The document discusses various techniques for understanding words and comprehending text, including identifying word components, combining words, linking words, classifying words, understanding idioms and figures of speech, using context clues, reading strategies, note-taking approaches, and graphic organizers. Some key points covered are identifying word stems and affixes, types of compounds, linking words through relationships, using context to determine word meanings, and strategies like skimming, scanning, and outlining to aid comprehension.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
LET Reviewer - General Education
- ENGLISH (Study and Thinking Skills, Writing in the Discipline, Speech and Oral Communication, Philippine Literature, Master Works of the World)
- MATHEMATICS (Fundamentals of Math, Plane Geometry, Elementary Algebra, Statistics and Probability)
- SCIENCE (Biological Science -General Biology; Physical Science- with Earth Science)
- SOCIAL SCIENCES (Philippine Government New Constitution with Human Rights; Philippine History; Basic Economics, Taxation, Agrarian Reform; Society, Culture with Family Planning; Rizal and Other Heroes; Philosophy of Man; Arts; General Psychology; Information and Communication Technology)
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
LET Reviewer - General Education
- ENGLISH (Study and Thinking Skills, Writing in the Discipline, Speech and Oral Communication, Philippine Literature, Master Works of the World)
- MATHEMATICS (Fundamentals of Math, Plane Geometry, Elementary Algebra, Statistics and Probability)
- SCIENCE (Biological Science -General Biology; Physical Science- with Earth Science)
- SOCIAL SCIENCES (Philippine Government New Constitution with Human Rights; Philippine History; Basic Economics, Taxation, Agrarian Reform; Society, Culture with Family Planning; Rizal and Other Heroes; Philosophy of Man; Arts; General Psychology; Information and Communication Technology)
Standard Deviation, Hypotheses, and Standard ErrorView Rubric.docxdessiechisomjj4
Standard Deviation, Hypotheses, and Standard Error
View Rubric
Due Date: Oct 20, 2015 23:59:59 Max Points: 145
Details:
Doctoral researchers must be able to manage statistical data in order to draw conclusions about the data from a research study. This assignment will allow you to practice your skills in working with standard deviation, hypotheses, and standard error.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Read each segment of this assignment carefully. There is information in the segment that will guide your completion.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
In an essay of 250-500 words, thoroughly address the following items and respond to the related questions:
1. Define the term standard deviation. Why is it important to know the standard deviation for a given sample? What do researchers learn about a normal distribution from knowledge of the standard deviation? A sample of n=20 has a mean of M = 40. If the standard deviation is s=5, would a score of X= 55 be considered an extreme value? Why or why not?
2. Hypothesis testing allows researchers to use sample data, taken from a larger population, to draw inferences (i.e., conclusions) about the population from which the sample came. Hypothesis testing is one of the most commonly used inferential procedures. Define and thoroughly explain the terms null hypothesis and alternative hypothesis. How are they used in hypothesis testing?
3. Define the term standard error. Why is the standard error important in research using sample distributions? Consider the following scenario: A random sample obtained from a population has a mean of µ=100 and a standard deviation of σ = 20. The error between the sample mean and the population mean for a sample of n = 16 is 5 points and the error between a sample men and population mean for a sample of n = 100 is 2 points. Explain the difference in the standard error for the two samples.
Rubric-
The term standard deviation is defined correctly in a thorough manner. All of the follow-up questions are correctly answered in a thorough manner.
The terms null hypothesis and alternative hypothesis are defined correctly and thoroughly. The application of these terms to hypothesis testing is thorough and indicative of deep understanding of the concepts.
The term standard error is defined correctly in a thorough manner. All of the follow-up ques.
Some Points about Writing the Term Paper 1. Make certain.docxrosemariebrayshaw
Some Points about Writing the Term Paper
1. Make certain that works cited formats adhere to MLA guidelines. Note that the 2nd and 3rd
lines are done with a hanging indent.
A book by one author:
Commager, Henry Steele. Theodore Parker. Beacon, 1947.
An essay in a collection:
Leavis, Q. D. “Hawthorne as Poet.” Hawthorne: A Collection of Critical Essays, edited by A.N.
Kaul. Prentice, 1966, pp. 25-63.
An article in a journal, found in a scholarly online database:
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal,
vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed
27 May 2009.
Look in The MLA Handbook for further information; you are expected to provide correctly-
formatted works cited entries for your papers. Points will be taken off if the works cited page is
incorrect.
2. Make certain quotations are verbatim, punctuated properly, and introduced with an
independent clause. Immediately after the quotation, a comment is needed before you
proceed to your next point.
3. Long quotations (four lines or more) should be blocked, quote marks omitted.
4. Short quotations (less than four lines) should display quotation marks.
5. ALL QUOTATIONS SHOULD BE CITED PARENTHETICALLY.
6. Open .PDF files of articles in databases so that you will have page numbers to cite
parenthetically.
7. In citing works of literature, cite line numbers for poems; cite page numbers for stories and
essays; and cite the act, scene, and lines for plays.
8. Your thesis statement should be very specific—it should contain key words/phrases which
anticipate each and every body paragraph/section.
9. Mention names of the critics liberally. It is weak to write many critics feel or a critic has said.
Use the name and provide a quotation. Never refer to an author or critic by first name alone.
k20979
Highlight
k20979
Highlight
10. Refer to titles correctly, using quotation marks or italics as required. Look in Harbrace
Essentials.
11. You is unacceptable in a formal college paper. One may write, however, Hawthorne
addresses the reader . . . .
12. Vary your verbs. Instead of says or tells, try discusses, explains, comments, remarks, replies,
retorts, suggests, claims, concurs, declares, asserts.
13. Do not use contractions; they are informal.
14. Use different from instead of different than in a formal college paper.
15. Do not use abbreviations such as e.g. Instead, write for example.
16. Do not write the reason is because, which is redundant.
17. Do not begin a sentence with Well.
18. Avoid utility words such as nice, funny, and great.
19. Avoid clichés such as what goes around comes around.
Remember that a research paper is like any other paper—with an introduction and thesis, body
paragraphs, and a conclusion. The research is only to SUPPORT your ideas; some think that
research alone constitutes the grade—not so—you stil.
English 300 Definition Essay Definition Essay is Due ___________.docxSALU18
English 300 Definition Essay
Definition Essay is Due ________________. It is to meet the following criteria:
1. 2-3pages in length; not including the Works Cited page
2. Follow your formatting style and provide both in-text citing and a bibliography page.
3. A clear thesis statement is required.
4. Use a minimum of three outside sources for support and since you are defining a concept in your field of study and will be doing an annotated bibliography, keep that is mind for possibly using these three sources as part of that assignment.
5. NEVER use Wikipedia – self policed websites cannot be counted on for truthful and credible information.
6. A clean, printed, hard copy is to be turned in to the professor in class.
7. The essays are due on the assigned day (on the syllabus) and will be docked one letter grade per day that they are late. That means EVERY day, not just class days.
Purpose: The purpose for definition writing is to provide a more detailed and extended definition than is generally found in a dictionary or simple definition. If you take an informative approach the tone should be detached and objective. If the tone takes a persuasive slant, the tone might be more urgent. A third possibility for definition is satiric, where a funny approach works well.
When taking the purpose into account, it is imperative that the purpose be kept in mind so that the essay stays focused on the stated thesis.
Audience: If the essay is meant to inform for general readers, helpful sources should include examples, characteristics and origins. If the essay is meant to persuade then the focus may shift toward a more emotional tone that ignites the reader’s feelings and wish for change. If the approach is satiric the focus can show a more humorous definition but be sure to choose a topic that is appropriate for humor. As always, the audience for college essays should be inclusionary and be for all to read and written at an adult level.
· When developing the information to be added to a definition essay remember to:
· 1st – choose a term that fulfills the definition requirement and is a topic that is broad enough to define (i.e. cult, friend, loyalty, academic honesty, effective parenting)
· 2nd – Classify the term (i.e. Academic dishonesty – cheating)
· 3rd – Characteristics (i.e. cheating on a test, looking up answers on a phone, plagiarism, copying another person’s homework, etc.)
· Develop the extended definition by asking questions:
· How does X look, taste, smell, feel and sound? (Narration)
· What are some typical instances of X? (Exemplification)
· How does X work? (Process Analysis)
· What leads to X? What are X’s consequences? (Cause-Effect)
· What does X do? (Narration)
· What are X’s component parts? What different forms can X take? (Division-Classification)
· What is X like or unlike? (Comparison-Contrast)
Organization and Development: Generally definition essays need to sharpen the focus of the reader by grabbing his or her atte ...
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Applied reading skills
1. Prepared by: BAI SAGUIRA M. ABDULAH-MALIK
Developmental Reading 1
2. • 1. Identifying the components of
a word
a. Stems – part of a word to which
inflectional ending is added or in
which inflectional phonetic change
is made.
8/3/2019 ariugas_bhai@yahoo.com 2
4. • B. Affixes – maybe a prefix or
suffix added to a root word or
base in order to vary function,
modify meaning or form a new
word.
8/3/2019 ariugas_bhai@yahoo.com 4
5. • Prefix – is a syllable or a group of
syllables added to the beginning
of a word.
• Suffix – is joined to the end of a
word.
8/3/2019 ariugas_bhai@yahoo.com 5
6. 2. Putting two words together
Compound – two words that put
together
8/3/2019 ariugas_bhai@yahoo.com 6
7. • Compounds written as one
-boyfriend
- boardroom
- standby
- saleslady
- firsthand
8/3/2019 ariugas_bhai@yahoo.com 7
8. • Compounds written with a hyphen
un-American
re-creation
ex-wife
left-handed
mother-in-law
8/3/2019 ariugas_bhai@yahoo.com 8
9. • Compounds written as a two
separate words
first aid
best man
bank card
ice plant
egg roll
8/3/2019 ariugas_bhai@yahoo.com 9
11. • 3. Forming links between words
- Leads to comprehension
- Word may be linked to another
by its opposite, similarity, origin,
characteristic, initial sound,
action, complement, classification
and rank.
8/3/2019 ariugas_bhai@yahoo.com 11
14. 4. Classifying words according to
sounds and spelling
-homonyms
aide-aid air-heir
bale-bail by-buy
bear-bare break-brake
scene-seen waist-waste
8/3/2019 ariugas_bhai@yahoo.com 14
15. -homograph
august – eight month of the year ; imposing
bald – plain ; lacking hair
band – group of people ; thin flat strip
blue – color ; sad
course – direction ; a series of lessons
blossom – flower ; to flourish
8/3/2019 ariugas_bhai@yahoo.com 15
16. 5. Understanding idioms and figures of
speech
Examples of idiomatic expression
Above par – better than average or normal
Call the shot – to make a decision
Burn the midnight oil – to stay up working
late at night
Bark up the wrong tree – to ask the wrong
person
Drop in the ocean – just a little bit
8/3/2019 ariugas_bhai@yahoo.com 16
17. Figures of speech
Simile – an explicit comparison between two
different things. It uses the words as and
like to show their similarity.
Examples
1. The stillness in the room was like the
stillness in the air between the heaves of
storm.
2. The willow’s music is like a soprano,
delicate and thin
8/3/2019 ariugas_bhai@yahoo.com 17
18. • Metaphor - is an implicit comparison
between two unlike things. It does not
use as and like to show that the two
things compared have something in
common.
Examples:
1. The sky is an army blanket
2. Morning is a sheet of paper for you to
write on
8/3/2019 ariugas_bhai@yahoo.com 18
19. • Personification - object or idea is given
human qualities. It helps readers see
vividly the image in the text and
understand the feelings of the writer.
• Examples
1. Some words move with grace
2. The trees are undressing and fling in
many places
8/3/2019 ariugas_bhai@yahoo.com 19
20. • Hyperbole – is an exaggerated
statement. It is used to call attention
to the important point in the text
Examples
• The whole sky feel down on her
• I haven’t seen you for ages.
8/3/2019 ariugas_bhai@yahoo.com 20
21. 6. Using Context Clues
a. Grammatical context
Its position tells the reader that the word is a noun,
a verb an adjective or adverb.
Examples:
1. The two girls in front were so loquacious that I
could not hear the teacher’s questions.
(The position of loquacious tells the reader that it is
an adjective as it comes after the linking verb and
adverb so. Knowing that it is an adjective, the
reader gets the clue that it is a descriptive of the
two girls)
8/3/2019 ariugas_bhai@yahoo.com 21
22. 2. The girls did not seem to be in hurry for they
exchanged jokes with one another while they
sauntered along the corridor.
(The reader learns that sauntered in a verb, an
action word, as it is found after the subject of
the clause).
3. He expressed acrimony over the
involvement of his brother in the crime.
(The reader knows that acrimony is a noun as
it comes after a transitive verb which is always
followed by a direct object
8/3/2019 ariugas_bhai@yahoo.com 22
23. b. Semantic Clues
You may also obtain the meaning of
unfamiliar word from its synonyms and
antonyms and the examination of the
meanings of the other words or the semantic
clues in the sentence or group of sentences
8/3/2019 ariugas_bhai@yahoo.com 23
24. • Types of Context Clue
Definitions
Example: He suggested a referendum, a method
of giving the public a voice in political decisions.
Restatement
Example: The essay he wrote was banal, or
ordinary
Example
Example: She avoids people with Type A
personalities, such as the uptight, compulsive,
aggressive, sometimes hostile, insecure
overachievers8/3/2019 ariugas_bhai@yahoo.com 24
25. Comparison
Example: Like a thief, procrastinate steals not
money but time
Contrast
Example: She looked frantic, unlike her friend who
appeared steady.
8/3/2019 ariugas_bhai@yahoo.com 25
26. A. Skimming for the topic sentence
- Examine the title and headings, read the first
paragraph and last paragraph of the text to find
out its main idea. Or you can also read the whole
first paragraph and the first sentences of each of
the succeeding paragraphs
8/3/2019 ariugas_bhai@yahoo.com 26
27. B. Scanning for important information
- Direct your reading to specific paragraph
where you can locate the answers to your
questions or those which your teacher asks.
Read quickly.
C. Noting details
- Read the text slowly, remember items in it, relate
them to the topic sentences of each paragraph
or differentiate them from the main ideas the
passage conveys.
8/3/2019 ariugas_bhai@yahoo.com 27
28. D. Getting the main idea
-to get the main idea of passage, look for the
most important thing the author says or find the
central thought of the passage
E. Inferring
- Read between the lines or look for information
that is not stated in the text by relying on clues
given by the author
8/3/2019 ariugas_bhai@yahoo.com 28
29. F. Sensing cause and effect relationship
- look for signal words, such as for, thus as, since,
therefore, as a result, consequently, in order that, so
that, and because.
A cause indicates reason for something
An effect shows the result of some action or cause
G. Recognizing fact and opinion
-find out if the statement can be proved true or
false and if it expresses attitudes, evaluations,
judgment, or even predicts the future respectively
8/3/2019 ariugas_bhai@yahoo.com 29
30. H. Predicting outcomes
- Analyze the events and study their relationships.
Then decide what happens next or make a guess
about what you think may happen as a result of
several events.
8/3/2019 ariugas_bhai@yahoo.com 30
31. A. Taking notes
-Develop a format that separates the main ideas
from the supporting details or illustrates the
organization of the organizations of the material.
You may use phrases.
8/3/2019 ariugas_bhai@yahoo.com 31
32. B. Outlining
-Lead to good organization. It is consists of the
main ideas and their subordinate thoughts.
-Co-ordinate ideas and thoughts are expressed in
parallel form.
-Roman numerals mark the most important ideas
-Capital letters and Arabic numerals mark the
minor details
8/3/2019 ariugas_bhai@yahoo.com 32
33. C. Summarizing
Guidelines in writing a summary:
Use your own words
Follow the original sequence of ideas
Reduce the original idea into one-third of one-
fourth
Refrain from the use of unnecessary words and
repetitions
Exclude examples
Ensure that you do not include your own
opinions
8/3/2019 ariugas_bhai@yahoo.com 33
34. D. Using Graphic Organizers
-it depict the relationships between facts,
concepts or ideas. They may be concept map,
story map, series-of-events chain, flow chart, T-
chart, Venn diagram and discussion web.
8/3/2019 ariugas_bhai@yahoo.com 34
35. Concept map
• Shows relationships associated with the
concept you are studying
Character
of a short
story
It produces one
impression
It depicts the
action in the
shortest possible
time without
sacrificing the
highest effect
It shows little or no
change of scene
It includes only
those characters
necessary for the
most artistic
results necessary
for the most
artistic result
8/3/2019 ariugas_bhai@yahoo.com 35
36. Story map
• May summarize the beginning, middle and end
of the story. It may also focus on the setting,
character, plot, problem, events and outcomes
Master Hauchecome
picked up a piece of
string at the square at
Gradesville
BeginningPrincipal
Character
Setting
Problem
Action
8/3/2019 ariugas_bhai@yahoo.com 36
37. Series-of-events chain
• Shows the arrangement in chronological order.
Final event
Initiating event
8/3/2019 ariugas_bhai@yahoo.com 37
38. Flow chart
• Displays the steps or stages in a process
Topic
Taking specific aspect of the
topic
Deciding on the introduction
of the topic
Developing the topic
Giving the conclusion
8/3/2019 ariugas_bhai@yahoo.com 38
39. T-Chart and Venn Diagram
• Shows the similarities and difference between
two things, people, events, or ideas
Venn Diagram
Similarities Differences
T-Chart
8/3/2019 ariugas_bhai@yahoo.com 39
40. Discussion web
• Allows you to give meaning of what you read.
• It privileges you to polish your own interpretation
against another.
n
No Yes
8/3/2019 ariugas_bhai@yahoo.com 40