LESSON-1_INTRO_READING-AND-WRITING.ppt

• name?
• name of
your
previous
school?

TOPIC OUTLINE (1st Quarter)
I. Reading and Thinking Strategies
Across Text Types
a. Text as a Connected Discourse
b. Techniques in Selecting and
Organizing Information
c. Patterns of Development
d. Properties of a well-written text

TOPIC OUTLINE (1st Quarter)
II. Text and Context Connections
(Critical Reading)
a. Critical Reading as looking for
ways of thinking
b. Explicit and implicit claims in a
text

GRADING SYSTEM
Core Subject
Written Work – 25%
(Unit Tests / Quizzes / Journals / Essays /
Assignments / Notebook)
Performance Task – 50%
(Compositions/Multimedia Productions/Role
Plays/Presentations etc.)
Quarterly Assessment – 25%

PHOTO
HERE
NAME: Surname, First Name, MI
QUIZZES SC UNIT
TESTS
SC PERFORMANCE
TASK
SC QUARTERLY
EXAM
SC

Text vs. Discourse
TEXT is made up of sentences.
DISCOURSE is the use of such
sentences

TEXT is made up of sentences
having the property of
grammatical cohesion.
DISCOURSE is made up of
utterances having the property of
coherence.

TEXT analysis deals with
cohesion.
DISCOURSE analysis investigates
coherence.

TEXT is defined in terms of it being
a physical product.
DISCOURSE is viewed as a
process.
Meaning is derived through the
reader’s interaction with the text.

What makes a TEXT a
CONNECTED
DISCOURSE?

TEXT becomes a
CONNECTED
DISCOURSE when we
READ.

• Reading is viewed as a connected discourse
– the construction of meaning from text.
• Reading is viewed as a connected discourse
between the reader and the text.
• There has to be connectedness among the
three (3) components – the author and
reader and text.

Let’s do a warm up activity
(WW#1-Map out Reading)
1. Form groups with five (5) members.
2. Answer the worksheet that will be
given.
3. Discuss your answers in front.

WHAT IS IT?
"The greatest gift is the passion for
reading. It is cheap, it consoles, it
distracts, it excites, it gives you
knowledge of the world and
experience of a wide kind. It is a
moral illumination."
Elizabeth Hardwick

READING DEFINED ACCORDING
TO 2 TYPES
First, reading is a decoding process --
the breaking down of written codes.
Second, reading is seen as a
comprehension process

Reading is not only an activity with the
printed word. It also entails the use of
thinking strategies to decipher the
meaning of written text. -- David (2005)
It is a process of involving the readers
into an interaction with the text and
enables them to use the reading
strategies in getting the meaning of the
printed text.

READING ACCORDING TO EXPERTS
Reading is a dynamic process in which the reader
interacts with the text to construct meaning.
Inherent in constructing meaning is the reader's
ability to activate prior knowledge.
-Ma. Cecilia Crudo, 2005
"Reading is more than recognizing printed letters
or words and that it is also a very complex
process that requires careful attention."

• READING is an activity that challenges our
beliefs, inspires our imagination, and expands
our understanding of the world.
• READING involves a complex interaction
between the text and the reader. The reader's
interpretation is shaped by his/her prior
knowledge, experiences and attitudes.
• READING is an indispensable skill that requires
continuous practice, development, and
refinement.

• Reading is an activity which takes
on stages or levels.
• According to Woods (2006) it has
3 stages: pre-reading, during
reading/while reading and post
reading.

1. Pre-reading Stage
• before reading the excerpt, you have to draw on
your background knowledge by looking at the title.
• It aims to induce the reader’s motivation to read
and to activate their schema or background
knowledge.
• Here, the purpose for reading is set, the
old knowledge of the reader is activated
and the meaning of unfamiliar words are
deciphered.
Three Stages of Reading

• The specific skills done during this stage include:
a. previewing – reviewing title, section headings
and photo captions
b. free writing
c. surveying
d. questioning
e. making assumptions about the author
f. identifying the purpose
g. selecting a reading system such as SQ3R (survey,
question, read, recite, review)

2. While reading/During reading Stage
• The reader grasps the meaning of the
reading material by connecting it to his old
knowledge or schema.
• Keep running a dialogue with the author
through annotation by recording your
thoughts, ideas and questions. You may
underline, highlight or circle important parts
and points and write comments in the
margins.

• You may reread the text until you fully understand its
meaning.
• The specific skills in this stage include:
a. getting the meaning of words through context
clues.
b. predicting – making predictions about the
content and vocabulary; checking of
comprehension; writing style and discourse
structure.
c. inferencing
d. monitoring comprehension
e. annotating the text
f. reflecting

3. Post-reading
• This stage enables the reader to establish a
connection between what they learned with what
they know.
• Checking of one’s understanding of the text.
• It involve the following skills:
a. reflecting
b. summarizing
c. paraphrasing
d. drawing conclusions
e. making graphic organizers
f. journal writing

Since READING IS A SKILL, it
can be learned.
So, how do you
develop it?

BASIC READING SKILLS
(Strategies to help you
become an effective reader)
1. Rapid Reading – aims to locate
specific information or main ideas in
a very short span of time. Examples
are skimming and scanning which
are both pre-reading skills.

a. Skimming
• getting the general idea by reading through
the text quickly.
• A type of quick reading which aims to get
the main idea and to get an overview of the
material.
• It is usually done when reading
newspapers, magazines, books and letters.

• Some techniques for effective skimming
1. Use your finger as a guide when reading
across the line.
2. Focus more on the first and last sentences
of each paragraph; they usually contain the
main idea of the text.

Let’s try this
Get an overview of the
paragraph and state its main
idea.

OF all love stories that are known to human
history, the love story of Antony and Cleopatra has
been for nineteen centuries the most remarkable. It
has tasked the resources of the plastic and the
graphic arts. It has been made the theme of poets
and of prose narrators. It has appeared and
reappeared in thousand forms, and it appeals as
much to the imagination today as it did when
Antony deserted his almost victorious troops and
hastened in a swift galley from Actium in pursuit of
Cleopatra.
-Lyndon Orr, Famous Affinities of History: Vol. I (The Romance of Devotion)

b. Locating the main idea
• It involves the identification of central
message of a reading selection.
• The main idea is usually found in either or
both the first and the last sentences of a
paragraph, but it may also appear in the
middle or may simply be implied and not
explicitly stated in the text.

• Some techniques in locating the main idea
1. Identify the topic or the subject of a text.
2. Take note of transitional devices such as
thus, therefore, to conclude and to sum up
as they may signal the main idea.
3. Validate your identified main idea by
analyzing if all supporting details directly or
indirectly support it.

Let’s try this
Locate the main idea in each of
the paragraphs.

1. The best trip my family ever took was to
New Orleans, Louisiana. We drove there in
two days. I didn’t think it would be very
interesting, but I was wrong. We saw the
Mississippi River, rode a horse carriage in
the French Quarter, and visited a cemetery
where everyone was buried above the
ground. I liked the food best, especially the
New Orleans doughnuts called beignets.

2. No one likes to eat with a dirty
knife, fork, or spoon. It is
important to completely wash all
utensils before using them.
Clean utensils won’t transmit
germs and bacteria. They also
are more pleasant to eat with.

3. Growing a garden can be fun, good exercise,
and will provide fresh fruits and vegetables for
the gardener. It is interesting to watch the seeds
pop their heads above the soil for the first time.
It is sometimes hard to believe that a little seed
can become a large vine or plant in just a few
weeks. Planting the seeds and pulling weeds
are good exercise for anyone. Then, after
watching the plant grow and produce, the
gardener ends up with delicious tomatoes,
beans, or other yummy products from the
garden.

3. Growing a garden can be fun, good exercise, and
will provide fresh fruits and vegetables for the
gardener. It is interesting to watch the seeds pop
their heads above the soil for the first time. It is
sometimes hard to believe that a little seed can
become a large vine or plant in just a few weeks.
Planting the seeds and pulling weeds are good
exercise for anyone. Then, after watching the plant
grow and produce, the gardener ends up with
delicious tomatoes, beans, or other yummy
products from the garden.

4. Sometimes it is hard to fall asleep. Maybe you are
not sleepy, or maybe you are thinking about what
happened during the day. You can also lie awake if
a big event, like a test or a party, is happening the
next day. There are several things you can do to try
and fall asleep. You can try counting sheep, or just
counting, which will keep your mind busy with a
repetitious activity. Sometimes listening to soft
music or gentle sounds, like rain, helps. You can
even try telling yourself a story, which may distract
your mind enough that you will be asleep in no
time.

5. One myth about exercise is that if a woman lifts
weights, she will develop muscles as large as a
man’s. Without extra male hormones, however, a
woman cannot increase her muscle bulk as much
as a man’s. Another misconception about exercise
is that it increases the appetite. Actually, regular
exercise stabilizes the blood-sugar level, which
prevents hunger pains. Some people also think that
a few minutes of exercise a day or one session is
enough, but at least three solid workouts a week are
needed for muscular and cardiovascular health.

• Main idea is implied
“There are many myths about
exercise”.

c. Scanning
NAME GRADE
Julius Caesar 90.5
Anthony 96
Pontius 100
Sophocles 76
Brutus 88
Archimedes 96
Aristotle 86

• It is a quick reading strategy which aims to
get specific information from a given text.
• It is useful in locating the specific name of
a board passer, looking for an old email in
your inbox, or checking specific
information in a graph.

• Some techniques to develop your skill
1. Be clear with the information that you need.
Check if you are looking for a date, figure,
person, place or event and then focus on
that specific information.
2. Avoid reading every word; focus on what
you need.
3. Relax your eyes as you move them across
the lines rapidly.

2. Previewing
• A skill wherein a reader looks over a material
and focuses on the information he/she finds
relevant.
• It also allows readers to set the purpose and
link the content of the material to their
background knowledge.
• It is conducted during the pre-reading stage.

• Effective previewing involves clarifying the
purpose, reading the title and headings and
checking the illustration and the other
visuals.
• Browsing or inspecting unhurriedly the table
of contents, introduction or summary is also
a previewing technique.

3. Literal Reading
• Involves the understanding of ideas and facts
that are directly stated in the printed material.
Skills under this category includes note-
taking and annotating, paraphrasing, and
summarizing.
• These are done in the post-reading stage.

Read the
following text
and
summarize
its content.

Were you able
to get the
essence of the
text and still
retain the same
information?
This is called
Summarizing.

a. Summarizing
• It is a reading skill that involves
condensing a lengthy text into a shorter
passage which is usually 15-30% of the
source material. It is essential that the
topic sentence is included in the
summary. Major details may also be
mentioned, but not required. A citation of
the original source is always necessary.

Some strategies for effective summarizing of text.
1. Annotate – add notes to the original text to
highlight the important ideas, but avoid
putting your own comments.
2. For multiple paragraphs, get the main idea of
each paragraph and write them in your own
words. Combine them with coherence using
transitional devices.
3. Ensure accuracy – compare your summary
with the original text.

b. Paraphrasing
• Involves restating ideas from the original text.
• Unlike summary, the length of a paraphrased
text is almost similar to the length of the original
text because it focuses on the details and not
on the main idea.
• It also cites and preserves the tone of the
original text.
• Generally done to simplify complicated text,
improve study skills and borrow ideas without
quoting directly.

Some strategies for effective paraphrasing.
1. Do not change the original thought of the
text; change the way it is conveyed.
2. Do not confuse it with a summary. Focus on
the details and not on the main idea alone.
3. Like in summarizing, always compare your
work with the original text.

Let’s try this
Paraphrase the following text.
Of the more than 1000 bicycling deaths
each year, three-fourths are caused by
head injuries. Half of those killed are
school-age children. One study concluded
that wearing a bike helmet can reduce the
risk of head injury by 85 percent. In an
accident, a bike helmet absorbs the shock
and cushions the head.
From "Bike Helmets: Unused Lifesavers," Consumer Reports (May
1990): 348.

Possible Answer
The use of a helmet is the key to reducing
bicycling fatalities, which are due to head
injuries 75% of the time. By cushioning the
head upon impact, a helmet can reduce
accidental injury by as much as 85%, saving
the lives of hundreds of victims annually, half of
whom are school children.
("Bike Helmets" 348)

4. Inferential Reading
• Process of deducing facts and ideas not directly
expressed in the text.
• Also known as “reading between the lines”.
• It includes making generalizations, inferences
and conclusions.
• Inference – an idea drawn from facts or details in
the text. It is important so that the reader can
fully understand the text, even when some of the
information is left out by the author.
• This is applied during the “while-reading stage”.

Let’s try this
Based on the details, say why the girl was
acting the way she did.
“The girl returned home from her friend’s party.
She carefully opened the door of their house to
avoid making any sound. It was dark inside, but
she did not turn on any of the lights. She warily
checked if "anyone was up. Satisfied that
everyone was asleep, she slowly tiptoed to her
room and silently opened her door so as not to
wake her parents”.

Let’s try this
Answer the following
brain teasers.

ANSWER:
There weren’t any
stairs, it was a one
storey house.

Mr. and Mrs. Mustard
have six daughters and
each daughter has one
brother. How many
people are in the
Mustard family?

ANSWER:
There are nine Mustards
in the family. Since each
daughter shares the
same brother, there are
six girls, one boy and Mr.
and Mrs. Mustard.

You are participating
in a race. You
overtake the second
person. What position
do you finish?

ANSWER:
If you said “first”, you are
wrong! You arrive
second. If you overtake
the second person and
you take his place, you
arrive second.

Which hand is
best for stirring
sugar into a cup
of tea?

ANSWER:
It’s better to use
a spoon.

My name is Roger, I live on a
farm. There are four other
dogs on the farm with me.
Their names are Snowy,
Flash, Speedy and Brownie.
What do you think the fifth
dog’s name is?

Is this possible?
A truck driver is
going down a one
way street the wrong
way, and passes at
least ten cops.

ANSWER
Because he was not
driving! He’s
walking on the
sidewalk.

A clerk at a butcher
shop stands five feet
ten inches tall and
wears size 13
sneakers. What does
he weigh?

Which is correct to
say, “The yolk of the
egg is white” or
“The yolk of the egg
are white?”

Neither. Egg yolks
are yellow.
ANSWER:

5. Critical Reading
• It is critical thinking: when we read, we think as
well.
• It is an active process of discovery: you not just
receive information but also make an interaction
with the writer.
• Involves scrutinizing any information that you
read or hear.
• The process of reading that goes beyond just
understanding a text.
• It happens in the “while-reading stage”.

6. Comprehensive Reading
• this is simply the understanding of what you read.
• Comprehension is determined by answering
questions about the selection read.
• It includes predicting, summarizing and critical
thinking.
• Inferring - a comprehension skill which involves
the use of information presented in the text and
connecting it to your own knowledge.

Levels of Comprehension
1. Literal Comprehension
• involves what the author is
actually saying.
• involves understanding of the
message/information/facts directly stated in the
text.
• it is recognized as the first and most basic
level of comprehension.
• readers may employ literal comprehension
skills such as keywords, skimming, and
scanning to better locate information.

Some questions and activities involved in
Literal Comprehension
• What words state the main idea of the story?
• How does the author summarize what she/he is
saying?
• Outlining the first paragraph of the story.
• What happened first, second and last?
• How are these things alike? How are they
different?
• What things belong together?

2. Inferential Comprehension
• deals with what the author means
by what is said.
• the reader is able to make inferences, draw
conclusions and predict outcomes from
information implicitly stated in the text.
• The reader must simply read between the
lines.
• could also involve interpreting figurative
language, drawing conclusions, predicting
outcomes, determining the mood, and judging
the author’s point of view.

Some questions and activities involved in
Inferential Comprehension
• What does the author value?
• What is the theme?
• What effect does this character/event have on
the story?
• How do you think this story will end?

3. Applied Comprehension
• reading beyond the lines
• how you are able to use your experiences and
prior knowledge (schema) into the written text in
making an evaluation.
• taking what was said (literal) and what was
meant by what was said (inferential) and then
extend (apply) the concepts or ideas beyond the
situation.
• In this level we are analyzing or synthesizing
information and applying it to other information.

Some activities involved in Applied
Comprehension
• Make generalizations.
• Make comparisons.
• Make judgments.
• Make recommendations and suggestions.
• Make decisions.
• Create alternative endings.

TYPES OF
READING
ACCORDING TO
PURPOSE

3 GENERAL PURPOSES
1. to be informed
2. to be entertained
3. to be inspired

A. DEVELOPMENTAL READING
• a systematic instruction which aims to
develop the students' reading skills.
Example: Ryan reads a long text to
improve his reading comprehension
skills.

B. PLEASURE READING
• a more passive type of reading that
primarily aims to provide enjoyment and
entertainment.
Example: Karen reads her favorite
book, To Kill a Mockingbird,to relax
after a long day of work.

C. FUNCTIONAL READING
• designed to help students learn basic
functional reading ability.
Example: Felipe reads a college
application form to understand how to
fill it out.

D. REMEDIAL READING
• aims to correct the effects of poor teaching
and poor learning.
Example: Francis reads a
pronunciation chart with his teacher to
help him correct his pronunciation
diphthongs.

ATTRIBUTES
OF A GOOD
READER
- Nell Duke and David Pearson, 2002

Good readers:
1. are active readers.
2. have clear goals in mind for their reading
3. constantly evaluate whether the text, and their reading
of it is meeting their goals
4. preview a text
5. make predictions
6. construct, revise and question the meanings they make
as they read
7. determine the meaning of unfamiliar words and
concepts in the text, and they deal with inconsistencies
or gaps as needed
8. capitalize and fuse their prior knowledge with material in
the text
9. think about the authors of the text, their style, beliefs
and intentions, historical milieu

10. monitor their understanding of the text, making
adjustments in their reading as necessary
11. evaluate the text's quality and value and react to the
text in range of ways both intellectually and
emotionally
12. read different kinds of text differently
13. when reading narrative, attend closely to the setting
and characters
14. when reading expository text, they frequently
construct and revise summaries of what they have
read
15. recognize that text processing occurs not only during
"reading" but also during short breaks taken during
reading, even after "reading" itself has ceased.
16. look at comprehension as a consuming, continuous
and complex activity, but one that is both satisfying
and productive.

PT # 1 My Senatorial Candidate
• Do it in Pairs
Choose one public figure whom you think can
be the best senatorial candidate. Prepare a
political campaign brochure about this
candidate. Use reliable sources in preparing
the brochure. Make sure that you read these
sources carefully and that you summarize and
paraphrase effectively the information you
borrowed from these sources.

You may use the following link to serve as
a guide in preparing your brochure.
http://www.onlinecandidate.com/articles/tips-for-
creating-a-great-campaign-brochure
Date of Submission: On or before
December 6, 2018

RUBRICS FOR GRADING
CATEGORY CRITERIA
a. Attractiveness
& Organization
if the brochure has attractive
formatting and has a very well
organized information.
b. Accuracy of
Content
the brochure has all of the required
information and some additional
information
c. Writing Mechanics (observance of correct
spelling, sentence form, grammar,
punctuation, capitalization)
d. Graphics /
Pictures
graphics/ pictures are neatly included
and go well with the text

 https://www.palmbeachstate.edu/slc/Documents/implied
%20main%20idea%20hints.pdf
 https://www.slideshare.net/EjeSeastres/reading-and-
writing-skills-text-as-a-discourse-introduction
 https://owl.purdue.edu/owl/research_and_citation/using_r
esearch/paraphrase_exercises/paraphrasing_exercise_a
nswers.html
 https://education.nsw.gov.au/teaching-and-
learning/student-assessment/smart-teaching-
strategies/literacy/reading/literal-comprehension
 https://owlcation.com/academia/Literal-Inferential-and-
Critical-Comprehensive-Reading

LESSON-1_INTRO_READING-AND-WRITING.ppt

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