RW Updated Module 1 (1).pdf

 Reading and Writing Skills Governor Pack Road, Baguio City, Philippines 2600 Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786; 442- 2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Sectio...

 Reading and Writing Skills Governor Pack Road, Baguio City, Philippines 2600 Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786; 442- 2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section: Email: [email protected]; Website: www.uc-bcf.edu.ph MODULE 1 – RW Subject Teacher: READING AND WRITING CONNECTION (THE PROCESS APPROACH) At the end of this module, the student will be able to: a. apply schema theory to process a reading material; b. use metacognitive reading strategies before, during, and after reading to understand given texts; and c. dissect a paragraph using metacognitive reading strategies. “Reading is thinking cued by written language. Effective readers think within the text. Effective readers think beyond the text. Effective readers think about the text.” LEVELS OF COMPREHENSION In reading, comprehension is an active process. A reader becomes proficient when he or she is able to reach the four levels of comprehension: literal, inferential, evaluative, and applied. a. Literal comprehension: means that the reader understands what are stated directly from the text read. This is when the reader is able to understand the meaning and definition of words, the context and the content of the given reading text, the main idea and how the supporting details are interconnected with each other. This focuses more on the facts and details provided in the text. b. Inferential comprehension: means that the reader can make certain predictions based on the facts provided in the text. The focus on reading in any given text is now shifting toward understanding what is not directly stated in the text. The reader is able to look for implied meanings in the text and is able to put together pieces of information to make a food inference about the content and purpose of the author. c. Evaluative comprehension: considered as a further step up of one’s understanding of a given text. The reader must be able to make judgments based on what the reader was able to analyze. The reader is able to cite evidence from the text. The reader must also be able to cite evidence from the text. The reader must also be able to distinguish which ideas in the text are facts and opinions. The reader must be able to create comparison of ideas and determine cause and effect. At this level, readers are able to make conclusions and generalizations about a given text and have a wider scope of ideas. d. Applied comprehension: The reader must be able to respond to the text read. Aside from the reader expressing his or her opinions about the language, content, values, style, imagery and purpose of author at this point, the reader must be able to synthesize all these information It is also important to remember that literacy requires more than basic skills of beginning reading, writing, and arithmetic. It includes skills of comprehension and metacognition. THE READING PROCESS The Schema Theory Reading is the process of translating letters and other symbols into meaningful for understanding and use in everyday life. One of the most effective theories related to reading is the schema theory. Readers use three schemas, namely content schema, linguistic schema, and formal schema, in order to translate and understand text. a. Content Schema: background knowledge of the content area of the text b. Linguistic Schema: knowledge about vocabulary and grammar c. Formal Schema: organizational forms and rhetorical structures of written text. All these three schema theories are significant as these help learners interpret and organize information in written texts. Metacognitive Reading Strategies Metacognitive Reading Strategies make the readers conscious of how they plan, monitor, and evaluate their understanding of the reading material. a. Prereading (Planning) A "before" reading strategy refers to a method that readers employ prior to delving into a material that is connected to a lesson or unit of study. The goal is to provide the students with the necessary skills to start thinking critically about the material and to psychologically prepare oneself into reading it. A reader must start with a solid and comprehensive foundation before they can begin to build new information. His or her past, prior experiences, and prior knowledge make up this "foundation". b. While reading (Monitoring) Reading is an active process that involves finding, interpreting, and decoding information. It's about learning key concepts and pursuing knowledge. You may assess your understanding and keep your attention on important themes by using tactics while you read. These methods are essential for turning text into insightful knowledge and guaranteeing that you are absorbing and remembering the material. c. Post-reading (Evaluating) Reading strategies used after finishing a text help you summarize, consolidate, and finalize the information you’ve just read. These techniques reinforce the main ideas and offer an opportunity for deeper, critical thinking about the material. Just as pre-reading and during-reading strategies are crucial, post-reading strategies are equally important for ensuring you fully grasp and reflect on the content. They also show you what you can achieve and learn with focused effort. Reading is a process. While readers go through the process of pre-reading, reading, and post- reading, they use corresponding metacognitive reading strategies. Examples: Pre-reading a. Word splash b. Probable Passage c. Text Feature Walk While reading: d. Marking Strategy e. Question Creation Chart f. Story Map Post reading: g. Compose the Test h. Buzz Session i. Add-on information j. 3-2-1 THE WRITING PROCESS Dissecting a paragraph A paragraph is a piece of writing that focuses on one topic or idea. It usually consists of more than five sentences. The sentences in the paragraph explain and develop the topic. The first word in the paragraph is indented. Indention signals the beginning of a new paragraph. A single paragraph contains three (3) basic parts. These are the topic sentence, supporting details, and concluding statement. Long and written compositions may contain more than one paragraph. The topic sentence refers to the main point of the writer. It is also called the main idea. The first sentence usually serves as the topic sentence. However, In some instances, the main idea may also be found in the middle or end of the paragraph. A topic sentence should be clear and specific. Vague or general words should be avoided when writing topic sentences. The topic sentence has two parts: the topic and the controlling idea. The topic says what the paragraph is all about, while the controlling idea expresses the writer’s idea, opinion, or attitude towards the topic. Study the sentence below. Identify the topic and the controlling idea. Common holiday practices have a negative impact on the environment. The main topic in the sentence is the impact of common holiday practices on the environment. The controlling idea is the word negative. The main purpose of the controlling idea is to allow the writer to focus on one particular aspect of the topic. In the example, the readers expect the writer to discuss how common holiday practices can cause negative (not positive, productive, helpful, etc.) impact on the environment. Thus, the word negative in the topic sentence controls or limits the set of information that should be presented in the paragraph.  Dissect That Sentence! Study the following topic sentences. Write the topic in the first column and the controlling idea in the second column. Topic Controlling idea 1. Recycling paper can reduce deforestation. 2. Christmas holidays lead to the overuse of electricity. 3. People spend excessively during the holiday season. 4. Production of organic food is environment-friendly 5. Eco-friendly holiday gifts are cheap yet unique Do’s and Don’ts in Writing the topic sentence 1. A topic sentence cannot be a fragment; it must be a complete sentence. Poor: The demand of success. Better: Success demands patience, guts, and determination. 2. A topic sentence must not be in the form of a question. Poor: Who is a good leader? Better: A good leader is a man of focus, dedication, and determination. 3. A topic sentence must not contain statements such as “I think”. Poor: Excellence, in my opinion, is always a choice. Better: Excellence is always a choice. 4. A topic sentence must not be expressed in a muddled or incoherent language. Poor: Beauty is something that is cherished by everyone because when you are beautiful it means that you have a good heart and you believe in yourself that is why everybody loves you. Better: Beauty is confidence. Types of paragraphs 1. Introductory paragraph Makes up about 15% of the whole theme. It makes the purpose of the composition clear It arouses the interest of the reader 2. Supporting paragraph The body of the theme It contributes to the 75% of the composition It is longer than the introductory and closing paragraph put together It may define or explain, or provide illustrations, prove an argument, and so on.  3. Transition paragraph Special kind of a supporting paragraph It’s a change of thought in between Customary short It serves as a bridge to link any change of thought from preceding paragraph to the succeeding paragraph 4. Dialogue paragraph It is generally found within the narrative form of discourse Set off by quotation marks 5. Closing paragraph It may be a form of summary, conclusion, quotation, challenge, suggestion, or rhetorical question that ends a theme. Barot, J.S. (2016). Academic reading and writing for senior high school. Quezon City: C&E Publishing, Inc Cidro, M, et.al. (2022). Integrated English for Effective Communication. Quezon City: The Phoenix Publishing House Inc. Hamada, I.N. (n.d). Your roadmap to successful writing. Philippine Military Academy Pajares, F. (n.d). Discourse Analysis. National Academic Digital Library of Utopia. Retrieved from http://ndl.ethernet.edu.et/bitstream/123456789/79295/3/Discourse%20Analysis%20han.pdf