ENGLISH HANDOUT 2.pdf

Dr. Carl E. Balita Review Center CBRC Headquarters 2nd Flr., Carmen Building, 881 G. Tolentino St. corner España Blvd., Sampaloc, Manila 1008...

Dr. Carl E. Balita Review Center CBRC Headquarters 2nd Flr., Carmen Building, 881 G. Tolentino St. corner España Blvd., Sampaloc, Manila 1008 Academics and Services Department (ASD) Education – LET DEVELOPMENTAL READING I. LEVELS OF COMPREHENSION a. Literal comprehension means reading the lines, getting the information drift, answering questions on knowledge: who, what, where, and when b. Interpretative comprehension means reading between the line, combing information, and making inferences and comprehending them : how and why questions c. Critical analysis means evaluation of characters, pilot, and style; answers open- ended questions d. Applied or reading beyond the lines, using information to express opinions and form ideas, involves application, analysis, synthesis. (e.g. if you were ______, what would you do? II. GRACE GOODELL’s READING SKILLS LADDER 1. Basic sight words  220 most frequently found words in books that children read.  cannot be sounded out because they do not follow decoding rules, so they must be learned as sight words. 2. Using phonetic analysis 3. Using structural analysis 4. Structural Analysis  breaking down unknown words into prefixes & suffixes, then into syllables. Ex. Bicyclist bi – prefix, meaning ‘two’ cycle – root word, meaning ‘wheel’ ist – a noun suffix, meaning ‘a person who’ 5. Using contextual clues  Synonyms - Ex. Bill felt remorse, or shame, for his harsh words. ACADEMICS AND SERVICES DEPARTMENT - ASD   Antonyms - Ex. Marty is gregarious, not like his brother who is quiet and shy.  Cause and Effect - Ex. The intrepid warrior led the assault on the well guarded fortress.  Explanation - Ex. Something in the refrigerator has a putrid odor; the smell was rotten when we opened the door.  Examples - Ex. There is a 30 percent chance of precipitation, such as snow or sleet.  Appositive - Ex. At night you can see constellations, groups of stars, in the sky. 6. Vocabulary Reading 7. Finding the main idea 8. Finding the supporting details 9. Interfering meanings, drawing conclusions 10. Classifying and organizing facts 11. Using parts of a book 12. Using the dictionary 13. Using the encyclopedia 14. Borrowing library books 15. Private library collection 16. Reading from mass media 17. Using Reading from the internet III. THREE MODELS OF READING STRATEGIES: a. Bottom- Up (Text-based)- reading begins with letters on a page that the reader must distinguish and organize as words, sentences, and meaningful paragraphs b. Top-Down (Reader- based)- reading begins with the reader’s mind set to hypothesize and predict from paragraphs, stories, and poems to be read, based on past experiences with language and the world. c. Interactive- readers use text features and background knowledge to understand print. IV. FOUR-PRONGED APPROACH TO TEACHING READING - literature-based integrated and balanced approach to teaching beginning reading a. literature-based = uses stories or poems as a spring board for other skills & as a tool for developing genuine love for reading b. integrated = integrates literature and skills (a. critical thinking, starting with noting the important details of a selection, making interpretations, making judgments and valuing; b. decoding and encoding skills) ACADEMICS AND SERVICES DEPARTMENT - ASD  c. balanced =uses whole language approach (taps on learners’ prior knowledge and experience) and explicit instruction (teaching topics directly to them; example: lecture.) d. four-pronged approach (four components) Grammar and Language Development Steps* 1. genuine love for reading 1: Introduction (Story as springboard) 2. critical thinking 2: Teacher Modelling/Direct Instruction 3. grammar and oral language development 3. Guided Practice 4. transfer stage 4. Individual Practice V. EFFECTIVE READING STRATEGIES a. What do we do before reading?  activate students’ prior knowledge, while extending, refining, and building schemata Strategies: - Overview - Vocabulary Preview - Structural Organizer - Student-Centered Study Strategies  PQRST= Preview, Question, Read, Summarize, Test  KWL = what I (reader) Know, Want-to-know, Learned  SQ3R = Survey, Question, Read, Recite, Review  SQ4R = Survey, Question, Read, Respond, Record, Review  PQ4R = Preview, Question, Read, Reflect, Recite, Review  PQ5R = Preview, Question, Read, Reflect, Recite, Review, Revise - Teacher-Directed Lesson Frameworks  Directed Reading-Thinking Activity (DRTA)  Guided Reading Procedure  Reciprocal Questioning (ReQuest) b. What do we do while reading?  Teacher guide reader-text interactions while reading is taking place Strategies: - Question Answering - Inserted Questions - Immediate Oral Feedback - Time Lines and Charts - Listing main ideas - Outlining, Paraphrasing, Summarizing c. What do we do after reading? ACADEMICS AND SERVICES DEPARTMENT - ASD   Teacher help students remember new ideas while getting feedback on how well texts have been understood Strategies: - Have students talk/write/make up tests about what they read - Encourage creative response to reading VI. PHONOLOGICAL AWARENESS SKILL 1. Blending sounds to words manifested when children mimic the process of sounding out unfamiliar words. For example, to read the word scrap, children have to retrieve the sound for each of the graphemes in the word /s/ /c/ /r/ /a/ /p/, then say them together to decode the word. 2. Segmenting words to sounds involves the breaking up of words into their component sounds (phonemes). 3. Deleting and manipulating sounds involves identifying the sounds in words, and deleting or swapping sounds to make new words.An example: "What is 'swing' without the /s/?" The answer would be "wing" VII. KINDS OF READING & TECHNIQUES a. Kinds of Reading according to purpose and manner of comprehending Extensive Reading  Reading for pleasure any topic of interest  Main Purpose: to relax and enjoy  Examples: reading comics, tales, novels, jokes, & other forms of light reading materials Intensive Reading  Careful and in-depth reading  Read for details or to extract specific information on particular topics  Subtypes: exploratory, study, critical, and analytical reading Subtypes of Intensive Reading Exploratory Reading  Get an accurate picture of a whole presentation of ideas or how the selection is presented (technique used: outlining) Study Reading  Read to gain maximum understanding of the text by employing SQ4R or SQ3R techniques Critical Reading  Question, analyze, and evaluate the text  Use critical thinking skills to differentiate between fact and opinion, etc. ACADEMICS AND SERVICES DEPARTMENT - ASD Analytical Reading  Careful attention to each word and its importance in relation to other words in a sentence (math problems, scientific formula, research hypothesis) b. Reading Techniques Survey Skim Scan PURPOSE to get broad, to concentrate your to help you find one overall picture of attention on the essentials specific bit of essentials in article, of a paragraph or series of information within a chapter, or book paragraphs relatively long reading HOW TO DO IT?  read title  read first sentence of  visualize thing to be  read first paragraph spotted – get clear paragraph  read last sentence of mental picture of the  read all headings, paragraph words italicized words,  read key words in  use all available graphs and tables between clues--capital letters,  read last hyphens, italics, paragraph synonyms, key words  read summary  use paragraph topical clues, such as words in boldface or italics WHT IS IT helps you to be It will help you get through It can help you find HELPFUL? selective material faster. information that you know is in the reading VIII. WORD FORMATION 1. Compounding – combination of two or more root morphemes. (mailman) 2. Blending – combination of two words with emission of some letters (spoon + fork = spork) 3. Clipping – a type of abbreviation where some letters of a word is omitted and read as is. (hamburger = burger) 4. Acronym – initial words are taken from a phrase and making a word out of it. (RADAR = Radio Detection And Ranging) (Note: Acronym is read like a word, Initialism is read as individual letters. Ex. WWW = world wide web) 5. Abbreviation – a shortened form of word with period. (mister = mr.) 6. Reduplication – (Rhyming Compounds) Words that are similar/ rhyming with each other. TOTAL: fifty-fifty, PARTIAL: hocus pocus 7. Affixation – a morpheme attached to a word to form a new one. a. Prefix – Affixes put in the beginning of words. (un + fair = unfair) ACADEMICS AND SERVICES DEPARTMENT - ASD b. Suffix – Affixes put at the end of words. (pain + ful = painful) c. Derivational – the word class changes. [fear (noun) + less = fearless (adjective)] d. Inflectional – the word class does not change. [play (verb) + ed = played (verb)] ACADEMICS AND SERVICES DEPARTMENT - ASD