Developmental Reading 1

SHARIFF KABUNSUAN COLLEGE, INC.
Sarmiento, Parang, Maguindanao

SEC. REG. No. 135181/Govt. Recognition No. 0017
Email: skcsarmiento@gmail.com
COLLEGE DEPARTMENT
Semester: FIRST Academic Year: 2021-2022
DEVELOPMENTAL READING 1
Course Subject
INTRODUCTION:
This subject deals with Reading Developments especially to students/pupils. It focuses on Reading
Diagnosis and Remediation with special emphasis on theories on teaching reading, techniques and
approaches.
COURSE OUTCOMES:
1. Raise awareness on the language and literacy status in Philippines.

2. Explain the nature, major principles and theories in reading.
3. Master the general skills in reading to prepare teacher candidates in teaching reading skills.
4. Diagnose reading difficulties/disorders and design reading remediation.
5. Organize a reading program.
COURSE OUTLINE:
Week 1-3: Overview of Language and Literacy in the Philippines
A Preview of Reading
Week 4: Theories on Teaching Reading
Week 5: Vocabulary Skills in Reading
Week 6: Comprehension Skills in Reading
Week 7: Study Skills
Week 8: Reading Diagnosis and Remediation
Week 9: Organizing a Reading Program
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INST. SAIMONA M. GUYO, LPT, MAED
SKC COLLEGE FACULTY
PRELIM
Term Coverage
LESSON 1: Overview of Language and Literacy in the Philippines
PRE-ASSESSMENT LEARNING ACTIVITIES:
1. Make 1-page Summary Research Report about the Literacy Programs in the Philippines. Don’t
forget to include the references in your report. Use short size bond paper, handwritten.
LESSON DISCUSSION:
Although the Philippines has a basic literacy rate of more than 88.5%, pockets of illiteracy
remain. According to the Department of Education, there are more than 1 million pre-literates in the
country and more than 6 million people are deemed to be functionally illiterate. Many of these are
found among the indigenous cultural communities.
The goal is to produce an alphabet that is easy to read and write, so that students can transfer their
literacy skills in the vernacular into other Philippine languages that they learn.
In the Philippines, the ability to read and write is a priority, so any effort to promote literacy by the
government, organizations, or even private individuals is celebrated.
“It is through literacy that one is empowered to interact in his community and realizes his worth, what
he can do and eventually make him do things that contribute in sustainable development of his
society,”
For John Arnold S. Siena, a director for the National Educators Academy of the Philippines, part of
DepEd, the high literacy rate in the country and the 95.24% school participation of children in
elementary schooling were achieved through the campaign of the government, particularly DepEd, to
bring more school-age children to school. He said initiatives that focused on this goal include the
following:
 The Alternative Learning System, which provides opportunity for out-of-school youths to use
the education services of DepEd and take the accreditation and equivalency test, paving the
way for further education
 Open high school and night school opportunities
 Establishment of schools in areas without schools
 The Kindergarten Law, which makes attending kindergarten a requirement
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LITERACY-SPECIFIC INITIATIVES INCLUDE THE FOLLOWING:
 Every Child A Reader Program, which mandates all schools, school divisions, and regions to
develop interventions addressing reading in schools based on certain assessment techniques
such as the Philippine Informal Reading Inventory (Phil-IRI)
 The Library Hub, established nationwide, in which a vast collection of book titles appropriate
for children of various ages is located and in which the books are circulated in schools and
made part of the learning competencies of the children
 A focus in K–3 curriculum on language development, including reading
 The mother tongue–based multilingual education as part of the K–12 program (under this
program, teachers are trained to teach mother tongue competencies to prepare for learning of
a second language)
 Journalism program RA 7079, which offers teacher and student training in journalism
 Activities throughout the year, including Book Week and National Reading Month
LEARNING REFERENCES:
Articles from:
https://philippines.sil.org/language_development/literacy_education
https://www.literacyworldwide.org/blog/literacy-now/2015/08/06/literacy-in-the-philippines-
the-stories-behind-the-numbers
POST-ASSESSMENT LEARNING ACTIVITIES:
Learning Task 1: Answer the following questions below substantively:
a. What are your thoughts about the literacy rate in the Philippines?
b. Do you think the Department of Education’s literacy programs made a significant
change in the literacy rate in the Philippines?
c. What are the efforts that have been made by the DepEd to help increase the literacy rate
in our country?
Learning Task 2: Make a Research Report on the different Literacy Programs in the Philippines in a
short sized bond paper.
LESSON 2: A Preview on Reading

Topic 1: What is Reading?
1. Make a Research Report on the History of Reading.
LESSON DISCUSSION:
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Reading is being defined as:
• An attempt to make meaning from what an author has written. It is finding out what someone
is saying to the reader. It is a thinking activity which is predominantly getting and making
meaning.
• Is what the mind does with what the eyes see imprint, mind translate print into meaning.
• Is a kind of mental listening, a process by which the author talk silently to the reader.
• Is a thinking activity. It is getting and making meaning.
• Is an information-processing activity. It is purposive, wherein the reader tries to match his
purpose with that of the author. He reconstructs what the author intends to convey.
• Is a multi-dimensional process.
FLOW OF INFORMATION IN THE
READING PROCESS IN TERMS
OF TEXT AND READERS
INTERACTION
Three Major Theories of What Reading

is:
1. Reading is a BOTTOM-UP
process. The essential element is the
written text. The staring points are
letters, words and sentences. Some
strategies: phonetic and structural
analysis.
2. Reading is TOP-DOWN
process. The focus of attention is the
reader. The starting point is the reader’s
schema. (prior knowledge and
experience)
3. Reading is both bottoms-up

and top-down process. Reading is
interactive process.
Dr. Lourdes Abiog-Pamantasan ng Lungsod ng Marikina
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LEARNING TASK 1: Research and submit brief descriptions of (a) OLD STONE AGE ROCK PAINTING,
(b) CUNEIFORM WRITING (c) EGYPTIAN HYROGLYPICS (d) GREEK ALPHABET (e) ROMAN
ALPHABET
Topic 2: Academic Reading (Skimming, Scanning, and Browsing, Note – Taking, Organizing,
Outlining)
SKIMMING
Skimming is the reading technique used to prepare for reading the entire selection thoroughly.
Sometimes called previewing, skimming is not a substitute for thorough reading, just as watching a
movie preview is no substitute for experiencing the entire film.
o While Skimming, you try to detect in advance important keys to the authors meaning
like sub-headings, topic sentences, words in bold or italics and summaries.
o Skimming is used to quickly identify the main ideas of a text.
o Skimming is done at a speed three to four times faster than normal reading.
o People often skim when they have lots of material to read in a limited amount of time
The techniques of Skimming:

1. Read the title and subtitle of the material.
2. Read the first paragraph completely.
3. Examine each subheading within the text. Change each one into a question.
4. Seek the answer to each subheading question by reading just the first sentence of each paragraph
below it. Do not advance to the next subheading question until you find your answer.
5. Examine all illustrations – photos, charts, maps, figures, tables, diagrams and other illustrations.
6. Look for highlighted words and phrases.
7. If your eyes catch any unfamiliar words while you are Skimming, write them down on a piece of
paper.
8. Read the last paragraph completely
SCANNING
Scanning is the reading technique you use when you look for specific information from materials you
do not intend to read from start to finish. Scanning is also useful in looking significant factual data –
names, dates, quotes, definitions, formulas.
o Scanning is technique you often use when looking up a word in the telephone book or
dictionary.
o You search for key words or ideas.
o Scanning involves moving your eyes quickly down the page seeking specific words and
phrases.
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Steps in Scanning:
1. Before you start, think about the data you want to find.
2. Think about the data you are seeking are likely to look.
3. Allow your eyes to drift over the text without actually reading it.
4. Do not forget to check graphic materials – pictures, illustrations, maps or graphs – and their
captions for the data.
5. If you fail to find what you want after an initial scan, go back and examine the table of contents,
indices, chapter, headings, and subheadings, topic sentences and highlighted words to narrow the
search for your next scan.
BROWSING
Browsing is the sort of reading where readers do not have any particular goals for reading and parts
of a text maybe skipped fairly randomly and there is little need to integrate the information.
Skimming and Scanning are different from Browsing:

o Skimming involves looking rapidly over a text for the gist or essence of it.
o Scanning involves looking rapidly for key words, searching for a specific answer.
o Browsing, at its worst, can be hopping between pages and sites aimlessly, driven by a lack of
concentration.
Note taking - It is the ability to write down important facts quickly and accurately.
Here are some suggestions about the mechanics of note taking:

1. Set up each page in an orderly format.
2. Split the page in half
3. Take note in your own words
4. Never use full sentences
5. Don’t erase a mistake
6. Emphasize important words
7. Abbreviate as much as possible
Outlining
• It is a compilation of definitions, rules, and other important information that functions as your
private roadmap for the class.
• A good outline is unique to you and reflective of how you study
• It is a helpful strategy for understanding the content and structure of a reading selection.
• The key to outlining is being able to distinguish between the main ideas and the supporting ideas
and examples.
• When you make an outline, don’t use the texts exact words
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Dr. Lourdes Abiog-Pamantasan ng Lungsod ng Marikina
Learning Task 1: Read the following text:
Scanning Part:
 Are the following statements TRUE or FALSE? Identify the part of the text that
supports your answer.
a. Jogging with rats stimulates the brain cell production: _____________
Evidence Text:
__________________________________________________________________________
b. Jogging rats
produce more
brain cells if
they do it in
group:
____________
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Evidence Text:
__________________________________________________________________________
Skimming Part:
Answer the following questions using your own words but taking into account the
information in the text.
a. According to the text, is jogging alone beneficial for our health? Why?
b. Has the piece of research been tested on humans?
LEARNING TASK 2: Read the following article taken from bbc news. Then, take notes using the given
box format below. You can copy it in a short size bond paper.
Breakfast is 'most important meal'

Eating breakfast is the secret to staying healthy, according to evidence unearthed by doctors in the US.
They believe skipping the first meal of the day increases the chances of becoming obese, developing diabetes or
even having a heart attack.
Their study found that people who eat whole-grain cereals every morning are among those most likely to see the
health benefits.
Dr Mark Pereira and colleagues at Harvard Medical School analyzed the eating habits of 1,198 black people and
1,633 white participants.
Overall, 47% of whites and 22% of blacks said they ate breakfast every morning.
Health benefits
They found that people who ate breakfast every day were a third less likely to be obese compared to those who
skipped the meal.
In addition, they were half as likely to have blood-sugar problems, which increase the risk of developing diabetes
or having high cholesterol, which is a known risk factor for heart disease.
Breakfast may really be the most important meal of the day -Dr Mark Pereira
The researchers believe that eating first thing in the morning may help to stabilise blood sugar levels, which
regulate appetite and energy.
They suggest people who eat breakfast are less likely to be hungry during the rest of the day and are, therefore,
less likely to overeat.
"Our results suggest that breakfast may really be the most important meal of the day," said Dr Periera.
"It appears that breakfast may play an important role in reducing the risk of type 2 diabetes and cardiovascular
disease."
The researchers have recently started to examine what those involved in the study ate for breakfast, to see if
certain foods were more likely to help them stay healthy.
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Initial results have suggested that whole-grain cereals may be of benefit.
They found that people who ate these were 15% less likely to have blood sugar problems but Dr Pereira said: "We
need to do more research."
Growing evidence
The British Dietetic Association said the findings added to the growing body of evidence in support of eating
breakfast every morning.
"There is a lot of scientific evidence behind this," spokeswoman Catherine Collins told BBC News Online.
"Obviously the traditional fry-up is too fat and calorie rich to aid weight control, but cereals and toast are of
benefit.
"Breakfast can be a very good source of vitamins. Many processed cereals are fortified with vitamins and
minerals which people can find it difficult to get elsewhere if they are just having two meals a day."
The study was presented at the American Heart Association's annual conference in Miami.
Keywords, Key ideas Class Notes (Main Ideas, Supporting Ideas)
Reflections, Summary and Actions
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Topic 3: Obstacles in Reading
1. State your own obstacles in reading and explain why it become an obstacle for your
reading.
2. Share your tips on how to overcome your obstacles in reading.
LESSON DISCUSSION:
1. Issues with decoding

Also known as sounding out words, decoding is when children are able to put sounds to letters
in order to sound out written language. It’s common for beginner readers to struggle when they
meet new or unfamiliar terms, but typically decoding becomes easier with phonics instruction
and repeated practice with reading out loud.
If a child continues to struggle, there may be a specific learning difficulty present, or a physical
impairment that is preventing them from physically seeing the letters or hearing the sounds in
spoken language. Learn more in our posts on dyslexia and visual impairment in the classroom.
2. Poor comprehension
There’s a lot going on in reading, from letter and word recognition to understanding meaning at
the phrase, sentence, and paragraph level. When a beginner reader encounters vocabulary they
do not know or do not recognize due to inaccurate decoding, they are likely to skip ahead. The
more blanks in a line of text, the harder it is to make meaning and the more cognitively
challenging and frustrating the reading task becomes. That’s why poor comprehension can
result when a student struggles with decoding, has a limited vocabulary or attempts to read a
text that is at too high of a level
However, reading also requires being able to pay attention to narrative. Students need to
identify gist, main ideas, and specific details and even make inferences about what they are
reading. If a student has problems staying focused as a result of ADD or ADHD, it can impact
on comprehension.
3. Speed
The more students read, the more they encounter unfamiliar terms. Quite often the context in
which these new words are found gives children all of the clues they need to guess at the
meaning. As students expand their vocabulary, they recognize more words by sight and
reading speeds up.
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If speed is still an issue, there may be an underlying problem, such as slow processing.
Reading is a cognitively demanding task and holding so much information in the mind while
continuing to process text can exhaust children with slow processing. Strategy instruction may
help but it’s important that these students be allowed extra time to complete tasks that require
extensive reading.
READING AND SPELLING IN ENGLISH

English is full of silent letters and unexpected sounds. Often a student must simply memorize
the spelling of a word in order to recognize its written form in the future. Mnemonic devices can be of
assistance in this respect, as can repeatedly drilling vocabulary and taking a multi-sensory approach
to learning.
Another reason why English is not the easiest language for beginner readers is because of the lacking
1:1 correspondence in sounds to letters. In other words, there is more than one way to spell the same
sound.
READING STRATEGIES THAT CAN HELP
Activate ideas
Help students activate their prior knowledge of a topic and take guesses about what they are about to
read by analyzing pictures and titles or skimming a text to assess the main idea. You can also create
mind-maps as a pre-reading activity or put a few questions on the board and have the students start
by discussing them in order to prepare for the reading.
Build vocabulary
The more words a student knows, the easier it will be to recognize them in reading. Teaching
vocabulary is also helpful for spelling skills. Teachers can provide a glossary alongside a text or pre-
teach key terms before the reading begins. As learning words in context provides additional depth in
meaning, teachers might also consider providing instruction on contextual guessing.
Obstacles to Reading
https://www.readinghorizons.com
Learning Task 1: Research the other problems in reading in a short size bond paper and
make 1-page reflection paper on it.
MIDTERM
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Term Coverage
LESSON 1: Theories on Teaching Reading
Topic 1: The TOP DOWN Approach
Read the text below and make a mind map about “PANDEMIC”.
A pandemic (from Greek πᾶν, pan, "all" and δῆμος, demos, "local people" the 'crowd') is an epidemic of

an infectious disease that has spread across a large region, for instance multiple continents or
worldwide, affecting a substantial number of people. A widespread endemic disease with a stable
number of infected people is not a pandemic. Widespread endemic diseases with a stable number of
infected people such as recurrences ofseasonal influenza are generally excluded as they occur
simultaneously in large regions of the globe rather than being spread worldwide.
Throughout human history, there have been a number of pandemics of diseases such as smallpox.
The most fatal pandemic in recorded history was the Black Death (also known as The Plague), which
killed an estimated 75–200 million people in the 14th century. The term was not used yet but was for
later pandemics including the 1918 influenza pandemic (Spanish flu).
LESSON DISCUSSION:
What Is the Top-Down Reading Model?
For current adults, recollections of their early years as students attempting to learn to read probably
calls to mind memories of tracing letters, of sounding out letters, of beginning to sound out words
and eventually reading books of increasing size, density and abstract content.
The top-down theory of reading is designed to teach children to read using the theory that it is the
brain of the reader and not the words on the page that make sense of what is written. This sounds
abstract and potentially confusing, especially to parents who wonder why the method that they grew
up with isn't good enough anymore.
Top-down processing of language happens when someone uses background information to predict
the meaning of language they are going to listen to or read. Rather than relying first on the actual
words or sounds (bottom up), they develop expectations about what they will hear or read, and
confirm or reject these as they listen or read. Top-down processing is thought to be an effective way
of processing language; it makes the most of what the person brings to the situation.
Example
Asking learners to predict what a newspaper article might be about from the headline or first
sentence will encourage them to use top-down processing on the article
In the classroom
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Learners can be encouraged to use both bottom-up and top-down strategies to help them understand
a text. For example in a reading comprehension learners use their knowledge of the genre to predict
what will be in the text (top down), and their understanding of affixation to guess meaning (bottom
up).
Topic 2: The BOTTOM UP Approach
LESSON DISCUSSION:
Basically, bottom up reading involves looking at the individual components of a text in order to
understand the text as a whole. These individual elements include:
 Letters (this includes recognizing letters and correctly applying phonics)

 Words (guessing the meaning of unfamiliar words based on context)
 Grammar (identifying the grammatical role of a word - subject, verb, adjective, etc.)
Bottom-up processing happens when someone tries to understand language by looking at individual
meanings or grammatical characteristics of the most basic units of the text, (e.g. sounds for a
listening or words for a reading), and moves from these to trying to understand the whole text.
Bottom – up reading model, also known as part-to-whole model, considers the importance of the
written or printed text as it brings about reading. The views of the following researchers about the
bottom-up reading model helps in understanding it better.
The bottom-up approach treats developing reading skills as a sequential process. Students must first
learn the basics of phonics and how to decode words before more complex skills such as reading
comprehension can be mastered.
Example
Asking learners to read aloud may encourage bottom-up processing because they focus on word
forms, not meaning.
In the classroom
Learners can be encouraged to use both bottom-up and top-down strategies to help them understand
a text. For example in a reading comprehension learners use their knowledge of the genre to predict
what will be in the text (top-down), and their understanding of affixation to guess meaning (bottom-
up).
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The Top-Down Reading Model Theory - TheClassroom.com
https://www.theclassroom.com
Top down | TeachingEnglish | British Council | BBC
https://www.teachingenglish.org.uk
Developmental Reading, Aida S. Villanueva, Rogelio L. Delos Santos
Published by: Lorimar Publishing , Inc.
https://www.teachingenglish.org.uk/article/bottom
Learning Task 1: Read the literacy text. Analyze the words or groups of words used. Pick
out at least five phrases which you think are especially important to the story. Briefly describe why
you chose each.
"The Story of An Hour"

Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as
possible the news of her husband’s death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her
husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when
intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of “killed.” He had
only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less
careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its
significance. She wept at once, with sudden, wild abandonment, in her sister’s arms. When the storm of grief had
spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a
physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life.
The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a
distant song which some one was singing reached her faintly, and countless sparrows were twittering in the
eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one above the
other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up
into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now
there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It
was not a glance of reflection, but rather indicated a suspension of intelligent thought.
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There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was
too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds,
the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to
possess her, and she was striving to beat it back with her will—as powerless as her two white slender hands
would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said
it over and over under I breath: “free, free, free!” The vacant stare and the look of terror that had followed it went
from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed
every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception
enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind,
tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead.
But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely.
And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself. There would be no
powerful will bending hers in that blind persistence with which men and women believe they have a right to
impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a
crime as she looked upon it in that brief moment of illumination.
And yet she had loved him—sometimes. Often she had not. What did it matter! What could love, the unsolved
mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the
strongest impulse of her being!
“Free! Body and soul free!” she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. “Louise,
open the door! I beg; open the door—you will make yourself ill. What are you doing, Louise? For heaven’s sake
open the door.”
“Go away. I am not making myself ill.” No; she was drinking in a very elixir of life through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days
that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought
with a shudder that life might be long.
She arose at length and opened the door to her sister’s importunities. There was a feverish triumph in her eyes,
and she carried herself unwittingly like a goddess of Victory. She clasped her sister’s waist, and together they
descended the stairs. Richards stood waiting for them at the bottom.
Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained,
composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not
even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to
screen him from the view of his wife.
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When the doctors came, they said she had died of heart disease—of the joy that kills.
Topic 3: The INTERACTIVE READING MODEL
An interactive reading model is a reading model that recognizes the interaction of bottom- up and
top-down processes simultaneously throughout the reading process.
Emerald Dechant:
o The interactive model suggests that the reader constructs meaning by the selective use of
information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics)
without adherence to any one set order. The reader simultaneously uses all levels of processing even
though one source of meaning can be primary at a given time. (Dechant, 1991)
Kenneth Goodman:
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o An interactive model is one which uses print as input and has meaning as output. But the reader
provides input, too, and the reader, interacting with the text, is selective in using just as little of the
cues from text as necessary to construct meaning. (Goodman, K., 1981)
David E. Rumelhart:
o Reading is at once a perceptual and a cognitive process. It is a process which bridges and blurs
these two traditional distinctions. Moreover, a skilled reader must be able to make use of sensory,
syntactic, semantic, and pragmatic information to accomplish the task. These various sources of
information appear to interact in many complex ways during the process of reading (Rumelhart, D.
 It focuses on the belief that what motivates a student to read is important.

 A reader is more likely to retain knowledge of the material they are reading if they have an
interest in what they are reading.
 A student’s attitude toward reading is important, and a way to help students have a positive
attitude toward reading is to allow them to pick topics of reading that interest them.(Ruddell
& Unrau, 1994)
WHAT DOES A TEACHER OF THE INTERACTIVE READING MODEL LOOKS LIKE?
 Does not ‘teach’ in the sense of transferring knowledge to the pupil; rather, the teacher serves
as a mediator to assist the student in becoming consciously aware of knowledge already
possessed.
 Engages the student in a collaborative process of inquiry and self improvement Models
through action and allows the student to discover answers for.
 Use clearly formulated instructional strategies that embody focused goals, plans, and
monitoring feedback.
 Possess in-depth knowledge of reading, literacy processes and content knowledge;
understands how to teach these effectively.
 Tap internal student motivation, stimulate intellectual curiosity, explore students’ self-
understanding, uses aesthetic imagery and expression and encourages problem solving.
 Are warm, caring, and flexible Have high expectations of themselves and their students.
 Are concerned about their students as individuals. (Ruddell & Unrau, 1994, p. 1489)
WHAT IS NEEDED IN A CLASSROOM USING THE INTERACTIVE READING MODEL?
 Plenty of interesting texts which people are highly motivated to read. These can be preprinted
or student-generated, or both.
- Offer a variety of books on different reading levels and different topics, both
fiction and non-fiction.
- Programs that categorize books so that students and teachers can find books on
their level that interest the reader
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 Using trade books and reading levels, teachers can also set up a book club environment called
Literature Circles
Reading readiness skills help prepare learners for the task of reading. The particular skills they need
to learn will depend on their previous experience with and exposure to reading.
 Reading readiness skills need to be taught in a context which gives the expectation that
reading is for meaning. The learners need to hear stories read aloud and observe that reading
and writing are useful and meaningful.
 Reading readiness skills are those abilities necessary for a person to begin the process of
learning to read.
Examples:
 Aural phonemic awareness

 Teaching someone to handle a book correctly
 Using a pencil correctly
 Understanding and interpreting illustrations
 Discerning shapes
 Understanding the alphabetic principle
 Understanding some concepts and conventions of print
https://www.slideshare.net/rosieamstutz/interactive-reading-model
Learning Task 1: Make a Research Report about the “Different Interactive Reading
Activities” and explain each. Select one reading activity and have DEMONSTRATION on it. Send your
video in our Group Chat.
LESSON 2: Vocabulary Skills in Reading
PRE-ASSESSMENT ACTIVITY:
Answer the following questions below:
1. What are Vocabulary Skills for you?

2. Why is it important to have those skills in Reading?
3. How can you acquire those skills?
LESSON DISCUSSION:
Vocabulary is an important focus of literacy teaching and refers to the knowledge or words, including
their structure (morphology), use (grammar), meanings (semantics), and links to other words
(word/semantic relationships).
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Oral vocabulary refers to words that children can understand or use while speaking and listening.
Oral vocabulary is closely related to their reading vocabulary, which is the words that children can
recognize and use in their reading or writing.
We know that young children acquire vocabulary indirectly, first by listening when others speak or
read to them, and then by using words to talk to others. As children begin to read and write, they
acquire more words through understanding what they are reading and then incorporate those words
into their speaking and writing.
Why do some students have a richer, fuller vocabulary than some of their classmates?
 Language rich home with lots of verbal stimulation

 Wide background experiences
 Read to at home and at school
 Read a lot independently
 Early development of word consciousness
Why do some students have a limited, inadequate vocabulary compared to most of their
classmates?
 Speaking/vocabulary not encouraged at home

 Limited experiences outside of home
 Limited exposure to books
 Reluctant reader
 Second language—English language learners
THE IMPORTANCE OF VOCABULARY
Children need to have a rich vocabulary that continually grows through language and literacy
experiences, in order to comprehend and construct increasingly complex texts, and engage in oral
language for a variety of social purposes.
Focusing on vocabulary is useful for developing knowledge and skills in multiple aspects of language
and literacy. This includes helping with decoding (phonemic awareness and phonics),
comprehension, and also fluency.
Theory to practice
Learning vocabulary is a continual process of language and literacy development, which begins in the
early years of life, and continues through schooling and beyond. Sinatra, Zygouris-Coe, and Dasinger
(2011) note that:
Knowledge of vocabulary meanings affects children’s abilities to understand and use words
appropriately during the language acts of listening, speaking, reading, and writing. Such knowledge
influences the complexities and nuances of children’s thinking, how they communicate in the oral and
written languages, and how well they will understand printed texts. (p. 333)
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Evidence base
Vocabulary plays an important role in oral language development and early literacy (Hill, 2012). Paris
(2005) identifies vocabulary as one of the unconstrained skills, meaning that it is a skill that we
continue to develop over our life span.
EFFECTIVE WAYS TEACHING OF VOCABULARY INVOLVE THE FOLLOWING MAIN COMPONENTS

(Sinatra, Zygouris-Coe, & Dasinger 2011):
 explicit teaching of appropriate vocabulary words (see tier 2 vocabulary below)

 multiple exposures to same words in varying contexts (speaking/listening, reading, writing)
 working with a partner or small group to analyse words
 story retelling using key vocabulary from texts
 use of props or concrete objects to explain vocabulary
 explicit discussion of comprehension together with vocabulary
 ensuring vocabulary instruction is embedded across the curriculum.
The following recommended four steps in teaching new vocabulary words will be described in further
detail.
It is important that teachers make sure that their students:
1. Hear their teacher explicitly give a student-friendly definition and then see her or him model how
the vocabulary term is used (Explicit Instruction of Using the Vocabulary Word Correctly: I do it).
2. Have opportunities to use new vocabulary while the teacher is there to “help with the tricky parts”
and is circulating around the classroom to make sure that students are using the word correctly and
giving corrective feedback when needed (Guided Instruction: We do it).
3.Are given lots of opportunities to clarify and refine meaning and usage in the company of peers –
Students teaching other students how to use the word correctly/verifying the correct definition –
Using oral language to communicate the meaning in different contexts and having groups of students
complete assignments involving semantic mapping or other graphic organizers (Collaborative
Learning: You do it together).
4. Practice use of the term in independent reading, writing, discussion, and assessment (Independent:
You do it alone).
Below is a diagram that describes the above four steps in teaching vocabulary that was based on the
research by Fisher and Frey(2008).
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Fig. 1
A Six-Step Process for Teaching Vocabulary by Robert Marzano
Marzano’s six steps for teaching new words can be used with all students (K-12), including those with
learning disabilities. Use the first three steps to introduce new words to students. The next three
steps give students multiple exposures of the new word for review and retention. An explanation of
the six steps can be found at the website cited in the references under Marzano.
The six steps are as follows:
Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. (This
is where the teacher explicitly states the definition that will make sense to her/his students.)
Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.
(Students could add the term to their notebooks or to a chart in the classroom, followed by the
following step.)
Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. (If
possible, ask students to come up with an antonym or synonym to the new word.)
Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them
add to their knowledge of the terms in their vocabulary notebooks. (Have students use new words in
oral sentences or use the new words in questions you ask your students.)
Step 5: Refine and reflect—Periodically, ask students to return to their notebooks to discuss and
refine entries. (When another new word comes up, try to mention previously learned words as similar
or different.)
Step 6: Apply in Learning Games—Involve students periodically in games that allow them to play with
new terms.
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Beck, I. L. & McKeown, M. G (1985). Teaching vocabulary: Making the instruction fit the goal. Educational Perspectives,
23(1). 11-15.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Hill, S. (2012). Developing early literacy: assessment and teaching (2nd ed.). South Yarra, Vic. Eleanor Curtain Publishing.
Konza, D. (2016). Understanding the process of reading: The big six. In J. Scull & B. Raban (Eds), Growing up
literate:Australian literacy research for practice (pp. 149-175). South Yarra, Vic. : Eleanor Curtain Publishing.
Larsen-Freeman, D., & Celce-Murcia, M. (2016). The grammar book: Form, meaning, and use for English language teachers
(3rd Ed.). Boston: National Geographic Learning.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, P. (2005). Teaching vocabulary. The Asian EFL Journal, 7(3), 47-54.
Youtube Video: https://www.youtube.com/watch?v=JKteae3FzWc
POST LEARNING ACTIVITIES:
LEARNING TASK 1: Make a 1-page reflective paper on this title “The Role of Vocabulary Knowledge in
Reading Comprehension”. Use short sized bond paper, cursive writing.
LEARNING TASK 2: You are going to watch a clip about Selig and his love of words. The clip is from
the book The Boy Who Loved Words by Roni Schotter & Giselle Potter. You are going to start
collecting words but instead of keeping them in our pockets like the boy from the story, you will write
them down and investigate their meaning using a dictionary.
List down as many words as you can and write in a short bond paper and write down also its meaning
taken from the dictionary. After it, you will answer the following questions below and write in the
same paper.
• Have a look at your dictionary and see what features you notice.
• How do you think we can find the word we are looking for?
• The words are in alphabetical order. What do we do if words begin with the same two letters or
three or more?
• What other information about words does a dictionary help us with?
LESSON 2: Comprehension Skills in Reading

PRE ASSESSMENT ACTIVITIES:
Answer these questions below:
1. Compare and contrast Vocabulary and Comprehension.

2. Define comprehension in your own understanding
3. Why do you think comprehension is an important skill in Reading?
4. What are your tips to improve comprehension?
Comprehension: The Goal of Reading

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Comprehension, or extracting meaning from what you read, is the ultimate goal of reading.
Experienced readers take this for granted and may not appreciate the reading comprehension skills
required. The process of comprehension is both interactive and strategic. Rather than passively
reading text, readers must analyze it, internalize it and make it their own.
In order to read with comprehension, developing readers must be able to read with some proficiency
and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).
Some people think of the act of reading as a straightforward task that’s easy to master. In reality,
reading is a complex process that draws on many different skills. Together, these skills lead to the
ultimate goal of reading: reading comprehension, or understanding what’s been read.
Here are six essential skills needed for reading comprehension, and tips on what can help students
improve this skill.
6 ESSENTIAL SKILLS FOR READING COMPREHENSION
1. Decoding
Decoding is a vital step in the reading process. Kids use this skill to sound out words they’ve heard
before but haven’t seen written out. The ability to do that is the foundation for other reading skills.
Decoding relies on an early language skill called phonemic awareness. (This skill is part of an even
broader skill called phonological awareness.) Phonemic awareness lets kids hear individual sounds in
words (known as phonemes). It also allows them to “play” with sounds at the word and syllable level.
Decoding also relies on connecting individual sounds to letters. For instance, to read the word sun,
kids must know that the letter s makes the /s/ sound. Grasping the connection between a letter (or
group of letters) and the sounds they typically make is an important step toward “sounding out”
words.
What can help: Most kids pick up the broad skill of phonological awareness naturally, by being
exposed to books, songs, and rhymes . But some kids don’t. In fact, one of the early signs of reading
difficulties is trouble with rhyming, counting syllables, or identifying the first sound in a word.
The best way to help kids with these skills is through specific instruction and practice. Kids have to
be taught how to identify and work with sounds. You can also build phonological awareness at home
through activities like word games and reading to your child.
2. Fluency
To read fluently, students need to instantly recognize words, including words they can’t sound out .
Fluency speeds up the rate at which they can read and understand text. It’s also important when kids
encounter irregular words, like of and the, which can’t be sounded out.
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Sounding out or decoding every word can take a lot of effort. Word recognition is the ability to
recognize whole words instantly by sight, without sounding them out.
When students can read quickly and without making too many errors, they are “fluent” readers.
Fluent readers read smoothly at a good pace. They group words together to help with meaning, and
they use the proper tone in their voice when reading aloud. Reading fluency is essential for good
reading comprehension.
What can help: Word recognition can be a big obstacle for struggling readers. Average readers need
to see a word four to 14 times before it becomes a “sight word ” they automatically recognize. Kids
with dyslexia, for instance, may need to see it up to 40 times.
The main way to help build fluency is through practice reading books. It’s important to pick out books
that are at the right level of difficulty for kids.
3. Vocabulary
To understand what you’re reading, you need to understand most of the words in the text. Having a
strong vocabulary is a key component of reading comprehension. Students can learn vocabulary
through instruction. But they typically learn the meaning of words through everyday experience and
also by reading.
What can help: The more words kids are exposed to, the richer their vocabulary becomes. You can
help build your child’s vocabulary by having frequent conversations on a variety of topics. Try to
include new words and ideas. Telling jokes and playing word games is a fun way to build this skill.
Reading together every day also helps improve vocabulary. When reading aloud, stop at new words
and define them. But also encourage your child to read alone. Even without hearing a definition of a
new word, your child can use context to help figure it out.
Teachers can help, too. They can carefully choose interesting words to teach and then give explicit
instruction (instruction that is specialized and direct). They can engage students in conversation. And
they can make learning vocabulary fun by playing word games in class.
4. Sentence construction and cohesion
Understanding how sentences are built might seem like a writing skill. So might connecting ideas
within and between sentences, which is called cohesion. But these skills are important for reading
comprehension as well.
Knowing how ideas link up at the sentence level helps kids get meaning from passages and entire
texts. It also leads to something called coherence, or the ability to connect ideas to other ideas in an
overall piece of writing.
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What can help: Explicit instruction can teach kids the basics of sentence construction. For example,
teachers can work with students on connecting two or more thoughts, through both writing and
reading.
5. Reasoning and background knowledge
Most readers relate what they’ve read to what they know. So it’s important for kids to have
background or prior knowledge about the world when they read. They also need to be able to “read
between the lines” and pull out meaning even when it’s not literally spelled out.
Take this example: A child is reading a story about a poor family in the 1930s. Having knowledge
about the Great Depression can provide insight into what’s happening in the story. The child can use
that background knowledge to make inferences and draw conclusions.
What can help: Your child can build knowledge through reading, conversations, movies and TV shows,
and art. Life experience and hands-on activities also build knowledge.
Expose your child to as much as possible, and talk about what you’ve learned from experiences
you’ve had together and separately. Help your child make connections between new knowledge and
existing knowledge. And ask open-ended questions that require thinking and explanations.
6. Working memory and attention
These two skills are both part of a group of abilities known as executive function. They’re different
but closely related.
When kids read, attention allows them to take in information from the text. Working memory allows
them to hold on to that information and use it to gain meaning and build knowledge from what they’re
reading.
What can help: There are many ways you can help improve your child’s working memory. Skill
builders don’t have to feel like work, either. There are a number of games and everyday activities that
can build working memory without kids even knowing it.
To help increase your child’s attention, look for reading material that’s interesting or motivating. For
example, some kids may like graphic novels . Encourage your child to stop and re-read when
something isn’t clear. And demonstrate how you “think aloud” when you read to make sure what
you’re reading makes sense.
Key Takeaways
 Decoding, fluency, and vocabulary skills are key to reading comprehension.

 Being able to connect ideas within and between sentences helps kids understand the whole
text.
 Reading aloud and talking about experiences can help kids build reading skills.
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WHAT IS READING COMPREHENSION?
Reading comprehension involves reading the words, but understanding their meaning. In addition,
recognizing the differences between characters, the timeline of a story, and the intricacies of a plot
are all key elements of reading comprehension
There are various levels of reading comprehension, including literal, interpretive, creative, and critical.
● Literal: Understanding literal information contained within the text, such as instructions or
directions. Students should be able to answer basic, fact-based questions about the material after
reading.
● Interpretive: Seeking a deeper meaning from the material and asking questions to determine
things such as the main idea of the story, the author’s purpose, its point-of-view, and the summary of
the plot
● Creative: Using your own judgment or perspective based upon the author’s writing, or coming up
with opinions or solutions based on the material read.
● Critical: Fact-checking information or questioning the veracity of a source or statement. Critical
comprehension involves reading, thinking, and drawing your own conclusions on the merit of the
material.
GENERAL STRATEGIES FOR READING COMPREHENSION
The process of comprehending text begins before children can read, when someone reads a picture
book to them. They listen to the words, see the pictures in the book, and may start to associate the
words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key
comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand
the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are about to read, it sets up expectations based
on their prior knowledge about similar topics. As they read, they may mentally revise their prediction
as they gain more information.
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and
then put it in their own words. Implicit in this process is trying to understand the author’s purpose in
writing the text.
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Questioning
Asking and answering questions about text is another strategy that helps students focus on the
meaning of text. Teachers can help by modeling both the process of asking good questions and
strategies for finding the answers in the text.
Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must
learn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have better recall than those who do
not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or
create their own mental images or drawings when reading text without illustrations.
POST ASSESSMENT LEARNING ACTIVITIES:
LEARNING TASK 1: Make a Research Report about the Strategies for Reading Comprehension
Narrative Text and Expository Text.
LEARNING TASK 2: Briefly research the following and provide its examples:
1. Story Maps
2. KWL Chart
3. Graphic Organizer
LEARNING TASK 3: Skim through an excerpt of “Social Contract” by Jean Jacques Rousseau. Then
answer some questions below.
The most ancient of all societies, and the only one that is natural is the family: and even so the children
remain attached to the father only so long as they need him for their preservation. As soon as this need
ceases, the natural bond is dissolved. The children, released from the obedience they owed to the
father, and the father, released from the care he owed his children, return equally to independence. If
they remain united, they continue so no longer naturally, but voluntarily; and the family itself is then
maintained only by convention.
This common liberty results from the nature of man. His first law is to provide for his own preservation,
his first cares are those which he owes to himself; and, as soon as he reaches years of discretion, he is
the sole judge of the proper means of preserving himself, and consequently becomes his own master.
The family then may be called the first model of political societies: the ruler corresponds to the father,
and the people to the children; and all, being born free and equal, alienate their liberty only for their own
advantage. The whole difference is that, in the family, the love of the father for his children repays him
for the care he takes of them, while, in the State, the pleasure of commanding takes the place of the
love which the chief cannot have for the peoples under him.
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Since no man has a natural authority over his fellow, and force creates no right, we must conclude that
conventions form the basis of all legitimate authority among men.
Answer these questions in a short bond paper:
1. What idea do you get from the title?

2. What does the first paragraph say about the relationship between the father and his children?
3. What is the topic sentence of the second paragraph?
4. How many the be called according to the first sentence of the third paragraph?
5. What does the first part of the last paragraph say about the relationship of man and his fellow?
FINAL
Term Coverage
LESSON 1: Study Skills

PRE ASSESSMENT ACTIVITY: Answer the following questions:
1. Why good notes matter?

2. What are the benefits of taking good notes?
3. How it contributes for better understanding?
Topic 1: NOTE TAKING
EFFECTIVE NOTE TAKING
Do you sometimes struggle to determine what to write down during lectures? Have you ever found
yourself wishing you could take better or more effective notes? Whether you are sitting in a lecture
hall or watching a lecture online, note-taking in class can be intimidating, but with a few strategic
practices, anyone can take clear, effective notes. This handout will discuss the importance of note-
taking, qualities of good notes, and tips for becoming a better note-taker.
How to take good notes in class
There’s a lot going on during class, so you may not be able to capture every main concept perfectly,
and that’s okay. Part of good note-taking may include going back to your notes after class (ideally
within a day or two) to check for clarity and fill in any missing pieces. In fact, doing so can help you
better organize your thoughts and to determine what’s most important. With that in mind, it’s
important to have good source material.
Preparing to take good notes in class
The first step to taking good notes in class is to come to class prepared. Here are some steps you
can take to improve your note-taking before class even begins:
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 Preview your text or reading assignments prior to lecture. Previewing allows you to
identify main ideas and concepts that will most likely be discussed during the lecture.
 Look at your course syllabus so that you know the topic/focus of the class and what’s
going to be important to focus on.
 Briefly review notes from previous class sessions to help you situate the new ideas
you’ll learn in this class.
 Keep organized to help you find information more easily later. Title your page with the
class name and date. Keep separate notebook sections or notebooks for each class
and keep all notes for each class together in one space, in chronological order.
Note-taking during class
Now that you are prepared and organized, what can you do to take good notes while listening to a
lecture in class? Here are some practical steps you can try to improve your in-class note-taking:
 If you are seeking conceptual information, focus on the main points the professor

makes, rather than copying down the entire presentation or every word the professor
says. Remember, if you review your notes after class, you can always fill in any gaps or
define words or concepts you didn’t catch in class.
 If you are learning factual information, transcribing most of the lecture verbatim can
help with recall for short-answer test questions, but only if you study these notes
within 24 hours.
 Record questions and thoughts you have or content that is confusing to you that you
want to follow-up on later or ask your professor about.
 Jot down keywords, dates, names, etc. that you can then go back and define or explain
later.
 Take visually clear, concise, organized, and structured notes so that they are easy to
read and make sense to you later. See different formats of notes below for ideas.
 If you want your notes to be concise and brief, use abbreviations and symbols. Write in
bullets and phrases instead of complete sentences. This will help your mind and hand
to stay fresh during class and will help you access things easier and quicker after
class. It will also help you focus on the main concepts.
 Be consistent with your structure. Pick a format that works for you and stick with it so
that your notes are structured the same way each day.
 For online lectures, follow the above steps to help you effectively manage your study
time. Once you’ve watched the lecture in its entirety, use the rewind feature to plug in
any major gaps in your notes. Take notes of the timestamps of any parts of the lecture
you want to revisit later.
Determining what’s important enough to write down
You may be asking yourself how you can identify the main points of a lecture. Here are some tips for
recognizing the most important points in a lecture:
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 Introductory remarks often include summaries of overviews of main points.
 Listen for signal words/phrases like, “There are four main…” or “To sum up…” or “A
major reason why…”
 Repeated words or concepts are often important.
 Non-verbal cues like pointing, gestures, or a vocal emphasis on certain words, etc. can
indicate important points.
 Final remarks often provide a summary of the important points of the lecture.
 Consider watching online lectures in real time. Watching the lecture for the first time
without pausing or rewinding can help force you to focus on what’s important enough
to write down.
Different formats for notes
There is no right format to use when taking notes. Rather, there are many different structures and
styles that can be used. What’s important is that you find a method that works for you and
encourages the use of good note-taking qualities and stick with it. Here are a few types of formats
that you may want to experiment with:
1. Cornell Notes: This style includes sections for the date, essential question, topic, notes, questions,
and a summary.
2. Outline: An outline organizes the lecture by main points, allowing room for examples and details.
3. Flowchart/concept map: A visual representation of notes is good for content that has an order or
steps involved.
4. Charting Method: A way to organize notes from lectures with a substantial amount of facts through
dividing key topics into columns and recording facts underneath.
5. Sentence Method: One of the simplest forms of note taking, helpful for disseminating which
information from a lecture is important by quickly covering details and information.
https://learningcenter.unc.edu/tips-and-tools/effective-note-taking-in-class/
You Tube video: “The Giving Tree” written and illustrated by Shel Silverstein https://www.youtube.com/watch?
v=XFQZfeHq9wo
POST ASSESSMENT ACTIVITY:
LEARNING TASK 1: Make a Video Report about the examples of 5 different formats for notes and
provide examples in each. You can research online about these to further help you deliver your report
in a clear and understandable way.
LEARNING TASK 2: Kindly watch the animated kid story on YouTube entitled “The Giving Tree” take
note of its highlights and re-tell the story using the notes you’ve taken, make this in a video format
and send it in our Subject Group Chat (GC).
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TOPIC 2: OUTLINING
An OUTLINE is a map of your essay. It shows what information each section or paragraph will
contain, and in what order. Most outlines use numbers and/or bullet points to arrange information
and convey points.
Why create an outline?
Outlining is a tool we use in the writing process to help organize our ideas, visualize our paper’s
potential structure, and to further flesh out and develop points. It allows the writer to understand how
he or she will connect information to support the thesis statement and the claims of the paper. An
outline provides the writer with a space to consider ideas easily without needing to write complete
paragraphs or sentences.
Creating your outline:
Before beginning an outline, it is useful to have a clear thesis statement or clear purpose or argument,
as everything else in the outline is going to work to support the thesis. Note: the outline might help
inform the thesis, and therefore your thesis might change or develop within the outlining process.
Organize your outline in whatever format fits into the structure needed for the type of paper you are
writing. One common outline format uses Roman numerals, letters, and numbers. Other outlines can
use bullet points or other symbols. Outlines can be written using complete sentences or fragments or
a mix of the two.
Remember! After creating your outline, you may decide to reorganize your ideas by putting them in a
different order. Furthermore, as you are writing you might make some discoveries and can, of course,
always adjust or deviate from the outline as needed.
Sample Outlines:
As you can see in the outline below, the writer chose to separate the outline by topics, but could have
utilized a different structure, organizing the outline by separate paragraphs, indicating what each
paragraph will do or say.
Example 1:
I. Introduction
A. Background information
B. Thesis
II. Reason 1
A. Use quotes from x
B. Use evidence from y
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III. Reason 2
A. Counterargument
1. They might say…
2. But…
IV. Conclusion
A. Connect back to thesis
B. Answer the “so what” or “what now” question
C. End on a memorable note
Note: The sample outline above illustrates the structure of an outline, but it is quite vague. Your
outline should be as specific as possible.
Proposal Outline:
I. Summary/ Synopsis of proposed project

• Rationale
• Specific aims and objectives
• Experimental approaches to be used
• The potential significance
II. Specific Aims
•X
•Y
•Z
III. Background and Significance
• Background
• Significance to current project
• Significance to long-term research objectives
• Critical evaluations of existing knowledge
• Forward progress
IV. Preliminary Data
• Description of prelim data to justify the rationale
• Demonstrate feasibility of the project
V. Experimental Design and Methods
• Details of design and procedures
• Protocols
• Means of data analysis and interpretation
• New methodology and its advantages
• Potential technical difficulties or limitations/ alternative approaches
VI. References
• Citations
Note: Outlines can look quite different. You might use Roman numerals to indicate the main point or
function of that section, and then letters to indicate separate sub-points, and then even bullet points
or numbers to indicate specific information, like using certain quotes, sources, evidence, or examples.
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An outline is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts and
arguments. A good outline can make conducting research and then writing the paper very efficient.
Your outline page must include your:
 Paper Title
 Thesis statement
 Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)
 Support for your major points, indicated by capital Arabic numerals (i.e., A, B, C, D, E, etc.)
Roman numeral I should be your “Introduction”. In the introduction portion of your paper, you’ll want
to tell your reader what your paper is about and then tell what your paper hopes to prove (your thesis).
So an Introduction gives an overview of the topic and your thesis statement.
The final Roman numeral should be your “Conclusion”. In the conclusion, you summarize what you
have told your reader.
YOUR outline can be MORE detailed, or might be LESS detailed. Remember that a good outline
makes writing easier and more efficient.
https://writingcenter.gmu.edu/guides/outlining
Adapted from:
Los Angeles Valley College Writing Center, “How to Make an Outline” 2/2/15
Northwestern University Collaborative Learning and Integrated Mentoring in the Biosciences, “A Basic Proposal Outline”
San Jose State University Writing Center, “Essay Planning: Outlining with a Purpose” Spring 2014
LEARNING ACTIVITY 1: Make a Video Report about the types of Outline. Sky is the limit. Make use of
the internet to research online. Provide examples as many as you can. Send your video in our Subject
Group Chat.
LEARNING ACTIVITY 2: Make an outline about “How to Make Effective Lesson Plans?” Write this in a
short bond paper.
TOPIC 3: USING GRAPHIC AND ORGANIZERS
Graphic organizers are visual charts and tools used to visually represent and organize a student's
knowledge or ideas. They're often used as part of the writing process to help students map out ideas,
plots, character details and settings before beginning to write.
Graphic organizers also are useful when brainstorming ideas, especially as part of a group project or
plan. They can be used for a variety of educational purposes, including sequencing events,
analyzing cause and effect, comparing and contrasting, and developing concepts in detail.
As part of the reading process, graphic organizers can help a student comprehend what he has read
and made comparisons to other pieces of writing.
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TYPES OF GRAPHIC ORGANIZERS
1. KWL chart
A KWL chart lets students visually organize what students know, what they want to know, and
what they learned. This chart is very easy to use and encourages students to track their
learning. These charts can be used individually, in groups, or by the entire class.
The process for using a KWL chart is simple:
 Students brainstorm and write down what they currently know about a given subject.
 Students write down what they would like to learn about the subject.
 Students record what they have learned about the subject.
 Use a KWL chart before, during, and after a lesson to measure how much students
progress. You will be surprised by how much students are learning.
2. Venn diagram
A Venn diagram shows the similarities and differences between two or more items. The
diagram is made up of a series of shapes, typically circles, with edges that overlap. Each shape
represents a different item. The characteristics shared by each item are represented by the
overlapping intersections of each shape.
Venn diagrams are typically used in scientific and engineering presentations, in computer
applications, in theoretical mathematics, and in statistics. But you can use a Venn diagram in
any situation where you want to find a direct comparison among different categories or
concepts.
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SKC COLLEGE FACULTY
For example, younger students may have fun using Venn diagrams to discover what they have
in common with their classmates. A very simple diagram can ask students to find out who has
a dog, who has a cat, and who has both.
3. Double bubble map
A double bubble map is an education graphic organizer that students and teachers can use to
compare and contrast things such as people, characters, places, events, and so on. Students
develop logical thinking skills as they organize data that is similar and contrast it with data that
is unique. Plus, saying “double bubble” is kind of fun.
Unlike a Venn diagram, the shapes in a double bubble map don’t intersect where the items
share common characteristics. Instead, additional shapes are placed between the two shapes
that represent the items being compared. The shapes that represent the contrasts of the items
being compared are placed on the left and right of the items being compared.
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In the example above, the orange shapes in the center shapes tell us what apples and bananas
have in common: They are both types of food, they are both fruits, and they are both tasty,
depending on who you ask. The shapes on the outside edges describe the contrasts: Apples
are red, crisp, and full of Vitamin C, while bananas are yellow, soft, and full of potassium.
4. Concept map
A concept map, or concept diagram, is another type of education graphic organizer that
students can use to diagram suggested relationships between concepts. By making a concept
map, students visually think about concepts in ways that they may not have been able to with
simple lists or notes.
A concept map uses shapes such as boxes or circles to represent ideas and information.
Shapes are connected by arrows labeled with linking phrases such as “due to,” “can be avoided
by,” “contributes to,” “requires,” and so on.
To create a concept map, follow these simple steps:
1. Identify a topic you need to study.
2. Brainstorm about the facts, ideas, themes, and questions that come to mind as you
think of the selected topic.
3. Start drawing your shapes. We recommend that you place the shape representing your
main topic at the top and link to other shapes in a downward hierarchy. The more
important the idea or concept, the closer it should be to the main topic in the hierarchy.
4. Connect the ideas and concepts you brainstormed to the main topic and to each other.
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LEARNING TASK 1: Research about the other different types Graphic Organizers
LEARNING TASK 2: Make a KWL Chart on the topic “The History of Reading” in a short sized bond
paper.
LEARNING TASK 3: Make a Venn Diagram about the topic “Students before and Students Nowadays”
LEARNING TASK 4: Make a Concept Map about the topic “COVID 19 PANDEMIC”
LESSON 2: Reading Diagnosis and Remediation

PRE-ASSESSMENT LEARNING ACTIVITY:
READING FLUENCY: Read the story entitled "The Story of An Hour" by Kate Chopin (1894). This story
is to be found in this module. Read the story loudly, accurately and with appropriate expression while
video recording yourself doing it. Send your video in our Group Chat.
LESSON DISCUSSION:
The Diagnostic Assessment of Reading is used by classroom teachers and reading specialists to
assess student reading ability in five areas: phonemic awareness, phonics, vocabulary development,
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reading fluency and reading comprehension. The DAR is most often used to test elementary-aged
children; however, some teachers use it to test older students who struggle with reading.
Phonemic Awareness
Instead of focusing on the letters of words, phonemic awareness concentrates on the sounds those
letters create. These sounds are called phonemes. For instance, the word cat contains three
phonemes: /k/, /ae/ and /t/. Phonemic awareness allows readers to manipulate sounds of speech.
Phonics
The greater a student's phonemic awareness, the better his or her ability to segment small sounds --
phonemes -- into word patterns. For instance, a student who understands the phonemes of the letters
D and G can usually piece these sounds together to read the word "dog." The DAR tests student ability
to read words by sounding them out.
Vocabulary Development
Vocabulary is a key factor in reading ability and, during the DAR, students are asked to define key
vocabulary words from passages. Students with weak vocabularies easily grow frustrated and bored
when they read because they miss important details. As David Driscoll, chair of the National
Assessment Governing Board, said, "Helping students improve their vocabulary and use words in the
proper context is essential to improving overall reading ability -- especially for students who most
need to improve."
Reading Fluency
Reading fluency allows children to read quickly, accurately and with appropriate expression. Students
struggling with fluency may sound choppy when they read aloud, because they are unfamiliar with
certain words or they struggle to string words together. This can lead to frustration and
embarrassment. Fluency affects silent reading, too, and struggling readers often read slowly and with
no facial expression. When reading fluency suffers, students often dislike reading.
Reading Comprehension
The DAR includes reading comprehension questions, which test students' ability to fully understand
writing samples. The ability to comprehend writing requires phonics, vocabulary, fluency and an
ability to connect reading material with the bigger picture and real-life events.
What is Remedial Reading?

Remedial reading refers to correcting or improving deficient skills in specific subject. Thus, remedial
reading is a change in instruction that helps remedy a weakness in the area of reading.
How can we diagnose the reading difficulties among

learners?
Reading difficulties may be revealed by means of systematic diagnosis.
The diagnostician must possess both theoretical knowledge and practical experience. Also, he
should know what questions to ask, what test and procedures to use to get the needed facts.
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One of the principles in diagnostic analysis of students is by starting his instructional materials.
Another is by looking forward to the causes of the symptoms of the reading problem.
The first step in the diagnostic analysis of children with reading difficulties is to make a general or
survey diagnostic. The second is not to compare expected functioning level as determine by IQ.
The development in the brain of a child does have any impact to the reading difficulty of a child. Brain
development and reading ability can be reinforced by parents thru reading to their children.
If comprehension is the problem, one way to address it is to make sure to ask plenty of questions to
children. Another is to have them circle certain words like “and” and “the” every time they appear on a
page.
Another way by which a teacher can reinforce reading comprehension is by teaching proper phonics.
Words recognition through phonemes is very helpful in teaching children how to read. Listening game
is one way of teaching children how to read and comprehend.
Physical deficiencies which include visual deficiency, hearing deficiency, and poor and general
health, among others are causes of reading disabilities among children. But, reading deficiency under
emotional factors it does not means that they have low intelligence.
One way to address the problem of auditory defect among children is to advice pupils with hearing
loss to near the source of the sound.
Symptoms of motor difficulties among children are irregular ocular-motor control and complaints of
fear and left- handedness. Stuttering, stammering, lisping, among others are example of speech
difficulties.
Retarded readers-they are the readers whose development of reading skills is below the normal
performance.
Diagnosing poor readers:

 The act of evaluating the strengths and weaknesses of an individual
 Identification of weakness and strengths
 Testing one’s aptitude and skills
Innovations have been tried in Philippine schools for the maximum development of every child:
 Unique nature
 Interest
 Abilities
READING DIFFICULTIES
 Congenital auditory defect is when partial and complete hearing loss.
 Kinetic reversal is a problem in reading where sequence of letter in word are confused, as for
wall, was for saw, left for felt.
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a concrete example of students’ defect in low rate in reading may be exhibited by reading word for
word.
A student who has an IQ level below 90 considered as slow learner. When a student can read but will
not, he could be a reluctant reader. The disability to read or problem in reading is called dyslexia.
Characteristics of Poor readers:
 Lack of comprehension skills

 Wrong pronunciations
 Retarded readers
 More word miscues
Common symptoms of speech difficulties:
 Stammering
 Lisping
 Stuttering
READING PROBLEMS:
Cause No. 1- Inadequate Instruction

Cause No.2- Lack of Appropriate Materials
Cause No. 3- Big Unmanageable Classes
Cause No.4- Poor Attitude Towards Reading
Cause No.5- Conflict with Interests
SKILLS REQUIRED FOR PROFICIENT READING:
• Phonemic Awareness- ability to distinguish and manipulate the individual sounds of language
• Phonics- study of sound
• Fluency-ability to read with speed, accuracy and vocal expression
• Vocabulary-knowledge of words and word meanings
• Reading Comprehension-engagement with text
https://education.seattlepi.com/basic-reading-skills-1515.html
https://www.slideshare.net/simplyjeyd/diagnosis-and-remediation-in-reading
POST-ASSESSMENT LEARNING ACTIVITY:
LEARNING TASK: Make a Research Paper about “Reading Diagnosis and Remediation”. The
following questions may guide you through your research study.
 What is Reading Diagnosis?

 How can we diagnose students’ reading?
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SKC COLLEGE FACULTY
 What are the reading assessments?
 What is a Reading Disorder? What are those reading disorders?
 How Reading Disorders diagnosed?
 What are common treatments for reading disorders?
 What is Remedial Reading?
 As future Educator, suggest some remedies or interventions for students who are poor in
reading
FORMAT/CONTENT FLOW:
1. Title Page
2. Table of Contents
3. Abstract
4. Introduction
5. Review of Related Literature
6. Discussions
7. Conclusion
8. References
For Title Page, it will be sent thru messenger by your instructor.
For text format:
Font Style: ARIAL
Font Size: 12
Line spacing: 1.5
Paper: Short sized bond paper (8.5 x 11)
LESSON 3: Organizing a Reading Program
How to Organize for Guided Reading Instruction?

Guided Reading instruction is an effective way to work with students on their independent level.
However, it is usually for only a short period of time so organization is key.
When it comes to getting organized for guided reading you need three key things:
 Guided reading planning materials
 Materials or tools to use with your kids or students
 Your structure
1. Guided Reading Planning Materials
A guided reading binder is a great way to organize all of your planning materials.
In the binder, you can keep all of your:
 lesson plans (past and present)
 anecdotal notes
 guided reading groups, and
 any other important documents you need for guided reading
Guided reading is working with those students right where they are, which is why you should be taking
notes in each group to help you know what you need to plan
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SKC COLLEGE FACULTY
2. Guided Reading Materials- these are the materials for reading that you will be needing for you
Reading Program. Examples are storytelling books, flashcards, A-Z Flashcards, Picture Books,
Fiction and Non-Fictions books and the like.
3. Guided Reading Structure
We can break this structure up into three parts:
 structure for your planning,
 structure for your lessons with students, and
 structure for your students while you are meeting with small groups.
ACTIVITY: For BSED & BEED, Each group must organize a reading program in their community. You
will find your students in your community. For BSEd, you need to have students from Junior or Senior
High School Grade. Same goes with the BEEd, you need to have students in any grade in Elementary
Level.
FOR BEED and BSED:
Task 1: One member of your group will read aloud a story book (BIG BOOK) to your students
accurately and with appropriate expression. Read as if you are their real teacher.
Task 2: After reading them a story, you will need to let them read on their own the story you had
read them. Every member will have an anecdotal note on this while they are reading the story.
Diagnose their reading fluency and phonemic awareness. Take note while they are reading, focus on
the words they hardly pronounce, take note it.
Task 3: Make some post questions about the story and let them answer orally. Make use of
some comprehension skills in reading and apply it through this reading program.
Task 4: Document this entire Reading Program you have done. Make sure that everyone in this
video have followed the health protocols especially the students you have requested to join. Send this
video in our GC. Put your members’ name at the last part of the video and also the students who have
participated. Your place/venue of reading program can be anywhere as long as it is SAFE and with
less noise and less crowded. It can be on your backyard, someone’s house or even under the shed of
a tree. All members must have their individual Anecdotal Record with 1 student being assessed. Each
member should have 1 student in their anecdotal record.
Task 5: The group leader will submit to me the following:
1. Video Documentation of his/her group Reading Program.
2. Anecdotal Records of their members, the number of anecdotal records to be submitted

will be based on the number of members in a group.
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SKC COLLEGE FACULTY
Anecdotal Record:
Date: _________________________________
Name of Student-Reader:_________________________________ Grade Level: ________
Comprehension Strategy/Skill used: ___________________________
Title of Book: _________________________________________________
Notes:
Reading Assessment done by: _____________________________________(Signature over Printed Name
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SKC COLLEGE FACULTY

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SHARIFF KABUNSUAN COLLEGE, INC.

Sarmiento, Parang, Maguindanao

Semester: FIRST Academic Year: 2021-2022

1. Raise awareness on the language and literacy status in Philippines.

Week 1-3: Overview of Language and Literacy in the Philippines

Week 4: Theories on Teaching Reading

Week 5: Vocabulary Skills in Reading

Week 6: Comprehension Skills in Reading

Week 7: Study Skills

Week 8: Reading Diagnosis and Remediation

Week 9: Organizing a Reading Program

LESSON 1: Overview of Language and Literacy in the Philippines

PRE-ASSESSMENT LEARNING ACTIVITIES:

POST-ASSESSMENT LEARNING ACTIVITIES:

Learning Task 1: Answer the following questions below substantively:

LESSON 2: A Preview on Reading

PRE-ASSESSMENT LEARNING ACTIVITIES:

1. Make a Research Report on the History of Reading.

Three Major Theories of What Reading

3. Reading is both bottoms-up

Dr. Lourdes Abiog-Pamantasan ng Lungsod ng Marikina

POST-ASSESSMENT LEARNING ACTIVITIES:

The techniques of Skimming:

Skimming and Scanning are different from Browsing:

Here are some suggestions about the mechanics of note taking:

POST-ASSESSMENT LEARNING ACTIVITIES:

Learning Task 1: Read the following text:

Breakfast is 'most important meal'

Keywords, Key ideas Class Notes (Main Ideas, Supporting Ideas)

Reflections, Summary and Actions

1. Issues with decoding

READING AND SPELLING IN ENGLISH

READING STRATEGIES THAT CAN HELP

POST-ASSESSMENT LEARNING ACTIVITIES:

LESSON 1: Theories on Teaching Reading

Topic 1: The TOP DOWN Approach

PRE-ASSESSMENT LEARNING ACTIVITIES:

A pandemic (from Greek πᾶν, pan, "all" and δῆμος, demos, "local people" the 'crowd') is an epidemic of

What Is the Top-Down Reading Model?

Topic 2: The BOTTOM UP Approach

 Letters (this includes recognizing letters and correctly applying phonics)

POST-ASSESSMENT LEARNING ACTIVITIES:

"The Story of An Hour"

“Free! Body and soul free!” she kept whispering.

Topic 3: The INTERACTIVE READING MODEL

 It focuses on the belief that what motivates a student to read is important.

WHAT DOES A TEACHER OF THE INTERACTIVE READING MODEL LOOKS LIKE?

WHAT IS NEEDED IN A CLASSROOM USING THE INTERACTIVE READING MODEL?

 Aural phonemic awareness

POST-ASSESSMENT LEARNING ACTIVITIES:

LESSON 2: Vocabulary Skills in Reading

Answer the following questions below:

1. What are Vocabulary Skills for you?

 Language rich home with lots of verbal stimulation

 Speaking/vocabulary not encouraged at home

EFFECTIVE WAYS TEACHING OF VOCABULARY INVOLVE THE FOLLOWING MAIN COMPONENTS

 explicit teaching of appropriate vocabulary words (see tier 2 vocabulary below)

Name of Student-Reader:_________________________ Grade Level: