CrediT and CUlminate!

Take-Away Entry # 04
Checking One/s Understanding in Reading
Name: KHERBY JOHN STEVE M. RUBIA Course/Yr/Sec: BTLED 3A COPPERMAN

Date:11-3-23 Score: ________

Please use your own words to answer these questions.

1. “Vocabulary is necessary for comprehension, but comprehension supports vocabulary as
well.” How?
 This phrase or quote provides us a hints for better and effective communication. Because
the vocabulary provides the necessary tools to decode and process written or spoken
content allowing us to extract meaning and make connections between words and
concepts. Without a sufficient and strong vocabulary our level of comprehension becomes
challenging as unfamiliar and difficult words can act as a barrier hindering our overall
understanding towards a specific context in any communication. On the other hand,
comprehension also plays a crucial role in our vocabulary expansion. Usually, we engage
and encounter some diverse and complex materials with a difficult and new words in
context. Through this exposure, we do not only gain a deeper understanding of those
words but also learn how to use them appropriately. This relationship between vocabulary
and comprehension implies the importance of nurturing both skills properly and
continuously as they mutually reinforce and enhance one another leading everyone of us
to more effective communication and a broader intellectual level.

2. A teacher at your school ranks her pupils by the number of words they know. The pupil at
the top every week gets a small prize. What problems do you see with this idea?
 Ranking students based solely on the number of words they know, for me, can be
problematic for a reason. This unjustifiable action of the teacher might not take into
account the individual strengths and challenges of each student. Some students may
naturally have a bigger and better vocabulary, while others may excel in different areas
like math, science, or art. It's important to recognize and celebrate a diverse range of
talents and skills.

3. What is the difference between the word recognition skill and memorizing “sight words”?
 The capacity to recognize words through a variety of methods, such as sight recognition,
phonics, and context cues, is referred to as word recognition skill. Because sight words
are frequently used in texts, memorization of them is a specific word recognition
approach that concentrates on learning popular words by sight. As they complement one
another to improve reading comprehension and fluency, both abilities are critical to being
a proficient reader and communicator.

4. Explain an activity for secondary school pupils that focuses on word recognition skills.
 One perfect example for this is crossword puzzle, this serve as an engaging and effective
tool for molding word recognition skills. By presenting a grid of intersecting words and
clues, they require individuals to decipher and fill in the correct words based on their
understanding of the provided hints. This activity necessitates the ability to recognize
 familiar words and their meanings, encouraging learners to draw upon their existing
vocabulary while also prompting them to learn new words in context. Additionally, as
students encounter with both across and down clues, they must consider letter patterns
and combinations, further refining their ability to identify words by sight. Crossword
puzzles thus provide a dynamic platform for reinforcing and expanding word recognition
skills, making the learning process enjoyable and interactive.

5. A teacher asks her grade 7 pupils to explain the three parts of the word “unhappiness.”
What skill are they practicing – word knowledge, word recognition or word analysis? Explain
your answer.
 When asked to explain the three parts of the word "unhappiness," pupils in grade 7 are
practicing a skill known as "word analysis." They are breaking the word down into its
smaller components: "un," "happy," and "ness." Word analysis is the process of analyzing
a word to understand its structure and meaning. It teaches pupils how roots (like
"happy"), suffixes (like "-ness"), and prefixes (like "un-") combine to form more
complicated words. Word analysis is a crucial ability that enables pupils to comprehend
and even deduce the meanings of foreign words by identifying recognizable word
components in them.

6. Explain the difference between onsets and rimes.

 Phonological awareness, or the capacity to identify and work with sounds in spoken
language, is based onsets and rimes. The first consonant or consonant cluster of a word,
or the onset, is the sound that appears at the beginning of the word. The onset of the
word "cat," for example, is "c." The rime, on the other hand, is the vowel and any
subsequent consonants within a syllable, like the "at" in "cat." Early readers must be able
to distinguish between onsets and rimes because doing so enables them to break words
down into manageable units, which helps with word recognition and decoding. This
information serves as a fundamental ability that greatly advances a child's development of
reading.
Building and Enhancing Literacies Across the Curriculum: New Normal & Beyond – Dr. Fitzgerald C. Kintanar Page 30 DISCLAIMER: Contents, images and photos
are taken from the internet and other references cited. Credits to the creator or owner.
Terrance Sejnowski of the Temporal Dynamics of Learning Center (TDLC) at the University of California at San
Diego, a co-author of the new essay with Meltzoff, is working on using technology to merge the social with the
instructional, and bringing it to bear on classrooms to create personalized, individualized teaching tailored to
students and tracking their progress.

"By developing a very sophisticated computational model of a child's mind, we can help improve that child's
performance," Sejnowski said.

Overall, the hope, Meltzoff said, is to "figure out how to combine the passion and curiosity for learning that children
display with formal schooling. There is no reason why curiosity and passion can’t be fanned at school where there
are dedicated professionals, teachers, trying to help children learn."

The essay is the first published article as part of a collaboration between the TDLC and the LIFE Center, both of
which are funded under multimillion-dollar grants from the National Science Foundation. Meltzoff's other co-authors
on the essay are Patricia Kuhl of the University of Washington and Javier Movellan of the TDLC.

Using a Venn Diagram, compare and contrast a HUMAN TEACHER FROM A ROBOT
TEACHER.

HUMAN TEACHER ROBOT TEACHER

Similarities
CrediT and CUlminate!
Take-Away Entry # 05
Words…Words…Words
Name: KHERBY JOHN STEVE M. RUBIA Course/Yr/Sec: BTLED 3A COPPERMAN

Date:11-3-23 Score: ________

Please use your own words to answer these questions.

1. Explain why Picture clues are sometimes helpful, but sometimes not helpful for young
children learning to read.
 Picture clues for young children learning to read might be useful or harmful. They help
kids grasp and retain words by giving them a visual context, which is best when the
pictures are clear and closely related to the words in the text. However, it can be useless
if there are none at all, or if the images are extremely intricate or deceptive. Depending
only on the images could deter children from paying attention to the text itself, which
would prevent them from developing critical word recognition abilities. Hence, a well-
rounded strategy is essential, in which visual cues enhance the text without taking the
place of the focus on teaching students how to decipher and comprehend written words
on their own.
2. A teacher at your school gives her grade 2 class flash cards with words drawn in the
shape of matching animals. After a week of studying, she gives them a paper quiz with
printed animal names but no pictures. Very few pupils pass. What happened?
 The teacher's approach with the flashcards was creative and engaging, using pictures of
animals to help the grade 2 students learn words. However, when she gave them a quiz
with just the printed words and no pictures, very few students passed. This might have
happened because the students got used to recognizing the words based on the pictures
of animals, and they didn't practice reading the words on their own. So, when they saw
the words without the pictures, they found it harder to remember and understand them.
This shows that while using pictures can be helpful for learning, it's also important to
practice reading words without relying solely on visual clues. This way, students can
become more confident and skilled readers in the long run.
3. A teacher at your school says he has been teaching reading for 20 years and he never
explains words. He said he tells pupils to use Context clues to learn the meaning of new
words. What can you say to him?
 I would definitely and politely say this to him, “It's great that you have so much
experience teaching reading but relying on context clues can be really helpful for students
to figure out the meanings of new words. However, it's also important to remember that
sometimes, especially with harder words, a little extra explanation can go a long way.
This helps make sure students fully understand. So, while context clues are valuable, a
combination of strategies, including some direct explanation, can be even more effective
 in helping students become confident readers.”

4. List three words that can be taught using Structural analysis. Explain why your words are
good choices.
 Disappearance
 Reconstruct
 Misunderstanding
These words were chosen because they demonstrate how understanding prefixes, roots,
and suffixes can provide valuable insights into the meaning of complex words. They
showcase how structural analysis can be a powerful tool for decoding and comprehending
unfamiliar vocabulary.
5. In two sentences, explain how to use Word builders (see page 37) in a grade 8 science
class.
 It emphasizes that simply teaching students more words may not necessarily lead to better
understanding of texts. The author suggests that a more thoughtful approach, such as using
Word builders, which are not specifically described on page 37, may be needed to bridge the
gap between vocabulary instruction and comprehension improvement in a grade 8 science
class.
6. Give and explain an example of a non-linguistic representation for the vocabulary word
“rhythm.”
 Using waves as a non-linguistic representation for the vocabulary word "rhythm" is an
excellent choice. Waves have a regular, repeating pattern of motion, much like the regular
beat or pattern in music that is characteristic of rhythm. When students observe waves, they
can visually connect the consistent pattern to the concept of rhythm, helping them grasp the
abstract idea in a concrete and memorable way. This visual representation can enhance their
understanding of the word and how it relates to various contexts, including music, poetry,
and movement.
 Building and Enhancing Literacies Across the Curriculum: New Normal & Beyond – Dr. Fitzgerald C. Kintanar Page 36 DISCLAIMER:
Contents, images and photos are taken from the internet and other references cited. Credits to the creator or owner.

BENLAC-Related Article # 03
Reflective Reading
Name: KHERBY JOHN STEVE M. RUBIA Course/Yr/Sec: BTLED 3A COPPERMAN

Date:11-3-23 Score: ________

Please read this passage, then answer the question that follows.

The obviousness of the need and the strong relationship between vocabulary and
comprehension invite a simplistic response: if we simply teach students more words, they will
understand text better.

However, not all vocabulary instruction increases reading comprehension. According to several
studies, many widely used methods generally fail to increase comprehension. ...

Let me present the point in another way. Imagine an experiment with two groups of students
about to read a selection from a textbook.

One group is given typical instruction on the meanings of some difficult words from that
selection; the other group receives no instruction. Both groups are then given the passage to
read and are tested for comprehension.

Do the students who received the vocabulary instruction do any better on the comprehension
test? Very often they do not.

This news, if in fact it is news, should be unsettling. A major motivation for vocabulary
instruction is to help students understand material they are about to read.

If traditional instruction does not have this effect, teachers should know why not
and what to do about it.
Look at the underlined sentence. Now that you know this, what will you say to experienced
teachers who complain that their pupils have poor vocabulary and reading comprehension
skills?

 To experienced teachers who express concerns about their students' vocabulary and reading
comprehension skills, it's important to acknowledge that traditional methods of vocabulary
instruction may not always yield the desired results. The passage highlights that simply
teaching more words is not a guarantee of improved comprehension. Instead, it suggests
that a more nuanced and effective approach to vocabulary instruction may be needed. This
could involve incorporating diverse instructional strategies, such as contextual learning,
interactive activities, and non-linguistic representations, to make vocabulary acquisition more
engaging and meaningful for students. Additionally, it may be valuable to assess the specific
challenges students face in understanding and retaining new words, and tailor instruction
accordingly. In essence, recognizing the limitations of conventional methods is the first step
towards exploring innovative and tailored approaches to support students in developing
better and deeper vocabulary and comprehension skills.
 Building and Enhancing Literacies Across the Curriculum: New Normal & Beyond – Dr. Fitzgerald C. Kintanar Page 37 DISCLAIMER:
Contents, images and photos are taken from the internet and other references cited. Credits to the creator or owner.

CrediT and CUlminate!

Take-Away Entry # 06
Words…Words…Words
Name: KHERBY JOHN STEVE M. RUBIA Course/Yr/Sec: BTLED 3A COPPERMAN

Date:11-3-23 Score: ________

Please use your own words to answer these questions.

1. Give one question that fits the literal level of reading comprehension. Explain your answer.
ANSWER:
Question: "Where did the characters go for their picnic?"
Explanation: This question seeks a clear location mentioned in the text. The answer can be found by finding the
place or destination that the characters visited according to the words in the story. It doesn't involve guessing or
thinking about what might have happened outside of what's written.
2. Give one question that fits the interpretive level of reading comprehension. Explain your answer.

ANSWER:
Question: "How might the outcome of the story have been different if the characters had made different
choices?"
Explanation: This question prompts the reader to think critically about cause and effect, considering how the plot
might change if different decisions were made. It requires the reader to use their understanding of the characters
and plot to imagine alternative scenarios.

3. Describe an activity that fits the critical level of reading comprehension. Explain your answer.

Debate or Discussion: Debate fits the critical level of reading comprehension by requiring students to analyze
and evaluate multiple perspectives on a given topic or text. It prompts them to delve deep into the text,
extracting key information and forming well-reasoned arguments based on evidence. Additionally, debating
encourages students to critically assess the author's intent, character motivations, and underlying themes,
fostering a deeper understanding of the material.

4. Describe an activity that fits the creative level of reading comprehension. Explain your answer.

The activity of writing a biography from a specific person's life is a creative level of reading comprehension
because it requires students to not only understand the facts and events in the person's life but also to
synthesize this information into a cohesive narrative. This task prompts students to engage in critical thinking
and make connections between different pieces of information. Additionally, they need to consider the
perspective and voice of the person they are writing about, which encourages them to think imaginatively and
empathetically. By transforming a collection of facts into a compelling narrative, students demonstrate a deeper
understanding of the individual's life and contribute to a more meaningful comprehension of the subject matter.
 5. A high school teacher asks her pupils, “How has Rizal’s poetry affected your daily life?” Which
level of reading comprehension best describes this question? Why?

 The question posed by the high school teacher, "How has Rizal’s poetry affected your daily life?" best
exemplifies the critical level of reading comprehension. This is because it goes beyond a mere
understanding of the text and requires students to analyze and evaluate the impact of Rizal's poetry
on their own lives. It prompts them to reflect on the relevance and significance of the poetry in their
day-to-day experiences, encouraging them to make personal connections and consider the broader
implications of Rizal's work. Additionally, this question encourages students to think critically about
the cultural, historical, and societal influences that may have shaped their perspectives and behaviors
as influenced by Rizal's poetry. In essence, the question invites students to engage in higher-order
thinking skills, demonstrating a deeper and more nuanced understanding of the material.

6. Explain why a reading teacher should build tests and activities to upper levels of comprehension,
and not the lowest levels.

A reading teacher should concentrate on creating tests and activities that push students to comprehend
and consider texts carefully. This is so that students can apply what they have learned in deeper ways
and are encouraged to think critically through higher-level comprehension activities. Students gain
improved reading abilities that they can apply in everyday contexts when they are challenged to analyze,
evaluate, and make connections. However, tests and activities at lower levels might only test students'
ability to recall fundamental information, which is an incomplete measure of their actual comprehension.
In the long run, the teacher helps students become more proficient and self-assured readers by setting
higher comprehension goals.
 Building and Enhancing Literacies Across the Curriculum: New Normal & Beyond – Dr. Fitzgerald C. Kintanar Page 42 DISCLAIMER:
Contents, images and photos are taken from the internet and other references cited. Credits to the creator or owner.

BENLAC-Related Article # 04
Read Me and Reflect!
Name: KHERBY JOHN STEVE M. RUBIA Course/Yr/Sec: BTLED 3A COPPERMAN

Date:11-3-23 Score: ________

Please read this passage, then answer the question that follows.

According to classroom observations [in Region VII in 2014 and 2015], Cebuano is being used as the
teaching language all of the time during mother tongue language lessons in 99 percent of grade 1
classrooms observed.

However, that is only the case for 86 percent of grade 2 classrooms observed during a mother tongue
language lesson. In the other 14 percent of classrooms, the classroom use of the mother tongue was
coded as “most of the time (75–95 percent of the time)” and the other language used was English.

The reasons given for code switching in the classroom were either to give procedural directions (13
percent) or to clarify a concept provided first in the mother tongue (3 percent).

At a high level, most time spent in the classroom is focused on having children listen (to the teacher or
other students); this is the largest category in both grades and years of observation. ...

Having children read is still the least frequent activity, with the exception of grade 2 in 2015, where 21
percent of observations noted that the instructional focus was on reading.

The change in time spent reading from grade 1 to grade 2 is much greater in 2015 than in 2014, where
both grade 1 and grade 2 students spent about the same amount of time reading.

Look at the underlined sentences. What do you think will be the effect on pupil reading ability if reading
is the least frequent activity in an early grade MTB-MLE class in Region VII?

If reading is the least frequent activity in an early grade MTB-MLE (Mother Tongue-Based Multilingual
Education) class in Region VII, it may have a negative impact on pupil reading ability. Reading is a
crucial skill that requires regular practice and exposure to text. When it is not prioritized in the
classroom, students may not have enough opportunities to develop their reading skills effectively. This
could potentially lead to slower progress in reading comprehension, vocabulary acquisition, and overall
literacy. Additionally, if listening is the dominant activity, students might become more reliant on
auditory cues rather than building their independent reading skills. Therefore, it is important to strike a
balance between different activities in the classroom to ensure that students have ample opportunities
to practice and improve their reading abilities.
Building and Enhancing Literacies Across the Curriculum: New Normal & Beyond – Dr. Fitzgerald C. Kintanar Page 43 DISCLAIMER:
Contents, images and photos are taken from the internet and other references cited. Credits to the creator or owner.