READING &

WRITING SKILLS 11
Second Semester: 4th Quarter
Week 2

LEARNING ACTIVITY SHEET

Division of Surigao del Sur
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 Competency: Explain critical reading as a form of reasoning.

Objectives: At the end of the week, you shall have:

a. defined what critical reading is;
b. read statements critically and gave sound reasoning; and
c. explained the importance of critical reading.

Learner’s Tasks

Lesson Overview

Previously you have learned to identify the context in which a text was developed
either through hypertext or intertext. Analyzing and evaluating texts based from the
context is critical. It needs critical reading. In this lesson, we will tackle critical reading
as a form of reasoning.

Critical Reading

Reading is one of the most essential skills to be developed. As a student, you will
encounter reading texts that require deep understanding and analysis. Thus, it is
important to practice reading critically.

What is critical reading? How does it differ from simple reading? According to Barrot,
critical reading goes beyond getting information from a reading text. While simple
reading is getting the gist of the story, critical reading involves recognizing the writer’s
aim, determining the tone, and recognizing biases.

Moreover, critical reading provides high reflective reading skill. This allows you to stand
back and look at the text from different views. It means evaluating how a text presents
argument and how the author supports the claim with evidence. Critical reading is far
from simply memorizing important details and accepting them even if they are
flawed, biased, and subjective.

Here are some strategies:

• Read the text with an open mind. From here, you can see how ideas are
developed and organized.
• Examine the statements in the text and evaluate if there are inconsistencies
with the facts and examples presented.
• Think critically and apply higher-order questions.

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Critical Reading as Reasoning

Have you received a text message informing you that you won a certain amount in a
raffle draw? Do you believe it right away?

Your reaction to the text message is a test of how good you are in evaluating a text.
This requires your reasoning ability to believe whether it is true or not. Accordingly, in
order to detect the validity of the text, a series of complex thought process is needed.
This allows the reader to assess and evaluate the text and make reasoned judgments.

Here are guide questions that will help you in reading critically. Your reasoning prowess
is necessary to investigate the accuracy and validity of the text.

1. What is the writer’s perspective?

2. What necessary information is presented or not presented?
3. Do you agree with the writer? Why or why not?
4. Is the writer objective or subjective? Support your answer.
5. What is the tone of the speaker?
6. Do you agree with ideas presented by the author? Why or why not?
7. Does the text contain fallacies? What are those?
8. Are there assumptions made by the writer?
9. Does the writer oversimplify complex ideas?
10. Does the writer use reasonable generalizations and inferences?

Activity 1.
Direction: Determine whether the following statements talk about critical reading or
not. Write TRUE if it defines critical reading and FALSE if it does not.

1. Think critically all throughout the reading process and ask higher order questions
whenever possible.
2. The reader actively recognizes and analyzes evidence.
3. It recognizes what a text says.
4. It infers on what the text means.
5. Its central idea is the message being imparted.

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Activity 2.
Direction: Read critically the text and be able to give sound reasoning.

The K to 12 Program was introduced in the Philippines with the aim of providing
sufficient time to master concepts and skills, prepare graduates for higher
education, produce lifelong learners, and prepare students for middle level skills
development, entrepreneurship, and employment (Republic of the Philippines
Official Gazette). Hence, the program added two years of Senior High School (SHS).
The courses that can be learned from SHS include accounting, welding, machinist
work, agriculture, music, medical technology, and culinary and hospitality work.

Although the intention of adding SHS is commendable, some critics claim that
there is still a mismatch between our schooling system and working system. As
regards the implementation of SHS, some people are concerned about the lack of
learning materials provided to the schools. For example, during the school year
2013-2014, learning materials for one school in Tondo arrived during the last two
quarters of the school year. The lack of sufficient facilities, such as classrooms, chairs,
and computer laboratories, is also a problem. Moreover, more students require
more teachers, but there seems to be a lack of teachers as well. Colleges and
universities also assert that they will be losing revenues with the implementation of
SHS since there will be no enrollees for the first year in 2016.

Despite these observations, DepEd is optimistic that these shortages and

problems will be overcome as they claim that these are being addressed.
Meanwhile, the Coordinating Council of Private Educational Associations
(COCOPEA) lauds DepEd’s implementation of the K to 12 Program. According to its
chairman, additional two years of education should not be seen as a burden.

Source: Barrot, J. S. (2016). Academic Reading and Writing for Senior High School. Quezon City: C & E Publishing,
Inc.

Answer the following questions.

1. What is the central claim of the text? Support your answer.

__________________________________________________________________________________
__________________________________________________________________________________

2. Who do you think is/are the target reader/s of the text? Why do you think so?
__________________________________________________________________________________
__________________________________________________________________________________

3. What was currently happening when the text was written?

__________________________________________________________________________________
__________________________________________________________________________________

4. Based on your own experience, should SHS continue to be implemented?

__________________________________________________________________________________
__________________________________________________________________________________

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Activity 3
Direction: Reflect on what you have learned after taking up this lesson by answering
the questions below.

1. What were your thoughts or ideas about critical reading as a form of reasoning
prior to the discussion of this lesson?
2. Why critical reading is a form of reasoning?
3. How does critical reading help you as reader?

Formative Test

Directions: Read carefully each of the following questions and then, be able to
choose the correct answer. Write the letter of your answer on the answer sheet.

1. What is critical reading?

A. It is a reading skill that involves condensing a lengthy text into a shorter
passage.
B. It refers to the close and thorough evaluation of the claims in the text in terms
of relevance, validity, and logic.
C. It is a type of quick reading which aims to get the main idea and to get an
overview of the material.
D. It means getting and understanding of information and facts directly stated in
the text.

2. The critical reading process includes the skill of

A. Reading and Re-reading
B. Reading and Writing
C. Reading and Analyzing
D. Reading and Summarizing

3. Which of the following questions does not require critical reading?

A. Who are the characters in the story?
B. What is the purpose/aim of this text?
C. Are there any assumptions being made in this text?
D. What can be inferred in the paragraph? Why?

4. Why is critical reading a form of reasoning?

I. It is because critical reading needs your reasoning ability to believe on certain
issue or not.
II. Critical reading needs a series of complex thought process to assess and
evaluate the text and make reasoned judgments.
III. It is because critical reading is the most basic level of reading which consists in
the ability to decode written texts.
IV. Your reasoning prowess is necessary in order to sleuth for the accuracy and
validity of the text.

A. I & II B. II, III, & IV C. I, II, & III D. I, II & IV

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5. The following situations apply critical reading, except;
a. The reader tries to identify the fallacies used by the columnist in the column.
b. The reader searches for gaps and inconsistencies in the available information.
c. The reader focuses on looking for answers to literal questions.
d. The reader distinguishes facts from opinions and detects logical fallacies.

Answer Key

Activity 1.

1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE

Activity 2.

1. Claim of Fact - The K to 12 Program was introduced in the Philippines with the
aim of providing sufficient time to master concepts and skills, prepare graduates
for higher education, produce lifelong learners, and prepare students for middle
level skills development, entrepreneurship, and employment.
2. Incoming SHS students, DepEd and Government Officials
3. When the text was written, SHS Education is about to be implemented.
4. Answers vary.

Activity 3. Answers Vary

References

Barrot, J. S. (2016). Academic Reading and Writing For Senior High School. Quezon
City: C & E Publishing, Inc.
Reading_Lesson 6 Critical Reading as Looking for Ways of Thinking
Feb. 07, 2017
https://www.slideshare.net/tinelachica04/readinglesson-6-critical-reading-as-
looking-for-ways-of-thinking
Critical reading as a form of reasoning| Reading and Writing for Senior HIgh School
May 17, 2021
https://www.youtube.com/watch?v=l6cPzKBexXk
Critical Reading as Reasoning
Published with reusable license by Martin Cardaño, April 24, 2019
https://prezi.com/mgvppbfyfpzy/critical-reading-as-reasoning/
https://prezi.com/mgvppbfyfpzy/critical-reading-as-
reasoning/?frame=7d03aca20851cad5daa2453b1358e68961a7bd52