TRINITY UNIVERSITY OF ASIA

CASE-EDUCATION DEPARTMENT
ECE 108 -CHILDREN’S LITERATURE
ASYNCHRONOUS ACTIVITY 2
Deadline of Submission : February 26 @ 8:00 PM

Name : Ma. Vynice Althea A. Fabello Date : February 24, 2023

Direction :

Read the story and the comprehension check questions assigned to you. Be able to identify
the literature genre, then identify what comprehension skill is being triggered in each given
question. Please be guided of the List of Reading Comprehension Skills provided below.
Furthermore , please identify the other human dimensions that are being triggered or
developed in the story and defend your answer.

Reading comprehension skills enable readers to not only make sense of a text but also to dive
deeper and decipher the author’s intention. To become proficient readers, students need to
acquire a set of skills that they can use as tools in comprehending texts. To help students, it is
important that teachers focus on comprehension strategies specific to each of these skills. 

1. Understanding words 

Meaning is all about context—how words or phrases are used in a sentence. Placing a word in a
sentence or looking at words that surround it can help students further their understanding. To
extend, it is worth applying the metacognitive approach to help students reflect on how they
determined the meaning of a word or phrase. 

2. Finding information 

Reading and re-reading specific areas of a text is required to get a better understanding of
a keyword. To achieve this skill, teachers can provide guidance on scanning text
to locate keywords and emphasize the need to read text carefully—and as many times as
necessary—to find important and supporting information and details.  

3. Identifying the main idea 

If students are able to identify the main idea of a text, they are more likely to comprehend it. The
main idea connects the ideas expressed in the paragraphs and gives coherence to the text.
Teachers can start this process by looking at main ideas of single paragraphs and expand from
there. 

4. Sequencing 

This skill is about being able to sequence the order in which events occur, sometimes using time
markers and other strategies to identify the relationship between events. Through determining
the events they need to sequence from the question, locating them in the text, and looking for
‘help’ words, students will find that knowing the sequence of events is an important factor in
understanding a text. 

5. Finding similarities and differences 

The ability to compare and contrast information provided in a text will help a
reader’s understanding; as such, it is a key comprehension skill that students need to practise and
master. Some ways to do this include categorizing information to determine what some people,
places and events have in common, or how they differ. 

6. Predicting 

Predicting is one of the trickier skills that students can sometime struggle with. In essence,
it involves using information from a text to predict outcomes not explicitly stated within the
text. One of the suggested teaching comprehension strategies is to teach students how to
locate and use the information provided in the text to determine probable outcomes and then
to evaluate their predictions. 

7. Concluding 

This skill is about collating all the information that the text provides, making judgements and
reaching conclusions based on facts and details provided in the text. It is also vital to
teach students that they need to be able to search for evidence to support a particular
conclusion by locating the relevant information in the text. 

8. Summarizing 

For this skill, students summarize text by linking important information and identifying the main
points. To do this successfully, students first need to understand the format required in their
answer. Is it a one-word answer? A short paragraph? Providing guidance on how they should
tackle each format, and where they can extract the information required, can really help students
acquire this skill. 

9. Inferring 

Inferences are opinions about what is most likely to be true. They are formed after
careful evaluation of all the available facts. The focus on this skill is on teaching students how to
use contextual information, both written and visual, to determine what they believe to be true. 

10. Cause and effect 

This skill is about understanding that the cause leads to the effect and that they are connected.
While this sounds straightforward, teaching a few comprehension strategies can really help the
students. For example, get the students to go through various types of text and pair up cause and
effect phrases. 

11. Fact or opinion 

To become critical readers, students must be able to distinguish between fact and opinion. This
entails understanding the difference between them, identifying each within the text, and
explaining how one relates to the other. 
12. Point of view and purpose Every piece of text is written by an author with a purpose in
mind, and their point of view is his or her opinion about a subject. For this particular skill,
students must examine what has been written, understand the content and be able to identify why
the author set out to write the text. 

Story D ( Althea Fabello)

To be answered by Ms. Fabello only.

A. Literature Genre : Realistic Fiction
B. B.Comprehension Skills : ( Cognitive Dimension) Write the specific comprehension skill in each
number representing the comprehension check questions above

1. Sequencing

2. Finding Information
3. Summarizing
4. Fact or opinion
5. Identifying the man idea
C. What other human dimensions are being triggered in the story and defend your answer.
The human dimensions that is being triggered here in the story is the affective dimension. In
this dimension, it says that it is the feelings and emotional aspects of learning that includes
particular attitudes and habits associated with learning. I think the student is experiencing a
high affective filter in regards to learning because it says there that she is counting the seconds
and watching the clock, also she didn't want to listen on what is the people in the room is saying
instead she's thinking about a different topic like food. Sarah is experiencing boredom,
completely disengaged and she doesn't comprehend on what is happening in the classroom. She
might staring into a empty space because her mind is having a mental block about the lesson.
She doesn't have an idea on what is happening around them that's why when they came back on
monday she was surprised that they will be having a test about math and she doesn't know how
to answer the multiplication or division problems.