Uls Module 1 and 2 Eep 2 FIRST BATCH CLUSTER Final

Module 1 and 2
LEARNING PACKET
GINST 003
ENGLISH ENHANCEMENT PROGRAM 2
(eileenmbaptistadupra)
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING,
OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED. 1
OVERVIEW
This module contains the intended learning outcomes of your subject, topic outline, instructional materials, self-
learning content, activities, exercises, rubrics and assessments. The activities with demonstration and presentation
will be treated as your performance task or laboratory and the exercises/quizzes will be considered as your written
outputs. Please go through the process religiously as this will help you gain the necessary knowledge, skills, attitude
and values that are required for you to pass the subject in accordance with the given time frame of six weeks. Good
luck and Believe You Can Do It!
Welcome to our class! I hope you have a great day today. I am Eileen Baptista-Dupra, LPT and I am looking
forward to a meaningful semester with you.
LEARNING OUTCOMES:
At the end of this module, you are expected to:
• assess your reading attitude, grammar, and vocabulary
• explain the importance of reading to your chosen profession
• answer the skimming and scanning questions
• define unfamiliar words through context clues
• formulate conclusions about the proposed massive vaccination in the country
• formulate questions using the different levels of reading comprehension
• answer the questions using the vocabulary strategy in reading
• summarize the given passage
• explain significant realizations about the topics in the module
TOPICS
• Definitions of Reading
• Importance of Reading
• Types of Reading
• Levels of Reading Comprehension
• Strategies of Reading
INSTRUCTIONAL MATERIALS
• Learning Module
• Cloudsourcing Learning Management System(CLMS)
• Internet Connectivity
• Laptop/Computer/Smart Phone
• Bond Paper or Intermediate Pad
• Ballpen/Ballpen
INTRODUCTION
Reading is one of the important skills in English and it gives many benefits for us. Reading is the window of
the world. By reading, people can get more knowledge and information from books, magazines, newspapers, and
others. Reading is the most important component in learning process and social interaction because, first, reading is
an indispensable communication tool in a civilized society. Second, that the reading materials produced in any period
of time in history most influenced by social background. Third, developments, that over the period of the recorded
history of reading has led to two very different poles. (Grey in Tarigan, (1957:1099),
http://eprints.umpo.ac.id/1440/2/2CHAPTER%20I.pdf. This module is designed to develop your competence in
reading.
ELICITING PRIOR KNOWLEDGE

Activity 1: Create your own acronym from the word R-E-A-D-I-N-G. Write your answer on the space
provided for correspondence-based learning or use the CLMS for online-type of delivery.
R
E
A
D
I
N
G
Congratulations! You now continue to explore in learning the topic on reading by assessing yourself through
the provided questionnaire. Goodluck!
II. INTERACTION
Direction: Kindly assess yourself using the provided assessment tool to determine your attitude, grammar and vocabulary towards
reading. Bear in mind that there are no wrong answers. Write your answer in the space provided for correspondence-based
learning or use the CLMS for online-type of delivery.
QUESTIONNAIRE
PART 1: Understanding students’ attitudes towards reading

As reading is probably the most important language skill in terms of academic success, students will
benefit if they become aware of their abilities, strengths and weaknesses in their reading proficiency.
As this is an exercise on self-reflection, do not spend too much time pondering over each question; the
answers should be quick and honest. There is no right or wrong answer; just choose what is true for you.
Analyze each section of the questionnaire to obtain three different scores. The first score (based on Section
I) will indicate your previous experience with reading. The second score will indicate the reading
environment and the third, your individual perception about the usefulness of reading. You will notice that
each of the three sections has six questions.
So, to calculate scores, add the section score and divide it by six. The average score will range from one
to four. Lower scores (1 and 2) suggest a positive attitude to reading. Higher scores (3 and 4) suggest a
more negative attitude. Once all the scores have been calculated, look at the individual profiles and then
the class profile as a whole.
STUDENT QUESTIONNAIRE Yes Always No Never
READ AND RATE EACH QUESTION HONESTLY AND

1 2 3 4
QUICKLY CIRCLE YOUR CHOICE
Section I: Think about your past experience with reading.
I did well in reading last year 1 2 3 4
I like to read books that make me think 1 2 3 4
I like having the teacher say I read well 1 2 3 4
I visit the library with my family 1 2 3 4
I like to read on rainy Saturdays 1 2 3 4
I remember family members reading to me 1 2 3 4
Section II: Think about people you know who read.
Members of my family like to read 1 2 3 4
I know people who can help me with my reading 1 2 3 4
My brothers and sisters sometimes read to me 1 2 3 4
My friends like to read 1 2 3 4
My friends and I like to share books 1 2 3 4
I talk to my friends about what I am reading 1 2 3 4
Section III: Think about reading. How useful is it?
I can learn a lot from reading 1 2 3 4
I have favorite subjects that I like to read about 1 2 3 4
I read to learn new information about topics of 1 2 3 4
interest
I like to read new things 1 2 3 4
I can use my reading to help me with schoolwork 1 2 3 4
I sometimes read to my parents 1 2 3 4
tems included NB: Some of the items included in the questionnaire above have been adapted in the questionnaire from A. Wigfield and J.T.
Relations of children’s motivation for reading to the amount and breadth of their reading.” Journal of Educational Psychology, 89:420-32
PART II: STUDENTS’ GRAMMAR

https://www.slideshare.net/lolokoky/cep-822-final-project-technology-proposal-17260611
https://www.slideshare.net/lolokoky/cep-822-final-project-technology-proposal-17260611
PART II: STUDENTS’ VOCABULARY
https://www.oxfordonlineenglish.com/english-level-test/vocabulary
There are 20 questions in the test
Don’t use a dictionary – the idea is to find your natural level. Encircle your answer.
• Question 1
Your father's brother's daughter is your ________
A cousin
B sister
C niece
D cousina
Question 2
I don't ________ going out tonight
A want to
B have mood to
C like
D feel like
Question 3
What time do you go to ________ every day?
A workplace
B job
C office
D work
Question 4
They never argue and they enjoy spending time together = They ________
A get on very well
B relationship very good
C relate very well
D like themselves very much
Question 5
Every time I wear something white, I ________ coffee or orange juice or something on it
A spill
B pour
C let
D drop
Question 6
I've been so busy all week. I don't want to do anything at the weekend - I'll just stay at home and
________
A make a rest
B take it easy
C make it easy
D have a relax
Question 7
I love all fruit, but ________ strawberries
A especially
B specifically
C specially
D Mostly
Question 8
Do you live in a house or a(n) ________?
A building
B village
C home
D apartment
Question 9
Her hair isn't completely straight - it's slightly ________
A wavy
B bent
C curl
D waved
Question 10
"Fruit and vegetables are healthy" = Fruit and vegetables are ________
A good for you
B good for health
C healthsome
D benefit for you
Question 11
friendly --> unfriendly // honest --> dishonest // polite --> ________
A dispolite
B inpolite
C unpolite
D impolite
Question 12
She doesn't have brothers or sisters - she's a(n) ________
A alone child
B lonely child
C single child
D only child
Question 13
It's the ________ building in the city
A tallest
B greatest
C fattest
D Highest
Question 14
It's a good idea, but it's ________ that the boss will agree with you
A unlikely
B unprobably
C improbably
D likely
Question 15
He's a waiter, she's a ________
A waiteress
B waiter
C waitree
D waitress
Question 16
At the weekend I ________ with some friends
A went out
B went for fun
C enjoyed
D played
Question 17
If I were you, I'd leave earlier, so you can avoid the ________
A peak time
B rush hour
C peak hour
D traffic time
Question 18
He's so ________! I'm not ________ in anything he says
A boring, interesting
B bored, interesting
C bored, interested
D boring, interested
Question 19
You can't smoke here - please ________ your cigarette
A put away
B put up with
C put down
D put out
Question 20
Happy is the ________ of sad
A oppose
B opposite
C oppositive
D opposed
I. BASIC CONCEPTS OF READING (DEFINITION OF READING AND ITS
IMPORTANCE)
LESSON 1: Definition of Reading
Reading
• is a cognitive process of decoding symbols to derive meaning from text (as in reading a book or reading
music)
• is a multifaceted process involving word recognition, comprehension, fluency, and motivation.
• Reading is making meaning from print. It requires that we: Identify the words in print – a process called
word recognition.
• is a Complex cognitive Process of Decoding Symbols In Order To Construct Or Derive Meaning.
• is a fundamental part of everyday living. Reading enables us to interact and understand the world around
us.https://www.researchgate.net/post/what_is_reading_skill_and_its_significance#:~:text=Reading%20skill
%20refers%20to%20the,following%20three%20reading%2Dcomprehension%20skills.
Reading is a skill which enables us to get a message;
• recognizing the written words (written symbols);
• getting (understanding) the meaning;
• used to teach pronunciation;
• grasping information from texts.
Reading is a complex activity that involves both perception and thought. Reading consists of two related
processes: word recognition and comprehension. Word recognition refers to the process of perceiving how
written symbols correspond to one’s spoken language. Comprehension is the process of making sense of
words, sentences and connected text.
Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with
text and other strategies to help them understand written text. (https://www.e-
osnova.ru/PDF/osnova_10_0_696.pdf)
LESSON 2: IMPORTANCE OF READING

1. Reading is fundamental to function in today’s society.
2. Reading is a vital skill in finding a good job.
3. Reading is important because it develops the mind.
4. It is how we discover new things.
5. Reading develops the imagination.
6. Reading develops the creative side of people.
7. Reading is fundamental in developing a good self-image.
8. Good reading skills, especially in a phonics reading program, improve spelling.
9. Reading helps to expand the vocabulary.
10. Only by reading can we be armed in this never-ending, life-and- death struggle.
11. The fact of the power of written ideas communicated through reading is a foundational reason why some
governments oppose free and honest communication.
12. Reading is important because words - spoken and written - are the building blocks of life.
ACTIVITY TIME!
Activity 2: Direction: Explain the importance of reading to your chosen profession.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
LESSON 3: TYPES OF READING (https://www.slideserve.com/cadee/types-of-reading)
1. Skimming, 2. Scanning, 3. Study Reading and 4. Critical Reading

1.Skimming • For a general idea of what you’re reading • When you have to read a large amount in a short time •
Find the main ideas in each paragraph or section • Ignore the details in the supporting sentences • Use when you’re
pre-reading the chapter or revisiting the chapter for review.
Skimming (Developmental Reading by Rosa D. Anonat, Ed.D.
- the ability to read swiftly and lightly to locate bits of information literally stated.
- The answers sought are stated in a word or two or in a phase. If the reader fails to find the answer, his reading
performance can be called superficial. If he finds the answer, the reading usually results in 100 percent
attainment but not necessarily 100 percent comprehension. (Stauffer, 1969)
- Answers sought are usually in response to a who, or a when, or a where question and seldom in response to
a how or why question. Below is a selection which answers who questions.
- Skim question suggests strongly that one answer is being sought – the speed at which clams move. This
question can be answered by skimming lightly and swiftly. The other question, scan question, requires the
reader to collect facts and then compare them. It requires going from point to point, and this can be done at a
good rate because only the points need to dealt with.
Example:
1. Who are the boys in the article?
2. Who found a giant sea shell?
3. Who found the answer to their question?
Activity 4: In this exercise, you will answer skimming questions. Answers to the questions are directly stated
in the selection. Finding the answers to these questions needs skimming skills in reading. Run your eyes
through the selection and locate the answers. You will find them underlined.
What questions:
1.What is a solar eclipse? ____________________________________
2.What is a lunar eclipse? ____________________________________
3.What is a total eclipse? Partial eclipse? ____________________________________
When questions:
1.When does a solar eclipse occur? ____________________________________
2.When does a lunar eclipse occur? ____________________________________
3.When does a partial eclipse occur? ____________________________________
4.When does a total eclipse occur? ____________________________________
===========================================================================
In astronomy the word “eclipse” is used to describe two different things: an eclipse of the sun and an eclipse of the
moon.
An eclipse of the sun is called a solar eclipse. It occurs when the moon passes directly in front of the sun.
As seen from various points on the earth, the moon blocks out the sun.
An eclipse of the moon is called a lunar eclipse. It occurs when the full moon passes behind the earth into
the earth’s shadow. Within the shadow the moon is no longer directly lighted by the sun.
When the whole, moon or the whole sun is eclipsed, we speak of a total eclipse. When only a part of the
moon or sun is eclipsed, we speak of a partial eclipse.
Be certain that the purpose for reading the material is understood; and move rapidly through the text. Place
emphasis on efficiency and performance rather than speed.
Almost any kind of material can be used for skimming purposes. Questions to be answered can vary
considerably. Effort should be made to select questions in such a way that the answers will be found in different
parts of a selection. The selection should vary in length as well as in nature and difficulty.
Be certain that the purpose for reading the material is understood; and move rapidly through the text. Place
emphasis on efficiency and performance rather than speed.
===========================================================================
ACTIVITY TIME!
Activity 5: Direction: Skim the given selection. Look for the answers to the following questions. Take note
that the answers to the skimming questions are directly stated in the selection.
1.When was Albert Einstein born? ____________________________________________________

2.Where was he born? _____________________________________________________________
3.What did his father produce? ______________________________________________________
4.At age 5, what did his father give him? _______________________________________________
5.Where did he study Math and Physics? _______________________________________________
=========================================================================
ALBERT EINSTEIN
There have been only few scientists whose work has changed man’s total view of the world. One of these
was Albert Einstein. Einstein was born on March I14 1879, at Ulm Germany, A year later his family moved to nearby
Munich, where his father ran a small factory that manufactured electrical supplies.
Albert was never very happy in school, He did not like to memorize facts and rules, He answered slowly
because he was very thoughtful. And he asked difficult questions which made his teachers think that he was trying to
make trouble.
The strict discipline of a German school made him very unhappy. However, young Einstein did learn what
interested him. And he was interested in what lay below the surface of things When he was, for instance, his father
gave him a compass with a magnetic needle.
This made Albert curious about the unseen forces that could deep a compass needle always pointing north.
He was always good at mathematics and literature. In his teens he read deeply in science. He had already started to
wonder about the mysteries of the universe.
When he was 17, Einstein entered the Polytechnic Institute in Zurich, Switzerland where he studied
Mathematics and Physics. He stayed away from many lectures and so did not impress his professors, but he was
actually studying very hard all the time.
2.Scanning • Looking for a specific piece of information • You know what you’re looking for • Eyes move quickly
or scan over the reading material • Use when you’ve already read the chapter or material and are
revisiting it to study or reference for an assignment.
- The ability to read along at a good rate on a point-by-point basis locating literal information. Scanning differs
from skimming in that the answer to a question maybe located in different parts of a selection and thus require the
reader to do more than garner a single fact or a series of isolated facts. Oftentimes, the facts needed maybe a
qualifying nature and require the reader to do a certain amount of selective discrimination and grouping.
- Scan questions are more comprehensive than skim questions.
- Scanning: in scanning, the reader has a specific question in their mind or information that is needed.
The reader goes to the content and searches through it until the information is found.
Example: Scan Question: How are the feet of clams and snails different?
ACTIVITY TIME!
Activity 3: Direction: In this exercise, you will answer the scan questions. Take note that in answering the
questions, you have to comprehend the material, read point by point, and organize the information found from
start to the finish of the selection.
1. How did Einstein come to be recognized as a scientist?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. What character traits did he possess?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
=========================================================================
EINSTEIN'S EARLIEST THEORIES
Einstein worked out his theories in the laboratory of his mind, He had to use the most advanced kinds of
mathematics to describe his ideas. These theories were so unusual and complicated that very few scientists could
understand them at first. As the years passed, experiments, observations, and discoveries in many branches of science
proved Einstein’s work to be correct. The theories not only explained what Has already known, but they allowed
scientists to predict what would happen.
Einstein worked in the Swiss patent office in Bern. His job was to check the technical description in the
applications for patents, and he found great interest in looking over the inventor’s models. Because he worked so
quickly, he found he had free time to follow his own thoughts. He looked forward to the evenings and weekends.
Then he could read and discuss scientific matters with a few friends. He was determined to discover some of the basic
laws that would help him understand the universe. He thought, figured, and wrote.
In 1905, he published a series of articles setting forth some of his theories. One was a theory of relativity,
probably the best known of Einstein’s work. It was to be many years before these theories could be proved and
applied. Until they were, few people believed in them. But eventually they had important effects on modern science,
and Einstein was recognized as one of the truly great thinkers in all history.
3.Study Reading • To read difficult material with a high level of comprehension • Slower rate of reading • Challenge
to understand the material • May have to read sections more than once • Reading aloud is helpful • Read with a
dictionary available • When you have pre-read the material and are now digging in for comprehension and learning.
Context clues are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new
or unfamiliar words. ... A reader must be aware that many words have several possible meanings.
ACTIVITY TIME!
Activity 6: Direction: Define ten (10) unfamiliar words through context clues and use these terms in sentences.
Read the news article and identify your chosen words.
Philippines protests new China law as `verbal threat of war’

The Philippines is protesting a new Chinese law that authorizes its coast guard to fire on foreign
vessels and destroy other countries' structures on islands it claims
wire Wednesday 27 January 2021 12:51
(https://www.independent.co.uk/news/philippines-protests-new-china-law-as-verbal-threat-of-war-philippines-law-
coast-guard-countries-islands-b1793461.html)
The Philippines has protested a new Chinese law that authorizes its coast guard to fire on foreign vessels and destroy
other countries structures on islands it claims, Manila’s top diplomat said Wednesday. Foreign Secretary Teodoro
Locsin Jr. said in a tweet that the new Chinese law “is a verbal threat of war to any country that defies” it. Failure to
challenge the law “is submission to it,” he said. “While enacting law is a sovereign prerogative, this one — given the
area involved, or for that matter the open South China Sea — is a verbal threat of war to any country that defies the
law,” Locsin said. China’s Coast Guard Law which was passed on Friday, empowers the force to “take all necessary
measures, including the use of weapons, when national sovereignty, sovereign rights, and jurisdiction are being
illegally infringed upon by foreign organizations or individuals at sea.”The law also authorizes the coast guard to
demolish other countries’ structures built on reefs and islands claimed by China and to seize or order foreign vessels
illegally entering China’s territorial waters to leave. The Chinese law raises the stakes and the possibility of clashes
with regional maritime rivals. China and the Philippines, along with Vietnam, Malaysia, Taiwan and Brunei, have
been locked in territorial rivalries in the South China Sea in tense decades-long standoffs. Indonesian forces also have
had confrontations with the Chinese coast guard and fishing flotillas in what Indonesian officials say are their
territorial waters near the South China Sea. The United States has no claims in the strategic waterway but its naval
forces have challenged China’s territorial claims over virtually the entire sea. China has warned the U.S. to stay away
from what it says is a purely Asian dispute. Tensions flared in recent years after China transformed seven disputed
reefs in the Spratlys, the most hotly contested region in the South China Sea, into missile-protected island bases,
including three with military-grade runways. China and Southeast Asian nations have been negotiating a regional
“code of conduct” to discourage aggression in the disputed waters but the talks have been delayed by the coronavirus
pandemic.
4. Critical Reading • You’ve learned the material by pre-reading and study reading, and now you need to process
and analyze the information • Rephrase the author’s ideas in your own words • What are the author’s reasons for
his/her statements or belief? • Is the author using • Facts - can be proven • Theory – to be proved • Faith – not
subject to proof • Be aware of why you do, or do not, accept arguments of the author • When you need to write a
review, summary or other type of assignment asking for analysis or opinion • When studying for a test with essay
questions
Critical Reading • To make judgments about how a text is argued • To interpret or develop an interpretation •
Reflective • Reading for ways of thinking about the subject • How is the evidence (facts, examples, etc…) used
and interpreted? • How does the text reach its conclusions?
Critical Reading • Examine the evidence • Supporting facts, examples • What counts as evidence: statistics,
history, literature • What sources are used for evidence: primary or secondary • Evaluation • When you’re asked
to determine the strength or weakness of an argument • Could it be argued differently • Gap in the argument •
Evidence interpreted differently • Strong or weak conclusions • Opposing argument(s)
ACTIVITY TIME!
Activity 8- Direction: Analyze documents and facts about corona virus and formulate your conclusions
about the proposed massive vaccination in the country using the given template. Use extra sheet when
needed.
DRAWING CONCLUSIONS
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/reading.pdf
I read I think
Therefore…
Rubrics for Formulating Conclusion(https://www.google.com/search?q=conclusion+rubrics&tbm=)
Legend: Complete-90 -100, Partial 85-90, Not at all 75-84
LESSON 3: STRATEGIES IN READING COMPREHENSION (https://www.slideserve.com/cadee/types-

of-reading)
Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary
knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits
into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands
and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a
dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words
and intentionally through explicit instruction in specific words and word-learning strategies. According to Michael
Graves (2000), there are four components of an effective vocabulary program:
https://www.readingrockets.org/article/teaching-vocabulary
READING COMPREHENSION PRACTICE TEST 1

https://www.testprepreview.com/modules/reading1.htm
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.
Activity 6: Direction: Choose the letter that best completes the sentence.
1. The 16th century was an age of great ______ exploration.

1. cosmic
2. land
3. mental
4. common man
5. None of the above
2. Magellan lost the favor of the king of Portugal when he became involved in a political ________.
1. entanglement
2. discussion
3. negotiation
4. 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.
1. north and south

2. crosswise
3. easterly
4. south east
5. north and west
4. One of Magellan’s ships explored the _________ of South America for a passage across the continent.
1. coastline
2. mountain range
3. physical features
4. islands
5. Four of the ships sought a passage along a southern ______.
1. coast
2. inland
3. body of land with water on three sides
4. border
5. Answer not available
6. The passage was found near 50 degrees S of ________.
1. Greenwich
2. The equator
3. Spain
4. Portugal
5. Madrid
7. In the spring of 1521, the ships crossed the _______ now called the International Date Line.
1. imaginary circle passing through the poles

2. imaginary line parallel to the equator
3. area
4. land mass
5. Answer not available
Reading Strategy: SUMMARIZING
Summarizing means identifying the main idea and most important facts, then writing a brief overview that includes
only those key ideas and details. Summarizing is a vital skill for students to learn, but many students find it difficult
to pick out the important facts without providing too much detail. A good summary is short and to the point. The
following easy summarizing strategies will help your students choose the correct details from the text and write about
them clearly and concisely.
Strategies for summarizing (https://www.lib.sfu.ca/about/branches-epts/slc/writing/sources/summarizing)

1. Select a short passage (about one to four sentences) that supports an idea in your paper.
2. Read the passage carefully to fully understand it.
3. Take notes about the main idea and supporting points you think you should include in your summary.
Include keywords and terms used by the author and think, too, about how the source ideas are relevant to
the argument(s) that you are presenting in your paper.
4. Using only your notes, explain the original author’s main ideas to someone else. Then explain how those
ideas support or conflict with your own argument.
5. Reread the original source. Is there important information that you have forgotten or misremembered? Is
your summary very similar to the original source?
6. Add in-text citation and check the required formatting style.
ACTIVITY TIME!
Activity- Direction: Summarize the given passage.
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.
Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and Herculaneum, has received much
attention because of its frequent and destructive eruptions. The most famous of these eruptions occurred in A.D. 79.
Summarizing Rubrics
Excellent Good Below Average Ineffective
4 3 2 1
Clear Main Idea Clear Main Idea Main idea is unclear-not The main idea is not
specifically stated in the present.
writing.
All important details are Important details are Some critical Contains only some
included included but some might information is missing details
be missing
Details are in logical Ideas are in logical order Ideas are in random Ideas are not in a logical
order order and not logical order
Demonstrates clear Demonstrates adequate Demonstrates basic Demonstrates little or no

understanding of understanding understanding of understanding
information in the text. information in text
Is characterized by Is characterized by Is characterized by the Is characterized by the

paraphrasing of the main paraphrasing of the main substantial copying of substantial copying of
idea and significant idea and significant key phrases and minimal indiscriminately selected
details details paraphrasing phrases or sentences.
LESSON 4 : LEVELS OF READING COMPREHENSION AND QUESTION TYPES

https://realizeforum.ca/wp-content/uploads/2017/04/Handout-6.2-Levels-of-Comprehension-and-Question-types_2015.pd_.pdf
Experts agree that understanding listening or reading texts generally includes three main levels of comprehension: -
Literal: which involves understanding the specific information in the text (e.g., comprehending the main ideas, factual details,
stated points of view). - Interpretive: which involves integrating information and making inferences. At the interpretive level,
readers/listeners make connections between ideas found at the literal level (e.g., to their own lives, to the outside world, etc.).
They also make inferences (e.g., about the relationship between speakers, the meanings of unfamiliar words from the context,
etc.). - Applied: which involves using information from the text to construct knowledge (e.g., to express opinions and form new
ideas based on information in text) Comprehension questions in prepared texts often target the factual details of a text (L1 type
of questions) without considering the other levels of comprehension which are equally important (particularly at the higher
levels). Below is a table matching levels of reader comprehension to some suggestions for question types related to the indicators
of ability used in CLB 2012. The table may help in planning and prevent focusing on simple question types or asking questions
that are too difficult. You will notice that at Stage One, comprehension questions are mostly at the Literal and Interpretative level
In CLB Stages 2 and 3, comprehension questions should include all three levels depending on the type of text and the purpose
for reading/listening. Remember: It is important to make sure that there is a match between the indicators of ability /criteria and
the actual question asked e.g., if the criteria is to compare information, the task or question should actually require readers to do
that and not just focus on main idea and detail.
LEVEL ONE Some examples of question CLB document: Stage 1 CLB document: Stage 2
starters (Level 1-4). (Refer to CLB (Level 5-8) (Refer to CLB
2012 for items in the list that 2012 for items in the list that
would be appropriate to your would be appropriate to your
level) level)
LITERAL LEVEL These questions often start - Identify facts, items, details - Identify key details, key
with but are not limited to: - Locate/find details, key information - Locate
Who… information information - Follow
Getting the information – What… - Recognize X instructions, directions -
reproducing what is Where… - Follow instructions Retell
found/heard in the text When…. - Find X
Thought processes could - Identify sequence &
involve: location signals
naming, - Recognize common
identifying, sentence patterns, phrases,
defining symbols
LEVEL TWO Some examples of question CLB document: Stage 1 CLB document: Stage 2
level) level)
INTERPRETIVE LEVEL - These questions could start -- Identify or understand - Identify implied meaning,
Integrating information and with: purpose, reader/writer relationship,
making inferences - seeing Why… layout, type of text mood, attitude of writer,
the relationship between the How… - Get the gist context, register, style,
ideas found in the literal level In what way… - Identify overall meaning - purpose, attitude, intent
What is the main idea… Find main idea - Interpret sequence and
Compare… - Interpret graphics location signals
Contrast… - Infer meaning of individual - Summarize
What could cause… Thought words - Identify main idea & key
processes could involve: - Indicate politeness and details
integrating, tone - Identify layout and
inferring, - Identify type and purpose organization to find
explaining, - Compare facts/information/ information needed
stating relationships, simple information - Identify organization of
comparing, - Identify meaning of text and links between
contrasting, connective words paragraphs
summarizing - Interpret sequence and
location signals and implied
meaning to infer correct
sequence
- Find and use information
- Get the gist
- Distinguish fact/opinion -
Compare information
- Infer correct sequence
- Follow sequences of
narrative or processes
- Locate and integrate
relevant information
- Present information in a
chart or some other format
LEVEL THREE Some examples of question CLB document: Stage 1 CLB document: Stage 2
level) level)
APPLIED LEVEL These questions could start - Use facts to plan or make a - Find and use information -
Using information from the with: decision Compare facts to make
text to construct knowledge - Predict… - Compare facts/opinions to choices
(express opinions and form - Imagine … make a choice - Identify information to
new ideas based on - Based on what you have make a decision, determine
information in text) read/hear how might… appropriate info, evaluate
- What is your opinion/ - Evaluate ideas to draw
What do you think conclusions
about…support your opinion - Evaluate ideas, compare
- What are some possible with own opinions
consequences … - Find and integrate
- Explain/defend… Thought information for
processes could involve: comprehension and use
judging, evaluating, - Analyze information,
defending choices, supporting details implied
predicting, hypothesizing, meanings and writer’s point
interpreting of view
ACTIVITY TIME!
Direction: Formulate questions about the given passage using the levels of reading comprehension. Read the
passage and use at least three (3) examples of question starters for each level in your questions.
Passage - Dolphins
https://www.grammarbank.com/short-reading-comprehension-passages.html
Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been
common since Roman times. The more we learn about dolphins, the more we realize that their society is more
complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers
and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language,
but it is much more probable that they communicate with each other without needing words. Could any of these
mammals be more intelligent than man? Certainly, the most common argument in favor of man's superiority over
them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we
discover about these remarkable creatures, the less we appear superior when we destroy them.
III. INTEGRATION
Activity 11-Direction: Write an essay that discusses your realizations about the topics covered in this
module. Submit 2-3 paragraph for this activity and use extra sheet when needed.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Essay Rubrics
Rubrics Points Score

Content 10
Organization 10
Grammar 10
Warm Congratulations! Thank you for reading your self-learning content and
for answering your activities.
Summary:
It is important to remember that the goal of reading is to understand the texts and to be able to learn from
them. Reading is a skill that will empower everyone who learns it. For sure, you will benefit from the store of
knowledge in printed materials and, ultimately, to contribute to that knowledge. (https://www.e-
osnova.ru/PDF/osnova_10_0_696.pdf). According to Elezabeth Hardwick “The greatest gift is a passion for reading.
It is cheap, it consoles, it excites, it gives you knowledge of the world. I hope you develop the habit of reading and
continue to grow with your readings.
Thank you! Now you are ready for the next module. Congratulations!
REFERENCES:
Text Book
Alejandro Sapitan Bernardo (2015). Developmental Reading. Quezon City: C & EPublishing
Rosa D. Anonat, Ed.D. (2011). Developmental Reading. Books Atbp. Publishing Corp. Mandaluyong City
Website:
Drawing Conclusions retrieved from http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/reading.pdf
Dolphins retrieved from https://www.grammarbank.com/short-reading-comprehension-passages.html
Vocabulary Test retrieved from https://www.oxfordonlineenglish.com/english-level-test/vocabulary
Students’Grammar retrieved from https://www.slideshare.net/lolokoky/cep-822-final-project-technology-proposal-17260611
Reading Strategies retrieved from https://www.slideserve.com/cadee/types-of-reading)
Elezabeth Hardwick retrieved https://www.e-osnova.ru/PDF/osnova_10_0_696.pdf)
Types of Reading retrieved from https://www.slideserve.com/cadee/types-of-reading)
Levels of Comprehension retrieved from https://realizeforum.ca/wp-content/uploads/2017/04/Handout-6.2-Levels-of-
Comprehension-and-Question-types_2015.pd_.pdf

Uls Module 1 and 2 Eep 2 FIRST BATCH CLUSTER Final

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Module 1 and 2

ELICITING PRIOR KNOWLEDGE

PART 1: Understanding students’ attitudes towards reading

STUDENT QUESTIONNAIRE Yes Always No Never

READ AND RATE EACH QUESTION HONESTLY AND

PART II: STUDENTS’ GRAMMAR

LESSON 2: IMPORTANCE OF READING

Activity 2: Direction: Explain the importance of reading to your chosen profession.

LESSON 3: TYPES OF READING (https://www.slideserve.com/cadee/types-of-reading)

1. Skimming, 2. Scanning, 3. Study Reading and 4. Critical Reading

1.When was Albert Einstein born? ____________________________________________________

2. What character traits did he possess?

Philippines protests new China law as `verbal threat of war’

Rubrics for Formulating Conclusion(https://www.google.com/search?q=conclusion+rubrics&tbm=)

Legend: Complete-90 -100, Partial 85-90, Not at all 75-84

LESSON 3: STRATEGIES IN READING COMPREHENSION (https://www.slideserve.com/cadee/types-

READING COMPREHENSION PRACTICE TEST 1

1. The 16th century was an age of great ______ exploration.

1. north and south

1. imaginary circle passing through the poles

Reading Strategy: SUMMARIZING

Strategies for summarizing (https://www.lib.sfu.ca/about/branches-epts/slc/writing/sources/summarizing)

Excellent Good Below Average Ineffective

Demonstrates clear Demonstrates adequate Demonstrates basic Demonstrates little or no

Is characterized by Is characterized by Is characterized by the Is characterized by the

LESSON 4 : LEVELS OF READING COMPREHENSION AND QUESTION TYPES

Rubrics Points Score

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