will help you learn and understand unfamiliar words
based on the given clues in the sentences.
Are you ready to learn something new today? Let’s go!
What’s In
1. Feather is to light as _______ is to heavy.
A. paper B. cotton C. rock
2. Mask is to ______ as gloves are to hands.
A. face B. toes C. hair
3. Zebra is to stripes as ______ is to spots.
A. lion B. giraffe C. monkey
For your next quest,
check out the scrolls
and let us have a
quick review of the
past lesson. Are you
ready?
Hey there, fellow
learner. Did you get all
the correct answers in
the Pretest? If not, don’t
worry. We still have
plenty of quests to
conquer.
A. Choose the letter of the word that completes
each sentence. Write the answers on your answer sheet.
7. 3
CO_Q2_English 4_ Module 1
1.
A. They taste spicy.
B. They taste sweet.
C. They taste bitter.
2.
A. They make us clean.
B. They make us itchy.
C. They make us sad.
REMEMBER:
Activity A tests your understanding of Analogy.
It is important to note the relationship between the given
pair before you can fill out the other pair of words.
An analogy is a comparison of two things that may have
similar or opposite characteristics or features.
Activity B tests your understanding of Word Classification.
You looked for SIMILARITIES, right? You analyzed the
connections among the given words and you were able to think
of something common about them. What you just did is called
word classification.
Word classification is a skill of grouping related words
together. Words can be classified or grouped, according to ways
in which they are similar.
B. Find the best way to classify the words in each box. Write
the letter of the correct answer on your answer sheet.
candy, cake, cookies, gelatin
rubbing alcohol, hand sanitizer, soap
To check if you mastered the previous
lesson, go to the Answer Key on page 15.
8. 4
CO_Q2_English 4_ Module 1
What’s New
Muning, Our Loving Feline
by: Syrelle France S. Paterter
Muning is one of our domesticated, accustomed to home life, pets.
Unlike the other felines in the house, it was a rescued cat. I found it a year
ago, near the riverbank, clinging to one of the tree’s roots. Since then,
Muning has been our happy pill. It loves to be caressed, stroked gently,
until it falls asleep on our laps. Even with the new quadruped, having four
feet, pets in the house, Muning will still remain as our loving feline.
1. What is being described in the story?
a. a cat
b. a dog
c. a cow
2. Where did the narrator find Muning?
a. by the lake
b. by the beach
c. by the riverbank
3. Copy the underlined words in the story. Then, find the meaning of
each word in the sentence.
_____________________________________________________
Read the story below
and answer the
questions that follow.
Let us have
some more
activities.
Did you get all
the correct answers?
To check, go to
the Answer Key
on page 15.
9. 5
CO_Q2_English 4_ Module 1
What is It
Sometimes, when you encounter an unfamiliar or new word in a text,
you usually look for a dictionary. Sometimes, you ask an elder, teacher or
parent to give the meaning of the word.
Do you know that it is possible to unlock meaning of a difficult word
in a sentence using the words near it?
Let us read the following sentences.
A.
1. My family sells root crops like sweet potato and cassava.
2. There are berries, grapes and cranberries, planted in Auntie
Lilia’s urban garden.
How did the author make you understand what root crops and
berries are?
The author gave E __ A M __ L __ S!
Potato and cassava are examples of root crops while grapes and
cranberries are examples of berries. The author made use of
Exemplification Clues.
1. We used to make cupcakes, small cakes baked in a muffin tin.
2. The mural on the left is beautiful but somber. It lacks some color
unlike the other murals.
Hi there, fellow
learner. Have you
found the meaning
of each underlined
word?
What helped you do it?
Context clues are hints that the author gives to help the reader
define a difficult or unfamiliar word.
Let us learn and explore
how to find meaning of
unfamiliar words in
sentences.
Exemplification Clues are words in the form of examples provided to
help you understand the meaning of an unfamiliar word.
10. 6
CO_Q2_English 4_ Module 1
How did the author make you understand what cupcakes and
somber mean?
The author used D E F I __ I T __O N!
Cupcakes are defined as small cakes baked in a muffin tin while
somber means lacks some color.
Definition Clues are words or phrases that directly define
the unfamiliar word in the sentence.
1. Read the sentence carefully.
2. Encircle the unfamiliar word in the sentence.
3. Analyze the sentence with unfamiliar word and give its main
idea. Look for the key phrases and ideas within the sentence that
may be related to the unfamiliar word. Sometimes, key phrases
can also be found in the next sentences.
5. Create your own meaning of the unfamiliar word based on the
exemplification or definition clues given.
Wow!
Exemplification and
definition clues are
helpful in unlocking
meaning of unfamiliar
words.
You are correct!
Here is the step-by-
step guide on how to
use context clues.
4. Decide if the key phrases give examples or definition to the
unfamiliar word.
B.
1. We used to make cupcakes, small cakes baked in a muffin
tin.
2. The mural on the left is beautiful but somber. It lacks
some color unlike the other murals.
11. 7
CO_Q2_English 4_ Module 1
What’s More
1. My little brother fell from the ladder while playing. This made our
parents distressed, worried.
2. Back then, our forefathers used to trade root crops with linen, the
white goods or clothing brought by merchants from other islands.
3. My grandfather is a hundred years old. He is already a centenarian.
NOTE: The words or phrases, worried, white goods or clothing and
a hundred years old define the underlined words. These made use of
Definition Clues.
Open the scroll and unlock
your new quest.
Let us have some
more quests for you to
enhance your skills.
You can check your
answers on page 15.
Copy the sentences below in your notebook. Underline
the word or group of words that shows the meaning of
the italicized word in each sentence.
You may review
the steps again to
further enhance
your skills.
How did you find
this activity?
Have you underlined all
groups of words that
show the meaning of
italicized words in the
sentences?
12. 8
CO_Q2_English 4_ Module 1
What I Have Learned
Fill in each blank with the correct phrase in the box.
__________ are hints that the author gives to help define a difficult
or unfamiliar word. __________are words or phrases that directly define
the unfamiliar word in the sentence. Some words can be defined using
the examples provided. These are called ___________.
What I Can Do
1. I felt so lonesome, sad and alone, after my friend left.
2. There are mango trees, carabao and Indian, planted near our
house.
3. I have completely forgotten, not remembered, my bag in the room.
You are almost
done! Do the next
activity.
Hello, fellow learner.
You may proceed to your
next destination or have
a short break first.
Check your answers using the
Answer Key on page 15.
Context clues Exemplification Clues Definition Clues
To pass this quest, you
must find the words or
groups of words in the
sentence which tell the
meaning of the
underlined words.
Wow! You have
reached this
stage.
13. 9
CO_Q2_English 4_ Module 1
Assessment
1. I use a bookmark to remember where I stopped reading.
2. My grandfather used to have a biro for writing.
3. We looked for bibliographies in the library.
4. There are plenty of trees in the forest.
5. My aunt is a theater actress.
Hi, fellow learner.
You are about to finish
your journey.
Use the list below to identify the meaning of the underlined
words. Write your answers on your answer sheet.
list of books a cinema mango, narra, acacia
Let us test how
much you have
learned in the past
quests. Are you
ready?
a pen that has a small metal
ball
a piece of paper or ribbon placed
between both pages
To check if you got the correct
answers, go to page 15.
14. 10
CO_Q2_English 4_ Module 1
Additional Activities
Way to go, fellow learner! You
are now in the last part of the
journey. For you to receive your
new destination scroll, you have to
work on this last quest.
Use the given context clues to complete the puzzle
with the correct words. Write the answers on your
answer sheet.
See you in the next
adventure.
Congratulations!
You are now ready to
unlock your new
destination.
Across:
2. A distinctive characteristic
or attribute of a person or thing
Down:
1. The process of producing
images
3. Clawed foot of an animal
15. 11
CO_Q2_English 4_ Module 1
Answer Key
What
I
Know
1.
green
and
yellow
fruits
2.
sweet
potato
and
cassava
3.
small
cakes
baked
in
a
muffin
tin
4.
grapes
and
cranberries
5.
lacks
some
color
What’s
In
A
1.
C
2.
A
3.
B
B
1.
B
2.
A
What’s
New
1.
a
2.
c
3.
domesticated-
accustomed
to
home
life
felines-
cats
caressed-
stroked
gently
quadruped-
having
four
feet
What’s
More
A.
1.
worried
2.
white
goods
or
clothing
3.
a
hundred
years
old
What
I
Have
Learned
1.
context
clues
2.
definition
clues
3.
exemplification
clues
What
I
Can
Do
1.
sad
and
alone
2.
carabao
and
indian
3.
not
remember
Assessment
A.
1.
a
piece
of
paper
or
ribbon
placed
between
both
pages
2.
a
pen
that
has
a
small
metal
ball
3.
list
of
books
4.
mango,
narra
and
acacia
5.
a
cinema
Additional
Activities
1.
Photography
2.
Trademark
3.
paw
16. 12
CO_Q2_English 4_ Module 1
References
Hey there, fellow Learner.
For you to learn more about
the use of definition and
exemplification clues, you
may check the following sites
for Open Educational
Resources.
• https://www.oercommons.org/
• https://www.curriki.org/
• https://www.ck12.org/student/
• https://www.khanacademy.org/
• https://www.merlot.org/merlot/advSearchMater
ials.htm
• https://www.oercommons.org/advanced-
search
• https://en.wikibooks.org/wiki/Wikijunior
• https://www.pbslearningmedia.org/
• http://www.bibliomania.com/
• http://www.gutenberg.org/
• https://reader.letsreadasia.org/
17. 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