Lesson 3 – Using Contextual Clues Use of Comparison as Context Clue

Contextual Clues - are words, phrases, and sentences that   would Comparison – involve identifying the similarities and differences
help in deciphering the meaning   of difficult words in the of two or more things, places, or events.
selection.
Indicating Words:
Like, Similar to, As (good) as, Similarly, Likewise, Too, While, The
Use of Synonyms as Context Clues
same as, In comparison to, Both, Alike, Also, So is, But
Synonyms – word having the same meaning or nearly the same Examples:
meaning.
1. Laura gets easily perplexed by the brain teasers but
Synonyms appear in a sentence in the following: Kim figures them out easily.
a. Laura is different from Kim in terms of figuring out the
1. By dashes brain teasers.
Ex: She finds solace – comfort – in the countryside. b. Perplexed means very puzzled.
2. By commas to separate the appositive
Ex: The advocates, supporters, of anti-mining formed a 2. Manuel is determined to prove his innocence. His
picket outside the building. mother is a resolute as well.
3. By parentheses a. Manuel is similar with his mother’s determination to
prove his innocence.
Ex: The residents are among the hordes (a large group
b. Resolute means determined.
of people) who lined up to take their chance in the
contest. Use of Derivation or Structural Analysis as Context Clues
4. By reinstatement or expression of the word in a more
familiar term We use derivation of word meanings from context and structural
Ex: The smiles of these little children are guileless. analysis for the process of breaking words down into their basic
They show innocence and without deception. parts to determine word meaning. When using these, the reader
breaks words down into their basic parts:
Use of Antonyms as Context Clues
1. Root Word – base form of the word.
Antonyms – Words having the opposite meaning. Ex. Beautiful - beauty
- do not give the definition but provide an idea about 2. Affix - a letter, sound, or a syllable added to the initial
the unfamiliar word. (prefix) or last (suffix) part of the word to form another
word.
Indicating words: 3. Inflectional Ending - are a group of letters added to the
but, although, despite, instead, in contrast, unlike, however, even end of a word that change its meaning.
Ex: Dancing, danced, dances
though, on the contrary, conversely, etc.
For example, the word bicyclist can be broken down as follows:
Example of Antonyms in Sentences:
 bi – prefix meaning two
1. Her siblings are generous and giving but she is so  cycle – root meaning wheel
stingy.  ist – a noun suffix meaning ‘a person who’
a. Generous is the antonym of stingy. Therefore, derivation or structural analysis suggests that a
b. Stingy, then, means unwillingness to share to others. bicyclist is a person on two wheels – a meaning which is close to
the word’s formal definition.
2. As an optimist, Lara looks for a brighter future.
However, there are times due to problems she cannot Examples – AFFIX (prefix & suffix)
help but to become pessimist.
a. Optimist is the antonym of pessimist Prefix
b. Pessimist means a person who expects the worst in Ab (Away from) Absent
everything. Ante (before) Antecedent
Circum (around) Circumference
Use of Examples as Context Clues Dis (not) Disagree
Ex (out) Expel
Examples - are list of illustrations which make the unfamiliar word Inter (between) International
clearer. Multi (many) Multinational
Re (again) Replay
Ex: Nutritious food, such as fruits and vegetables, help our bodies
grow. Suffix
Sion (act of) precision
a. Nutritious – any food that makes the body healthy. Ry, ty, ity (condition of) Maturity
Ment (result) Commencement
Ic (pertain) Fantastic
 Y, ly (in the capacity) Surely, sindy SYNTHESIZING TEXT THROUGH SUMMARIZING AND
Ous, ious. uous (Like, full) Dangerous, PARAPHRASING
envious,
strenuous Paraphrasing
Ble, able, ible (capable of being) Capable, forcible  IT ENTAILS THE USE OF REWORDING AND REPHRASING
Ance, ence (state of) Persistence, OF THE ORIGINAL TEXT TO ACHIEVE CLARITY OF THE
acceptance TEXT.
al (pertaining to all) Sexual, theatrical  A PARAPHRASED MATERIAL IS USUALLY THE SAME
LENGTH AS THE ORIGINAL TEXT.
Use of sense of sentence as context clues Summarizing
 INVOLVES CONDENSING THE TEXT INTO A SHORTER
Consider the meaning, nature, or significance of the whole
FORM.
sentence.
 IT INVOLVES GETTING ONLY THE MOST IMPORTANT
Example: PART OF THE MATERIAL.
 A SUMMARY IS NORMALLY ONE-THIRD OF THE
The weak group will be out the game, leaving only relatively ORIGINAL TEXT.
robust group in the game.
Techniques in Selecting and Organizing Information
a. It was stated that robust group will still be in the game
while the weak group will be out.  What is Outlining?
b. Robust means anything strong.  It is a process of organizing information gathered from
reading. It uses an outline- a skeletal frame work-which
Example: includes the ideas separated by a specific heading and
uses a numbering system.
It is important to clean the colon by eating fruits and vegetables  Outlining makes it possible for you to arrange the
to rid the body of toxins. ideas, details and example based on importance of
chronology.
a. It is important to rid the body of toxins.  Outlining has two types: topic outline and sentence
b. Toxins means anything harmful to the body. outline. The topic outline simply includes the specific
word or phrases. Whereas, the sentence outline as the
Lesson 4 – Comprehensive Reading term suggests uses a sentence or sentences.

Comprehensive Reading 1. Traditional Outline

 IS SIMPLY THE UNDERSTANDING OF WHAT YOU READ. 2. Modern Outline

Comprehension
 IS DETERMINED BY ANSWERING QUESTIONS ABOUT
THE SELECTION READ.
 IT INCLUDES PREDICTING, SUMMARIZING, AND
CRITICAL THINKING.

Levels of Comprehension

Literal Comprehensive
 Involves understanding of the message directly stated
in the text.
Inferential Comprehensive
 Means that you as a reader can make inferences, draw
conclusions, and predict outcomes from information
implicitly stated on the text.
Applied Comprehensive
 Is how you can use your experience and prior
knowledge (schema) into the written text in making
an evaluation.
Drawing Conclusion/Inferring/Inferences
 A reading skill simply involves making conclusion based
on facts and evidence or ideas presented in the text.
 This involves the use of information presented in the
text and connecting into your own knowledge.
 As a reader you must be very keen in identifying the
details for you to correctly make a conclusion.
Brainstorming
 In reading, you are exposed to a vast amount of
information of different types. As an effective reader, it
is inevitable for you to use note-taking skills when you
read. Whenever you encounter a valuable information
relevant to your purpose, you have to document it.
 Brainstorming list is composed of major points with
sub-details for each. The sublist may be a short
explanation or example of the major point.
 Is a process of writing down specific topics gathered
from different sources.
 It involves documenting and coming up with a list if
topics.
 These topics, you may find out, that not all of them will
be useful for you. Nonetheless, it is still a valuable tool
to organize your data.
Graphic Organizers Hints for Deciding If a Statement is a fact or opinion
 These technique in organizing information involves the
use of visual symbol. These symbols represent the To recognize a Fact:
knowledge, concepts, thoughts or ideas, and the  Read each answer choice and ask yourself:
relationship between them.   “Can this statement be proved?”
 Are valuable tool in coming up with a structured
representation of the specific topic needed for your
purpose.
 By merely looking at the visual representation, you are
able to establish a clear train of thought which makes it
easy for you to grasp the entire topic.

Lesson 5 – Distinguishing Between Facts and Opinion

DISTINGUISHING FACTS FROM OPINION

 Distinguishing facts from opinion is another reading
skills. This entails differentiating which of the author’s
statement is either factual information or opinionated
statement.
 It is a requirement to first identify facts from opinion
before proceeding to the next stage.
 Facts are statements which can be proven to be either
true or false.
 Opinion, on the other hand, is the author’s personal
view or biases about a certain topic.

Fact:
The K12 EDUCATIONAL SYSTEM WOULD ENABLE THE
GRADUATES TO EASILY LAND A JOB ABROAD BECAUSE OF THE
ADHERENCE TO THE REQUIRED NUMBER OF EDUCATIONAL
YEARS.

Opinion:
I BELIEVE THAT K-12 WILL HELP THE GRADUATE TO BE GLOBALLY
COMPETITIVE.

Opinions
 An opinion is a statement that cannot be proven or
checked.
 It tells what someone thinks, feels, or believes.
 Clue words for opinion statements are:
 think, feel, believe, seem, always, never, all,
none, most, least, best, greatest, worst

Hints for Deciding If a Statement is A Fact or Opinion

To recognize an opinion:
1. Read each answer choice and ask yourself: “Does this
statement tell what someone thinks, feels, or
believes?”
2. Look in the answer choice for clue words that signal an
opinion

FACTS
1. Facts are statements that can be checked or proved.
2. We can check facts by conducting some sort of
experiment, observation, or by verifying (checking)
the fact with a source document.
3. Facts often contain numbers, dates, or ages.
4. Facts might include specific information about a
person, place, or thing.