Reading and Writing Skills Subject

Worksheet for Grade 11 modular students.

Units 1. Reading process.

Lesson 1: Introducing the Reading Process and Strategies.

READING can have defined as a cognitive process of decoding symbols to derive meaning from text.
It is always an interaction between the text and the reader.

PRE-READING STRATEGIES

A. PREVIEWING.

It means looking at the readily visible parts of the text, like titles and subtitles and also visuals
and graphs, picture, and charts. Previewing helps you to become familiarized with the content of the
selection and focus on the important information in text. Previewing the text also allows you to make
predictions about the text’s content.

B. SKIMMING AND SCANNING

Skimming the text means you look for the main point of the reading and identifying the ideas
that develop it. Skimming effectively means physical moving your eyes rapidly along page and tracing
your finger along the lines of the text speed up your reading.

Scanning the reading means looking for specific information. To scan the text effectively, you
need to have an idea of the details you are looking for.

C. RECALLING BACKGROUND KNOWLEDGE

It 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.

DURING –READING STRATEGIES

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.
Getting the meaning of unfamiliar words through context clues is very useful process because this
allows you to read more frequently and increases your vocabulary.

COMMON TYPES OF CONTEXT CLUES

1.SYNONYMS – used when the text has words or phrases that are similar in meaning to unknown
words. Synonyms clues may be signaled by the following words. “like” or “as”.

2. ANTONYMS – is a word that reveals the opposite meaning in relation to unknown words. When
you see words like “although”, “but”, “despite”, “instead”, “in contrast”, “unlike”, “however”, “even
though”, “on the contrary”, and “conversely”.

3. EXAMPLES- are specific details in a text that are used to clarify the meaning word.

4. EXPLANATIONS AND DEFINITIONS – given as clues to describe an unknown term.

5. SITUATIONS – a word is used can be helpful in determining the meaning of that words.

B. USING CONNOTATION AND DENOTATION

Denotation is the basic, precise, literal meaning of the word that can be found on a dictionary.
Connotation is the positive, negative, or neutral feelings, attitude, ideas, or associations with a word.

Example:

FATHER

DENOTATION: -a male parent

CONNOTATION: - association; positive

- Feeling: love and respect

LESSON 2: EVALUATING WRITTEN TEXT BY ANALYZING CLAIMS

CRITICAL READING

Whenever you read something and you evaluate claims, seek definitions, judge information,
demand proof, and question assumptions, you are thinking critically. This types of reading goes
beyond passively understanding a text because you process the author’s words and make
judgements after carefully considering the reading’s message.

TECHNIQUES TO HELP YOU DEVELOP CRITICAL REAING SKILLS.

1. KEEPING A READING JOURNAL – reading a journal is similar to keeping a diary, except you are
writing your feelings and ideas in reaction to your reading assignment.

2. ANNOTATING TEXT – means making notes on your copy of reading.

3. OUTLINING THE TEXT- It is helpful in getting to understand a more text critically.

4. SUMMARIZING TEXT – is similar in outlining, in that you need to get the gist. A summary consists
of getting the main points of the essay and important details.

5. QUESTIONING THE TEXT – involves asking specific questions on points that you are skeptical
about.

DETERMINING EXPLICIT AND IMPLICIT INFORMATION

EXPLICIT information is clearly written and explained in the text so the reader will not be confused.

IMPLICIT is something that is implied but nit stated outright in the text.

DEFINING CLAIM

Whenever you read something, you find yourself looking for the writer’s point or position
regarding the chosen topic. That point is also known as the claim, or the central argument or thesis
statement of the text.

TYPES OF CLAIM

1. CLAIM OF FACT – state a quantifiable assertion or measurable topic. They assert that something
has existed, exists, or will exist based on the data.
2. CLAIM OF VALUE – assert something that can be qualified. They consist of arguments about
normal, philosophical, or aesthetic topics.

3. CLAIM OF POLICY – it posits that specific should be chosen as solutions to a particular problem.
You can easily identify a claim of policy because they begin with “should”, “ought to”, or “must”.

CONTEXT OF TEXT DEVELOPMENT

CONTEXT is defined as the social, cultural, political, historical and other related circumstances
that surround the text and form the terms from which it can be better understood and evaluated.

INTERSEXUALITY is the modeling of a text’s meaning by another text. It is defined as the

connections between language, images, characters, themes, or subjects depending on their
similarities in language, genre, or discourse.

HYPERTEXT is a nonlinear way of showing information. It connects topics on a screen to related

information, graphics, videos, and music-information that is not simply related to text.

CRITICAL READING AS REASONING

ASSERTIONS are declarative sentences that claim something in true about something else. Simply
put, it is a sentence that either true or false.

TYPES OF ASSERTION

1. FACT – this is a statement that can be proven objectively by direct experience, testimonies of
witnesses, verified objections, or the results of research.

2. CONVENTION- is a way in which something is done, similar to traditions and norms.

3. OPINION- it is based on facts, but are difficult to objectively verify because of the uncertainty of
producing satisfactory proofs of soundness.

4. PREFERENCE- are based on personal choice; therefore, they are subjective and cannot be
objectively proven or logically attacked.
FORMULATING COUNTERCLAIMS

COUNTERCLAIMS is reaction to an argument is a characteristic of a good critical reader.

Counterclaims are claims made to rebut a previous claim. They provide a contrasting perspective to
the main argument.

TEXTUAL EVIDENCE

EVIDENCE is defined as the details given by the author to support his/her claim. The evidence
provided by the writer substantiates the text. It reveals and builds on the position of the writer and
makes the reader more interesting. Evidence is the crucial in swaying the reader to your side.

ACTIVITY 1.

JABBERWOCKY

By Lewis Carroll
(from Through the Looking-Glass and What Alice Found There, 1872)

‘Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

“Beware the Jabberwock, my son!

That jaws that bite, the claw that catch!

Beware the Jubjub bird, and shun

The frumious Bandersnatch!”

He took his vorpal sword in hand:

Long time the manxome foe he sought-

So rested he by the Tumtum tree,

And stood awhile in thought.

And, as in uffish though he stood,

The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and through

The vorpal blade went snicker – snack!

He felt it dead, and with its head

 He went galumphing back.

“And, has thou slain the Jabberwock?

Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!’

He chortled in his joy.

‘Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

Answer the following question.

1. Did you understand the poem? Why or Why not?

2. What happened in the poem? What is the poem about?

3. How did you make sense of the poem? Would you say it is nonsense?

4. Who is talking to the boy?

5. What is a Jabberwock?

6. What person is used to kill the Jabberwock?

7. What were your impressions of the poem before reading? How about after reading? What caused
the changes?

ACTIVITY 2.

READING COMPREHENSION PRACTISE

Refer to the following passage for questions 1-2.

King Louis XVI and Queen Marie Antoinette ruled France from 1774 to 1789, a time when the country
was fighting bankruptcy. The royal couple did not let France’s insecure financial situation limit their
immoderate spending, however. Even though the minister of finance repeatedly warned the king and
queen against wasting money, they continued to spend great fortunes on their personal pleasure. This
lavish spending greatly enraged the people of France. They felt that the royal couple bought its
luxurious lifestyle at the poor people’s expense.

Marie Antoinette, the beautiful but exceedingly impractical queen, seemed uncaring about her
subjects’ misery. While French citizens begged for lower taxes, the queen embellished her palace with
extravagant works of art. She also surrounded herself with artists, writers, and musicians, who
encouraged the queen to spend money even more profusely.

While the queen’s favorites glutted themselves on huge feasts at the royal table, many people in
France were starving. The French government taxed the citizens outrageously. These high taxes paid
for the entertainments the queen and her court so enjoyed. When the minister of finance tried to stop
these royal spendthrifts, the queen replaced him. The intense hatred that the people felt for Louis XVI
and Marie Antoinette kept building until it led to the French Revolution. During this time of struggle
and violence (1789-1799), thousands of aristocrats, as well as the king and queen themselves, lost
their lives at the guillotine. Perhaps if Louis XVI and Marie Antoinette had reined in their extravagant
spending, the events that rocked France would not have occurred.

1. The people surrounding the queen encouraged her to spend money ______.

1. wisely
2. abundantly
3. carefully
4. foolishly
5. joyfully
2. The minister of finance tried to curb these royal ______.

1. aristocrats
2. money wasters
3. enemies
4. individuals
5. spenders
 

Refer to the following passage for questions 3-8.

Many great inventions are initially greeted with ridicule and disbelief. The invention of the airplane
was no exception. Although many people who heard about the first powered flight on December 17,
1903 were excited and impressed, others reacted with peals of laughter. The idea of flying an aircraft
was repulsive to some people. Such people called Wilbur and Orville Wright, the inventors of the first
flying machine, impulsive fools. Negative reactions, however, did not stop the Wrights. Impelled by
their desire to succeed, they continued their experiments in aviation.

Orville and Wilbur Wright had always had a compelling interest in aeronautics and mechanics. As
young boys they earned money by making and selling kites and mechanical toys. Later, they designed
a newspaper-folding machine, built a printing press, and operated a bicycle-repair shop. In 1896,
when they read about the death of Otto Lilienthal, the brothers’ interest in flight grew into a
compulsion.

Lilienthal, a pioneer in hang-gliding, had controlled his gliders by shifting his body in the desired
direction. This idea was repellent to the Wright brothers, however, and they searched for more
efficient methods to control the balance of airborne vehicles. In 1900 and 1901, the Wrights tested
numerous gliders and developed control techniques. The brothers’ inability to obtain enough lift
power for the gliders almost led them to abandon their efforts.

After further study, the Wright brothers concluded that the published tables of air pressure on curved
surfaces must be wrong. They set up a wind tunnel and began a series of experiments with model
wings. Because of their efforts, the old tables were repealed in time and replaced by the first reliable
figures for air pressure on curved surfaces. This work, in turn, made it possible for the brothers to
design a machine that would fly. In 1903 the Wrights built their first airplane, which cost less than
$1,000. They even designed and built their own source of propulsion-a lightweight gasoline engine.
When they started the engine on December 17, the airplane pulsated wildly before taking off. The
plane managed to stay aloft for 12 seconds, however, and it flew 120 feet.

By 1905, the Wrights had perfected the first airplane that could turn, circle, and remain airborne for
half an hour at a time. Others had flown in balloons and hang gliders, but the Wright brothers were
the first to build a full-size machine that could fly under its own power. As the contributors of one of
the most outstanding engineering achievements in history, the Wright brothers are accurately called
the fathers of aviation.

3. The idea of flying an aircraft was ______ to some people.

1. boring
2. distasteful
3. exciting
4. needless
5. Answer not available

4. People thought that the Wright brothers had ______.

1. acted without thinking

2. been negatively influenced
3. been too cautious
 4. been mistaken
5. acted in a negative way
5. The Wrights’ interest in flight grew into a ______.

1. financial empire
2. plan
3. need to act
4. foolish thought
5. Answer not available
6. Lilienthal’s idea about controlling airborne vehicles was _________ the Wrights.

1. proven wrong by
2. opposite to the ideas of
3. disliked by
4. accepted by
5. improved by
7. The old tables were _________ and replaced by the first reliable figures for air pressure on
curved surfaces.

1. destroyed
2. invalidated
3. multiplied
4. approved
5. not used
8. The Wrights designed and built their own source of _________.

1. force for moving forward

2. force for turning around
3. turning
4. force for going backward
5. None of the above

ACTIVITY 3.
DIRECTION: Look for any opinion article about the Association of Southeast Asian Nations(ASEAN) integration.
It can be form any disciplines such as science or social studies. Review your chosen article. Your critique should
consist 1,000 words. A good review will identify the claim of the text, describe its context, and evaluate the
evidence provided.
ACTIVITY 4.

In your own words, answer the questions below to review the key concepts in Unit I.

1. how would you define reading?

2. Compare and contrast reading, previewing, and skimming.

3. What is the difference between explicit and implicit claims?

4. What is the most important characteristics of claim?

5. What are the differences between a claim of fact, policy, and value? Give example of each.

6. What are the differences between assertions of fact, convention, preference, and opinion? Give
example of each.

7. What is the purpose of the counterclaim?

8. Why is evidence needed in making claim?

PERFORMANCE TASK

Create a SWOT Analysis report regarding “How Reading and Writing Skills subject help the students
in Senior High School?”

Note:

Deadline of Submission MARCH 16, 2021 (MONDAY)