TEACHING &

ASSESSMENT
OF THE
MACRO SKILLS
 UNIT V: THE RECEPTIVE MACRO SKILL – READING

I. INTRODUCTION
Almost all English language teachers will at some point, focus on the teaching of
reading. What they choose to teach and how they teach it will vary, depending – among
many factors – their own approach to teaching, as well as their students’ needs and goals.

II. OBJECTIVES
 Select differentiated learning tasks in teaching reading to suit learners.
 Demonstrate how to provide timely, accurate, and constructive feedback.
 Craft a learning plan in teaching reading.
 Conduct a teaching demonstration of the assigned learning competencies in reading.

III. INSTRUCTION TO THE LEARNERS

Before we start any discussions or activities always remember the following:
 Be ready with a pen and writing pad or notebook. You will need these things in all your
activities.
 Follow all the instructions in every activity prepared for you. Look for assistance, if
needed. You may ask your instructor or classmates for further clarification.
 Study carefully the examples; keep in mind all the important concepts and discussions.
 In case you encounter difficulty, do not hesitate to seek help from others who are
knowledgeable on the topic.

IV. LEARNING ACTIVITES

Directions: Answer the following questions below.

1. As a future English Teacher, do you love reading? Why or Why not?
2. How can you encourage your students to read too?

Since our topic is all about READING, in the table below, write down the things you
know about reading, what you want to know about reading, and what you have
learned from reading.
K W L
What I know … What I want to know … What I’ve learned…
 LESSON 25: NATURE AND PURPOSE OF READING

What is READING?
Reading is a receptive skill. Through it, we receive information. The complex process of
reading also requires the skill of speaking, so that we can pronounce the words that we read.
For learners, reading also has important role in the learning process:
 Learning to pronounce words
 Learning to identify words and get their meaning
 Learning to identify words and get their meaning
Reading is also complex task, seen variously (depending on the theoretical approach)
as being dependent on either:
 information processing or decoding skills (bottom-up skills);
 background knowledge (top-down skills);
 an interaction between bottom-up or top-down skills; or
 a complex mix of top-down and bottom-up skills combined with social experiences (new
literacy approaches.
Some of the problems in teaching reading for learners are:
 they read slowly
 they don’t have enough vocabulary
 they get frustrated
 easily bored
 prefer watching TV or playing with their gadgets
We can get learners to read if:
 we let them choose the material they want to read
 we provide them with an interesting material
 if we read to them
 if we connect reading to other skills

LESSON 26: APPROACHES IN TEACHING READING

Bottom-up approaches to reading are based on the view that readers learn to read
by decoding, and that reading difficulties can be remedied through the development of phonic
skills. Bottom-up approach sees reading skills as developing at the level of word recognition,
with little connection to context or to the reader’s background knowledge.
Top-down approaches are based on psycholinguistic views of reading. It places less
emphasis on the role of decoding, seeing reading as a process of guessing meaning from
context with the support of background knowledge.
Interactive approaches see reading as a process of interaction between top-down
and bottom-up skills, advocating a combination of language development, decoding, and
strategy development. A modified interactive approach may be used to explain general reading,
but this does not account for the different processes used when reading for different purposes.
Comprehension is the result of the interaction of BOTTOM – UP and TOP – DOWN
approaches. Comprehension is the ability of the readers to understand what they are reading;
to interpret ideas and inject meaning to printed words. It’s also the ability to read text, process
it and understand its meaning. It is the
capacity of the mind to perceive and understand; power to grasp ideas; ability to know.
Levels of Comprehension
1. Literal level – reading of lines
2. Inferential level – interpretative level or reading between the lines
3. Critical level – reading beyond the lines
4. Creative level

GRACE GOODELL’S READING SKILLS LADDER

1. Basic sight words
2. Using phonetic analysis
3. Using structural analysis
4. Using contextual clues
5. Vocabulary building
6. Finding the main idea
7. Finding the supporting details
8. Inferring meanings, drawing conclusions
9. Classifying and organizing facts
10. Using parts of the book
11. Using the dictionary
12. Using the encyclopedias and other reference books
13. Borrowing library books for research and enjoyment
14. Starting your private library collection
15. Exposure to reading from mass media
16. Reading from the internet

LESSON 27: STAGES OF READING

Reading can be divided into three stages namely: pre-reading, while-reading, and
post-reading.
1. Pre-reading. According to research, background knowledge plays a significant role in
reading. Readers who have more prior knowledge about a reading passage are able to
comprehend the passage better, as compared to those who do not have much prior
knowledge. Knowledge of the content and the target culture plays a more significant role in
reading comprehension than knowledge of language.
For comprehension to take place, readers not only need to have the relevant schemata, but
also the ability to tap into the appropriate schemata. This is important because according to
Carrell & Eisterhold (1983), “failure to activate an appropriate schema during reading results in
various degrees of non-comprehension.” This process can be aided during the pre-reading
stage where clues and guidance are given for readers to be able to activate the intended
schema.
 Pre-reading activities serve to prepare students for the text that they are going to read.
This is where students’ interest towards the text is developed and the purpose of reading
established. The purposes of pre-reading activities are:
 To establish the purpose in reading
 To develop the students’ interest in the reading material
 To preview the text
 To reflect on what they already know
 To invoke the appropriate network of schemata
 To provide the necessary background knowledge.
The following are examples of pre-reading activities.
a. Build students’ anticipation the theme
b. Build students’ anticipation of the text
c. Solving riddles related to the text
d. Brainstorming the title of the text
e. Visual aid explaining
f. Pre-true or False Statements
g. Pre-questions
h. Vocabulary preview
i. Using KWL

2. While-reading. At this stage, the lesson should focus on interpretation or negotiation of

meaning. Students work on the content and the language in order to comprehend the text.
They will find out the main ideas of the text, monitor, their comprehension, and adjust their
reading strategies so that comprehension occurs at the sentence, paragraph and discourse
level.
At this stage, readers are engaged in both top-down and bottom-up processes in which
answers to the predictions or questions asked during pre-reading will be answered. If the
predictions are correct, the reader will continue reading. Otherwise, readers may want to
change their predictions, adjust their reading strategies, or investigate their source of reading
difficulties so that misinterpretations can be avoided. Activities should be designed to help
students respond not just cognitively, but also personally, emotionally and imaginatively. The
purposes of while-reading activities are:
 Understand the language and content of the text
 Understand the function of the text (giving information, direction, instruction, etc.)
 Understand the function within the text (request, agreement, apology, greetings, etc.)
 Understand the organization of the text
 Develop readers who are reflective and flexible
The following are examples of while-reading activities
a. Self-questioning
b. Retelling and paraphrasing
c. Drawing a plot progression
d. Distinguishing main ideas from supporting details
 e. Describing characters and settings
f. Summarizing the text
g. Sequencing
h. Expanding information
i. Following instructions
j. Changing the beginning, middle, or ending
k. Selecting appropriate summary
l. Matching information
m. Catching the mistake
n. Role play
o. Compare and contrast

3. Post-reading. After reading the text, a review of what has been read needs to be carried
out. At this stage, moral values learned and other implications are discussed. At this stage,
extension work like projects, role-play and dramatization can be carried out. Personal
responses to the text and evaluation of both the text and the author are also carried out.
The purpose of post-reading activities are:
 Recall, apply and consolidate what was read
 Gain the overall understanding of the text
 Make a global evaluation of the text
 Evaluate the author’s effectiveness in writing
 Compare and contrast writer’s values to the values of the reader
 Detect the author’s biases or prejudice
The following are examples of post-reading activities
a. Recognizing implications.
b. Drawing inferences and conclusions.
c. Making moral judgments.
d. Reassessment and reinterpretations of key issues, events, themes etc.
e. Writing dialogues, plays or reports.
f. Summarizing overall events in visual and written form.
g. Analyzing author’s intention and attitude.
h. Recognizing author’s prejudice and biases.
i. Reviewing and consolidate what was read.
j. Reflection writing
 A. Directions: Using the poem below, create a worksheet following the three
stages of reading. Choose at least one activity for each stage from the list of
suggested activities. Make sure to include clear instructions on how to do your
chosen activity.

Haen an Diyos?
Bernardo Miguel O. Aguay Jr.

Sa laog kan dampa

Gabok an lanob
Nagtuturo an atop
Mayong maisapna.

Sa luwas may alabado.

Sa laog kang siyudad

Halangkaw an mga edipisyo
Kadakol na bagay na nakakaengganyo
Kadakol na bisyo na sintabo.

Sa tinampo may alabado.

Sa irarom kan tulay

May harong na bitay.
Sa puro kan baryo
May pamilyang duro.

Sa kinaban kadakol alabado.

Pobre, kasyahan o mayaman

Gabos maabot sa kagadanan
Lugod bago mag abot an oras na iyan
Andam an kalag ma mahiling an Kagurangnan.

Sabi ni San Vicente de Paul:

“Sampulong beses kang magduman sa mga menos
Sampulong beses mo man nahiling an Diyos.”

B. Make a lesson plan for teaching reading.