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● Module Overview
○ Module 2  
Literature-Based Instruction
○
○ Lesson 1: Children's Literature in the K-3 Classroom
○ Lesson 2: Developing in the Learner a Love for Story
○ Lesson 3: Developing Comprehension
● Topics
○ 1.0 Understanding Comprehension
○ 2.0 Setting the Purpose for Comprehending Text
○ 3.0 Exploring the Dimensions of Comprehension
Through the Art of Questioning
○ 4.0 The Art of Questioning
○ 5.0 Developing Reader Response
● Activities and Assignments
○ Pre-Lesson Activity
○ Activity 1
○ Activity 2
○ Activity 3
○ Activity 4
○ Activity 5
○ Activity 6
○ Assignment 6
● Checklists and Worksheets
○ Activity 1 Worksheet
○ Handout 3
○ Handout 4
○ GPU Template

● Introduction
● Learning Objectives
● Pre-Lesson Activity
● Topics
○ 1.0 Understanding Comprehension
○ 2.0 Setting the Purpose for Comprehending Text
○ 3.0 Exploring the Dimensions of Comprehension
○ 4.0 The Art of Questioning
○ 5.0 Developing Reader Response
● Reflection
● Lesson Synthesis
● Assignment
● References
This courseware is made possible by the generous support of the American People through the
United States Agency for International Development (USAID). The contents of this courseware
are the sole responsibility of the Foundation for Information Technology Education and
Development (FIT-ED) and do not necessarily reflect the views of USAID or the United States
Government.

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Lesson 3

Developing Comprehension

Welcome to the third lesson of Module 3 and the sixth lesson in the course.
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  Learning Objectives

After completing this lesson, you should be able to:

1. Explain the nature and importance of comprehension.
2. Set the purpose for comprehending text.
3. Formulate questions and plan a discussion covering the various levels of comprehension.
4. Design activities that develop reader response.

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Pre-Lesson Activity

Which of the following literacy behaviors of Kindergarten children do you think should be
considered when designing lessons to develop comprehension? Tick your answers. After
completing the lesson, you might want to review your answers to find out whether there are
changes in your beliefs and perceptions.

1. Connects information and events in texts to life, and life events to text experiences
2. Listens attentively to books the teacher reads to the class
3. Retells, reenacts, or dramatizes stories or parts of stories
4. Correctly answers questions about stories read aloud
5. Makes predictions based on illustrations or portions of stories
6. Follows the meaning of others' conversations
7. Independently writes many uppercase and lowercase letters
8. Writes to express own meaning
9. Follows one-step to two-step instructions
10. Expresses ideas or experiences orally in simple sentences
11. Talks about past, present, and future events
12. Describes objects and situations according to position, size, quantity, and other descriptors
13. Understands "how" and "why" questions
14. Asks about the meanings of words
15. Uses language in pretend play
16. Enjoys running, jumping, and doing stunts
17. Draws recognizable persons and objects
18. Cuts along a line with scissors
19. Enjoys group play
20. Gets involved in group discussions
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How many literacy behaviors did you identify?

If you identified more than 10, give yourself a pat on the back.
Read on to find out how these literacy behaviors contribute to developing comprehension.
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 1.0 Understanding Comprehension

Comprehension is a continuous process of making sense of information and constructing

meaning. It requires using prior knowledge, making meaningful connections, and using
language in meaningful ways.
Click on each tab below to see the literacy behaviors that fall under each mode of
comprehension.

Taps into what one knows

Retells, reenacts, or dramatizes stories or parts of stories

Talks about past, present, and future events

Makes meaningful connections

Connects information and events in texts to life, and life events to text experiences
Makes predictions based on illustrations or portions of stories

Uses language skills in a meaningful way

Follows one- to two-step instructions

Listens attentively to books the teacher reads to the class
Asks about the meanings of words
Correctly answers questions about stories read aloud
Describes objects and situations according to position, size, quantity, and other descriptors
Expresses ideas or experiences orally in simple sentences
Uses language in pretend play
Understands "how" and "why" questions
Retells, reenacts, or dramatizes stories or parts of stories
Follows the meaning of others' conversations
Gets involved in group discussions
Draws recognizable persons and objects
Writes to express own meaning
These literacy behaviors reflect what good comprehenders do!
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Dr. William S. Gray (1885-1960) was a Professor of Education at the University of Chicago,
well-known author of the Dick and Jane books, and one of the leading reading acquisition
theorists. Click on Dr. Gray's photo to find out how he described comprehension.

Comprehension is being able to —

1. Listen to or read a story
2. Understand the meaning/message
3. Generate a thoughtful reaction
4. Apply what has been learned in some way

In Lesson 2 of Module 2, we focused on how to prepare children for the task of listening to or
reading a story. In this lesson, we will focus on the remaining three comprehension tasks
enumerated by Gray.

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 2.0 Setting the Purpose for Comprehending Text

Language and literacy instruction is not just about coming up with a grammar lesson or teaching
our learners how to read and write.
Professor Basilisa Manhit founded the Reading Education program of the UP College of
Education and developed the four-pronged approach to the teaching of beginning reading. Click
on her photo below to find out her perspective on the purpose of language and literacy
instruction.

"To teach is to love" is not an empty statement, for to teach is to share something precious,
something we value and hold dear. It may be knowledge that broadens our understanding of
people and things. It may be a skill. It may be an attitude of mind that nourishes our being.
Language and literacy lessons can achieve this higher purpose when teachers choose well-
written stories and texts that have a lot to offer to their learners. Such stories —
● Model the use of language by exposing students to new vocabulary and dialogue
● Show how words are spelled, how sentences are constructed, and how ideas are woven
together
● Tell about a character's journey which mirrors the reader's own journey and thus helps the
reader to arrive at a deeper understanding of him/herself

An example of such a story is Araw Sa Palengke, our featured story in Module 2.

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Activity 1

Below are statements based on the guidelines for selecting stories for children discussed in
Module 2 Lesson 1. Go over your copy of Araw sa Palengke and tick the statements in the list
below that you think describe the book. Take note of particular aspects or details of the book
that support each statement you select.
Overall Content
The material is something to which the students can relate.
Language
The text enriches the students' vocabulary.
The language is rich and concise.
The characters engage in dialogue that allows the readers to know them better.
Characterization
The characters are believable.
Plot
The story is somewhat predictable.
The story has an element of surprise.
The story has a happy ending.
The story is simple enough to be understood by the students.
Style
The author uses vivid imagery to invite students to activate their senses.
Length
The length of the story matches the students' attention span.
Illustrations
The illustrations are colorful and vivid.
The illustrations are accurate.
The illustrations are situated beside the text they represent.
The illustrations help tell the story and aid in comprehension.
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Compare your answers to those provided in the table below. Did you observe the same details
as those indicated in the third column?

Elements Descriptive statements Examples/Supporting details

from/about the story

Overall Content The material is something Most if not all of the students
Elements Descriptive statements Examples/Supporting details
from/about the story

which the students can relate will have experienced going to

to. the market.
Language The text enriches the students' The students may learn new
vocabulary. words, such as suki, bayong,
The language is rich and and palayok.
concise.
The characters engage in The mother's dialogue reflects
dialogue that allows the readers how caring she is.
to know them better.
Characterization The characters are believable. The characters are a typical
mother and daughter.
Plot The story is somewhat The story is easy to follow and
predictable. has a happy and surprising
The story has an element of ending.
surprise.
The story has a happy ending.
The story is simple enough to
be understood by the students.
Style The author uses vivid imagery The story activates four of the
and invites students to activate five senses (sight, hearing,
their senses. taste, smell).
Length The length of the story matches The story is just the right length
the students' attention span. for kindergarteners.
Illustrations The illustrations are colorful andThe illustrations show important
vivid. details and incorporate
The illustrations are accurate. appropriate facial expressions
The illustrations are beside the (i.e., sadness, happiness,
text they represent. worry).
The illustrations help tell the
story and aid in comprehension.
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The details we have noted show that Araw sa Palengke is developmentally appropriate.
Now let's try to discover how this children's book can "nourish our being." Let us begin by
crafting the expressive objectives of the lesson. This will help bring to the fore the heart of the
story.
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2.1 Setting the purpose for comprehending text through expressive objectives

Often, once they have reached the end of a book, most teachers ask their students to identify or
state the moral lesson. A moral lesson is phrased as a directive or as a statement that one must
follow.
However, asking about the moral lesson of a story is not always valid, for the following reasons:
 1. Not all texts have a moral lesson.
2. The moral lesson, if any, is not always clearly stated or implied.
3. Moral lessons don't leave enough room for answering the question "why". One cannot ask
about the basis or justification for the action or behavior prescribed in a moral lesson.

Finding the heart of the story is more than simply identifying a moral lesson. It is about exploring
a text by identifying the insights or values within, empathizing with characters, describing
emotions felt as the plot unfolds, and appreciating the different literary devices that make
the story a masterpiece. Let's consider each of these expressive objectives that we can set
when we read a story with our students.
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Identifying an insight or value

When reading a story or text, we can ask our students to share an insight or value that is
highlighted in the story, instead of asking them to state the moral lesson.
For example, an insight from the story Araw sa Palengke that we can draw our students'
attention to is the importance of reminders from parents. We can ask: "How important are
reminders from our parents? What are such reminders for?" One response to these questions
might be: "Reminders from parents are intended for the children's protection. They aim to help
children avoid danger."
Click here to see a comparison between a question that asks students to cite the "moral lesson"
and a question that asks students to share values or insights from the story.

Teacher's question Possible answer from students Comments about the possible
answer

What is the moral lesson in this Listen to your parents. The statements tells students
story? what to do but does not provide
a reason for the prescribed
action.
What insight or value can you Reminders from our parents areThe statement invites students
glean from this story? intended to help protect us from to reflect and decide on an
harm. action based on the insight
provided.
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Evoking empathy

When teaching a text or story, we can ask our students questions that will help them feel
empathy for certain characters.
This helps students to look at a situation or event through another person's eyes. In doing so,
the students can validate their own experiences in a similar situation, as well as gain a new
perspective and develop a broader outlook.
Click here to see an example of questions aiming to evoke empathy.
Bakit kaya ganoon ang ginawa ng bata sa kuwento? Kung kayo yung bata sa kuwento, ganoon
din ba ang inyong gagawin? Bakit?
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Describing the emotional experience

We can also ask our students to identify or describe the feelings that are evoked by the story.
The feelings identified need not always be positive. For example, at the end of a story like Araw
sa Palengke, what might be most noticeable is the feeling of disappointment at not being able to
buy something that one wants. For others, it might be the feeling of excitement at the prospect
of going to the market that they are best able to relate to. What is important is to take the
opportunity to help the children describe and process their feelings.
Click here to see an example of how to ask students to describe their emotional experience
from a story.

Ano ang iyong naramdaman sa kuwentong ito? Bakit?

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Appreciating craftsmanship

This expressive objective focuses on the author's writing style and/or devices used in telling the
story.
Click on the examples of this type of expressive objective below.
Focusing on the author's style

Mapahalagahan ang kakayanan ng manunulat na gumamit ng pang-araw-araw na karanasan

sa kanyang kuwento.

Mapahalagahan ang kakayanan ng manunulat na linangin ang paggamit ng limang pandama

upang mas lubos na maunawaan ang kuwento.
Focusing on the illustrator's ability to tell the story through images

Mapahalagahan ang kakayanan ng ilustrador na gumuhit ng mga larawang may

makatotohanang detalye.
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 Activity 2

1. Read the story indicated in the list below for the grade level that you are teaching.

Kindergarten: Si Pilong Patago-Tago

Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times

2. Formulate expressive objectives for the lesson during which you will read this story with your
class. Write your expressive objectives in this worksheet.
Story Title:
Kind of Expressive Objective Expressive Objectives

Insight/Value objective  
Empathy objective  
Emotional experience objective  
Craftsmanship (of author) objective  
Craftsmanship (of illustrator) objective  
3. Compare your answers with the expressive objectives found in this handout.
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2.2 Setting the purpose for comprehending text through instructional objectives

Instructional objectives focus on the attainment of literacy behaviors that are specific,
measurable, attainable, and realistic within the allotted time frame.
Click on the blank column below to see examples of information or behavior demonstrating the
literacy skills developed from comprehending narratives.

Literacy skill Examples of information generated

Noting details Basic information about the story: title, author,

illlustrator, other relevant information
Character description Description of the characters' appearance and
traits, comparison and contrast of characters
Making connections Inferences about the feelings of the characters,
predictions and conclusions, cause-effect
relationships, own examples
Sequencing events Retelling and summarizing of stories
Critical analysis, valuing and integrating text Opinions about the ideas in the text,
determining most important ideas, identifying
which ideas relate to our own
Plot development Noting the buildup of events toward the climax
of a story
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 Activity 3

Instructional objectives focus on the development of specific reading and writing skills that help
readers to appreciate insights, values, feelings, experiences, and examples of craftsmanship in
the reading text. Thus, the instructional objectives and expressive objectives of a reading lesson
are related to each other.
Match the instructional objectives below with the relevant expressive objectives listed in the
table by clicking and dragging each instructional objective to the blank across the expressive
objective that you think it is aligned with. (NOTE: There can be more than one answer for each
blank.)

Makapagbigay ng halimbawa ng mga tao, bagay, at hayop na nakita sa nabisitang palengke.

Makapagbigay ng halimbawa ng mga bilin

ni Nanay sa kuwento at bakit mahalaga ito.

Makapagsulat ng liham pasasalamat upang

maipaalam kay Nanay ang  nararamdaman
sa pagtanggap ng isang sorpresa.

Makapagbigay ng halimbawa ng iniisip

ng bata gamit ang isang "thought-bubble,"
nang makita ang luto-lutuan.

Makapagbigay ng halimbawa ng mga nakikita, naaamoy, nadidinig, at natitikman sa isang

kusina.

Lahat ng nabanggit
Layuning Ekspresibo Layuning Instruksiyonal
(Pagwawari o Pagpapahalaga) (Paglilinang ng Kasanayan)
Mapahalagahan ang mga pang-araw-araw na  
karanasan katulad ng pagbisita sa palengke.  
 
Maunawaan ang kahalagahan ng bilin ng ating  
mga magulang.  
 
Maunawaan na ang paggamit ng pandama ay  
makatutulong upang lubusang mapahalagahan  
ang pang-araw-araw na karanasan.  
Maramdaman ang hirap kapag hindi natin  
makamit ang ating inaasam-asam.  
 
Maramdaman ang saya kapag nakakamit ang  
ating inaasam-asam.  
 
Check your answers
Layuning Ekspresibo Layuning Instruksiyonal
(Pagwawari o Pagpapahalaga) (Paglilinang ng Kasanayan)
Mapahalagahan ang mga pang-araw-araw na
karanasan katulad ng pagbisita sa palengke. Lahat ng nabanggit
Maunawaan ang kahalagahan ng bilin ng ating
mga magulang. Makapagbigay ng halimbawa ng mga bilin
ni Nanay sa kuwento at bakit mahalaga ito.
Maunawaan na ang paggamit ng pandama ay
makatutulong upang lubusang mapahalagahan Makapagbigay ng halimbawa ng mga tao,
ang pang-araw-araw na karanasan. bagay, at hayop na nakita sa nabisitang
palengke.

Makapagbigay ng halimbawa ng mga nakikita,

Maramdaman ang hirap kapag hindi natin
makamit ang ating inaasam-asam.
Maramdaman ang saya kapag nakakamit ang
ating inaasam-asam.
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naaamoy, nadidinig, at natitikman sa isang
kusina.
Makapagbigay ng halimbawa ng iniisip
ng bata gamit ang isang "thought-bubble,"
nang makita ang luto-lutuan.
Makapagsulat ng liham pasasalamat upang
maipaalam kay Nanay ang  nararamdaman
sa pagtanggap ng isang sorpresa.

3.0 Exploring the Dimensions of Comprehension

Through the Art of Questioning

There are different levels of comprehending texts. According to Hermosa (2002), there are five
levels to consider:
● Literal comprehension
● Inferential comprehension
● Critical comprehension
● Integrative comprehension
● Creative comprehension

Read on for a discussion of each level of comprehension.

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3.1 Literal comprehension

Literal comprehension is a low-level type of understanding using only information that is

explicitly stated in the text. Questions targeting this level of comprehension demand recall.
Answering such questions involves simply "reading the lines" (Herber, 1978).
This first level of reading is the most basic and focuses mainly on building an understanding of
how the story unfolded. Once this is achieved, then more complex questions can be posed.
Click on the blank column below to see examples of questions to test literal comprehension.

Examples of information in the Examples from Araw sa Examples of questions to help

text for literal-level Palengke students recall important literal-
comprehension level information

Characters and setting
Matching dialogue with
characters
Matching observations of
characters
Identifying character's
problem/desire
Identifying the resolution
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Characters: mother, daughter Tungkol kanino ang kuwentong
Setting: market ito?
Saan nangyari ang kuwento?
"Listen well. Hold on to me Ano ang sinabi ni Nanay?
tightly."
- Nanay
"The market is hot." - Daughter Ano ang napansin ng batang
babae tungkol sa palengke?
"I want an earthenware stove Ano ang bumabagabag sa
with an earthenware pot. But I batang babae?
made Nanay a promise to [not
to ask for it]."
"What do I see wrapped in Paano nalutas ang problema
newspaper? ng batang babae?
A tiny earthenware stove with a
tiny earthenware pot."

3.2 Inferential comprehension

Developing inferential comprehension is about developing reasoning. It focuses on information

that is suggested rather than stated directly. This can also be described as "reading between
the lines."
For example, the reader can infer the overall mood from the descriptions of day, time, and/or
place that are provided. While the time and place of the story are established using details
found in the text, the overall mood may be inferred from these and related details.
Another example of making inferences is determining the qualities of a character based on the
character's actions, conversations, or thoughts, or descriptions of the character by other
characters in the story.
Click here for an example of an inferential question about Araw sa Palengke.

Inferential question:
Ano kaya ang nararamdaman ng bata habang tinatanaw ang luto-lutuan?

Possible answers:
Nalulungkot. Hindi niya puwedeng bilhin o hingin ang luto-lutuan dahil nangako siya kay Nanay.
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Readers are encouraged to explore deeper meanings by answering inferential level questions
that follow up on literal questions.
Click on the blank column below to see an example of an inferential question based on literal
information.

Literal-level question Inference-level question based on literal

information

Ano ang sinabi ni Nanay habang nakasakay Bakit ito ang bilin ni Nanay?
sila sa dyip?
Answer: Answers:
Makinig ka nang mabuti....Hindi puwedeng Para hindi sila bumili ng hindi kinakailangan.
magturo ng ipabibili. Para hindi maubos ang pera.
Para hindi mangulit ang bata.
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3.3 Critical comprehension

In critical comprehension, readers shift their attention from the unfolding of the story to the ideas
that the story conveys. The story is viewed as a vehicle through which the writer makes his/her
views known. Behind the situations and interactions that occur in the story, the author imparts
his/her view of the world. In critical comprehension, readers think the author's ideas through,
and perhaps react to and evaluate what the author is trying to say.
Critical comprehension can also be referred to as "reading beyond the lines" (Herber, 1978).
Click on the blank column below to see an example of a critical comprehension question based
on literal and inferential information.

Literal-level question Inference-level question based Critical question using literal

on literal information and/or inferential information

Ano ang sinabi ni Nanay
habang nakasakay sila sa
dyip?
Answer: Makinig ka nang
mabuti....Hindi puwedeng
magturo ng ipabibili.
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Bakit ito ang bilin ni Nanay? Mahalaga ba ang mga bilin sa
atin? Paano ito nakakatulong?
Answers: Para hindi sila bumili Answer: Ang mga bilin ay
ng hindi kinakailangan. upang matandaan natin ang
Para hindi maubos ang pera. dapat gawin para hindi tayo
Para hindi mangulit ang bata. mapahamak.

In the example provided, while the literal-level question focuses on the mother's reminder and
the inferential question focuses on the character's motivations, the critical question invites
readers to assess the value of the idea offered by the author — in this case, the importance of
reminders from parents.
As pointed out by Dr. Arthur I. Gates (1890-1972), Professor of Educational Psychology at
Columbia University, comprehension is a thinking process that allows us to create meaning
continuously by evaluating, judging, imagining, reasoning, and problem-solving. Click on the
photo of Dr. Gates to read about what critical questions aim to do.
Critical questions focus on getting the reader to think about the author's ideas and respond to
them. The reader's personal judgment of the text is based on the content or theme (that is, its
accuracy, value, truthfulness, objectivity, relevance), as well as elements of style or the use of
language and literary devices found in the story. The reader determines the effectiveness of
how the message is conveyed. The reader tries to find out why the writer opted to deliver the
message in a particular way. Through critical analysis of style, the reader not only comprehends
more deeply but also discovers the beauty in the blending of form and substance.
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3.4 Integrative comprehension

The integrative or application type of comprehension question is designed to stir the reader's
emotions and tap into the connections made between the text and the reader (e.g., similarity of
the reader's experiences with those of the character/s in the story).
Click on the blank column below to see an example of an integrative or application question.

Literal-level question
Inference-level questionCritical question using Integrative/Application
based on literal literal and/or inferential question
information information
Ano ang sinabi ni Bakit ito ang bilin ni Mahalaga ba ang mga Paano makakatulong
Nanay habang Nanay? bilin sa atin? Paano ito ang pagbigay ng bilin
nakasakay sila sa nakakatulong? sa iyong nakababatang
dyip? Answer: kapatid/pinsan?
Answer: Answers: Ang mga bilin ay upang Answer:
Makinig ka nang Para hindi sila bumili matandaan natin ang Matututo siya kung ano
mabuti....Hindi ng hindi kinakailangan. dapat gawin para hindi ang dapat gawin.
puwedeng magturo ng Para hindi maubos ang tayo mapahamak. Kapag sinabi sa kanya
ipabibili. pera. na huwag kang
Para hindi mangulit ang maglaro ng posporo,
bata. hindi masusunog ang
bahay.
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3.5 Creative comprehension

Creative comprehension, the fifth level, requires divergent thinking, which involves coming up
with new ideas or alternative solutions to those presented by the writer. This can be developed
by asking students to do a dramatization, an oral or musical interpretation, a personal narrative,
or a visual or written expression of the text (Otto & Chester, 1976).
Click on the blank column below to see an example of a creative question.
Literal-level Inference-level Critical questions using Integrative/ Creative question
question question based literal and/or inferential Application
on literal information question
information
Ano ang sinabi Bakit ito ang Mahalaga ba ang mga Paano Ano ang mas
ni Nanay bilin ni Nanay? bilin sa atin? Paano ito makakatulong ang magandang ibigay
habang nakakatulong? pagbigay ng bilin na bilin sa batang
nakasakay sila sa iyong babae?
sa dyip? Answers: nakababatang
Answers: Ang mga bilin ay upang kapatid/pinsan?
Para hindi sila matandaan natin ang
Answer: bumili ng hindi dapat gawin para hindi Answer:
Makinig ka kinakailangan. tayo mapahamak. Matututo siya kung
nang Para hindi ano ang dapat
mabuti....Hindi maubos ang gawin. Kapag
puwedeng pera. sinabi sa kanya na
magturo ng Para hindi huwag kang
ipabibili. mangulit ang maglaro ng
bata. posporo, hindi
masusunog ang
bahay.
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Activity 4

Decide which dimension or level of comprehension each question below represents.

1. Ano ang bilin ni Nanay bago pumunta sa palengke?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
2. Bakit sila gumising nang maaga?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
3. Bakit ito ang mga bilin ni Nanay? (Isa-isahin.)
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
4. Sino ang bida sa ating kuwento?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
5. Lahat ba ng bilin ni Nanay ay madaling sundin? Bakit?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
6. Sa bahay, ito rin ba ang bilin sa iyo ng mga magulang mo o kasama sa bahay?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
7. Mahalaga ba ang mga bilin sa atin? Paano nakakatulong ang mga ito?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
8. Ano ang magandang gawin sa mga bilin?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
9. Ano ang bilin na mas magandang ibigay sa bata?
-- Select -- literal comprehension inferential comprehension critical comprehension integrative
comprehension creative comprehension
Check your answers

1. Ano ang bilin ni Nanay bago pumunta sa palengke? literal comprehension

2. Bakit sila gumising nang maaga? literal comprehension
3. Bakit ito ang mga bilin ni Nanay? (Isa-isahin.) inferential comprehension
4. Sino ang bida sa ating kuwento? literal comprehension
5. Lahat ba ng bilin ni Nanay ay madaling sundin? Bakit? critical comprehension
6. Sa bahay, ito rin ba ang bilin sa iyo ng mga magulang mo o integrative/application
kasama sa bahay? comprehension
7. Mahalaga ba ang mga bilin sa atin? Paano nakakatulong ang critical comprehension
mga ito?
8. Ano ang magandang gawin sa mga bilin? integrative/application
comprehension
9. Ano ang bilin na mas magandang ibigay sa bata? creative comprehension
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4.0 The Art of Questioning

The class discussion can be viewed as an extended conversation between the teacher and the
students for the purpose of enabling the students to deepen their understanding and explore
ideas as a learning community. It is therefore important that we prepare students to participate
in this learning experience. This can be achieved through gradual psychological unfolding
(GPU).
Through the GPU approach, the story is unraveled in a slow yet logical manner via questions
and activities prepared and designed by the teacher. The aim is to develop the habit of
reflecting on what is read and to provide occasions for recalling/noting details, making
inferences, drawing conclusions, making value judgments, and finding connections between
their own experiences and the experiences of the characters in the text. Through intelligent
questions, the students arrive at the emotional experience and philosophical message that the
author wishes to impart.
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The GPU has the following features:

1. The discussion covers all of the dimensions of comprehension
2. The discussion develops in a logical manner
3. Discussion questions are no longer than 10 words

The discussion begins with a motivation-motive question tandem. The motivation question
catches the attention of the students by tapping into their actual experiences, while the motive
question focuses on the character's parallel experience. This is to avoid an abrupt transition
from the reader's experience to the story itself.
The rest of the questions then have a chain-like progression where the answer to one question
triggers the next question. In this way, students realize that the text forms a cohesive whole
(Ocampo, 1986).
See how this is demonstrated in Activity 5 and the discussion that follows.
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Activity 5

Arrange the following questions in a logical sequence by clicking on each item and dragging it to
where you think it should be in the sequence. Then reflect on why these questions need to be
sequenced in this manner.
● Ano ang bilin ni Nanay bago pumunta sa palengke?
● Bakit sila gumising nang maaga?
● Lahat ba ng bilin ni Nanay ay madaling sundin? Bakit?
● Bakit ito ang mga bilin ni Nanay? (Isa-isahin.)
● Sino ang bida sa ating kuwento?
● Sa bahay, ito rin ba ang bilin sa iyo ng mga magulang mo o kasama sa bahay?
● Ano ang magandang gawin sa mga bilin?
● Mahalaga ba ang mga bilin sa atin? Paano nakakatulong ang mga ito?
● Ano ang bilin na mas magandang ibigay sa bata?
Ano ang bilin ni Nanay bago pumunta sa palengke?
Bakit sila gumising nang maaga?
Lahat ba ng bilin ni Nanay ay madaling sundin? Bakit?
Bakit ito ang mga bilin ni Nanay (Isa-isahin)
Sino ang bida sa ating kuwento?
Sa bahay, ito rin ba ang bilin sa iyo ng mga magulang mo/kasama sa bahay?
Ano ang magandang gawin sa mga bilin?
Mahalaga ba ang mga bilin sa atin? Paano ito nakakatulong?
Ano ang mas magandang bilin na ibigay sa bata?
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Questions should be asked in such a way that they are easily understood. Hence the
importance of brevity.
At the same time, the discussion is an oral re-creation of the story. It must equal the artistry of
the writer. Thus, the teacher must be sure that his/her questions do justice to the author's
creation. He/She must approximate the vividness and sense of drama in the story.
To see how the sample GPU discussion below unfolds, click on each blank row that appears.

Question Expected answer Comprehension level

1. Sino ang bida sa ating Si nanay at ang maliit na bata Literal
kuwento?
2. Bakit sila gumising nang Pupunta sila sa palengke. Literal
maaga?
3. Ano ang bilin ni Nanay bago Humawak nang mahigpit, Literal - Motive Question
pumunta sa palengke? Tawaginmakinig nang mabuti, huwag
nating ang UNANG PANGKAT magpabili
para ibahagi ang mga bilin ni
Nanay.
Question Expected answer Comprehension level
4. Bakit ito ang mga bilin ni Para hindi mawala, para hindi Inferential
Nanay? (Isa-isahin.) mapalayo, para hindi
mabawasan ang pambili
5. Lahat ba ng ito ay madaling Yung hindi magpabili, dahil Critical
sundin? Alin dito ang mahirap hindi makukuha ang gusto.
sundin? Bakit?
6. Sa bahay, ganito rin ba ang Dapat magsipilyo bago matulog Application
bilin sa iyo ng mga magulang para hindi masira ang ngipin. Integrative
mo o kasama sa bahay? Bakit
mahalaga ang mga ito?
7. Mahalaga ba ang mga bilin Mahalaga po. Para hindi po Critical
sa atin? Paano nakakatulong tayo mapahamak.
ang mga ito?
8. Ano ang magandang gawin Sundin at tandaan. Ang mga Application
sa mga bilin? bilin ay paalala para sa
ikabubuti natin.
9. Ano ang dala-dala ng mag- Bayong, para sa kanilang Literal
ina? Bakit dala nila ang mga bilihin.
ito?
10. Paano sila kinakausap sa Pasigaw. Literal
palengke?

Bakit? Tawagin nating ang Tinatawag na 'Suki' ng mga Inferential

IKALAWANG PANGKAT para tindera para bumili ang mga tao
ipakita sa atin kung ano ang sa kanila.
nadinig sa palengke.
11. Alin sa mga nabanggit na   Application
ingay sa palengke ang naririnig
ninyo at nagugustuhan ninyo?

Bakit?
Critical
12. Pero mayroon ding hindi Ang amoy ng palengke Literal
masyadong nagustuhan ang
bata tungkol sa palengke. Ano
ito?
13. Bakit tuwang-tuwa si Nanay Nalalaman niya kung alin ang Inferential
sa kaaamoy ng mga paninda? bulok at alin ang sariwa.
Tawagin natin ang
PANGATLONG PANGKAT
para ipakita kung paano
nagagamit ang pang-amoy sa
pamimili.
14. Maliban sa paggamit ng Pantikim, dila Inferential
ilong at tenga, ayon sa kuwento
alin pa sa ating limang
pandama ang magagamit sa
palengke?
15. Anu-ano ang ipinatikim sa Pakwan, lansones, bibingka Literal
Question Expected answer Comprehension level
kanila?

Bakit sila pinatikim ng mga Mabait ang tindera. Baka bumili Inferential
tindera ng kanilang paninda? si Nanay kung masarap.
16. Anong sasabihin mo kapag Salamat po. Application
binigyan ka ng mga paninda ng
mga tindero't tindera ng libre?
17. Maliban sa paggamit ng Mga mata Inferential
ilong, tenga at dila, mula sa
ating limang pandama alin pa
ang magagamit sa palengke?
Tawagin naman natin ang
PANLIMANG PANGKAT para
ilarawan ang nakita ng bata sa
palengke.
18. Anu-ano ang nakita ng bata Laruan, lutuan Literal
sa palengke na nakakatuwa?

Ano ang naramdaman niya

nang makita ito? Nalungkot dahil nangako siya Inferential
na hindi hihingi.
19. Ano ang ginawa ng Nanay Binilhan siya ng luto-lutuan. Literal
niya?

Bakit? Dahil naging matulungin siya.

20. Anu-anong pag-uugali ang Naging matulungin Critical
magandang tularan sa bata? Naging magalang
Tumupad sa pangako

Application
Bakit?
21. Kung ikaw naman ang pipili   Creative
ng isang bagay na bibilhin para
kay Nanay mula sa palengke,
ano ang bibilhin mo?
     
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Now watch this video of a GPU discussion of Araw sa Palengke.

Your browser does not support the video tag.

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5.0 Developing Reader Response

By now it should be clear that in helping students to comprehend a story or text by posing
questions that are based on expressive and instructional objectives, teachers enable students to
get the most out of the reading experience by responding actively to the text.
Developing reader response is done both during reading and after or post reading. Post-
reading activities are designed to capture, deepen, and sometimes refine or change the
students' response to the story. The primary aim of post-reading activities is to develop
understanding and deepen comprehension.
Two types of post-reading activities are engagement activities and enrichment activities.
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Engagement activities help elicit the reader's thoughts and ideas about the story. These
activities are anchored on the instructional objectives set for the lesson.
Readers may enumerate details found in the story, describe the main character, infer ideas and
feelings from situations found in the story, express their opinion about an idea shared by the
author, analyze the ideas and concepts found in the text, and verify the relevance of these ideas
to their own lives.
Engagement activities include listening, speaking, reading, and writing activities where students
use pictures, maps, short films, games, role-playing, character and plot profiles, and other
devices to develop literacy skills.
Click on each skill below for examples of engagement activities that aim to develop this skill.

Noting details about the story

Students can be helped to develop their skill in noting story details through the use of story
maps and observation diaries.

Describing characters

To develop the students' ability in characterization, they can be asked to complete a character
chart, compare two characters using a Venn diagram, make a poster describing a character as
a missing person, write a character profile, or make a sociogram showing how characters are
related to each other.

Sequencing and summarizing events

Activities where students sequence and summarize events in the story include story timelines,
graphing plot development, making a storyboard, and writing a story news report.

Making inferences, predictions, and conclusions

Looking for and following clues, and engaging in character mind-reading, are two activities that
can help students develop their skill in making inferences and predictions and drawing logical
conclusions.
Find more examples of engagement activities in this handout.
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Enrichment activities are concerned with the exploration of an individual response, or the
learning of related concepts and themes that go beyond the text read and the main aspects of
the lesson.
These activities, which can also be referred to as "story stretchers" or "extending the literary
experience," aim to generate a creative response from the reader.
Some enrichment activities that would be appropriate for the story Araw sa Palengke are:
● Paglalaro ng tinda-tindahan
● Paramihan ng paglista ng mga gulay/prutas
● Paglalaro ng "I Spy" at paghahanap ng mga gamit sa palengke

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Both engagement and enrichment activities can be done individually, in small groups, or in big
groups.
Remember the following when designing engagement and enrichment activities:
● Introduce the activity gradually and systematically
● Design the activity to foster interaction and sharing
● Tap into different intelligences and learning styles
● Include all levels of thinking

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Activity 6

For the story you selected for Activity 2, plan short engagement activities as well as an
enrichment activity that you can do with your students to develop reader response.
Check your engagement activities. Can you answer "yes" to the following questions? If not, try
improving your engagement activities.
1. Do the engagement activities help the students focus on some elements of the story (for
example, characters, events, setting)?
2. Do the engagement activities help the students achieve your lesson objectives?
3. Is your enrichment activity open-ended? Does it go beyond the story?
 4. Does the enrichment activity encourage a creative response from the learners?
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Lesson Synthesis

Congratulations! You have just finished Lesson 3 of Module 2.

In summary, we learned that as literacy teachers, we must not underestimate the degree of
influence that we have on each student's journey towards becoming whoever it is they choose
to be. Each experience, conversation, and opportunity to reflect and wonder is drawn from
instruction that is carefully crafted by teachers who teach with intention.
Teaching with intention begins with choosing stories that have much to offer our learners.
Setting objectives, designing activities, and posing questions are ways by which we try to help
learners understand themselves and others better through good literature.
Teaching with intention also means paying attention to what the child knows, likes, feels,
wonders about, and values. We must not forget that at the heart of planning a good literature
lesson is the child. Truly, to teach is to love.
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Assignment 6

For the story you selected in Activity 2, plan a GPU discussion by formulating a set of literal,
inferential, critical, application or integrative, and creative questions about the story.
On the GPU template, write your discussion questions in logical sequence; write the possible
answers to each question; and identify the type of question. Don't forget to base your discussion
plan on the expressive and instructional objectives that you have set out to achieve.
Download your GPU template here.
Self-evaluation
Give yourself 2 points for every "resounding yes" answer, 1 point for a "somewhat yes" answer,
and 0 points for every "no" answer to each of the following questions:
1. The GPU starts with the answering of the Motive Question asked before the story is read.
2. The questions are sequenced in a logical manner. The answer to the question triggers the
next question to be asked.
3. Different types of comprehension questions are asked throughout the GPU.
4. The questions in the GPU help achieve the stated objectives of the lesson.
5. Bonus: Can some of the engagement and enrichment activities that you thought of in
Activity 6 take the place of some of your questions in the GPU?
If you scored
8 points and above = Excellent work!
4-6 points = Good enough. You can still tweak your GPU to make it better.
3 and below = Please review the relevant parts of the lesson and revise your assignment output
as needed.
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Assignment 6
As a reward for doing well in your assignment, how would you like to see and study a complete
lesson plan for the storybooks assigned to you? Click on the following to download a copy of
lesson plans for your selection.

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References

Herbert, H. (1978). Teaching reading in the content areas. Englewood Cliffs, NJ: Prentice Hall.
Hermosa, N.N. (2002). The psychology of reading. Diliman, Quezon City: UP Open University.
Jacobson, J. & Raymer, D. (1999). The big book of reproducible graphic organizers: 50 great
templates to help kids get out of reading, writing, social studies and more. Scholastic
Professional Books.
Johns, J.L. & Lenski, S.D. (2001). Improving reading: strategies and resources. Kendall/Hunt
Publishing Company.
Manhit, B.J. (1980). To teach is to love. Education Quarterly 27(1), 5-23.
Ocampo, D.S. (1986). GPU: A second look. The RAP Journal 39-42.
Ocampo, D.J. (1997). Trends in reading instruction. EDDE 210 Modules. Diliman, Quezon City:
UP Open University.
Otto, W. & Chester, R. (1976). Objective-based reading. Addison-Wesley Publishing Company.
Terry, J. & Louis, D. (1987). Literacy through literature (rev. ed.). Heinemann Educational Books
Inc.
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