Learning

Cell in
Reading
and Writing
 TABLE OF CONTENTS
I.FUNDAMENTAL READING SKILLS
* Let’ learn
* example
*exercises
II. SELECTING AND ORGANIZING INFORMATION
*Let’s learn
*example
*exercises
III.PATTERNS OF DEVELOPMENT
*let’s learn
*example
*exercises
IV.CRITICAL READING SKILLS
*let’s learn
*example
*exercises
FUNDAMENTAL READING SKILLS
1. Finding & Interpreting the Main Idea in Literature

Identifying the main idea of a piece of literature is essential to understanding the

selection. In this lesson, we will explore the process of finding and interpreting the
main idea in a piece of literature.

2. Supporting Details: Definition & Examples

Find out what supporting details are and their role in essay writing. Learn the
different ways to include supporting details, then take a quiz to test your new skills.

3. Identifying the Organization in a Reading Selection

Nonfiction texts can be organized in a variety of ways. In this lesson, we'll discuss
how to identify which organizational structure is being used in a reading selection.

4. How to Use Context to Determine the Meaning of Words

With diligence and intrepid ingenuity, you can use context to ascertain the purport of
a word. In other words, in this lesson, we'll find out how to use context to figure out
what words mean.

5. What is Inference? - How to Infer Intended Meaning

In this lesson, we will define the terms inference and intended meaning. We will then
discuss what steps to take when making inferences in literature.

6. Determining Facts vs. Opinion in a Text

This lesson will explain how to distinguish between fact and opinion. We'll define the
two terms, learn how to determine whether a statement is a fact or an opinion, and
practice this skill.

7. Interpreting Charts, Graphs & Tables

Important information in the business and scientific world is often presented in

various visual aids. In this lesson, we will discuss how to read and interpret charts,
graphs, and tables.
 EXAMPLES:
 Summarizing
 Sequencing
 Inferencing
 Comparing and contrasting
 Drawing conclusions
 Self-questioning
 Problem-solving
 Relating background knowledge
 Distinguishing between fact and opinion
 Finding the main idea, important facts, and supporting details

II. SELECTING AND ORGANIZING INFORMATION

*This technique in organizing information involves the use of visual symbols. These symbols
represent the knowledge, concepts, thoughts or ideas, and the relationship between them.-are visual
representa

1.Idea list

-involves writing the main topic and listing down the related ideas!

2.Idea Map

-a visual representation of ideas and their connections with one another

-more structured

-shows how one idea sub ordinates

3.Revisit the list.

-are visual representations of concepts that help us structure information into organizational patterns

4.Have the list as a guide or an outline for the final product.

-Present essential information and connect these pieces of information into a coherent framework
*Order of location. A memo on the status of your company's offices could be organized by state or by region.

*Chronological order. This format presents the facts in the order in which they happened. ...

*Problem/solution.

*Inverted pyramid.

*Deductive order

*Inductive order.

*Priority sequence.

EXAMPLES:

III. PATTERNS OF DEVELOPMENT

Patterns of Development in Writing

When beginning to write, it is helpful to determine the patterns of development that are most effective for your purpose
and audience. Some general patterns of development are:

Cause and Effect details why something happens, what causes it, what are the effects and how it is related to something
else.

Classification and Division groups items into their parts or types.

Compare and Contrast tells how something is like other things or how something is different from other things.

Definition explains what something is in comparison to other members of its class, along with any limitations.

Description details what something looks like and its characteristics.

Exemplification provides typical cases or examples of something.

Narration describes what, when, and where something happened.

Persuasion describes an issue and your position or opinion on the subject.

Process explains how something happened, how it works or how it is made.

EXAMPLES:
Narration: Tell a story Go chronologically, from start to finish.

Description: Provide specific details about what something looks, smells, tastes, sounds, or feels like.

Process: Explain how something works, step by step.

Classification: Separate into groups or explain the various parts of a topic.

EXERCISES:
IV. CRITICAL READING SKILLS
Critical reading is a more ACTIVE way of reading. It is a deeper and more complex engagement with
a text. Critical reading is a process of analyzing, interpreting and, sometimes, evaluating. When we
read critically, we use ourcritical thinking skills to QUESTION both the text and our own reading of it.
*Five critical reading skills were found to be very important for improvement:

Phonemic awareness.

Phonics.

Fluency.

Vocabulary.

Comprehension.

Critical reading. It is important to read critically. Critical reading requires you to evaluate the arguments in
the text. ... This also means being aware of your opinions and assumptions (positive and negative) of the text
you are reading so you can evaluate it honestly.

EXAMPLES:
I. Challenge A Source’s Credibility

The most critical of critical readings will show that a source says something that is factually inaccurate or logically incoherent.
Historians sometimes do so to hold historical figures to account for their misdeeds. In other cases, the goal is not to condemn the
creator of the source, but to use the inaccuracies or fallacies to understand better that person’s view of the world.

II. Explain the Nuances of Argument

Even sources that are factually accurate and logically sound are worthy of exploration, for every person must make choices when
presenting information or argument. Look for the following, and use them to understand the source’s creator’s views.

III. Put the Source in Context

By reading a source with outside events in mind, the historian can extract new meanings.

EXERCISES:
ANSWER KEY
SUBMITTED BY:
CHERRIE MAY ALIPAR
SUBMITTED TO:
MRS.JENNIFER CHAVEZ
11-HUMMS 4-LINCOLN