Capacity Building of Key Stage 1 Teachers on

Learning Recovery in Literacy and Numeracy

Module 1

Session 3
Enhancing Predicting Outcome Skill Toward
Improved Reading Comprehension
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MODULE NO: 1 Session 3

SESSION TITLE: Cause and Effect Artsy Attack!

SESSION OBJECTIVES:
Terminal objective: At the end of the session, the participants shall be able
to accomplish the identified tasks intended for each target group:

a. Proficient Teachers
Develop a lesson plan reflecting the identified strategies and
learning experiences on inferring cause and effect.

b. Highly Proficient Teachers

Create meaningful strategies and learning tasks on inferring
cause and effect.

Enabling objectives:
Specifically, they shall be able to:

a. discuss key contents about developing the target skill (infer cause and
effect);
b. exhibit skill in the use of appropriate strategies fit for the level of the
learners; and
c. acknowledge the value of the new trends in developing inferring cause
and effect skills.

CONTENT: This module is focused on “inferring cause and effect”, one of

the least learned competencies in literacy.

ESTIMATED TIME REQUIRED: 240 minutes

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Introduction

In the educational arena where resources can be taken anywhere and

anytime, in between are real-life learning situations that provide
opportunities for teachers to explore and utilize in the classroom as bases
for instruction. Its richness can never be denied; hence this module
captures some of them to ensure a happy classroom which in return
produces happy learners.

As you go through the pages, there will be nostalgic moments as to

the existence of the classroom activities that you consider working in the
early days which might find excitement in the hearts of the learners under
your care.

True enough, you, as teachers, have so many things in your baskets.

Most of them, if not all, are indispensable since anytime they can be useful
in certain contexts. It will just be a matter of choosing the right ones to fit
what the time and period need. So, make this material your closest
companion as you stride along the paths that your learners take, and
together let us see the beauty of the intellectual rainbow ahead.

Overview

Among the professional standards set for teachers, admittedly, on one side lie
those that fall along the most showcased. These take the big checks in the list of
strengths and best practices. On the other side are those bulleted along the
board of priorities in the roster of domains, strands, and indicators.
In this module, we will focus on:

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PPST INDICATOR:

• Proficient Teachers
Apply a range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills.

● Highly Proficient Teachers

Develop and apply effective teaching strategies to promote critical and creative
thinking, as well as other higher-order thinking skills

SUPPORT GROUP
Situation:
It is a common scenario that a teacher who wants to make his/her class
as meaningful as possible tends to be overwhelmed by the comprehension
questions in the reading springboard that must be done before dwelling on the
focus of the lesson. This, most of the time grabs the class time which makes the
teacher neglect the nitty-gritty of the main skill to be developed. As a result, the
core contents are not duly discussed or sketched out.

As an opener, examine the following excerpt of a lesson exemplar, then

ponder on the questions that follow.

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Probing Questions:

1. Do statements a,b,c give you a hint of the skill focus of the lesson?

2. Are the four sentences under Remember enough to scaffold the fixing of the target
skill?

3. Is the modeling strategy helpful in the learning process?

4. Teaching the same topic in one of your learning episodes, what

challenges did you encounter? How did you resolve them?

5. If you were to teach the same lesson, what strategy or strategies would you
use to provide initial inputs on the topic to the learners in the modeling
phase?

KEY CONCEPTS

Cause

An event that makes another occur

Categories of causes:

1. Necessary causes

One event must be present before another occurs.

One cause is necessary before another cause happens.

ex. TB exposure must happen before anyone can have a TB infection.

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2. Contributory causes

An aid for something to happen, but can’t produce effects singly

because there are other contributory factors.

Conditions that contribute to the result.

Ex. Lack of nourishment can cause illness. (...and other factors aside from

lack of nourishment)

Cause and effect relationship

A relationship between two objects and/or phenomena where one makes the
other happen.

Connectors for Cause and Effect

Words/phrases that connect or join the cause and the effect.

Ex. because, due to, therefore, consequently, in effect, as a result, etc.

Correlation

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The relationship between two things, objects and phenomena It is the

connection between two or more things.

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Effect
Something that happens after an occurrence or phenomenon.

One thing or things that occur after an event.

Temporal precedence

An event that happens in relation to another.

This tells that the cause is the main explanation for the effect, and no other.

Types of cause-and-effect structure

1. simple

one cause-one effect

cause effect

Ex. slippery pathway : accident

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2. Dominoes

cause/effect - then the effect becomes the cause of another effect and so

on chain reaction

Ex. typhoon — destruction of farms — increase in prices of farm products

— economic problem — hunger — death

3. Volcano

one cause - multiple effects

Ex. (cause) happiness : (effects) better sleep, becoming active, cheerfulness

4. Perfect Storm

multiple causes - one effect

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Ex. causes effect

improper waste disposal death of natural

resources cutting of trees

quarrying

5. Avalanche

simple/small cause - big/great effect

Ex. (cause) love for reading: (effect) best academic performance

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Signals for cause-and-effect relationship:

as in order to

because due to

so if…then…

consequently accordingly

as a consequence of for this reason

therefore This led to…so…

thus in effect

since as a result of

in as much as

Self-Reflection

Now, let us reflect on our current strategies for teaching learners how
to infer cause and effect by answering the questionnaire below.

TEACHERS’ PERCEPTION OF THE IMPORTANCE OF SKILLS IN INFERRING CAUSE AND EFFECT,

INSTRUCTIONAL PRACTICES, AND FUTURE ACADEMIC DECISIONS

Name: Date:

School: District:

Directions: Put a check mark (/) inside the box that best corresponds to your answer.
Likert Scale Self-reported Truth Response

4 Strongly Agree (SA)

3 Agree (A)

2 Disagree(D)

1 Strongly Disagree (SD)

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Start here!

Part I: I know…

TEACHERS’ PERCEPTION OF THE IMPORTANCE OF SKILLS IN INFERRING CAUSE AND EFFECT

As a Literacy Teacher, I perceive those skills on inferring cause 4 3 2 1
and effect… (SA) (A) (D) (SD)

1. ….. promotes brain development and imagination.

2. …develops language/communication and reasoning

skills.
3. … strengthens listening and reading comprehension.

4. … promotes scientific inquiry skills.

5. … recognizes a relationship between two things.

6. … demonstrates that one event is the result of another.

7. …fosters imaginative, creative thinking and cognitive

skills.

8. …encourages enthusiasm for listening and reading

due to varied and engaging activities.

9. …helps children become accustomed to hearing

different events, scenarios and experiences.

10. …develops cultural and moral understanding.

Part II: I do…

TEACHERS’ INSTRUCTIONAL PRACTICES

Directions: Put a check mark (/) inside the box that best corresponds to your
answer.
Likert Scale Self-reported Truth Response

4 Very True of Me (VT)

3 Mostly True of Me (MT)

2 Not Very True of Me (NVT)

1 Not at All True of Me (NT)

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My perceptions about the importance of skills on inferring cause 4 3 2 1

and effect guided me to…. (VT) (MT) (NVT) (NT)

1. …deepen and enhance my knowledge and teaching

strategies on teaching cause and effect relationships.

2. …provide differentiated instructions to learners based on their

needs, interests, and learning abilities.

3. …develop varied and contextualized instructional

materials on teaching cause and effect relationships.

4. …always make localized instructional materials on teaching

cause and effect relationships available and accessible.

5. …build a strong collaboration with colleagues and other

stakeholders to enhance my teaching strategies.

6. …develop authentic assessments to gauge the learning on

cause- and-effect relationship.

7. …utilize the data gathered from assessments results for

intervention.

PART III- I feel…..

I feel that __________________________________________________________________

I realized and plan to _______________________ ___________

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SUGGESTED LEARNING ACTIVITIES:

Teachers for sure have an array of classroom endeavors. There are those
that have been in store for quite some time. To give a fresh treat to the
learners, given below are classroom tasks that may also add color to the
learning environment teachers could try.

1. Sentence strips.

Sentence Strips is a strategy designed to assist learners with paragraph unity

and the inclusion of examples with specific details. The use of color and the
manipulation of separate strips of paper are compatible with brain research.

Directions for the teacher:

● Ahead of time, write causes on strips of paper and match effects on

another set of strips.
● Make sure there are enough for your whole class.
● Give a strip to each child with either a cause or an effect.
● When you say “go,” have the learners walk around until they find a match.
● When they’re done, they can quickly share their answers.
● This cause-and-effect activity is a great way to get learners out of their
seats and keep moving.

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2. Paper Chain.

A Paper Chain is a decorative chain of loops of colored paper. The beams are
hung with paper chains the children cut and glued. This will be a very artistic
way of teaching them inferring cause and effect.

Directions for the teacher:

● Similar to the sentence matching strips, write causes and effects on separate
pieces of foldable paper to hand out to the class.
● Learners can then create a paper chain where they loop together a cause and
an effect, incorporating a fun and artsy element to keep them engaged in the
lesson.
● Learners can either work in pairs or alone or have to swap papers and work
together to find the correct causes and effects.

3. Experiment!

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The experiment is a scientific test in which you perform a series of actions and
carefully observe their effects in order to learn about something. For teaching
cause and effect, nothing exemplifies or is better than an experiment.
Classroom experiments are activities where any number of learners work in
groups on carefully designed guided inquiry questions.

Directions for the teacher:

● Come up with a list of quick, simple experiments to do,
such as; putting lots of air in a balloon
putting coins on the wings of a paper airplane.

● Then, tell the class to work in small groups or as a whole class to come
up with a simple hypothesis.
● Help learners see that the setup of the experiment is the cause and what
happens (the result) is the effect.

Example:

a. putting lots of air in a balloon then..

Expected response - “The balloon will float in the air.”
b. putting coins on the wings of a paper airplane..
Expected response - “The paper plane will not fly high and far.”

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SUGGESTED ASSESSMENT STRATEGIES

1. Hand Signals

Hand signals allow learners to engage both verbally and nonverbally,

conversations that use them can be more inclusive. These can be used to rate or
indicate learners’ understanding of content. Learners can show anywhere from five
fingers to signal maximum understanding to one finger to signal minimal
understanding. This strategy requires engagement by all learners and allows the
teacher to check for understanding within a large group.

Directions for the teacher:

● Post the hand signals in the classroom so that learners can easily refer to
the visual reminder.
● Introduce one or two hand signals at a time.
● Demonstrate what the hand signal is and when learners should use it.
● Practice hand signal movements as a class.
● Give sample scenarios and ask learners to show which hand signals they
would use in each case.

2. Exit Ticket

Exit ticket or (ticket to leave) is an ideal way to end a class. It can serve a
number of purposes: provide feedback to the teacher about the class; require the
learner to do some synthesis of the day's content; challenge the learners with a
question requiring some application of what was learned in the lesson.

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This assessment strategy is very much applicable to inferring cause and effect,

especially to key stage 1 learners.

Directions for the teacher:

● Give prompts like;

1. Jack failed in the quiz because…
2. The baby cried, so…

(Aside from the prompts, teachers may use pictures, real objects, short stories, etc)

● Guide the learners in writing responses to a specific prompt. e.g. all the
possible causes that they can think of.
● Collect the responses as a “ticket out the door” to check their
understanding of a concept taught.
(This exercise quickly generates multiple ideas that could be turned into longer pieces
of writing at a later time.)

[Link] Corners

A quick and easy snapshot of learners’ understanding, Four Corners provides an

opportunity for learners’ movement while permitting the teacher to monitor and assess
understanding.

Directions for the teacher:

● Pose a question or make a statement.

● Tell the learners to move to the appropriate corner of the classroom to
indicate their response to the prompt.
(For example, in one of the corners, a posted prompt is “Liza got sick because…”, choices
might include “she played in the rain”, “she talked with a covid-positive patient,” “she ate
too many chocolates,” and “she did not like to eat vegetables.”)

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[Link] and Effect Mazes

Tasks that require learners to take into account more than one possible cause or
effect are more challenging. In order to complete these mazes, learners must
consider many causes or multiple effects. The learners receive a motivation to
complete certain of the mazes. They shade in all of the short scenarios that could
be possible choices of the specified cause in order to successfully finish the maze.

Directions for the teacher:

● Prepare texts with causes and effects arranged in a manner that looks like a
maze.
● Vary contents on each piece with the main focal point as to cause or effect.

● Tell the learners to shade the effects of a given cause or the causes of a given
effect.
● Inform them that the final output (with each piece) should be like a maze.

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OTHER SUGGESTED ACTIVITIES

1. Scenario-based

This is an interactive activity using real scenarios, and pictures at home, school, and
community. Scenarios will be used as instructional material/activity to develop lessons
on inferring cause and effect. Scenario-based activity can be best done during
cooperative learning wherein learners will be encouraged to participate in the group
discussion through brainstorming.
Directions for the teacher:
● Identify your learners and empathize with them
● Identify learning needs and outcomes
● Choose a situation for the scenario
● Choose the apt scenario structure

○ Skill-Based Scenario: In this scenario, the learner is expected to

demonstrate skills and knowledge he has already acquired.
○ Problem-Based Scenario: This type of scenario is ideal for situations
where learners have to integrate their theoretical and practical
knowledge to investigate a problem. Decision-making, logical reasoning,
and critical analyses are integral components of these scenarios.
○ Issue-Based Scenario: In this type of scenario, learners get to take a
stand on issues, usually with humanitarian perspectives, and explore
these to understand how these affect decision-making in professional
spheres.

○ Speculative Scenario: In this scenario, learners have to predict the

outcome of an event in the future based on their knowledge and
deductions.

○ Gaming Scenario: As is evident from the moniker, these scenarios

involve the use of games as learning tools.

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● Design your scenario

Designing a scenario is not just about crafting an engaging story; you have to also
ensure it remains instructionally effective. Here's what to keep in mind:
o Identify a realistic trigger event. The trigger event sets the scene for the
scenario to unfold and for a problem or conflict to come to the fore. Of
course, the trigger event must mirror the reality of the learners. Some
likely trigger events are a fire breaking out within the office premises or a
customer lodging a complaint.
o Create a believable and relatable protagonist. The protagonist in your
scenario is supposed to inspire the learners to modify or change their behavior.
So he should walk, talk, act, and dress in a way that learners can relate to.

o Turn feedback into effective instructional tools. Explain the mistakes

to the learners. Suggest alternate ways to arrive at solutions. Since your
technical guy is taking the pain to write the codes, you might as well
make the feedback more effective and instructional!

[Link] Signal Word.

This is another engaging activity wherein the teacher provides the class
sentences with certain signal word/s like because, so, since, due to, and
if…then. She/he will help the learners find the signal words to lead them in
identifying the cause and effect as they read the sentence. This can be best done
in a group activity.

Directions for the teacher:

• Introduce Signal Words

● Reverse Engineer Cause and Effect by Starting with Signal Words

● Put a cause-and-effect signal word, but don’t tell learners these are
cause and effect signal words.
● Ask learners to travel around the room in pairs.

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● Each pair will create a sentence that uses the signal word, write the
sentence on a sticky note that they will stick to the back of the poster,
and then copy the sentence onto a sheet of paper they will carry around
with them from station to station.
● Then, ask learners to move to the poster they started with, pull all the
sticky notes out from behind the poster, and read through them.
● Ask the learners what similarities they see in the sentences. What differences?

[Link] and Non-examples

● Put together about 20 examples and non-examples of cause and effect.

● Print the examples and non-examples out onto strips of paper or write
them on cards, then give the strips of paper or cards to a group of
learners.
● Then learners will work to see if they can figure out which are examples
and which non-examples.
● After your learners have separated the examples out, ask them to explain
why they chose to separate them the way they did.

[Link] Rhymes.

This can be in the form of poems or songs for children. Familiar and simple
nursery rhymes are great starting points to recognize causes and effects.
Teachers must collect nursery rhymes that will help learners infer cause-and-
effect relationships.

Sample Nursery Rhymes:

1. 12345 Once I Caught A Fish Alive If You’re Happy and You Know It
2. Jack and Jill
3. Five Little Monkeys Jumping on the Bed

[Link] Cause-Effect.

This play-based activity uses cards with causes or effects instead of numbers written in

the boxes.

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Directions for the teacher:

● Prepare HAPPY cards, see the sample below.

● Using the same rules in playing BINGO, tell the learners to match the cause
with the effect or vice versa
● Let them combine simple sentences with complex ones showing a cause-
effect relationship.
● Play the role of a caller.
● Call out the category CAUSE or EFFECT.
● Roll the conjunction dice.
● Read a simple sentence from the caller's deck of cards.

Sample of HAPPY CAUSE CARD

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BALLS/DICE: (Prepare five/four sentences or pictures that denote effects. Write

or draw them on cardboard to fit in the HAPPY Cause Card).
5 sentences or pictures - The doctor put his arm in a cast.
5 sentences or pictures - I have four cavities
5 sentences or pictures - The ice turned into water.
5 sentences or pictures -She got high grades.
4 sentences or pictures - The village was flooded.

Sample of HAPPY EFFECT CARD

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BALLS/DICE: (Prepare five/four sentences or pictures that denote causes. Write

or draw them on cardboard to fit in the HAPPY Effect Card)

5 sentences or pictures - He broke his arm.
5 sentences or pictures - I never brush my teeth.
5 sentences or pictures - She left the ice under the heat of
the sun. 5 sentences or pictures - It rained for three hours.
5 sentences or pictures - She studied hard.

[Link] and Effect Graphic Organizer

Graphic organizers are visual representations that help learners organize

ideas from the text. There are a large number of strategies for teachers to employ
in helping learners organize information. Graphic organizers are most effective
when they match the structure of the text or the content of instruction. Content
area text has different structures, and each corresponds with appropriate types
of graphic organizers.

Directions for the teacher:

● Use a picture that is glued at the center of the paper.

● Write the word cause above the picture with a word or words explaining the
cause.
● Let the learners draw arrows away from the picture and then write possible
effects.
● Let the learners start at a more basic level, and others might be ready to
deepen their thinking.
● Model the process of identifying the cause and effect for your learner.
● Provide them with a completed graphic organizer that serves as an exemplar.

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PROFESSIONAL DEVELOPMENT PLAN

After exploring this module, you now have a better appreciation of the
indicator.
Based on your professional reflection, think of ways on what you can do to
further enhance your knowledge, skills, and attitudes in this indicator.
“Fill in the personal action plan below.

STRENGTHS DEVELOPMEN ACTION PLAN TIMELINE RESOURC

What are T NEEDS What can you When E NEEDED
the skills What are the recommend for will you What
you are skills you need your impleme assistance/
good at? to improve? development nt your resources do
intervention? plan? you need to
implement the
plan?

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Resource Library

References

Bertik, Malia. (2021). 18 Cause-and-Effect Lesson Plans You’ll

Love. [Link]/cause-and-effect-lesson-
plans

Bressmer, Allison. (2022). Cause and Effect Definition and examples.

April 21, 2022. [Link]/cause -and-effect#

Clark,R., (2009) Accelerating Expertise with Scenario-Based Learning. Learning

Blueprint. Merrifield, VA: American Society for Teaching and Development

Hanson, Deb [Link]. (2018). 5 Types of Cause and effect you should
Teach. [Link]/2018/10/5-
typesofcause-and-effect
-ypu- [Link].

Ledford,Stephanie. (2022). 20 Cause and Effect Activities Students will Love.

Teaching [Link]/classroom-ideas
/cause-and-effect- Activities

Ponciano Flores M. et. al. 2015Let’s Get Better in English 3. Published by the
Department of Education

Van Deursen,A.J.A.M, Helsper, E.J. & Eynon, R.. (2014). Measuring

Digital Skills from digital skills to the tangible outcomes
project [Link] of Twente.

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