Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

UNIVERSITY OF MINDANAO
Tagum College
Department of Arts & Sciences Education
Language Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: UGE 1 (READING COMPREHENSION)
Name of Teacher: LARCYNEIL P. PASCUAL/DAISY DAGOHOY
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED
USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS
WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City
SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For Online

Blended Delivery (OBD) and Distance Education Delivery (DED) During the
Quarantine/Lockdown Period
I. Rationale
The University of Mindanao is fully committed to cater to the different needs of its students in terms
of alternative modes of instructional delivery. In order to serve the purpose of alternative modes of
delivery, a Self-Directed Learning (SDL) program is developed through Self-Instructional Manuals
(SIM). In fact, the development of SIM/SDL for the online and blended learning alternative modes is
already in the University’s pipeline for academic year 2020-2021. Prior to the development of these
manuals, the University has already instituted industry-leading academic innovations and initiatives
for outcome-based education such as the Student Portal; online student consultation program;
Student Advising Program (SAP); Outcomes Assessment Threshold (OATH program); various
interactive learning resources; and the subscription use of the Quipper as the official learning
management system (LMS) for virtual/online classes to further enhance the quality of teaching and
learning experiences of students.
With the ongoing COVID-19 pandemic which has resulted in massive social and physical
distancing, prohibition of mass gatherings, suspension of classes and extended community
quarantine/lockdown, there is a need to fast-track the development of the SIM/SDL manuals to
respond to the segmentized and unique instructional needs of students.
The University is fully aware of the drawbacks and limitations of the online blended teaching
modes using self-instructional manuals particularly for laboratory and practicum courses,
competency appraisal courses, undergraduate research courses, and a host of demonstration
courses, not to mention the lack or poor internet connections among the faculty and students. But
with the quality assurance procedures and academic innovations in place, the institution is confident
that the same quality of teaching and learning will be enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional development by the
teachers and directed learning by the students; and
2. The SIM/SDL Manual aims to provide avenues for innovative and flexible alternative modes
of delivery in response to the quarantine/lockdown requirements.
III. Definition of Terms

(1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all instructional
contents and activities necessary for students’ learning. SIMs come from the context of teachers;
SIMs are conceptualized, designed, developed, monitored and evaluation by the teachers.
(2) Self-Directed Learning (SDL) refers to the learning processes of the students. It is self-
directed because the students manage their own learning. It is directed learning because the
students follow the instructions provided in the SIMs. SDL comes from the context of students and
is intended for the students.
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(3) Online Learning refers to the virtual class through the Quipper Learning Management System
(LMS). Online learning requires computer hardware and internet connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/onsite learning
(face to face). The SIMs shall provide the distribution of instructions and activities done online and
done on-campus/on-site.
(5) Distance Education refers to off-campus learning, which can be done with or without online
learning. It is a modular and seminar type of instructional delivery that requires the use of traditional
contact and social media platforms combined with on-campus/onsite learning (face-to-face). The
SIMs shall provide the distribution of instructions and activities for distance education mode.
(6) Traditional contact refers to faculty and student interaction via cellphone/telephone for
communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber, WhatsApp, Line,
Zoom and other similar applications.
IV. Delivery Implementation Guidelines
There are 2 modes to implement the alternative delivery of instructions, with their corresponding
general guidelines: Online Blended Delivery (OBD) and Distance Education Delivery (DED).
Students can choose to enroll in OBD or DED, whichever suits their needs and contexts as long as
they meet the requirements of what they choose. OBD and DED courses shall continue to be based
on the appropriate course syllabi in terms of learning outcomes, content and coverage.
A. Online Blended Delivery (OBD)
(1) OBD courses and classes shall be offered during the quarantine/lockdown period. For
Summer Classes and Semestral Classes determined by the University, the online component
shall be held for the entire Summer and Semestral periods and the on-campus/onsite
component can be conducted anytime on the last week, where the quarantine/lockdown
period shall be slowly lifted and allows resumption of classes. In the event that the
quarantine/lockdown period is neither lifted nor eased off, proper instructions shall be given
for flexible arrangements. What is important is for one 3-unit course/subject to meet the
54hours class requirement.
(2) The on-campus/onsite component shall be conducted in 2 days – one whole day for
review and synthesis, and another one whole day for final examinations. The review and
examination schedules shall be determined and announced in the proper time depending on
the quarantine/lockdown conditions.
(3) The faculty who will teach/handle an OBD course is required to have and use their
computer hardware and internet connection at home. The faculty in charge of a course shall
design the SIM and deploy in the Quipper LMS after the review and approval by the Program
Head and the Dean.
(4) The students who wish to enroll in OBD course are required to have and use their own
computer hardware and internet connection at home. After receiving the course SIM, the
students shall follow the instructions and activities as provided and shall proceed their paced
learning through SDL.
(5) Both the faculty and students under the OBD mode need to use their umindanao email
account and Quipper LMS account to access the Quipper LMS virtual/online classes.
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(6) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(7) A separate Quipper LMS manual shall be given to the faculty for the use of the
Blackboard LMS program. The faculty shall be in charge of giving instructions to the students
on how to use the Quipper LMS virtual class.
B. Distance Education Delivery (DED)

(1) DED courses shall be offered with caution by the University, taking into consideration
the quarantine/lockdown prohibitions as well as quality delivery. The University may opt to
limit the offering of DED courses for reasons of instructional delivery and logistical
constraints.
(2) Depending on the available DED courses, the students can choose the DED mode if
they do not have computer hardware and internet connection at home, and thus they do not
have access to the Quipper LMS.
(3) The students can claim their course manual or course SIM from the University (home
college) and follow instructions for paced learning for SDL. If prohibited by the
quarantine/lockdown orders, the University through the Admissions Office shall send the
course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(5) Faculty and student interactions in DED mode can be supplemented by traditional
contact and social media platforms, depending on what is available for both teachers and
students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by email,
by courier if reliable or by personal submission (on-campus/onsite) if allowed. The faculty
incharge shall design specific instructional delivery requirements appropriate for DED mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules shall be
determined and announced depending on the quarantine/lockdown conditions.
V. Components of the SIM
The course manual or SIM which shall be designed by the faculty and used by the students for their
SDL shall contain the following components or parts:
Part 1. Quality Assurance Policies and Course Outline Policies
Part 2. Instruction Delivery
Under the Instruction Delivery are the following parts:
(a) Unit Learning Outcomes (Big Picture)
(b) Course Outcomes (Chunks)
(c) Course Facilitator (Faculty/Teacher/Course Coordinator)
(d) Facilitator’s Voice (Coordinator’s Voice)
(e) Metalanguage
(f) Essential Knowledge (Concepts, theories, lessons, computations) (g) Self-Help
(h) Let’s Check (Activities/Exercises)
(i) Let’s Analyze (Activities/Exercises)
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(j) Nutshell
(k) Q&A List
(l) Keywords Index
Part 3. Course Schedules – daily and weekly programming of all lectures, activities and
requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze portions.
The Online Code of Conduct, as provided herein as part of the guidelines, shall be incorporated as
part of the SIM/SDL manuals. This is to ensure that all faculty/Course Facilitators and students are
made aware of their agreement, adherence and observance of professional conduct in OBD and
DED courses.
PART 1: QUALITY ASSURANCE POLICIES
The first part of the manual explicitly reflects the quality assurance procedures unique to the course.
These include the attendance requirements (face to face or virtual), schedule of examination,
submission and return of assessment papers, schedule and extension of deadlines, appeal on the
grades, penalties, communication and special learning needs of students. Also included in this
section are the contact details of the Dean, Program Head, Faculty or Course Facilitator, Guidance
Facilitator, Librarian, and Help Desks to promptly respond to the needs of students.
Course Outline: UGE 1 – Reading Comprehension
Course Coordinator : DAISY DAGOHOY/LARCYNEIL P. PASCUAL

Email : larcyneil05@gmail.com/ daisydagohoy@gmail.com
Student Consultation : By appointment/done online (LMS: Quipper); traditional
contact (i.e. cellphone/telephone); or social media platforms
(email, Private Messenger, Facebook).
Mobile : 0918-777-2524/09179149371
Phone : (084) 823-2892/ (084) 655-9607
Effectivity Date : June 2020
Mode of Delivery : Distance Education Delivery (DED)
Time Frame : 108 Hours
Student Workload : Expected Self-Directed Learning
Requisites : None
Credit :6
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Attendance Requirements : A minimum of 95% attendance is required at all

scheduled Virtual or face to face sessions.
Course Outline Policies
Areas of Concern Details
Contact and Non-contact This 6-unit course self-instructional manual is

Hours designed for distance education mode of
instructional delivery, i.e. online sessions through
the LMS: Quipper and the 2-days on-
campus/onsite face-to-face review and final
examination. The expected number of hours will
be 108 including review and examination days.
The face to face sessions shall include the
summative assessment tasks (exams).
Assessment Task Submission Submission of assessment tasks shall be on 3rd,

5th, 7th and 9th week of the summer/term class. The
assessment paper shall be attached with a cover
page indicating the following: Title of the
assessment task,
Name of the course
coordinator, Date of
submission, and Name of the
student.
The document should be sent via Quipper portal.

You are also expected that you already paid your
tuition and other fees before the submission of the
assessment task. For students who have difficulty
in submitting via quipper portal due to connection
interruption, they may send the document via
email or private messenger; on on-site upon
schedule.
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Module, Texbook, and This module shall serve as your guide for
Other References directing yourselves in accomplishing the various
assessment tasks and exercises which are
mainly found in the textbook (Bacasmot, J. &
Afrondoza, M. (2018). Now I Know, A Practical
Guide in Reading. Davao City: Mutya Publishing).
Other assessment tasks and discussions are to

be done as directed through the module with
specific source links/references found in the
internet.
Turnitin Submission To ensure honesty and authenticity, all

(if necessary) assessment tasks are required to be submitted
through Turnitin with a maximum similarity index
of 30% allowed. This means that if your paper
goes beyond 30%, the students will either opt to
redo her/his paper or explain in writing addressed
to the Course Facilitator the reasons for the
similarity. In addition, if the paper has reached
more than 30% similarity index, the student may
be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as
cheating and commissioning other students or
people to complete the task for you have severe
punishments (reprimand, warning, expulsion).
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Penalties for Late The score for an assessment item submitted after
Assignments/ Assessments the designated time on the due date, without an
approved extension of time, will be reduced by
5% of the possible maximum score for that
assessment item for each day or part day that the
assessment item is late.
However, if the late submission of assessment

paper has a valid reason, a letter of explanation
should be submitted and approved by the Course
Facilitator. If necessary, you will also be required
to present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2)

Assessments weeks after the submission. This will be returned
by email or via Quipper portal.
For group assessment tasks, the Course

Facilitator will require some or few of the students
for online or virtual sessions to ask clarificatory
questions to validate the originality of the
assessment task submitted and to ensure that all
the group members are involved.
Assignment Resubmission In the quipper portal, some assignments may

allow you to overwrite their previous submissions
until an assignment's due date. This option is
activated by the course coordinator on an
assignment-by-assignment basis. If resubmission
is done via email or private messenger, you
should notify in writing addressed to the course
coordinator your intention to resubmit an
assessment task.
The resubmission is premised on the student’s

intention to edit/improve assignment, or on the
failure to comply with the similarity index and
other reasonable grounds such as academic
literacy standards or other reasonable
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circumstances (i.e. illness, accidents, financial

constraints, etc.)
Re-marking of Assessment You should request in writing addressed to the

Papers and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task.
The letter should explicitly explain the
reasons/points to contest the grade. The program
coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the
dean with the original letter of request. The final
decision will come from the dean of the college.
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Grading System All culled from Quipper portal, traditional contact,

and Social Media platforms:
Quizzes – 10%
Assignments –5%
Research/Requirement – 15%
Oral Recitation – 5%
1st - 7th formative assessment – 30%
All culled from on-campus/onsite session

(Final Exam for 1st Semester, SY 2020-2021):
Final exam – 30%
Submission of the final grades shall follow the

usual University system and procedures.
Student Communication You are required to create an email account

which is a requirement to access the Quipper
portal. Then, the course coordinator shall instruct
students to enroll in the course using a specific
access code (TBA).
Other communication formats includes emails,

private messenger, and cellphone. In case the
course coordinator requires students to use a
specific virtual communication app for video
conferencing (i.e. Zoom and and other similar
applications), you are required to download such

application. However, the course coordinator
shall consider students who have no internet
access.
You can personally call or chat the course

coordinator to raise your issues and concerns.
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Contact Details of the Dr. GINA FE G. ISRAEL

Dean of College Email:ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Contact Details of the Dr. Rosa Maria T. Pineda

Discipline Email: rosamariapineda@umindanao.edu.ph
Head Phone:
Students with Special Needs Students with special needs shall communicate
with the course coordinator about the nature of his
or her special needs. Depending on the nature of
the need, the course coordinator with the
approval of the Program Head may provide
alternative assessment tasks or extension of the
deadline of submission of assessment tasks.
However, the alternative assessment tasks
should still be in the service of achieving the
desired course learning outcomes.
Instructional Help Desk Dr. GINA FE G. ISRAEL

Contact Details Email: ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Library Contact Details

Mrs. Claire Donayre (Chief Librarian)
Email: cvrdonayre@gmail.com/
lictagum@umindanao.edu.ph
Phone: 0927-395-1639
Well-being Welfare Support Ms. Rochen Yntig (GSTC-Head)

Held Desk Contact Details Email: chenny.yntig@gmail.com
Contact Number: 09771712622
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Course Information – see/download course syllabus in the Quipper Portal
PART 2. INSTRUCTION DELIVERY
Week 1-3: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to
a. Explain the nature of reading process and comprehension;

b. Examine various reading strategies such as Sequencing, Cause and Effect
and Comparison and Contrast; and Analyze reading materials applying the
reading strategies.
a. Analyze the reading comprehension strategies such as getting the Main

Idea, Summarizing, and Fact or Opinion; and
b. Apply comprehension strategies for informational and technical materials.
a. Analyze the information provided by the author in order to make inferences;

b. Apply reading comprehension strategies; and
c. Elucidate the author’s purpose in writing the text.
a. Assess the reading strategies such as drawing conclusion and figurative

language to comprehend the text;
b. Analyze texts to generalize, express insight, or respond by connecting to
other texts or situations; Apply reading strategies to unlock
difficulty in comprehending the text.
a. Examine the various reading materials;

b. Apply comprehension strategies: Sequencing, Cause and Effect, Comparing
and Contrasting, Getting the Main Idea, Summarizing, Fact or Opinion,
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Author’s Purpose, Making Inferences, Drawing Conclusion, and Interpreting

Figurative Language
***************************************************************************************
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CC’s Voice: Hello UMians! Welcome to this course UGE 1:

Reading Comprehension. As students, it is of
great importance to understand the rationale
behind having to take this Reading
Comprehension in college. When yo u were in
high school, you were being exposed to a
number of reading materials that aimed to
increase your vocabulary skills and strengthen
your reading comprehension.
CO: Upon completion of the course, you have to deal

with the various reading materials to augment
reading strategies you’ve acquired during your
high school years. Apply comprehension
strategies: Sequencing, Cause and Effect,
Comparing and Contrasting, Getting the Main
Idea, Summarizing, Fact or Opinion, Author’s
Purpose, Making Inferences, Drawing Conclusion,
and Figurative Language for informational and
technical materials, complex narratives and
expositions which is the ultimate course outcome
(CO) of this course.
Specifically, in this course you are expected to

Analyze texts to gener alize, express insight, or
respond by connecting to other texts or situation
and you are expected as well to evaluate your
reading progress utilizing learned reading
strategies.
Let us begin!
Big Picture
a. Explain the nature of reading process and comprehension;
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b. Examine various reading strategies such as Sequencing, Cause and

Effect and Comparison and Contrast; and analyze reading materials
applying the reading strategies.
Big Picture in Focus: ULOa. Explain the nature of reading process and
comprehension
Metalanguage
For you to demonstrate ULOa, you need to equip yourself on understanding the nature of
reading process. In this section, you will explore the answers on the following questions, to wit:
What is reading? How complex reading process is? and How to comprehend a text?
To completely understand the nature of reading, let us first define what reading is all about.
Many theories abound, but current thinking in the field of reading proposes this definition as " 1an
interactive process in which the reader's prior knowledge of the world interacts with the message
conveyed directly or indirectly by the text" (Smith, 1995, p. 23).
Let's "unpack" that definition:
 Reading is a process. As such, it has various stages (before-, during-, and
afterreading) at which different tasks need to be performed.
 Reading is interactive. The mind of the reader interacts, conducts a dialogue,
actively engages with the text to decode, assign meaning, and interpret.
 The reader applies prior knowledge of the world to this act.
 There is a message to be conveyed or constructed.
2 Skilled readers understand the process and employ different strategies

automatically at each stage. Content area teachers can enhance a student's ability
to understand the process and employ effective reading skills through classroom
activities referred to as "instructional scaffolding" (Vacca & Vacca, 1996).
 Tarigan (2008) states that reading is a process carried out and used by a reader to
acquire message which is conveyed by a writer through words could be seen and
known by reader. In short, reading is an activity used to organize, understand and
interpret in words.
More so, comprehension is the ability of our brain to understand the text. It is a meaningful way of
breaking ideas into pieces and relating these pieces into one. In similar way, comprehension is a
by-product of good literature, background knowledge (prior knowledge), and real-life experiences.
Reading is a complex process, one of the four (4) macro-language skills, categorized as input. In a
communication process, it can be said that the writer/author encodes while the reader decodes the
message. In order for the message to be decoded clearly, a reader should have a profound
background of what he is reading, otherwise misconception arises.
Pascual and Dagohoy wish to acknowledge the works of:
1
Smith, B. D. (1995). Breaking through college reading (4th ed.). New York: HarperCollins Publishers.
2
Vacca, R. T., & Vacca, J. L. (1996). Content area reading (5th ed.). New York: HarperCollins Publishers.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the
course, you need to fully understand the following essential knowledge that will be laid down in the
succeeding pages of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2018). Now I
Know, A Practical Guide in Reading. Davao City: Mutya Publishing).
Please note that you are not limited to exclusively refer to the textbook. Thus, you are
expected to utilize other books, research articles and other resources that are available in the
university’s library e.g. ebrary, search.proquest.com etc. and other credible internet sources.
Read the texts found in the book related to the following key concepts in preparation to ULOb-
c:
1. Sequencing (pages 1-12)
2. Cause and Effect (pages 13 - 26)
3. Comparison and Contrast (pages 27 - 40)
Self-Help:
You can also refer to the sources below to help you further understand the
lesson:
English, L., Barnes, M. A., Fletcher, J. M., Dennis, M., & Raghubar, K. P. (2010). Effects of reading
goals on reading comprehension, reading rate, and allocation of working memory in children and
adolescents with spina bifida meningomyelocele. Journal of the International Neuropsychological
Society : JINS, 16(3), 517-25. doi:http://dx.doi.org/10.1017/S1355617710000123
Griffiths, G. G., Sohlberg, M. M., Kirk, C., Fickas, S., & Biancarosa, G. (2016). Evaluation of use of
reading comprehension strategies to improve reading comprehension of adult college students
with acquired brain injury. Neuropsychological Rehabilitation, 26(2), 161-190.
doi:http://dx.doi.org/10.1080/09602011.2015.1007878
Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and
vocabulary acquisition. Reading Research Quarterly, 52(1), 73. Retrieved from
https://search.proquest.com/docview/1856860038?accountid=31259
Let’s Check
Activity 1. Simple Recall. True or False. Write TRUE if the statement is correct otherwise,
FALSE.
_________ 1. Comprehension is the action or capability of understanding something.

_________ 2. Reading is an interactive process.
_________ 3. There are several factors that may influence reading such as cognitive, textual, and
the like.
_________ 4. It has been studied that reading is a one-way process.
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_________ 5. The mind of the reader interacts, conducts a dialogue, actively engages with the text
to encode, assign meaning, and interpret.
_________ 6. Reading is part of the four identified macro-language skills.
_________ 7. If you have to understand complex ideas, there is a need for you to read.
_________ 8. It is difficult to comprehend a text if your cognitive learning strategy is defective.
_________ 9. Communication factors such as listening, speaking, and language abilities could
affect comprehension.
_________ 10. Children who are successful readers can rhyme by age four.
Let’s Analyze
Activity 1. Complete the graphic organizer below and provide an explanation on the nature of
reading process and comprehension.
Interacts _____________
_____________ Reading is interactive

_____________
(the mind of the reader)
_____________ _____________
Reading is a process
Stages
____ ____ ____
Fig. 1 According to Smith, 1995
1. Explain the nature of the reading process according to Smith (1995).

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2. Skilled readers understand the process and employ different strategies automatically at
each stage. If you were a skilled reader, what reading strategy or technique that you may
employ to better acquire reading comprehension?
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3. What should a reader do to improve his/her reading comprehension?

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4. Does reading help you in studying and/or understanding your lesson? Why? Why not?
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In a Nutshell
Activity 1.
In this portion of the unit, you will be required to state your arguments or synthesis relevant
to the topics presented. I will supply the first two items and you will continue the rest. Reading
is one of the best tools in broadening your horizon as a student and as a person as well. As
a student, there is always a need for you to read in order to learn more and more. It opens
the gate of understanding unfathomable mysteries of the world. Hence, it can be argued that
reading is indispensable in human’s life.
1. Upon saying, if one wishes to have a better way of unlocking his or her difficulties therefore
s/he needs to learn the reading comprehension strategies.
2. The success of reading comprehension lies on the associative skills, prior knowledge, and
profound background of the reader.
Your Turn…
3.
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___________________________________________________________________________________
4.
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Q & A List. This section allows you to list down all emerging questions or issues. These
questions or issues may be raised in the LMS or other modes. The Q & A portion helps in the
review of concepts and essential knowledge.
Do you have any questions for clarification?
Questions/Issues Answers
Keywords Index. The words/phrases/ideas listed below are related to reading

comprehension.
Reading is Reading is a Macro-language Comprehension Reading

interactive process skills Strategies
Encode Decode Interpret Dialogue Interactive
Input Prior knowledge Associative Skills Profundity Gist
Author’s Purpose Main Idea Communication Before- Textual

Process duringafter- information
reading
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Big Picture in Focus: ULOs b and c. Examine various reading strategies

such as Sequencing, Cause and Effect and Comparison and Contrast and
analyze reading materials applying the reading strategies.
Metalanguage
In order for you to demonstrate ULOs b and c, you will need to learn and study the operational
definitions of the various reading strategies. These strategies are of great help in unlocking your
difficulty in understanding a certain text.
Sequencing. It refers to the identification of the components of a story — the beginning, middle,
and end — and also to the ability to retell the events within a given text in the order in which they
occurred. The ability to sequence events in a text is a key comprehension strategy, especially for
narrative texts.
Cause and Effect. This reading strategy allows you to note a relationship between actions or events
such that one or more are the result of the other or others.
Comparison and Contrast. Generally speaking, comparing is showing the similarities, and
contrasting is showing differences between two things that are related in some way.
Essential Knowledge
To deepen your knowledge on sequencing take note that Sequencing is one of many skills that
contributes to your ability to comprehend what you read. Furthermore, this refers to the identification
of the components of a story, such as the beginning, middle, and end.
The ordering of events in a story, along with connecting words such as once upon a time, then,
later, afterwards, and in the end, are good examples of textual features, an understanding of which
gives the reader a way of integrating the story's individual parts into its larger framework— and
thereby understanding the author's purpose.
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A
cause-effect relationship is a relationship in which one event (the cause) makes another event
happen (the effect). For example, if Mae is late to school, she might lose recess time. In that case,
being late to school is the cause and the effect, or result, is her losing recess time.
There are three criteria that must be met to establish a cause-effect relationship: 1) The cause
must occur before the effect; 2) Whenever the cause occurs, the effect must also occur; and
3) There must not be another factor that can explain the relationship between the cause and
effect.
As a reader there is a need for you to look into the ideas that may best represent the similarities
and differences inside the text. In a compare and contrast paragraph, the writer talks about the
similarities and differences between two or more people, places, things, or ideas. Take note that to
contrast something is to look for differences among two or more elements, but compare is to do the
opposite, to look for similarities.
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Source/Credits/Lifted from: https://www.yumpu.com/en/document/read/26259205/text-structure-

signalquestions-signal-words-cause-and-effect-
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Clarke, Paula J., et al. Developing Reading Comprehension, John Wiley & Sons,
Incorporated, 2013. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/uniofmindanao-ebooks/detail.action?docID=1420227.
Teacher, Created Materials, and Lori Oczkus. Just the Facts: Close Reading and
Comprehension of Informational Text, Shell Educational Publishing, 2014. ProQuest Ebook
Central,
https://ebookcentral.proquest.com/lib/uniofmindanaoebooks/detail.action?docID=5882233.
For Sequencing of events click the link: https://www.youtube.com/watch?v=5-I1yi28uUo For

cause and effect, you may click the link:
https://www.youtube.com/watch?time_continue=12&v=OnSEFSk5VgQ&feature=emb_logo
For comparison and contrast, click the link: https://www.youtube.com/watch?v=QVyOeD2xg94
Let’s Check
Activity 1. In this activity, you are to examine and analyze reading materials applying your
knowledge on the previously learned reading comprehension strategies.
A. SEQUENCING. Read the selection and answer the questions that follow.
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B. CAUSE AND EFFECT.

Here are some examples of cause and effect. Circle the most likely effect of each cause.
1. Ray was tired after the race. What happened because Ray was tired?
a. Ray played on the swings.
b. Ray sat down under a tree.
2. Jared’s grandpa gave him a dollar. What happened because Jared’s grandpa gave him a dollar?
a. Jared went to school.
b. Jared bought an ice cream snack.
3. Danielle’s flowers looked wilted. What happened because Danielle’s flowers looked wilted?
a. Danielle watered the flowers.
b. Danielle played with her doll.
4. Pablo’s mother had lots of groceries in the car. What happened because Pablo’s mother had lots
of groceries in the car?
a. Pablo played checkers with his friend.
b. Pablo helped his mother bring in the groceries.
C. COMPARISON AND CONTRAST.

Billy and Ron are brothers. Billy is 5 years old. Ron is 7 years old. One day their mom took them
to the zoo. Billy wore his red cap, and Ron wore his blue cap.
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They had fun watching all the animals. Ron liked the monkeys the best. He wanted to stay
and watch them some more, but Billy wanted to go see the elephants. Elephants were
Billy’s favorite.
Their mom said it was time to go see the elephants, and Ron was sad. But their mom said they
could come back and see the monkeys again before they left the zoo. Billy and Ron had a great
day at the zoo.
1. Choose the option that tells how Billy and Ron are different.
a. Billy and Ron’s mom took them to the zoo.
b. Billy is 5 years old, and Ron is 7 years old.
2. Choose the option that tells how Billy and Ron are alike.
a. Billy wore his red cap, and Ron wore his blue cap.
b. Billy and Ron wore caps to the zoo.
3. Choose the option that tells how Billy and Ron are different.
a. Billy liked the elephants the best, and Ron liked the monkeys the best.
b. Billy and Ron had fun at the zoo.
Let’s Analyze
In this section, you will be reading stories that may help you increase your reading comprehension
applying the reading strategy/comprehension skill that you’ve learned.
Text A. Sequencing.
Instruction: Read this story, paying attention to the sequence of events, from first to last.
Terrence Learns How We See Color Terrence was excited about his new watercolor set. He loved
to draw and paint. He liked to draw and paint race cars, airplanes, and trucks. He liked to use all
kinds of colors in his pictures. He was learning how to mix colors together to make new and
interesting colors.
He showed one of his new pictures to his dad one day. His dad said, “These are such amazing
colors! Do you know how our eyes see different colors?”
Terrence had never thought about that before, but he was interested. “No, he said. “We just see
them, I guess.”
“Well,” said his dad. “It’s a little more complicated than that.” “Tell me, then!” Terrence said.
“Maybe it will help me learn how to mix cool new colors.”
“All right,” Terrence’s dad said. “But first you need to know about light. A light beam is made up of
smaller beams of different colors. Our eyes see these many-colored beams as colorless. But when
a light beam hit an object, our eyes see that object as a certain color. This is because the object
absorbs all of the color beams except one. The color that isn’t absorbed is the color we see.”
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Terrence thought about all this for a bit. He thought he understood what his dad was saying. “What
else can you tell me about color?” he asked. “I think you’re really going to like hearing about how
the color wheel works,” his dad said. “But right now, it’s time for dinner.”
Learning Task # 1: Write the numbers 1 through 8 in the space beside the events to show the
sequence of what happens when Terrence makes a color wheel, from first to last. 1-8?
_____1. Terrence showed one of his new pictures to his dad.

_____2. Terrence’s dad said that when a light beam hits an object, the object absorbs all of the color
beams except one.
_____3. Terrence was excited about his new watercolor set.
_____4. Terence’s dad asked him if he know how our eyes see different colors.
_____5. Terrence was learning to mix colors together to make new and interesting colors.
_____6. The color beam that is not absorbed when a light beam hits an object is the color our eyes
see.
_____7. Terrence asked his dad what else he could tell him about color.
_____8. Terrence’s dad said that a light beam is made up of smaller beams of different colors.
2. Re-read the last paragraph of the story. What probably happens next in this story?
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Text B. Cause and Effect.

Instruction. Read about the water cycle again and think about cause and effect as you read.
The Water Cycle You can’t see it, but the water cycle is always in motion on the earth. This series
of events goes round and round, again and again, providing clean, fresh water for the land and seas.
As water goes through this cycle, it is sometimes solid ice, sometimes liquid water, and sometimes
a gas called water vapor.
The energy that drives the water cycle is heat. When heat is added to ice, the ice melts into water.
When heat is added to water, the water evaporates, turning from liquid into gas. When heat is taken
away from water vapor, the vapor condenses, turning from gas into liquid. When heat is taken away
from water, the water freezes, turning from liquid to solid.
The heat from the sun warms the water in oceans and rivers. The water changes into water vapor
that rises into the air. High above the earth, the water vapor cools and becomes tiny particles of
water that create clouds. As the clouds gather more and more particles of water, the water falls as
rain or snow, which are two forms of precipitation. This precipitation is absorbed into the ground or
is added to the water in oceans, lakes, and rivers. The cycle is always, constantly, in process,
everywhere in the world.
Learning Task # 2. What is the effect of each cause?
1. Water in the oceans and rivers is heated by the sun.

a. condensation
b. evaporation
c. precipitation
d. none of the above
2. Water vapor begins to cool as it rises into the air.

a. condensation
b. evaporation
c. precipitation
3. Particles of water in a cloud gather to form drops heavy enough to fall to earth.
a. condensation
b. evaporation
c. precipitation
4. The water cycle is always in motion on the earth.

a. Water is absorbed into the earth.
b. Clean, fresh water is provided for the land and seas of earth.
c. Heat is the energy that drives the water cycle.
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5. Here is a cause: Heat is added to water.

What is the effect? _____________________
6. Here is a cause: Heat is taken away from ice.

What is the effect? _____________________
C. Texts for Comparison and Contrast.

Instruction. As you read, think about how the stories are alike, and how they are different.
The Kingly Lion
The animals of the field and forest had a Lion as their King. When anyone had a problem, they
took it to the Lion King, and he helped to solve it. When anyone had an argument, they took it to
the Lion King, and he helped to settle it. The Lion King never made demands that were in his own
interest. He wanted only what was best for each and every animal.
Day after day, the Lion King thought about nothing but the animals who were his subjects. Then he
sat down and wrote out a Royal Order. He called all the animals to come before him. He stood on a
hilltop and watched the animals come together from far and near. He waited for them to settle.
“Hear ye, hear ye!” the Lion began, in his deep and rumbling voice. “I have written out my orders
for a new way of doing things that will be better for all. From this day forward, the Wolf and the Lamb
shall agree to live in peace. The Panther and the Goat shall live in peace. The Tiger and the Deer,
and the Dog and the Rabbit—all shall live together in perfect peace and harmony. The Rabbit said,
"Oh, how I have longed to see this day, in which the weak shall take their place without fear, by the
side of the strong." And after the Rabbit said this, he ran for his life.
The Elderly Lion

A very Elderly Lion, weakened by old age and old injuries, could no longer hunt for his food. He
lived for a while on grass and berries, but this made him grow still weaker. He decided to use his
brain to take what he could not get by force.
The Elderly Lion lay down in his den. He told every animal and bird who passed by that he was very
sick. The animals all got the news of Elderly Lion’s illness and came one by one to visit him. Squirrel
came, bringing fresh grasses and berries. Squirrel was not seen after that. Dove came, bringing
more fresh grasses and berries. Dove was not seen after that. More animals went to visit the Elderly
Lion, and it became clear that animals were disappearing.
Fox thought about the situation. He decided to go and visit the Elderly Lion. He went to the Elderly
Lion’s den and stood outside at a respectful distance. “How are you feeling today?” Fox asked. “Not
well, not at all well,” said the Elderly Lion. “But why do you stand there outside? Please— come
inside and visit with me for a while.” “No thank you,” said Fox. “I notice that there are many footprints
leading into your den, but I see no trace of any leading out.”
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Learning Task #3. Some of these details are true of just one of the two stories. Some are true of
both stories. Some are not true of either story. Read each detail and select the best answer.
1. The main character in the story is a lion.
a. “The Kingly Lion” only c. Both stories
b. “The Elderly Lion” only d. Neither story 2. The main character in
the story is kind.
b. “The Elderly Lion” only d. Neither story 3. The main character
tricks the other characters.
b. “The Elderly Lion” only d. Neither story
4. The main character takes advantage of the kindness of others.
5. The main character wants to become the King of the Forest.
6. The main character has a plan that involves the other animals.
7. In the ending, the main character is chased out of the forest.
b. “The Elderly Lion” only d. Neither story 8. In the ending, one character
disagrees with the main character’s plan.
9. What is one other detail that is alike or different in the two stories?
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In a Nutshell
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In this portion of the unit, you will be required to state your arguments or synthesis relevant to the
topics presented. I will supply the first two items and you will continue the rest. Most of the stories
are easiest to understand when events happen in a sequential fashion. In other words, Sequencing
is putting things in order, from first to last. Similarly, cause and effect are about how one thing can
cause something else to happen. The cause is why something happened. The effect is what
happened. Lastly, when we compare two things, we tell how they are alike. When we contrast two
things, we tell how they are different.
1. There are signaling words that may help you recognize the cause and effect, the next event, and
even the differences and similarities of a certain entity.
2. There has to be a complete information in order to have clearly understand the message.
Your Turn…
3.
___________________________________________________________________________________
___________________________________________________________________________________
4.
___________________________________________________________________________________
___________________________________________________________________________________
Q &A List. This section allows you to list down all emerging questions or issues. These
questions or issues may be raised in the LMS or other modes. The Q&A portion helps in the
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Keywords Index. The words/phrases/ideas listed below are related to reading comprehension.
Reading strategies Sequencing of events Comparison and contrast Cause and effect
References
Book
Bacasmot, J. & Afrondoza, M. (2018). Now I know, a practical guide in reading. Davao City: Mutya Publishing
Online source
https://www.yumpu.com/en/document/read/26259205/text-structure-signal-questions-signal-words-cause-and-effect-
Clarke, Paula J., et al. Developing Reading Comprehension, John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central, https://ebookcentral.proquest.com/lib/uniofmindanao-ebooks/detail.action?docID=1420227.
Teacher, Created Materials, and Lori Oczkus. Just the Facts : Close Reading and Comprehension of Informational Text,
Shell Educational Publishing, 2014. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/uniofmindanaoebooks/detail.action?docID=5882233.
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Big Picture
a. Analyze the reading comprehension strategies such as Getting the Main

Idea, Summarizing, and Fact or Opinion and
b. Apply comprehension strategies for informational and technical materials.
Big Picture in Focus: ULOs a -b. Examine the unfamiliar terms embedded
in the reading materials; Analyze the reading comprehension strategies such
as Getting the Main Idea, Summarizing, and Fact or Opinion; and Apply
comprehension strategies for informational and technical materials.
Metalanguage
In order for you to demonstrate ULOs a-b, you will need to learn and study the operational
definitions of the various reading strategies.
Getting the Main Idea is an essential reading skill also for it guides the read what is the paragraph
all about. Usually, it is placed at the beginning of the paragraph. But there are instances in which
they are found at the middle and at the end of the paragraph.
Summarizing, on the other hand, according to Buckley (2004) has something to do with reducing
text to one-third or one-quarter its original size as long as it clearly articulates the author’s meaning
and retains main ideas.
Fact or Opinion is another reading strategy that may help you comprehend the text. One
way of criticizing the veracity of the author’s intention is by filtering the ideas embedded in the text.
A fact is a statement that is true and can be verified objectively or proven. In other words, a fact is
true and correct no matter what. An opinion, however, is a statement that holds an element of belief;
it tells how someone feels
Essential Knowledge
Let us go further on how we get the main idea of a paragraph. The main idea is the overall idea of
the paragraph. It is supported by details throughout the paragraph just like the burger (refer to
picture below). The topic sentence most of the time being placed at the beginning (top Bun),
supporting details (lettuce, tomatoes, cheese, etc.), and the last sentence/clinching (last bun).
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The figure is lifted from https://www.tes.com/lessons/SJcUPiGlawJThg/writing-paragraphs
On the other hand, to summarize means to give the brief account of a certain passage. As pointed
out by Diane Hacker (2008), that summarizing involves stating a work’s thesis and main idea in a
simple, brief, and accurate expression, (read p. 58 and 62 of your textbook).
As pointed out in the metalanguage section, facts are statements that are true and can be proven
and verified objectively. On the other hand, opinion is a statement that holds an element of belief;
it tells how someone feels. An opinion is not always true and cannot be proven, while fact is always
true and can be proven (Linde, 2018). (You may refer to p.73 of your textbook for some examples).
As instructed in the previous module unit, please note that you are not limited to exclusively refer to
the textbook. Thus, you are expected to utilize other books, research articles and other resources
that are available in the university’s library e.g. ebrary, search.proquest.com etc. and other
credible internet sources.
Read and think about of the following sample paragraphs/selections/texts in the textbook,
Bacasmot, J. & Afrondoza, M. (2018). Now I Know, A Practical Guide in Reading. Davao City:
Mutya Publishing).
1.1 Sample A - F for getting the main idea (pp. 43-45)
1.2 Example A - B for summarizing (pp. 57 - 65)
1.3 Sample Articles for fact and opinions (pp. 73-79)
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Self-Help: You can also refer to the sources below to help you further
understand the lesson:
• Ali Elashhab, S. (2008). EFL reading strategies of main idea comprehension and
identification: Awareness and use of arabic speaking university students (Order No.
NR50715). Available from ProQuest Central. (304336268). Retrieved from
• Marzano, R. J. (2010). Summarizing to comprehend. Educational Leadership, 67(6),
83. Retrieved from https://search.proquest.com/docview/224836638?accountid=31259
Let’s Check
Activity 1. Directions: Read each passage and ask yourself, "What is the author doing in this
paragraph?" Write your answer in the summary box and then think of an appropriate title for
the passage based on the main idea of the passage.
1. A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as fifty
thousand dollars. In 1943, most pennies were made out of steel since copper was needed for
World War II, so the 1943 copper penny is ultra-rare. Another rarity is the 1955 double die
penny. These pennies were mistakenly double stamped, so they have overlapping dates and
letters. If it’s uncirculated, it’d easily fetch $25,000 at an auction. Now that’s a pretty penny.
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
2. When one hears the term "reality" applied to a show, one might expect that the events
portrayed occurred naturally or, at the least, were not scripted. This is not always the case.
Many reality shows occur in unreal environments, like rented mansions occupied by film crews.
Such living environments do not reflect what most people understand to be "reality." Worse,
there have been accusations that events not captured on film were later restaged by producers.
Worse still, some involved in the production of "reality" television claim that the participants were
urged to act out story lines premeditated by producers. With such accusations floating around,
it's no wonder many people take reality TV to be about as real as the sitcom.
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3. Remember, if something is worth doing, it is worth doing correctly. That said, the key to
making perfect cookies is merely a matter of preparation and precision. To begin with, read your
cookie recipe thoroughly before baking. Make sure that you have all the necessary ingredients
before you continue. Next, use good tools and utensils. Sometimes, the craftsperson is only as
good as his or her tools. By using good tools, you minimize mistakes and improve the quality of
your product. Last, use top quality ingredients. Unlike characters in fairytales, you can't turn
lead into gold. If you use poor quality materials, you'll create inferior products. So, to make
perfect cookies you should use the highest quality materials available. Bon appetite!
Activity 2. Directions: Read each statement and then circle whether it is a fact or opinion. Explain your
answer.
1. The history of ballet began in Italy during the fifteenth and sixteenth centuries.
Fact or Opinion Explain: __________________________________________________________
__________________________________________________________
2. Dancing is a safe and healthy activity.
__________________________________________________________
3. Hip hop dancing has been featured in movies such as Step Up and Stomp the Yard.
__________________________________________________________
4. People have been dancing for thousands of years.
__________________________________________________________
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5. Ballet dancing requires more training than hip hop dancing.
__________________________________________________________
Let’s Analyze
Activity 1. In this activity you will be examining some of the unfamiliar terms embedded in the
reading materials. Read the passage below and answer questions that follow. Encircle the option
that corresponds to your answer.
Passage 1
When another old cave is discovered in the south of France, it is not usually news. Rather, it is an
ordinary event. Such discoveries are so frequent these days that hardly anybody pays heed to them.
However, when the Lascaux cave complex was discovered in 1940, the world was amazed. Painted
directly on its walls were hundreds of scenes showing how people lived thousands of years ago.
The scenes show people hunting animals, such as bison or wild cats. Other images depict birds
and, most noticeably, horses, which appear in more than 300 wall images, by far outnumbering all
other animals.
Early artists drawing these animals accomplished a monumental and difficult task. They did not limit
themselves to the easily accessible walls but carried their painting materials to spaces that required
climbing steep walls or crawling into narrow passages in the Lascaux complex. Unfortunately, the
paintings have been exposed to the destructive action of water and temperature changes, which
easily wear the images away. Because the Lascaux caves have many entrances, air movement has
also damaged the images inside. Although they are not out in the open air, where natural light would
have destroyed them long ago, many of the images have deteriorated and are barely recognizable.
To prevent further damage, the site was closed to tourists in 1963, 23 years after it was discovered.
(lifted from https://www.ets.org/toefl_junior/prepare/standard_sample_questions/reading_comprehension)
1. Which title best summarizes the main idea of the passage?

A. Wild Animals in Art
B. Hidden Prehistoric Paintings
C. Exploring Caves Respectfully
D. Determining the Age of French Caves
2. The words pays heed to are closest in meaning to _______.
A. discovers
B. watches
C. notices
D. buys
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3. Based on the passage, what is probably true about the south of France? A. It is home to rare
animals.
B. It has a large number of caves.
C. It is known for horse-racing events.
D. It has attracted many famous artists.
4. According to the passage, which animals appear most often on the cave walls? A. Birds
B. Bison
C. Horses
D. Wild cats
5. The underlined word depict is closest in meaning to _______.
A. show
B. hunt
C. count
D. draw
6. Why was painting inside the Lascaux complex a difficult task? A. It was completely dark
inside.
B. The caves were full of wild animals.
C. Painting materials were hard to find.
D. Many painting spaces were difficult to reach.
7. The underlined word They refers to _______.
A. walls
B. artists
C. animals
D. materials
8. According to the passage, all of the following have caused damage to the paintings EXCEPT
_______.
A. temperature changes
B. air movement
C. water D. light
9. What does the passage say happened at the Lascaux caves in 1963? A. Visitors were
prohibited from entering.
B. A new lighting system was installed.
C. Another part was discovered.
D. A new entrance was created.
Passage 2
Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and Herculaneum,
has received much attention because of its frequent and destructive eruptions. The most famous of
these eruptions occurred in A.D. 79.
The volcano had been inactive for centuries. There was little warning of the coming eruption,
although one account unearthed by archaeologists says that a hard rain and a strong wind had
disturbed the celestial calm during the preceding night. Early the next morning, the volcano poured
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a
huge river of molten rock down upon Herculaneum, completely burying the city and filling the harbor
with coagulated lava.
Meanwhile, on the other side of the mountain, cinders, stone and ash rained down on Pompeii.
Sparks from the burning ash ignited the combustible rooftops quickly. Large portions of the city were
destroyed in the conflagration. Fire, however, was not the only cause of destruction. Poisonous
sulfuric gases saturated the air. These heavy gases were not buoyant in the atmosphere and
therefore sank toward the earth and suffocated people.
Over the years, excavations of Pompeii and Herculaneum have revealed a great deal about the
behavior of the volcano. By analyzing data, much as a zoologist dissects an animal specimen,
scientists have concluded that the eruption changed large portions of the area’s geography. For
instance, it turned the Sarno River from its course and raised the level of the beach along the Bay
of Naples. Meteorologists studying these events have also concluded that Vesuvius caused a huge
tidal wave that affected the world’s climate.
In addition to making these investigations, archaeologists have been able to study the skeletons of
victims by using distilled water to wash away the volcanic ash. By strengthening the brittle bones
with acrylic paint, scientists have been able to examine the skeletons and draw conclusions about
the diet and habits of the residents. Finally, the excavations at both Pompeii and Herculaneum have
yielded many examples of classical art, such as jewelry made of bronze, which is an alloy of copper
and tin. The eruption of Mount Vesuvius and its tragic consequences have provided everyone with
a wealth of data about the effects that volcanoes can have on the surrounding area. Today,
volcanologists can locate and predict eruptions, saving lives and preventing the destruction of other
cities and cultures.
1. Herculaneum and its harbor were buried under _________ lava.

A. liquid
B. solid
C. flowing
D. gas
2. The poisonous gases were not _________ in the air.
A. able to float
B. visible
C. able to evaporate
D. invisible
3. Scientists analyzed data about Vesuvius in the same way that a zoologist _________ a
specimen.
A. describes in detail
B. studies by cutting apart
C. photographs
D. chart
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4. _________ have concluded that the volcanic eruption caused a tidal wave.
A. Scientists who study oceans
B. Scientists who study atmospheric conditions
C. Scientists who study ash
D. Scientists who study animal behavior
5. Scientists have used _________ water to wash away volcanic ash from the skeletons of victims.
A. bottled
B. volcanic
C. purified
D. sea
Passage 3
In the 16th century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the
first expedition to sail around the world. As a young Portuguese noble, he served the king of
Portugal, but he became involved in the quagmire of political intrigue at court and lost the king’s
favor. After he was dismissed from service by the king of Portugal, he offered to serve the future
Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of 50 degrees W longitude to
Spain and all the land east of that line to Portugal. Magellan offered to prove that the East Indies fell
under Spanish authority. On September 20, 1519, Magellan set sail from Spain with five ships. More
than a year later, one of these ships was exploring the topography of South America in search of a
water route across the continent. This ship sank, but the remaining four ships searched along the
southern peninsula of South America. Finally, they found the passage they sought near 50 degrees
S latitude. Magellan named this passage the Strait of All Saints, but today it is known as the Strait
of Magellan.
One ship deserted while in this passage and returned to Spain, so fewer sailors were privileged to
gaze at that first panorama of the Pacific Ocean. Those who remained crossed the meridian now
known as the International Date Line in the early spring of 1521 after 98 days on the Pacific Ocean.
During those long days at sea, many of Magellan’s men died of starvation and disease.
Later, Magellan became involved in an insular conflict in the Philippines and was killed in a tribal
battle. Only one ship and 17 sailors under the command of the Basque navigator Elcano survived
to complete the westward journey to Spain and thus prove once and for all that the world is round,
with no precipice at the edge.
1. The 16th century was an age of great ______ exploration.

A. cosmic
B. land
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C. mental
D. common man
2. Magellan lost the favor of the king of Portugal when he became involved in a political ________.
A. entanglement
B. discussion
C. negotiation
D. problem
3. The Pope divided New World lands between Spain and Portugal according to their location on
one side or the other of an imaginary geographical line 50 degrees west of Greenwich that extends
in a _________ direction.
A. north and south
B. crosswise
C. easterly
D. south east
4. One of Magellan’s ships explored the _________ of South America for a passage across the
continent.
A. coastline
B. mountain range
C. physical features
D. islands
5. Four of the ships sought a passage along a southern ______.

A. coast
B. inland
C. body of land with water on three sides
D. border
6. The passage was found near 50 degrees S of ________.

A. Greenwich
B. The equator
C. Spain
D. Portugal
7. In the spring of 1521, the ships crossed the _______ now called the International Date Line.
A. imaginary circle passing through the poles
B. imaginary line parallel to the equator
C. area
D. land mass
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Activity 2. Read each sentence and underline the facts once and the opinions in twice. Some
sentences might have fact and opinion.
1. The moon is 384,400 kilometers from Earth.

2. Greece has the most beautiful beaches in the world.
3. Koalas sleep most of the day. 4. It’s great to have company so many people have pets.
5. The fastest land animal is the cheetah. 6. The magician didn’t
do any new tricks, so the show was boring.
7. The homework the teacher set was hard.
8. My trip to Japan will cost $2500 but it will be a great experience.
9. The food at the restaurant was too expensive.
10. A really scary horror movie has just been released.
In a Nutshell
MY ARGUMENT: In this portion of the unit, you will be required to state your arguments or synthesis
relevant to the topics presented. I will supply the first three items and you will continue the rest.
1. If you were to get the main idea, you should be asking questions, like ‘What is the author doing
in this paragraph?’ What is the author’s purpose? What is the paragraph all about?
2. Summarizing aims to present the key points of a passage or selection in order to provide the
essential parts of a story, passage, text, etc.
3. To be able to identify a fact from opinion is an important reading skill that you need to
understand. There is a need for you to understand the difference between fact and opinion since it
allows you to recognize and make sense of the information presented.
Your turn…
4.
_______________________________________________________________________________________
_______________________________________________________________________________________
5.
_______________________________________________________________________________________
_______________________________________________________________________________________
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6.
_______________________________________________________________________________________
_______________________________________________________________________________________
questions or issues may be raised in the LMS or other modes. The Q & A portion helps in the review
of concepts and essential knowledge.
Keywords Index
Summarizing Getting the main idea Fact or opinion
Truthfulness of the text Author’s purpose Supporting details
Main topic Gist Accurate expression
Thesis statement Reducing text Selection
References
• Ali Elashhab, S. (2008). EFL reading strategies of main idea comprehension and identification:
Awareness and use of arabic speaking university students (Order No. NR50715). Available from
ProQuest Central. (304336268). Retrieved from
• Marzano, R. J. (2010). Summarizing to comprehend. Educational Leadership, 67(6), 83. Retrieved from
• https://www.ets.org/toefl_junior/prepare/standard_sample_questions/reading_comprehension
• https://www.ereadingworksheets.com/free-reading-worksheets/reading-
comprehensionworksheets/main-idea-worksheets/
• https://www.testprepreview.com/modules/reading1.htm
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Big Picture
a. Analyze the information provided by the author in order to make inferences;

b. Apply reading comprehension strategies
c. Elucidate the author’s purpose in writing the text;
Big Picture in Focus: ULOs a - c. Elucidate the author’s purpose in

writing the text; apply reading comprehension
strategies
Metalanguage
For you to demonstrate ULOs a and c, you will need to learn and study the operational definitions
of the reading strategy. This would be a great help in unlocking your difficulty in understanding a certain
text.
Author’s Purpose. Refers to the many different reasons for or intent in writing which may be to
amuse the reader, to persuade the reader, to inform the reader, or to satirize a condition. PIE.
Stands for persuade, inform, and entertain.
Essential Knowledge
To deepen your knowledge on author’s purpose, take note that this is one of the many skills that
contributes to your ability to comprehend what you read. Furthermore, this tells us that its purposes
reflect on the ways a topic is written. For example, if the purpose is to amuse, one may use jokes
or anecdotes in the writing. Read the texts found in the succeeding pages of the textbook.
Textbook: (Bacasmot, J. & Afrondoza, M. (2019). Now I Know, A Practical Guide in Reading.
Davao City: Mutya Publishing).
1Basically, authors may write depending on their purposes such as using narrative writing to relate
a story or to recount events; using descriptive writing to tell what something looks like, sounds like,
or feels like; using persuasive writing to convince a reader to believe an idea or to take a course of
action; or using expository writing to inform or teach the reader.
1
. https://www.mdc.edu/kendall/collegeprep/documents2/author's%20purposerev818.pdf
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However, sometimes an author can have more than one purpose out of the three major categories
which is to entertain, to inform, or to persuade.
Dagohoy and Pascual wish to acknowledge the works of:

THE THREE MAJOR CATEGORIES OF AUTHOR’S PURPOSE
Persuade An author can persuade by:

•Giving us information that makes
something seem really important right
now!
•Giving us convincing facts and details
•Getting someone famous to agree with
him or her
•Giving us information about only one
side of the story •Making the other side of
the story sound like a bad idea
•Using power words like amazing, free,
new, you, instantly
 Seen on advertisements, newspaper,
editorials, junk mail, or posters.
Inform An author can inform by:

•Teaching us something new about a
topic
•Including interesting details
•Including numbers, dates, and examples
•Giving us a lot of details about one thing
•Giving us different kinds of information
•Writing the information as an article, story
or a poem
•Including pictures or other graphics to
help us understand the information.
 Seen on news reports, research papers,
encyclopedias, school news letters,
instructions, maps, timelines, schedules,
charts, graphs
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Entertain An author can entertain by:

•Making something funny
•Using words that paint a picture in our
mind
•Adding suspense to the writing
•Including lots of feelings
•Including fantasy
•Making the characters seem real
•Adding some surprises
 Seen on fictional stories, comics, poems,
jokes, riddles
Source/credit/lifted from: https://edge.sagepub.com/sites/default/files/Chart_Author%E2%80%99s_Purpose_for_Writing.pdf
1EXAMPLES OF THE AUTHOR’S PURPOSE IN A PARAGRAPH
TO PERSUADE
It's New! It's Refreshing! It's Slurpy Soda! This is the best soda in the world! If you drink this
soda you will jump higher, run faster and be smarter in school. Try one today!
TO INFORM
The Underground Railroad was a secret organization which helped slaves escape to freed
om. Many slaves were able to escape because of the conductors and station masters. The northe
rn states werefree states and slaves were free once they arrived in the north. Secret codes and si
gnals were used to identify the conductors and station masters.
TO ENTERTAIN
Joe had been fishing for over two hours without a single bite. Suddenly there was a nibble
at the end of his fishing line. He stood up on the boat and leaned out too far. Just there was a
sharp yank on the line. Joe fell overboard and landed head first into the water. Joe and his friends
laughed and laughed.
Read the texts found in the book related to the following key concepts:
1. Author’s Purpose (pages 89-99)
1
https://www.rowan.k12.ky.us/userfiles/1202/author's%20purpose.pdf
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Self-Help: You can also refer to the sources below to help you further understand the
lesson:
To persuade: http://diversity.umw.edu/jfs/files/2015/09/Persuasive-Writing.pdf
To inform/To entertain: http://www.uhstitans.com/_cache/files/4/8/48ed738a-d181-4705-a79d-
e97e2e02476f/ECE5B62C69AA440B00BD30AD3A336F66.matching-authors-purpose-to-structure-of-
text.pdf
Let’s Check
Activity 1. Now that you know the essential terms in the lesson of author’s purpose, let us try
to check your understanding of these terms. In each item, write the term/s being asked in the
following statements:
1. These refer to many different reasons of why authors write.
2. This has the purpose of getting the readers to take action or get hold of idea.
3. This has the purpose of amusing the readers.
4. The goal is to make the reader be aware and be enlightened on the topics.
5. This purpose includes the skill to identify facts from opinion.
Let’s Analyze
In this section, you will be reading and identifying texts that may help you increase your reading
comprehension applying the reading strategy/comprehension skill that you’ve learned.
1. It was a glorious morning in Alabama. The sun was shining through the trees. Alan couldn't
wait to find his fishing pole and call his friend Sam to go fishing. They had a great time on
these early morning fishing trips. They took their dogs with them and the dogs would swim
in the lake while they fished. It was so funny to watch those dogs paddle around the lake.
2. The Underground Railroad was a secret organization which helped slaves escape to
freedom. Many slaves were able to escape because of the conductors and station masters.
The northern states were free states and slaves were free once they arrived in the north.
Secret codes and signals were used to identify the conductors and station masters.
3. The Slim-O-Matic will cause you to lose pounds and inches from your body in one month.
This amazing machine helps you to exercise correctly and provides an easy video to show
you the proper way to exercise. Send $75.99 and begin exercising today.
4. HAMSTERS FOR SALE: Braxton Pet Store, Northwood Mall: We have a large selection of
hamsters for sale this week. They are interesting pets and you will enjoy having one. They
are only $ 17.99 this week. Come and buy yours today!
(Passages were taken from www.rowan.k12.ky.us)
5. Desiderata
Go placidly amid the noise and the hate and remember what peace there may be in silence.
As far as possible, without surrender, be on good terms with all persons. (Passage
was taken from the textbook of Bacasmot, et al.)
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In a Nutshell
topic presented. I will supply the first two items and you will continue the rest. Most of the stories/texts
are easier to understand when one knows the different reasons of authors’ purposes.
1. There are reasons why author writes a certain topic.
2. There are categories of the authors’ purposes.
Your Turn…
3.
___________________________________________________________________________________
___________________________________________________________________________________
4.
___________________________________________________________________________________
___________________________________________________________________________________

comprehension.
Reading strategy Author’s Purpose To persuade To entertain To inform
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Big Picture in Focus: ULOb-c. Analyze the information provided by the

author in order to make inferences; apply comprehension reading
strategies.
Metalanguage
In order for you to demonstrate ULOb-c, you will need to learn and study the operational
definition of this reading strategy. These strategies are of great help in unlocking your difficulty in
understanding a certain text.
Inferencing. The process of figuring out missing information from information based on
pictures, texts, characters, plots, setting, vocabularies, situations, experiences and ability to think
about what’s not directly seen or read.
Essential Knowledge
To deepen your knowledge on inferencing, take note that inferring is vital for you to determine
deeper meanings that is implicitly stated in texts. In addition, this refers to the reading of between
the lines based on the possible clues. Read the texts found in the succeeding pages of the textbook.
Textbook: (Bacasmot, J. & Afrondoza, M. (2019). Now I Know, A Practical Guide in Reading.
Davao City: Mutya Publishing).
1 There is a need to learn inferencing because this is now a foundation of 21st century skills
which means a prerequisite for higher-order thinking skills since it encompasses disciplines such as
language arts, sciences, social studies, etc.
The topic may seemingly difficult but this lesson with the help of a simplified model will help
you to understand the inferential strategy.
In order for you to infer, please follow the steps. First you need to find clues to get some
answers, then add those clues to what you already know or have read, and always remember there
can be more than one correct answer, and lastly, you need to be able to support inferences.
Few of the Strategies for Drawing Inferences
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Source/Credit/Lifted
from:
https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53789&FileName=inferencing%20mini%20lesson.pdf
Read the texts found in the book related to the following key concepts:
1. Making Inferences (pages 101-121)
Dagohoy and Pascual wish to acknowledge the works of: https://www.readingrockets.org/strategies/inference

1
Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01.
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Learning the inferential strategy: https://www.readingrockets.org/strategies/inference
Strategies to Help Readers Make Meaning through Inferences:

https://www.tcdsb.org/schools/bishopmarroccothomasmerton/literacy/Lists/Resourc
es/ Attachments/10/MakingInferencesCopy.pdf
Let’s Check
Activity 1. In order to check your understanding with the previous lesson, read the following
conversations and answers the questions.
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Part I.
A: Look at the long line! Do you think we’ll get in?
B: I think so. Some of these people already have tickets. A:
How much are the tickets?
B: Only nine dollars for the first show. I’ll pay. A:
Thanks. I’ll buy the popcorn.
1. Where are these people?
2. What are they talking about?
3. Who are these people?
A: This is one of the reasons I hate working in a big city.

B: I know. Every day, it’s the same thing.
A: This is terrible! We may be here all night! I hope we don’t run out of gas.
B: No, I think there’s enough.
A: Let’s turn on the radio. Maybe there’s some good music.
B: Sorry, the radio’s not working.
A: I think I’ll take the train tomorrow!
4. Where are these people?
5. What are they talking about?
6. What do you think will happen next?
Passages were taken from: https://www.ccsf.edu/
Part II. Write the possible inference.

1. Can you infer where I am?
I hear a loud “thwack” as the ball leaves the ballpark and the crowd roars with cheers!
Answer: ____________________
2. Can you infer where I am and what I am doing?
I see bubbles rising. I hear my own breathing. There are fish swimming above me. I feel the
seaweed swaying.
Answer: ____________________
3. What can you infer from this statement? Raul always carried his flute with him. Answer:
____________________
4. What can you infer about Denese’s mother?
After Denese broke her trophy, her mother turned and walked away without saying anything.
Answer: ____________________
5. What can you infer from this expression?
“It’s both of us or nothing!”
Answer: ____________________
Passages were taken from: https://www.robeson.k12.nc.us/
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Let’s Analyze
In this section, you will be reading sentences/texts that may help you increase your reading
A. Read each sentence; then choose the answer that is a logical inference based upon that
sentence.
1. Blood cholesterol used to be thought of as a problem only for adults.

(A) Blood cholesterol is no longer a problem for adults.
(B) Only children have a problem with blood cholesterol. (C) Blood cholesterol
affects both adults and children.
2. When apple growers talk about new varieties of apples, they don’t mean something developed
last month, last year, or even in the last decade. (A) Apple growers haven’t developed any new
varieties in recent decades.
(B) Some varieties of apples can be developed in a short time, but others take a long time. (C)
New varieties of apples take many years to develop.
3. In all cultures, gestures are used as a form of communication, but the same gestures may
have very different meanings in different cultures.
(A) No two cultures use the same gestures.
(B) One gesture will never have the same meaning in two cultures.
(C) A person from one culture may misunderstand the gestures used by a person from another
culture.
4. Although sheepherding is an older and more beloved occupation, shepherds never caught the
attention of American filmmakers the way cowboys did.
(A) There have been more American films about cowboys than about shepherds.
(B) Films about shepherds were popular before films about cowboys. (C) Cowboys
are generally younger than shepherds.
5. As an architect, Thomas Jefferson preferred the Roman style, as seen in the buildings of the
University of Virginia, to the English style favored by Charles Bullfinch.
(A) The architecture of the University of Virginia was influenced by the Roman style.
(B) Bullfinch was an English architect.
(C) Jefferson preferred to build in the English style of architecture.
Passages were taken from: https://www.ccsf.edu/
B. Read the passages. IF the statements following the passages are valid inferences based on
those passages, mark the items I. If the statements cannot be inferred from the passage, mark those
items X.
Natural flavorings and fragrances are often costly and limited in supply. For example, the vital
ingredient in a rose fragrance is extracted from natural rose oil at a cost of thousands of dollars a
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pound; an identical synthetic substance can be made for 1% of this cost. Since the early twentieth
century, success in reproducing these substances has created a new industry that today produces
hundreds of artificial flavors and fragrances. Some natural fragrances are easily synthesized; these
include vanillin, the aromatic ingredient in vanilla, and benzaldehyde, the aromatic ingredient in wild
cherries. Other fragrances, however, have dozens, even hundreds of components. Only recently
has it been possible to separate and identify these ingredients by the use of gas chromatography
and spectroscopy. Once the chemical identity is known, it is often possible to synthesize them.
Nevertheless, some complex substances, such as the aroma of fresh coffee, have still not been
duplicated satisfactorily. Many of the chemical compounds making up these synthetics are identical
to those found in nature and are as harmless or harmful as the natural substances. New products
must be tested for safety, and when used in food, must be approved by the U.S. Food and Drug
Administration. The availability of synthetic flavors and fragrances has made possible a large variety
of products, from inexpensive beverages to perfumed soap to used cars with applied “new car odor.”
______ 1. Natural rose fragrance is 100 times more expensive to produce than artificial rose
fragrance.
______ 2. Vanillin is easier to synthesize than benzaldehyde.
______ 3. In general, the more components there are in a fragrance, the harder it is to synthesize.
______ 4. Once a substance has been chemically analyzed, it can always be easily synthesized.
______ 5. Only recently has it been possible to satisfactorily synthesize the aroma of fresh coffee.
______ 6. Not all synthetic flavors are harmless.
______ 7. Synthesized substances must be tested for safety only if they are used in food. ______
8. Synthetic fragrances can be sued to make a used car smell like a new one.
Passage was taken from: https://www.ccsf.edu/
In a Nutshell
topics presented. I will supply the first two items and you will continue the rest.
1. It is important to learn inferencing because it is now a foundational skill of 21st century.
2. There are strategies that can help how to infer a passage, text or any reading material.
Your Turn…
3.
___________________________________________________________________________
________
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___________________________________________________________________________
________
4.
___________________________________________________________________________
________
___________________________________________________________________________
________

comprehension.
Inferencing Foundational Skill Reading between the Lines Prior Knowledge
References
Author’s Purpose, Retrieved On May 15, 2020 At
Https://Www.Mdc.Edu/Kendall/Collegeprep/Documents2/Author's%20purposerev818.Pdf
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Author’s Purpose, Retrieved On May 15, 2020 At Https://Www.Rowan.K12.Ky.Us/Userfiles/1202/Author's%20purpose.Pdf
Author’s Purpose For Writing, Retrieved On May 15, 2020 At

Https://Edge.Sagepub.Com/Sites/Default/Files/Chart_Author%E2%80%99s_Purpose_For_Writing.Pdf
Author’s Purpose, Retrieved On May 15, 2020 At

Https://Www.Robeson.K12.Nc.Us/Site/Handlers/Filedownload.Ashx?Moduleinstanceid=39850&Dataid=53757&Filename=Authors
%20purpose%20mini%20lesson.Pdf
Inference, Retrieved On May 19, 2020 A Https://Www.Readingrockets.Org/Strategies/Inference
Inferencing Lesson Retrieved On May 19, 2020 At

Https://Www.Robeson.K12.Nc.Us/Site/Handlers/Filedownload.Ashx?Moduleinstanceid=39850&Dataid=53789&Filename=Inferenci
ng%20mini%20lesson.Pdf
To Infer, Retrieved On May 19, 202 At Https://Www.Ccsf.Edu/Dam/Organizational_Assets/Department/Esl/Clad/Infer.Pdf
Big Picture
a. Assess the reading strategies such as drawing conclusion and figurative

language to comprehend the text;
b. Analyze texts to generalize, express insight, or respond by connecting
to other texts or situations;
c. Apply reading strategies to unlock difficulty in comprehending the text.
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Big Picture in Focus: ULOs a-c. Assess the reading strategies such as
drawing conclusion and figurative language to comprehend the text;
Analyze texts to generalize, express insight, or respond by connecting
to other texts or situations ; and Apply reading strategies to unlock
difficulty in comprehending the text.
Metalanguage
In order for you to demonstrate ULOs a - c, you will need to learn and study the operational
definitions of the various reading strategies. These strategies are of great help in unlocking your
difficulty in understanding a certain text.
Drawing Conclusions. This refers to the made judgments or decisions based on the gathered
information which also requires higher order thinking skills such as observation skills (Bacasmot &
Afrondoza, 2019).
Figurative Language/ Figures of Speech. A form of expression in language, either spoken or
written, that employs nonliteral meaning, unusual construction or a particular combination of sounds
to emphasize or heighten the rhetorical effect (Bacasmot & Afrondoza, 2019; Farlex Dictionary of
Idioms, 2015).
Essential Knowledge
To deepen your knowledge on drawing conclusion, take note that this is similar with inferencing
skill which is one of many skills that contributes to your ability to comprehend what you read.
Now for the definitions and steps of drawing conclusion, kindly read the texts found in the
pages 123-124 of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2019). Now I Know,
A Practical Guide in Reading. Davao City: Mutya Publishing).
To further extend your understanding, this also presents the following graphic organizers from
Paterson Public Schools that may help you easily to draw conclusions.
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Begin with a general statement.

1
Make it
specific.
Draw a conclusion.
Example 1: Example 2:
Conclusion:
Example 3: Example 4:
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3
Evidence Evidence Evidence Evidence
Conclusion
4
Fact 1 Fact 2 Fact 3 Fact 4
Conclusion
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Paterson Public Schools. Inference-Drawing Conclusion. Retrieved on May 21, 2020 at http://www.paterson.k12.nj.us/11_departments/languagearts-
docs/resources/Reading%20Resources/Inference-Drawing%20Conclusions/Inference-Drawing%20Conclusions.pdf
As you are done with drawing conclusions, let’s move to the next lesson of Figurative
Language or Figures of Speech. As it was already defined, you will learn now the frequently used
types of figurative languages.
Read the texts found on pages 140-141 of the textbook. Textbook: (Bacasmot, J. &
Afrondoza, M. (2019). Now I Know, A Practical Guide in Reading. Davao City: Mutya
Publishing).
To give a clearer picture of the lesson, here are the other examples.
Simile As easy as falling off a log; it tastes like a trunk of stale air; she was
as smart as an owl; the student was as quiet as a mouse; my
backpack was like a bag of bricks
Metaphor The strawberry was a fresh summer day.
The rain came down in full cold buckets.
The test was a long never-ending marathon.
She read the book at a snail’s pace
Hyperbole The walk was a million miles long; I ate five-thousand pancakes for
breakfast; the bag of gifts weighs a ton!
Personification The tree leaves danced in the wind; the chair stood up straight and
tall; the car jumped to the finish line.
Alliteration Betsy bought bigger bottoms for baby Billy
Samantha saw seven silly soldiers selling strawberries Saturday
Maria made millions of marshmallow muffins for many mellow
messengers
Onomatopoeia The bees buzzed by flying back to their hive.
Click the button to take the picture.
The pig squealed when it saw the dog coming
Symbolism She never spoke as she slid across the room. Her eyes narrowed
as she stepped pass the dinner table. No one dared to look her in
the eyes now. The crowded room
parted to allow the woman in red to pass by. The whole room grew
quiet. The only sound was her red dress swishing as a warning to
those in her path.
The color red symbolizes in this example as anger.
Imagery From “The Night before Christmas”)

The children were nestled, all snug in their beds,
While visions of sugarplums danced in their heads.
The reader can feel the warmth and taste and see the candy.
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Paradox “I never found the companion that was so companionable as

solitude.” Henry David Thoreau
“Success is counted sweetest by those who ne’er succeeded.” Emily
Dickenson
“Through dying, we are given life.”
Oxymoron A deafening silence, O heavy lightness, Cold fire, Sick health, Day
in night
Source, Credit, Lifted from:

Figurative language packet. Retrieved on May 21, 2020 at
https://www.henry.k12.va.us/cms/lib/VA01000023/Centricity/Domain/1771/Figuative%20Language%20Packet%20.pdf Figurative
language kit. Retrieved on May 21, 202 at
https://www.henry.k12.va.us/cms/lib/VA01000023/Centricity/Domain/1771/Figuative%20Language%20Packet%20.pdf
Hanna,L. Teaching Figures of Speech by Mid-Continent Comprehensive Center (MC3)
Regional ELL/CCSS Task Force of University of California. Retrieved on May 21, 2020 at
https://www.sc3ta.org/downloads/CommonCore4ELL/Mini_Lesson_2Teaching_Figures_of_Speech.pdf
Literary devices. Retrieved on May 21, 2020 at http://www.eatoncommunityschools.org/userfiles/38/Classes/1598/OxymoronParadox.pdf
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Inference-
Drawing
Conclusion.http://www.paterson.k12.nj.us/11_departments/language-arts-
docs/resources/Reading%20Resources/Inference-
Drawing%20Conclusions/Inference-Drawing%20Conclusions.pdf
Reading and Drawing Conclusion.

https://www.lonestar.edu/departments/tutoring/hesi_reading_and_drawing_conclusio
ns.pdf
Figures of Speech.
http://snscourseware.snsacademy.org/files/CW_5972f182c6505/FIGURES%20OF%
20SPEECH.pdf
Figurative Language.
https://www.henry.k12.va.us/cms/lib/VA01000023/Centricity/Domain/1771/Figuative
%20Language%20Packet%20.pdf
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Let’s Check
Activity 1. In this activity, you are to examine and analyze reading materials applying your
knowledge on the previously learned reading comprehension strategies.
A. Drawing Conclusion. In this section, you will read the passage below. Then, answer and you’re
your own conclusions in at three sentences only.
Surveillance has increased manifold since the 9/11 terror attacks on the World Trade
Centre in the U.S. This increase in surveillance today shapes the relationship between the
state and the individual. The state keeps an eye on its citizens, thereby positing each and
every citizen as a potential wrong-doer. For instance, the proliferation of the CCTV cameras
in streets, restaurants and in every imaginable public space. In fact, the camera need not
even be functional in order to make the citizens behave themselves – its mere presence is
enough to scare the citizens into submission. Such is the power of the mere potential of
surveillance.
Surveillance studies have shown that these techniques might not be too effective at all
times, citizens might feign decent behavior in order to avoid themselves from getting into a
tussle with the law of the land. But it does not assure the state of the reformation in the
attitude of the citizens. It is a mere eye-wash. It works only when the citizen truly desires to
transform his or her attitude and adopt decency in all walks of life.
Answer these questions:

1. What is the effect of the state’s surveillance on the individual?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________
2. Does the CCTV need to be functional all the time?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
3. Why is the surveillance not effective always?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
Conclusion:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
B. Figurative Language. Read the line of poetry. Figure out which technique is being used:
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simile, metaphor, hyperbole, or personification. Write and explain your answer on the space
provided.
1. Like burnt-out torches by a sick-man’s bed.
___________________________________________________________________________
___________________________________________________________________________
2. Drip-hiss-drip-hiss fall the raindrops On the
oaken log which burns and steams, And
smokes the ceiling beams. Drip-hiss-the
rain never stops.
___________________________________________________________________________
___________________________________________________________________________
3. When the stars threw down their spears, And water’s heaven
with their tears,
_____________________________________________________________________________
_____________________________________________________________________________
4. The moon was a ghostly galleon tossed upon cloudy seas, The
road was a ribbon of moonlight over the purple moor.
_____________________________________________________________________________
_____________________________________________________________________________
5. I do not care to talk to you although
Your speech evokes a thousand sympathies.
_____________________________________________________________________________
_____________________________________________________________________________
Let’s Analyze
In this section, you will be reading picture/texts that may help you increase your reading
A. Drawing Conclusion. In this section, you will find your own picture of team-building activity.
Then you will conclude what is shown in the picture.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
B. Figurative Language. In a clean separate paper, draw your own interpretation of the poem.
Write at least five figurative language not stated in the poem to be used as caption of your
illustration.
Salutation to the Dawn

-Kalidasa,Inidian poet
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Look to this day!

For it is life, the very life of life.
In its brief course
Lie all the verities and realities of your existence:
The bliss of growth
The glory of action
The splendor of beauty
For yesterday is but a dream
And tomorrow only a vision
But today well lived makes every yesterday a dream of happiness And
every tomorrow a vision of hope.
Look well, therefore to this day!
Such is the salutation to the dawn.
In a Nutshell
topics presented. I will supply the first two items and you will continue the rest.
1. To learn how to draw conclusion is another skill of HOTS.
2. Figures of speech are words that do not have literal meaning.
Your turn…
3.
_______________________________________________________________________________________
_______________________________________________________________________________________
4.
_______________________________________________________________________________________
_______________________________________________________________________________________
5.
_______________________________________________________________________________________
_______________________________________________________________________________________
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comprehension.
Drawing Conclusion Figurative Language Steps to Conclude Types of Figures

of Speech
References
Drawing Conclusion. Paterson Public Schools. Retrieved on May 21, 2020 at
http://www.paterson.k12.nj.us/11_departments/language-arts-
docs/resources/Reading%20Resources/InferenceDrawing%20Conclusions/Inference-Drawing%20Conclusions.pdf
Figurative language kit. Retrieved on May 21, 202 at

Figurative language packet. Retrieved on May 21, 2020 at

Hanna,L. Teaching Figures of Speech by Mid-Continent Comprehensive Center (MC3)Teaching Figures of Speech Regional
ELL/CCSS Task Force of University of California. Retrieved on May 21, 2020 at
https://www.sc3ta.org/downloads/CommonCore4ELL/Mini_Lesson_2-Teaching_Figures_of_Speech.pdf
Literary devices. Eaton Community Schools. Retrieved on May 21, 2020 at
http://www.eatoncommunityschools.org/userfiles/38/Classes/1598/OxymoronParadox.pd
f
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Big Picture
a. Examine the various reading materials;

b. Apply comprehension strategies: Sequencing, Cause and Effect, Comparing
and Contrasting, Getting the Main Idea, Summarizing, Fact or Opinion,
Author’s Purpose, Making Inferences, Drawing Conclusion, and Interpreting
Figurative Language
---Students shall be utilizing the Practice Sets

provided by the Language Department of UM Main---
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PART 3: COURSE SCHEDULES
This section calendars all the activities and exercises, including readings and lectures, as well as
time for making assignments and doing other requirements, in a programmed schedule by days and
weeks, to help the students in SDL pacing, regardless of mode of delivery (OBD or DED). Note:
reading assignments can be calendared for 3 days or for a week with performance tasks
(essay or reflection paper).
WEEK 1-3
Activity Date Where to submit

Big Picture A: Let’s Check Activities Aug. 19, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Aug. 20, 2020 CC’s email
Big Picture A: In a Nutshell Activities Aug. 21, 2020 Q’s forum feature
Big Picture A: QA List Aug. 22, 2020 Q’s discussion feature
Big Picture B: Let’s Check Activities Aug. 26, 2020 CC’s email
Big Picture B: Let’s Analyze Activities Aug. 29, 2020 CC’s email
Big Picture B: In a Nutshell Activities Aug. 31, 2020 Q’s forum feature
Big Picture B: QA List Sept. 2, 2020 Q’s discussion feature
First Exam Sept. 4, 2020 CC’s email
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WEEK 4-5

Big Picture A: Let’s Check Activities Sept. 9, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Sept. 12, 2020 CC’s email
Big Picture A: In a Nutshell Activities Sept. 14, 2020 Q’s forum feature
Big Picture A: QA List Sept. 16, 2020 Q’s discussion feature
Second Exam Sept. 18, 2020 CC’s email
Week 6-7

Big Picture A: Let’s Check Activities Sept. 21, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Sept. 23, 2020 CC’s email
Big Picture A: In a Nutshell Activities Sept. 24, 2020 Q’s forum feature
Big Picture A: QA List Sept. 26, 2020 Q’s discussion feature
Big Picture B: Let’s Check Activities Sept. 28, 2020 CC’s email
Big Picture B: Let’s Analyze Activities Sept. 30, 2020 CC’s email
Big Picture B: In a Nutshell Activities Oct. 1, 2020 CC’s email
Big Picture B: QA List Oct. 1, 2020 CC’s email
Third Exam October 2, 2020
Week 8-9

Big Picture A: Let’s Check Activities Oct. 7, 2020 CC’s email
Big Picture A: Let’s Analyze Activities Oct. 10, 2020 CC’s email
Big Picture A: In a Nutshell Activities Oct. 13, 2020 Q’s forum feature
Big Picture A: QA List Oct. 14, 2020 Q’s discussion feature
Fourth Exam Oct. 15/16, 2020
Week 10-17

Worksheet Submission October 30,2020 CC’s email
November 5, 2020 CC’s email
Fifth Exam Nov. 6, 2020 CC’s email
Worksheet Submission November 13, 2020 CC’s email
November 19, 2929 CC’s email
Sixth Exam Nov. 20, 2020 CC’s email
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Worksheet Submission November 27, 2020 CC’s email

Dec. 3, 2020 CC’s email
Seventh Exam Dec. 4, 2020 CC’s email
Worksheet Submission Dec. 11, 2020 CC’s email
Dec. 16, 2020 CC’s email
Final Exam Dec. 17-18, 2020 CC’s email
Page 68

Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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UNIVERSITY OF MINDANAO

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: UGE 1 (READING COMPREHENSION)

Name of Teacher: LARCYNEIL P. PASCUAL/DAISY DAGOHOY

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For Online

III. Definition of Terms

B. Distance Education Delivery (DED)

PART 1: QUALITY ASSURANCE POLICIES

Course Outline: UGE 1 – Reading Comprehension

Course Coordinator : DAISY DAGOHOY/LARCYNEIL P. PASCUAL

Attendance Requirements : A minimum of 95% attendance is required at all

Course Outline Policies

Areas of Concern Details

Contact and Non-contact This 6-unit course self-instructional manual is

Assessment Task Submission Submission of assessment tasks shall be on 3rd,

The document should be sent via Quipper portal.

Other assessment tasks and discussions are to

Turnitin Submission To ensure honesty and authenticity, all

punishments (reprimand, warning, expulsion).

However, if the late submission of assessment

Return of Assignments/ Assessment tasks will be returned to you two (2)

For group assessment tasks, the Course

Assignment Resubmission In the quipper portal, some assignments may

The resubmission is premised on the student’s

circumstances (i.e. illness, accidents, financial

Re-marking of Assessment You should request in writing addressed to the

If disapproved by the course coordinator, you can

Grading System All culled from Quipper portal, traditional contact,

All culled from on-campus/onsite session

Submission of the final grades shall follow the

Student Communication You are required to create an email account

Other communication formats includes emails,

applications), you are required to download such

You can personally call or chat the course

Contact Details of the Dr. GINA FE G. ISRAEL

Contact Details of the Dr. Rosa Maria T. Pineda

Instructional Help Desk Dr. GINA FE G. ISRAEL

Library Contact Details

Well-being Welfare Support Ms. Rochen Yntig (GSTC-Head)

Course Information – see/download course syllabus in the Quipper Portal

PART 2. INSTRUCTION DELIVERY

a. Explain the nature of reading process and comprehension;

a. Analyze the reading comprehension strategies such as getting the Main

a. Analyze the information provided by the author in order to make inferences;

a. Assess the reading strategies such as drawing conclusion and figurative

a. Examine the various reading materials;

Author’s Purpose, Making Inferences, Drawing Conclusion, and Interpreting

CC’s Voice: Hello UMians! Welcome to this course UGE 1:

CO: Upon completion of the course, you have to deal

Specifically, in this course you are expected to

b. Examine various reading strategies such as Sequencing, Cause and

_________ 1. Comprehension is the action or capability of understanding something.

_____________ Reading is interactive

____ ____ ____

Fig. 1 According to Smith, 1995

1. Explain the nature of the reading process according to Smith (1995).

3. What should a reader do to improve his/her reading comprehension?

Do you have any questions for clarification?

Keywords Index. The words/phrases/ideas listed below are related to reading

Reading is Reading is a Macro-language Comprehension Reading

Encode Decode Interpret Dialogue Interactive