SAINT JOSEPH INSTITUTE OF TECHNOLOGY

Butuan City, Philippines

Accredited: Philippine Association of Colleges and
Universities Commission on Accreditation (PACUCOA)
Certified: ISO 9001: 2000

GRADUATE SCHOOL

MA ENG 103 FINAL EXAMINATION

Developmental Reading

SUBMITTED BY:

NICAH LOUREN A. MAESTRADO

MAED – ENGL

SUBMITTED TO:

PROF. JOBENEIGH G. APDUHAN

MA ENGL 103 PROFESSOR

Test I. ESSAY (60 points)

1.What are the Three Reading Models? What are their differences? (15 points)

Browne (1998) identifies three important Reading Models, Bottom-up, Top-Down,

and Interactive. The top down reading model is based on the philosophy that the
brain and reader are at the center of understanding and succeeding. This method
argues that readers bring an understanding to the print, not print to the reader. The
experiences of the reader has help him or her to read, decode, and make sense of
text. This model does not focus on phonics and decoding, but instead, allows
children opportunities to read 'real' books and make sense of them. A different
approach is the bottom up method. Bottom up focuses on direct instruction of
phonics, such as identifying features of letters, like curves and straight lines, to
recognize them. From there students will begin combining letters to read and write
words. They then become familiar with spelling patterns and learn to read sentences,
paragraphs and longer texts. While the interactive model combines features of both
other models - students interact with both phonics and text. Teachers using the
interactive model use both instruction methods relying on phonics and a student's
experiences with text, believing that each is necessary for understanding. In
classrooms using the interactive model, students receive direct instruction on the
sound/symbol relationships in phonics alongside instruction in comprehension and
reading strategies.

2. What are the Factors that Affect Reading Comprehension? Justify your answer.
(10 points)

Reading comprehension is a cognitive process that requires skills and strategies.

Numerous programs are designed to improve reading comprehension: remedial
reading classes, school reading programs, student book clubs, etc. However,
despite decades of research that has focused on how to ensure all children become
adequate readers, the rate of reading failure in the country remains high—and
instruction to promote reading development is a primary concern for both general
and special educators.

What causes poor reading skills? There are various factors that lead to reading
failure, including impoverished exposure to language and early literacy activities,
lack of adequate instruction, and/or more biologically based risk factors. Decades of
research in early reading instruction, has resulted in clear, scientifically based
approaches to reading instruction. These rely on explicitly and systematically
teaching children sound-symbol relationships, or what is commonly referred to as
phonics. However, it should be noted that teaching phonics does not mean that
exposure to rich literature and meaningful oral language experiences that support
comprehension should be forsaken; rather, there needs to be a focus on both
phonics and comprehension-related activities. A Family History of Reading
Struggles may play a role as a factors that affect Reading Comprehension. So, what
are the telltale signs that a child is at risk for reading difficulties, specifically dyslexia?
Poor phonological awareness, which may be assessed long before children join
school, is one marker, as can be deduced from the above. Another red flag is if
children struggle to understand sound-symbol links when they first start reading.
Finally, having one or more relatives, particularly parents, who struggled with reading
is one of the best predictors we know of for future reading issues. What is the reason
for this? Because reading problems have a strong biological component—in other
words, reading problems run in families, and having a parent who has battled with
reading puts a child at risk genetically for having reading problems as well.
Understanding the root causes of non-readers and the signs that put children at risk
for reading problems can facilitate early identification, and therefore early
intervention.

For a child to become a successful reader, a variety of different skills need to come
together. Understanding these basic components of reading development and, more
important, using teaching approaches we know work are critical components of both
general and special education.

3.In what ways the Four-Pronged Approach to Teaching Beginning Reading be

more useful and effective if applied in the classroom? (15 points)

The four-pronged approach to teaching beginning reading, is a systematic, holistic

literature-based beginning instructional framework. This approach is composed of
four separate parts:

1. Developing a Genuine Love for Reading (GLR)

2. Developing Critical and Creative Thinking Skills (CT)

3. Grammar and Oral Language Development (GOLD)

4. Transfer Stage (TS)

GLR focuses on eliciting emotional response from
and skills development (e.g., vocabulary
comprehension). The use of pre-reading activities
knowledge and help them unlock their difficulties,
guided comprehension play an important role here.
the readers—love for reading—
development, listening, and
that activates the readers' prior
goal setting, story reading, and
The second prong, CT, aims at imparting the very message of the reading text. The
teacher tests and retests the readers' understanding through comprehension
questions that harness their critical thinking skills. Creative reading exercises may be
given to further heighten the readers' interpretative and intuitive skills.

The third prong, GOLD, implicitly exposes students to forms or structures—lexical

and syntactic—that are evident in the texts they read, thus allowing students to gain
mastery of structures (grammar awareness) of either Filipino or English and oral
language proficiency.

The fourth prong, TS, ensures that the child is prepared for beginning reading
instruction or the transfer stage. TS focuses on word recognition, vocabulary
expansion, spelling, and writing. The use of differentiated instruction is of value in
this prong for each learner or group of learners has differing needs and varying
levels of understanding.

The 4 pronged approach also have a strategies, not only reading it self. There is a
statement says that, wha tcomes after the difficult bit may help you to understand
because there is a time that when reading a novel there are a lot of words and
sentences which cannot be understand so I did not mind it, and as I go to the climax
of the story and to its ending the sequence of the events and the story itself makes
me understand what the novel is all about.The easiest for me is when one statement
says that browsing should feel more like play tan work. Those will set your
subconscious mind to work.

4.How can teachers help their students develop love for reading? (10 points)

Teachers can expose the new readers or learners to a variety of genres that
can help them find the books they love. And also creating reading
comprehension strategies to deepen their engagement. Every teacher is
essential in helping each child on his or her reading journey. When we
provide the resources to meet the literacy needs of our students beginning
as early as prekindergarten, students and teachers will feel both confident
and competent in teaching and learning to read.  While helping students
learn to read, it is also important to create a love of reading. Students who
read voluntarily report less negativity about reading than those who are
required to read. 

Motivation is the key in promoting a love of literacy in children. One of the

resources for creating motivation for students is a shelf filled with books that
match students’ interest level and reading level. They should be surrounded
by titles that reflect the lives of themselves as well as their classmates.
When students find titles with characters that look like them and families
that resemble their own or their neighbors, their interest level increases.
Making these connections also increases student comprehension. Through
daily guided reading, teachers can introduce students to high-interest
instructional text across genres. Daily individualized reading practice gives
students the opportunity to read books of choice on their independent
reading level and grow as readers. Introduce children to multiple genres of
books during small-group reading instruction. When children find a book of
interest, they can turn the book into their choice book for independent
reading time. Give students daily experiences in instructional guided
reading, independent reading, and choice. Exposure them to culturally
relevant and diverse genres, and guide them with comprehension strategies
to enhance a love of reading.

5.What qualities do you think an effective reading/ language teacher should

possess? Do you have these qualities? (10 points)

Learning a language can feel like a daunting task and a seemingly impossible
achievement. Teaching a language, however, can seem even more intimidating.
Most teachers will know that fluency in a language (while definitely important) is not
enough to be an effective teacher. One of the qualities is to have competence and
patience during the learning process of reading. This is especially important
in language teaching as many students may enter the course as complete
beginners, false beginners, or have little knowledge of the language but lack
confidence. As a teacher, recognizing what the learner knows and doesn’t know is
paramount. The learning doesn’t always happen quickly. Give it space and time to
happen. Patience with the learning process is one of the greatest qualities of a good
teacher. Patience inspires confidence in the learner. Every individual learns
differently. Changing the classroom environment in a manner to customize learning
can be extremely beneficial to students and lead to increased motivation. 
Connecting with your students to figure out what manner of learning – whether it is
visual, audio, or even kinesthetic – works best for them will undoubtedly help. Being
passionate about learning the language and communicating in it – it is important
however that you bring this passion in full force when teaching it as well. If classes
are drab and uninspiring they leave students in the same state. Sparking an interest
in the language is imperative and this can be done by understanding motivations for
learning the language in the first place or even communicating the benefits of
learning the language. 
Test II. Semi- Detailed Lesson Plan (40 points)

Draft a semi-detailed lesson plan in any grade level English subject matter. Use any
during reading strategies to teach an article or a text.

A Detailed Lesson Plan in Teaching a Short Story (3 I’s)

I. Subject Matter: “ A Raisin in the Sun” by Lorraine Hansberry

Reference: Almonte, Liza et al. (2014). A Journey through Anglo-American
Literature. English-Learner’s Material. Pasig City: Verbal
Group, Inc.
II. Objectives: At the end of the discussion, 90% of the students should be
able to:
a. identify the elements of the story;
b. stress out their views on dreams, family, and racism through
monologue ; and
c. create a slogan that is relevant to the morals/ theme of the story.
III. Materials: Photocopies and Book.
IV. Procedure

Teachers’ Activity Students’ Activity

A. Introduction
Good morning, Class!

Good morning, Ma’am!

How do you do?

We’re fine, Ma’am!

I’m all the more fine!

Before starting our class. We will be

having an activity. Whatt I have

here is the Pandora’s Box. Inside

the box are words. The one who

will be called will be picking in

the box, he/ she will explain the

 words picked. The student will

be given 1 minute to speak.

Now in order of for you to have

an idea with the set of words.
Here is the list.

Family Dreams Racism

Very good class! Thank you for

sharing your insights towards
the words I have given to you.

What we did earlier was a mono

-logue about the words I have
given. Namely: Family, Dreams
and Racism. These words, are
at some point independently
relevant in our lives and all the
more in the lives of the family
in the story that we will be discu
-ssing this morning. That is, A Raisin
in the Sun by Lorraine Hansbe
-rry.

But before reading the story, let

us first try to define the difficult
terms which can be found in
the passage.

Directions: With the use of contex

-tual clues, choose the best defini
-tion of the underlined words.

1. Deceased Mr. Younger’s a. An inhabitant of Nigeria

insurance policy.
2. The matriarch of the family. b. A person who has died
 3. Willy Harris persuades Walter
Lee.
4. Joseph Asagai is Beneatha’s
nigerian boyfriend.
5. The family is optimistic to
have a better life.
c. Hopeful and confident
d. A woman who is the head of
the family
e. To cause someone to do
something

Very good class! I assume that it

will be easy for you now to com

-prehend the story.
B. Interaction

Now class, read the story silently.

A Raisin in the Sun by Lorraine Hansberry

A Raisin in the Sun portrays a few weeks in the life of the Youngers, an African-American family
living on the South Side of Chicago in the 1950s. When the play opens, the Youngers are about to
receive an insurance check for $10,000. This money comes from the deceased Mr. Younger’s life
insurance policy. Each of the adult members of the family has an idea as to what he or she would like
to do with this money. The matriarch of the family, Mama, wants to buy a house to fulfill a dream she
shared with her husband. Mama’s son, Walter Lee, would rather use the money to invest in a liquor
store with his friends. He believes that the investment will solve the family’s financial problems
forever. Walter’s wife, Ruth, agrees with Mama, however, and hopes that she and Walter can provide
more space and opportunity for their son, Travis. Finally, Beneatha, Walter’s sister and Mama’s
daughter, wants to use the money for her medical school tuition. She also wishes that her family
members were not so interested in joining the white world. Beneatha instead tries to find her identity
by looking back to the past and to Africa.
;/.As the play progresses, the Youngers clash over their competing dreams. Ruth discovers
that she is pregnant but fears that if she has the child, she will put more financial pressure on her
family members. When Walter says nothing to Ruth’s admission that she is considering abortion,
Mama puts a down payment on a house for the whole family. She believes that a bigger, brighter
dwelling will help them all. This house is in Clybourne Park, an entirely white neighborhood. When
the Youngers’ future neighbors find out that the Youngers are moving in, they send Mr. Lindner, from
the Clybourne Park Improvement Association, to offer the Youngers money in return for staying
away. The Youngers refuse the deal, even after Walter loses the rest of the money ($6,500) to his
friend Willy Harris, who persuades Walter to invest in the liquor store and then runs off with his cash.
 In the meantime, Beneatha rejects her suitor, George Murchison, whom she believes to be
shallow and blind to the problems of race. Subsequently, she receives a marriage proposal from her
Nigerian boyfriend, Joseph Asagai, who wants Beneatha to get a medical degree and move to Africa
with him (Beneatha does not make her choice before the end of the play). The Youngers eventually
move out of the apartment, fulfilling the family’s long-held dream. Their future seems uncertain and
slightly dangerous, but they are optimistic and determined to live a better life.

They believe that they can succeed if they stick together as a family and resolve to defer their
dreams no longer.

What is the title of the story? Yes,

Enshielo?

A Raisin in the Sun, Ma’am.

That’s right! Now Where did the

story happened?

South side of Chicago.

Exactly, Jane!

Now who is the main character of

The story?

Walter Lee, Ma’am.

Correct, Willybe! Can you describe

the characteristics of Walter?

 He is impatient. He wants to
be rich in an instant.

Now who are the secondary charac

-ters in the story?

Mama, Beneatha, Ruth,

Travis,

William Harris, George

Murchison, and Joseph
Asagai.

Very good, Claire!

Can anyone here give me the

conflict of the story?

Man Vs. Society, Ma’am.

Why, Winna?

In transferring, they were

discriminated by the residents
of Clybourne Park.

Now, where do you think does

theme of the story revolves?

Family, Dreams, and Racism.

That’s right, Aubrey!

Why do you think that the story is

entitled “A Raisin in the Sun?”

Yes, Nicah?

Because, like a literal raisin

exposed to the sun, it strives

to live and continue it’s

moisture. A picture similar to
the Youngers

Family as they face the

society.
Excellent, Nicah!

Good job class! I believe you all

have fully understood the story.

Since we have mentioned Family,

Dreams, and Racism, does any of

you here experienced situations

that adheres to the above themes?

Me, Ma’am.

Yes, Charie?

About dreams, Ma’am. My

dream is to finish this course
and have a decent living. But
my path towards it is very
hard. I have to

work for me to earn for myself

to provide my basic needs and
in my academic expenses. It
is hard, but I am determined to
reach my dreams and be
successful one day.

Thank you for sharing, Charie!

Surely, with hard work and de

-termination, you will reach

your dreams.

Talking about dreams, each

one of us has it. To top, to

pass, or plainly to be success

-ful in the future. All we have to

do is work hard for it, be brave

in pursuing your dreams and be

ready to claim and contain the

success you will surely attain.

If you believe in God and in the

Bible, God said in Jeremiah 29:11

that you already have it. You

just have to claim it. Okay

class, do you understand?

Yes, Ma’am.

That’s great to hear!

C. Integration

Now class, I will be grouping you into three.

We will be having an “Short Ad Creation”.

You will choose one theme which is stated be

-low and create an advertisement out of it.

You will be doing the activity for 10 minutes.

Then the groups will present in front of the class.

Family

Dreams

Racism

You will be graded according to this

rubric:

Message 20 pts

Creativity 20 pts
Teamwork 5 pts

Use of English 5 pts

Language

T
otal
50 points

Very good class! All of you did well! Your

works are commendable!

Now I want you to get a half sheet of

paper and answer the following.

Directions: Using a graphic organizer,

you are to identify the elements of

the story. Make it creative. You will

be given 10 minutes to do it.

Papers at the count of 5.

Now, copy your assignment.

Assignment:

Choose with the 3 themes of the story

and create a free writing essay about it.

Put it in a whole bond paper.