EL 105 – LEARNING MACROSKILLS

Alpos, Levie
BSED – ENGLISH 2
 Characteristics of the Reading
Process
▀ Reading is a complex process
Reading, similar to listening, speaking
▀ Reading is a two-way process
and writing, is a COMMUNICATION SKILL.
▀ Reading is a largely visual process
▀ Reading, is a process because it has
series of acts proceeding from one step to ▀ Reading is an active process
the next.
▀ Reading makes use of a linguistic
Steps Involve in Reading system which enables readers to be more
effective users of written language
PERCEPTION is the step involve in
reading by which the reader perceived the ▀ Effective reading is partly dependent on
written symbols on the text through the the reader’s prior knowledge or
use of his external senses. background experiences

COMPREHENSION is the step involve in

reading by which the reader understands
the text.
Types of Reading Materials
REACTION is the step involve in reading
wherein the reader evaluates the text DEVELOPMENTAL – scientifically
which is being read. prepared materials which are aimed at
developing reading skills
Psychological Reading Reading
Theory Theory Strategy REMEDIAL – specifically prepared to help
learners overcome reading difficulties
Behaviorism Bottom-Up Phonics
RECREATORY – provide for the
Cognitivism Top-Down Whole development of appreciation and
Language enjoyment of reading material
FUNCTIONAL – provide for the
Social Interactive KWL/SQ3R
development of comprehension and
Constructivism Compensatory
utilization of skills in areas of study

Reading Theories Reading Direction

Bottom-up Uni-directional

Top-down Uni-directional

Interactive Bi-directional
Compensatory
Reading Theorists

David Rumelhart
COGNITIVISM
Schema is the “building block of
cognition.”
Kenneth Goodman
COGNITIVISM
Reading is a psycholinguistic guessing
game.

Patricia Carrell
COGNITIVISM
Two kinds of schema
▀ Formal Schema = rhetorical patterns
of writing
▀ Content Schema = culture of the reader
Jean Piaget
COGNITIVISM

▀ Assimilation is the process by which

the readers incorporate new experience
into an already existing knowledge.

▀ Accommodation is the process by which

the readers change one’s already existing
knowledge as a result of the experiences.

Keith Stanovich
SOCIAL CONSTRUCTIVISM
context clues can be used to
compensate for the meaning of words
which we do not know.
Reading Developmental
Stages

1. Emergent Literacy (0-5)

2. Beginning Reading (K-Grade 1)
3. Growing Independence (Grades
4. Reading to Learn (Grades 4-6)
5. Abstract Reading (Grades 7-above)

Levels of Reading

a. Independent Reading Level

the child can function adequately
without teacher help. Comprehension
should average 90% and word recognition
should average 99%.

b. Instructional Reading Level

the child can function adequately with
teacher guidance and yet be challenged to
stimulate his reading growth.
Comprehension should average 79% and
word recognition should average 95%.

c. Frustration Reading Level

the child cannot function adequately. The
child often shows sights of tension and
discomfort. Vocalization is often present.
Comprehension average 50% or less and
word recognition average 90% or less.
 Level 2. Parts of a Word

● Children listen to sounds within words.

Five Areas of Reading Instruction They identify and work with onsets and
rimes in spoken syllables or one-syllable
1. Phonemic Awareness words.
2. Phonics and Decoding
Example: The first part of kite is k.
3. Vocabulary Instruction The last part of mice is –ice
4. Fluency
5. Comprehension
Level 3. Sequence of Sounds

● Children direct attention to specific

Phonemic Awareness. positions of sounds within a word. They
▀ This is the ability to notice, think identify and work with syllables in spoken
about, and work with the individual sounds words.
in spoken words. Before children learn to
read print, they need to become aware of Example: I can clap the parts in my name:
how the sounds in words work. They must Ti-na.
understand that words are made up of
speech sounds, or phonemes.
Level 4. Blending of Sounds
Six Levels of Phonemic ● Children at this level have acquired a
Awareness: good sense of phonemic awareness and
are ready to divide words into separate
sounds or phonemes or blend them to form
Level 1. Rhymes and Alliteration recognizable sound.

● Children develop “ear” language as they Example: What word is /h/ /ae/ /t/? = hat
identify and make oral rhymes.

Examples: Rhymes: I once saw a cat

sitting next to a dog.
Level 5. Phoneme Segmentation

I once saw a bat sitting next to a frog. ● Children manipulate sounds within words
by adding, exchanging, deleting, or
ALLITERATION: Six snakes sell sodas and transporting phonemes to form new words.
snacks.
Example: How many sounds/phonemes do
ASSONANCE: The leaf, the bean, the peach you hear in bell?
all were within reach. Three (3): /b/ /e/ /l/
 Level 6: Transition into Written Language

● Children manipulate sounds within words

by matching sounds to letters, syllable
splitting, phoneme blending, phoneme
substitution, phoneme isolation, phoneme
deletion.
Vocabulary Instruction
Examples: What is smile without /s/? - mile
What is pot with /s/ at the ▀ Vocabulary is the meaning and
beginning? – spot pronunciation of words that we use
to communicate effectively.

Phonics and Decoding ▀ It is simply the number of words

that we understand or can actively
listen, speak, read, or write.
▀ Phonics instruction enables beginning
readers to understand the relationship ▀ Vocabulary knowledge is among
between letters (graphemes) of written the best predictors of reading
language and the sounds (phonemes) of achievement (Daneman, 1991).
spoken language.
▀ It plays a vital role in every aspect
▀ It teaches them to use these of reading from understanding the
relationships to read and write words. plot or gist of a simple text to
interpreting and appreciating the
▀ Along with phonics instruction, young most complex text.
children should be solidifying their
knowledge of the alphabet, engaging ▀ Semantic webs, word maps, and
phonemic awareness tasks, and listening graphic organizers can help
to stories and informational texts read students graphically show
aloud to them. relationships to provide memory
link as an effective vocabulary
▀ They should also be reading texts (both building technique.
aloud and silently), and writing letters,
messages and stories.

▀ Phonics instruction is important because

it leads to an understanding of the
alphabetic principle, which is the
systematic and predictable relationships
between letters and spoken sounds.
 Fluency

▀ This is the ability to read a text Comprehension

accurately, smoothly, quickly, and with
expression.
▀ “Reading demands a two-
▀ Some students are able to read orally pronged attack. It involves cracking the
with speed, expression, and smooth alphabetic code to determine the words
decoding but they do not understand what and thinking about those words to
they read. construct meaning (Harvey & Goudvis,
2000).
▀ These students are not yet fluent readers
because fluency requires comprehension.
READING
▀ To be termed “fluent reader” with a text,
an individual must be able to read
effortlessly, use expression, and read and
recognize word quickly.

▀ He/she must have developed

automaticity (Samuel, 1994) and must Decoding Thinking
understand how to group words quickly to Phonemic Awareness Comprehension
gain meaning from the text. Spelling Constructing Meaning
Vocabulary Metacognition
Fluency
▀ A fluent reader has a good knowledge of
vocabulary and good word identification
skills.
▀ The skills on the left are those skills
▀ In addition, a fluent reader can make essential to mastering the code and are
connections between the text and his own considered the basics of beginning reading
background knowledge. instruction.
▀ The stronger the reader’s fluency in ▀ The skills listed on the right require the
reading a specific passage, the greater the same amount of direct instruction and
resulting comprehension with the material teaching time as the decoding skills.
being read is.
▀ Once thought of as a natural result of
The Following Activities Can decoding plus oral language,
Improve Fluency: comprehension is now viewed as a much
more complex process involving
1. Reading with a model reader knowledge, experience, thinking and
2. Choral reading teaching (Fielding & Pearson, 2003).
3. Tape-assisted reading
4. Reader’s theater
5. Partner reading
Profile of a Proficient Reader: Three Stages of Teaching Reading

1. Make Connections. A good reader is

Pre-reading Strategies
able to draw from background
knowledge and personal experiences
while reading to help create meaning ▀ All reading and learning depends
from the text. on what the learner brings to the
task.
2. Ask questions. A good reader asks
both literal and inferential questions ▀ For this reason, the pre-reading
before, during, and after reading to stage is considered the most
clarify meaning and deepen important phase of a reading
understanding. lesson.

3. Visualize. A good reader can create ▀ It is here where students are

multi-sensory images in the “mind’s guided to reflect on what they
eye” while reading to help make sense already know or think about a topic
of the text. so that it can help them understand
what they are going to read.
4. Determine importance. A good
reader can sort through information in
PRE-READING
the text, select key ideas, and
remember them.

5. Draw inferences. A good reader

knows that not all information is
included in a text, and is bale to
Activating prior
reasonably “fill in”, hypothesize, and
knowledge and building
predict, based on the evidence on the
background information
text.

6. Analyze and synthesize. A good

reader is able to break down
information and to draw conclusions Developing concept
based on both the text and her thinking. and
Vocabulary
7. Monitor comprehension. A good
reader can stop, go back, and reread
order for understanding to occur.
Developing motivation
and purpose for
reading

NUHU
1. Activating Prior Knowledge and
Building Background
Information
▀ There is “something in our head” that we STORY IMPRESSIONS
carry around with us all the time (Smith, ● The steps are as follows:
1985).
A. Preview test section or story and select
▀ This “something in our head” is key words which indicate plot, setting, and
background or prior knowledge and is characters.
referred to as schema. B. Arrange the words vertically with arrows
in the order they are presented in the story.
▀ According to Williams and Moran (1989), C. In pairs, have students make predictions
this is an abstract structure representing and write a collaborative story using all the
concepts stored in memory. terms in the chain.
D. Have students read their assigned story
▀ According to the schema theory, a and compare their impressions with the
reader’s knowledge of the world, or prior author’s version
knowledge, plays a crucial role in his/her
understanding of the text and especially in (Mc Guinley and Denner, 1987).
working out implicit information
(Silberstein, 1994). D. GROUP PREDICTIONS
● Students in small groups brainstorm
Techniques to Activate Reader’s Schema: ideas that relate to a topic or theme in a
reading selection prior to the reading.
PREVIEW AND PREDICT
● Have students browse through the ● After reading, students return to the
selection to get a sense of its form. Point groups’ predictions to validate how much
out the different text areas: the text at the their discussion before reading enhanced
top, the speech balloon and the “glosses” their comprehension.
along the margin.
● Ask a question to help students see
whether the selection is fiction or non-
fiction. Then have students predict what
the selection is all about.

TEXT PREVIEWS
● A text preview helps students better
comprehend a difficult text. It helps
students understand concepts, vocabulary,
and structure of the reading selection so
that they can build higher level
understanding.
2. Developing Concept and
Vocabulary

THROUGH REALIA OR ACTUAL OBJECTS ● To introduce the word grin, you may call
● Introducing a new word, especially to on a student to give a little smile (that is
very young readers, requires a multi- without showing his teeth). Call another
sensory device. student to grin (that is smiling with most or
teeth showing). Then you may ask: Why is
● This makes for a rich and more Fred’s smile different from Tina’s? (It is a
meaningful experience. wider smile). What is a grin? (It is a wide
smile). When do we usually grin?
For Example, in introducing the word
pebble, you may say: “Look what I have in THROUGH CONTEXT CLUES
my hand. What do you see? (a small stone). ● The word used in a sentence that carries
Would you like to touch it? (Pass it around.) with it a clue that directs the learner to the
What can you say about the small stone? meaning in focus.
(Smooth, not rough like ordinary stone).
This small stone is called a pebble. (Write For Example: The Japanese paper is flimsy
pebble on the blackboard). Where can you and thin. It is easily torn.
find pebbles?

THROUGH VISUALS SEMANTIC MAPPING

● The next best thing to an actual object is ● Semantic maps, also known as graphic
a replica or a likeness of it. organizers are maps or webs. The purpose
of the map is to visually display the
● Visuals may be in the form of connections between words, phrases, or
photographs, sketches, slides, collages, concepts. Semantic maps help students
and other similar illustrations identify, understand, and recall information
when they read in a text.
● To introduce the word mansion, you may
show a picture and ask: “What does the
picture show? (house, shelter) What can
you say about the people living in it? (well-
to do, rich). This is a mansion. What kind of
a house is a mansion?

THROUGH DEMONSTRATION OR
GESTURE
● This technique is ideal when unlocking
the meaning of a noun or an action word.
You may demonstrate the meaning yourself
or better still, you may train a student or
two before the class begins to act out the
word for the rest of the class.
3. Developing Motivation and (During Reading Strategies)
Setting the Purpose for Reading
THINK-ALOUD STRATEGY
▀ Before actual reading, assist students in ● The thin-aloud strategy asks students to
analyzing the material. say out loud what they are thinking about
when reading, or simply responding to
▀ Take “picture walks” through the book if questions posed by teachers or other
there are pictures besides making students.
predictions as to content, story
progression, or conclusion.
LITERACY CENTERS
▀ In the absence of pictures, help students ● At literacy centers, students work alone
get a “feel” for the book and assist them in or interact with one another using
identifying the purpose for their reading. instructional materials to explore and
expand their learning.
The Motivation Question-Motive Question
Tandem
USING "KWL" IN THE CLASSROOM
● KWL ("Know", "Want to Know", "Learned")
MOTIVATION QUESTION – This is to charts encourage students to use prior
activate prior knowledge related to the knowledge and personal curiosity while
selection. Responses to this question are researching a subject or a topic. This
experience-based. strategy is especially useful in reading
classes, but is also useful in plenty of other
MOTIVE QUESTION – This is to test the subjects, like science and social studies.
comprehension of the selection. It is
usually parallel with the motivation
question. DIRECTED READING-THINKING ACTIVITY
● Directed Reading-Thinking Activity (DR-
EXAMPLES: TA) is a teaching strategy that guides
students in making predictions about a text
● Motivation Q: When you are very hungry, and then reading to confirm or refute their
what foods do you eat? predictions. This is an excellent method of
teaching to introduce to your students.
● Motive Q: What did the very hungry
caterpillar eat?
INFERENCES
● Making an inference involves using what
you know to make a guess about what you
don't know, or reading between the lines.

QUESTION-ANSWER RELATIONSHIPS
● It is a reading comprehension strategy
developed to encourage students to be
active, strategic readers of texts.
LITERATURE CIRCLES SUMMARIZING
● Students come together to discuss and ● Summarizing is more than retelling; it
respond to a book that they are reading at involves analyzing information,
the same time. Students use their distinguishing important from unimportant
experiences to create meaning, make elements and translating large chunks of
connections, and have lively discussions information into a few short cohesive
about the book. sentences.

ESTABLISHING THE MAIN IDEA VISUALIZING

● An important task of reading ● Visualizing refers to our ability to create
comprehension is to determine the pictures in our heads based on text we read
importance and meanings of individual or words we hear. It is one of many skills
words, sentences, paragraphs, sections, that make reading comprehension
chapters, and entire texts. possible. This method is an ideal strategy
to teach to young students who are having
trouble reading.
PREDICTING
● Predicting involves thinking ahead while
reading and anticipating information and CAUSE AND EFFECT
events in the text. After making predictions, ● A cause and effect analysis is an attempt
students can read through the text and to understand why things happen as they
refine, revise, and verify their predictions. do. Use this resource to help your students
understand the effects of various events
and actions, so they have a better grasp on
READING ALOUD the way the world operates.
● When we read aloud to students, we
expand their imaginations, provide new
knowledge, support language acquisition, METAPHORS AND ANALOGIES
build vocabulary, and promote reading as a ● Metaphors and analogies are
worthwhile, enjoyable activity. comparisons between unlike things that
have some particular things in common.
You can use metaphors and analogies to
SEQUENCING make new and unfamiliar concepts more
● Sequencing refers to the identification of meaningful to students by connecting what
the components of a story, such as the they already know to what they are
beginning, middle, and end. learning.

STORY ELEMENTS
● The ability to identify the elements of a
story (plot, characters, setting, and theme)
aids in reading comprehension, leads to a
deeper understanding and appreciation of
stories, and helps students learn to write
stories of their own.
 Post reading Strategies DISCUSSION
Dimensions of Reading Comprehension
(Bloom)

● The last phase of the reading lesson First Dimension: Knowledge or Literal
Understanding
● It is after when to share and discuss • What is the title of the story?
ideas with others • Who are the characters?

● Post reading activities might include the Second Dimension: Comprehension or

following: discussion, engagement Interpretation
activities, and reading-writing link. • Compare the grasshopper and the
ant.
• What words describe the ant? The
grasshopper?

Third Dimension: Application

POST READING • If you were the grasshopper, what
STRATEGIES would you have done?
• Why is it important to practice thrift
and economy?

Fourth Dimension: Analysis

DISCUSSION • What is the writer’s purpose for
writing the story?
• What literary device did the writer
ENGAGEMENT use to make the selection
interesting to the readers?
ACTIVITIES

Fifth Dimension: Synthesis

READING • What other things can you save in
WRITING LINK order to economize?
• What ways can you suggest to save
on the following: Food? Electricity?
Water?

Sixth Dimension: Evaluation

• Prove that the ant did right in storing
food for the rainy day?
• Did the grasshopper deserve to go
hungry? Cite reasons for your
answer.
ENGAGEMENT ACTIVITIES READING-WRITING LINK

Cued Retelling – a highly interactive ● Writing an ending to a story

strategy for having students retell a
selection either orally or in written form ● Retelling the story or a part of the story
from the point of view of a character
Story Mapping
● Reading response journal
Venn Diagrams for Comparing and
Contrasting Stories/Characters/Setting ● Doing a news write-up about the
and Personal Experiences
exciting events in the story
Discussion Web – this incorporates the
● Summary journal
four language arts using cooperative
learning ideas for students to interact. It is
especially useful for discussions in
literature and in social studies.
 ▀ VOCABULARY DEVELOPMENT is an
important factor contributing to reading
comprehension. Studies conducted on the
What Is Reading? importance of vocabulary instruction
demonstrate that it plays a major role in
● Reading is a process of constructing improving comprehension. This instruction
meaning through the dynamic interaction can be done through...
among the reader’s existing knowledge,
the information suggested by the written ● Wide reading approach
language, and the context of reading ● Direct instruction
situation. ● Superficial instruction

(- from Devine, T., 1986)

What are the factors that influence
reading in a second/foreign
language? What are the principles of vocabulary
instruction?
1. Cognitive development and learning 1. Be enthusiastic about content area
style orientation at the time of language.
beginning second/foreign language 2. Relate new vocabulary words to
study. experiences and concepts that
2. First language proficiency. students know.
3. First language metalinguistic 3. Limit the number of words taught in
knowledge. each unit; concentrate on key
4. Second/foreign language proficiency concepts.
5. First language and a second/foreign 4. Help students to see clearly the
language degree of differences. associations among related concepts.
6. Cultural orientations. 5. Use mental imagery and symbolic
representation techniques to help
(-from Farrell, T.S.C., 2002) students think about new words.
6. Model how to use graphic organizers.
What are the concerns of teaching 7. Allow students enough practice in
reading? working with strategies and graphic
organizers so that their use becomes
a habit.
▀ SCHEMA ACTIVATION to make sense of 8. Use dictionaries and glossaries
new information considering what they appropriately.
already know, and to make the necessary 9. Repeatedly model how to determine a
connection between the two. Some basic word’s meaning in text materials.
pre-reading techniques are…
(- from Gunning, T. G., 2003)
● Brainstorming ideas that a topic brings
to mind;
● Previewing a passage, noting headings
and bold print;
● Constructing a graphic organizer, web,
or outline from passage headings for use
in note taking.
What is the basis for choosing words ▀ APPLICATION
for vocabulary development? the part of the lesson that helps readers
see the relevance of learning in their own
1. high frequency words life, or appreciate the nature of their
2. academic words/ content area words environment and understand the
3. technical words significance of knowing about the lessons
4. literary words discussed in the classroom. This provides a
5. low frequency words ground for making students remember and
value insights learned in the class. Reading
(-from Nation, P., 2002) instruction can end by.
● Valuing
▀ COMPREHENSION
DEVELOPMENT ● Appreciating
the main purpose of reading instruction.
For comprehension to improve, the ● Relating lessons to own life
interaction among all three factors (reader, ● Linking lesson to explain real-life
text, and context) must be taken into contexts
consideration.
● Responding creatively using multiple
intelligence.
▀ UNDERSTANDING TEXT What is the format of a language
ORGANIZATION
helps students to have a blueprint for lesson?
constructing a situational model of a story 1. The perspective or opening phase
or informational piece. Students need to where the teacher gives a preview of
learn the following in relation to text the new reading lesson that he/she will
organization: teach.
● Text type (narrative or expository) 2. The simulation phase where the
● genre teacher poses a question (or questions)
to get the student thinking about the
● Hierarchy of ideas in exposition coming activity. This is used as a lead
● Significant details in narrative and into the main activity.
expository texts 3. The instruction/participation phase
● Use of graphic organizers introduces the main activity of the
reading lesson.
4. The closure phase is where the teacher
attempts to get the students’ input
regarding what they have learned in the
lesson that was just presented.
5. The follow-up and the final phase has
the teacher using other activities to
reinforce the same concepts and
introduce new ones.
What are the general instructional What are the principles for designing
objectives for a second/foreign effective and interesting reading
language reading program? lessons?
1. To develop an awareness of reading 1. The reading materials are interesting
strategies necessary for successful for the students.
reading comprehension.
2. The major activity of the reading lesson
2. To expand vocabulary and develop is students reading texts.
techniques for continued increase of
3. Activities and exercises reflect the
vocabulary.
purposeful, task-based interactive
3. To develop an awareness of linguistics nature of real reading (predicting,
and rhetorical structures found in hypothesizing, and revising ideas about
reading texts. what was read).
4. To increase reading speed and fluency. 4. Activities and tasks allow the learners
to bring their knowledge and
5. To promote an interest in different
experiences to the reading passage.
types of reading materials.
5. Instructional activities have a
6. To provide individual feedback on
TEACHING rather than a testing focus.
progress in improving reading skills.
6. A variety of different reading activities
7. To provide practice in extensive
are used during each lesson (to
reading skills.
maintain interest, motivation, and
pace)
7. Lessons should be divided into pre-
reading, during reading and post-
reading phases.

(- from Farrell, T.S.C., 2002)

What is Content-Based Instruction?
▀ Content-based instruction (CBI) is “…the ▀ Input must be comprehensible to the learner
integration of particular content with language and be offered in such a way as to allow
teaching aims.” It is based on the common multiple opportunities to understand and use
underlying principle that successful language the language. If comprehensible input is
learning occurs when students are presented provided and the student feels little anxiety,
with target language material in a meaningful, then acquisition will take place.
contextualized form, with the primary focus on ▀ In other words, Krashen suggests that a
acquiring information and knowledge. second language is most successfully acquired
when the conditions are similar to those
present in the first language acquisition; that is,
▀ Content can refer to academic content or when the focus of instruction is on meaning
content in terms of cultural themes. rather than on form; when the language input
is at or just above the proficiency of the learner;
and when there is sufficient opportunity to
▀ One of the reasons for the increasing interest engage in meaningful use of that language in a
among educators in developing content-based relatively anxiety-free environment.
language instruction is the theory that ▀ The importance of meaningful context in
language acquisition is based on input that is language teaching is also the underlying
meaningful and comprehensible to the learner principle behind the Whole Language
(Krashen 1981, 1982). Approach, commonly referred to as Natural
Approach. It is a developmental language
model based on the premise that youngsters
▀ Content becomes the organizing principle; acquire language (speaking, reading, and
and language structures, vocabulary, and writing) as naturally as they learn to walk and
functions are selected by the teacher that are talk, when they are invited to engage in self-
both necessary for the content and that are motivating activities that are stimulating,
compatible with it. This contextualizes interesting, social, meaning-based, purposeful,
language learning for students and focuses the interactive, and most of all enjoyable. This
learner’s attention primarily on meaning. approach is based on current research in
language acquisition.

▀ CBI approaches “… view the target language

as the vehicle through which subject matter
content is learned rather than as the
immediate object of study.” (Brinton et al.,
1989, p. 5).
▀ “When the learner’s second language is both
the object and medium of instruction, the
content of each lesson must be taught
simultaneously with the linguistic skills
necessary for understanding it “ (Cantoni-
Harvey, 1987, p. 22).
What are some strategies in teaching reading?
For Vocabulary Development:
STRUCTURAL ANALYSIS.
It is the process of breaking up word parts into its meaningful components: the root words,
affixes and suffixes. In short, it is a process of decoding unfamiliar words by visually examining
the words to discover component parts, which may lead to pronunciation and meaning. A
person who uses structural analysis must be able to recognize the root word or base word;
inflectional endings (-s, -ed, -ing), affixes (prefixes and suffixes), and compound words.

1. anthrop – _________11. inter -____________ FOR EXAMPLE, the word biology can be
2. bi, di –____________12. intra - ____________ analyzed by looking at the part bio
3. biblio –___________ 13. mal -_____________ (which means life) and logos (which
4. chron –___________ 14. mid -_____________ means the study of). Taken together,
5. cosmos -__________ 15. mis -_____________ one could know that biology, in its
6. ex - _____________ 16. mono- ___________ simplest meaning, is a study of life.
7. ful - _____________ 17. phile - ___________
8. hydro -___________ 18. phobia- ___________ Find out how well you know the meaning
9. ism _____________ 19. phon - ____________ of the following word components:
10. ist - _____________ 20. sym, syn - ________
WORD CLUE Having many marriages
e.g. polygamous poly- many
gam- marriage A. government or state governed by priest
_____ 1. Megalopolis ous – adj. representing a supreme spirit or god
_____ 2. Heliocentric Forming/ B. an X-ray photograph of the breast, especially to
_____ 3. Ichthyolatry having detect signs of cancerous growth
_____ 4. Zoomorphic C. a cemetery, especially a large and elaborate one
_____ 5. Androphobe belonging to an ancient city
_____ 6. Endogamy D. with the sun at the center of the universe
_____ 7. Heptarchy E. the worship of fish
_____ 8. Haemostatic F. a person with a morbid fear or hatred of men
_____ 9. Idiolect G. marriage restricted to one’s own group or tribe
_____10. Anaerobic H. not requiring air or oxygen to survive
_____11.Anthropophagi I. the unique speech pattern of an individual person
_____12. Theocracy J. acting to stop the flow of blood or bleeding
_____13. Mammogram K. an immense city, an urban complex made up of
_____14. Necropolis several closely linked cities and their surrounding
areas
L. government by seven, a state divided into seven
self-governing parts
M. using shapes based on animals
N. eaters of human flesh, cannibals
 CONTEXT CLUE. INTENSIVE/EXTENSIVE READING.
It is an instructional approach that consists It supplements explicit vocabulary
of analyzing words surrounding an instruction because all the words
unknown word to determine its meaning. encountered in print are impossible to
Words are not very useful when they are include in teaching. Through this type of
presented as isolated elements. They are reading, students come to experience
more functional when they appear in a words as used in wide array of reading
meaningful context. Some of the common materials.
context clues are the following:
1. Definition Statements
2. Synonym
PLEASURE READING.
3. Antonym
It is another way of making students read,
4. Summary but the materials or selection that they
have brought are for themselves or for
5. Examples
sharing with friends and classmates. Or it
6. Simile may be a selection chosen by the teacher,
but for the purpose of making students
7. Apposition develop love for reading.
8. Grouping (-from Farrell, T.S.C., 2002
 For Comprehension Development For Activating Prior Knowledge
1. Pre-Reading Plan ▀ This strategy is designed to determine
what students already know about the
2. Previewing
topic that is going to be studied. This will
3. Anticipation Guide help to create interest prior to reading.

4. QARs – Question –Answer ▀ Activating prior knowledge allows

Relationships students to feel that they are somehow
connected to the topic being studied,
5. ReQuest – Reciprocal Questioning helping to create a more positive learning
environment and helping students feel that
they are a part of the learning.

PROCEDURE
Before beginning a text, discuss the topic that will be covered. Have the students share what
they already know about the topic. Find ways to relate the knowledge they have with the
material that needs to be covered.
ASSESSMENT ANTICIPATION GUIDE
Discuss each question and determine from This strategy allows students to consider
students’ answers which students need thoughts and opinions they have about
additional information before beginning a various topics in order to create an interest
lesson. As the lesson progresses, continue in the material that is being covered and to
discussion and questions to determine establish a purpose for reading the
students’ comprehension of the topic. material.

PROCEDURE
Begin by listing three or more debatable statements about a topic that students are going to
study. Ask the students to identify whether they agree or disagree with the statements. Explain
that the students need to read the text carefully and see if they can find statements that
support their own views. After they read the text, discuss the original statements to see if the
students maintain their original view or if they have changed their opinion.

When constructing an Anticipation Guide, keep the following in mind:

 Analyze the material and determine main ideas.
 Write the ideas in short, declarative statements. Avoid abstractions.
 Put statements in a format that will encourage anticipation and predictions.
 Discuss reader’s predictions and anticipations before reading.
 Assign the text. Have students evaluate the statements to the author’s intent and purpose.
 Contrast the predictions with the author’s intended meaning.
REQUEST
This strategy encourages students to build on previous knowledge and think about what might
be important information in the assigned reading. It also gives them the opportunity to write
questions about things they do not understand. One of the advantages to this strategy is that
it breaks the text into short sections so it will not appear overwhelming to students.

PROCEDURE
The first step is to choose the text to be covered. Make sure students are familiar with the
entire selection. Next, have the students read the paragraph or short section and have them
think of questions to ask about the topic as they read. After the read, have students ask their
questions and use the text to answer. Next, ask higher level questions you have prepared.
Continue reading the entire selection and have a question-answer at the end of each section.

▀ Discuss and evaluate teacher’s and student’s questions and answers. Discussions can be
used to determine students’ level of comprehension by assessing their responses after
reading. Encourage responses from students who appear off task. Students should correctly
respond to 80% if the questions during a discussion.
K-W-L (KNOW-WANT TO KNOW-LEARNED)
K-W-L gives students a purpose for reading and gives them an active role before, during and
after reading. This strategy helps them to think about the information they already know and
to celebrate the learning of new information. It also strengthens their ability to develop
questions in a variety of topics and to assess their own learning.

PROCEDURE
Before reading, ask students to brainstorm what is known about a topic. They should
categorize what is prior knowledge, predict or anticipate what the text might be about, and
create questions to be answered. During reading, have the class discuss the information, write
responses to their questions, and organize the information.

This strategy may be done on a sheet with three columns: Know, Want to Know, Learned.
Guide the instruction the first few times it is used. Modeling is effective for the initial use.
MAPPING PROCEDURE
Model an example of a map for students,
Mapping provides a visual guide for
talking through each step and having
students to clarify textual information such students assist in filling in the different
as characters, setting, problems, reactions, areas. After comprehension of this
and outcome. This strategy allows you to strategy is assured, have student’s
visually determine students’ complete various maps on their own.
comprehension, and it provides students
with a strategy that they can use on their
own when they are dealing with other
topics
ASSESSMENT PLAN
Evaluate students’ maps to determine level This is a graphic organizer in which
of comprehension by the percentage of students create a map to visually organize
correct responses. and better understand the information that
has been covered.

PROCEDURE
There are four steps in this process:
[P]redict the content/structure by using chapter titles and subheadings.
[L]ocate known and unknown information. Students can indicate this by placing a (___)
by things they know and a (?) by things they do not know.
[A}dd words or phrases to the (?) as students locate information about the topic.
[N]ote new understanding of information and use it in instruction.

Evaluate the answers that individual students provide to the questions in their organizer
 SCANNING – a quick search for a
specific information.

▀ Keep in mind only the specific

SKIMMING – selective reading of information to be located.
Material.
▀ Decide which clues will help to find the
▀ Preview if the material contains the required information.
information needed.
▀ Overview – the purpose & scope of the ▀ Move yes as quickly as possible down the
material. page to find the clue.
▀ Survey – the general idea contained in
the material. ▀ Read the section containing the clues to
get the needed information.
Skimming refers to the process of
reading only main ideas within a passage Scanning is a reading technique to be
to get an overall impression of the content used when you want to find specific
of a reading selection. An example of this is information quickly. In scanning you have a
when we read the title of a newspaper to question in your mind and you read a
know what happens every day. passage only to find the answer, ignoring
unrelated information.
How to skim:
1. Read the title. How to scan:
2. Read the introduction or the first 1. State the specific information you
paragraph. are looking for.
3. Read the first sentence of every 2. Try to anticipate how the answer will
other paragraph. appear and what clues you might
4. Notice any pictures, charts, or use to help you locate the answer.
graphs. Notice any italicized or For example, if you were looking for
boldface words or phrases. a certain date, you would quickly
5. Read the summary or last read the paragraph looking only for
paragraph. numbers.
3. Use headings and any other aids
▀ Skimming and Scanning are especially that will help you identify which
valuable when there is only one item of sections might contain the
information that you need to find from a information you are looking for.
passage. 4. Selectively read and skip through
sections of the passage.
▀ Skimming and Scanning are very rapid
reading methods in which you glance at a
passage to find specific information. These
reading methods make it easier for you to
grasp large amounts of material, especially
when you're previewing. They are also useful
when you don't need to know every word.
 SQ3R UNDERSTANDING PASSAGES

▀ Survey – skim the material for its content NOTING DETAILS – a factual type of
& organization reading comprehension in which the reader
▀ Question – check the section headings & is directly concerned with remembering the
ask questions to set you purposes for items within the passage
reading ● Be definite about your purpose in reading
▀ Read – read to answer questions that a selection.
were earlier formulated ● Read the passage slowly and carefully.
▀ Recite – answer the questions without ● Remember the details in relation to ideas
referring to the material you want to remember
▀ Review – check how well you remember ● Distinguish main or big ideas from sub
the major ideas ideas

COMPREHENSIVE READING – slow & GETTING THE MAIN IDEA – finding the
careful reading to extract information & most important thing an author is trying to
understand a material containing a great say.
deal of information. ● Find out what common ideas the
sentences share.
1. Vocabulary recognition ● The presentational style may provide
2. Sentence comprehension clues in finding the main idea.
● The main idea is the important
a. sentence analysis information about the topic
b. recognizing punctuation clues ● A topic sentence may or may not contain
c. recognizing reference terms the main idea.
d. recognizing signal words ● See to it that the main idea statement is
● addition: and, as well as, besides not so general that it suggests information
● cause-effect: hence, due to, as a that is not given in the paragraph.
result
● condition: if, when, unless
● contrast: but, though, despite
● comparison: like, unlike, in the
same way
● emphasis: above all, really, in
effect
● sequence: first, later, eventually
● examples: for example, that is

3. Paragraph analysis
4. Interpreting illustrations

CRITICAL READING
● Examine the reliability of the material
● Distinguish facts from opinions
● Draw inferences from the material
INFERRING – mentally exploring then EXTENSIVE READING –
taking a position in relation to the facts & Comprehensive reading of long texts or
related details. books for the purpose of discerning
▀ Making Generalizations – relating the meaning is the art of extensive reading. It
important elements within a passage in is reading imaginatively, creatively, and
order to combine them into a principle, a critically.
generalization, or a conclusion.
● Know what topic is being discussed Reading Activities
● Take note of the facts presented whether ● Analyzing the author’s technique, his
implied or directly stated. method of manipulating material
● Find out how the sentences are related to ● Studying the author’s choice and use of
one another in content. words, his sentence and paragraph
● State a general idea that will include all structure
the sub-ideas expressed in each sentence. ● Digesting the context of the text from
different viewpoints and perspectives
▀ Predicting Outcomes – identifying the ● Re-creating the thought and experience
relationships between the given facts in of the author
order to identify an expected outcome or a ● Evaluating the validity of ideas, accuracy
probable consequence based on certain of information based on experience.
tendencies or trends observed
● Examine the available data and their
relationships.
● Make conclusions or generalizations
about the topics presented
● Anticipate a possible outcome based on
the material read.

INTENSIVE READING. This is a reading

strategy which is characterized by
deliberate attention and deep
concentration. It is reading for details. It is
aimed at perceiving implications. It is
concerned with the profound and detailed
understanding of the text.

Reading Activities:
● Analyzing variant meaning of words,
sentence structures, and paragraph
organization
● Recognizing style of presentation
● Visualizing or forming images, make
them come to life and take on extra
dimension
● Drawing conclusions
● Inferring meanings
● Interpreting symbols
● Exploring implication
● Evaluating ideas, information, facts