Term Papers

DEVELOPMENTAL READING ______________________________ A Compilation of Term Paper Presented to Dr. Lourdes Evangelista Abiog Pamantasan ng Lungsod ng Marikina

In Partial Fulfillment Of the Course Requirements for Education 5 Bachelor of Secondary Education

________________________________________________ By: BSE 2 – 1AE 2009

LIST OF BSE 2 – 1 AE -ÖAroy, Christopher

-Ö-

Balgua, Cherry Lou

Felizardo, Ruby

Bendicio, Maverly Ann

Fernandez, Maureen Claire

Biron, Charmaine

Guevara, Jonathan

Brinquis, Lilian

Longga, April Vanessa Longga, Jerico

-ÖCaballero, Josephine May

-Ö-

Camposano, Joy

Luaña, Lenie

Castor, Rose Fay

Maaño, Ma. Cherielyn

Cera, Jonnalyn

Mandalones, Jason

Climaco, Geneva

Marty, Carina Mendoza, Ronniek

-ÖCornico, Ma. Catherine

-Ö-

Cruz, Jerome

Paz, Roman

Dalanon, Katherine Rose

Ricablanca, Trina Rose

Del Rosario, Noree

Sarmiento, Roselle

Dela Rosa, Rhea

Tapel, Edness Tomesa, Maylen

-ÖDoinog, Jhoan

-Ö-

Doringo, Carlito

Tuyo, Marianne

Esmer, Janice

Villota, Ercheney

Esteban, Guillermo

Yanza, Catherine Anne

Evaristo, Daisy

2

TABLE OF CONTENTS Title Page

1

List of BSE 2 – 1AE

2

Lists

Page

Quadrant One 1. What is Reading?

5

2. Academic Reading: Skimming, Scanning, Browsing

11

3. More on Academic Reading: Note – taking, Organizing, Outlining

14

4. Aid to Comprehension: Graphic Organizer, Direct Reading, SQ4R

16

5. Use of Reference Material: Dictionary, Encyclopedia, Atlas,

23

Thesaurus, etc.

6. Expository Structure: Element, Linguistic Signal, Course Pattern,

26

Lexicon

7. Narrative Structure: Element, Story Grammar

30

Quadrant Two 1. Efferent Reading: Reading to Learn

33

2. Types of Informational Material and their Sources

37

3. Aesthetic Reading: Reading for Appreciation and Enjoyment

41

4. Reading Traditional Tale and knowing their Patterns and Variants

43

5. Reading to Modern Story: Element (Plot, Conflict, Turing Point,

46

Climax, Setting, Characters, Theme)

6. Reading a Book/Movie tie – in: Themes, Subplots, Characters

50

7. Poetry as Shape: Imagery, Voice, and Experience

54

8. Reading a Play (Simple Interpretation, Creative Classroom

72

Dramatics)

9. Reading a Persuasive Materials (Essay, Editorial, Column,

77

Advertisements)

10. Reading to Writing (Pattern Writing, Book Report, Journalist)

3

81

Lists

Page

Quadrant Three 1. Reading as a Neuro – physiological Process (eye, ear, brain,

83

Dominance, etc)

2. Reading as a Language Process (Halliday, Fries)

88

3. Reading as a Cognitive Process (Piaget)

90

4. Reading as a Skill/s (Gray/Gates)

93

5. Reading as a Psycho – social Process (Erikson, Vygotsky)

97

6. Reading as a Developmental Process (Chall)

102

Quadrant Four 1. Intrinsic Factors for Reading Achievement (Motivation, Intelligence, 115 Learning Styles, Self – Concepts, Interest)

2. Extrinsic Factors for Reading Achievement (The Material and the

119

Teacher as X – Factor)

3. Self – fulfilling Prophecy

123

4. The Pygmalion Effect

125

4

WHAT IS READING? Reported by: Marty, Carina Aroy, Christopher

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

5

WHAT IS READING? Reading is being defined as: •

An attempt to make meaning from what an author has written. It is finding out what someone is saying to the reader. It is a thinking activity which is predominantly getting and making meaning.

•

Is what the mind does with what the eyes see imprint, mind translate print into meaning.

•

Is a kind of mental listening, a process by which the author talk silently to the reader.

•

Is a thinking activity. It is getting and making meaning.

•

Is an information-processing activity. It is purposive, wherein the reader tries to match his purpose with that of the author. He reconstructs what the author intends to convey.

•

Is a multi-dimensional process.

The reader’s chief difficulty is reading for meaning. He primarily reads for the meaning, not for the process. The process of achieving the meaning is discourse, wherein the reader and the writer take turns to contribute to interaction because meaning is a function of interaction between the reader and the writer trough language. FLOW OF INFORMATION IN THE REDAING PROCESS IN TERMS OF TEXT AND READERS INTERACTION Three Major Theories of What Reading is:

1. Reading is a BOTTOM-UP process. The essential element is the written text. The staring points are letters, words and sentences. Some strategies: phonetic and structural analysis.

2. Reading is TOP-DOWN process. The focus of attention is the reader. The starting point is the reader’s schema.(prior knowledge and experience)

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3. Reading is both bottoms-up and top-down process. Reading is interactive process.

TEXT and READER’S INTERACTION READER Reader’s Schema Knowledge and Beliefs • About the word • About the language • About the structure

C O M P R H E N T I O N

TEXT Author’s Schema • • •

Content information Language Text structure

READING-WRITING CONNECTION In writing, the reader is absent and is unknown. So, the writer tries to enact the roles of A and B, anticipates Reader’s reaction and provides possible misunderstanding of knowledge attained. He shifts continuously from initiating to receiving message.

“Reading and Writing are view holistic process enables by underlying skills. They serve certain function our lives.”

7

-Carina Marty-

LITERATURE – BASED READING PROGRAM In LBRP, skills are taught in the context of authentic materials. SKILLS BASED

LITERATURE BASED

•

Start from skill (skill first, language

•

Start from materials (language first,

•

follows) Sequential, step by step

•

skill follows) Parallel, simultaneous (cooperative,

•

Basal readers, workbooks, worksheets, •

collaborative, synergetic) Trader books, inspired readers, Good

textbooks,

Literature

first

stories,

uninspired

readers (no involvement)

supports

cognitive,

psychological / analytical and values development, (folklore,

beauty

non-fiction,

of

language, biographies,

concept books in Science, humanities authentic materials.

1. Reading is a language process - it is Talk Written down.

CODE

WRITER

READER

As one reads, he carries with him his language skills of listening and speaking.

8

2. Reading is a thinking process - comprehension is affected by the schema or background information of the reader. Failure in reading is the result of the reader’s inability to link the material to his schema. OLD (One – way process)

NEW (Two – way process)

•

In an OLD WAY PROCESS, there is only a single way of learning, the text are just being read without further comprehension. And the arrows show that there is no intellectual conversation happens between the reader and the text.

•

In a NEW WAY PROCESS, the reader is active, there is an intellectual conversation happening between the reader and the text. The knowledge from the texts is absorbed and it brings out his / her own schema and language skills.

•

In CRICTICAL READING the focus is from the story to the writer himself. The writer expresses ideas creatively and inputs own perceptions, so the reader perceives the non – print, the unsaid and varied points of view, compares and controls ideas, values, principles, philosophy and theories.

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READING APPROACHES • • • • •

PRODUCT APPROACH Target is learning; learning to read Receptivity (passivity) WHAT Linear, Sequential learning Skills – based Practice and text –

• • • • •

based

PROCESS APPROACH Target is thinking; reading to learn Productivity (activity) HOW and WHY Parallel, Simultaneous learning Literature – based and Reader – based Interaction, Reciprocal

LITERACY – Integration of language activities with literature. Illiterate – one who cannot read nor write. Literate – one who reads and writes. Alliterate – one who can read and write but does not read nor write. Failure of many reading programs brought about recent theories:

1. SCHEMA THEORY – making sense of new information based on what one knows (reader’s background information, knowledge and experiences – the non – print) - the background needed before reading.

2. READER RESPONSE THEORY – focus on the reader’s personal response to the text or the transaction between reader and text The Schema Theory and Reader Response Theory resulted in the broad conceptualization of literacy and paved the way to literature – based reading program, a strong component of which is the reading – writing connection. Reading is enormously important in writing. Keith Johnson “A functional approach to writing is through reading comprehension. Good writers produce reader – based materials (dialogues) rather than writer – based ones (monologues). -Christopher Aroy-

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ACADEMIC READING (Skimming, Scanning, and Browsing)

Reported by: Esteban, Guillermo

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

11

ACADEMIC READING SKIMMING Skimming is the reading technique used to prepare for reading the entire selection thoroughly. Sometimes called previewing, skimming is not a substitute for thorough reading, just as watching a movie preview is no substitute for experiencing the entire film. o While Skimming, you try to detect in advance important keys to the authors meaning like sub-headings, topic sentences, words in bold or italics and summaries. o Skimming is used to quickly identify the main ideas of a text. o Skimming is done at a speed three to four times faster than normal reading. o People often skim when they have lots of material to read in a limited amount of time. The techniques of Skimming: 1. Read the title and subtitle of the material. 2. Read the first paragraph completely. 3. Examine each subheading within the text. Change each one into a question. 4. Seek the answer to each subheading question by reading just the first sentence of each paragraph below it. Do not advance to the next subheading question until you find your answer. 5. Examine all illustrations – photos, charts, maps, figures, tables, diagrams and other illustrations. 6. Look for highlighted words and phrases. 7. If your eyes catch any unfamiliar words while you are Skimming, write them down on a piece of paper. 8. Read the last paragraph completely.

SCANNING Scanning is the reading technique you use when you look for specific information from materials you do not intend to read from start to finish. Scanning is also useful in looking significant factual data – names, dates, quotes, definitions, formulas. o Scanning is technique you often use when looking up a word in the telephone book or dictionary. o You search for key words or ideas. o Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Steps in Scanning: 1. Before you start, think about the data you want to find. 2. Think about the data you are seeking are likely to look. 3. Allow your eyes to drift over the text without actually reading it.

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4. Do not forget to check graphic materials – pictures, illustrations, maps or graphs – and their captions for the data. 5. If you fail to find what you want after an initial scan, go back and examine the table of contents, indices, chapter, headings, and subheadings, topic sentences and highlighted words to narrow the search for your next scan.

BROWSING Browsing is the sort of reading where readers do not have any particular goals for reading and parts of a text maybe skipped fairly randomly and there is little need to integrate the information. Skimming and Scanning are different from Browsing: o o o

Skimming involves looking rapidly over a text for the gist or essence of it. Scanning involves looking rapidly for key words, searching for a specific answer. Browsing, at its worst, can be hopping between pages and sites aimlessly, driven by a lack of concentration.

13

-Guillermo Esteban-

MORE ON ACADEMIC READING (Note – Taking, Organizing, Outlining)

Reported by: Brinquis, Lilian

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

14

MORE ON ACADEMIC READING Note taking It is the ability to write down important facts quickly and accurately. Here are some suggestions about the mechanics of note taking: 1. Set up each page in an orderly format. 2. Split the page in half 3. Take note in your own words 4. Never use full sentences 5. Don’t erase a mistake 6. Emphasize important words 7. Abbreviate as much as possible

Outlining •

It is a compilation of definitions, rules, and other important information that functions as your private roadmap for the class.

•

A good outline is unique to you and reflective of how you study

•

It is a helpful strategy for understanding the content and structure of a reading selection.

•

The key to outlining is being able to distinguish between the main ideas and the supporting ideas and examples.

•

When you make an outline, don’t use the texts exact words

15

-Lilian Brinquis-

AIDS TO COMPREHENSION (Graphic Organizer, Direct Reading, SQ4R)

Reported by: Tomesa, Maylen

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

16

AIDS TO COMPREHENSION These are strategies that are very useful in incorporating comprehension to students these are only tools and not source of learning.

GRAPHIC ORGANIZERS An instructional tool used to illustrate a student or class prior knowledge about a topic or section of text. 1. Visual pictures of knowledge 2. Tools >powerful teaching and learning >facilitate group work >accommodate individual learning style. Uses of Graphic Organizers 1. Tools >motivation >assessment >assimilation >reflection 2. Material >books >videos >class discussions 3. Strategy >generate interest >activate background knowledge

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Kinds of Graphic Organizers 1. Concept Development Organizer Allows us to see how things in class are connected to each other. Example: Concept Map

Concept Chester/Bubble Map

2. Categorizing/ Classifying Organizer Example Tree diagram

Pyramid ….

….

….

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3. Comparing Contrasting Organizers Example: Venn diagram

4. Sequence Organizer Allow us to see the step by step process of a thing. See how things or event happened. Example: Flow Chart

5. Relational Organizer Example: Semantic Web

19

6. Evaluation Chart Organizer 90 80 70 60 50 40 30 20 10 0

East West North

1st Qtr

2ndQtr

3rdQtr

4thQtr

Direct Reading Grellet (1981:12-13) Three main types of Strategies in Reading Skills

Sensitizing

Improving Reading skills

Making inferences Understanding relation within the sentence Lingking Sentences and ides

From Skimmimg to Scanning predicting Previewing Anticipating skimming Scannimg

SQ3R METHOD Survey! Question! Read! Recite! Review!

Before you

•

The title, headings, and subheadings

read, Survey

•

Captions under pictures, charts, graphs or maps

the chapter:

•

Review questions or teacher-made study guides

•

Introductory and concluding paragraphs

20

•

Summary

Question

•

Turn the title, headings, and/or subheadings into questions;

while you are

•

Read questions at the end of the chapters or after each

surveying:

subheading; •

Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?"

•

Note:

Ask yourself, "What do I already know about this subject?" If it is helpful to you, write out these questions for

consideration. This variation is called SQW3R When you

•

Look for answers to the questions you first raised;

begin to

•

Answer questions at the beginning or end of chapters or study

Read:

Recite

guides •

Reread captions under pictures, graphs, etc.

•

Note all the underlined, italicized, bold printed words or phrases

•

Study graphic aids

•

Reduce your speed for difficult passages

•

Stop and reread parts which are not clear

•

Read only a section at a time and recite after each section

•

Orally ask yourself questions about what you have just read

after you've read a

or summarize, in your own words, what you read •

section:

Take notes from the text but write the information in your own words

•

Underline or highlight important points you've just read

•

Use the method of recitation which best suits your particular learning style but remember, the more senses you use the more likely you are to remember what you read - i.e., TRIPLE STRENGTH LEARNING: Seeing, saying, hearing-

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QUADRUPLE

STRENGTH

LEARNING:

Seeing,

saying,

hearing, and writing!!! Review:

Day One

an ongoing process.

•

After you have read and recited the entire chapter, write questions in the margins for those points you have highlighted or underlined.

•

If

you

took

notes

while

reciting,

write questions for the notes you have taken in the left hand margins of your notebook. Day Two •

Page through the text and/or your notebook to re-acquaint yourself with the important points.

•

Cover the right hand column of your text/note-book and orally ask yourself the questions in the left hand margins.

•

Orally recite or write the answers from memory.

•

Make "flash cards" for those questions that give you difficulty.

•

Develop mnemonic devices for material that need to be memorized.

Days Three, Four and Five •

Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated.

•

Make additional flash cards if necessary.

22

-Maylen Tomesa-

USE OF REFERENCE MATERIALS (Dictionary, Encyclopedia, Atlas, Thesaurus, etc)

Reported by: Bendicio, Maverly Ann

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

23

USE OF DIFFERENT REFERENCE MATERIALS A

reference

is a relation between objects in which one object designates by

linking to another object. Such relations as these may occur in a variety of domains, including logic, computer science, time, art and scholarship. Although the objects which the term reference applies may be of a varying character ranging from concrete examples such as reference work which includes pointers or symbols. The nature of reference as a role in language and thought has been around since the 19th Century. During this time of applying it is an important topic of discussion. An object that is referred to as a reference (where the reference leads) is called a referent.

A

dictionary

is a book of alphabetically listed words in a specific language,

with definitions, etymologies, pronunciations, and other information; or a book of alphabetically listed words in one language with their PIE equivalents in another, also known as a lexicon.

An

encyclopedia

is a comprehensive written compendium that contains

information on either all branches of knowledge or a particular branch of knowledge. Encyclopedias are divided into articles with one article on each subject covered. The articles on subjects in an encyclopedia are usually accessed alphabetically by article name and can be contained in one volume or many volumes, depending on the amount of material included.

A

thesaurus is a book that contains synonyms and sometimes antonyms, in

contrast to a dictionary, which contains definitions and pronunciations.

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almanac (also spelled almanack and almanach) is an annual publication

An

containing tabular information in a particular field or fields often arranged according to the calendar. Astronomical data and various statistics are also found in almanacs, such as the times of the rising and setting of the sun and moon, eclipses, hours of full tide, stated festivals of churches, terms of courts, lists of all types, timelines, and more. A

newspaper

is a written publication containing news, information and

advertising, usually printed on low-cost paper called newsprint. General-interest newspapers often feature articles on political events, crime, business, art/entertainment, society and sports. Most traditional papers also feature an editorial page containing columns which express the personal opinions of writers. Supplementary sections may contain advertising, comics, coupons, and other printed media. Newspapers are most often published on a daily or weekly basis, and they usually focus on one particular geographic area where most of their readers live. Despite recent setbacks in circulation and profits, newspapers are still the most iconic outlet for news and other types of written journalism.

Magazines, periodicals or serials are publications, generally published on a regular schedule, containing a variety of articles, generally financed by advertising, by a purchase price, by pre-paid magazine subscriptions, or all three. A

journal

(through French from late Latin diurnalis, daily) has several related

meanings: •

A daily record of events or business; a private journal is usually referred to as a diary.

•

a newspaper or other periodical, in the literal sense of one published each day;

•

Many publications issued at stated intervals, such as magazines, or scholarly academic journals, or the record of the transactions of a society, are often called journals. Although journal is sometimes used as a synonym for "magazine," in academic use, a journal refers to a serious, scholarly publication, most often peer-reviewed. A non-scholarly magazine written for an educated audience about an industry or an area of professional activity is usually called a professional magazine.

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-Maverly Ann Bendicio-

EXPOSITORY STRUCTURE (Element, Linguistic Signal, Course Pattern, Lexicon)

Reported by: Biron, Charmaine

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

26

EXPOSITORY STRUCTURE Expository paragraph frames provide a structure for retelling information presented in expository text. They are based on the principle that information in exposition is structured in a way that is logical and serves to makes the information clear to the reader. In effect, the organizational structure-- the composition-- of the text provides the structure for its comprehension. If this is to be true, however, the student needs to be familiar with the various structures that authors employ and to have practice in utilizing those same structures in comprehension. There are five basic ways in which authors may choose to organize information in expository text: Text Structure

Description

Signal Words

Description/List

Each section opens with its main idea, and For

Structure

then elaborates on it, sometimes dividing instance, specifically, in the elaboration into subsections.

example,

for

particular, in addition

EXAMPLE: A book may tell all about whales or describe what the geography is like in a particular region. Cause Structure

and

Effect In texts that follow this structure, the reader Consequently, therefore, is told the result of an event or occurrence as a result, thereby, leads and the reasons it happened.

to

EXAMPLE: Weather patterns could be described that explain why a big snowstorm occurred. Comparison/Contrast Texts that follow this structure tell about the However, unlike, like, by Structure

differences and similarities of two or more contrast,

yet,

objects, places, events or ideas by grouping comparison, their traits for comparison.

whereas,

although, similar

different from EXAMPLE: A book about ancient Greece may explain how the Spartan women were

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in to,

different from the Athenian women. Order/Sequence

Texts that follow this structure tell the order Next, first, last, second,

Structure

in which steps in a process or series of another, then, additionally events occur. EXAMPLE: A book about the American revolution might list the events leading to the war. In another book, steps involved in harvesting blue crabs might be told.

Using a procedure such as paired reading, students are first asked to read and retell the selection they are studying. Meanwhile, the teacher will have created a paragraph frame for the text that students can work together to complete. The frame is made of a series of incomplete sentences (or sentence starters) that the students can complete by using information from the text. The resulting paragraph should summarize (and simplify, where possible) the original passage. For example, consider the following introductory paragraph from Microsoft as Encarta, a multimedia encyclopedia: The cell is the fundamental structural unit of all living organisms. Some cells are complete organisms, such as the unicellular bacteria and protozoa; others, such as nerve, liver, and muscle cells, are specialized components of multicellular organisms. Cells range in size from the smallest bacteria like mycoplasmas, which are 0.1 micron in diameter, to the egg yolks of ostriches, which are about 8 cm (about 3 in) in diameter. Although they may differ widely in appearance and function, all cells have a surrounding membrane and an internal, water-rich substance called the cytoplasm, the composition of which differs significantly from the external environment of the cell. Within the cell is genetic material, deoxyribonucleic acid (DNA), containing coded instructions for the behavior and reproduction of the cell and also the chemical machinery for the translation of these instructions into the manufacture of proteins.

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For this expository paragraph, the teacher would construct a descriptive frame like the following: All living things are made of cells. For example, ___________________, __________________________, ______________________________, _________________________ , and __________________________are all made of cells. Cells vary in size from ________________________________ to _______________________________________. All cells have 3 parts: ____________________, _______________, and ___________________. Every cell's DNA has 2 functions: _______________________________, And _____________________________________________________. The cell is the fundamental structural unit of all living organisms.

29

-Charmaine Biron-

NARRATIVE STRUCTURE (Element, Story Grammar)

Reported by: Fernandez, Maureen Claire

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

30

NARRATIVE STRUCTURE Narrative (Story) is a construct created in a suitable format (written, spoken, poetry, prose, images and song that describes a sequence of fictional or non-fictional events. It may be spoken, written or imagined, and it will have one or more points of view representing some or all of the participants or observers. ELEMENTS OF A NARRATIVE One of the starting points for interpreting and writing about imaginative works is to analyze the elements of narration. Here are some questions that may lead you to consider how the various elements are working in a particular text. 1.

Themes--the central meaning of a text

Are the ideas limited to members of the group represented by the characters (age, class, race, nationality, and dominant culture)? Are these ideas applicable to general conditions of life? What values are embodied in the idea? 2.

Characters--

How are ideas in the work expressed by character? What actions bring out important traits of the character? Is this character realistically depicted? If not, is the character supposed to represent an idea, belief, or value system? How is the character described? 3. Plot and Structure -- selection and arrangement of incidents that give a story focus. How and why do certain events happen. Are there characters that come into conflict with each other? Or is the plot driven by internal motivation and/or outward circumstances? What dilemma does the protagonist deal with? What obstacles do the characters overcome? Is there resolution in the end? 4.

Setting--cultural, social, physical context of story's action.

Types of settings: natural world: weather and climate, geography, animal life, seasons and conditions. Objects of human construction and manufacture: personal effects, interiors and exteriors, possessions, buildings. Historical and cultural conditions: perceptions and values of society, assumptions, prevalent ideas or trends. How does setting

31

influence character? What cultural, religious, and political conditions are assumed? 5.

Conflict – What are the problems that arrived in the story? What are the actions that caused the characters to have a disagreement? What are the main causes of the conflict?

6.

Resolution –

7.

Climax --

Story Grammar - An activity used by the teachers to help the students improve their comprehension in reading by giving them a framework.

-Maureen Claire Fernandez-

32

EFFERENT READING Reading to Learn

Reported by: Dela Rosa, Rhea

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

33

EFFERENT READING: READING TO LEARN Before reading, good readers make predictions about what they are going to read. Students should be encouraged to look at the front cover of trade books and picture books. Subheadings, illustrations and captions, and graphics and charts in informational text. Students should make logical predictions based on what they have seen. Asking students, "Based on the information you have seen, what do you think you will learn?" Ask students for their rationale. During reading, good readers gather evidence about their predictions; revising, abandoning, or creating new predictions based on what they are reading. Students should be asking themselves, "Does the text support this prediction?" If evidence to support their prediction is not in the text, should the prediction be revised or abandoned?

How to Learn Reading Whether you're hitting the textbooks in philosophy class, reading long-winded emails from co-workers, or just reading the morning newspaper, chances are at one time or another you've wished you could read a little faster. Steps in Reading

1. Have your eyes checked. Many people who read particularly slowly do so because they have an undiagnosed vision problem. Even if you think you have perfect vision, if you haven't had an eye exam recently, there's no time like the present.

2. Time your current reading speed. It is important to find out how fast you read now so that you can track your improvement through subsequent timings. Not only will timing help you to tell if you're improving, but it will also keep you motivated. o

You can break out a book and a stopwatch and either time how long it takes you to read a certain number of words on a page or find out how many words you read in a given amount of time.

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3. Get rid of distractions. Even if you think you read better when you have music playing or when you're in a crowded coffee house, you can probably increase your speed if you reduce distractions to a bare minimum. Try to find a solitary place to read, and turn off the TV, radio and cell phone. Even being in a room of people talking is distracting. If no solitary place is available, try using earplugs to block out any distractions around you. In order to maximize comprehension while reading quickly, you will need to focus on the material at hand as closely as possible.

4. Adjust reading speed depending on the material. Often, we must trade off comprehension for speed, so an important part of increasing reading speed is deciding how thoroughly you need to comprehend a particular piece of writing. So before you even start reading, decide how fast you intend to go. If you're reading a newspaper article, chances are you just want to get the main ideas, and you can skim through the passages quite rapidly. If, however, you're reading a mathematics textbook or a demanding philosophical treatise - and you need to fully understand the material - you do not want to rush.

5. Learn to separate the wheat from the chaff with pre-reading. No matter what you are reading, there is frequently a lot of "filler" that you can read quickly through or even skim over. With practice, you will be able to identify the most important parts of a book as you skim through it. When you get to such a passage, slow down. Before you begin a chapter or book, look over the entire piece very quickly. Try to find patterns of repeated words, key ideas, bold print and other indicators of important concepts. Then, when you actually do your reading you may be able to skim over large portions of the text, slowing only when you come to something you know is important.

6. Train yourself not to reread. Most people frequently stop and skip back to words or sentences they just read to try to make sure they understood the meaning. This is usually unnecessary, but it can easily become a habit, and many times you will not even notice you're doing it. One exercise to help you avoid rereading is to take a sheet of paper or index card and drag it down the page as you read, covering each line once you've read it. Try to drag the card in a steady motion; start slowly, and increase your speed as you feel more comfortable.

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7. Stop reading to yourself. As you read you probably subvocalise, or pronounce the words to yourself. Almost everybody does it, although to different degrees: some people actually move their lips or say the words under their breath, while others simply say each word in their heads. Regardless of how you subvocalise, it slows you down. (You are concerned with speed reading here, not reading to practice communicating the material verbally, which can be done later if you find it necessary.) To break the habit, try to be conscious of it. When you notice yourself pronouncing words to yourself, try to stop doing it. It may help to focus on key words and skip over others, or you may want to try humming to yourself in order to prevent subvocalising. One exercise to stop your lips from moving is to put a finger on your mouth and keep it there while you read.

8. Practice reading blocks of words. Nearly everyone learned to read word-by-word or even letter-by-letter, but once you know the language, that's not the most efficient method of reading. Not every word is important, and in order to read quickly, you'll need to read groups of words - or even whole sentences or short paragraphs instantaneously. The good news is you probably already do this to some extent: most people read three or four words at a time. Once you make an effort to be aware of your reading style, you'll discover how many words you read at a time. Now you just need to increase that number. Using your hand as a guide may help, as may holding the book a little further from your eyes than you usually do.

9. Practice and push yourself. While you may see some gains in speed the moment you start using these tips, speed reading is a skill that requires a lot of practice. Always push yourself to your comfort level and beyond - if you end up having to reread a section, it's not a big deal. Keep practicing regularly.

10. Time yourself regularly. After a week or so of practice, time yourself as in step two. Do this regularly thereafter, and keep track of your improvement. Don't forget to pat yourself on the back every time your reading speed increases.

-Rhea Dela Rosa-

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TYPES OF INFORMATIONAL MATERIALS Materials and Their Sources

Reported by: Tapel, Edness

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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TYPES OF INFORMATIONAL MATERIALS AND THEIR SOURCES Book A set of written, printed, illustrated or blank sheets made of paper, parchment or other material, usually fastened together to hinge at one side. A single sheet within a book is called a leaf, and each side is called a page. Types of books according to their contents Fiction Many of the book publish today are fictitious stories. They are in-part or completely untrue or fantasy. Most fiction is additionally categorized by genre. The novel is the most common form of fictional book. Novels are stories are that typically feature a plot, settings, themes, and characters. Non-fiction In a library, a general type of non-fiction book that provides information as opposed to telling a story, essay, commentary, or otherwise supporting a point of view, is often referred to as a reference book.

Dictionary It is a book of alphabetically listed words in a specific language, with definitions Etymologies, pronunciation, and other information. 2 Types of Dictionary • Abridged – a type of dictionary that gives only one meaning of a word. • Unabridged – a type of dictionary that gives one or more meaning of a word.

Encyclopedia It is a comprehensive written compendium that contains information on either all branch of knowledge or a particular branch of knowledge. Encyclopedias are divided into articles with one article to each subject covered. The term encyclopedia comes from the Greek words enkyklios paideia, meaning “comprehensive education” and originally

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signifying instruction in all branches of knowledge, or a comprehensive education in a specific subject.

Thesaurus

– similar to dictionary, but instead of definitions and pronunciation, it

contains synonyms and sometimes antonyms. Peter Mark Roget – English scholar and physician, who compiled the famous Thesaurus of English Words and Phrases. He was born in London, and educated at the University of Edinburgh. His Thesaurus of English Words and Phrases (1852), which went through 28 editions in his lifetime, is still a standard reference work.

Almanac

– an annual publication containing tabular information in a particular field or fields often arranged according to the calendar.

Atlas – a collection of maps, traditionally bound into book, but also found in multimedia formats. As well as the geographic features and political boundaries, many often feature geopolitical, social religious and economic statistics.

Newspaper

– a publication containing news and comment on current events,

together with features and advertisements, that usually appears daily or weekly and is printed on large sheets of paper that are folded together. Feature of a newspaper • Weather news and forecasts • An advice column • Critic reviews of movies, plays, restaurant, etc. • Editorial opinions • A gossip column • Comic strips and other entertainment, such as crosswords • A sport column or section • A humor column or section • A food column • Classified ads are commonly seen in local or small newspaper

Magazine

– a publication issued at regular intervals, usually weekly or monthly, containing articles, stories, photographs, advertisements, and other

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features, with a page size that is usually smaller than that of a newspaper but larger than that of a book.

Internet – a global system of interconnected computer networks that interchange data by packet switching using the standard protocol suite (TIP/IP). It is a network of networks that consist of millions of private and public, academic, business and government networks of local to local scope that are link by copper wires, fiber-optic cables, wireless connections and other technologies. Two sources of information Primary sources – information and data are directly given by the respondents. e.g. interviews, and survey. Secondary sources – in the information and data where already published e.g. books, research work, and thesis.

-Edness Tapel-

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AESTHETIC READING Reading for Appreciation and Enjoyment

Reported by: Cera, Jonnalyn

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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AESTHETIC READING: READING FOR APPRECIATION AND ENJOYMENT Aesthetic reading  Reading to explore one.  In Aesthetic reading, the reader’s attention is centered directly on what he likes through during his relationship with that particular text.”  Non-academicals purposes of reading.

Aesthetic Stance  Recreational reading  Fulfills an important function in lives  Reading for pleasure or aesthetic reading, been described as “the most hidden literary practice  Aesthetic reading been viewed as “symbolic withdrawal”

Reading for appreciation  One that is designed to head the learner to understand and enjoy something.

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-Jonnalyn Cera-

READING TRADITIONAL TALE And Knowing their Patterns and Variants

Reported by: Tuyo, Marianne Camposano, Joy

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

43

TRADITIONAL READING Traditional Reading It is the way of preparing to learn and recognize the 26 letters of the Roman alphabet and say their names in sequence. •

Memorizing individual spelled words under tutelage of spelling authority until the learner has a reading lexicon large enough to be able to use a dictionary must develop this reading.

Teaching Feeding in Accordance with Spelling •

A teacher conducts a traditional reading class with a group of students.

•

Teacher is an essential part of the learning process only Teacher known the correct response to each written word in the lesson. The students are engaged with 2 rules: Rule 1- Recall from memory the word

presented by the next printed sequence of letters and pronounce it; Rule 2 - guess a word that fits the story or picture; on the page. If the teacher says the student is wrong, try to memorize the word that Teacher says it right. In this manner, children build up lexicons of word-pictures (spellings) associated with word-sounds…Children with goo 1 visual image recall often recognize a word after 1 or 2 positive reinforcements; the less fortunate may require 3,4, or even more encounters to remember a written word well enough to recall it reliably when encountering it again. For many children the initial stages of acquiring and learning “sight words” are a laborious, discouraging task. Until a child develops a reliable list of many hundreds of word, it faces the unpleasant prospect of encountering one or more indecipherable words in every sentence. Only after a child acquires hundreds of common sight words can teacher suggest other techniques (such as phonics, word group associations, or dictionary use) to change rule 2 into more than a chancy guessing games. -Marianne Tuyo-

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COMPARISON OF TRADITIONAL AND GUIDED READING GROUPS Traditional Reading Group Groups remain stable in composition.

Guided Reading Group Groups are dynamic, flexible, and change on a regular basis.

Students progress through a specific

Stories are chosen at appropriate level for

sequence of stories and skills. Introductions focus on new vocabulary.

each group; there is no prescribed sequence. Introductions focus on meaning with some

Skills practice follows reading.

attention to new and interesting vocabulary. Skills practice is embedded in shared

Focus is on the lesson, not the student. Teacher follows prepared “script” from the

reading. Focus is on the student, not the lesson. Teacher and students actively interact with

teacher’s guide. Questions are generally limited to factual

text. Questions develop higher order thinking skills

recall. Teacher is interpreter and checker of

and strategic reading. Teacher and students interact with text to

meaning. Students take turn reading orally.

construct meaning. Students read entire text silently or with the

partner. Students take turn reading orally. Focus is on understanding meaning. Students respond to story in workbooks or Students respond to story through personal on prepared worksheets. Readers are dependent on teacher

and authentic activities. Students read independently and confidently.

direction and support. Students are tested on skills and literal

Assessment is ongoing and embedded

recall at the end of each story/unit.

instruction. -Joy Camposano-

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READING TO MODERN STORY (Element: Plots, Conflict, Turning Point, Climax, Setting, Characters, Theme)

Reported by: Mendoza, Ronniek Yanza, Catherine Anne

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

READING MODERN SHORT STORY General Kinds of Short Stories 1. Escape Stories – these stories designed for pure entertainment allowing the reader to escape from a matter-of-fact existence into a different world.

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2. Parable Stories – these are stories designed to offer a serious comment interpretation or sometimes criticism of human situations.

Elements of a Short Story 1. Setting – the time and location in which a story takes place. a. Place – where is the action of the story taking place? b. Time – when is the story taking place? c. Weather Conditions – is it rainy or sunny? d. Social Conditions – what is the daily life of the character’s like? Does the story contain local color? e.

Mood or Atmosphere – what feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening?

2. Character – persons involved in the short story. a. The persons in a work of fiction •

Protagonist – it is the main character with having important role.

•

Antagonist – the oppose of the main character.

b. The characteristics of a person •

His or her physical appearance.

•

What he or she says, thinks, feels and dreams.

•

What he or she does or does not do.

•

What others say about him or her and how others react to him or her. Three Types of Characters

a. Individual – round, many sided and complex personalities. b. Developing – dynamic, many-sided personalities that change for better or for worse by the end of the story. c. Static or Flat – stereotype, have or two characteristics that are emphasized and never change.

3. Plot – pertains to the series of events of the story. a. Introduction – the beginning of the story where the characters and the setting is revealed.

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b. Rising Action – this is where the events in the story become complicated and the conflict in the story is revealed. c. Climax – the crisis or turning point of the story, the points of greatest interest in the story. d. Falling Action – the events and complications begin to resolve themselves. e. Denouement – this is the final outcome of events in the story.

4. Conflict – it is the opposition of forces that ties one incident to another and makes the plot move. It is not merely limited to open arguments rather it is any form of opposition that faces the main character. Two Types of Conflict a. Internal Conflict – is a struggle within a character. b. External Conflict – is a struggle between characters or between a character and an outside force. Four Kinds of Conflict c. Man vs. Man (physical) – the leading character struggles with his physical strength against other men, forces of nature or animals. d. Man vs. Circumstances (classical) – the leading character struggles against fate or the circumstances of life facing him or her. e. Man vs. Society (social) – the leading character struggles against ideas, practices or costumes of other people. f.

Man vs. Himself or Herself (psychological) – the leading character struggles with himself or herself, with his or her own soul, ideas of right or wrong, physical limitations, choices and etc.

5. Theme – refers to the general truth or particular view of the life which the story intended.

6. Narration or Point of View – a writer tells his story from a different point of view. Three Kinds of Point of View a. First Person (personal) – the author becomes the character who tells the story.

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b. Omniscient (impersonal) – when a story is from the viewpoint of someone who can be in several places at the same time and can see into the hearts and minds of the characters. c. Limited Omniscient (third person) – here the author limits what he tells the reader to what a single character could observe or know.

-Ronniek Mendoza-Catherine Anne Yanza-

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READING A BOOK And Movie Tie – In: Themes, Subplots, and Characters

Reported by: Del Rosario, Noree

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

READING A BOOK (Movie Tie-in, Themes, Subplots, Characters) There are two different ways on how to read. The first one is to read like a reader and the second is to read like a writer.

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When we read as a reader, we do the normal reading in which we try to figure out what a passage means by comprehending the words used. There are six things to follow when reading like a reader: 1. Question to clarify understanding. 2. Predict in order to organize thinking. 3. Infer to discover important information. 4. Connect to real life situations for better absorption. 5. Feel the emotion to fully derive the meaning of the text. 6. Evaluate to decide whether the material is of any value to your life. The second way of reading is to read like a writer in which you can read from a writer’s viewpoint. You pay much more attention to how the reader delivers the passage rather than what he delivers. Reading this way focuses on six things: 1. Ideas that is the heart of the piece. 2. Organization or the order of the ideas. 3. Voice or expression of the personality of the writer by use of words. 4. Word choice which tells whether the passage is memorable and worth reading. 5. Sentence fluency or the flow on how the passage is delivered when read aloud. 6. Convections or the agreement upon the use of punctuation, spelling, grammar, etc. for easy reading and understanding. In writing a book review, the plot is the most important part. There are three important things to consider in order knowing how long the plot Summary should be: 1. Hit the highlight and include only the most important aspects in the summary. 2. Support your important points. 3. Don’t spoil it. Don’t read the book for others.

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In analyzing the characters, the five human attributes are five things must be considered: 1. Physical – the physical appearance of the character/s. 2. Intellectual – the things the character/s knows and the things he/she will learn in the story. 3. Emotional – the feelings of the character/s most of the time and when faced to different situations. 4. Social – the social standing of the character/s. 5. Philosophical – the beliefs and outlook of the character/s towards life. Still, we should be reminded that the characters are used to portray real people. What is important in analyzing the characters is that we learn from them and what we have learned; we can apply to real life situations. The themes are usually defined, as a topic of discourse but the meaning is still vague. To help us understand it more, let us take a look and consider these seven things: 1. Events represent ideas in which the writer chooses specific events to give specific meaning. 2. Experience evolves in patterns the experiences of the characters are often patterned from real life experiences of real people. 3. Fictions explore important issues. Fictions are created not only for fun but to tackle issues in a different and unique manner. 4. Stories apply to many readers. Best stories are those that speak to the readers and appeals to the readers in a powerful way. 5. Themes are abstract nouns. Examples of it can be seen but not the theme itself. 6. Everyone takes a position. Everyone can give opinions and the right to stand up to it. You cannot force anyone to believe you. 7. Fiction is instructional. Fiction seems to entertain but it is really used to teach us valuable lessons of life.

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-Noree Del Rosario-

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POETRY AS SHAPE Imagery, Voice, and Experience

Reported by:

Longga, Jerico

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

POETRY AS SHAPE, VOICE AND EXPERIENCE Poetry as Shape, Voice and Experience It is mean to how to understand the role of poetry in aspect of mind (Voice, Imagery), body (Shape) and Soul (Experience) in particular reading. In this topic we will

54

discuss how poetry is defined and analyzed. What are the things that make the poem a poetry, what are the parts, how poem from one on other and considering a lot topic under poetry. What is Poetry? It is a literary work written in verse in particular of high quality, beauty, emotional, sincerely, intensity or profound insight. It is an art of writing creative, persuasive and aesthetic from literature in spite of the fact that there is no definite definition of poetry. Poetry is a language that is organized by rhythm. Why people write a poem? •

To express emotion or feeling (love, anger, doubt, fright, revenge, hate, etc.).

•

To tell a story (Tragedy, drama, comedy, etc.).

•

To influence belief and principles about life (political, philosophical, social etc.).

Poetry as Shape (Studying the form) In studying the form we need to consider the whole structure of the poem. What is the Genre?

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•

It is the type or the category of the poem.

•

It determines the style of work.

•

Also in determining the category of a poem the reader will be aware of the pattern used.

Analyzed the Sound and Rhythm Sounds and Rhythm will determine the meter, the Rhyme Scheme and the pattern in/of the poem, will identify if there is alliteration. Sounds and Rhythm affect the Poem. How the ideas are ordered? How the ideas are ordered. Ideas are marked by stanzas, by rhyme, or by shifting the subjects or in shift in perspectives. How do these parts relates to each other, how are they appropriate for the poem. How the content is divided? See if there is any progression, like a story having simple events up to the climax, or it tells a past event up to the present, from one place to another.

Poetry as Experience (Understanding the Content)

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After studying the structure of the poem, understanding the poem comes next. What the ideas is talking about, or what ideas that the poem foretells. We should considered the following Title Titles serves first impression, what the title say’s. It will give you ideas that the poem will do. After reading the poem, you will want to comeback to the title in order to consider further its relationship with the poem. Subject Subject are the central focus of the poem, it is the main idea which the character can be, or an object or an event. Situation Inside, a poem includes questions like what is going on/ in it, who is talking, what it is saying, to whom, what circumstances under, where, about what, why. Sometimes situations are tangible or intangible. Symbolisms Poem is a highly compressed idea, each line may consist different ideas, and symbols that may represent different ideas in one word, a word can mean a lot of things. Allusions to figures These are the allusions to other literary or historical events. We have different references such as mythology, classics and the bible. How do these add to the poem, how they are appropriate? These are important factoring analyzing a poem, there are words, terminologies, character that is difficult to understand specially if you are not aware of these.

The Author In understanding the content, the reader should be aware of the author, to identify what you know about this poet, what year, did the poet write the poem. It

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identifies what time he lived, is he a classicist, existentialist, etc. which also affect the style of his/her work. The Author’s Attitudes What attitude of the author implies by the subject? It includes if he is serious, reverent, ironic, satiric towards to his work. It is also includes the personality of the author towards to his/her philosophy principles, living or to the society. Word Choice Poet choose words very carefully, in the choice of words the reader can identify how prolific the Author in using the language, whether he is native or not. In choice of words the reader will also encounter difficult words, and these suggest finding these words to the dictionary or any reference book to make the content easily to understand. Figures of Speech It identifies the figurative language included. Are there metaphors or similes in the poem or a sort of personification? Consider the appropriateness of comparisons. Try to see why the poets choose a particular metaphor as opposed to other possible one. Poetry as Voice (Poem Execution) After studying the structure of the poem, understanding the poem comes next. What the ideas is talking about, or what ideas that the poem foretells. In particular readers do not execute the poem that he/she read. Poem execution or reciting of it the reader should considered the following Mood/Tone What mood is evoked in the poem? How is this accomplished? Consider the ways in which not only the meaning of the words but also their sound and the rhythms will help to create its mood. Punctuation Marks It is very important to recognize punctuation marks because the meaning can possibly change if there is a wrong pause and stop.

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Punctuation marks also have an important impression in the poem, it may carry n emotion or it can also shift the idea of the speaker into gestures. Rhyme Scheme Scan a line of poetry (that means to hear a rhythm) ,you count the numbers of feet in a line, the easiest thing to do is to count the number of stresses, but it will work often enough to give you feeling of the poem. In verse (traditional, formal poetry) there will be a regular pattern to the rhythm. Often all the lines in a poem will certain the same number of feet. Proper Stresses There are words that should give long stress and some are not and there is significant word that should be given much stress than other, it is one way to adopt the author’s feeling in the poem. Avoid monotone. It also implies the effect of the poem to the listeners. Clearly and Loud It is important to be heard clear because it implies to the listeners in understanding the content and the message of it. Do not eat your voice. Justify the poem do not read to fast or too slow which can also catch the attention of the listeners. Additional Tools for Poetry Poem Appreciation Reading and Understanding Poetry Imagery in Poetry Imagery refers/ applies to the literary words and phrases, affecting the minds, senses and also the words and phrases used figuratively. Mental pictures and the language that presents them are called Imagery. - Monica Mojica

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Senses of Minds The language of poetry is suggestive. It is vivid the poet is seeking to evoke the sense of physical experience, to tell a story, or to discuss ideas, attitudes, and feelings; he will usually use too many words that appeal to the senses. Words actually affect our physical senses, the several means by which we perceive the world about us – sight, hearing, touch and alike. Some readers are physically affected by words. All or us, however have the “Senses of Mind”, which are analogous to our physical senses. We say we see something in the mind’s eye though of course our actual may be closed. It is not possible to run over the tune in the mind, making no actual sound at all, nor even activating the muscles of the throat; yet, we say “we can hear the tune” – hear it, that is, in the mind. The same is true, though perhaps to a lesser extent, with the sense of smell, touch and so on. The major senses are Sight (the visual sense); Hearing (the aural sense); Smell (the olfactory sense); taste (the gustatory sense); Heat, Cold (the thermal sense); Motion (the kinesthetic sense) and touch (the tactile sense). The poet uses words that appeal to the Senses of Mind. Or, to use the customary term, we say that the word creates image to our mind-“a mental representation of anything not actually present to do the senses”, as the dictionary defines “Image”. Mental pictures and the language that presents them are called Imagery. The individual pictures (or the words embodying them) are called Images. Derived from the word Image as Imagination which means the faculty of the mind to create meanings of the words also it means that we must be able to recall a sense experience of an object named and describe, or imaginatively construct an experience or a related one. Imagery usually recalls, rather than originates, mental impressions, so that the reader is implicated in the criterion of the poetic image. Sensitivity to imagery varies from person to person but it is a quality that can be developed. The following passages are illustration of Senses of mind. Thermal i.e.

“St. Agnes’’ Eve- ah, bitter chill it was…” (“Chill creates a picture of winter, of snow, ice”, that as cold)

i.e.

“…it is the day that makes a summer… ”

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(Summer appeals as Heat) Visual i.e.

“Thy black cylindrical body, golden brass and silver steel….” (The world “body” suggests visual, or can be seen)

Aural i.e.

“Hear the ringing, the jingling of the bells …” (“Ringing” suggest sound)

Kinesthetic i.e.

“the train of cars behind, obedient, merrily following or a mute of evanesense with a revolving wheel” (“Revolving” indicate motion)

Tactile i.e.

“I shall go shod in silk” (‘Silk” is smooth and soft that can touch)

Gustatory i.e.

“…the sweetness of sterile fruit as…. ” ()

Olfactory i.e.

“…of sampaguita scent and fragrance..”

Figures of Speech The poet uses figure words or phrase which is concrete and sensuous and which refers to something familiar in our experiences - to stand for a thing, an idea, feeling, or attitude. Poetry merely suggests – words are associated with feelings and ideas. Figures of Speech speak of one thing (often and abstraction) in terms of something usually something concrete and hence sensory. Between the thing talked

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about and the term used to discuss it there it is always a relationship and observable association. We sense this likeness instantaneously as we read, as we do in using or learning a certain form of slang, for instance, an attractive person is a “doll”, an unattractive one is a “creep”. The comparison stated or implied in figure can be represented as a kind of equation, if we take the equal sign (=) to mean “resemble”. The most common used terms to the members of the equation are Tenor and Vehicle. The Tenor of the metaphor is the subject where the poet basically concerned that Tenor denotes “gist” or general support as in the phrase “tenor is his remark”. The Vehicle is the figurative subject, the terms in which the poet is explaining or picturing his basic subject. We can represent the matter as follows. Tenor

=

Vehicle

Often abstract

usually concrete

Unfamiliar to the reader

Familiar to the reader

Stated or Implied

State

i.e. A treacherous person -----------------“a snake in the grass” A bad member of the group----------- “a black sheep” The Tenor may be stated separately. This occurs in all simple similes “like” or “as” making comparison explicit. “Like a lion ruling over all beasts in forest Fresh as a daisy all whole day through” The Tenor may be interwoven with the statement of the vehicle “The magnet course is gone only in pointing vain” “Course” in this line is figuratively and literal, meaning a ship’s course

and the course of one’s life

A poet may imply the Tenor, however, even without such preparation. “Gather ye rosebuds while ye may Old time is still a… flying”

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“Rosebuds” is the vehicle of an implied Tenor which could state as youth as “the pleasures of youth.”

“There is a garden in her face Where roses and white lilies grow” The Tenor of “roses” is “pink checks” and lilies is fair complexion (implied); “garden” is an extravagance collective term signifying “beautiful collaboration.”

Tenor is intended or purposed meaning; while Vehicle is the word or term through which the poet conveys the idea. Kinds of Figures: Simile -Is direct comparison of unlike things that having similarities, the resemblance of two things compared is explicitly pointed by the introductory word “like” or “as” i.e. “Rumor spreads like wild fire As beautiful as the red rose Brightened like in green field As grasses that never weed” Metaphor -Is an indirect comparison of two unlike things but having the similarities, the limited sense is calling one thing by the name of another. i.e. “The society is unweeded garden” “Love is a lily that blooms Over the deep sea of understanding” Personification

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-It endows thing including abstraction with life and personality. It attributes human qualities to inanimate objects or thing and animals. Poets use personification with varying degrees of definitions. Sin and Death guarding the gates of heel are also clearly personified as to be allegorical figures. i.e. “I like to see it lap the miles And I lick the valleys up And to stop to feed itself at tanks And then, prodigious, step” i.e. “Moon walks in tiptoe Thoughts speak over time with crisis” Metonymy -A figure of speech that names an attribute or quality or other associated deed of a thing instead of a thing itself. It is figurative substitution of one term for another closely associated with it and suggested by it. i.e. “… Because of the hard time, He is on the red Rolando, legal bar member” i.e. “There is no holier spot of ground That where defeated valor lies By mourning beauty crowned” Hyperbole -A figure of speech that exaggerates; the exaggeration usually employed for emphasis. i.e. “I Chabot Crane dangled his arm a mile The beauty dimmed the brilliance of the sun” Allegory

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-A figure of speech that tells a story with more than one meaning, literal and connotations. Apostrophe -A figure of speech that addresses a person, dead or alive, or an inanimate object or obstruction. i.e. “O Liberty, hat crime have I committed in thy name! Lady Moon what a beautiful thing you are” Comparison -A figure of speech that states the similarity between two objects those are generally alike or belonged to the same class. This figure of speech should not be confused with the metaphor and simile. For instance, sampaguita and rose are flowers. i.e. “Sampaguitas is as fragrant as rose” Irony -A figure of speech by which we make our words convey the opposite meaning from what we say. i.e. “ Mark Anthony says Bruthus and his conspirators as a honorable man After killing Julius Ceasar yet he wished the crowd to fell that they are traitors.” Oxymoron - A figure of speech, which combines words or expressions that have opposite, contradictory or incongruous meaning. i.e. “… Bitter-sweet love affair Bold as little on victorious-failure…” Litotes

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- A figure of speech, which is an understatement something useful in characterization to imply modesty or to soften effect. i.e. “A young on a young old Is not very young as told’ (an old man ) Poetry as Voice Prevailing Meters Foot -a foot is metrical unit in a line or a verse. It is composed of two or more stressed (accented) or unstressed (unaccented) syllables arranged in one of several orders; it is a unit or measure composed of two or more accented or unaccented syllables (we usually speak it as load or in more distinct sound) than on others, for one or two reasons; the normal pronunciation of a word requires it, or the sense or the sense are stressed according to the accepted pronunciation; so with the use of symbols we can indicate the stressed of common words. x

/

x

/

x

x /

x

x /

/

Above, today, overrun, underrate, sidewalk

X- The unaccented syllable /

According to the rhetoric principle, the every syllable should pronounce. /

/

x/

x

/ When I consider how my light is spent

The names of common type of feet are as follows:

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/

/

Arrange ment of stress x /

Name Iamb

Adjective form iambic

x

Example

/ Alone

xx/

Anapest

anapestic

x

x Overrun

/x

Trochee

trochaic

/

x Harbor

/xx

Dactyl

dactylic

/

x x Terrible

//

Spondee

spondaic

/

/

xx

Pyrrhic

pyrrhic (cannot be illustrate )

Sidewalk

Meter -is the pattern in which rhythm is systematized in verse by which we refer to the arrangement of unaccented and accented syllables in a line- thus a line may be called iambic pentameter if there are five feet in a line. Kinds of meter as follows: Monometer - 1 foot Demeter – 2 feet Trimeter – 3 feet Tertrameter – 4 feet Pentameter – 5 feet Hexameter – 6 feet Heptameter - 7 feet Octameters - 8 feet

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Sound -Poetry makes its communication with the mind, but it does so through a medium that is musical. The language of poetry is rhythmical; it is also composed of remarkably numerous and varied sounds best heard is read aloud, but heard even by the “minds ear”. Sometimes these sounds create a music that is beautiful in and of itself- a pleasant accompaniment to the meaning of the words. In poetry, however, sound not only accompanies sense but also helps to convey it. Sound is what we hear musically when poem is read aloud. Repeated Sounds The repeated sounds normally suggest rhyme (the matching of sounds of the ends of words, particularly at the ends of lines) poetry matching sounds of several kinds:

Alliteration is the repetition of consonant sounds at the bigining of words or stress syllables. i.e. “When I count the clock that tells the time I see Connie crossing along crossroad” Assonance is the repetition of the same vowel sound within the line of adjoining lines of poetry; it is the repetition of the internal vowels. i.e. “Tiger, lighting bright the biding sight Oh in mind like signing light overnight Rhyme is the repetition of final sounds of the words, particularly words appering at the end of the line. i.e. “Now fades the glimmering landscape from the sight And all the air a solemn stillness holds Save when the beetles wheel his droning flight And drowsy tinkling lull the distinct folds”

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Onomatopoeia is use of words whose sound resembles the thing or action denoted by the word; or the imitation of the sound of words either directly or suggestively. i.e “Buzz, toll (of bells) The snake hissed, the steak sizzles The coffee perked rained pattered” General Type of Poetry A. Lyric is a type of poetry which expresses a personal emotion in a “tuneful” form. There are forms of lyric poem as follows: 1. Song a short poem, free metered lines, divided in stanzas. It is to be sung, its sentiments is personal or communal. 2. Ode is a lyric poem expressive of exalted and enthusiastic emotion. It is dedicated to an individual subject or person and deals with the emotion of communal and spiritual kind. It is rimed or unrimed, of dignified or lofty tune, treating progressively on dignified theme often in the form of an address i.e.. “Ode to the West Wing”; “Ode to the Nightingale” 3. Elegy is a poem dedicated to a dead, a funeral song, a meditative poem with sorrow theme. i.e.. “The Elegy written in a Country Churchyard” 4. Sonnet is a poem which has fourteen lines and a conventional scheme of movement, properly expressing two successive phrases of a single thought. i.e. Shakespeare’s and Patriarch’s sonnets. B. Narrative poetry is a type that tells the story of series of elements, or describes characters and scenes in details and in order as one would tell a story. 1. Epic is a story poem celebrating the in stately, formal verse the achievement of heroes, and gods. It is a calm and dignified narrative in uniform and majestic verse of a

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momentous action in which heroes’ characters and supernatural beings take part under control of the Supreme Destiny. The theme is generally political or spiritual involving the welfare of a people. i.e. “Odyssey”; “Beowulf” and “Iliad” etc. 2. Metrical Romance is a narrative, generally of a popular kind dealing with the career or a individual. The subjects is of chivalrous adventures of love or other personal devotion, sometimes of heroism i.e.. “The Eve of St. Agnes” 3. Tale a short story poem is connected narrative or account where oral or written of an actual, legendary or fictitious event or series of events. Principal characters may be genuinely heroic, utterly unconscious of the fact. i.e.. “Canterbury”; “Enoch Arden” etc. C. Dramatic poetry is a type poetry that presents the story of a conflict in human life, for instance is the Shakespeare’s Comedies and Tragedies. One kind of this poetry is the Dramatic Monologue- a form of poetry in which the speaker rehearses situations and emotions in such a way as suggest that those who are listening to him are taking part in the conversation. i.e. “My Last Duchess” Stanza Pattern Most poems are written in verse and in stanza. A stanza may be one line or more of verse group so as to compose a pattern that is usually repeated in a poem, it is a division of a poem. A poem may have one or more stanzas. The kind of stanza’s are at follows: Verse

- A stanza of one line

Couplet

- A stanza of two line

Triplet

- A stanza of three line

Quatrain

- A stanza of four line

Quintet

- A stanza of five line

Sestet

- A stanza of six line

Rhyme Royal - A stanza of seven line Octave

- A stanza of eight line

Spencerian

- A stanza of nine line

Rhyme Scheme

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The pattern of end- rhyme stanza or the grouping of lines in the stanza the grouping is made according to the conventional pattering of end- rhyme known as the Rhyme Scheme. Each new sound at the end of a line in a stanza is designated by a new letter a, b, c, d etc... Below is the Shakespearean sonnet, a fourteen line stanza That time of year thou mayst in me behold When yellow leaves, or none, or few do hang Upon those boughs which shake against the gold Bare ruin’d choirs, where late sweet birds sang In the thou see’st the twilight of such day As after sunst fadeth in the west Which by and by black night doth take away, Death’s second self, that seals up all in rest In me thou see’st the glowing of such fire That on the ashes of his youth doth lie As the death-bed where on it must expire Consumed with that which it was nourish’d by This thou perceivest , which makes thy love more strong To love that well, which thou must day are long First quatrain Line 1-4 has a rhyme scheme of a-b-ab; Second quatrain Line 5-6 has a rhyme scheme of c-d-c-d Third quatrain Line 9-12 has a rhyme scheme of e-f-e-f The last is a couplet Line 13and 14 has a rhyme scheme g-g

-Jerico Longga-

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READING A PLAY (Simple Interpretation, Creative Classroom Dramatics)

Reported by: Ricablanca, Trina Rose Cornico, Ma. Catherine

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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READING A PLAY (Simple Interpretations and Creative Classroom Dramatics) Play – dramatic performance usually played on stage. 2 Kinds of Play: 1. Conventional Play 2. Chamber Theater

Conventional Play 1. Selection is a play expressly written for staging. 2. Actors say lines for dialogue and act out their roles. 3. Actors interact directly with other actors. 4. Props and sets are evident on stage.

Chamber Theater

1. Both have characters that speak lines of dialogue and express story told through action. 2. Characters move freely on stage. 3. Appropriate props, lights, sound, costumes and effects.

1. Makes use of Narrative prose and poetry. 2. Each actor/actress plays a dual role of actor-narrator role. 3. Separate formal narrator who reads descriptions, passages that are necessary to the unfolding of the story. 4. Actors direct certain lines to audience. 5. Minimal use of props.

Source: Skill Builders for Effective Reading by Salazar, Villamin and Pecana, p.266

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Steps in Reading a Play: 1. Read any criticism or introduction included in the publication you are studying because it will give ideas and approaches in interpreting the play that you may find helpful later. 2. Find out the genre of the play so you’ll know how the play will most likely to end. 3. Determine how many acts the play has. (Acts: parts of the play like introduction, problem, resolution, ending) 4. Write a chart of characters and how are they related to each other to avoid confusion. 5. Consult sources for information on characters and events in historical plays. 6. Read the most difficult passage aloud for more comprehension. Things to watch for as you read a play: 1. Setting – it is used to create moods and usually symbolic. 2. Stage Direction – Provided information on hoe a character must move, how to project facial expressions etc. it is also a character description and motivation. 3. Names – these are really significant. 4. Figurative Languages – This reveals much more of the characters. 5. Imagery – this is a mental picture pertaining to one’s ideas about the play. 6. Themes – these are issues in the play. (ex. About kingdoms, historical events)

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-Trina Rose RicablancaCREATIVE CLASSROOM DRAMATICS “In creative dramatics there are no wrongs the experience of the participants is the goal” “Classroom drama is not learning about drama, but learning through drama” What is Creative Classroom Dramatics? According to Block, Edward, Heinig and Kelner Creative Classroom Dramatics is a form of imaginative play that helps students to learn, uses no written dialogue, making it different from performing a play. In using drama in the classroom, the teacher becomes a facilitator rather than an authority or the source of knowledge. The students create and use their own words to convey meaning, although a teacher provides a beginning structure or topic. Difference between Creative Classroom Dramatics and Theatre Creative Classroom Dramatics Principally valued as Learning medium Governed and validated through criteria Goals are based in pedagogical and the

Theatre Art form aesthetics Entertainment or stimulation of the

objectives are manifold Informal and focuses on the process of

observer An art form which focuses on a product, a

dramatic enactment for the sake of the

play production for an audience.

learner, not an audience. What is Dramatic Activity? According to Norman 198, Dramatic activity is a way of exploring subject matter and its relationships to self and society, a way of "making personal meaning and sense of universal, abstract, social, moral, and ethical concepts through the concrete experience of the drama." Educational Benefits •

Drama can encourage students to explore, clarify and elaborate feelings, attitudes and ideas.

•

Allows students to become kinesthetically and emotionally involved in lessons. It enables students to step inside a story.

•

Promotes language and vocabulary growth, stimulates imagination and creative thinking and fosters critical thinking and high level cognitive processes.

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•

According to Betty Lou Nixon, Creative dramatics (dramatic play) can help the teacher encourage the students to think, express himself, release emotions, understand feelings, develop confidence and get to know himself.

•

Language Learning The language of drama encompasses modes of expression that human beings use to communication with one another and encourages students to become more aware of and sensitive to language.

•

Social Learning According to P. Verrior, these aims in drama acknowledge that students should always be encouraged to view themselves and their contributions to work in terms of the needs, interests, and concerns of the other participants. Fostering positive social attitudes in the classroom so that learning can take place is a major concern in all teaching.

•

Emotional Learning According to P. Verrior, students bring their own knowledge to drama. This knowledge along with personal feelings, attitudes, values and beliefs constitutes a crucial element in any drama. The truth and authenticity with which each individual in role responds to the dramatic situation is crucial to the success of the dramatic learning experience for all participants.

•

Respect and self-esteem

•

Children with special needs

-Ma. Catherine Cornico-

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READING PERSUASIVE MATERIALS (Essay, Column, Advertisements, Editorial)

Reported by: Doringo, Carlito

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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READING PERSUASIVE MATERIALS Persuasive •

Having the power to convince

•

an incitement

•

Influencing the will or passion

Persuasive Materials Persuasive Materials are written materials that attempt to convince the reader that the point of view of the writer is valid.

Kinds of Persuasive Materials 1. Editorial of Persuasion - a kind of editorial points out the good or bad features of a problematic situation mentioned in the news that concerns the pupils. 2. Essay - is a short piece of nonfiction writing in which a writer gives his/her opinion on one subject. It uses a reasoned argument to persuade the reader to adopt or agree with the position being proposed in the opening statement. 3. Advertisement - a public notice intended to advertise something. It uses advertising, a form of communication, probably has a persuasive message to advertise the goods and services of one company. 4. Poems - are literary work written in verse aimed to create, persuade, aesthete, and express the beauty, emotion, and intensity so that one may be entertained. 5. Newspapers - a paper published periodically usually use advertisements. 6. Magazines - a publication usually containing stories, articles, or poems and issued periodically. It is usually use advertisements.

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7. Speeches - are very nature persuasive. Our world is full of political speeches. 8. Others -brochures, leaflets, quotes Examples: PERSUASIVE ESSAY

box, and most cats will use it without fail

THE BEST PET IN THE HOUSE

from that time on. Even stray cats usually

“A dog is man’s best friend.” That

understand the concept when shown the

common saying may contain some truth, but

box and will use it regularly. Cats do have

dogs are not the only animal friend whose

claws, and owners must make provision for

companionship people enjoy. For many

this. A tall scratching post in a favorite cat

people, a cat is their best friend. Despite

area of the house will often keep the cat

what dog lovers may believe, cats make

content to leave the furniture alone. As a last

excellent house pets.

resort, of course, cats can be clawed.

In the first place, people enjoy the

Lastly, one of the most attractive

companionship of cats. Many cats are

features of cats as house pets is their ease

affectionate. They will snuggle up and ask to

of care. Cats do not have to be walked.

petted, or scratched under the chin. Who

They get plenty of exercise in the house as

can resist a purring cat? If they’re not feeling

they play, and they do their business in the

affectionate, cats are generally quite playful.

litter box. Cleaning a litter box is a quick,

They love to chase balls and feathers, or

painless procedure. Cats also take care of

just about anything dangling from a string.

their own grooming. Bathing a cat is almost

They especially enjoy playing when their

never necessary because under ordinary

owners are participating in the game.

circumstances cats clean themselves. Cats

Contrary to popular opinion, cats can be

are

trained. Using rewards and punishments,

cleanliness than people are. In addition, cats

just like with a dog, a cat can be trained to

can be left home alone for a few hours

avoid unwanted behavior or perform tricks.

without fear. Unlike some pets, most cats

Cats will even fetch.

will not destroy the furnishings when left

more

particular

about

personal

alone. They are content to go about their In the second place, cats are

usual activities until their owners return.

civilized members of the household. Unlike dogs, cats do not bark or make other loud

Cats are low maintenance, civilized

noises. Most cats don’t even meow very

companions. People who have small living

often. They generally lead a quiet existence.

quarters or less time for pet care should

Cats also don’t often have “accidents.”

appreciate these characteristics of cats.

Mother cats train their kittens to use the litter

However, many people who have plenty of

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space and time still opt to have a cat

rewards and crowns: and we do assure you,

because they love the cat personality. In

on the word of a prince, they shall be duly

many ways, cats are the ideal house pet.

paid you. In the mean my lieutenant general shall be in my stead, than whom never

PERSUASIVE SPEECH

prince commanded a more noble and worthy

QUEEN ELIZABETH 1: AGAINST THE

subject; not doubting by valor in the field, we

SPANISH ARMADA

shall shortly have a famous victory over the

My loving people, we have been

enemies of my God, of my kingdom, and of

persuaded by some, that are careful of our

my people.

safety, to take heed how we commit ourselves to armed multitudes, for fear of

PERSUASIVE POEM

treachery; but I assure you, I do not desire

MOTHER TO SON

to live to distrust my faithful and loving

Well, son, I’ll tell you:

people. Let tyrants fear; I have always so

Life for me ain’t been no crystal stair.

behaved myself that, under God, I have

It’s had tacks in it,

placed my chiefest strength and safeguard

And splinters,

in the loyal hearts and good will of my

And boards torn up,

subjects. And therefore I am come amongst

And places with no carpet on the floor –

you at this time, not as for my recreation or

Bare.

sport, but being resolved, in the midst and

But all the time

heat of the battle, to live or die amongst you

I’se been a – climbin’ on

all; to lay down, for my God, and for my

And reachin’ landin’s,

kingdom, and for my people, my honor and

And turnin’ corners,

my blood, even the dust. I know I have but

And sometimes goin’ in the dark

the body of a weak and feeble woman; but I

Where there ain’t been no light.

have the heart of a king, and of a kin of

So boy, don’t you turn back.

England, too; and think foul scorn that

Don’t you set down on the steps

Parma or Spain, or any prince of Europe,

‘Cause you find it’s kinder hard.

should dare to invade the borders of my

Don’t you fall now –

realms: to which, rather than any dishonor

For I’se still goin’, honey,

should grow by me, I myself will take up

I’se still climbin’,

arms; I myself will be your general, judge,

And life for me ain’t been no crystal stair.

and rewarder of every one of your virtues in the

field.

forwardness,

I

know that

already,

you

have

by

your

Langston Hughes

deserved

-Carlito Doringo-

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READING TO WRITING (Pattern Writing, Book Report, Journalist)

Reported by: Dalanon, Katherine Rose

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

81

READING TO WRITING After reading, students need a reflection on a text that they had read and that is by writing their responses on that text to extend their thinking. By writing in response to reading, students became more aware in reading and develop a deeper understanding of various texts. •

Writing – It is the process in shaping the students responses or understanding in their reading.

The teachers must prepare a variety of Activities for the student’s reflection on a text. •

Journals – students jot down their responses, thoughts, opinions and ideas in their journals.

•

Writing- students can examine the ideas and issues written on a text through assigned writing.

•

Note - taking – students can record and sort out their ideas about the selection using their own words.

•

Story boards – this is the time for the students to create a script based o the events from the selection

•

Mapping – students draw or use graphic organizers to usually portray the relationships and connections of characters, events, or ideas on a text.

•

Extending text- students make different endings, add episodes, reduce events, alter style, and place characters in different context.

-Katherine Rose Dalanon-

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READING AS A NEURO PSYCHOLOGICAL PROCESS (Eye, Ear, Brain,Dominance, etc)

Reported by: Luana, Lenie Mandalones, Jason

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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Why is it reading is a Neuro – physiological process?

You have never been asked this question, but using our common sense and my background in reading, I would say that reading involves seeing letters, words and paragraphs, hearing sounds of letters, words and syllables, understanding or comprehending what one reads (which involves a number of thinking skills). So the neuro is the nerve that would be the brainwork that is connected to the physiological act of hearing, seeing and speaking the words.

The Neuro-physiological process 1 Eye process - An American psychologist William James in his book Principles of psychology (1890, pp.193-195), observing that some forms of micro movement always accompany thought, James wrote: “In attending to either an idea or a sensation belonging to a particular sensesphere, the movement is the adjustment of the sense-organ, felt as it occurs. I cannot think in visual terms, or example, without feeling a fluctuating play of pressures, convergences, divergences, and accommodations in my eyeballs…when I try to remember or reflect, the movement in question. Feel like a sort of withdrawal from the outer world. As far as I can detect, these feelings are due to an actual rolling afterwards and upwards of the eyeballs.” Example; while walking, doing small things, you use your thought probably, It is also your eye movement that the eye movement might be related to internal representations. Let’s sight some example; ask one of your classmates to participate in class and answer this question, observe his eye movement. “Who were the five people you saw this morning? His eyes up and left: Non-dominant hemisphere visualization- i.e. remembered imagery.

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In reading it has only two movements; a. Fast reading (fast eye movement) -Involuntary (jump) eye movement), scanning, skimming, and browsing b. Slow reading (slow eye movement) - Smooth eye movement, a rapid irregular movement of the eye as it changes focus moving from one point to another. It is essential for becoming a successful reader. 2. Ear process - the hearing process begins when sound waves enter the auditory canal and strike the eardrum, a membrane about one half inch across. When is capable of handling over 73,000 vibrations per second. When sound hits the eardrum, it causes movement of the hammer, anvil, and stirrup. The vibrations of sound are magnified by about twenty times as they pass over the ossicles and enter into the small opening in the inner ear without this amplication, we would be deaf, since about 99.9% of sound would be reflected back out the ear. It would be like trying to talk someone who is under water. This is the ingenious job of these amazing bones in the middle ear. They have been designed to take sound energy from the ear, amplify it and transfer that energy into fluidfilled inner ear structures. When this take place, a small electrical signal is made and sent to a corresponding circuit in the auditory nerve that carries it instantly to the brain.

-Lenie Luana-

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According to Thérien (1985), there are at least five distinct processes active every time we read a text: •

Neuro-physiological (eye movements, the brain’s functions, etc.);

•

Cognitive (the basic cognitive functions as studied by cognitive science);

•

Argumentative/narrative (the act of following a complex sign such as a discourse, a narrative, etc);

•

Affective (emotional response); and

•

Symbolic (interpretation of the text within the context of our own body of knowledge and establishment of relations between the text being read and other texts).

These five processes can be said to define three tasks: manipulation (the material dimension of the reading process), comprehension, and interpretation. In other words, to read a text is to be able to progress through it, which implies both manual and neurophysiological aspects. In a post-typographic era, we must consider how each of these tasks changes and how the interrelations between them change as well. What does it mean to manipulate an e-book? What new strategies must be developed now that the basic element of reading, the page, is not present? Can manipulation be transposed without any problems from one context (book culture) to another (screen culture or ebook culture)? The second task, comprehension, implies the semiotic dimension of the reading process. To read a text is to understand what is written, which implies linguistic, cognitive and affective aspects. E-books and hypermedia help produce new forms of texts, requiring new strategies of comprehension. The third task, interpretation, refers to the symbolic dimension of the reading process. To read is to establish a relation between the text being read and other texts that explain, illustrate, complete, or expand what is being read. If interpretation is the minimal relation established between two texts by a reader, the second text facilitating understanding of the first, then a networked reading environment would presumably help bring about interpretation. And yet, this is not the case, as several early studies of readers working in hypertext environments demonstrated (e.g., Kim & Hirtle, 1995; Foss, 1989; Rouet & Levonen, 1996). The possible problem here is one of over-interpretation:

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when a reader makes connections that are not based on a complete or complex knowledge of the text being read, that connection may confound rather than facilitate interpretation. If the text is not "read"–if it has not been the object of an act of appropriation–then its interpretation may quite easily be uote non fondé” – that is, superficial, divergent instead of convergent (Eco, 1992). •

The three tasks involved in reading–interpretation, comprehension, and manipulation are logically implied: interpretation logically implies comprehension, which logically implies manipulation. This recalls C. S. Peirce's notion of prescission: to have a 3, you need a 2, and to have a 2, you need a 1. 1 can stand by itself, but 2 needs, just to exist, a 1, and so on. This is to say that that we cannot have complex forms of interpretation if we do not have adequate forms of comprehension, which themselves require satisfactory forms of manipulation

A model of reading One of the first and most significant, computational models is that created by Rumelhart and McClelland (1981). Theirs is an interactive activation model based on three levels of processing following from visual input; the feature level (which detects the individual features of letters), the letter level (which collates input from the feature level to detect letters), and finally, the word level (which takes the outputs of the letter level to detect words). As it stands, this is just a hierarchical model

-Jason Mandalones-

87

READING AS A LANGUAGE PROCESS (Halliday, Fries)

Reported by: Balgua, Cherry Lou

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

88

READING AS A LANGUAGE PROCESS It is the process of decoding symbols for the purpose of deriving meaning and/or constructing meaning. It is considered as the 3rd of the four language skills: (1) listening, (2) speaking, (3) reading, and (4) writing. When we're reading whether it's a text or a passage, it is made up of language. Michael Halliday identifies seven functions that language has for children in their early years. Children are motivated to acquire language because it serves certain purposes or functions for them. The first four functions help the child to satisfy physical, emotional and social needs. Halliday calls them instrumental, regulatory, interactional, and personal functions. •

Instrumental: This is when the child uses language to express their needs (e.g. ‘Want juice')

•

Regulatory: This is where language is used to tell others what to do (e.g. 'Go away')

•

Interactional: Here language is used to make contact with others and form relationships (e.g. 'Love you, mummy')

•

Personal: This is the use of language to express feelings, opinions and individual identity (e.g. 'Me good girl')

•

Heuristic: This is when language is used to gain knowledge about the environment (e.g. 'what the tractor doing?')

•

Imaginative: Here language is used to tell stories and jokes, and to create an imaginary environment.

•

Representational: The use of language to convey facts and information.

Michael Halliday and Charles Fries both viewed reading as a language process wherein as one reads he carries with him his language skills of listening and speaking. Before a child learns how to read, he first learns to listen to the people around him and after that follows what they say. Let's take an example: Before a child learns the alphabet, his teacher first pronounces those letters and the child listen first and repeat what she said. -Cherry Lou Balgua-

89

READING AS A COGNITIVE PROCESS (Piaget)

Reported by: Villota, Ercheney

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

90

READING AS A COGNITIVE PROCESS Have you ever wonder why Reading is so difficult to remediate? The answer is that reading is not a subject. It is a process, a thinking process. Reading is described as many ways by different people. Some describe it as a thinking (cognitive) process. Others say it is the reconstruction and interpretation of meanings behind printed symbols. Still others say it is the process of understanding written language. All these explanations of reading are accurate. Despite continuing disagreement about the precise nature of the reading process, there are some points of general agreement among reading authorities. One such point is that comprehension of written material is the purpose of reading. In fact, we considered reading comprehension and reading to be synonymous because when understanding breaks down reading actually is not occurred. Perhaps more than any other word “meaning” appears in definitions of reading. Readers are involved in constructing meaning from text. Reading involves a series of interlinked cognitive processes. These processes are not inbuilt for reading. They cannot be as reading is only a very recent innovation in the course of human history, and thus we could not have evolved such a specific process in such a short space of time. Reading out loud is more complex process the just normal, silent, reading. However it is not a distinct process. Instead it involves all the same processes as reading silently, and then this processing leads onto further stages of processing which more speech-related. Cognition- ability to acquire knowledge: the mental faculty or process of acquiring knowledge by the use of reasoning, intuition, or perception; knowledge acquired: knowledge acquired through reasoning, intuition, or perception Reading is a multi- dimensional cognitive process of decoding symbols fro the purpose of deriving meaning and constructing meaning.

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Stimulus Text being read

Receptors Eyes and ears

Brain Decoding and interpretation

Response Reaction done

Cognitive Elements of Reading Anya ti nagan mo? The sum of the square of the two legs is equal to the square of the hypotenuse Earth revolves around the Sun once every year, or 365.25 days. n∑xy-(∑x)(∑y) r = _______________________________ _____________________________ √ [n∑x^2 - (∑x) ^2] [n∑y^2 – (∑y) ^2]

Résumé – a summary of somebody's educational and work experience, for the information of possible future employers. Have you understand all the statements above? Some text can be uttered easily but cannot be understood by the reader because ther are some cognitive elements that need to be met for you to understand or comprehend what you are reading. These include: Reading Comprehension – is the ability to understand the text being read. Language Comprehension – is the ability to understand the spoken language. Background (Schemata theory) – schemata on the new ideas is an important support to the reader. Linguistic – know the structure of the language. Phonology – know the pronunciation of each phoneme in each word. Syntax – know the rules of that language. Semantics – know the meaning of the word parts and the meaning of each word in the particular language. Decoding – is the ability to transform symbols forming a phoneme to sounds Cipher – the pronunciation and spelling correspondence. -Ercheney Villota-

92

READING AS A SKILL/S (Gray/Gates)

Reported by: Felizardo, Ruby

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

READING SKILLS ACQUISITION 93

Reading skills acquisition is the process of acquiring the basic skills necessary for learning to read; that is, the ability to acquire meaning from print. Skills required for proficient reading According to the National Reading Panel, the ability to read requires proficiency in a number of language domains: phonemic awareness phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension. Phonemic Awareness This is the ability to distinguish and manipulate the individual sounds of language. The broader term, phonological awareness, also includes rhymes, syllables onsets and rimes. Phonics It is method that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. This helps beginning readers understand how letters are linked to sounds (phonemes), patterns of letter-sound correspondences and spelling in English, and how to apply this knowledge when they read. Fluency This is the ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to his or her background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension.

Vocabulary

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A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context. Four types of reading skills used in every language: Skimming It is used to understand the "gist" or main idea Scanning - used to find a particular piece of information Extensive reading - used for pleasure and general understanding Intensive reading - accurate reading for detailed understanding. Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming. Examples of Skimming: ·

The Newspaper (quickly to get the general news of the day)

·

Magazines (quickly to discover which articles you would like to read in more detail)

·

Business and Travel Brochures (quickly to get informed)

Scanning It is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning. Examples of Scanning ·

The "What's on TV" section of your newspaper.

·

A train / airplane schedule

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A conference guide

Extensive reading

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It is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word. Examples of Extensive Reading ·

The latest marketing strategy book

·

A novel you read before going to bed

·

Magazine articles that interest you

Intensive reading It is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact. Examples of Intensive Reading ·

A bookkeeping report

·

An insurance claim

·

A contract

-Ruby Felizardo-

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READING AS A PSYCHO – SOCIAL PROCESS (Erikson, Vygotsky)

Reported by: Castor, Rose Fay Doinog,Jhoan Esmer, Janice

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

READING AS A PSYCHO – SOCIAL PROCESS 97

According to Erikson, the socialization process consists of eight phases - the "eight stages of man." His eight stages of man were formulated, not through experimental work, but through wide - ranging experience in psychotherapy, including extensive experience with children and adolescents from low - as well as upper - and middle - social classes. Each stage is regarded by Erikson as a "psychosocial crisis," which arises and demands resolution before the next stage can be satisfactorily negotiated. These stages are conceived in an almost architectural sense: satisfactory learning and resolution of each crisis is necessary if the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house is essential to the first floor, which in turn must be structurally sound to support and the second story, and so on. Erikson's Eight Stages of Development 1. Learning Basic Trust versus Basic Mistrust (Hope) Chronologically, this is the period of infancy through the first one or two years of life. How many toddlers can name all the characters on their favorite TV show? My niece knew the names of all the character on the show.At beginning of one until age two. Some of them were so similar I did not even notice the difference at first glance. I realized that if he has no problem learning all of those characters, what is stopping him from learning all of the letters of the alphabet? The only thing stopping him is the fact that he is not exposed to it. Instead of allowing him to spend all of his time learning cartoon characters, why not introduce him to the letters of the alphabet? 2. Learning Autonomy versus Shame (Will). It starts from 18 months or 2 years and 3½ to 4 years of age. The "well parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. There are many two-year old boys and girls running around singing all 26 letters of the alphabet to the tune of "Twinkle Little Star." However, learning to recognize letters does not usually start until at least four or five years of age. Letter recognition is usually the beginning of learning to read in kindergarten. 3. Learning Initiative versus Guilt (Purpose)

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This psychosocial crisis occurs during what he calls the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). Looking for games and activities to keep the little guy busy? Preschool is all about developing the skills to get the kid ready for kindergarten. From reading activities that get a child comfortable with the alphabet, to math activities that get her counting and sorting, we've got fresh ideas to keep a kid learning on the fly. 4. Industry versus Inferiority (Competence) This psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. Research indicates that if children do not become successful readers by the end of third grade, it is very difficult for them to catch up with their peers in later years. Clay (1993) explains that inappropriate reading habits can be a real stumbling block to higher levels of understanding. The probability that a child who is a poor reader at the end of first grade will remain a poor reader at the end of fourth grade is 88% (Juel 1988) 5. Learning Identity versus Identity Diffusion (Fidelity) During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best - adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on. 6. Learning Intimacy versus Isolation (Love) The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship. 7. Learning Generativity versus Self-Absorption (Care) In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.

8. Integrity versus Despair (Wisdom)

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If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares the new. These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how personality develops but at present they are descriptions only. We possess at best rudimentary and tentative knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Helping the child through the various stages and the positive learning that should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for the best ways of accomplishing this task accounts for much of the research in the field of child development. Socialization, then is a learning - teaching process that, when successful, results in the human organism's moving from its infant state of helpless but total egocentricity to its ideal adult state of sensible conformity coupled with independent creativity.

-Rose Fay Castor-

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VYGOTSKY SOCIO- CULTURAL THEORY OF DEVELOPMENT There are two central factors in socio- cultural theory of development according to Vygotsky, it is the social interaction and language. For him the best way to learn the child is social interaction and language. Through this social interaction the child communicate others and learned more things from them. In language according to him through language the child can adopt new information and of course they learned how to understand everything. Vygotsky said that if the child can talk to themselves it is called private speech. Private speech is a form of self talk that guides the child thinking, action and then when the child know how to do the task vygotsky said that scaffolding can help the child to learned by giving support or assistance of others. And when the learners become more proficient, able to complete the task on their own that they could no initially do without assistance is called scaffold and fade away technique.

-Jhoan Doinog-Janice Esmer-

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READING AS A DEVELOPMENTAL PROCESS (Chall)

Reported by: Longga, April Vanessa Paz IV, Roman

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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READING AS A DEVELOPMENTAL PROCESS According to the National Reading Panel, the ability to read requires proficiency n a number of language domains; phonemic awareness, phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension. Phonemic awareness – The ability to distinguish and manipulate the individual sounds of language. The broader term, phonological awareness, also includes rhymes, syllables, and onsets and rimes. Phonics – The method that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. This helps beginning readers understand how letters are linked to sounds (phonemes), patterns of letter-sound correspondences and spelling in English, and how to apply this knowledge when they read. Fluency – The ability to ready orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to his or her background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension. Vocabulary – A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader’s spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context. Reading Comprehension – The NRP describes comprehension as complex cognitive process in which a reader intentionally and interactively engages with the text. Reading comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed vocabulary and active engagement with the text.

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STAGES OF READING DEVELOPMENT Learning to read doesn’t just happen. It has to be taught through systematic, organized instruction. Reading is a skill which is built upon through stage and is an ongoing process. If a stage of reading development has not been learned, students will flounder/straggle in their reading ability, which also affects their writing skills. It is imperative/very important that teachers make certain students fully understand each stage of the reading/writing process before they move on the next level. Jeanne Chall, world renowned reading expert psychologist for fifty years, and past professor emeritus at Harvard University cites her five stages of reading development below. Each stage builds on skills mastered in earlier stages; lack mastery at any level can halt the progress beyond that level. Stage 0: Pre-reading Stage – birth to age 6. It is the unsystematic accumulation of understandings about reading between pre-school and kindergarten. •

The learner gains familiarity with the language and its sounds. A person in this stage becomes aware of sound similarities between words, learns to predict the next part in a familiar story, and may start to recognize a few familiar written words. Chall’s Stage 0 is considered comparable to what is often called “reading readiness.” Typically developing readers achieve this stage about the age of 6. The pre-reading stage is when the learner grows in their control of language,

both semantics and syntax. The child is increasing their conceptual knowledge and beginning to develop an understanding of the world around them. The learner relies on their non-visual information and contextual knowledge to begin reading. During this emergent stage the child relies heavily on the contextual information provided by the pictures in the text and by the way the story mimics the spoken language and highly predictable language. The learner during this stage uses logographic information to make guesses about words. The learner also begins to develop insights into the nature

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of words and begins to realize that words are made up of sounds, and that some of these words have the same beginning and ending sounds. This phonetic-cue phase of reading development helps the child begin to recognize rhyme and alliteration. For the reader to be successful at this stage of learning they need to have many learner centered activities that encourage the connection between their non-visual information and the visual information of the text. A top down approach to teaching reading, which follows a whole language model of reading, has shown positive gains in reading performance for the stage 0 readers. Stage 1: Initial Reading or Decoding Stage – Grades 1-2 or Ages 6-7. Student’s central task is learning arbitrary letters and associating them with corresponding parts of spoken wards. Learner acquires knowledge about reading. Phonics •

The learner become aware of the relationship between sounds and letters and begins applying the knowledge to text. This demonstrates the reader has achieved understanding of the critical concept of the alphabetic principle and is learning sound-symbol correspondences, the alphabetical code. Once the learner is successful in stage 0 and has progresses from the phonetic-

cue phase of reading and is becoming more aware of letter/sound relationships, the learner has now progresses into the cipher phase of reading and is Stage 1 reader. During this stage, the reader often relies heavily on the text and focuses attention on the visual information. The child begins gluing to print and sounding out words. Even words that were easily recognized in stage 0 may now be sounded out by the stage 1 reader. The stage 1 reader is attempting to break the code of print. They realize that letters and letter combinations represent sounds. To this child decoding is extremely important. A bottom up approach to teaching reading may be more appropriate for this stage of development. Teacher directed modeling and instruction on the aspects of decoding is crucial during this stage. This is the one stage where whole language may nit be the approach for the instruction of reading.

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Stage 2: Confirmation, Fluency, Ungluing from Print, Automaticity Stage – Grades 2-3, Ages 7-8. Consolidation of what was learned in Stage 1. This requires reading many easy and familiar books for the developmental reading. There is a gradual increase in functional and recreational reading. Commonly use of the basal readers. Functional reading is important – content area texts- this is where we fail in our attempts to prepare our students. The range of possible recreational reading increases. •

This stage involves confirming the knowledge acquires in the previous two stages and gaining fluency on those skills. Decoding skills continue to improve, and they begin to develop speed in addition to accuracy in word recognition. At this point, the reader should be able to give attention both to the meaning and to the print, using them interactively to build their skills and fluency. This stage is critical for the beginning reading. If the developing reader stops making progress during this stage, the individual remains, in Chall’s words, “glued to the print.” Typical developing readers usually reach this stage around the age of 8. The job of the teacher is to keep the learner in perpetual forward movement.

Once the child has become successful at the aspect of decoding it is time to progress forward. No teacher desires a child to be a word caller, or a reader who glues to text. A good reader is a fluid reader, who automatically decodes words, thus freeing up the attention for higher levels of comprehension and meaning. As the child progresses through stage 1 they acquire orthographic knowledge of words. They recognize patterns of words and reach a level of automaticity in word recognition. This found ability enables the reader to become more fluent. Chall often refers to this stage as ”more of the same.” In other words the learner needs opportunity to hone/sharpen the skills of reading in comfortable text and comfortable reading situation. Recreational reading encourages safe fluent reading. Carver calls this area of reading, rauding. This stage is not for gaining new information or using reading to learn, but is used to gain control of reading so that when they become stage 3 readers they will be able to use the tool of reading to successfully gain knowledge. Once again the reading emphasis switches to a more whole language approach. The learner should be given the opportunity to read many familiars

texts.

The

greater

the

amount

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of

practice

and

the

greater

the

immersion/fascination, the greater the chance of developing the fluency with print that is necessary for the more complex nature of reading to learn. Stage 3: Reading for Learning the New Stage: A First Stage – Grades 4-8, Ages 913. Readers need to bring prior knowledge to their reading. The children acquire facts.

•

Reading to learn: At this stage, motivation for reading changes. The reader has enough reading skill to begin to read text in order to gain information. Reader’s vocabulary development accelerates at this point resulting from increased exposure to the written word. Typically developing children usually achieved this stage in 4th grade, around the age of 9. Stages 0-2 are considered the developmental stages of reading, “Learning to

Read.” Stage 3 however is associated with the content area reading, or “Reading to Learn.” Now the reader must use reading as a tool for acquiring new knowledge. Before the child entered stage 3 of reading, the child relied on the environment or the spoken word to acquire new knowledge, but as the child enters stage 3, he/she must use reading to gain novel/fresh information. Stage 3 is also characterized by the growing importance of word meaning, prior knowledge and strategic knowledge. In order to acquire new information, the learner must bring previous knowledge and experiences to their reading. The reading in this stage is essentially for facts and the reader typically comprehends from singular view point, reading during this stage is seen to be both topdown and bottom-up process. Students need direct instruction, not necessarily in the aspect of decoding, but in strategy activation and selection as well as comprehension monitoring. Many teachers make the false assumption that just because the learner has learned how to read narrative text, this ability will transfer over to successful reading to expository text and reading to learn.

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Stage 4: Multiple Viewpoints Stage – High school, Ages 14-18 It should include instruction in reading/study skills, and reading strategies for success. •

The reader at this stage begins to be able to analyze what they read, understand different points of view, and react critically to what they read. Typical readers are developing this skill as set during the high school years, around ages 14 to 19.

The essential difference between the Stage 3 reader and the Stage 4 reader is that the Stage 4 reader begins dealing with learning from the multiple viewpoints. The successful stage 3 reader grows in their ability to analyze what they read and react critically to the different viewpoints they encounter. When the learner becomes successful with this type of critical comprehension they have progresses from stage 3 to stage 4.The stage readers are able to deal with layers of facts and concepts and have the ability to add and delete schema previously learned. This is essential as the learner now interacts with more complex text and share multiple views and concepts. Stage 5: Construction and Reconstruction Stage – College, age 18 and above. Adult literacy should stress acquisition of skills useful to the participants and the ability to apply those skills. •

At this stage, readers have learned to read selectively and form their own opinions about what they read; they construct their knowledge from that of others. This highest level of reading development is not usually reached until college age, or later, and may in fact be achieved only by those who have intellectual inclination. Upon the arrival into stage 5 of reading, the students has learned to read certain

books and articles in the degree of detail and completeness that one needs for one’s purpose. A stage 5 reader knows what not to be read, as well as what to read. During stage 5, the reader has acquired the ability to construct knowledge on a high level of abstraction and generality and to create one’s “truth” from the “truth of others. The more the learner is immersed into one’s domain, the more conceptual knowledge the reader has obtained. With this sophisticated level of domain specific knowledge, the more

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critical the reader can become. They now have the ability to synthesize critically the works of others and are able to form their own educated stance/position on the subject. These are the stair steps of reading development. They are built upon and climbed, as students grow in their literacy development. Some tine students get stuck in one of the stages. It is our job as their teacher to “unstuck” them so they can move on to the next phase and beyond, empowering them to become enthusiastic readers and writers. To understand more the differences of the stages reading development, here are some things to consider: •

Stage 1 – Initial Decoding The majority of students who experience difficulty acquiring decoding skills do so not because of visual perceptual problems, as commonly believed in the past, but because of problems with phonological aspects of language. An understanding of the phonetic structure of the English language is a must if a poor reader is to become a good reader.

•

Stage 2 – Fluency It is only when the decoding process becomes automatic that is, both accurate and rapid that attention is freed for higher-level reading comprehension skills. Without rapid word recognition, one cannot go on to stage 3.

•

Stage 3 – Reading for Meaning Once reading becomes both accurate and fluent, task of reading becomes one of understanding the content. It is during this stage that students expand their knowledge base.

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Students who are reading below their grade level lack significantly in their knowledge base. •

Stage 4 – Relationships and Viewpoints In stage 4, students learn to read more complex materials from various sources. Effective reading is critical to success. A child that has difficulty in reading falls further behind in school.

•

Stage 5 – Synthesis Ideally, this is type of intellectual pursuit that occurs at the college level. The reader synthesizes information from variety of sources to form hypotheses. Stage 5 reading emerges as a result of intensive study in a content area. The longer it takes a poor reader to become a good reader, the more disadvantaged the student is. If student are to succeed in school and in today’s world, it is imperative they all become good readers by the third or fourth-grade. STAGES of READING DEVELOPMENT` The Major Qualitative Characteristics and How They Are Acquired

AGE

STAGE 0 “Pseudo Reading” Preschool (ages 6 months to 6 years)

STAGE 1 Initial reading and decoding Grade 1 and beginning Grade 2 (ages 6 and 7)

STAGE 2 Confirmatio n and Fluency Grades 2 and 3 (ages 7 and 8)

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STAGE 3 Reading for Learning the New Grades 4-8 (ages 9-13) Phase A & B A. Intermediate , grades 4-6 B. Junior high school, grades 7-9

STAGE 4 Multiple Viewpoints High school, grades 1012 (ages 1517)

STAGE 5 Construction and Reconstructio n College and beyond (age 18+)

Major Qualitativ e Character istics and Masteries by End of Stage

Pretend reading Retells story from pictures Names alphabet letters Prints own name Plays with books, pencils, paper

How Acquired

Being read to by someone who responds to child’s interest Being provided with books, paper, pencils, letters, time

Learns relation between letters and sounds and between printed and spoken words Able to read simple text containing highfrequency words and phonically regular words Sounds out new onesyllable words Direct instruction and practice in lettersound relationshi ps Reading of simple stories using simple phonic patterns and high frequency words Being read to at a higher level to

Reads simple stories with increasing fluency Learns to consolidate decoding, sight vocabulary, & meaning context to read stories and selections

Direct instruction in advanced decoding skills Wide reading w/ instructional and independent materials Being read to at levels above their own to develop language, vocabulary and concepts

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Major Qualitative Characterist ics and Masteries by End of Stage For the first time, may be responsible for reading independent ly to -learn new ideas, -gain new knowledge, -experience new feelings and attitudes Generally from one viewpoint

Reading widely from a broad range of complex materials-expository and narrative Able to deal with multiple viewpoints

Reading is used for one’s own needs and purposes Serves to integrate one’s knowledge with that of others to synthesize and create new knowledge It is rapid and efficient

Reading/stu dying textbooks, reference works, trade books, newspapers , magazines Being exposed to unfamiliar vocabulary and syntax Systematic study of words Reacting to text through discussions and writing Reading of more complex fiction, non-

Wide reading and study of science and humanities as well as newspapers and magazines

Wide reading of ever more difficult materials

Systematic study of words and word parts Formal and creative writing

Writing papers, tests, essays that call for integration of varied knowledge and points of view

Relations hip of Reading to Listening

Most can understan d children’s picture books and stories read to them Can understan d thousands of the words they hear by age 6, but can read few if any of them

develop advanced language patterns, new words, and ideas Child’s reading level is much below the language that is understoo d when heard At end of stage, most children understan d 6,000 or more words but can read only about 600.

fiction, etc.

About 3,000 words can be read

At beginning, listening comprehens 9,000 or ion is still more words more in listening effective vocabulary than reading By the end, Listening is reading and still more listening are effective about equal than reading For good readers, reading is more efficient

Reading comprehens ion is better than listening comprehens ion of difficult material

Reading is more efficient than listening

For poorer readers, listening comprehens ion may be equal to reading

Implications: Stage 3 is necessary for the industrial workplace Stage 4 is an absolute for the informational age Many readers never get beyond Stage 3 and most reading instruction ends before students are adept at Stage 3 skills Most remediation is done in Stage 1 and Stage 2 as well as Stage 3A However, Stage 3A depends so heavily on adequate Stage 1 & 2 skills that decoding and fluency may be more important for older students whose comprehension seems low

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-April Vanessa Longga-

READING AS A DEVELOPMENTAL PROCESS When we say reading as developmental process it means that reading has a stage to realize. This segment was connected to the study of Jeanne Chall. A magnificent stage develops by Chall. This stages guide us to understand why and how this things occur. In our discussion, the first thing that we should give emphasis is the first stage in reading. The begging of reading should begin in this period. Remember the time when we in the pre-school. The teacher demonstrates how to read it. She teaches how to pronounce that word. In this manner the preschool child read by mimic the sound even they don’t know the meaning. Let’s begin in a basic concept, an agreement that reading as a process of development involves a program for acquiring and developing reading concepts and skills. This is based on the insight; the periods or stages in developing reading skills coincide with the developmental stages of individual growth. Indeed, progress in reading happens gradually and progressively. There are others ideas to give emphasis these are the stages of individual development in reading .the stages are interrelated, each stages being preparation next, development proceeds chronological in an upward movement starting with the simplest to increasing the level of complexity, there are levels of reading skills acquisition and lastly development is influenced by ones personal maturation social demands values and aspiration. The main target here is the learning result the reimbursement grasp of the concept of development in reading, applied the understanding of wide-ranging developmental reading strategies and motivated mastery of teaching capacity in developmental reading. The central issues is an old matters, before we should give emphasis in examine the schooling instruction, the relationship of poverty and disability to reading difficulties and school achievement, and of the interdisciplinary nature of learning to read. Particularly, influential in helping us understand how people actually learn to read and in ensuring that the research evidence was used in the classroom to help children. For example a problem reader was defined as one whose reading

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achievement level was one or more years below grade level. In the fields or in the actual setting, we can see the child development in reading by providing evidence which is changing the reading program from one based on grades to one which recognizes the developmental nature of the child. The developmental reading program is paying attention on the learner in which instruction is both continuous (instruction in every grade) and has continuity (skills are taught in a sequence). It differs sense in our earlier stage reading programs in that it does more than give lip service to the naturalness of individual differences and recognized that it is unrealistic to expect all children to achieve equal mastery of all skill and to proceed through the skill sequence at the same rate. Reading must be taught as a process, not as a subject so that we cannot meet a big problem regarding in comprehension.

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-Roman Paz IV-

INTRINSIC FACTORS For Reading Achievement (Motivation, Intelligence, Learning Styles, Self – Concepts, Interest)

Reported by: Evaristo, Daisy

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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INTRINSIC FACTOR IN READING ACHIEVEMENTS MOTIVATION •

The inside eagerness/willingness or motivation of a person to learn something through reading. READING MOTIVATION

•

The prime component in reading motivation is being engaged.

•

An engaged reader is one who reads for different purposes.

•

Builds knowledge to construct new learning.

•

Participate in meaningful social interaction in reading.

•

See to understand.

•

enjoy earning and

•

They believe in their reading abilities.

Children who become engaged in reading can overcome the disadvantages of risk. Chief component in reading motivation is thought to be self-efficacy. •

The ability of a person to judge his own capabilities in regard to a task. Seems to play a major role in whether or not a child takes on reading challenge.

If a child has a high self-efficacy •

He sees a reading challenge ass just that something he can master if he works diligently.

•

Base on research a child who belief in their ability to accomplish a task in reading, achieve good performance in both math and literacy.

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READING CHALLENGE •

Another motivation in reading, wherein thee are goals need to accomplish.

Ex. *List of questions need to answer. *There are rewards. A competent reader is intrinsically motivated. *Behaviors of a competent intrinsically motivated reader. •

They read for their own sake.

•

They read for personal interest.

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Have a sense of deep immersion during the reading process.

•

Find challenges material.

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Enjoying the experience.

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Read for longer amount of time.

•

Greater cognitive proficiency in reading.

•

Reading for more positive effects. Major aspects in motivated intrinsic reader

•

consisting of curiosity

•

involvement

•

Preference for challenge INTEREST

*Some important teaching tips in getting children interest to read. 1. Focus on the content. 2. Avoid language exercise and tests.

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3. Read parts of the story dramatically. 4. Teach helpful strategies such as predictions and inference. 5. Talk about what the students read at home.

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-Daisy Evaristo-

EXTRINSIC FACTORS For Reading Achievement (The Material and the Teacher as X – Factor)

Reported by: Sarmiento, Roselle

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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EXTRINSIC FACTOR FOR READING ACHIEVEMENT (The material and the teacher as x-factor)

MOTIVATION

EXTRINSIC

Rewards Punishments

Formula 1: EXTRINSIC + REWARDS MOTIVATION

(task relates to current and future goal) (external rewards)

*Motivation is a force that makes people to do (or not to do) something

Formula 2: CHILD READING + NUMBER BREADTH ACHIEVEMENT

*If the amount of child reading is increasing, the amount of breadth reading also increasing which increasing the reading achievement. A reciprocal relationship will happened if the children do not read. Therefore, we can conclude that the main determination of reading achievement is MOTIVATION.

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PAST EXPERIENCE

DISLIKE READING

MINIMUM ACHIEVEMENT

AVOID TO READ

LACK OF EXPERIENCE

FLOW OF LACK MOTIVATION AMONG STUDENTS

MOTIVATION

INTRINSIC REWARDS EXTRINSIC PUNISHMENTS

COMPETITION IN READING

READING RECOGNITION

TYPE OF EXTRINSIC MOTIVATION THAT EXIST AMONG

READING FOR GRADES

LEARNERS

On this topic, we will only discuss two parts of motivation which have connection with extrinsic. A) Materials 1. Ability to locate needed reading material  use index  use of table of contents  use of dictionary  use of encyclopedia  use of library card files  use of others bibliographic aids  use of skimming in search for information 2. Ability to comprehend informational material  application of general comprehension  develop specific skills that needed by special subject matters

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3. Ability to select material needed These three points have related to win student interest. Without interests all the effort will be useless. Therefore, teacher should arouse the learners to have their interest. To develop the interest, learners should: a. read material which is either recreational or functional reading b. enjoyable story/lessons B) Teacher as x-factor

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-Roselle Sarmiento-

SELF – FULFILLING PROPHECY

Reported by: Maano, Ma. Cherielyn

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

123

SELF – FULFILLING PROPHECY Description If a person thinks we are clever or stupid or whatever, they will treat us that way. If we are treated as if we are clever, stupid, or whatever, we will act and even become this way. This person has thus had their prophecy about us fulfilled. This is also known as Pygmalion Effect. A self – fulfilling prophecy is a prediction that directly or indirectly causes it to become true, by the very terms of the prophecy itself. Although examples of such prophecies can be found in literature as far back as ANCIENT GREECE and ANCIENT INDIA, it is 20th – century SOCIOLOGIST ROBERT K. MERTON who is credited with coining the expression “SELF – FULFILLING PROPHECY” and formalizing its structure and consequences. A prophecy declared as truth when it is actually false may sufficiently influence people, either through fear or logical confusion, so that their reactions ultimately fulfill the once – false prophecy. Richard Wiseman discusses the role of self – fulfilling prophecies in human psychology. For example, a person who expects people to be friendly may smile more and thus receive more smiles while a person expecting to be lucky

-Ma. Cherielyn Maaño-

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THE PYGMALION EFFECT

Reported by: Climaco, Geneva

Submitted to: Dr. Lourdes Abiog Educ.5 Instructor Pamantasan ng Lungsod ng Marikina

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THE PYGMALION EFFECT The Pygmalion Effect (Rosenthal Effect) refers to situation in which students perform better than the other students simply because they are expected to do so. It is a form of self fulfilling prophecy, and in this respect, students with poor expectations internalize their negative label and those with positive labels succeed accordingly. The effect is named after George Bernard Shaw’s play Pygmalion, in which a professor makes a bet that he can teach a poor flower girl to speak and act like an upper class lady, and is successful. The main idea concerning The Pygmalion Effect is that if you believe that someone is capable of achieving greatness, then that person will indeed achieve greatness. The Pygmalion Effect enables student to excel in response to the teachers message that they are capable of learning and expected to learn. The Pygmalion Effect is one big demonstration of the effect of teachers. “If he is unskilled, he leaves scars on the lives of the young children, cuts deeply into their self-esteem and distorts their image of themselves as human beings, but if he is skillful and has high expectations of his students, their self-confidence will grow, their capabilities will develop and their productivity will be high.”-J. Sterling Livingston ROSENTHAL-JACOBSON STUDY German-born US psychologist Robert Rosenthal (1933) and the US schoolteacher Lenore Jacobson (1926) published a book entitled “Pygmalion in the Classroom”. In their study, they showed that if teachers were led to expect enhanced performance from some children, then the children indeed show that enhancement. The purpose of it was to support the hypothesis that the reality can be influenced by the expectations of others.

-Geneva Climaco-

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