Reading and Writing

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READING & WRITING

2ND SEMESTER
Prepared by: Ms. Claudine Chavez
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Online Class Schedule:
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Wednesday
1:00pm-2:00pm
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INTRODUCING THE READING
PROCESS AND READING
STRATEGIES
OBJECTIVES:
1. IDENTIFY THE EFECTIVE READING
STRATEGIES IN COMPREHENDING A TEXT.
2. APPLY EFFECTIVE READING STRATEGIES IN
COMPREHENDING A TEXT.
3. LISTEN ATTENTIVELY TO CLASS DISCUSSION.
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LESSON 1
WHAT IS READING?
READING is a cognitive process of decoding

symbols to derive meaning from a text. It is always
an interaction between the text and the reader.
We read to gain and to share information and

ideas, whether for academic, personal, or
professional purpose.
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Reading is also a skill that can be improved through
consistent practice. In order to comprehend the text, we
apply many subskills simultaneously while we read:
1.Identifying the author’s purpose

2. Grasping the main ideas of the text
3.Using context clues to understand unfamiliar words
4.Answering Specific Questions
5. Analyzing the text’s points, and critiquing the text
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APPLYING EFFECTIVE READING
STRATEGIES
A. Previewing
• means looking at the readily visible parts of the text, like titles and
subtitles and also visuals and graphs, pictures, and charts.
• It helps you familiarize with the contents of the selection and focus on
the important information in the text.
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STRATEGIES
B. Skimming -the text means you look for the main point of the reading and identify
the ideas that develop it. -It effectively means physically moving your eyes rapidly
along the page and tracing your finger along the lines of the text to speed up your
reading. This skill also involves quickly going through beginning and concluding
sentences of paragraphs because these usually talk about the topic of the text.
C. Scanning -means reading which is looking for specific

information. -This strategy involves physically moving your eyes
quickly along the lines of text.
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STRATEGIES
D. Recalling Background Knowledge -means that as you read, you

make sense of the text by seeing how it fits with what you already know. -
Your background knowledge is informed by your experience; thus, the
more you connect new knowledge and information to what you already
know, the more your comprehension will increase.
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WEEK 1 ACTIVITY:
Explain in not more than 150 words on how you
understand this famous Qoutes from George
R.R.Martin.
“A READER LIVES A THOUSAND LIVES BEFORE HE
DIES…
THE MAN WHO NEVER READS LIVES ONLY ONE…
GEORGE R.R. MARTIN

WEEK 1 ASSESSMENT:
Give 1 example for common types of

context clues.
1. Previewing 3. Scanning
2. Skimming 4. Recalling
Background
Knowledge
LESSON 1
DURING-READING STRATEGIES
Week 2
A. Using Context Clues

CONTEXT CLUES are words, phrases, and sentences that surround an unfamiliar word that
can help you recognize the meaning of an unknown word because the text gives you
information about it. Thus, you can study how a word is used in a sentence and discover
an approximate definition. Getting the meaning of unfamiliar words through context clues
is a very useful process because this allows you to read fluently and increases your
vocabulary.
Getting the meaning of unfamiliar words through context clues is a very useful process
because this allows you to read fluently and increases your vocabulary.
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The most common types of context
clues are the following:
1. SYNONYMS -are used when the text has words or phrases that
are similar in meaning to the unknown word. Though their meanings
are similar, they are not exactly the same because a word may have
different associations with it. -Synonym clues may be signaled by the
following words: “like” or “as”
EXAMPLES:
a. Humpty Dumpty took great pleasure in obfuscating the poem’s
meaning for Alice. His explanations about the poem were
confusing and complicated.
b. b. Alice envisaged the Jabberwock in her mind. She imagined its
sharp claws and jaws and then shivered in fright.
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2. ANTONYMS -is a word that reveals the opposite meaning in relation to the
unknown word. When you see words like “although,” “but,” “despite,” “instead,” “in
contrast,” “unlike,” “however,” “even though,” “on the contrary,” and “conversely,” these
usually precede antonyms because these are used to show contrasting ideas.
EXAMPLES:
a. The boy in the poem surreptitiously set out to find the monster. He did
not tell anyone about his plans because he did not want them to worry.
b. The Jabberwock was relentlessly pursued by the boy, unlike the others
who gave up easily when they heard how terrifying the creature was.
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3. EXAMPLES -are specific details in a text that
are used to clarify the meaning of a word.
EXAMPLES:
a. There are many eccentric creatures in the forest
such as mome raths and borogoves.
b. Only a few weapons are truly nifty in hunting monsters
like the vorpal sword.
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4. EXPLANATIONS AND DEFINITIONS -Explanations may be
given as clues to describe an unknown term. When phrases like
“because” or “that is” follow a word, these may be explanations.
Meanwhile, definitions may follow an unfamiliar word. Terms like “is,”
“means,” “is defined as,” and “refers to,” are used with definitions.
EXAMPLES:
a. Humpty Dumpty told Alice that “brillig” means the same thing
as four o’clock in the afternoon because that is when people
started broiling things for dinner.
b. b. Hearing someone “outgrabe” which means he is whistling,
bellowing, and sneezing all at once- can be a funny sight.
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5. SITUATIONS -The situation in which a word is used can also be
helpful in determining the meaning of that word. The meaning of a word
may change depending on its context or how and where it is used.
EXAMPLES:
a. The boy wondered if he should have brought some back up in case he could
not take on the Jabberwock by himself.
b. b. The hero’s conquest of the Jabberwock is an exemplary case of bravery.
c. The Hero is lucky that the murder of the Jabberwock does not merit a case in
court!
In the first example, “case” is part of the idiom “in case” which means “if it
should happen”. In the second sentence, “case” pertains to “an instance of
the occurrence.” Finally, “case” in the third sentence refers to “charges
raised in court for a crime.”
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WEEK 2 ACTIVITY:
Give 2 examples for each common
types of context clues.
1.SYNONYMS 3. EXAMPLES
a. a.
b. b.
2. ANTONYMS 4. EXPLANATIONS AND DEFINITIONS
a. a.
b. b.
WEEK 2 ASSESSMENT:
THANK YOU…

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“

READING & WRITING

READING is a cognitive process of decoding

We read to gain and to share information and

1.Identifying the author’s purpose

C. Scanning -means reading which is looking for specific

D. Recalling Background Knowledge -means that as you read, you

GEORGE R.R. MARTIN

Give 1 example for common types of

A. Using Context Clues

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