GRADE 11

READING AND
WRITING SKILLS
FIRST SEMESTER
 LEARNING GOALS AND STANDARDS

• Describe a written text as connected

discourse.
• Realize that information in a written text
may be selected and organized to
achieve a particular purpose.
 LEARNING GOALS AND
STANDARDS
• Describe how written text can be considered
as a form of connected discourse.
• Differentiate the levels of reading
comprehension.
• Formulate questions depending on the
levels of reading comprehension.
 Introduction/ Motivation
Tail Tale!
(the class will write a story by writing a word on
a paper provided by the teacher)
• The teacher will show a blank paper, direct the students to think of a word.
• The story writing will be started by the teacher through writing a phrase or sentence
(to begin the story)
• The story will be continued by the students through writing the word, paper will be
passed to all learners.
• The teacher will assign somebody to read the story aloud .
• ask the students if they understand the story and if the story written is a connected
discourse(*students did not understand the story because the words written are not
connected to each other)
 Lesson Presentation
Week 1- Lesson 1
TEXT AS CONNECTED
DISCOURSE
 Play the link below and answer the
following questions:

https://www.youtube.com/
watch?v=p9MDya8jLd8
 Therefore Text as Connected
Discourse is a group of ideas put
together to make one central idea. It
has a structure which requires the
ideas in the discourse to be relevant
to each other.
Read the sentence aloud:

Apple banana blue walk tree

happy sing.

Question:
Does the sentence make sense?
 
In order to make text as
connected discourse use
transitional words.
EXAMPLES OF TRANSITION
WORDS
in contrast, finally, for example,
second, while, and, in addition,
either…or, next, although, nut
neither…nor
READING AND READING COMPREHENSION
a cognitive process of decoding
symbols to derive meaning from
a text.
 
So, it can be said that, reading is
a process that involves
recognizing words, leading to the
development of comprehension.
LEVELS OF READING COMPREHENSION
LITERAL – is an act of reading the lines. There
is no other meaning being comprehended apart
from what is already obvious.

• It deals with facts and details; rote learning

and memorization; and surface understanding
only
• Common questions used to illicit this type of
thinking are who, what when, and where
questions.
LEVELS OF READING COMPREHENSION
INFERENTIAL – is an act of reading
between the lines. It is searching for
meaning that is not clearly or explicitly
implied.

• It consists of tapping into prior

knowledge/experience and making
logical leaps and educated guesses.
LEVELS OF READING COMPREHENSION
CRITICAL – is an act of reading beyond the
lines. It is going beyond just understanding a
text. It requires readers to make judgments
about what they are reading based on an
evaluation.

• Tests in this category are subjective and

the type of questions asked are open-
minded, thought-provoking questions like
what-if and how.
 INTEGRATION

“Keep yourselves in the love of God, waiting for the

mercy of our Lord Jesus Christ that leads to eternal
life.” Jude 1:21
 INTEGRATION
Why do you think being connected with your
family, friends and God is necessary? How do
you maintain your connection with them?
Direct the students to have 1 minute personal prayer.
Explain to them that it is not just the text that we keep
connected, but our connection with the Almighty Father.
ASSESSMENT
Look at the text and questions. Beside each question, write
whether the question is Literal, Inferential, or Critical.
 
The Department of Science and Technology (DOST) –
Philippine Council for Health Research and Development
(PCHRD) has a Tuklas Lunas Development Program that
seeks to support drug discovery efforts by providing technical
and financial assistance to project proposals in this field.
Last March 17, 2015, the DOST-PCHRD recognized the
University of Santo Tomas as one of the country’s Tuklas
Lunas Development Center due to its merits in fields of Natural
Products Chemistry and Drug Discovery Research.
 
Questions:
 
1. What agency serves as the proponent of the
program?
2. Is the agency against the spread of diseases?
3. What can be improved in the program?
4. When was the recognition for the University of
Santo Tomas?
5. What fields will the University of Santo Tomas work
on?
6. What is the best title for the article?
Valuing Question:
 
Why is reading comprehension important? (Oral)
 
(Written) Read the passage and answer the questions that follow in complete sentences.
 
Plants are multicellular organisms with well-developed tissues that contain chlorophyll and carotenoids. They have
cell walls that contain cellulose and chloroplasts that store starch. They are autotrophic or can manufacture their own
food with the aid of sunlight and water. They are classified into four major divisions: nonvascular plants, seedless
vascular plants, gymnosperms and angiosperms.
Animals are also multicellular organisms, but they do not have the ability to manufacture their own food, and are
called heterotrophs. They depend on plants for their food, thus termed consumers. They are more numerous and
diverse than plants. About 95 percent of all animals lack backbones and are called invertebrates. They are characterized
by their small size, short life cycle and greater reproductive capacity. Unlike plants, animals do not possess chlorophyll.
 
Questions:
 
What is the passage all about?
What are invertebrates?
How do animals differ from plants?
How do plants live? How about the animals?
What is the best title for the passage?
 
 Read, and print a copy of the article written
by Matt Mayberry entitled,
“2 Practical Ways to Build the Mental
Toughness You Need in Business – and in Life”.
 
Link: https://www.entrepreneur.com/article/295880
 
Then in a separate sheet of paper, encircle the transition words
used and create questions about the article depending
on the three levels of reading comprehension. 
5 – literal level questions
3 – inferential level questions
2 – critical level questions
References:

Raymundo, Helen Cenizal, Reading and Writing Skills. Makati City: Diwa Learning Systems
Inc. 2016 pp. 3-4
 
Watchon, Christopher B., Esteron, Jerico J., Hernandez, Philippe Jose S., Ready to Write: A
Reading & Writing Textbook for Senior High School. Quezon City: SIBS Publishing House
Inc. 2017 pp. 3-5, 12
Tiongson, Marella Therese A., Rodriguez, Maxine Rafaella C., Reading

https://www.youtube.com/watch?v=p9MDya8jLd8