English
comprehensible; a 12-year-old must
Using Information from Various Sources
 News is an oral or written report of
the past, present, or future in local,
national or international environment
 Answers the 5ws and 1h
 Its purpose is to inform of what is
occurring in the world
 Structured like an inverted pyramid
Most Newsworthy Info (5ws and 1h)
Important Details
Other general & background info
 Banner headline is the largest
headline/hottest news
 News report begins with a catchy
headline
 Lead paragraph informs the reader of
the most important aspects of the
story. It answers the 5ws and 1h
 Body gives more details and
provides information on the why and
how of the story
 Tail contains the less significant
information. It is often omitted if
there isn’t enough space left in the
newspaper
 News report should be
be able to read the story
 Include both sides of the story and
don’t let you opinion get in the way
of reporting the facts
Recognizing Information from
Contextualized Speech
1. Informative
 Provides interesting and
useful information to
audience
2. Demonstrative
 Teaches you something that
includes a demonstration of
how to do the thing.
3. Entertainment
 Provides pleasure and
enjoyment that makes the
audience laugh
4. Persuasive
 To convince people or
change in some way; to start
doing something
Textual Aids
 Visual aids that help readers
to better understand the texts
they are reading
 Help reader enhance their
learning as they read through
the material
 My include table of contents,
glossaries, index/indices, key
words, diagrams,
graphs/charts/tables, maps,
timelines, illustrations, bold
print, italics, titles, headings,
subheadings, captions and
sidebars
Purposes of Textual Aids
 Reproduce major test materials in
visual or spatial format
 Give an overview of important
information
 Show relationships of different text
elements
 Add numerical information to some
given verbal data
 Provide summary of the main points
 Provide visual variety on the page
Different Types of Textual Aids
1. Table of Contents
 Section of the book where its
major parts are listed along
with their page numbers
 Used to locate information
and the book’s main topics
2. Glossaries
 Used to quickly find key
terms and their definitions in
the book
 Alphabetically arranged
3. Index/Indices
 Contains a list of key
information together with the
page numbers where they can
be found
4. Key/Guide Words
 Terms with definitions
located within the page where
they are discussed
 This is for the reader to
highlight and remember the
important idea in a selection
5. Diagrams
 Used for readers to better
understand detailed
information in a simplified
manner
 Allows readers to better
understand steps, information
in the text and how certain
things are made
6. Graphs/Charts/Tables
 Used to organize large
amounts of information
within a small space
 Help readers to better
understand the relationship of
the different information
available to them
 Compare and Summarize
Information
7. Maps
 Representations usually on a
flat surface, of a whole or a
part of something
8. Timeline
 Allows relevant information
to be understood by the
readers in a chronological
order
 Helps readers understand the
order of certain events and
how one event leads to
another
9. Illustrations
 Used so readers can visualize
information
 Help readers understand texts
that aren’t clear
10. Bold Print/Italics
 Bold prints are thicker in
appearance and italics are
slanted letters
 Used to show readers that
words written in this order
are important
 Used for emphasis
 11. Titles
 Allows the reader to identify
the different topics within the
text
 Allows them to understand
the main idea discussed in the
material
12. Headings
 Make readers identify the
different topics discussed
within the material as readers
skim and scan its contents
 Divide the text into different
sections
13. Subheadings
 Help readers navigate
through different sections of
the text and help them better
understand the main idea of
each section
14. Captions
 Help readers to better
understand a
photo/illustration by giving
additional information that
cannot be readily seen in the
photo/illustration
15. Sidebars
 Create interest among readers
as important information are
emphasized in the sidebars
 Allow readers to pay
attention to interesting facts
Graphic Organizer
Textual Aids
 Refer to written texts, prints and
some other ways of writing for an
important concept
Linear Text
 Texts printed on paper, or
paragraphs.
Nonlinear Text
 Explanations or descriptions of the
words
 Usually writings with visuals,
diagrams or an infographic
 Examples include flowcharts, charts,
and graphs
Line Graph
 Displays information as a series
of data points connected by
straight line segments
 Shows trends
Bar Graph
 Present data with rectangular bars
that differ in their sizes
 Usually scaled so all the data could
fit on the chart
Pie Graph
 Circular chart which is divided
into slices or portions to illustrate
proportion
Histogram
 Graphical distribution of the
distribution of numerical data
 Has no gaps between the bars
 Concerns itself with the
frequency of data
 Communication tool that uses visual
symbols to express knowledge,
concepts or thought and the
relationship between them
Venn Diagram Useful Vocabulary
 Climbed (gradual increase)
 Compromises of 2 overlapping
 Leveled off (to remain stable)
circles, and shows all the possible
 Fell sharply (significant decrease)
logical relationships between a set of
items
 Overlapping section shows the
similarity
 Circles that don’t overlap show
differences
Concept Map
 Diagram that depicts suggested
relationships between concepts
Flow Chart
 Picture of the separate steps of a
process in sequential order
 Can be used for a wide variety of
purposes, can be used to describe
various processes, such as
manufacturing process, an
administrative or service process, Appraising the Unity of the Plot, Setting,
or a project plan and Characterization

Tree Diagram Characters

 Begins with one central item and
then branches into more and keeps
branching until the line of inquiry
begun with the central item is
exhausted
 Central part of any story, they drive
the conflict and provide the story’s
perspectives
 Can be human, mechanical, animal,
or any of the combination

Problem-Solution Map (Cause and Static Character

Effect)
 Relationship between events or
things, where one is the result of the
other or others, displays the nature of
the problem and how it can be solved
Spider Map
 Used to investigate and enumerate
various aspects of a single theme or
topic.
 Remains the same throughout a
narrative. Their roles don’t change
Dynamic Characters
 Undergo substantial internal changes
as a result of one or more plot
developments. Can be extreme or
subtle
Characterization
 Process by which the author reveals
information about the character
 Has 2 types; direct and indirect
Indirect
 When an author implies a personality
or physical trait about a character by
showing the reader
Direct
 Author directly tells the reader of the
personality or physical trait about a
character
Plot
 The whole of the events of the story
 The action, the part of the story that
answers the question what happened
 Unfold through scenes, through story
events, and dialogues
Freytag’s Pyramid
 A paradigm of dramatic structure
outlining the seven key steps in
successful storytelling: exposition,
inciting incident, rising action,
climax, falling action, resolution, and
denouement
Setting
 Place of the story. It answers the
questions where and when
 Influences character type, word
choice, peace, tone, and genre
 Enhance story by enfolding plot and
character in a place where they fit
 Essential characteristic of a story
An Author’s Purpose
 Reason or intent in writing
 May be to amuse, to persuade, to
inform, or to satirize a condition
4 General Purposes
 To relate a story or to recount events,
an author uses Narrative writing
 Descripting writing, tells what
something looks like, sounds like, or
feels like.
 Persuasive writing, convinces a
reader to believe an idea or to take a
course of action
 Expository writing, teachers or
informs the reader
Comparing and Contrasting the
Contents of the Material Viewed
Compare
 Taken from the Latin word,
“comparare” which means to
liken or compare
  Means pointing out their  To compare
similarities or what they have in
Signal Words for Contrasting
common
 Although
Contrast
 Even so
 Derived from the Latin words  Instead
“contra” and “stare”, which means  Otherwise
against and to stands  Yet
 Means pointing out their differences,  Even though
or where they diverge from one  However
another  Still
Different Graphic Organizers for  But
Compare and Contrast  In contrast
 Nevertheless
 Charts
 Despite
 Is a type of graphic organizer
 Nonetheless
that condenses and organizes
data about multiple traits  On the contrary
associated with many items Viewing
or topics
 Can be used to show  Involves interpreting images for
attributes of items, to which word stand, and connecting
compare and contrast topics, images in videos, computer
and to evaluate information programs, and websites with
accompanying
printed or
spoken words
Printed Materials
 Written
materials like books, newspapers,
Signal words for Comparing magazines, journals, pamphlets
 Also  Serves different purposes and gives
 Equally various information to the readers
 In the same way CRAAP Test
 Both
Currency, Relevance, Authority, Accuracy,
 In comparison
and Purpose
 Likewise
 Same way Currency
 As
 Timeliness of the information
 In a similar
 Like
Relevance
 Importance of the information for
your needs
Authority
 Source of the information
Accuracy
 Reliability, truthfulness, and
correctness of the content
Purpose
 The reason the information exists
Employ Analytical Listening in Problem
Solving
Listening
 Getting the message and interpreting
it
Dyk
 Adults spend an average of 70% of
their time engaged in some sort of
communication, of this an average of
45% is spent listening compared to
30% speaking, 16% reading and 9%
writing.
5 Reasons Why People Listen
1. To be able to engage in social rituals
 Man, usually engages in
social rituals such as
exchanging pleasantries,
engaging in small talk,
attending meetings, etc
2. To get information
 In school, student listen
attentively to get important
ideas from a lecture or from
class discussions
3) To be able to respond to
controls/directions
 Need for attentive listening to
be able to follow directions
and instructions given orally
4) To respond to feelings
 Necessary to listen with
empathy to understand what a
person means and how he or
she feels
5) To enjoy
 Listening enables us to share
a good laugh with others as
when we exchange jokes
Listening Process
 Receiving
 Hearing
 Attending
 Understanding
 Making sense of what was
said
 Deciphering
 Remembering
 Recalling
 Retaining
  Evaluating
 Judging worth
 Critical review of what was
said
 Responding
 Answering
 Giving feedback
Types of Listening
1. Marginal/passive listening
 Also called hearing or
auding, the listener hears the
sounds, often in the
background but simply
ignores them. Because he/she
is engrossed in another task
2. Attentive Listening
 Listener focuses attention and
shows interest in what is
being said
3. Appreciative Listening
 Gives the listener pleasure
maybe from the humor, or the
blending of voices in chronic
arrangements
4. Critical/Analytical Listening
 This type of listening one has
to decide on the truth of
ideas, pass judgements on
claims made and make
decisions on whether to
accept what she or he hears.
Techniques of Using Analytical Listening
in Problem Solving
1. Listen
 Hearing what the other is
saying
2. Know the issue
 Distinguish the main
problems from the partial
ones helps which angle to
focus in collecting
information
3. Paraphrase
 Restating the same
information in mind using a
varying set of words helps to
more concisely reflect what
the speaker said
4. Summarize
 Identifying, connecting and
integrating key ideas and
feelings to what the speaker
said gives the listeners time
to let the information sink in
and understand what they just
heard
5. Dig deeper
 Stage where you make
logical connections, detect
the actual cause, and think of
fitting solutions
Evaluating and Making Judgements
 Comparing arguments on the same
topic means explaining ways in
which two or more subjects are
similar and different
 Make a Venn diagram or a chart can
help you quickly and efficiently
evaluate things or ideas
How to Compare Arguments
1. Understand the text
2. Identify similarities and differences
in the context
3. Identify similarities and differences
in the structure
4. Evaluate
Critiquing a Text
 Pinning a story against your own
experience
 Examining the structure and flow
of the text to determine if it was
effectively written
Criteria for Spoken Text
Evaluation
1. Fluency
 Ability to clearly
pronounce words with
appropriate speed,
accuracy, and expression
2. Tone
 Feeling/emotion the
speaker portrays in a
spoken text/material
3. Volume
 Loudness/softness of
speaker’s voice indicating
emphasis
 Could affect the
perception of intended
meaning
 Loud volume, stress
particular words & ideas.
Reflect intensity of our
emotions
 Soft volume stresses
particular words & ideas
 Reflect intensity through
emotions
4. Pitch
 Highness/lowness of
speaker’s voice
 Involves intonation
 Absence of pitch
variation= monotone
voice
5. Speed
 How slow/fast the
speaker is in speech
delivery
 Lively rapid speech=
enthusiasm, urgency,
humor
 Slower moderated
speed=respect, careful
reasoning
6. Word choice
 Indicates
attitude/certainty
 Emphasis on important
concepts
 Manner in which
something is expressed in
words
7. Cohesion
 Organization of words,
phrases, and concepts
presented in a spoken
text.
8. Correctness
 Rightness or precision not
only in grammar, but
more importantly, the
accuracy in concept.