NAME: _________________________________________ SUBJECT:

______________
GRADE&SECTION: _____________ DATE: _______________
LEARNING MODULE IN READING AND WRITING SKILLS
MODULE 1 WEEK 1 QUARTER 2
What I Need to Know
It is important to read critically. Critical reading requires you to evaluate the arguments in the text. You
need to distinguish fact from opinion, and look at arguments given for and against the various claims. This also means being
aware of your opinions and assumptions (positive and negative) of the text you are reading so you can evaluate it honestly. It
is also important to be aware of the writer's background, assumptions and purposes.
Learning Competency: explain critical reading as reasoning. EN11/12RWS-IVac-8;
LESSON 1: Text and Context Connections:
1.1 Facts versus Opinion
1.2 Author’s Purpose and Tone
1.3 Making Inferences
OBJECTIVES:
By the end of this lesson, you are expected to:
1. Explain critical reading as reasoning.
2. Identify if the statement is fact or opinion.
3. Make inferences based on the activity given.

What I Know
Before heading on to our lesson, let us first check what you already know.
Instruction: Write one (1) fact and one (1) opinion for each picture.

Fact:
Opinion:

Fact:
Opinion:

Fact:
Opinion:

What’s New
Activity 1: FACTS vs. OPINION
Instruction: Identify whether the following statements are statements of fact or opinion. Draw for statement
of fact and for statement of opinion.

1|READING AND WRITING SKILLS

 Statements Answer
St. Blaise Community Academy Inc. is located at Poblacion San Luis Batangas.
MetroBank is the best bank in the Philippines.
Sunsilk is a brand of shampoo and conditioner.
BMW is the fastest and most sporty car ever.
Rodrigo Duterte is the current president of the Philippines.

What is it
What is CRITICAL READING?
 Critical reading goes beyond recognition of the text’s meaning and restating it in your own words.
 A critical reader does not merely skim the text at hand.
 To reach a solid interpretation of a text, the critical reader must dwell on what the text does by making such remarks
beyond what it says. From this, the critical reader must identify what the text wholly means based on the previous
analysis.
 Critical reading advances the understanding of the reader by not taking the text by its face value. It studies the
composition’s every nook and cranny until you find the author’s inconsistencies, oversights, limitations and other
reasonable arguments that is often overlooked by a normal reader
Goals of Critical Reading
Prentice Hall has enumerated the following critical reading skills:
1. The ability to distinguish between fact and opinion
2. The ability to identify the author’s purpose
3. The ability to make inferences
4. The ability to recognize the author’s tone
5. The ability to recognize persuasive techniques

LESSON 1.1 Facts versus Opinions

 A statement of fact is characterized by its ability to be verified through experimentation, personal observation or
credible sources.
 On the other hand, a statement of opinion needs further evidence and other valid supporting details to be proven true.
 Facts are statements that can be checked or proved. We can check facts by conducting some sort of experiment,
observation or by verifying (checking) the fact with a source document.
 Facts often contain numbers, dates or ages and facts might include specific information about a person, place or thing.
 An opinion, on the other hand, is a statement that cannot be proved or checked. It tells what someone thinks, feels or
believes.
 Clue words for opinion statements are: think, believe, seem, always, never, most, least, worse, greatest.
 To recognize a fact or an opinion, ask yourself, “Can this statement be proved?”. If your answer is YES, then that
statement is a fact; if your ANSWER is NO, then that statement is an opinion.

Lesson 1.2 Author’s Purpose and Tone

 An author’s purpose is his reason for or intent in writing. An author’s purpose may be to amuse the reader, to persuade
the reader or to inform him.
 An author’s purpose is reflected in his tone.
 Tone reflects the author’s attitude in approaching the topic. According to Forlini, “an author chooses words according
to his/her attitude toward the topic and how the author expects the reader to respond to the material.”
 Purpose is the reason an author writes about a topic. An author may have a more specific purpose in mind other than to
inform, entertain or persuade him. To figure out the author’s purpose, you as the reader, must consider the main idea,
thought pattern and tone.

Analyzing a Written Text

In analyzing a written text, it is important to take note of the following elements as well as the guide questions that come with
it:
• Purpose/Context – What does the text aim to do? Does it mean to persuade or does it contribute to a discussion of an existing
topic? What content does the text cover? What purpose does it serve its readers?
• Author/s – Who wrote the text? What are his qualifications for writing about the topic?
• Audience – What is its target audience? Where is the text found? What does the author expect the reader to get from his/her
composition? Are you a part of the author’s audience?
• Topic and Position – Is the author’s argument on the topic at hand supported by valid evidence? Is the author’s position clear? Is
it presented as objective? Is his/her stand based on other author’s position or simply from personal observation/experience?
• Research/Sources – Do previous researches have a role in supporting the author’s argument? Which of the references elicits
further discussion?
• Proof/Evidence – What are the proofs/evidence presented by the author throughout the text? Did they come from credible
sources? What type of proof is used by the author (e.g. references to other work, interpretations of other work, original research,
personal experience, author’s opinions, critical analysis, etc.)? Do these proofs validate the argument? Which of the evidence
carries the most weight?
• Organization – How are the information organized in the text? For what particular reason are they arranged in this particular
way? Where the author did plainly states his/her stand on the topic? Is the organization driven more by the content (the
information that needs to be presented), by the authors' argument, by the needs of the audience, or by some combination of the
three?

2|READING AND WRITING SKILLS

• Style – What can you infer from the author’s choice of words? From what perspective did the author write the text? Was he/she
inclusive with his/her choice of words? Did they use jargons or slanted meanings? If there are, were they properly defined for the
reader’s convenience and understanding? What other writing techniques did the author apply in writing the text? Analyze each
sentence structure, figurative language and rhetorical questions existing in the text.
• Drawing Conclusions – What does the author want to highlight? Compare and contrast the text with other similar ones. Identify
the similarities and differences in their approach of the same topic.

Lesson 1. 3- Making Inferences

An inference is an idea or conclusion that’s drawn from evidence and reasoning. An inference is an educated guess. When
you are making an inference, you are reading between the lines or just looking carefully at the facts and coming to conclusions.
The text, by itself, does not contain meaning. It is up to the reader to interpret the meaning of the words, their usage and
structure in the text. The reader infers an interpretation of the text through prior knowledge, social conventions, shared experience or
shared values.
Inferences are essential in both written and spoken communication. A single sentence may contain a variety of assertions.
Reading is “an active, reflective, problem-solving process.” Readers do not simply read the words, but ideas from a collection of
assertions.

Some examples of inferences are the following:

 A boy is wearing a Led Zeppelin T-shirt, glasses, and his shoes have mud on them. One can infer he likes Led Zeppelin, his
eyesight is poor and he walked through mud.
 You adopt a puppy from the shelter and he seems nervous and scared. He hides from loud noises and had some noticeable
scars. You can infer that he was abused by his former owner.

What’s more
Activity 3: TIME TO INFER!
Let’s try if you can infer using different items
inside the balloon. The first one has been
done for you.

Items I can infer that…

Vaccination Card All the guest in the birthday party should be fully vaccinated.
Gifts
Number Cake
Birthday Banner
Teddy Bear

What I can do
ACTIVITY 4: THINK! THINK! THINK!
In a clean sheet of paper, write a 150-word essay as your explanation to this quotation from Francis Bacon,
“Read not to contradict and confuse; nor to believe and take for granted; not to find talk and discourse; but to weigh
and consider.” You will be graded based on the provided rubrics below.

Criteria Percentage
CONTENT 30
ORGANIZATION 20
LANGUAGE 25
GRAMMAR 25
TOTAL 100%

Assessment
After our lesson, let us now check what you have learned. Read the questions carefully, and choose the letter
of the correct answer, then write your answers on the blanks provided before each number.
1. Is an idea or conclusion that’s drawn from evidence and reasoning.
A. Interference C. Tone
B. Fact D. Purpose

3|READING AND WRITING SKILLS

 2. It is characterized by its ability to be verified through experimentation, personal observation or credible sources.
A. Statement of Opinion C. Audience
B. Statement of Fact D. Resources
3. It is how the information organized in the text.
A. Style C. Organization
B. Position D. Context
4. It is the reason an author writes about a topic.
A. Purpose C. Topic
B. Tone D. Reason
5. It goes beyond recognition of the text’s meaning and restating it in your own words.
A. Critical Reading C. Statement of Opinion
B. Drawing Conclusions D. Statement of Fact
6. It needs further evidence and other valid supporting details to be proven true.
A. Statement of Fact C. Proof and Evidence
B. Statement of Opinion D. Research and Sources
7. The one who wrote the text.
A. Reader C. Checker
B. Author D. Presenter
8. It reflects the author’s attitude in approaching the topic.
A. Purpose C. Tone
B. Audience D. Style
9. It is an active, reflective, problem-solving process.
A. Speaking C. Reading
B. Writing D. Thinking
10. The statements are the goals of critical reading except.
A. The ability to identify the author’s purpose
B. The ability to distinguish between fact and opinion
C. The ability to make inferences
D. The ability to know conclusions.

What I can show

Which category in 21st Century skills do you think the core of our topic falls in? (Communication, collaboration,
creativity, critical thinking, productivity, leadership and technology literacy). Explain why.

Prepared by:
Noted by:

Ms. Jessa Nina M. Balbacal

Mrs. Rochelle May G. Gayacan, LPT
STUDENT TEACHER
SUBJECT TEACHER

ANSWER SHEE
**THIS PORTION OF THE MODULE SHOULD BE SUBMITTED BACK TO MA’AM ROCHELLE FOR CHECKING**

Name of Student: ________________________________________________ Grade/Strand: _________________

Present Address: _________________________________________________ Contact no.____________________
Subject Matter: READING AND WRITING SKILLS
Topic: LESSON 1: Text and Context Connections

WHAT I KNOW
Instruction: Write one (1) fact and one (1) opinion for each picture.

Fact:
Opinion:

4|READING AND WRITING SKILLS

 Fact:
Opinion:

Fact:
Opinion:

WHAT’S NEW

Activity 1: FACTS vs. OPINION

Instruction: Identify whether the following statements are statements of fact or opinion. Draw for statement of fact and
for statement of opinion.

Statements Answer
St. Blaise Community Academy Inc. is located at Poblacion San Luis Batangas.
MetroBank is the best bank in the Philippines.
Sunsilk is a brand of shampoo and conditioner.
BMW is the fastest and most sporty car ever.
Rodrigo Duterte is the current president of the Philippines.

WHAT’S MORE
Activity 3: TIME TO INFER!
Let’s try if you can infer using different items inside the balloon. The
first one has been done for you.

Items I can infer that…

Vaccination Card All the guest in the birthday party should be fully vaccinated.
Gifts
Number Cake
Birthday Banner
Teddy Bear

WHAT I CAN DO
ACTIVITY 4: THINK! THINK! THINK!
In a clean sheet of paper, write a 150-word essay as your explanation to this quotation from Francis Bacon, “Read not to
contradict and confuse; nor to believe and take for granted; not to find talk and discourse; but to weigh and
consider.” You will be graded based on the provided rubrics below.

5|READING AND WRITING SKILLS

 Criteria Percentage
CONTENT 30
ORGANIZATION 20
LANGUAGE 25
GRAMMAR 25
TOTAL 100%
ASSESSMENT
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

WHAT I CAN SHOW

Which category in 21st Century skills do you think the core of our topic falls in? (Communication, collaboration, creativity, critical
thinking, productivity, leadership and technology literacy). Explain why.

Prepared by: Noted by:

Ms. Jessa Nina M. Balbacal Mrs. Rochelle May G. Gayacan, LPT

STUDENT TEACHER SUBJECT TEACHER

6|READING AND WRITING SKILLS