3-Teaching-Literacy-in-Elementary.pdf

English 2 Teaching Literacy in the Elementary Grades through Literature 83
Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Northern Samar
Web: http://uep.edu.ph ; Email: uepnsofficial@gmail.com
COLLEGE OF EDUCATION
English 2
Teaching Literacy in Elementary
Grades through Literature
First Semester, School Year 2021-2022
LEAH A. DE ASIS, EdD
All photos are from www.google.com/search

Module 3
READING COMPREHENSION/SKILL

Dear Students,
May the Almighty God shower us all with spiritual blessings as we
continue to face the challenges of the new normal.
Module 03 focuses on reading skill. I have included important notes
which will help you or guide you in understanding literary piece and eventually
improve your reading skill.
There are sample exercises on how to teach literature for elementary
pupils in this module. Guide questions in understanding fiction and poetry are
also provided.
As you go through this module you will find discussion or information
on how to improve reading comprehension and some strategies in teaching
reading.
Topics and exercise herein are exclusively chosen for your preparation
for your teaching encounter in the very near future.

3.1 Development Reading
3.2 Kinds of Reading Skills
3.3 The Reading Act
3.4 Comprehension
3.5 Pre-Reading Strategies
3.6 Comprehension Strategies
3.7 Reading and Literature
Introduction
The craft of teaching is
becoming increasingly complex and
nowhere is this more evident than in
the area of literacy. Effective teachers
are capable of ensuring that an
increasingly diverse group of students
have the literacy skills to cope with the
demands of life beyond school in their
careers.
Experts have been debating the
best way to teach reading for over 50
years. In reality, there is no single
method that will teach all students to read and write successfully.
In recent years, there has been growing interest nationwide among
elementary teachers for using children‟s literature as the core of reading
program.
Through daily activities, teachers provide learners with opportunities to
develop the five (5) macro skills – reading, listening, speaking, writing, and
viewing.
Learning Outcomes
 Describe the transition on
the perspectives of
emergent literacy and early
literacy instruction;
 Acquire and apply explicit
ideas about emergent
literacy;
 Promote early literacy in the
home, community, and
school environment;
 Analyze literary pieces
using critical approaches;
 Prepare questions using the
20 guide questions in the
study of literature;
 Improve reading
comprehension;
 Teach literacy through the
use of literary pieces; and
 Form fair judgment and
develop sense of
appreciation.
Reading
Comprehension/
Skill

Traditionally, people imagine reading as a simple process that is linear
and passive. However, more recent views have established that it is a
complex cognitive process of decoding written symbols. Based on research, it
was found out that children‟s literacy development begins long before children
start formal instruction in elementary schools. Reading around to children
helps them develop and improve literacy skills – reading, writing, speaking,
and listening. Core abilities are developed through reading, and these,
phonemic awareness; alphabetic principle; sound-spelling correspondence;
decoding ability; spelling, vocabulary, and writing skills; and comprehension
skills.
Discussion
Reading is an interactive and problem solving process making meaning
from the text. It possesses the following characteristics:
a. Reading is a language skill that can be developed through systematic
practice;
b. Reading is a two-way process that involves the communication
between the author and the reader;
c. Reading is visual which involves the transmission of message via optic
nerves and requires good eyesight;
d. Reading is a productive process that
has purpos e whether academically,
personally, or professionally; and
e. Reading is the foundation of good
writing.
3.1. DEVELOPMENT READING
Development reading is a kind of
reading in which the materials are
scientifically prepared and aimed at developing the reading skills of learners.
Vocabulary and sentence structure are controlled and follow a set of criteria
for sequencing.
In reading scientific materials, the following techniques are suggested
by Wiriyachitra (1982).
1. Skimming.
a. Preview. The reader needs to find out if the book or the materials
written by a specialist in that certain field and must see whether is
contains the needed information.

b. Overviewing. The reader has to find out the purpose and scope of
the material. He must look over the sections that are of interest to
him.
c. Survey. The reader has to get the general idea of the material.
2. Scanning. This technique helps the reader to search quickly for the
information he wants. The following are the procedures.
a. Focus on the specific information needed.
b. Know what clues to find the information.
c. Move your eyes quickly down the page to find the clue.
d. Read the section that contains the clues to get the information
needed.
3.2. KINDS OF READING SKILLS
According to Anderson (1994), there are four (4) kinds of reading skills
and these are as follows.
1. Word Attack Skills. Let the reader figure our new words.
2. Fluency Skills. Help the reader see the larger segments, phrases, and
groups of words as wholes.
3. Comprehension Skills. Help the reader predict the next word, phrase,
or sentence quickly enough to speed recognition.
4. Critical Reading Skills. Help the reader see the relationship of ideas
and use these reading with meaning and fluency.
3.2.1 Word Attack Skill
Developing word attack skills is
necessary to help beginning readers and
writers become independent and fluent. Word
attack skills are the ability to convert graphic
symbols into intelligible language. These are
also known as decoding skills. Reading skills
come from the following:
 Seeing language as made up of units
of sound and units of meaning.

 Seeing print as letters symbolizing sounds, words, and discourse units
of language such as sentences, paragraphs, and quotations.
 Seeing relationships of ideas and the ability to infer, evaluate, and
conclude. (This is both a goal of reading and a skill).
The order of recognition for a fluent reader may go back and forth from
recognizing letters to recognizing words, phrases, or even larger segments.
For new readers, whether recognition begins with the letter or the word,
depends on the way they learned to read. As fluency is gained, each reader
develops his or her own strategies and interplay of skills. Proficiency in one
skill aids proficiency in another.
Examples of word attack skills:
 Seeing the component parts of words.
 Blending these parts into new words.
 Recognizing syllable patterns.
 Recognizing symbols for consonant sounds.
 Recognizing symbols for vowel sounds.
 Recognizing symbols for tone and other suprasegmental
features.
 Recognizing capital letters (upper case) and knowing when to
use them.
 Recognizing punctuation and how it affects reading for meaning
and expression.
 Recognizing the use of space to mark word breaks and
paragraphs.
 Using the above skills simultaneously with comprehension and
critical reading skills.
3.2.2 Fluency Skill
It is the ability to translate letters-to-sounds-to-words fluently,
effortlessly. La Berge and
Samuels (1974) des cribe the
fluent reader as “one whose
decoding processes are
automatic, requiring no conscious
attention.” Such capacity enables
readers to allocate their attention
to the comprehension and
meaning of the text. Fluency
(automacity) is reading words with
no noticeable cognitive or mental effort. It is having mastered word recognition
skills to the point of overlearning.

Fundamental skills are so automatic that they do not require conscious
attention. However, fluency is not an end in itself but a critical gateway to
comprehension. Fluent reading frees resources to process reading.
For learners to develop fluency, they must:
a. Perform the task or demonstrate the skill accurately.
b. Perform the pre-skills of the task quickly and effortlessly.
Once accurate, fluency develops through plentiful opportunities for
practice in which the task can be performed with high rate of success. Fluency
skills are very important.
Research says, successful readers rely primarily on the letters in the
word rather than on context or picture to identify familiar and unfamiliar words.
They process virtually every letter; use letter-sound correspondences to
identify words; have a reliable strategy for decoding words, and read words
for a sufficient number of times for words to become automatic.
Teaching Fluency: Selected Critical Skills in Fluency with Text
1. Letter Sound Fluency. Produces letter-sound correspondences (1 per
second). (Grade I)
Example: Given a set of letters, the pupils
can produce the associated sound within
one second.
2. Irregular Word Fluency. Read sight
words automatically. (Grades 1 and 2)
Example: Given a set of irregular words in
a passage, pupils can identify words in 1 second or less.
3. Oral Reading Fluency. Reads connected text fluently.
Example: By the end of Grade 2, pupils should read 90-100 words per
minute.

Figure 3.2.2 Temporal Change in Instructional Practices
The above figure illustrates that before kindergarten, pupils learn to
read; they have to understand that words can be broken down into smaller
units, or sounds. It is the sounds that need to be attached and then combined
again to pronounce a word.
3.2.3 Comprehension Skills
Comprehension is the ability to grasp something mentally and the
capacity to understand ideas and facts. Comprehensibility in writing is related
to comprehension in reading.
Comprehension is based on:
1. knowledge that reading makes sense,
2. reader‟s prior knowledge,
3. information presented in the text, and
4. the use of context to assist recognition of words and meaning.
Examples of comprehension skills:
a. Understanding that print conveys meaning.
b. Using context as an aid to reading.
Example: Being able to fill in the correct words in expressions such as
the following: “Open the d…” “Tell me a st …”

c. Using prior knowledge as an aid to reading.
d. Using predictability as an aid to reading
Example: Being able to predict the correct word in phrases like the
following:
1. Men and w…
2. Fork and sp…
3. Mother and f…
Strategies for Improving Comprehension (Before reading)
According to Roe et al (1987), below is a roster of strategies as regards
improving comprehension.
1. Activate prior knowledge. This strategy helps pupils as they make
and affirm predictions. It also helps them make connections between
the texts and their lives. Pupils are provided information or given
activities to link what they are about to read to something within the
realm of knowledge.
2. Understand paragraph structure. This skills help pupils identify parts
of paragraph, the topic sentence, the details, and the conclusion.
Pupils are provided information or given activities to assist them in
using the structure paragraphs to enhance their comprehension of the
material.
3. Understand textbook structure. Understanding the basic structure of
the book can also be used as an
advantage. Most writers of textbooks
put up a section in for a purpose, to
help the reader understand the subject
most efficiently. By understanding what
each part of the textbook is can be
easier to study the material.
4. Improve vocabulary. The skill helps
pupils become better reader by
providing their vocabulary and ability to
understand context. Pupils are provided
information or given activities to enhance their understanding of
vocabulary that is essential for comprehension of the assigned
material. It is more than looking up words and writing definitions.

5. Establish purpose for reading. This strategy improves pupils‟
comprehension by focusing reading. Pupils who understand why they
are reading know what they are expected to understand have a much
higher comprehension rate than those who read without this
knowledge. Learn how to move from having learners “collect
knowledge” to having them wonder about the significance of the
knowledge.
6. Generate questions. This strategy improves inferencing skills and
leads pupils to expanded learning activities. Pupils generate a list of
questions to those who would like to answer about topic; teacher
generates a list of questions that should be answered as students read.
7. Use anticipation guides. This strategy draws upon prior knowledge,
improves inferencing skills, and provides motivation for reading. Pupils
are given a list of statements pertaining to the “big ideas” that they
should understand after reading the text. Pupils indicate whether they
agree or disagree with the statements.
Before Reading During Reading After Reading
Figure 3.2.3 General Framework for Teaching Reading
Comprehension
 Set objectives
 Identify and pre-
teach difficulty to
read words
 Prime students‟
background
knowledge
 Chunk text
 Stop periodically to
ask students
questions
 Map text structure
elements
 Model ongoing
comprehension
monitoring
 Strategic
integration of
comprehension
instruction
 Planned review
 Assessment of
students‟
understanding

3.2.4 Critical Reading Skills
Critical reading as a goal included the ability to evaluate ideas socially
or politically. Critical reading skills are the ability to analyze, evaluate, and
synthesize what one reads. They are the ability to see relationships of ideas
and use them as an aid in reading.
Examples of Critical Reading Skills
1. Seeing questions and expecting answers.
2. Seeing cause and effect.
Example: Being able to supply the correct word in a clause such as this
one:
 “If you drop it, it will b…”
3. Seeing steps in a process.
Example: Being able to supply the correct word in a clause.
 “Pull up a chair and s…”
4. Seeing comparisons.
Example: Being able to supply the correct word in a phrase like:
 “As big as an e…”
5. Seeing generalization and itemization.
Example: Being able to supply the correct word in a phrase.
 “Fruits that grow in our village are…”
A well-sound relaxation comes with a cup of good coffee.
Grab yours. Feel. Love. Embrace its aroma. Your readings
go through it.

Assessment
Kindly answer the items below.
1. What is developmental reading?
2. According to Wiriyachitra (1982) what are the techniques in reading
specific materials?
3. What are the kinds of reading skills? Define each.
4. Give examples of critical skills in fluency with text.
5. Explain the strategies for improving comprehension.
6. Illustrate the general framework for teaching reading comprehension.

3.3. THE READING ACT
3.3.1 The Reading Process
Many people have tried to understand and define reading process.
Over the years, theoretical assumptions regarding the reading process have
varied greatly. Nevertheless, definitions of reading are generally divided into
two (2) major types:
1. those that require reading with
interpretation of experience,
generally, and
2. those that restrict the definition to
the interpretation of graphic
symbols (Smith, et al, 1995).
Understanding the reading process
will help in the areas of (a) material
production; (b) teaching; and (c) training
teachers. The most successful readings
instruction that which is based on a solid understanding of the reading
process itself, and which promotes … the acquisitions of good reading
strategies (Cooper, 1986).
3.3.2 Reading Stages
Reading stages include the following.
1. Pleasure. This involves a willing suspension of belief as the reader
inhabits the created world.
2. Naturalization. This involves translating the text into situations or
person that seems familiar to the reader. Elements in the text which do
not naturalize easily are often ignored or even distorted.
3. Responding. This refers to sympathizing or hating, accepting, or
resisting the situation and/or characters. Such response generally
begins with “ I like …” or “I don’t like …”
4. Recognition. This is the act of appreciating it being put in words.
5. Identification. This refers to vicarious connection with the characters,
events, situations, making them part of the world rather than joining
them.

6. Critical dialogue. To some degree, this refers to re-writing, teasing our
hidden story or implications.
7. Analytical-Critical. This
involves text analysis, self-
analysis, and analysis of literacy
and cultural repertory of both.
8. Questioning the text. Looking
for oppositions, contradictions in
the text as well as challenges of
initial oppositions, conflicts.
9. Your own response. The
changing focus, approach, and identification.
10.Intratextual-dramatic. The relation of the part to the whole, the
primary level of literary understanding.
11.Authorial. The relation of text to the author, and the author‟s other
works. This requires being familiar with the author‟s life, works, and
recurrent pre-occupations.
12.Historical. The relation of the text to milieu. How has a text reflected or
help to create its culture.
13.Allusive. The relation of text to other texts, past, and present or
intertextuality.
14.Generic. The relation of text to other texts of similar kind.
15.Philosophical. The relationship of the text to the word of ideas. It may
include how the world can be mapped onto specific religious or
ideologies – Christianity, Marxism, Freudian, or Jungian psychology,
feminism).
16.Subjective. The relationship of the text to the reader‟s experience.

3.3.3 Components of Reading
There are five (5) essential components of reading.
1. Phonemic Awareness. The knowledge and manipulation of sounds in
spoken words. Phonemic awareness is the ability to hear, identify, and
manipulate individual sounds, known as
phonemes, in spoken words.
2. Phonics. The relationship between
written and spoken letters and sounds.
Phonics is the relationship between the
spoken and written languages. It is the
ability to hear, identify, and use sounds
that make up words.
3. Reading Fluency, Including Oral
Reading Skills. The ability to read, with
accuracy, and with appropriate rate, expression, and phrasing. Fluency
is the ability to read text quickly and accurately.
4. Vocabulary Development. The knowledge of words, their definitions
and context. Vocabulary includes knowing the meaning and
pronunciation of words necessary for communication.
5. Reading Comprehension Strategies. The understanding of meaning
in text. Comprehension occurs when readers are able to understand,
remember, and communicate with others about what they have read.
Good readers employ many strategies as they comprehend what they
read.
3.4 COMPREHENSION
Acquiring strategies to understand, remember, and communicate what
is read, or reading comprehension strategies. Children need to be taught
comprehension strategies, or the steps good readers use to make sure they
understand text. People who are in control of their own reading
comprehension become purposeful, active readers.
Comprehension is the complex cognitive process involving the
intentional action between reader and text to convey meaning. It is the
essence of reading: active and intentional thinking in which the meaning is
constructed through interaction between the text and the reader. The context

of meaning is influenced by the text and by the contribution of the reader‟s
prior knowledge (Pearson, 1998).
Figure 3.3.4 Teaching Comprehension: Critical Features of Comprehension
Instruction
Before reading, the teacher may set comprehension objectives,
preteach difficult words, preview the text to be able to determine how to
present it to students. During reading, students must be able to determine
structure elements, answer literal, essential and evaluative questions, and
retell the story in their own words. After reading, the teacher may apply
integration, that is relating what have been read to real situations. This leads
to informal and formal assessment of reading comprehension.
3.4.1 Comprehension Strategies for Proficient Readers
Comprehension strategies for proficient readers consist of:
 an awareness and understanding of one‟s own cognitive
processes;
 recognition of when one doesn‟t understand; and
 coordination and shifting the use of strategies as needed.
3.4.2 Comprehension Instruction that Have Evidence of Improving
Comprehension
There are seven (7) types of comprehension instruction that have
evidence of improving comprehension. These are as follows.
 Comprehension monitoring

 Cooperative learning
 Multiple strategies
 Mental imagery/mnemonics
 Graphic organizers
 Summarization
 Semantic organizers including:
 Story maps
 Question answering
 Question generation
3.4.3 Teaching Comprehension Before, During, After Reading
Before Reading During Reading After Reading
 set comprehension
objectives
 preview text and prime
background
knowledge
 chunk text into
manageable segments
 identify text structure
elements
 answer literal,
inferential, and
evaluative questions
 retell stories or main
ideas of informational
text
 strategic integration
 judicious review
 formal and informal
assessment
A. Teaching Comprehension Before Reading
1. Setting Comprehension Objectives
 It refers to instructional properties on grade-level curricular
maps.
Examples:
 Accurately answer literal and inferential questions.
 Identify the main character and setting.
2. Preteach Difficult to Read Words
 Identify words that will be barriers for pupils‟ independent
reading.
 Use familiar procedures to teach or review difficult-to-decode
words:
 Sounding Out
 Structural Analysis
3. Previewing Text and Priming Background Knowledge
 Teach pupils to preview the test and predict what the text is
going to be about before reading a passage.

 After previewing, teach pupils to think about what they already
know and what they‟d like to learn about the story or topic.
Use Conspicuous Strategies
 Teacher actions should model how we preview a story or informational
text using a “think aloud” procedure.
Example:
 Look at the title, look at the pictures or diagrams, survey
headings.
 Teacher actions should model how to predict what the story or
informational text is going to be about.
Example:
 “I think this story is going to be about a mouse named Stuart
Little and his life.”
B. Teaching Comprehension During Reading
1. Identifying Text Structure Elements
 How to Teach Text Structure: Design Considerations
A Simple Story Map
Who?
What?
When?
Where?
Why?
 How to Teach Text Structure: Design Considerations
Story Blocks for:
Setting
Characters
Problem(s)
Solution
Theme
Grade 1
Example
Grades
2-3
Example

C. Teaching Comprehension After Reading
Strategic Integration
1. Teaching Text Structure
 Once pupils learn to accurately identify a text structure element,
integrate it with previously learned elements.
 Integrate text structure elements into new stories and expository
texts.
 Use text structure in developing literal, inferential, and evaluative
comprehension questions.
2. Teaching Literal, Inferential, and Evaluative Question Answering
 Once pupils can consistently respond to literal questions,
include simple inferential questions.
 Increase the complexity of inferential questions gradually as
pupils demonstrate success.
 Integrate evaluative questions throughout story reading and
independent passage reading.
 Integrate literal, inferential,
and evaluative questions with
questions about text structure.
3. Teaching Retelling
 Once pupils learn to retell
paragraphs, provide
opportunities for retelling
chapters and complete stories
orally and in writing.
 Once pupils learn to
summarize in other contexts, such as reading directions, content
area textbooks, mathematics problems, and school news.
3.4.4 Factors that Impact Reading Comprehension
Reader-based Factors Text-based Factors
 Phonemic awareness
 Alphabetic understanding
 Fluency with the code
 Vocabulary knowledge
 Prior knowledge
 Engagement and interest
 Narrative and expository
 Genre consideration
 Quality of text
 Density and difficulty concepts

3.4.5 Why is Comprehension Important?
Research on reading concludes the following reasons why
comprehension is important.
1. Readers who comprehend well are also good decoders.
 Teach decoding and word recognition strategies.
2. Time spent in reading is highly correlated with comprehension.
 Provide lots of in-class reading, outside class reading,
independent reading.
 Encourage kids to read more, read widely-develop a passion for
reading.
3.4.6 Causes of Reading Comprehension Failure
 Inadequate instruction
 Insufficient exposure and practice
 Deficient word recognition skills
 Deficient memory capacity and functioning
 Significant language deficiencies
 Inadequate comprehension monitoring and self-evaluation
 Unfamiliarity with text features and tasks demands
 Undeveloped attention strategies
 Inadequate cognitive development
3.4.7 How to Improve Reading Comprehension
Good reading means building frameworks for connecting words to
thoughts. The purpose of reading is to connect the ideas on the page to what
you already know. If you don‟t know anything about a subject, then pouring
words of text into your mind is like pouring water into your hand. You don‟t
retain much.
Comprehension Strategies in the Primary Grades
 Making Connections
 Questioning
 Visualizing
 Inferring
 Determining Importance
 Synthesizing

Some tips for teaching these comprehension strategies
1. Model each strategy whenever you are reading text to or with children,
such as during read aloud, guided reading, content area text,
independent reading.
2. Keep anchor charts of your thinking as well as pupils‟ thinking.
3. If you are going to use post-it notes, keep in mind that children will
overly concentrate on the post-it notes instead of the strategies
themselves. Although post-it notes are great ways to jot down their
thinking, expose them to other ways of recording their thoughts, such
as a reader‟s response journal, T-charts, and graphic organizers,
among others.
Making Connections
Children make personal connections with the text by using their
schema (background knowledge). There are three (3) main types of
connections we make while reading text.
1. Text-to-Self (T-S) refers to connections made between the text and
the reader‟s personal experience.
2. Text-to-Text (T-T) refers to connections made between a text being
read to a text that was previously read.
3. Text-to-World (T-W) refers to connections made between a text being
read and something that occurs in the world.
It is important to activate children‟s schema (background knowledge)
before, during, and after reading. Questions help pupils clarify and deepen
understanding of the text they are reading. Teachers should model coding of
the different types of questions.
Codes for questions vary according to different authors and books on
comprehension strategies. Use codes that suit your pupils‟ needs.
Questioning
Questioning is a critical strategy that helps readers make meaning of
literature by promoting critical thinking about what is being read. Questioning
occurs as a natural part of the classroom routine as teachers encourage
pupils to pose, discuss, and answer questions. Questions can be generated
by the reader, a peer, the teacher, or curriculum developers. Any of these
kinds of questions can be answered by the pupil individually, after discussion

with others, or in collaboration with a peer. While most questions require
having the text available, some might not.
Questions with different purposes can be asked and answered before,
during, and after reading. Before pupils read, they often use questions to
activate prior knowledge, make predictions,
and wonder about big ideas that are not
answered in the text.
During reading, pupils form questions
to compare and generalize, identify the
theme, and clarify meaning. After they read,
pupils use questioning to locate information,
understand, and remember events and
characters, and identify the theme.
Four Types of Questions
The following are four (4) key types of questions.
1. “Right there questions (text explicit). These are literal questions
where the answer is in the text itself.
2. “Think and search” questions (text implicit). The answer is implicit
in the text but the pupil must synthesize, infer, or summarize to find the
answer. Think and search questions tend to be more open-ended
without set answers.
3. “Reader and author” questions (text implicit or experience-
based). The reader has to combine his or her own experiences with
what the text states, i.e., the knowledge presented by the author to
elicit answer.
4. “On my own” questions (text implicit or experience-based). The
readers need to generate the answer from his or her prior knowledge.
The reader may not need to read the text to answer, but the answer
would certainly be correct.
Questioning Strategies Before Readings
The purpose of posing questions before reading is for readers to:
 Elicit prior knowledge related to the core ideas of the story.

 Make connections between what they know and the subject or
theme of the book.
 Set a purpose for reading.
 Construct predictions.
Research-Based Strategies for Questioning Before Reading
 KWL (Know Want Learn). Pupils organize their information about a
topic using a three-column chart.
KWL is intended to be an exercise for a study group or class
that can guide you in reading and understanding a text. You can adapt
it to working alone, but discussions definitely help. It is composed of
only three (3) stages that reflect a worksheet of three (3) columns with
the three (3) letters.
What we Know? What we Want to
Know?
What we Learned?
 K stands for Know. This first stage may surprise you. Think first about
what you know about the topic then list. This advanced organizer
provides you with a background to the new material, building a scaffold
to support it. Think of it as a pre-reading inventory.
Brainstorm. Before looking at the text, think of keywords, terms, or
phrases about the topic, either in your class or a study group.
Record these in the K columns of your chart until you cannot think of
more. Engage your group in a discussion about what you wrote in the K
column. Organize the entries into general categories.
 W stands for “Will” or “Want”. The second stage is to list a series of
questions of what you want to know more of the subject, based upon
what you listed in K.
 Preview the text‟s table of contents, headings, pictures, charts, etc.
Discus what you want to learn.

 List some thoughts on what you want, or expect to learn, generally or
specifically. Think in terms of what you will learn, or what do you want
to learn about this. Turn all sentences into questions before writing
them down. They will help you focus your attention during reading. List
the questions by importance.
 L stands for “Learned”. The final stage is to answer your questions, as
well as to list what new information you have learned. Either while
reading or after you have finished.
 List out what you learn as you read, either by section, or after the
whole work, whichever is comfortable for you.
 Check it against the W column what you wanted to learn.
 Create symbols to indicate main ideas, surprising ideas, questionable
ideas, and those you don‟t understand.
What do I Know? What do I Want to
Know?
What Have I Learned?
Figure 3.4.7 K-W-L Procedure
Take note that K-W-L is most effective for preparing students to
read information text.
Questioning Strategies During Reading
Questioning during reading should help the reader to:
 Clarify and review what has happened so far.
 Confirm or create new predictions.
 Evaluate the story critically and make personal connections.
 Compare with other experiences or books.
 Monitor reading for meaning and accuracy.
Engages students
and primes their
background
knowledge.
Helps students
generate a
purpose for
reading.
Encourage students
to review what they
have learned and
prompts them to
think of things they‟d
still like to learn.

Strategies to Use During Reading
1. Story Grammar Mapping. Pupils create a story map and then refer to
the map to answer pupil or teacher questions.
2. Questioning the Author. As pupils read, they develop questions for
the author about the author‟s intent for the selection and his or her
success at communicating it. One format uses these questions:
a. Why is the author telling you that?
b. Does the author say it clearly?
c. How could the author have said things more clearly?
d. What would you say instead?
Another modification of this approach is to have pupils rewrite a
selected passage.
3. Learning Logs. Pupils record their questions about the text in a
notebook, journal, or by using sticky notes. Pupils write their reactions
during reading and after reading a
text.
4. Double Entry Journal. Before
reading the text, pupils write down
the questions in the left-hand page or
column. After reading, they answer
questions in the right hand column.
5. Guide Questions. Guide Questions
are teacher-constructed questions
that help pupils focus on essentials of
the text to be read.
Example:
a. What will you do in a similar situation?
b. Why do you think the character did it his way?
c. What is the character feeling? How will this affect his actions?
d. How does the setting help you understand the character‟s
feelings?
e. If you were to tell the story, how will you end it? Why?
f. How will the story be different if it happened in another time?
6. Think-Aloud. The purpose of a think-aloud is to capture the pupil‟s
thinking about the text during the reading process. The teacher selects

a piece of text to model that strategy to the pupils. While reading the
text aloud, the teacher asks herself questions such as, “Why did this
character say that, Maybe if I keep reading I will find out.”
7. Self-Questioning. Using the title of the text and the pictures, pupils
generate questions. They ask questions before they start to read and
then stop at different sections of the story to answer their questions
and ask new ones.
8. Think-Pair-Share. Pupils are given a question. They think about the
answer individually, in pairs, and then in small groups to reach a
consensus.
9. Literature Circles. Pupils participate in open-ended discussion in
small self-selected groups. Teachers guide pupils toward insights or
interpretations particularly suited to the text.
Questioning Strategies After Reading
The purpose of post-reading strategies is to extend the reading
experience by helping the reader to:
 Reinforce the concept that reading is for understanding the
meaning of the text and making connections.
 Model ways of thinking through
and organizing the information
taken in from reading a text.
 Think critically about the text.
 Respond on a personal level.
 Build awareness of common
themes and structures in
literature.
Questioning Strategies to Use After Reading
1. Journal Writing. On a regular basis, pupils record their questions,
comments, reflections, and reactions in a journal.
2. Teacher Questions. The teacher leads large and small group
discussions using various sample question guides.
3. Literature Circles. Pupils participate in open-ended discussions in
small self-selected groups. Teachers guide pupils toward insights or
interpretations particularly suited to the text.

4. Large Group Discussions. The teacher leads a class discussion with
a set of prepared questions.
5. ORQ – Observe, Ruminate,
Question. Pupils make an
observation based on the reading,
and they ruminate or extend it. They
end with a final question.
6. Impersonations. Pupils write in the
role of a character and ask questions
of another character using email.
7. Quick Write. Pupils write ideas, feelings, and questions after reading.
8. Questioning the Author. As pupils read, they develop questions for
the author about the author‟s intent for the selection and his or her
success at communicating it.
One Format Uses these Questions
 Why is the author telling you that?
 Does the author say it clearly?
 How could the author have said things more clearly?
 What would you say instead?
Visualizing
 Mental pictures are the cinema unfolding
in your mind that makes reading three-
dimensional.
 Visualization helps readers engage with
text in ways that make it personal and
memorable.
 Readers adapt their images as they
continue to read.
Inferring
Inferring is usually referred to as “reading between the lines.” This
strategy usually involves the following.

 Forming a best guess using evidence – context clues, picture clues,
etc.
 Making predictions
 Drawing conclusions
 Finding meaning of unknown words
Determining Importance
People are bombarded daily with information. Knowing the purpose of
reading helps determine what‟s important. Readers need to distinguish
between:
 Fiction and nonfiction
 Important from unimportant information
This strategy works great in conjunction with a nonfiction unit of study.
Synthesizing
Thinking evolves through a process. Readers‟ thinking changes as they
gather more information. New information makes the reader re-evaluate their
schema to form new schema.
3.5 PRE-READING STRATEGIES
There are seven (7) strategies to activate your prior knowledge. These
are as follows.
1. Brainstorming
 Examine the title of the selection
you are about to read.
 List all the information that
comes to mind about this title.
 Use these pieces of information
to recall and understand the
material.
 Use this knowledge to reframe
or reorder what you know, or to
not what you disagree with, for further research.
2. Group Discussions
 Group discussions in and out of class will help you to discover
what you bring to your reading, what your fellow pupils bring, as
well as shared experiences.

 If you find they have new background information, ask for more
information from them.
3. Concept or Mind Mapping
This is a type of brainstorming where you place the title/subjects
as the main ideas, then develop a “mind map” around it. It can be
effective either in a group or by yourself.
4. Pre-questions
Often chapters in texts provide organizing questions. You can
also write out a series of questions you expect to be answered when
reading.
Examples:
Definition
What is …?
Where does … fit?
What group does … belong to?
Characteristics
How would I describe?
What does … look like?
What are its parts?
Examples
What is a good example of …?
What are similar examples that share
attributes but differ in some way?
Experience
What I experience have I had
with …?
What can I imagine about …?
5. Visual Aids
Pictures and other visual materials can activate your prior
knowledge. Use the Internet to search for pictures related to your
title/topic to give you visual images of what you are about read.
6. Advance Organizers
Relate new reading material to something you already know, to
your background or experiences.
Are you having fun? Yeah, I know how “too much” is this part of
the module. Why not take a break for a minute or two. You can
browse through your youtube downloads for the meantime. And,
get ready for the assessment.

Assessment
Kindly answer the items below.
A. Individual Work
1. What are the reading stages? Explain each.
2. What are the essential components of reading? What makes these
essential?
3. How can a teacher predict/determine whether or not the child in the
kindergarten or fist grade has reading difficulty?
4. Explain the critical features of phonemic awareness?
5. What is expected of pupils at the end of kindergarten instruction?
B. Pair Work
1. What are the vowel phonics? Explain.
2. Make a chart of the vowel phonemes.
3. What are the approaches that a teacher may use in teaching
phonics?
4. Before teaching phonics to children, what should he/she ask
him/herself?
5. Vocabulary can be taught directly. Explain.
6. What are the types of vocabulary? Define each.
7. There are six (6) kinds of words associations. Give at least three (3)
examples for each.
C. Group Work
1. Give an example of a story map.
2. What is KWL? How does it help to improve reading
comprehension?
3. What are the pre-reading strategies? Explain each.
4. How does a reading teacher teach reading before, during, and after
reading?
5. There are six (6) kinds of word associations. Give at least three (3)
examples for each.

3.6 COMPREHENSION STRATEGIES
Reading comprehension refers to the pupils‟ ability to read and
understand information presented in written form. Reading is not a passive
activity. Good readers interact with text, making and validating predictions,
creating questions about the characters, main idea or plot, monitoring their
own understanding of the text, clarifying the confusing parts, and connecting
text events to their own prior knowledge and experiences.
All teachers must teach pupils the comprehension skills necessary to
help them understand text and be successful independent readers.
There are three (3) examples of comprehension strategies, namely,
think aloud, reciprocal teaching, and teacher
read aloud.
1. Think Aloud Strategy. It allows the
teacher to model how a good reader
thinks about text while reading. The
process is fairly simple. The teacher
reads aloud an appropriate book, and
stops periodically to make predictions,
clarify meanings of code words, make
personal connections, question the author, and summarize what has
been read. This explicit modeling of the reading strategies will benefit
all pupils as they strive for deeper understanding of what they read.
2. Reciprocal Teaching Strategy. It was developed to help students
improve their understanding as they read (Palinscar and Brown, 1984).
It is an interactive strategy where pupils talk their way through a text in
order to understand it better. Pupils practice the art of predicting,
questioning, clarifying, and summarizing, all of which contribute greatly
to comprehension. Teachers should model this strategy for the pupils
before expecting the pupils to practice them on their own. As pupils
become more proficient at using the strategy, teacher involvement
decreases.
3. Teacher Read Aloud. Teachers have always read aloud to young
children. It helps pupils develop and improve their literacy skills –
reading, writing, listening, and speaking. Teacher read aloud actually
provides a commercial for reading. Teacher read aloud at all levels
furnish pupils with models of fluent reading.

Since pupils listen at a higher level than they read, teacher read
aloud express them to new vocabulary and language patterns. Teacher
read aloud also helps to alleviate pupils‟ prior knowledge.
3.6.1 Keys to Comprehension
John Steinbeck said, “Reading is the greatest single effort that the
human undertakes, and one must do it as a child.” There are many factors
that contribute to the understanding of written materials. All of these form the
basis for the development of comprehension skills.
Other “keys” have been added to the list based on current research in
the field of reading comprehension. No one key is more important than the
others; they all work together in the creation of a skilled reader.
 Creating Sensory Images
 Activating Prior Knowledge
 Questioning
 Making Inferences
 Determining Importance
 Making Connections
 Developing Vocabulary
 Synthesizing Information
 Using Writing for Deeper Thinking
 Discussing the Text
 Identifying Text Structure
 Developing Fluency
 Knowing the Fix-Up Strategies
1. Creating Sensory Images
The National Reading Panel
reports that struggling readers gain
significant learning benefits when they
receive explicit and intensive
instruction in visualizing. It enables
readers to make mental images and
better see the relationships within a
text. If pupils cannot visualize as they
read, they cannot get the full intent of
the text. Pupils should be aware of their five (5) senses and use all of them to
create the sensory image and deepen the comprehension. A great read-aloud
book for helping pupils creates sensory images. The imagery in this book
appeals to all senses.

Is the Pupil Creating Sensory Images?
YES!
Wants to keep reading
Can give details from the story
Laughs or cries when appropriate
Makes predictions
Reads with expression
Can describe the characters
Can extend the story beyond the page
NO?
Lacks interest in reading
Can‟t retell in his/her own words
Lacks interest in finishing
Can‟t describe characters, setting, or events from the story
2. Activating Prior Knowledge
The National Reading Panel stressed the importance of using
strategies that will guide pupils to tap what they already know about a topic.
This enables pupils to use their own knowledge to better interpret and analyze
the author‟s ideas.
Example: KNWS
K
What do I KNOW
from the
information stated
in this problem?
N
What information
do I NOT need in
order to solve this
problem?
W
WHAT exactly
does this problem
ask me to find?
S
What SRATEGY
or operation will I
use to solve this
problem?
Adapted from Teaching Reading in Mathematics by Mary Lee Barton and
Clare Heidema
3. Activating prior knowledge through brainstorming
Brainstorming is a strategy to activate prior knowledge by encouraging
pupils to focus on a topic. The teacher begins by posing a question or
introducing a topic. It can give all possible answers, words, or ideas.

Contributions are made without comment or judgment. This strategy
encourages pupils to take risks in sharing their ideas and opinions. Pupils
build their knowledge on each other‟s contributions.
Mind Map
The Mind Map can be used as a graphic organizer for brainstorming.
By using this, a teacher will have an idea of what the pupil is thinking. When
given a topic, pupil can draw whatever he or she imagines about the topic.
The pupil could also clip art or pictures from a magazine. These graphic
organizers can also be used as a “Getting to Know Pupils” activity. The pupil
will fill the Mind Map with images about his or interests then use it as a prompt
for an introductory speech.
Blank Mind Map
CONCEPT

3.7 READING AND LITERATURE
3.7.1 Levels or Reading
There are three (3) levels of reading. These are as follows.
1. Reading the lines. Literal reading of
the text without necessarily
understanding its contents.
2. Reading between the lines. In poetry,
it means figurative understanding. It
could also mean understanding its
context or connotation.
3. Reading beyond the lines. Moving
forward, that is, predicting, drawing inferences, and forming
judgment.
3.7.2 Questions in the Study of Literature
Below is a roster of the 20 questions in the study of literature.
I. Reader-Response
1. How do you feel about this work? For example, what feelings did
it evoke when you read it? Pity, fear, suspense, surprise, joy, or
humor?
2. Does your attitude toward, or understanding of the work change
as you read it? What brings about conditions that change? How
many different ways can the work be read?
3. By manipulating such literary devices as tone and point of view,
authors try to establish a relationship between their work and
their readers. What relationship to the reader does this work or
author) assume? What elements of the work help establish this
relationship?
II. Formal
4. Make an inventory of the key words, symbols, and images in the
work by listing those that seem most insignificant to you. What
meanings seem to be attached to these words, symbols, and
images?
5. How do these words, symbols, and images help to provide unity
or define the overall pattern or structure of the work?

6. Under what genre should the work be classified? What generic
conventions are readily apparent? If it is fiction or drama, what
does each of the five (5) structural elements – plot, characters,
setting, theme, and mood – contribute to the work? If it is poetry,
how do meter, rhythm, rhyme, and figurative language
contribute to your experience of the poem?
III. Traditional
7. How does the work reflect the biographical or historical
background of the author or the time during which it was
written?
8. What are the principal themes of the work?
9. What moral statements, if any, does the work make? What
philosophical view of life or the world does the work present?
IV. Psychological
10.What are the principal characteristics or defining traits of the
protagonists or main characters in the work?
11.What psychological relationships exist between and among the
characters? Try to determine which characters are stronger and
which are weaker. What is the source of their strength or
weakness?
12.Are these unconscious conflicts within or between characters?
How are these conflicts portrayed in the work? Is the Freudian
concept of the id-ego-superego applicable?
13.Is sexuality or sexual imagery employed in the work? Are there
implications of Oedipus complex, pleasure principle, or wish
fulfilment?
14.How do the principal characters view the world around them and
other characters in the
work? Is that view
accurate or distorted?
V. Mythological-Archetypal
15.Does the work contain
mythic elements in plot,
theme, or character? Are
there recognizable mythic
patterns such as
rebirth/fertility/quest/journe
y or struggle/return of the hero?
16.Are there archetypal characters, images, or symbols, such as
the great mother, the wise old man, the sea, the seasons?

17.Do you find Jungian archetypes, such as shadow, persona, or
anima, growth, and individualism?
VI. Sociological
18.What is the relationship between the work and the society it
presents or grew out of? Does it address particular social issues
either directly or indirectly – such as race, sex, class, religion, or
politics?
19.Does the sexual identity of the main character affect the
relationships and ultimately the events in the story?
20.Finally, does the story, poem, or play lend itself to one of the
various interpretative techniques more than the others?
3.7.3 Approaches in the Study of Literary Genres
1. Formalistic or Literary Approach. This approach is called
“formalistic” or “pure” or “literary”. The selection is read and viewed
intrinsically, or for itself independent of author, age, or any other
extrinsic factors.
2. Moral or Humanistic Approach. It is where the nature of man is
central to literature. This approach is close to the “morality” of literature,
to question of ethical goodness or badness.
3. Historical Approach. Considered as a popular approach. Man as a
member of a particular society or nation at a particular time is central to
the approach where historical or biographical are introduced in a
selection or arranged in a literature course in a chronological order.
4. Sociological approach. It may be considered as the extension of the
historical approach. It considers
literature as principally the
expression of man within a given
social situation.
5. Cultural Approach. It considers
literature as one of the principal
manifestations and vehicles of a
nation‟s or a race‟s culture and
tradition.
6. Psychological Approach. This
considers literature as the expression of personality, of inner drives, of
neurosis. It has resulted in an almost exhausting and exhaustive

“psychological analysis of characters, of symbols and images, of
recurrent themes, etc.”
7. Impressionistic Approach. Also known as the reaction-response.
This approach is now popular. Students may be asked to react or
respond to anything, which may have impressed them for one reason
or another. The inclinations of the students, their ability or inability to
respond mis-conceptions, new insights, or blank minds are revealed in
their papers.
3.7.4 Reading: A Complex Process
Reading is indeed a complex process. The recognition and
comprehension of written symbols are influenced by the reader‟s perceptual
skills, word analysis, language background, and mindset, reading ability. In
reading, we may be able to find different values, namely, factual values,
emotional values, human values, and ethical values.
1. Factual Values. It tells you about life in other lands.
 Does it tell you things about the world, about other people, about
life in other lands?
 Do you learn anything from the description? From the
conversation?
The answer to these questions makes up the factual or
informational values of the story.
2. Emotional Values. Refers to the feeling of the story aroused in you.
Words not only have meaning; they
are charged with emotional content,
too. Images and feelings lead the
reader to identify him/herself with the
characters, to feel their joys and
grieve, to worry over their problems.
3. Human Values. Gives clearer
understanding of the motives behind
human actions.
 Why does a story character act as s/he does?
 Why does s/he say what s/he says?
 Would another type of person act and speak in the same way?

 Would a coward and a brave man act and speak in the same
manner?
 Would an honest person and a crook behave and talk in the
same way?
4. Ethical Values. These are the ideas of right conduct and nobility in
thought and action awakened in you as you read the selection.
5. Symbolic Values. They represent objects and characters that stand
for ideas. The symbolic values may be national, racial, or associated
with religion.
3.7.5 Poem Analyses and Interpretations
Below is a roster of suggested questions that may be asked in
analyzing and interpreting a poem.
1. Human Experience and the Speaker
 What is the occasion of the poem?
 What is the situation being described?
 Who is the speaker? Is the speaker taking part in the action?
 Are other voices speaking? Is there an implied audience for the
poem?
2. Organization of Idea
 How is the poem organized?
 Are keywords repeated?
 What connection do you see
between ages?
 How is grammar related to
the meaning?
 Is there logical progression of
ideas?
 Is the use of a specific stanza
or verse form effective in
establishing connections of
time, space, comparison-
contrast, cause and effect of ideas?
 Is the pattern of organization related to the meaning?
3. Tone and Diction
 What attitude is the speaker taking toward his subject? Is he
serious, amused, angry, humorous, or what?

 Is the diction concrete of abstract? What are the connotations of
the keywords and images?
 Does the context give unusual meanings to words? Are common
words used in common ways?
 Does the tone of the poem indicate that the words are used
ironically?
 Are there examples of poetic ambiguity?
4. Imagery and Symbolism
 Do the images have a literal or metaphoric meaning? If the
passage is metaphoric, what two (2) things are being
compared?
 Which is the literary term and which is the figurative?
 In what ways are the two (2)
things alike? What do the
figurative phrases mean
literally?
 Is there any use of symbols?
What do they stand for?
5. Sound and Meaning
 What is the connection between
sound and meaning?
 What use had the poet made of
alliteration and assonance?
 What is the predominant meter of the poem?
 Where there are exceptions to regular beat, what changes are
made in the emphasis?
 Does the variation affect the meaning? What use is made of
pause?
 In what tempo should the various lines be read? Does the
meaning help in determining the tempo?
 How does the writer manage to vary the tempo?
6. Theme
 What is the significance of the title?
 Does it have or more than one meaning?
 What is the theme of the poem?

3.7.6 Contemporary Approaches to Reading Literature
Consider the items below as general questions for contemporary
approaches to reading literature.
1. Structuralism
 What metaphors or symbols suggest as set of structures of
ideas in the piece of literature?
 What concepts (binaries) suggest pairs of opposites, e.g. strong-
weak, sun-moon, day-night, etc.?
 What ideas are understood but are not stated in the literary
work? Do they relate to the culture of the period?
2. Post-Modernism
 Start with the same questions raised from structuralism. Find or
locate points of contradiction where the work can no longer be
interpreted according to a system it has set up under
structuralism.
 What suppositions or assumptions in the work are inconsistent
with what are implied by the author? What does the author not
know about his characters and his
plot?
3. Feminism
 What awareness or consciousness
of womanhood or feminist roles
occurs to the characters in the
literature being considered?
 What patterns of implied male
authority/oppression/superiority
are found in the poem, story, or play?
 What models of male-female differences are built into the work?
4. Marxist and Cultural Critical Approaches
 Is there an implied pattern of conflict between rich and poor,
powerful and the unempowered, the strong versus the weak,
the dominant and the subordinate, the centralized and the
marginalized, the privileged and powerless – whether these are
ideas or characters? Explain.
 What cultural forces (belief systems, traditions, customs,
superstitions, fashion, food, pop songs, films, news items) and
the responses to such forces or stimuli are capable of shaping,
dividing, and binding communities? Explain.

What to do?
1. Start your class with the preliminaries or routine activities.
 Instead of the usual “present-absent” response in the roll call,
you tell your pupils to say a word or two about the previous
lesson or the lesson for the day.
For example:
 Jasmine Katarina de Asis – instead of her saying present,
she will answer, Tithonus (from the previous lesson).
 Alexandra Malikka Estigoy will say Alfred Lord Tennyson
(author of Tithonus).
 Sebastian Ezekiel Estigoy – his response is, the wise
monkey (from the lesson of the day).
 The roll call should be done smoothly in a very short period of
time. Be sure to tell your pupils in advance on what they will do
during the roll call.
 This is not found in any book, however, this is effective. I have
been doing this in my classes. Consider this as my contribution
in your successful encounter with your future pupils.
2. Motivation may follow, although it could be done anytime needed.
3. Presentation of the lesson – make it brief but substantives.
 For the sample selections below, you may ask your pupils to
read silently the story.

Sample Lessons and Exercises
The Two Cats and the Monkey
(Ilianen Manobo – Region XI)
“There is no danger in many fools,
as there is in one crafty wise man.”
There were two (2) cats who didn‟t have a home of their own. They just
kept travelling around, looking for food, for they didn‟t have any place they
could call home. After they had been journeying for some time they came to a
house where they spotted a piece of fried rice-cake lying under the house.
“I’ll get the rice-cake,” said one cat,
“and divide it evenly between us.”
“Wait,” said the cat who had seen it
first. “I’ll be the one to give you your piece.”
And so they divided the cake right through
the middle.
“It looks as if mine is smaller,” said the
cat who had seen the rice-cake first.
“Oh no, it isn’t,” said the other cat. “I
can see that they’re the same size.”
“Well, if you won’t give any of yours,”
said the first cat, who was greedy, “we’ll just
have to go to the monkey, for he has a pair
of scales. We’ll have the two pieces weighed, and then maybe you’ll be forced
to give me some of yours.”
“Alright,” agreed the other cat.
And so they set off, and the place was not too far away for before long
they reached the home of the monkey.
“Well, you seem to be in a great hurry,” said the monkey. “What have
you come for.”

It was the greedy cat who spoke first saying, “we’ve come to have you
settle our quarrel”. I found one piece of fried rice-cake, and to show my
generosity I divided it in half. But, as soon as I had cut it in half, he snatched
his hand so fast that I wasn‟t able to do the choosing.”
“How can I possibly settle your case when I don’t know how?” said the
monkey.
“Just weigh the two (2) pieces of rice-cake,” said the first cat, “for we
haven’t eaten any of it yet.”
“And if his is heavier, then you’ll have to add some to mine”,
complained the greedy cat.
“Do you agree to this, first cat?” asked the monkey.
“Yes, I agree,” said the cat.
So the monkey got up, brought his scale and put the two (2) pieces of
cake on the scale, trying to make them balance. But the greedy cat‟s piece
was heavier.
“Oh, this is heavier, I’ll have to make it a bit smaller,” said the monkey.
And with that he bit off a piece. But then he had to bite a piece from the
rice-cake at the other side of the scale as well. He kept doing this until there
was no more rice-cake left.
“How about it now? Did I settle
your case fairly? I didn’t show any
favoritism to either one of you,” said the
monkey slyly.
“Yes, you certainly didn’t show
any favoritism,” said the two (2) cats,
“but neither of us got a chance to taste
the cake.”
And that‟s the end.

How to Teach Text Structure?
A Simple Story Map
Teacher‟s
Questions or Guide
for the Pupils
Response
Who  The two cats and the monkey
What  The two cats were looking for food.
 They found fried rice cake.
 They disagreed the sharing.
 They decided to ask the monkey‟s help.
When  They found the fried rice cake while travelling around.
 They decided to see the monkey when they could not
settle their sharing.
Where  They found the fried rice cake under the house.
 They went to the house of the monkey.
Why  The greedy cat complains because he said his share
is smaller.
 They decided to go to the monkey because they
wanted to settle their conflict.
 The two cats were not able to taste the fried rice cake
because the monkey ate the whole piece.

Sample Story Blocks
Setting  One day in a place.
Characters  The Two Cats
 The Monkey
Problems  The two cats have no place of their own.
 They just travel around looking for food.
 They disagreed on the sharing of the fried rice cake.
Solution  They went to the monkey who owns a weighing
scale.
 The monkey bites a piece whenever he tries to
balance the piece until nothing was left.
Theme  Takes all takes none.
 Greed ends in nothing.
 Wise man eats the fool.
Four Types of Simple Questions
1. “Right there” questions (text explicit)
1.1 Who are the characters in the story?
1.2 Why did they travel around the place?
1.3 What did they find under the house?
1.4 What did they do with the fried rice cake?
1.5 Why did the greedy cat complain?
1.6 Where did they decide to go?
1.7 What did the monkey do?
1.8 How did the monkey settle their case?
2. “Think and search” questions (text implicit)
2.1 Why do you think the monkey said, “did I settle your case fairly? I
didn’t show any favoritism …” after eating the whole piece?

2.2 Why do you think the two cats are travelling around to look for
food?
2.3 Did the monkey really settle the case of the two cats? Why?
2.4 How come that the fried rice cake was found under the house?
3. “Reader and author” questions (text implicit or experience-based)
3.1 What is the message of this tale to the reader?
3.2 How are the characters presented in this tale? (values, traits, etc.)
3.3 Why did the tale emphasize on the greed, cleverness, and
dissatisfaction of the characters?
4. “On my own” questions (text implicit or experience-based)
4.1 Why are cats roaming around in rural areas in the Philippines? Do
you think the same scenario is observed in the United States of
America? Why?
4.2 Who could be the two cats and the monkey in a real life situation?
4.3 If you were one of the two cats would you demand equal share?
4.4 What are the Filipino counter-productive values emphasized in the
tale?
KWL (Know Want Learn)
What we Know? What we Want to
Know?
What we Learn?
 Cats in the Philippines
are not well cared.
 If cats in the story are
like most of the cats
we see in our place.
 The cats symbolize
those who do not
have houses of their
own.
 Monkey symbolizes
cleverness.
 Monkey is smart.
 If monkey shows
fairness.
 If the monkey is a
good judge
 That one would always
ask the authority to
settle problem.
 We always want equal
sharing
 Why the two cats went
to the monkey?
 How the monkey
settle the case?
 Those who demand for
more gets nothings.
 There are those who
abuse their power.
Note: You can make use of the other guide questions presented in
the module in helping your students improve their reading
comprehension.

Next lesson is a poem.
Tithonus
Alfred Lord Tennyson
The woods decay, the woods decay and
fall,
The vapours weep their burthen to the
ground,
Man comes and tills the field and lies
beneath,
And after many a summer dies the swan.
Me only cruel immortality
Consumers: I wither slowly in thine arms,
Here at the quiet limit of the world,
A white-haired shadow roaming like a
dream
The ever-silent spaces of the East,
Far-folded mists, and gleaming halls of
morn.
1. Before you discuss the poem be sure that your pupils know who is
Tithonus. You may ask them to know about the following:
1.1 Tithonus
1.2 Eos
1.3 Zeus or Jupiter
2. Discuss briefly the author.
3. Let them read orally the poem.
4. Unlock vocabulary – the denotation and connotation
For Example:
Term Denotation Connotation
 decay
 weep
 wither
 lies beneath
 shadow
 consume

Phrase Connotation
 the woods decay and fall
 vapours weep
 lies beneath
 cruel immortality
 wither slowly
 roaming like a dream
 the ever-silent spaces
Comprehension Questions
1. Who is Tithonus? What happen to him? Who made him immortal?
2. Why did Tithonus consider his immortality cruel?
3. What is the tone and attitude of the speaker of this poem?
4. Would you like to be immortal like Tithonus? Why?
5. What is the message of the poem?
OR you can introduce the 20 guide questions in understanding a literary piece
found in the module.
May you find solace with yourself in short while.
Breathe in. Breathe out. Repeat. Reward yourself
with an energetic spirit endowed with peace of
mind just before you take the assessment.

Assessment
Part I. Denotation and Connotation
Read the poem below and answer the questions that follow:
Open-Ended Quality
Lilia Lopez-Chua
Lilia Lopze-Chua (1956) Region 11: Davao City
The writer is a graduate of Creative Writing from Boston University,
Lopez-Chua’s poetry has been published in three (3) special issues of the
“Road Map Series” in Davao.
I like open ends, too,
a house with a front door
and a back open
where you can skip in and out
and not be some bread
stuffed into a toaster
charred and burnt
with no other choice
but to lie in there
„til some nut comes
to help you out.
I do not want to be helpless
like some jack-in-the-box
always waiting for Jackie Boy
to loosen an end
to stick my neck out
only to be smashed
flat, till the tip of my head
meets the base of my feet.
I want to stretch my arms
and legs far and wide
to shed off my shadow

if i like –
to take off my head, body
legs and arms and
run around only with myself,
naked and perfect
an open-end quality.
A. Answer the following questions.
1. What are the things that the speaker likes and doesn‟t like?
2. What must be his/her struggle?
3. Why do you think he/she is in this situation?
4. What might be the real yearnings of the speaker?
5. What kind of feeling is expressed in this line: “always waiting for
Jackie Boy”?
6. What are the other implications and suggestions of the poem?
7. Recall the times in your life when you just wanted to be free and be
yourself.
B. Fill in the table with the appropriate information taken from the
text. Number one (1) has been done for you. You can write in
pairs.
What are the things that the speaker likes, doesn‟t like, want, and
doesn‟t want?
What she likes/wants What she doesn‟t like/want
1. Open ends not some bread
C. Answer the hereunder items.
1. What are the connotations of the phrases you have written in the
table?
2. What kind of situation is the speaker in?
3. What kind of life does she want?
4. What kind of feeling is expressed in this line, “always waiting for
Jackie Boy to loosen an end, to stick my neck out, only to be
smashed flat”?
5. Name some instances when you were caught in the same situation.
6. How can the males in the society help liberate women?

7. What common aspirations do “Change” and “Open-Ended Quality”
express?
D. Short essay.
Write an instance in your life where you had been treated as a
“Jack-in-the-box” or a “bread stuffed in a toaster.” What were your
reactions to the situation? What kind of change would you like to take
place in your life? How can you initiate this?
E. Choose eight (8) words from the vocabulary listed below that
carry connotative meanings and place them in the correct column
below. Then write a word with the same denotative meaning but
has a different connotative meanings. For example, the denotative
meaning of primitive and barbarian are synonymous, but their
connotative meanings are not; the Katter is much more negative than
the former.
Positive Negative
1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
Vocabulary List
1. Christianized 7. urbanization 13. mute
2. dumb 8. indoctrinized 14. copy
3. clone 9. close 15. cartel
4. monopoly 10. vane 16. barbarian
5. prodigal 11. accurate 17. primitive
6. dandy 12. industrialization 18. extravagant
F. Write two (2) pairs of sentences. In the first sentence, use a word
from the “positive column”; then use in a sentence its companion word
from the “negative column”. Notice the emotional changes.
1. a. _________________________________________________
_________________________________________________

b. _________________________________________________
_________________________________________________
2. a. _________________________________________________
_________________________________________________
b. _________________________________________________
_________________________________________________
Part II. Reading Comprehension
1. Questions 1-7
In the 16th century, an age of great marine and terrestrial exploration,
Ferdinand Magellan led the first expedition to sail around the world. As a
young Portuguese noble, he served the king of Portugal, but he became
involved in the quagmire of political intrigue at court and lost the king’s favor.
After he was dismissed from service by the king of Portugal, he offered to
serve the future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of
50 degrees W longitude to Spain and all the land east of that line to Portugal.
Magellan offered to prove that the East Indies fell under Spanish authority. On
September 20, 1519, Magellan set sail from Spain with five ships. More than a
year later, one of these ships was exploring the topography of South America
in search of a water route across the continent. This ship sank, but the
remaining four ships searched along the southern peninsula of South
America. Finally they found the passage they sought near 50 degrees S
latitude. Magellan named this passage the Strait of All Saints, but today it is
known as the Strait of Magellan.
One ship deserted while in this passage and returned to Spain, so
fewer sailors were privileged to gaze at that first panorama of the Pacific
Ocean. Those who remained crossed the meridian now known as the
International Date Line in the early spring of 1521 after 98 days on the Pacific
Ocean. During those long days at sea, many of Magellan’s men died of
starvation and disease.
Later, Magellan became involved in an insular conflict in the Philippines
and was killed in a tribal battle. Only one ship and 17 sailors under the
command of the Basque navigator Elcano survived to complete the westward
journey to Spain and thus prove once and for all that the world is round, with
no precipice at the edge.

1. The 16th century was an age of great ______ exploration.
A. cosmic
B. land
C. mental
D. common man
E. None of the above
2. Magellan lost the favor of the king of Portugal when he became
involved in a political ________.
A. entanglement
B. discussion
C. negotiation
D. problem
3. The Pope divided New World lands between Spain and Portugal
according to their location on one side or the other of an imaginary
geographical line 50 degrees west of Greenwich that extends in a
_________ direction.
A. north and south
B. crosswise
C. easterly
D. south east
E. north and west
4. One of Magellan‟s ships explored the _________ of South America for
a passage across the continent.
A. coastline
B. mountain range
C. physical features
D. islands
5. Four of the ships sought a passage along a southern ______.
A. coast
B. inland
C. body of land with water on three sides
D. border
E. Answer not available

6. The passage was found near 50 degrees S of ________.
A. Greenwich
B. The equator
C. Spain
D. Portugal
E. Madrid
7. In the spring of 1521, the ships crossed the _______ now called the
International Date Line.
A. imaginary circle passing through the poles
B. imaginary line parallel to the equator
C. area
D. land mass
2. Questions 8-14
Marie Curie was one of the most accomplished scientists in history.
Together with her husband, Pierre, she discovered radium, an element
widely used for treating cancer, and studied uranium and other radioactive
substances. Pierre and Marie’s amicable collaboration later helped to
unlock the secrets of the atom.
Marie was born in 1867 in Warsaw, Poland, where her father was a
professor of physics. At an early age, she displayed a brilliant mind and a
blithe personality. Her great exuberance for learning prompted her to
continue with her studies after high school. She became disgruntled,
however, when she learned that the university in Warsaw was closed to
women. Determined to receive a higher education, she defiantly left
Poland and in 1891 entered the Sorbonne, a French university, where she
earned her master’s degree and doctorate in physics.
Marie was fortunate to have studied at the Sorbonne with some of
the greatest scientists of her day, one of whom was Pierre Curie. Marie
and Pierre were married in 1895 and spent many productive years working
together in the physics laboratory. A short time after they discovered
radium, Pierre was killed by a horse-drawn wagon in 1906. Marie was
stunned by this horrible misfortune and endured heartbreaking anguish.
Despondently she recalled their close relationship and the joy that they
had shared in scientific research. The fact that she had two young
daughters to raise by herself greatly increased her distress.

Curie’s feeling of desolation finally began to fade when she was
asked to succeed her husband as a physics professor at the Sorbonne.
She was the first woman to be given a professorship at the world-famous
university. In 1911 she received the Nobel Prize in chemistry for isolating
radium. Although Marie Curie eventually suffered a fatal illness from her
long exposure to radium, she never became disillusioned about her work.
Regardless of the consequences, she had dedicated herself to science
and to revealing the mysteries of the physical world.
8. The Curies‟ _________ collaboration helped to unlock the secrets of
the atom.
A. friendly
B. competitive
C. courteous
D. industrious
E. chemistry
9. Marie had a bright mind and a ______ personality.
A. strong
B. lighthearted
C. humorous
D. strange
E. envious
10.When she learned that she could not attend the university in Warsaw,
she felt _________.
A. hopeless
B. annoyed
C. depressed
D. worried
11.Marie _________ by leaving Poland and traveling to France to enter
the Sorbonne.
A. challenged authority
B. showed intelligence
C. behaved
D. was distressed
12._________ she remembered their joy together.

A. Dejectedly
B. Worried
C. Tearfully
D. Happily
E. Irefully
13.Her _________ began to fade when she returned to the Sorbonne to
succeed her husband.
A. misfortune
B. anger
C. wretchedness
D. disappointment
E. ambition
14.Even though she became fatally ill from working with radium, Marie
Curie was never _________.
A. troubled
B. worried
C. disappointed
D. sorrowful
E. disturbed
Part III. Inferences and Conclusions
A. Make inferences that can be derived from the following sentences.
1. Everybody was wearing red.
Flowers like roses were very
common that day.
2. Vice President Leni Robredo
criticizes President‟s effort in
handling COVID-19 crisis.
Secretary Roque challenges
the vice president.
3. Alexa is excited. She wears
her expensive gown.
4. It‟s past eleven in the evening.
Father keeps looking at the
door.
5. The boisterous class became
taciturn when someone came
in.

6. President Trump starts
questioning the election results
39 days before the election
day.
7. Looking into the creature‟s
eyes, he could hardly bear the
love he saw there. He felt
unworthy.
8. “But the cream has not been
touched,” he said. “Please do
not change me for it.”
9. He was gone for a week and
many were sick with fear.
10.Farewell, O Orpheus. Still I
stretch out to you my feeble
hands, but I am yours no
longer.
B. Draw possible conclusions for each of the following situations.
1. The NTC has announced that
the air signal taken from ABS
CBN is now open for bidding.
2. Traffic violations still abound.
Many have been afflicted by
these contraventions.
3. Finally, after more than three
years of silence, the President
has spoken about legal
concerns on South Seas
issues.
4. The Pogo has started to cease
its operation. A number of
workers were terminated.
5. Vaccine for COVID is not yet
available in the market.
Testing is still going on
worldwide.
6. Thousands of Filipinos lost
their jobs. The government
could not support all.
7. President Duterte has awarded
Lance Corporal Pemberton

absolute pardon. The
opposition questioned his
decision.
8. Former Erap and sons of his
children ran for elective
positions last year. No one
from among them won.
9. The Senate is on session
everyday. There were
complaints against ABS CBN.
10.Moodle or modular approach
will be used in UEP this school
year. Students will not be
coming to the campus for
“face to face” classes.
Part IV Critical Analysis
A. Instruction. Choose one (1) story that you like, then summarize it. (Do
not copy paste from the net). Use this format.
Title:
Author:
Characters:
Setting:
Theme:
Summary:
Evaluation:
1. Analyze the story using the following approaches:
1.1. Moral or humanistic
1.2. Sociological
1.3. Psychological
1.4. Impressionistic
2. Supplement the story with the following
2.1 factual values
2.2 emotional values
2.3 human values

3. Use the 20 questions in the study of literature found in the module in
your further analysis. (You will write the questions and your answers to
the questions.)
B. Choose one (1) story from the list below and analyze it using the same
format and questions for evaluation in letter A.
1. The Last Leaf – O‟ Henry
2. Pygmalion and Galatea – Ovid
3. A Piece of String – Guy de Maupassant
Suggested Readings
Cinco, Linda A. Children’s Literature
Roldan, Aurora H. Reading for Content
Salazar, Evelyn S. Building a Wider Vocabulary
Salazar, Evelyn S. Creative Reading
Villanueva, Aida S. Reading for Appreciation and Enjoyment
References
Bernardo, Alejandro S. Developmental Reading.
Buendicho, Flordeliza C. Developmental Reading.
De Asis, Leah, et.al., Walking Through the Wonders of World Literature.
Malabon City: Mutya Publishing House, Inc., 2015.
De la Rosa, Lydia P.E. Folktales from Northern Samar.
Marquez, Servillano, et al. Developmental Reading.
Patron, Ida Yap. Interactive Reading Responding to and Writing about
Philippine Literature.
Roldan, Aurora H. Improving your Reading Comprehension Skills
Villamin, Araceli. Remedial Reading.

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