Reading and Writing: Third Quarter

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Understanding Reading You have to take an active
reading by being mentally engaged
role in

Reading is a multi-faceted skill Define your goals in reading

 Word recognition  Always go back to “why” you wanted to
 Comprehensions (understand what you’re read in the first place
reading) Investigate Further
 Fluency and motivation  Invest on a wide range of reading
Reading is not just a basic skill materials that interest you and give them a
 Reading is assigning symbols (Alphabet) try
 Reading is making sense of the text Negotiate with your environment
(assigning not just the symbol but also  Create an environment that is conducive
the definition for reading
 As you move along, we learn new skills Gauge your reading capability
Reading is a complex process  Know your reading level to know which
 Undergoes a series of stages material suits you best
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Before, during and after you read
Use of different strategies
Different Stages of Reading
 Cannot be controlled or restricted to one
or two interpretations
Development
Stage 0 (Zero)- Pre Reading-Stage “I WANT”
Reading is Situationally Bound
 There is no reading that occurs yet
 Dependent: Type of text
 6 months to 6 years
 R is influenced by situational factors
(context)  Desire to learn the language of his
environment
 Not everyone is good with reading all types
of texts  Child begins to utter incomprehensible
words
Reading is not the same as decoding
 The child should first learn how to
 Reading is not concentrated on recognizing speak/mumble
words
 “reading readiness or oral language”
 Reading goes beyond that = proficient (what
the text means)  syllables
Reading has proficiency that requires characteristics Stage 1 (One)- Initial Reading “I START”
 Accuracy – understand any material  The child knows the different letters of
the alphabet
 Fluency- read a material smoothly; it
doesn’t mean that you understand the  The child begins to learn how to read
general idea of the selection  The child begins to realize that the
different letters correspond to different
 A good reader is both accurate and fluent=
proficient reader symbols
Reading is problem solving  The child is able to assign names to
symbols seen in print
 Comparable to the jigsaw puzzle
 Learn how to spell a few words (3 letter
 Elements of texts- puzzle pieces
words)
 When you put them together you will
 Flashcards with pictures
fully understand a text
Stage 2 (Two) – Confirmation and Fluency “I IMPROVE”
Characteristics of Good Readers  Whatever skills the child learns in Stage 1
he puts into practice in this stage
 Strategic in monitoring the interactive
processes that assist comprehension  Whatever skill was learned is confirmed or
validated in stage 2
 Motivated to read and learn
 The child develops fluency
 Socially active around reading tasks
 Keep on reading words found in the
 Mentally engaged
environment
Tips on How to Become a  “Glued on the print”- keeps on reading
words that are found everywhere
Proficient Reader  No comprehension, just the ability to read
Reconstruct you Schedule Stage 3 (Three) – Reading for Learning the New “I
 You have to make reading a part of your ACQUIRE”
daily routine  Comprehension comes in
Equip yourself with good eyes  The child also realizes that everything he
 Make sure that you read in an reads will contain specific pieces of
environment that is good for your eyes information
Ask yourself questions while reading
  Learns vocabulary, background knowledge and  Your schemata interact with the text you're
strategic habits reading
 The child begins to look for other reading  Deal with textual (letters, words,
materials read them and try to learn sentences)
something from it  And non-textual (predictions, assumptions,
 A crucial stage (a stage full of curiosity) conclusions)
 Reading without any guide
Stage 4 (Four) – Multiple Viewpoint “I EXPLORE” Four P's of Reading
 The child begins to learn things that would Reading According To: Purpose (Reasons)
either validate or negate whatever he SKIMMING
learned  Getting the general idea (gist) or
 He becomes exposed to a wider range of understanding of a text
reading materials  Fastest type of reading
 Relearning or unlearning  Rapid-survey reading
 Childhood ruins (opposite of what you know)  E.G: buying a new book (looking at cover of
 Relate with different perspectives books, research abstract, cramming)
Stage 5 (Five) – Construction and Reconstruction “I SCANNING
DECIDE”  Looking for particular/ specific
 Highest level of reading development information in a text
 Reading selectively  “skip more than you read”
 Forming own opinions and decide what to  “scanning as search reading”
believe in  E.G: Dictionary, Recipe Book, Menu,
 Generate new ideas Directory, Table of Contents
INTENSIVE/ FUCNTIONAL
Understanding the Reading  “Word for word type of reading”
 Materials related to your course
Material  Content area reading (CAR)- various sources
Schemata of knowledge
 The mind's ability to understand what we're  Periodicals, Articles, Textbooks made for a
reading certain field of specialization
 Also called " The Background knowledge" EXTENSIVE/ RECREATIONAL
 Can be obtained from Experiences and  “light type of reading”
Acquired Information  Leisure time- make use of free time
 Magazines
Process of Reading Simplified DETAILED STUDY READING
1. Recognize the printed language  Practicing a method in understanding
2. Assign meanings to symbols based on
 SQ3R- Survey, Question, Reading, Recall,
schemata (you are comprehending)
Review
3. Relate schemata with the author's ideas
4. Create or modify knowledge about the text  Well-developed comprehension and creative
based on combined schemata and author's thinking skills
ideas  For academic study (research, RRLs)
 You have to produce an output n
Ways of Processing Information LITERATURE READING
 Exposes the reader to:
when Reading 1. Man’s best thoughts/ feeling about
1. Bottom- Up certain matter
 You are acquiring knowledge from the book 2. Different genres or types
 We rely more on the text than our Reading According To: PISA (Program for International
background knowledge Student’s Assessment) – survey
 Construct meaning from the basic units Reading for Education
(letters and words)  Obtain knowledge
 Very limited background knowledge  “reading to learn”
 Background knowledge (Experiences) Reading for Work
 Work-Related Material
2. Top- Down  “Reading to do”
 From your background knowledge obtained Reading for Private Use
from past experiences, you can apply this  Personal Reasons
to reading different selections  Interesting, Enjoyable, Useful
 Assumptions Predictions Generalization Reading for Public Use
Conclusion
 Social Awareness
3. Interactive  Current Happenings in Society
Reading According To: Program- instructions in reading  Appeals to our sense of beauty
Read-Aloud Intellectual Value
 Enhance the way a student speaks  Stimulates thought
Shared Reading Spiritual Value
 Collaborative Reading (2 or more)  Uplift Faith in God
 Exchange of thoughts, insights Suggestiveness
Guided Reading  Refers to the emotional value
 Guide Questions are given Permanence
Fluency  Timeless and Timely (Classic Books)
 Master of pronouncing words Universality
 Next stage of read-aloud stage  Cuts across gender, nationality, race
 There is an evaluation (butting in) to culture or age
correct our mistakes Style
Independent Reading  Author-Based
 Regular number of hours is dedicated to
reading, student select the materials Genre
 DEAR (Drop Everything and Read) - Dictionary
 Exposure to other kinds of writings o Art History (History, Portrait, or
Developmental Landscape), Music
o Any group of artistic composition with
 Identified reading skills for different
similar characteristics
levels
- Language
 AEP (Scholastic)
o Spoken
Selective o Written
 Skim and scan as techniques when selections o Any form of oral and written
are too long communication with observable patterns
Remedial - Everywhere
 To address the reading weaknesses (special o Oral
classes) o Written
Strategic o Sunday Sermons
 You think out loud o Telephone Conversations
 You find yourself talking to yourself to o Essays
understand the selection/ to explain o Research papers
something
According To: Performance- Understanding Genre and Reading
Texts with observable patterns help
Speed Reading
readers form generalizations about reading
 Getting information in the shortest amount materials. They are composed of words that
of time expresses thoughts of someone. Example you are
 Cramming asked to write an RRL.
Sub-Vocalized Reading
 To say in one’s mind how a word in the text Literary Genres
should me pronounced Prose Poetry
 Rehearsal before speech, Processing of Fiction Lyrics
Answers Short Story, Novella Simple lyric, Song
Proofreading Novel Sonnet, Elegy, Ode
 Revise, Check Grammatical Lapses Non-Fiction Narrative
SPE (Structure Proposition Evaluation) Essay, Biography Ballad, Epic,
 Steps on whether to believe a claim or not Letter, Diary Metrical Tale,
o Recognize Language Metrical Romance
o Assign Meanings Dramatic
o Form Judgements Dramatic Monologue
Multiple Intelligences He or she states a
speech a long line
 Using Analytical and Practical Intelligence
Soliloquy
o Musical Intelligence- Musically Inclined
Speaking out your
o Bodily-Kinesthetic – Physically Active
thoughts
o Spatial Intelligence-
Character Sketch
o Interpersonal Intelligence- Social
Expressing the
o Intrapersonal Intelligence- Relationship
personality of your
to oneself
character
Literary Standards
Artistry
 o Her first attempt at attending the ball
Factual Genres was spoiled
- Information Report - Reaction
o Refers to basic concepts/ sentence o Conclusion
definition o Events that expresses the character’s
o You only answer the question “what?” feelings about his or her success or
o E.G.: What is Sinigang? failure
- Procedure o She lives happily ever after
o Process/Series of Steps
o E.G: How to cook sinigang Expository
Similar to the different factual genres
- Explanation
o Reasons for the existence of a term or - Enumeration
phenomenon/ shows causes and effects o Similar to information report
o Importance of something o Lists information about a topic, event
by a criterion
- Exposition o Focuses on the information
o Compare and Contrast
o (TRANSITIONAL DEVICES): one, first,
o Details showing different sides of an
next, finally, lastly, least of all,
issue
most of all
- Recount - Time Order
o Shows events o Focuses on the events
o Events in Chronological Order
o Describes or lists events in the order of
o Subjective occurrence
Narrative and Expository Texts o Recount
o First, second, third
o Widening the Horizon
o In 2002 (proponents and developers of text - Compare and Contrast
o Compare likeness and contrast differences
types)
o exposition
- R. Vacca and J.A. Vacca
- Cause and effect
- Meyer and Hermosa o Shows how facts or events happen or come
o These people developed narrative and into being cause of something
expository text types o explanation
- Forms of written texts with specific
- Problem- Solution
purposes which are the following: o Explains the development of a problem or
o To tell a story (NARRATIVE) suggests solutions
o To give information (EXPOSITORY) o Procedure
These types of reading materials are based
according to its structure Expository Text Structure
Narrative Texts Introduction
- Gives the subject of the text
Structure:
Body
- Iniating event
- Provides the sub-topics pertaining to
o When there’s a plot, there should be a
the subject
problem
o Refers to the problem in the story Ending
o An action or idea that sets events into - Brings the text to a close
motion
o Cinderella’s father died, and she begins Hypertexts
to suffer o Any language or text as it’s used and encoded
- Internal Response in any electrical device
o There will be an effect to the character o Online reading; world wide web
o Refers to the character’s reaction to o Very different from traditional reading
the iniating event, where he/she sets o Is like a maze; you’ll get lost if you don’t
the goal to solve the problem know how to navigate it
o She Becomes sad o NAVIGATING THE MAZE OF HYPERTEXTS by Mary
Mcnabb
- Attempt
o Actions
o The character’s attempt to solve the Qualities of Hypertexts
problem is evident in this part of the Interactive
texts The reader takes part in choosing what to read
o She tries to be happy as much as Multi-sequential
possible The process of reading and its outcome may
- Consequences vary from one reader to another
o Success or failure
o The result of the character’s success What Readers Should Possess When Engaged in Online Reading
or failure to solve the problem Comprehension-Monitoring Skills
Reviewing- use skimming and scanning
Evaluate- validate if factual or not
Synthesizing- application of evaluated
information