University of Mindanao Tagum College Department of Arts & Sciences Education

UNIVERSITY OF MINDANAO
Tagum College
Department of Arts & Sciences Education

Language Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: UGE 1 - READING COMPREHENSION
Name of Teacher: LARCYNEIL P. PASCUAL/DAISY DAGOHOY
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY;

NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE
OF ITS INTENDED USE. THIS IS INTENDED ONLY FOR
THE USE OF THE STUDENTS WHO ARE OFFICIALLY
ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Table of Contents
Page
Part 1. Course Outline and Policies................................................................ 4

Part 2. Instruction Delivery
CC’s Voice............................................................................…………. 9
Course Outcomes................................................................................. 9
Big Picture A: Unit Learning Outcomes................................................ 10
Big Picture in Focus:ULOa……………………………………………… 10
Metalanguage....................................................................................... 10
Essential Knowledge............................................................................. 11
Self-Help............................................................................................... 11
Let’s Check .......................................................................................... 11
Let’s Analyze......................................................................................... 12
In a Nutshell.......................................................................................... 14
Q&A List................................................................................................ 15
Keywords Index.....................................................................................16
Big Picture in Focus:ULOb……………………………………………….. 16
Metalanguage....................................................................................... 16
Self-Help............................................................................................... 19
Let’s Check .......................................................................................... 19
Let’s Analyze......................................................................................... 21
In a Nutshell.......................................................................................... 25
Q&A List................................................................................................ 26
Keywords Index.....................................................................................27
Big Picture B: Unit Learning Outcomes.................................................27

Big Picture in Focus:ULOa……………………………………………….. 27
Metalanguage....................................................................................... 27
Self-Help............................................................................................... 29
Let’s Check........................................................................................... 29
Let’s Analyze......................................................................................... 31
In a Nutshell.......................................................................................... 36
Q&A List................................................................................................ 38
Keywords Index.................................................................................... 38
Big Picture C: Unit Learning Outcomes.................................................38

Metalanguage....................................................................................... 39
Self-Help............................................................................................... 41
Let’s Check .......................................................................................... 41
Let’s Analyze......................................................................................... 42
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Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
In a Nutshell.......................................................................................... 42
Q&A List................................................................................................ 43
Keywords Index.....................................................................................44
Big Picture in Focus:ULOb………………………………………………. 44
Metalanguage....................................................................................... 44
Self-Help............................................................................................... 45
Let’s Check........................................................................................... 45
Let’s Analyze......................................................................................... 46
In a Nutshell.......................................................................................... 48
Q&A List................................................................................................ 49
Keywords Index.....................................................................................50
Big Picture D: Unit Learning Outcomes.................................................50

Metalanguage....................................................................................... 50
Self-Help............................................................................................... 54
Let’s Check........................................................................................... 54
Let’s Analyze......................................................................................... 56
In a Nutshell.......................................................................................... 57
Q&A List................................................................................................ 58
Keywords Index.................................................................................... 58
Big Picture E: Unit Learning Outcomes.................................................59

Metalanguage....................................................................................... 59
Self-Help............................................................................................... 59
Let’s Check........................................................................................... 59
Let’s Analyze......................................................................................... 59
In a Nutshell.......................................................................................... 59
Q&A List................................................................................................ 59
Keywords Index.................................................................................... 59
Part 3. Course Schedule................................................................................. 60

Online Code of Conduct........................................................................ 61
Monitoring of OBD and DED................................................................. 62
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Mabini St., Tagum City
Course Outline: UGE 1 – Reading Comprehension
Course Coordinator : DAISY DAGOHOY/LARCYNEIL P. PASCUAL

Email : larcyneil05@gmail.com/
daisydagohoy@gmail.com
Student Consultation : By appointment
Mobile : 0918-777-2524/09179149371
Phone :(084) 823-2892/ (084) 655-9607
Effectivity Date : August 2020
Mode of Delivery :Online Blended Delivery
Time Frame : 108 Hours
Student Workload : Expected Self-Directed Learning
Requisites : None
Credit :6
Attendance Requirements : A minimum of 95% attendance is required at all
scheduled sessions.
Course Outline Policies
Areas of Concern Details
Contact and Non-contact This 6-unit course self-instructional manual is

Hours designed for online blended mode of
instructional delivery, i.e. online sessions
through the LMS: Quipper and the 2-days on-
campus/onsite face-to-face review and final
examination. The expected number of hours
will be 108 including review and examination
days. The face to face sessions shall include
the summative assessment tasks (exams).
Submission of assessment tasks shall be on 3 rd,
Assessment Task Submission
5th, 7th, 9th, 12th, 14th, 16th, and 18th week of the
semester class. The assessment paper shall be
attached with a cover page indicating the
following:
Title of the assessment task,
Name of the course coordinator,
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Date of submission, and

Name of the student.
The document should be sent via Quipper

portal. You are also expected that you already
paid your tuition and other fees before the
submission of the assessment task. For
students who have difficulty in submitting via
quipper portal due to connection interruption,
they may send the document via email or
private messenger; on on-site upon schedule.
Module, Texbook, and This module shall serve as your guide for
Other References directing yourselves in accomplishing the
various assessment tasks and exercises which
are mainly found in the textbook (Bacasmot,
J. & Afrondoza, M. (2018). Now I Know, A
Practical Guide in Reading. DavaoCity: Mutya
Publishing).
Other assessment tasks and discussions are to

be done as directed through the module with
specific source links/references found in the
internet.
Turnitin Submission To ensure honesty and authenticity, all

(if necessary) assessment tasks are required to be submitted
through Turnitin with a maximum similarity
index of 30% allowed. This means that if your
paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in
writing addressed to the Course Facilitator the
reasons for the similarity. In addition, if the
paper has reached more than 30% similarity
index, the student may be called for a
disciplinary action in accordance with the
University’s OPM on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as
cheating and commissioning other students or
people to complete the task for you have
severe punishments
(reprimand, warning, expulsion).
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Penalties for Late The score for an assessment item submitted

Assignments/ Assessments after the designated time on the due date,
without an approved extension of time, will
be reduced by 5% of the possible maximum
score for that assessment item for each day or
part day that the assessment item is late.
However, if the late submission of assessment

paper has a valid reason, a letter of
explanation should be submitted and
approved by the Course Facilitator. If
necessary, you will also be required to
present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you two

Assessments (2) weeks after the submission. This will be
returned by email or via Quipper portal.
For group assessment tasks, the Course

Facilitator will require some or few of the
students for online or virtual sessions to ask
clarificatory questions to validate the
originality of the assessment task submitted
and to ensure that all the group members are
involved.
Assignment Resubmission In the quipper portal, some assignments may

allowyou to overwrite their previous
submissions until an assignment's due date.
This option is activated by the course
coordinator on an assignment-by-assignment
basis. If resubmission is done via email or
private messenger, you should notify in
writing addressed to the course coordinator
your intention to resubmit an assessment
task.
The resubmission is premised on the student’s

intention to edit/improve assignment,or on
the failure to comply with the similarity index
and other reasonable grounds such as
academic literacy standards or other
reasonable circumstances (i.e. illness,
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accidents, financial constraints, etc.)
Re-marking of Assessment You should request in writing addressed to the

Papers and Appeal program coordinator your intention to appeal
or contest the score given to an assessment
task. The letter should explicitly explain the
reasons/points to contest the grade. The
program coordinator shall communicate with
the students on the approval and disapproval
of the request.
If disapproved by the course coordinator, you

can elevate your case to the program head or
the dean with the original letter of request.
The final decision will come from the dean of
the college.
Grading System All culled from Quipperportal, traditional

contact, and Social Media platforms:
Class Participation – 30%

1st- 7thformative assessment –30%
All culled from on-campus/onsite session

(Final Exam for 1st Semester, SY 2020-2021):
Final exam – 400%
Submission of the final grades shall follow the

usual University system and procedures.
Student Communication You are required to create an email account

which is a requirement to access the
Quipperportal. Then, the course coordinator
shall instruct students to enroll in the course
using a specific access code (TBA).
Other communication formats includes
emails, private messenger, and cellphone. In
case the course coordinator requires students
to use a specific virtual communication app
for video conferencing (i.e. Zoom and and
other similar applications), you are required to
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download such application. However, the

course coordinator shall consider students
who have no internet access.
You can personally call or chat the course

coordinator to raise your issues and concerns.
Contact Details Dr. GINA FE G. ISRAEL

of the Dean of College Email: ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Contact Details of the Dr. Rosa Maria T. Pineda

Discipline Email: rosamariapineda@umindanao.edu.ph
Head
Students with Special Needs Students with special needs shall

communicate with the course coordinator
about the nature of his or her special needs.
Depending on the nature of the need, the
course coordinator with the approval of the
Program Head may provide alternative
assessment tasks or extension of the deadline
of submission of assessment tasks. However,
the alternative assessment tasks should still
be in the service of achieving the desired
course learning outcomes.
Instructional Help Desk Dr. GINA FE G. ISRAEL

Contact Details Email: ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Mrs. Claire Donayre(Chief Librarian)

Library Contact Details
Email: cvrdonayre@gmail.com/
lictagum@umindanao.edu.ph
Phone: 0927-395-1639
Well-being Welfare Support Ms. Rochen Yntig(GSTC-Head)

Held Desk Contact Details Email: chenny.yntig@gmail.com
Contact Number: 09771712622
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Course Information – see/download course syllabus in the Quipper
CC’s Voice: Hello UMians! Welcome to this course UGE 1:

Reading Comprehension. As students, it is of great importance to
understand the rationale behind having to take this Reading
Comprehension in college. When you were in high school, you were
being exposed to a number of reading materials that aimed to
increase your vocabulary skills and strengthen your reading
comprehension.
CO:Upon completion of the course, you have to deal with the

various reading materials to augment reading strategies you’ve
acquired during your high school years. Apply comprehension
strategies: Sequencing, Cause and Effect, Comparing and Contrasting,
Getting the Main Idea, Summarizing, Fact or Opinion, Author’s Purpose,
Making Inferences, Drawing Conclusion, and Figurative Language for
informational and technical materials, complex narratives and
expositions which is the ultimate course outcome (CO) of this course.
Specifically, in this course you are expected to Analyze texts

to generalize, express insight, or respond by connecting to other texts
or situation and you are expected as well to evaluate your reading
progress utilizing learned reading strategies.
Let us begin!
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Big Picture A
Week 1-3: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to:
a. Explain the nature of reading process and comprehension; and
b. Examine various reading strategies such as Sequencing, Cause and Effect, Comparison
and Contrast and analyze reading materials applying the reading strategies.
Big Picture in Focus: ULOa. Explain the

nature of reading process and comprehension.
Metalanguage
For you to demonstrate ULOa, you need to equip yourself on understanding the
nature of reading process. In this section, you will explore the answers on the following
questions, to wit: What is reading? How complex reading process is? and How to
comprehend a text?
To completely understand the nature of reading, let us first define what reading is
all about. Many theories abound, but current thinking in the field of reading proposes this
definition as "1an interactive process in which the reader's prior knowledge of the world
interacts with the message conveyed directly or indirectly by the text" (Smith, 1995, p.
23).
Let's "unpack" that definition:
▪ Reading is a process. As such, it has various stages (before-, during-, and
after-reading) at which different tasks need to be performed.
▪ Reading is interactive. The mind of the reader interacts, conducts a
dialogue, actively engages with the text to decode, assign meaning, and
interpret.
▪ The reader applies prior knowledge of the world to this act.
▪ There is a message to be conveyed or constructed.
▪ 2Skilled readers understand the process and employ different strategies
automatically at each stage. Content area teachers can enhance a student's
ability to understand the process and employ effective reading skills
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through classroom activities referred to as "instructional scaffolding"

(Vacca & Vacca, 1996).
▪ Tarigan (2008) states that reading is a process carried out and used by a
reader to acquire message which is conveyed by a writer through words
could be seen and known by reader. In short, reading is an activity used to
organize, understand and interpret in words.
More so, comprehension is the ability of our brain to understand the text. It is a
meaningful way of breaking ideas into pieces and relating these pieces into one. In similar
way, comprehension is a by-product of good literature, background knowledge (prior

knowledge), and real-life experiences. Reading is a complex process, one of the four (4)
macro-language skills, categorized as input. In a communication process, it can be said that
the writer/author encodes while the reader decodes the message. In order for the message
to be decoded clearly, a reader should have a profound background of what he is reading,
otherwise misconception arises.
Pascual and Dagohoy wish to acknowledge the works of:
1
Smith, B. D. (1995). Breaking through college reading (4th ed.). New York: HarperCollins Publishers.
2
Vacca, R. T., & Vacca, J. L. (1996). Content area reading (5th ed.). New York: HarperCollins Publishers.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages of the textbook. Textbook: (Bacasmot, J. &
Afrondoza, M. (2018). Now I Know, A Practical Guide in Reading. Davao City: Mutya
Publishing).
Please note that you are not limited to exclusively refer to the textbook. Thus, you
are expected to utilize other books, research articles and other resources that are available
in the university’s library e.g. ebrary, search.proquest.com etc. and other credible internet
sources.
Read the texts found in the book related to the following key concepts in
preparation to ULOb-c:
1. Sequencing (pages 1-12)
2. Cause and Effect (pages 13 - 26)
3. Comparison and Contrast (pages 27 - 40)
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
English, L., Barnes, M. A., Fletcher, J. M., Dennis, M., &Raghubar, K. P. (2010). Effects of
reading goals on reading comprehension, reading rate, and allocation of working memory
in children and adolescents with spina bifida meningomyelocele. Journal of the
International Neuropsychological Society : JINS, 16(3), 517-25.
doi:http://dx.doi.org/10.1017/S1355617710000123
Griffiths, G. G., Sohlberg, M. M., Kirk, C., Fickas, S., &Biancarosa, G. (2016).
Evaluation of use of reading comprehension strategies to improve reading
comprehension of adult college students with acquired brain injury. Neuropsychological 11
Rehabilitation, 26(2), 161-190. doi:http://dx.doi.org/10.1080/09602011.2015.1007878
Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and
vocabulary acquisition. Reading Research Quarterly, 52(1), 73. Retrieved from
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Let’s Check
Activity 1. Simple Recall. True or False. Write TRUE if the statement is correct
otherwise, FALSE.
_________ 1. Comprehension is the action or capability of understanding something.

_________ 2. Reading is an interactive process.
_________ 3. There are several factors that may influence reading such as cognitive, textual,
and the like.
_________ 4. It has been studied that reading is a one-way process.
_________ 5. The mind of the reader interacts, conducts a dialogue, actively engages with
the text to encode, assign meaning, and interpret.
_________ 6. Reading is part of the four identified macro-language skills.
_________ 7. If you have to understand complex ideas, there is a need for you to read.
_________ 8. It is difficult to comprehend a text if your cognitive learning strategy is
defective.
_________ 9. Communication factors such as listening, speaking, and language abilities
could affect comprehension.
_________ 10. Children who are successful readers can rhyme by age four.
Let’s Analyze
Activity 1.Complete the graphic organizer below and provide an explanation on the nature
of reading process and comprehension.
Interacts _____________
Reading is
_____________ interactive(the mind of _____________
the reader)
_____________ _____________
Reading is a process
Stages
____ ____
____
Fig. 1 According to Smith, 1995
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1. Explain the nature of the reading process according to Smith (1995).

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2. Skilled readers understand the process and employ different strategies automatically
at each stage. If you were a skilled reader, what reading strategy or technique that you
may employ to better acquire reading comprehension?
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3. What should a reader do to improve his/her reading comprehension?
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4. Does reading help you in studying and/or understanding your lesson? Why? Why
not?
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In a Nutshell
Activity 1. In this portion of the unit, you will be required to state your arguments or
synthesis relevant to the topics presented. I will supply the first two items and you will
continue the rest. Reading is one of the best tools in broadening your horizon as a student
and as a person as well. As a student, there is always a need for you to read in order to learn
more and more. It opens the gate of understanding unfathomable mysteries of the world.
Hence, it can be argued that reading is indispensable in human’s life.
1. Upon saying, if one wishes to have a better way of unlocking his or her difficulties
therefore s/he needs to learn the reading comprehension strategies.
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2. The success of reading comprehension lies on the associative skills, prior knowledge,
and profound background of the reader.
Your Turn…
3.
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4.
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Q &A List. This section allows you to list down all emerging questions or issues. These
questions or issues may be raised in the LMS or other modes. The Q&A portion helps in the
review of concepts and essential knowledge.
Do you have any questions for clarification?
Questions/Issues Answers
Keywords Index. The words/phrases/ideas listed below are related to reading

comprehension.
Reading is Reading is a Macro-language Comprehension Reading

interactive process skills Strategies
Encode Decode Interpret Dialogue Interactive
Input Prior knowledge Associative Skills Profundity Gist
Author’s Main Idea Communication Before-during- Textual

Purpose Process after-reading information
Big Picture in Focus: ULOb. Examine various reading strategies such as

Sequencing, Cause and Effect, Comparison and Contrast and analyze
reading materials applying the reading strategies.
Metalanguage
In order for you to demonstrate ULOb, you will need to learn and study the
operational definitions of the various reading strategies. These strategies are of great help in
unlocking your difficulty in understanding a certain text.
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Sequencing. It refers to the identification of the components of a story — the

beginning, middle, and end — and also to the ability to retell the events within a given text
in the order in which they occurred. The ability to sequence events in a text is a key
comprehension strategy, especially for narrative texts.
Cause and Effect. This reading strategy allows you to note a relationship between
actions or events such that one or more are the result of the other or others.
Comparison and Contrast. Generally speaking, comparing is showing the similarities, and
contrasting is showing differences between two things that are related in some way.
Essential Knowledge
To deepen your knowledge on sequencing take note that Sequencing is one of many
skills that contributes to your ability to comprehend what you read. Furthermore, this refers
to the identification of the components of a story, such as the beginning, middle, and end.
The ordering of events in a story, along with connecting words such as once upon a
time, then, later, afterwards, and in the end, are good examples of textual features, an
understanding of which gives the reader a way of integrating the story's individual parts into
its larger framework—and thereby understanding the author's purpose.
A cause-effect relationship is a relationship in which one event (the cause) makes
another event happen (the effect). For example, if Mae is late to school, she might lose
recess time. In that case, being late to school is the cause and the effect, or result, is her
losing recess time.
There are three criteria that must be met to establish a cause-effect relationship: 1)
The cause must occur before the effect; 2) Whenever the cause occurs, the effect must also
occur; and 3)There must not be another factor that can explain the relationship between
the cause and effect.
As a reader there is a need for you to look into the ideas that may best represent the
similarities and differences inside the text. In a compare and contrast paragraph, the writer
talks about the similarities and differences between two or more people, places, things, or
ideas.
Take note that to contrast something is to look for differences among two or more
elements, but compare is to do the opposite, to look for similarities.
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So
urce/Credits/Lifted from: https://www.yumpu.com/en/document/read/26259205/text-structure-
signal-questions-signal-words-cause-and-effect-
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Clarke, Paula J., et al. Developing Reading Comprehension, John Wiley & Sons,
Incorporated, 2013. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/uniofmindanao- ebooks/detail.action?
docID=1420227.
Teacher, Created Materials, and Lori Oczkus. Just the Facts: Close Reading and
Comprehension of Informational Text, Shell Educational Publishing, 2014.
ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=5882233.
For Sequencing of events click the link: https://www.youtube.com/watch?v=5-I1yi28uUo

For cause and effect, you may click the link:
https://www.youtube.com/watch?time_continue=12&v=OnSEFSk5VgQ&feature=emb_logo
For comparison and contrast, click the link: https://www.youtube.com/watch?v=QVyOeD2xg94
Let’s Check
Activity 1. In this activity, you are to examine and analyze reading materials applying
your knowledge on the previously learned reading comprehension strategies.
A. SEQUENCING. Read the selection and answer the questions that follow.
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B. CAUSE AND EFFECT.

Here are some examples of cause and effect.Circle the most likely effect of each
cause.
1. Ray was tired after the race.What happened becauseRay was tired?
a. Ray played on the swings.
b. Ray sat down under a tree.
2. Jared’s grandpa gave him adollar.What happened becauseJared’s grandpa gave
him adollar?
a. Jared went to school.
b. Jared bought an ice cream snack.
3. Danielle’s flowers looked wilted. What happened because Danielle’s flowers
looked wilted?
a. Danielle watered the flowers.
b. Danielle played with her doll.
4. Pablo’s mother had lots of groceries in the car. What happened because Pablo’s
mother had lots of groceries in the car?
a. Pablo played checkers with his friend.
b. Pablo helped his mother bring in the groceries.
C. COMPARISON AND CONTRAST.

Billy and Ron are brothers. Billy is 5 years old. Ron is 7 years old. One day their mom
took them to the zoo. Billy wore his red cap, and Ron wore his blue cap.
They had fun watching all the animals. Ron liked the monkeys the best. He wanted
to stay and watch them some more, but Billy wanted to go see the elephants.
Elephants were Billy’s favorite.
Their mom said it was time to go see the elephants, and Ron was sad. But their mom
said they could come back and see the monkeys again before they left the zoo. Billy and Ron
had a great
day at the zoo.
1. Choose the option that tells how Billy and Ron are different.
a. Billy and Ron’s mom took them to the zoo.
b. Billy is 5 years old, and Ron is 7 years old.
2. Choose the option that tells how Billy and Ron are alike.
a. Billy wore his red cap, and Ron wore his blue cap.
b. Billy and Ron wore caps to the zoo.
3. Choose the option that tells how Billy and Ron are different.
a. Billy liked the elephants the best, and Ron liked the monkeys the best.
b. Billy and Ron had fun at the zoo.
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Let’s Analyze
In this section, you will be reading stories that may help you increase your reading
comprehension applying the reading strategy/comprehension skill that you’ve learned.
Text A. Sequencing.
Instruction: Read this story, paying attention to the sequence of events, from first to
last.
Terrence Learns How We See Color Terrence was excited about his new watercolor
set. He loved to draw and paint. He liked to draw and paint race cars, airplanes, and trucks.
He liked to use all kinds of colors in his pictures. He was learning how to mix colors together
to make new and interesting colors.
He showed one of his new pictures to his dad one day. His dad said, “These are such
amazing colors! Do you know how our eyes see different colors?”
Terrence had never thought about that before, but he was interested. “No, he said.
“We just see them, I guess.”
“Well,” said his dad. “It’s a little more complicated than that.” “Tell me, then!”
Terrence said. “Maybe it will help me learn how to mix cool new colors.”
“All right,” Terrence’s dad said. “But first you need to know about light. A light beam
is made up of smaller beams of different colors. Our eyes see these many-colored beams as
colorless. But when a light beam hit an object, our eyes see that object as a certain color.
This is because the object absorbs all of the color beams except one. The color that isn’t
absorbed is the color we see.”
Terrence thought about all this for a bit. He thought he understood what his dad was
saying. “What else can you tell me about color?” he asked. “I think you’re really going to like
hearing about how the color wheel works,” his dad said. “But right now, it’s time for
dinner.”
Learning Task # 1: Write the numbers 1 through 8 in the space beside the events to show
the sequence of what happens when Terrence makes a color wheel, from first to last. 1-8?
_____1. Terrence showed one of his new pictures to his dad.

_____2.Terrence’s dad said that when a light beam hits an object, the object absorbs all of
the color beams except one.
_____3.Terrence was excited about his new watercolor set.
_____4.Terence’s dad asked him if he know how our eyes see different colors.
_____5.Terrence was learning to mix colors together to make new and interesting colors.
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_____6.The color beam that is not absorbed when a light beam hits an object is the color
our eyes see.
_____7.Terrence asked his dad what else he could tell him about color.
_____8.Terrence’s dad said that a light beam is made up of smaller beams of different
colors.
2. Re-read the last paragraph of the story. What probably happens next in this story?
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Text B. Cause and Effect.

Instruction. Read about the water cycle again and think about cause and effect as
you read.
The Water Cycle You can’t see it, but the water cycle is always in motion on the
earth. This series of events goes round and round, again and again, providing clean, fresh
water for the land and seas. As water goes through this cycle, it is sometimes solid ice,
sometimes liquid water, and sometimes a gas called water vapor.
The energy that drives the water cycle is heat. When heat is added to ice, the ice
melts into water. When heat is added to water, the water evaporates, turning from liquid
into gas. When heat is taken away from water vapor, the vapor condenses, turning from gas
into liquid. When heat is taken away from water, the water freezes, turning from liquid to
solid.
The heat from the sun warms the water in oceans and rivers. The water changes into
water vapor that rises into the air. High above the earth, the water vapor cools and
becomes tiny particles of water that create clouds. As the clouds gather more and more
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particles of water, the water falls as rain or snow, which are two forms of precipitation. This
precipitation is absorbed into the ground or is added to the water in oceans, lakes, and
rivers. The cycle is always, constantly, in process, everywhere in the world.
Learning Task # 2. What is the effect of each cause?
1. Water in the oceans and rivers is heated by the sun.
a. condensation
b. evaporation
c. precipitation
d. none of the above
2. Water vapor begins to cool as it rises into the air.

a. condensation
b. evaporation
c. precipitation
3. Particles of water in a cloud gather to form drops heavy enough to fall to

earth.
a. condensation
b. evaporation
c. precipitation
4. The water cycle is always in motion on the earth.

a. Water is absorbed into the earth.
b. Clean, fresh water is provided for the land and seas of earth.
c. Heat is the energy that drives the water cycle.
5. Here is a cause: Heat is added to water.

What is the effect? _____________________
6. Here is a cause: Heat is taken away from ice.

What is the effect? _____________________
C. Texts for Comparison and Contrast.

Instruction. As you read, think about how the stories are alike, and how they are
different.
The Kingly Lion
The animals of the field and forest had a Lion as their King. When anyone had a
problem, they took it to the Lion King, and he helped to solve it. When anyone had an
argument, they took it to the Lion King, and he helped to settle it. The Lion King never made
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demands that were in his own interest. He wanted only what was best for each and every
animal.
Day after day, the Lion King thought about nothing but the animals who were his
subjects. Then he sat down and wrote out a Royal Order. He called all the animals to come
before him. He stood on a hilltop and watched the animals come together from far and
near. He waited for them to settle.
“Hear ye, hear ye!” the Lion began, in his deep and rumbling voice. “I have written
out my orders for a new way of doing things that will be better for all. From this day
forward, the Wolf and the Lamb shall agree to live in peace. The Panther and the Goat shall
live in peace. The Tiger and the Deer, and the Dog and the Rabbit—all shall live together in
perfect peace and harmony.
The Rabbit said, "Oh, how I have longed to see this day, in which the weak shall take
their place without fear, by the side of the strong." And after the Rabbit said this, he ran for
his life.
The Elderly Lion

A very Elderly Lion, weakened by old age and old injuries, could no longer hunt for
his food. He lived for a while on grass and berries, but this made him grow still weaker. He
decided to use his brain to take what he could not get by force.
The Elderly Lion lay down in his den. He told every animal and bird who passed by
that he was very sick. The animals all got the news of Elderly Lion’s illness and came one by
one to visit him. Squirrel came, bringing fresh grasses and berries. Squirrel was not seen
after that. Dove came, bringing more fresh grasses and berries. Dove was not seen after
that. More animals went to visit the Elderly Lion, and it became clear that animals were
disappearing.
Fox thought about the situation. He decided to go and visit the Elderly Lion. He went
to the Elderly Lion’s den and stood outside at a respectful distance. “How are you feeling
today?” Fox asked.
“Not well, not at all well,” said the Elderly Lion. “But why do you stand there
outside? Please—come inside and visit with me for a while.” “No thank you,” said Fox. “I
notice that there are many footprints leading into your den, but I see no trace of any leading
out.”
Learning Task #3. Some of these details are true of just one of the two stories. Some are
true of
both stories. Some are not true of either story. Read each detail and select the best answer.
1. The main character in the story is a lion.
a. “The Kingly Lion” only c. Both stories
b. “The Elderly Lion” only d. Neither story
2. The main character in the story is kind.
3. The main character tricks the other characters.
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4. The main character takes advantage of the kindness of others.
5. The main character wants to become the King of the Forest.
6. The main character has a plan that involves the other animals.
7. In the ending, the main character is chased out of the forest.
8. In the ending, one character disagrees with the main character’s plan.
9. What is one other detail that is alike or different in the two stories?
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
In a Nutshell
In this portion of the unit, you will be required to state your arguments or synthesis
relevant to the topics presented. I will supply the first two items and you will continue the
rest. Most of the stories are easiest to understand when events happen in a sequential
fashion. In other words, Sequencing is putting things in order, from first to last. Similarly,
cause and effect are about how one thing can cause something else to happen. The cause is
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why something happened. The effect is what happened. Lastly, when we compare two
things, we tell how they are alike. When we contrast two things, we tell how they are
different.
1. There are signaling words that may help you recognize the cause and effect, the
next event, and even the differences and similarities of a certain entity.
2. There has to be a complete information in order to have clearly understand the

message.
Your Turn…
3.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
4.
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_______________________________________________________________________________________________
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_______________________________________________________________________________________________
Q&A List. This section allows you to list down all emerging questions or issues. These

comprehension.
Reading strategies Sequencing of events Comparison and contrast Cause and effect
Big Picture B
Week 4-5: Unit Learning Outcomes (ULOs): At the end of the unit, you are
expected to:
a. Analyze the reading comprehension strategies such as Getting the Main

Idea, Summarizing, and Fact or Opinion and apply comprehension
strategies for informational and technical materials.
Big Picture in Focus: ULOa. Analyze the reading comprehension

strategies such as Getting the Main Idea, Summarizing, and Fact
or Opinion and apply comprehension strategies for informational
and technical materials.
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Metalanguage
In order for you to demonstrate ULOs a, you will need to learn and study the
operational definitions of the various reading strategies.
Getting the Main Idea is an essential reading skill also for it guides the read what is the
paragraph all about. Usually, it is placed at the beginning of the paragraph. But there are
instances in which they are found at the middle and at the end of the paragraph.
Summarizing, on the other hand, according to Buckley (2004) has something to do

with reducing text to one-third or one-quarter its original size as long as it clearly articulates
the author’s meaning and retains main ideas.
Fact or Opinion is another reading strategy that may help you comprehend the text.
One way of criticizing the veracity of the author’s intention is by filtering the ideas
embedded in the text. A fact is a statement that is true and can be verified objectively or
proven. In other words, a fact is true and correct no matter what. An opinion, however, is a
statement that holds an element of belief; it tells how someone feels
Essential Knowledge
Let us go further on how we get the main idea of a paragraph. The main idea is the
overall idea of the paragraph. It is supported by details throughout the paragraph just like
the burger (refer to picture below). The topic sentence most of the time being placed at the
beginning (top Bun), supporting details (lettuce, tomatoes, cheese, etc.), and the last
sentence/clinching (last bun).
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The figure is lifted from https://www.tes.com/lessons/SJcUPiGlawJThg/writing-paragraphs
On the other hand, to summarize means to give the brief account of a certain
passage. As pointed out by Diane Hacker (2008), that summarizing involves stating a work’s
thesis and main idea in a simple, brief, and accurate expression, (read p. 58 and 62 of your
textbook).
As pointed out in the metalanguage section, facts are statements that are true and
can be proven and verified objectively. On the other hand, opinion is a statement that holds
an element of belief; it tells how someone feels. An opinion is not always true and cannot be
proven, while fact is always true and can be proven (Linde, 2018). (You may refer to p.73 of
your textbook for some examples).
As instructed in the previous module unit, please note that you are not limited to
exclusively refer to the textbook. Thus, you are expected to utilize other books, research
articles and other resources that are available in the university’s library e.g. ebrary,
search.proquest.cometc. and other credible internet sources.
Read and think about of the following sample paragraphs/selections/texts in the

textbook, Bacasmot, J. & Afrondoza, M. (2018). Now I Know, A Practical Guide in Reading.
Davao City: Mutya Publishing).
1.1 Sample A - F for getting the main idea (pp. 43-45)
1.2 Example A - B for summarizing (pp. 57 - 65)
1.3 Sample Articles for fact and opinions (pp. 73-79)
Ali Elashhab, S. (2008). EFL reading strategies of main idea comprehension
and identification: Awareness and use of arabic speaking university
students (Order No. NR50715). Available from ProQuest Central.
(304336268). Retrieved from
https://search.proquest.com/docview/304336268?accountid=31259
Marzano, R. J. (2010). Summarizing to comprehend. Educational
Leadership, 67(6), 83. Retrieved from
https://search.proquest.com/docview/224836638?accountid=31259
Let’s Check
Activity 1. Directions: Read each passage and ask yourself, "What is the author doing in this
paragraph?" Write your answer in the summary box and then think of an appropriate title
for the passage based on the main idea of the passage.
1. A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as
fifty
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thousand dollars. In 1943, most pennies were made out of steel since copper was
needed for World War II, so the 1943 copper penny is ultra-rare. Another rarity is the
1955 double die penny. These pennies were mistakenly double stamped, so they have
overlapping dates and letters. If it’s uncirculated, it’d easily fetch $25,000 at an auction.
Now that’s a pretty penny.
Summarize this paragraph in one sentence. Be specific and clearly explain the main
idea.
2. When one hears the term "reality" applied to a show, one might expect that the
events portrayed occurred naturally or, at the least, were not scripted. This is not
always the case. Many reality shows occur in unreal environments, like rented
mansions occupied by film crews. Such living environments do not reflect what most
people understand to be "reality." Worse, there have been accusations that events not
captured on film were later restaged by producers. Worse still, some involved in the
production of "reality" television claim that the participants were urged to act out story
lines premeditated by producers. With such accusations floating around, it's no wonder
many people take reality TV to be about as real as the sitcom.
idea.
3. Remember, if something is worth doing, it is worth doing correctly. That said, the key
to making perfect cookies is merely a matter of preparation and precision. To begin
with, read your cookie recipe thoroughly before baking. Make sure that you have all the
necessary ingredients before you continue. Next, use good tools and utensils.
Sometimes, the craftsperson is only as good as his or her tools. By using good tools, you
minimize mistakes and improve the quality of your product. Last, use top quality
ingredients. Unlike characters in fairytales, you can't turn lead into gold. If you use poor
quality materials, you'll create inferior products. So, to make perfect cookies you should
use the highest quality materials available. Bon appetite!
idea.
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Activity 2. Directions: Read each statement and then circle whether it is a fact or opinion.
Explain your
answer.
1. The history of ballet began in Italy during the fifteenth and sixteenth centuries.
Fact or Opinion Explain:

__________________________________________________________
__________________________________________________________
2. Dancing is a safe and healthy activity.

__________________________________________________________
__________________________________________________________
3. Hip hop dancing has been featured in movies such as Step Up and Stomp the Yard.

__________________________________________________________
__________________________________________________________
4. People have been dancing for thousands of years.

__________________________________________________________
__________________________________________________________
5. Ballet dancing requires more training than hip hop dancing.

__________________________________________________________
__________________________________________________________
Let’s Analyze
Activity 1. In this activity you will be examining some of the unfamiliar terms
embedded in the reading materials. Read the passage below and answer questions that
follow. Encircle the option that corresponds to your answer.
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Passage 1
When another old cave is discovered in the south of France, it is not usually news.
Rather, it is an ordinary event. Such discoveries are so frequent these days that hardly
anybody pays heed to them. However, when the Lascaux cave complex was discovered in
1940, the world was amazed. Painted directly on its walls were hundreds of scenes showing
how people lived thousands of years ago. The scenes show people hunting animals, such as
bison or wild cats. Other images depict birds and, most noticeably, horses, which appear in
more than 300 wall images, by far outnumbering all other animals.
Early artists drawing these animals accomplished a monumental and difficult task.
They did not limit themselves to the easily accessible walls but carried their painting
materials to spaces that required climbing steep walls or crawling into narrow passages in
the Lascaux complex. Unfortunately, the paintings have been exposed to the destructive
action of water and temperature changes, which easily wear the images away. Because the
Lascaux caves have many entrances, air movement has also damaged the images inside.
Although they are not out in the open air, where natural light would have destroyed them
long ago, many of the images have deteriorated and are barely recognizable. To prevent
further damage, the site was closed to tourists in 1963, 23 years after it was discovered.
(lifted from https://www.ets.org/toefl_junior/prepare/standard_sample_questions/reading_comprehension)
1. Which title best summarizes the main idea of the passage?

A. Wild Animals in Art
B. Hidden Prehistoric Paintings
C. Exploring Caves Respectfully
D. Determining the Age of French Caves
2. The words pays heed to are closest in meaning to _______.
A. discovers
B. watches
C. notices
D. buys
3. Based on the passage, what is probably true about the south of France?
A. It is home to rare animals.
B. It has a large number of caves.
C. It is known for horse-racing events.
D. It has attracted many famous artists.
4. According to the passage, which animals appear most often on the cave walls?
A. Birds
B. Bison
C. Horses
D. Wild cats
5. The underlined word depict is closest in meaning to _______.
A. show
B. hunt
C. count
D. draw
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6. Why was painting inside the Lascaux complex a difficult task?

A. It was completely dark inside.
B. The caves were full of wild animals.
C. Painting materials were hard to find.
D. Many painting spaces were difficult to reach.
7. The underlined word They refers to _______.
A. walls
B. artists
C. animals
D. materials
8. According to the passage, all of the following have caused damage to the paintings
EXCEPT _______.
A. temperature changes
B. air movement
C. water
D. light
9. What does the passage say happened at the Lascaux caves in 1963?
A. Visitors were prohibited from entering.
B. A new lighting system was installed.
C. Another part was discovered.
D. A new entrance was created.
Passage 2
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.
The volcano had been inactive for centuries. There was little warning of the coming
eruption, although one account unearthed by archaeologists says that a hard rain and a
strong wind had disturbed the celestial calm during the preceding night. Early the next
morning, the volcano poured a huge river of molten rock down upon Herculaneum,
completely burying the city and filling the harbor with coagulated lava.
Meanwhile, on the other side of the mountain, cinders, stone and ash rained down
on Pompeii. Sparks from the burning ash ignited the combustible rooftops quickly. Large
portions of the city were destroyed in the conflagration. Fire, however, was not the only
cause of destruction. Poisonous sulfuric gases saturated the air. These heavy gases were not
buoyant in the atmosphere and therefore sank toward the earth and suffocated people.
Over the years, excavations of Pompeii and Herculaneum have revealed a great deal
about the behavior of the volcano. By analyzing data, much as a zoologist dissects an animal
specimen, scientists have concluded that the eruption changed large portions of the area’s
geography. For instance, it turned the Sarno River from its course and raised the level of the
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beach along the Bay of Naples. Meteorologists studying these events have also concluded
that Vesuvius caused a huge tidal wave that affected the world’s climate.
In addition to making these investigations, archaeologists have been able to study

the skeletons of victims by using distilled water to wash away the volcanic ash. By
strengthening the brittle bones with acrylic paint, scientists have been able to examine the
skeletons and draw conclusions about the diet and habits of the residents. Finally, the
excavations at both Pompeii and Herculaneum have yielded many examples of classical art,
such as jewelry made of bronze, which is an alloy of copper and tin. The eruption of Mount
Vesuvius and its tragic consequences have provided everyone with a wealth of data about
the effects that volcanoes can have on the surrounding area. Today, volcanologists can
locate and predict eruptions, saving lives and preventing the destruction of other cities and
cultures.
1. Herculaneum and its harbor were buried under _________ lava.

A. liquid
B. solid
C. flowing
D. gas
2. The poisonous gases were not _________ in the air.
A. able to float
B. visible
C. able to evaporate
D. invisible
3. Scientists analyzed data about Vesuvius in the same way that a zoologist _________ a
specimen.
A. describes in detail
B. studies by cutting apart
C. photographs
D. chart
4. _________ have concluded that the volcanic eruption caused a tidal wave.
A. Scientists who study oceans
B. Scientists who study atmospheric conditions
C. Scientists who study ash
D. Scientists who study animal behavior
5. Scientists have used _________ water to wash away volcanic ash from the skeletons of
victims.
A. bottled
B. volcanic
C. purified
D. sea
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Passage 3
In the 16th century, an age of great marine and terrestrial exploration, Ferdinand
Magellan led the first expedition to sail around the world. As a young Portuguese noble, he
served the king of Portugal, but he became involved in the quagmire of political intrigue at
court and lost the king’s favor. After he was dismissed from service by the king of Portugal,
he offered to serve the future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of 50 degrees W
longitude to Spain and all the land east of that line to Portugal. Magellan offered to prove
that the East Indies fell under Spanish authority. On September 20, 1519, Magellan set sail
from Spain with five ships. More than a year later, one of these ships was exploring the
topography of South America in search of a water route across the continent. This ship sank,
but the remaining four ships searched along the southern peninsula of South America.
Finally, they found the passage they sought near 50 degrees S latitude. Magellan named this
passage the Strait of All Saints, but today it is known as the Strait of Magellan.
One ship deserted while in this passage and returned to Spain, so fewer sailors were
privileged to gaze at that first panorama of the Pacific Ocean. Those who remained crossed
the meridian now known as the International Date Line in the early spring of 1521 after 98
days on the Pacific Ocean. During those long days at sea, many of Magellan’s men died of
starvation and disease.
Later, Magellan became involved in an insular conflict in the Philippines and was
killed in a tribal battle. Only one ship and 17 sailors under the command of the Basque
navigator Elcano survived to complete the westward journey to Spain and thus prove once
and for all that the world is round, with no precipice at the edge.
1. The 16th century was an age of great ______ exploration.

A. cosmic
B. land
C. mental
D. common man
2. Magellan lost the favor of the king of Portugal when he became involved in a political
________.
A. entanglement
B. discussion
C. negotiation
D. problem
3. The Pope divided New World lands between Spain and Portugal according to their
location on one side or the other of an imaginary geographical line 50 degrees west of
Greenwich that extends in a _________ direction.
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A. north and south

B. crosswise
C. easterly
D. south east
4. One of Magellan’s ships explored the _________ of South America for a passage across
the continent.
A. coastline
B. mountain range
C. physical features
D. islands
5. Four of the ships sought a passage along a southern ______.

A. coast
B. inland
C. body of land with water on three sides
D. border
6. The passage was found near 50 degrees S of ________.

A. Greenwich
B. The equator
C. Spain
D. Portugal
7. In the spring of 1521, the ships crossed the _______ now called the International Date
Line.
A. imaginary circle passing through the poles
B. imaginary line parallel to the equator
C. area
D. land mass
Activity 2. Read each sentence and underline the facts once and the opinions in twice.
Some sentences might have fact and opinion.
1. The moon is 384,400 kilometers from Earth.

2. Greece has the most beautiful beaches in the world.
3. Koalas sleep most of the day.
4. It’s great to have company so many people have pets.
5. The fastest land animal is the cheetah.
6. The magician didn’t do any new tricks, so the show was boring.
7. The homework the teacher set was hard.
8. My trip to Japan will cost $2500 but it will be a great experience.
9. The food at the restaurant was too expensive.
10. A really scary horror movie has just been released.
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In a Nutshell
MY ARGUMENT: In this portion of the unit, you will be required to state your
arguments or synthesis relevant to the topics presented. I will supply the first three items
and you will continue the rest.
1. If you were to get the main idea, you should be asking questions, like ‘What is the
author doing in this paragraph?’ What is the author’s purpose? What is the paragraph all
about?
2. Summarizing aims to present the key points of a passage or selection in order to

provide the essential parts of a story, passage, text, etc.
3. To be able to identify a fact from opinion is an important reading skill that you
need to understand. There is a need for you to understand the difference between fact and
opinion since it allows you to recognize and make sense of the information presented.
Your turn…
4.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
5.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
6.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Q & A List. This section allows you to list down all emerging questions or issues. These
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Keywords Index
Summarizing Getting the main idea Fact or opinion

Truthfulness of the text Author’s purpose Supporting details
Main topic Gist Accurate expression
Thesis statement Reducing text Selection
Big Picture C
expected to:
a. Analyze the information provided by the author in order to make inferences;
and
b. Apply reading comprehension strategies and elucidate the author’s purpose
in writing the text.
Big Picture in Focus: ULOa. Analyze the information provided by the

author in order to make inferences.
Metalanguage
For you to demonstrate ULOa, you will need to learn and study the
operational definitions of the reading strategy. This would be a great help in
Author’s Purpose. Refers to the many different reasons for or intent in

writing which may be to amuse the reader, to persuade the reader, to inform
the reader, or to satirize a condition.
PIE. Stands for persuade, inform, and entertain.
Essential Knowledge
To deepen your knowledge on author’s purpose, take note that this is one of the
many skills that contributes to your ability to comprehend what you read. Furthermore,
this tells us that its purposes reflect on the ways a topic is written. For example, if the
purpose is to amuse, one may use jokes or anecdotes in the writing. Read the texts found in
the succeeding pages of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2019).
Now I Know, A Practical Guide in Reading. Davao City: Mutya Publishing).
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1
Basically, authors may write depending on their purposes such as using narrative
writing to relate a story or to recount events; using descriptive writing to tell what
something looks like, sounds like, or feels like; using persuasive writing to convince a reader
to believe an idea or to take a course of action; or using expository writing to inform or
teach the reader.
However, sometimes an author can have more than one purpose out of the three
major categories which is to entertain, to inform, or to persuade.
THE THREE MAJOR CATEGORIES OF AUTHOR’S PURPOSE
Persuade An author can persuade by:

•Giving us information that makes
something seem really important right
now!
•Giving us convincing facts and details
•Getting someone famous to agree with
him or her
•Giving us information about only one side
of the story
•Making the other side of the story sound
like a bad idea
•Using power words like amazing, free,
new, you, instantly
● Seen on advertisements, newspaper,
editorials, junk mail, or posters.
Inform An author can inform by:
•Teaching us something new about a topic
•Including interesting details
•Including numbers, dates, and examples
•Giving us a lot of details about one thing
•Giving us different kinds of information
•Writing the information as an article, story
or a poem
•Including pictures or other graphics to
help us understand the information.
● Seen on news reports, research papers,
encyclopedias, school news letters,
instructions, maps, timelines, schedules,
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charts, graphs
An author can entertain by:
•Making something funny
•Using words that paint a picture in our
mind
•Adding suspense to the writing
•Including lots of feelings
•Including fantasy
•Making the characters seem real
•Adding some surprises
Entertain ● Seen on fictional stories, comics, poems,
jokes, riddles
Source/credit/lifted from: https://edge.sagepub.com/sites/default/files/Chart_Author
%E2%80%99s_Purpose_for_Writing.pdf
1
EXAMPLES OF THE AUTHOR’S PURPOSE IN A PARAGRAPH
TO PERSUADE
It's New! It's Refreshing! It's Slurpy Soda! This is the best soda in the world! If you
drink this soda you will jump higher, run faster and be smarter in school. Try one today!
TO INFORM
The Underground Railroad was a secret organization which helped slaves escape to
freedom. Many slaves were able to escape because of the conductors and station masters.
The northern states werefree states and slaves were free once they arrived in the north. Se
cret codes and signals were used to identify the conductors and station masters.
TO ENTERTAIN
Joe had been fishing for over two hours without a single bite. Suddenly there was a
nibble at the end of his fishing line. He stood up on the boat and leaned out too far. Just
there was a sharp yank on the line. Joe fell overboard and landed head first into the water.
Joe and his friends laughed and laughed.
sources.
Read the texts found in the book related to the following key concepts:
1. Author’s Purpose (pages 89-99)
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To persuade: http://diversity.umw.edu/jfs/files/2015/09/Persuasive-Writing.pdf
To inform/To entertain: http://www.uhstitans.com/_cache/files/4/8/48ed738a-d181-4705-a79d-

e97e2e02476f/ECE5B62C69AA440B00BD30AD3A336F66.matching-authors-purpose-to-
structure-of-text.pdf
Let’s Check
Activity 1. Now that you know the essential terms in the lesson of author’s purpose, let
us try to check your understanding of these terms. In each item, write the term/s being
asked in the following statements:
1. These refer to many different reasons of why authors write.
2. This has the purpose of getting the readers to take action or get hold of idea.
3. This has the purpose of amusing the readers.
4. The goal is to make the reader be aware and be enlightened on the topics.
5. This purpose includes the skill to identify facts from opinion.
Let’s Analyze
In this section, you will be reading and identifying texts that may help you increase
your reading comprehension applying the reading strategy/comprehension skill that you’ve
learned.
1. It was a glorious morning in Alabama. The sun was shining through the trees. Alan
couldn't wait to find his fishing pole and call his friend Sam to go fishing. They had a
great time on these early morning fishing trips. They took their dogs with them and
the dogs would swim in the lake while they fished. It was so funny to watch those
dogs paddle around the lake.
2. The Underground Railroad was a secret organization which helped slaves escape to
freedom. Many slaves were able to escape because of the conductors and station
masters. The northern states were free states and slaves were free once they
arrived in the north. Secret codes and signals were used to identify the conductors
and station masters.
3. The Slim-O-Matic will cause you to lose pounds and inches from your body in one
month. This amazing machine helps you to exercise correctly and provides an easy
video to show you the proper way to exercise. Send $75.99 and begin exercising
today.
4. HAMSTERS FOR SALE: Braxton Pet Store, Northwood Mall: We have a large selection
of hamsters for sale this week. They are interesting pets and you will enjoy having
one. They are only $ 17.99 this week. Come and buy yours today!
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(Passages were taken from www.rowan.k12.ky.us)

5. Desiderata
Go placidly amid the noise and the hate and remember what peace there may be in
silence.
As far as possible, without surrender, be on good terms with all persons.
(Passage was taken from the textbook of Bacasmot, et al.)
In a Nutshell
relevant to the topic presented. I will supply the first two items and you will continue the
rest. Most of the stories/texts are easier to understand when one knows the different
reasons of authors’ purposes.
1. There are reasons why author writes a certain topic.
2. There are categories of the authors’ purposes.
Your Turn…
3.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
4.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Q & A List. This section allows you to list down all emerging questions or issues. These

comprehension.
Reading strategy Author’s Purpose To persuade To entertain To inform
Big Picture in Focus: ULOb. Analyze the information provided by the author
in order to make inferences and apply comprehension reading strategies.
Metalanguage
In order for you to demonstrate ULOb, you will need to learn and study the
operational definition of this reading strategy. These strategies are of great help in
Inferencing. The process of figuring out missing information from information
based on pictures, texts, characters, plots, setting, vocabularies, situations,
experiences and ability to think about what’s not directly seen or read.
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Essential Knowledge
To deepen your knowledge on inferencing, take note that inferring is vital for you to
determine deeper meanings that is implicitly stated in texts. In addition, this refers to the
reading of between the lines based on the possible clues. Read the texts found in the
succeeding pages of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2019). Now I
Know, A Practical Guide in Reading. Davao City: Mutya Publishing).
1
There is a need to learn inferencing because this is now a foundation of 21 st century
skills which means a prerequisite for higher-order thinking skills since it encompasses
disciplines such as language arts, sciences, social studies, etc.
The topic may seemingly difficult but this lesson with the help of a simplified model
will help you to understand the inferential strategy.
In order for you to infer, please follow the steps. First you need to find clues to get
some answers, then add those clues to what you already know or have read, and always
remember there can be more than one correct answer, and lastly, you need to be able to
support inferences.
Few of the Strategies for Drawing Inferences
Source/Credit/ Lifted from:

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53789&FileName=inferencing%20mini%20lesson.pdf
sources.
Read the texts found in the book related to the following key concepts:
1. Making Inferences (pages 101-121)
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2.
1
Dagohoy and Pascual wish to acknowledge the works of:
https://www.readingrockets.org/strategies/inference
Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01.
Learning the inferential strategy:

https://www.readingrockets.org/strategies/inference
Strategies to Help Readers Make Meaning through Inferences:

https://www.tcdsb.org/schools/bishopmarroccothomasmerton/literacy/Lists/Res
ources/Attachments/10/MakingInferencesCopy.pdf
Let’s Check
Activity 1. In order to check your understanding with the previous lesson, read the following
conversations and answers the questions.
Part I.
A: Look at the long line! Do you think we’ll get in?
B: I think so. Some of these people already have tickets.
A: How much are the tickets?
B: Only nine dollars for the first show. I’ll pay.
A: Thanks. I’ll buy the popcorn.
1. Where are these people?
2. What are they talking about?
3. Who are these people?
A: This is one of the reasons I hate working in a big city.

B: I know. Every day, it’s the same thing.
A: This is terrible! We may be here all night! I hope we don’t run out of gas.
B: No, I think there’s enough.
A: Let’s turn on the radio. Maybe there’s some good music.
B: Sorry, the radio’s not working.
A: I think I’ll take the train tomorrow!
4. Where are these people?
5. What are they talking about?
6. What do you think will happen next?
Passages were taken from: https://www.ccsf.edu/
Part II. Write the possible inference.
1. Can you infer where I am?
I hear a loud “thwack” as the ball leaves the ballpark and the crowd roars with cheers!
Answer: ____________________
2. Can you infer where I am and what I am doing?
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I see bubbles rising. I hear my own breathing. There are fish swimming above me.
I feel the seaweed swaying.
Answer: ____________________
3. What can you infer from this statement?
Raul always carried his flute with him.
Answer: ____________________
4. What can you infer about Denese’s mother?
After Denese broke her trophy, her mother turned and walked away without saying
anything.
Answer: ____________________
5. What can you infer from this expression?
“It’s both of us or nothing!”
Answer: ____________________
Passages were taken from: https://www.robeson.k12.nc.us/
Let’s Analyze
In this section, you will be reading sentences/texts that may help you increase your
reading comprehension applying the reading strategy/comprehension skill that you’ve
learned.
A. Read each sentence; then choose the answer that is a logical inference based upon
that sentence.
1. Blood cholesterol used to be thought of as a problem only for adults.
(A) Blood cholesterol is no longer a problem for adults.
(B) Only children have a problem with blood cholesterol.
(C) Blood cholesterol affects both adults and children.
2. When apple growers talk about new varieties of apples, they don’t mean something
developed last month, last year, or even in the last decade.
(A) Apple growers haven’t developed any new varieties in recent decades.
(B) Some varieties of apples can be developed in a short time, but others take a
long time.
(C) New varieties of apples take many years to develop.
3. In all cultures, gestures are used as a form of communication, but the same gestures
may have very different meanings in different cultures.
(A) No two cultures use the same gestures.
(B) One gesture will never have the same meaning in two cultures.
(C) A person from one culture may misunderstand the gestures used by a person
from another culture.
4. Although sheepherding is an older and more beloved occupation, shepherds never
caught the attention of American filmmakers the way cowboys did.
(A) There have been more American films about cowboys than about shepherds.
(B) Films about shepherds were popular before films about cowboys.
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(C) Cowboys are generally younger than shepherds.
5.
6. As an architect, Thomas Jefferson preferred the Roman style, as seen in the buildings
of the University of Virginia, to the English style favored by Charles Bullfinch.
(A) The architecture of the University of Virginia was influenced by the Roman
style.
(B) Bullfinch was an English architect.
(C) Jefferson preferred to build in the English style of architecture.
Passages were taken from: https://www.ccsf.edu/
B. Read the passages. IF the statements following the passages are valid inferences based
onthose passages, mark the items I. If the statements cannot be inferred from the passage,
mark those items X.
Natural flavorings and fragrances are often costly and limited in supply. For example,
the vital ingredient in a rose fragrance is extracted from natural rose oil at a cost of
thousands of dollars a pound; an identical synthetic substance can be made for 1% of this
cost. Since the early twentieth century, success in reproducing these substances has created
a new industry that today produces hundreds of artificial flavors and fragrances. Some
natural fragrances are easily synthesized; these include vanillin, the aromatic ingredient in
vanilla, and benzaldehyde, the aromatic ingredient in wild cherries. Other fragrances,
however, have dozens, even hundreds of components. Only recently has it been possible to
separate and identify these ingredients by the use of gas chromatography and spectroscopy.
Once the chemical identity is known, it is often possible to synthesize them. Nevertheless,
some complex substances, such as the aroma of fresh coffee, have still not been duplicated
satisfactorily. Many of the chemical compounds making up these synthetics are identical to
those found in nature and are as harmless or harmful as the natural substances. New
products must be tested for safety, and when used in food, must be approved by the U.S.
Food and Drug Administration. The availability of synthetic flavors and fragrances has made
possible a large variety of products, from inexpensive beverages to perfumed soap to used
cars with applied “new car odor.”
______ 1. Natural rose fragrance is 100 times more expensive to produce than artificial rose
fragrance.
______ 2. Vanillin is easier to synthesize than benzaldehyde.
______ 3. In general, the more components there are in a fragrance, the harder it is to
synthesize.
______ 4. Once a substance has been chemically analyzed, it can always be easily
synthesized.
______ 5. Only recently has it been possible to satisfactorily synthesize the aroma of fresh
coffee.
______ 6. Not all synthetic flavors are harmless.
______ 7. Synthesized substances must be tested for safety only if they are used in food.
______ 8. Synthetic fragrances can be sued to make a used car smell like a new one.
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Passage was taken from: https://www.ccsf.edu/
In a Nutshell
rest.
1. It is important to learn inferencing because it is now a foundational skill of 21 st
century.
2. There are strategies that can help how to infer a passage, text or any reading
material.
Your Turn…
3.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
4.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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_______________________________________________________________________________________________

comprehension.
Inferencing Foundational Skill Reading between the Lines Prior Knowledge
Big Picture D
expected to:
a. Assess the reading strategies such as drawing conclusion and figurative
language to comprehend the text, analyze texts to generalize, express
insight, or respond by connecting to other texts or situations and apply
reading strategies to unlock difficulty in comprehending the text.
Big Picture in Focus: ULOa. Assess the reading strategies such as drawing
conclusion and figurative language to comprehend the text, analyze texts to
generalize, express insight, or respond by connecting to other texts or situations
and apply reading strategies to unlock difficulty in comprehending the text.
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Metalanguage
In order for you to demonstrate ULOa, you will need to learn and study the
operational definitions of the various reading strategies. These strategies are of great
help in unlocking your difficulty in understanding a certain text.
Drawing Conclusions. This refers to the made judgments or decisions based
on the gathered information which also requires higher order thinking skills such as
observation skills (Bacasmot & Afrondoza, 2019).
Figurative Language/ Figures of Speech. A form of expression in language,
either spoken or written, that employs nonliteral meaning, unusual construction or a
particular combination of sounds to emphasize or heighten the rhetorical effect
(Bacasmot & Afrondoza, 2019; Farlex Dictionary of Idioms, 2015).
Essential Knowledge
To deepen your knowledge on drawing conclusion, take note that this is similar with
inferencing skill which is one of many skills that contributes to your ability to comprehend
what you read.
Now for the definitions and steps of drawing conclusion, kindly read the texts found
in the pages 123-124 of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2019).
Now I Know, A Practical Guide in Reading. Davao City: Mutya Publishing).
To further extend your understanding, this also presents the following graphic
organizers from Paterson Public Schools that may help you easily to draw conclusions.
Begin with a general statement.

1
Make it specific.
Draw a conclusion.
51
Example 1: Example 2:

Conclusion:
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Example 3: Example 4:
Evidence Evidence Evidence Evidence
Conclusion
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Fact 1 Fact 2 Fact 3 Fact 4
Conclusion
As you are done with drawing conclusions, let’s move to the next lesson of Figurative
Language or Figures of Speech. As it was already defined, you will learn now the frequently
used types of figurative languages.
Read the texts found on pages 140-141 of the textbook. Textbook: (Bacasmot, J. &
Afrondoza, M. (2019). Now I Know, A Practical Guide in Reading. Davao City: Mutya
Publishing).
To give a clearer picture of the lesson, here are the other examples.
Simile As easy as falling off a log; it tastes like a trunk of stale air; she
was as smart as an owl; the student was as quiet as a mouse;
my backpack was like a bag of bricks
Metaphor The strawberry was a fresh summer day.
The rain came down in full cold buckets.
The test was a long never-ending marathon.
She read the book at a snail’s pace
Paterson Public Schools. Inference-Drawing Conclusion. Retrieved on May 21, 2020 at
Hyperbole The walk was a million miles long; I ate five-thousand
http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Inference-Drawing%20Conclusions/Inference-Drawing
%20Conclusions.pdf pancakes for breakfast; the bag of gifts weighs a ton!
Personification The tree leaves danced in the wind; the chair stood up straight
and tall; the car jumped to the finish line.
Alliteration Betsy bought bigger bottoms for baby Billy
Samantha saw seven silly soldiers selling strawberries
Saturday
Maria made millions of marshmallow muffins for many
mellow messengers
Onomatopoeia The bees buzzed by flying back to their hive.
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Click the button to take the picture.

The pig squealed when it saw the dog coming
Symbolism She never spoke as she slid across the room. Her eyes
narrowed as she stepped
pass the dinner table. No one dared to look her in the eyes
now. The crowded room
parted to allow the woman in red to pass by. The whole room
grew quiet. The only
sound was her red dress swishing as a warning to those in her
path.
The color red symbolizes in this example as anger.
Imagery From “The Night before Christmas”)
The children were nestled, all snug in their beds,
While visions of sugarplums danced in their heads.
The reader can feel the warmth and taste and see the candy.
Paradox “I never found the companion that was so companionable as
solitude.” Henry David Thoreau
“Success is counted sweetest by those who ne’er succeeded.”
Emily Dickenson
“Through dying, we are given life.”
Oxymoron A deafening silence, O heavy lightness, Cold fire, Sick health,
Day in night
Source, Credit, Lifted from:

Figurative language packet. Retrieved on May 21, 2020 at https://www.henry.k12.va.us/cms/lib/VA01000023/Centricity/Domain/1771/Figuative%20Language
%20Packet%20.pdf
Figurative language kit. Retrieved on May 21, 202 at https://www.henry.k12.va.us/cms/lib/VA01000023/Centricity/Domain/1771/Figuative%20Language
%20Packet%20.pdf
Hanna,L. Teaching Figures of Speech by Mid-Continent Comprehensive Center (MC3)
Regional ELL/CCSS Task Force of University of California. Retrieved on May 21, 2020 at https://www.sc3ta.org/downloads/CommonCore4ELL/Mini_Lesson_2-
Teaching_Figures_of_Speech.pdf
Literary devices. Retrieved on May 21, 2020 at http://www.eatoncommunityschools.org/userfiles/38/Classes/1598/OxymoronParadox.pdf
sources.
Inference-Drawing
Conclusion.http://www.paterson.k12.nj.us/11_departments/language-arts-
docs/resources/Reading%20Resources/Inference-
Drawing%20Conclusions/Inference-Drawing%20Conclusions.pdf
Reading and Drawing

Conclusion.https://www.lonestar.edu/departments/tutoring/hesi_reading_a
nd_drawing_conclusions.pdf
Figures of Speech. 54
http://snscourseware.snsacademy.org/files/CW_5972f182c6505/FIGU RES
%20OF%20SPEECH.pdf
Figurative
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Let’s Check
Activity 1. In this activity, you are to examine and analyze reading materials applying
your knowledge on the previously learned reading comprehension strategies.
A. Drawing Conclusion. In this section, you will read the passage below. Then, answer
and you’re your own conclusions in at three sentences only.
Surveillance has increased manifold since the 9/11 terror attacks on the World Trade
Centre in the U.S. This increase in surveillance today shapes the relationship
between the state and the individual. The state keeps an eye on its citizens, thereby
positing each and every citizen as a potential wrong-doer. For instance, the
proliferation of the CCTV cameras in streets, restaurants and in every imaginable
public space. In fact, the camera need not even be functional in order to make the
citizens behave themselves – its mere presence is enough to scare the citizens into
submission. Such is the power of the mere potential of surveillance.
Surveillance studies have shown that these techniques might not be too effective at
all times, citizens might feign decent behavior in order to avoid themselves from
getting into a tussle with the law of the land. But it does not assure the state of the
reformation in the attitude of the citizens. It is a mere eye-wash. It works only when
the citizen truly desires to transform his or her attitude and adopt decency in all
walks of life.
Answer these questions:

1. What is the effect of the state’s surveillance on the individual?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________
2. Does the CCTV need to be functional all the time?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________
3. Why is the surveillance not effective always?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________
Conclusion:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
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B. Figurative Language. Read the line of poetry. Figure out which technique is being
used: simile, metaphor, hyperbole, or personification. Write and explain your answer
on the space provided.
1. Like burnt-out torches by a sick-man’s bed.
_______________________________________________________________
_______________________________________________________________
________________________
2. Drip-hiss-drip-hiss fall the raindrops
On the oaken log which burns and steams,
And smokes the ceiling beams.
Drip-hiss-the rain never stops.
_______________________________________________________________
_______________________________________________________________
________________________
3. When the stars threw down their spears,
And water’s heaven with their tears,
________________________________________________________________
________________________________________________________________
__________________________
4. The moon was a ghostly galleon tossed upon cloudy seas,
The road was a ribbon of moonlight over the purple moor.
________________________________________________________________
________________________________________________________________
__________________________
5. I do not care to talk to you although
Your speech evokes a thousand sympathies.
________________________________________________________________
________________________________________________________________
__________________________
Let’s Analyze
In this section, you will be reading picture/texts that may help you increase your
reading comprehension applying the reading strategy/comprehension skill that you’ve
learned.
A. Drawing Conclusion. In this section, you will find your own picture of team-building
activity. Then you will conclude what is shown in the picture.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________
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B. Figurative Language. In a clean separate paper, draw your own interpretation of the
poem. Write at least five figurative language not stated in the poem to be used as
caption of your illustration.
Salutation to the Dawn

-Kalidasa,Inidian poet
Look to this day!

For it is life, the very life of life.
In its brief course
Lie all the verities and realities of your existence:
The bliss of growth
The glory of action
The splendor of beauty
For yesterday is but a dream
And tomorrow only a vision
But today well lived makes every yesterday a dream of happiness
And every tomorrow a vision of hope.
Look well, therefore to this day!
Such is the salutation to the dawn.
In a Nutshell
rest.
1. To learn how to draw conclusion is another skill of HOTS.
2. Figures of speech are words that do not have literal meaning.
Your turn…
3.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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4.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
5.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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comprehension.
Drawing Conclusion Figurative Language Steps to Conclude Types of Figures

of Speech
Big Picture E
expected to:
a. Examine the various reading materials; and
b. Apply comprehension strategies: Sequencing, Cause and Effect,
Comparing and Contrasting, Getting the Main Idea, Summarizing, Fact
or Opinion, Author’s Purpose, Making Inferences, Drawing Conclusion,
and Interpreting Figurative Language
---Students shall be utilizing the Practice Sets

provided by the Language Department of UM Main---
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COURSE SCHEDULES
This section calendars all the activities and exercises, including readings and lectures, as well
as time for making assignments and doing other requirements, in a programmed schedule
by days and weeks, to help the students in SDL pacing, regardless of mode of delivery (OBD
orDED).
Note: reading assignments can be calendared for 3 days or for a week with performance
tasks (essay or reflection paper).
WEEK 1-3
Activit Da Where to submit

y te
Big Picture A: Let’s Check Activities Aug. 19, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Aug. 20, 2020 CC’s email
Big Picture A: In a Nutshell Activities Aug. 21, 2020 Q’s forum feature
Big Picture A: QA List Aug. 22, 2020 Q’s discussion feature
Big Picture B: Let’s Check Activities Aug. 26, 2020 CC’s email
Big Picture B: Let’s Analyze Activities Aug. 29, 2020 CC’s email
Big Picture B: In a Nutshell Activities Aug. 31, 2020 Q’s forum feature
Big Picture B: QA List Sept. 2, 2020 Q’s discussion feature
First Exam Sept. 4, 2020 CC’s email
WEEK 4-5

y te
Big Picture A: Let’s Check Activities Sept. 9, 2020 CC’s email
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Big Picture A: Let’s Analyze Activities Sept. 12, 2020 CC’s email
Big Picture A: In a Nutshell Activities Sept. 14, 2020 Q’s forum feature
Big Picture A: QA List Sept. 16, 2020 Q’s discussion feature
Second Exam Sept. 18, 2020 CC’s email
Week 6-7

y te
Big Picture A: Let’s Check Activities Sept. 21, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Sept. 23, 2020 CC’s email
Big Picture A: In a Nutshell Activities Sept. 24, 2020 Q’s forum feature
Big Picture A: QA List Sept. 26, 2020 Q’s discussion feature
Big Picture B: Let’s Check Activities Sept. 28, 2020 CC’s email
Big Picture B: Let’s Analyze Activities Sept. 30, 2020 CC’s email
Big Picture B: In a Nutshell Activities Oct. 1, 2020 CC’s email
Big Picture B: QA List Oct. 1, 2020 CC’s email
Third Exam October 2, 2020
Week 8-9

y te
Big Picture A: Let’s Check Activities Oct. 7, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Oct. 10, 2020 CC’s email
Big Picture A: In a Nutshell Activities Oct. 13, 2020 Q’s forum feature
Big Picture A: QA List Oct. 14, 2020 Q’s discussion feature
Fourth Exam Oct. 15/16, 2020
Week 10-17

y te
Worksheet Submission October 30,2020 CC’s email
November 5, 2020 CC’s email
Fifth Exam Nov. 6, 2020 CC’s email
Worksheet Submission November 13, CC’s email
2020
November 19, CC’s email
2929
Sixth Exam Nov. 20, 2020 CC’s email
Worksheet Submission November 27, CC’s email
2020
Dec. 3, 2020 CC’s email
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Seventh Exam Dec. 4, 2020 CC’s email

Worksheet Submission Dec. 11, 2020 CC’s email
Dec. 16, 2020 CC’s email
Final Exam Dec. 17-18, 2020 CC’s email
Online Code of Conduct
● All teachers/Course Coordinators and students are expected to abide by an

honor code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
● Faculty members are guided by utmost professional conduct as learning
facilitators in holding DED conduct. Any breach and violation shall be dealt with
properly under existing guidelines, specifically on social media conduct (OPM
21.15) and personnel discipline (OPM 21.11).
● All students are likewise guided by professional conduct as learners in attending
DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
● Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance
tasks and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
● Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
● All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
● Teachers/Course Coordinators shall devote time to handle DED courses and
shall honestly exercise due assessment of student performance.
● Teachers/Course Coordinators shall never engage in quarrels with students
online. While contentions intellectual discussions are allowed, the
teachers/Course Coordinators shall take the higher ground in facilitating and
moderating these discussions. Foul, lewd, vulgar and discriminatory languages
are absolutely prohibited.
● Students shall independently and honestly take examinations and do
assignments, unless collaboration is clearly required or permitted. Students shall
not resort to dishonesty to improve the result of their assessments (e.g.
examinations, assignments).
● Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
● By handling DED courses, teachers/Course Coordinators agree and abide by all
the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
62
Language Discipline
● By enrolling in DED courses, students agree and abide by all the provisions of
the Online Code of Conduct, as well as all the requirements and protocols in
handling online courses.
Monitoring of OBD and DED
● The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective DED classes through the
LMS. The LMS monitoring protocols shall be followed, i.e. monitoring of the
conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by department.
● The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.
● For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.
Course prepared by:
LARCYNEIL P. PASCUAL
DAISY DAGOHOY
Course Facilitators/Faculties
Course reviewed by:
ROSA MARIA T. PINEDA, Ed. D

Language Discipline Head
63
Language Discipline
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
64

University of Mindanao Tagum College Department of Arts & Sciences Education

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University of Mindanao Tagum College Department of Arts & Sciences Education

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UNIVERSITY OF MINDANAO

Department of Arts & Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: UGE 1 - READING COMPREHENSION

Name of Teacher: LARCYNEIL P. PASCUAL/DAISY DAGOHOY

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY;

Part 1. Course Outline and Policies................................................................ 4

Big Picture B: Unit Learning Outcomes.................................................27

Big Picture C: Unit Learning Outcomes.................................................38

Big Picture D: Unit Learning Outcomes.................................................50

Big Picture E: Unit Learning Outcomes.................................................59

Part 3. Course Schedule................................................................................. 60

Course Outline: UGE 1 – Reading Comprehension

Course Coordinator : DAISY DAGOHOY/LARCYNEIL P. PASCUAL

Course Outline Policies

Areas of Concern Details

Contact and Non-contact This 6-unit course self-instructional manual is

Date of submission, and

The document should be sent via Quipper

Other assessment tasks and discussions are to

Turnitin Submission To ensure honesty and authenticity, all

Penalties for Late The score for an assessment item submitted

However, if the late submission of assessment

Return of Assignments/ Assessment tasks will be returned to you two

For group assessment tasks, the Course

Assignment Resubmission In the quipper portal, some assignments may

The resubmission is premised on the student’s

accidents, financial constraints, etc.)

Re-marking of Assessment You should request in writing addressed to the

If disapproved by the course coordinator, you

Grading System All culled from Quipperportal, traditional

Class Participation – 30%

All culled from on-campus/onsite session

Submission of the final grades shall follow the

Student Communication You are required to create an email account

download such application. However, the

You can personally call or chat the course

Contact Details Dr. GINA FE G. ISRAEL

Contact Details of the Dr. Rosa Maria T. Pineda

Students with Special Needs Students with special needs shall

Instructional Help Desk Dr. GINA FE G. ISRAEL

Mrs. Claire Donayre(Chief Librarian)

Well-being Welfare Support Ms. Rochen Yntig(GSTC-Head)

Course Information – see/download course syllabus in the Quipper

CC’s Voice: Hello UMians! Welcome to this course UGE 1:

CO:Upon completion of the course, you have to deal with the

Specifically, in this course you are expected to Analyze texts

Big Picture in Focus: ULOa. Explain the

through classroom activities referred to as "instructional scaffolding"

way, comprehension is a by-product of good literature, background knowledge (prior

_________ 1. Comprehension is the action or capability of understanding something.

Fig. 1 According to Smith, 1995

1. Explain the nature of the reading process according to Smith (1995).

3. What should a reader do to improve his/her reading comprehension?

Do you have any questions for clarification?

Keywords Index. The words/phrases/ideas listed below are related to reading