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READING AND
WRITING SKILLS
Quarter 3 – Module 1: Reading
and Thinking Strategies
across Text
(Second Semester)
Reading and Writing Skills – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 1: Reading and Thinking Strategies across Text
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writer: Sedfrey Aldrich Obar, Master Teacher II

Editor: Dr. Roniko C. Natividad, Master Teacher II

Reviewer: Vicente M. Victorio Jr.-EPS

Management Team:

Maria Magdalena M. Lim

Schools Division Superintendent-Manila
Aida H. Rondilla
Chief Education Supervisor
Lucky S. Carpio
EPS
Lady Hannah C Gillo
Librarian II-LRMS

Printed in the Philippines by

Department of Education – Division of City Schools – Manila
Office Address: Manila Education Center Arroceros Forest Park Antonio J.
Villegas St. Ermita, Manila
Telefax:
E-mail Address: depedmanila@yahoo.com

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 11
READING AND
WRITING SKILLS
Quarter 3 – Module 1: Reading
and Thinking Strategies
across Text
(Second Semester)

iii
Introductory Message
For the facilitator:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Reading and Thinking Strategies across Text!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

For the learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Reading and Thinking Strategies across Text!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the

iv
 lesson to take. If you get all the answers
correctly, you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to strengthen your understanding
and skills of the topic. You may check the
answers in the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or open-ended

statements to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also develops retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.

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 5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!

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 What I Need to Know

Most Essential Learning Competency:

• Compare and contrast patterns of written texts across disciplines

In this module, you will distinguish between and among techniques in
selecting and organizing information. Specifically, this module will help you
to:

• justify the choice of a certain technique to make a cohesive

presentation;
• practice brainstorming techniques;
• illustrate the different types of graphic organizers;
• explain the difference between a topic and a sentence outline;
• make a cohesive presentation using different graphic organizers

What I Know

Directions: Choose the letter of the best answer.

1. Carlo and his groupmates are coming up with a project proposal to help
curb the spread of the COVID-19 disease in their barangay. He
facilitated the discussion and a lot of ideas were generated from his
groupmates. After careful analysis, the group selected the most
appropriate project the group will enact. What technique in generating
and selecting information is involved in this situation?
a. Outlining c. Summarizing
b. Brainstorming d. Using Graphic Organizer
2. The teacher orders the class president to prepare a graphical list of their
newly elected class officers. What is the most appropriate graphic
organizer should the class president use?
a. A network tree to show the hierarchy within the organization
b. A problem-solution map to outline the challenges faced by the
officers

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 c. A sequential episodic map to illustrate the voting process they
undertook
d. A descriptive or thematic map to show the names and functions
of the officers.
3. What is NOT a correct description of outlining?
a. Outlining shows the relationship among ideas in your writing
b. Outlining constructs an ordered overview of your writing
c. Outlining presents your material in an illogical form
d. Outlining defines boundaries and groups
4. Which is not a basic feature of an outline?
a. Subordination c. Parallelism
b. Multiplication d. Coordination
5. The following describe the importance of carefully choosing the
techniques in organizing information, EXCEPT:
a. It clarifies or simplifies complex information
b. It helps to recognize patterns and compare perspectives
c. It helps to avoid the messy but important work of surfacing key
insights or conceptual understanding
d. It constructs understanding through an exploration of the
relationship between concepts
Directions: Match the patterns of development in column A with the phrases
or signal words commonly associated with them in column B.

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 Lesson Use of strategies in selecting
1 and organizing information

What’s In

Using the Venn Diagram below, compare and contrast your life before
and after the imposition of the Community Quarantine due to the COVID-19
pandemic. Use separate sheet if necessary.

What’s New

Information may be selected and organized to achieve a particular

purpose. By using helpful learning tools and techniques to select, organize,
or simplify complex information, you facilitate understanding through an
exploration of the relationship between concepts. While you are working on
a particular technique in selecting and organizing information, it is best to
ask yourself, “What are you doing?” and “Why are you doing it?”. Answering
these questions will help you identify the most appropriate mechanism to
organize your ideas to achieve or show your intended purpose.

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 What Is It

Use of strategies in selecting and organizing information like

brainstorming, using graphic organizers, and outlining facilitates cognitive
processes and improves comprehension. As vital tools for active learning and
deeper understanding of content, it is important to be able to break down
bigger ideas into smaller, simpler representations that are easily
comprehensible. The following are some techniques that aid in selection,
organization, and retention of concepts and their relations.

1. BRAINSTORMING – Brainstorming is a technique to generate ideas

within a group or individual setting. It provides a quick means for
tapping the ideas and concepts of an individual or of a group then helps
establish patterns and develop relationship among these concepts.
Tools in brainstorming:
a. Idea list - Start by listing down broad topics then go on by
identifying related, narrower topics.

b. Concept map – Begin by writing the main concept at the middle

and then adding more branches for its subtopics. Explore more
topics by adding more branches.

2. OUTLINING – Outlines serve as a road map or blueprint when writing.

It helps organize the ideas as it shows the hierarchical relationship or
logical ordering of information. There are two ways to write your outline:

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 a. Topic outline – uses words or phrases as headings, without
punctuation
b. Sentence outline – uses full sentences
There are four principles in creating an effective outline:
a. Parallelism – putting the words in the same grammatical order
(parallel grammatical structure)
b. Coordination – arranging ideas according to their value or
importance; ideas of the of the same relevance or value are labeled in
the same way;
c. Subordination – arranging ideas in levels of significance: major
and minor
d. Division – separating the kinds of points you are making by
using a consistent basis of division and distinction

3. USING GRAPHIC ORGANIZERS – Graphic organizers are visual and

graphic displays that show the relationships among concepts or ideas.
There are many different kinds of graphic organizers depending on the
type of information being organized. Some are given below:

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 What’s More

Activity 1: Using Brainstorming Tools

1. The World Health Organization reports that the healthcare system in
the Philippines is “fragmented” (WHO, 2018). An unequal access to
health care services are experienced by the poor. Create an idea list of
ways on how the government could reduce health inequities and
provide more access to quality healthcare services among the poor and
disadvantaged group.
2. You are planning to write an essay about the most urgent health-related
concerns in your barangay. This as the main topic, create a concept
map that illustrates the causes, effects and preventive measures
against every concern identified.
ACTIVITY 2. Outlining and Using Graphic Organizers

1. With Mental Health during the Pandemic as the main thesis, create a
topic outline that has this three main ideas: nature and importance of
mental health, symptoms of failing mental health, and strategies in
protecting one’s mental health during the pandemic.
2. Using any graphic organizers, make a visual representation of how
important getting reliable information is during the pandemic and how
to acquire them.

What I Have Learned

REFLECTIVE LEARNING SHEET

Direction: Reflect on what you have learned after taking up this lesson by
answering the question below.

1. What were your thoughts or ideas about the features of effective

communication prior to the discussion of this lesson?
_____________________________________________________________________
_____________________________________________________________________
2. What new or additional ideas did you learn after taking up this lesson?
_____________________________________________________________________
_____________________________________________________________________

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 What I Can Do

Direction: Make a research and trace the development of COVID-19 situation

in the Philippines by creating a timeline of important events from the time the
first case of the disease was recorded in the country until the situation today.

Lesson Patterns of Development in

2 Writing

What’s In

Question: Reflect on what you have learned in Lesson 1. Why is it important

to carefully select and organize information whenever you are writing?

What’s New

As a writer, it is important to arrange your ideas in a text according to

your purpose in writing. Are you narrating an event, showing cause and effect,
defining a term or comparing or contrasting items? Your purpose suggests a
method of organization or logical arrangement known as the pattern of
development. It could be a way of logically organizing the whole text or a just
an individual paragraph.

What Is It

There are different patterns by which ideas are developed. Some of the
major ones are discussed below:

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1. Narration – refers to a sequential telling of a story or recounting of a
series of events
2. Definition - Explains an idea, term or phrase using distinguishing
characteristics or synonyms. It is used to set working generalizations
that help control the meaning and scope of important terms or ideas
(Perelman, et al., n.d.)
3. Description – similar with narration for having many specific details,
description “emphasizes the senses by painting a picture of how
something looks, sounds, smells, tastes, or feels. Description is often
used to establish a mood or atmosphere” (Bedford, Freeman and Worth,
2019, p.2).
4. Comparison and contrast – compares two things to highlight their
subtle similarities and differences. The author's intent is to describe a
connection between two things by showing their distinguishing and
shared attributes (Bohaty, 2015).
5. Sequence – describes steps, events, processes, or procedures. There
are three types of Sequence: steps, timeline, and cycle. Regardless of
the type, the author is putting information in an order (Bohaty, 2015,
p. 40).
6. Cause and effect – shows the linkage of causation – how events are
influenced or caused by another. “The author's intent is to tell us how
an event always leads to an outcome. The event is the cause and the
outcome is the result. The relationship is between the cause and the
effect” (Bohaty, 2015, p. 40).
7. Problem and solution - divides information into two main sections, one
that describes a problem and one that describes a solution. Here, the
author’s intent is to discuss or propose a solution to a problem. The
relationship between the problem and the solution is explored (Bohaty,
2015).

What’s More

1. Read additional notes on patterns of development or text structure in

the following sites. Make sure to read the given sites and be ready for
an online discussion facilitated by your teacher:
a. Text Structure Strategies for Improving Expository Reading
Comprehension
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.15
90
b. Paragraph Development
http://www.mit.edu/course/21/21.guide/para-dev.htm
c. Patterns of Organization

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 http://faculty.washington.edu/ezent/impo.htm#PSP

2. Look for text or paragraphs from old newspapers or magazines that

employ the patterns of development discussed. Provide one example for
every pattern and label each one. Make a clipping and paste it on a
separate sheet.
3. Write a minimum of one paragraph employing each of the text
structures discussed (one pattern, one paragraph). Be guided by the
following prompts
a. Narration – narrate how you prepared for the opening of classes
this year
b. Definition – make a definition of the different classifications of
community quarantines in the Philippines
c. Description – describe how COVID-19 affected the mobility of
people
d. Comparison and Contrast – note the similarities and differences
in the local educational setup before and after the global
pandemic
e. Sequence – explain how to properly wash your hands following
the guidelines of the authorities like WHO and DOH
f. Cause and Effect – note the possible reason behind the
continuous increase of COVID-19 cases in the country
g. Problem and Solution – What are some problems in modular and
blended learning approach in education? Propose possible
solutions for each.

What I Have Learned

REFLECTIVE LEARNING SHEET

Direction: Reflect on what you have learned after taking up this lesson by
answering the question below.

3. What were your thoughts or ideas about the features of effective

communication prior to the discussion of this lesson?
_____________________________________________________________________
_____________________________________________________________________
4. What new or additional ideas did you learn after taking up this lesson?
_____________________________________________________________________
_____________________________________________________________________

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 What I Can Do

Direction: Answer the following briefly and concisely on a separate sheet of

paper. Why is it important for students to learn how to comprehend and write
according to text structure/ pattern of development?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Assessment

Directions: Match the items in column A with the given descriptions in

column B.

Direction: Answer the following briefly and concisely on a separate sheet of

paper. Define each of the patterns of development discussed and give
appropriate topics you may write using each one.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Assessment What I Know
1. B 1. B
2. E 2. A
3. C 3. C
4. F 4. B
5. D 5. C
Essay – answers may vary 6. E
7. C
8. D
9. F
10. A
Answers Key
References
Electronic Resources

https://www.slideshare.net/aliciamargaretjavelosa/properties-
of-a-wellwrittentext-reading-and-writing

https://www.slideshare.net/KatrinaClaireLandich/properties-
of-a-well-writtentext-88147656

https://www.sjsu.edu/aanapisi/docs/patriciaalbers.pdf

http://www.free-short-stories.org.uk/very-short-stories/the-
hare-and-thetortoise.htm

http://salvadori.blogspot.com/2009/03/exercise-on-
connectives.html?m=1