Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
COLLEGE OF TEACHER EDUCATION
Bayombong Campus

DEGREE BSED COURSE NO. Prof Ed 10

PROGRAM
SPECIALIZATION COURSE Building & Enhancing New Literacies Across
TITLE the Curriculum
YEAR LEVEL 3 TIME FRAME 3 hrs. WK NO. 7 IM NO. 7

I. CHAPTER TITLE: Basic Strategies For Developing Literacy

II. LESSON TITLE

Lesson 1 - Making connections
Lesson 2 - Visualizing
Lesson 3 - Inferring
Lesson 4 - Questioning
Lesson 5 - Determining importance
Lesson 6 - Synthesizing

III. LESSON OVERVIEW

To foster a successful environment at school, teachers have to address students’ social-emotional
needs as well. This support includes the process of developing social and academic interaction, which
requires explicit and clear expectations from students. This process must include feedback (teacher to
student/student to teacher) and modeling to ensure all participants share a common understanding of
the process and the anticipated outcome.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students are expected to;
a. explore the concepts of Basic Strategies For Developing Literacy.
b. give examples of each type of Basic Strategies For Developing Literacy.

V. LESSON CONTENT

Lesson 1- Making connections

Making connections is a critical reading comprehension strategy that helps students make meaning
of what they are reading. When students make connections to the texts that they are reading, it helps
them to make sense of what they read, retain the information better, and engage more with the text
itself.
How do you teach connections?
One of the best ways for students to get better at making connections is to hear other students'
connections. While teaching this strategy, be sure to close your reading block each day with a time of
sharing where students can orally discuss the connections that they made while reading.

Lesson 2 - Visualizing
Refers to our ability to create pictures in our heads based on text we read or words we hear. It is
one of many skills that makes reading comprehension possible. This method is an ideal strategy to
teach to young students who are having trouble reading.
Other ways to teach visualizing:
 Read a poem aloud to your students. Have them each illustrate the poem without looking at other
students' pictures. ...
 Put a stuffed animal in a bag. Have students put their hands in the bag to feel the animal. ...

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational
purposes only and not for commercial distribution.”
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
NVSU-FR-ICD-05-00 (081220) Page 1 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
 Encourage students to have a movie in their mind as they read.

Lesson 3 - Inferring
Means figuring out something that the author doesn't actually say. You can use clues that are in
the text, and things from your own mind. Sometimes it's called "reading between the lines," and it adds
a lot more meaning to the story.
How to Make an Inference in 5 Easy Steps:
Step 1: Identify an Inference Question. First, you'll need to determine whether or not you're actually
being
asked to make an inference on a reading test.
Step 2: Trust the Passage
Step 3: Hunt for Clues
Step 4: Narrow Down the Choices
Step 5: Practice

Utilizing these strategies will produce remarkable changes in their reading comprehension.
Build Knowledge. Build your students' inferential thinking by developing prior knowledge
Study Genre.
Model Your Thinking
Teach Specific Inferences
Set Important Purposes for Reading
Plan A Heavy Diet of Inferential Questions.

Lesson 4 - Questioning
Is a major form of human thought and interpersonal communication. It involves employing a series
of questions to explore an issue, an idea or something intriguing. Questioning is the process of forming
and wielding that serves to develop answers and insight.

Here are some of the most essential characteristics of a good question.

Relevant. A good question is relevant
Clear. A good question is framed in a clear, easily understandable language, without any vagueness.
Concise
Purposeful
Guiding But Not Leading
Stimulates Thinking
Single-Dimensional

Lesson 5 - Determining importance

Determining importance means that the reader focuses on what's most important in the text so that
he/she can develop deeper meaning and overall understanding of the text. Proficient readers are able
to decide, from everything on the page, what is most important to remember.

Determining Importance Mini-Lessons:

We suggest you start simply by asking students to think about their daily lives.
Gather students and let them know that you will be categorizing their ideas into two groups – needs
and wants.

Why is determining importance in reading important?

Determining Importance in reading means focusing on what is important in the text. We decide,
from among everything on the page, what is most important to attend to and remember. ...
Determining importance allows us to move through a text coherently, developing a line of thinking that
helps our reading make sense.

Lesson 6 - Synthesizing

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational
purposes only and not for commercial distribution.”
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
NVSU-FR-ICD-05-00 (081220) Page 2 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
A text is the process of pulling together background knowledge, newly learned ideas, connections,
inferences and summaries into a complete and original understanding of the text. Through
synthesizing, readers form new ideas and opinions.

Synthesizing simply means combining. Instead of summarizing the main points of each source in
turn, you put together the ideas and findings of multiple sources in order to make an overall point. At
the most basic level, this involves looking for similarities and differences between your sources.

VI. LEARNING ACTIVITIES

Activity 1. Analyze the types of Basic Strategies For Developing Literacy and give 1 example
using this format: ( 40 pts).

Types of Basic Strategies For Developing Examples

Literacy

VII. ASSIGNMENT

VIII. EVALUATION

VII. REFERENCES

https://www.aitsl.edu.au › tools-resources ›
https://achieve.lausd.net › lib › Centricity › domain

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational
purposes only and not for commercial distribution.”
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
NVSU-FR-ICD-05-00 (081220) Page 3 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2021-2022

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational
purposes only and not for commercial distribution.”
IM NO.: IM-PROF ED10-2ndSEM-2021-2022
NVSU-FR-ICD-05-00 (081220) Page 4 of 3