GROUP 4

ME MB ER S:

Abel, Jackielou
Abellana,Joseph Maris
Gimenez, Margeo
Gomez, Trixie Kaye
Quintinita, Nina
Sellote, Jenniza
 TITLE:
“Materials for the
teaching reading
comprehension and
cultural awareness”.
 CONTENTS
1 Introduction & interaction 4 LRD, paragraph shrinkage,
QtA

2 Anticipation,concept map,
5 QAR & reading guide
DRTA

3 Exit slips, first lines, inquiry

6 Storymaps & visual
chart images
 READING COMPREHENSION

Jamal and his dad went camping in the mountains. There they
built a campfire and cooked hot dogs and marshmallows. Then,
My My
they went to sleep in a tent. During
favorite the night,
favorite
film
Jamal woke up
food
three times. At midnight, he woke up because he heard his dad
snoring. At 3 a.m. he woke up again because he felt an insect
crawling on his face. One hour later, he woke up again because
he got thirsty.
 QUESTIONS

1. Where did 2. What did Jamal 3. Where did

Jamal and his dad and his dad cook? Jamal and his dad
go camping ? sleep?
a. hamburgers
a. in the mountains b.eggs a. in a cabin
b. on the beach c.hot dogs and b. in a tent
c. in the desert marshmallows c. in a hammock
 QUESTIONS
4. How many 5. Why did Jamal 6. What time did
times did Jumal wake up at Jamal wake up
wake up during midnight? because he was
the night? thirsty?
a. he heard hid
a.Two times dad snoring a. 3 am
b. three times b. He felt a bug on b. 4 am
c. four times his face c. 5 am
 "Learning happens when we connect new
information toAwesome
what we already know. We children
Brilliant
have
idea!limited knowledge
idea! about the world, they have
a smaller capacity to learn more about it."
2 - Daniel T. Willingham

INTRODUCTION "The truth of the matter is that about 99 percent of

teaching is making the students feel interested in
&4 INTERACTION
the material. The other 1 percent has to do with
your methods." (Chomsky, 1988)
 Pre-service teachers must be conscious that in developing
their students' reading comprehension and cultural
Awesome
awareness,
Brilliant appropriate and relevant teaching and learning
idea! idea!
resources have to be selected, developed and used/adopt
including ICT to address learning goals.
2
Tomlinson (2012) Bouckaert, M. (2015) emphasized the
INTRODUCTION importance of materials evaluation, adaptation, design,
production, exploitation and research including the electronic
&4 INTERACTION delivery of materials to account for the varying needs of the
language learners. This necessitates analyzing lesson contents
(e.g. realia, text) and transforming them into teaching
resource to aid in the students' attainment of linguistic goals.
 The overarching principles that govern materials
development are base from the wealth of Second Language
Awesome
Acquisition
Brilliant (SLA) research and theory. These principles
idea! idea!
include, but not limited to, affective and cognitive challenge.

2 This is achieved when all intelligences and learning styles are

considered, hence, humanizing the language learning using

INTRODUCTION authentic language in authentic use.

&4 INTERACTION The National Reading Panel, after a rigorous analysis of the
extant literature focusing on developing the students' skills in
reading comprehension, has identified prevalent elements
supporting such development of reading skills.
 An integrated approach to teaching language involves the
cultural aspects of language. Pulverness (2003) in Sanici
Awesome
(2012) emphasized
Brilliant the development of students cultural
idea! idea!
awareness as inherently attached to language instructional
materials. By this, the reading texts and the activities that
2 follow after the reading task will provide an avenue for the
students to make sense of any cultural differences.
INTRODUCTION
Consequently, this is achieved when students learn from
&4 INTERACTION experience. Another is when they engage in apprehension
before comprehension. As students interact with the reading
materials, they also interact somehow with the culture that
uses the language.
 (INTENTION TEACHING-LEARNING MATERIAL AND STEPS)
IN DECIDING WHAT CULTURALLY-INCLUSIVE MATERIALS TO BE USED IN DEVELOPING
THE STUDENTS' READING COMPREHENSION, ONE HAS TO BE MINDFUL OF THE
FOLLOWING QUESTIONS

WHAT IS THE INTENDED LEARNING OUTCOME OF THIS LESSON? WHAT MATERIAL

BEST SUPPORTS THE STUDENTS' REALIZATION OF THE OUTCOME? HOW MAY THE
LEARNING EXPERIENCE BE ORGANIZED TO FACILITATE STUDENTS' DEMONSTRATION
OF THE KNOWLEDGE, SKILLS AND ATTITUDE? THE SUCCEEDING SECTION, EXTRACTED
FROM HTTPS://WWW.READINGROCKETS.ORG, OUTLINE THE ITS-INTENTION,
TEACHING-LEARNING MATERIALS AND STEPS - TO GUIDE THE TEACHERS IN
DESIGNING/SELECTING UTILIZING APPROPRIATE MATERIALS TO DEVELOP THEIR
STUDENTS' READING COMPREHENSION SKILLS.
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
ANTICIPATION GUIDE Make the anticipation
Make students' interested
Anticipation guides contain guide with 4 to 6
in the topic
statements for students to statements
Set the purpose for agree or disagree. As they read
reading Have columns for Yes or
the guides, students become
Allow students to make No
more curious with that material
predictions and to Introduce the text.
they are about to read. In this
validate their predictions Show how to mark the
way, their interest is stimulated.
Build the scaffold and statements written in the
build on students' columns.
background knowledge Draw students' ideas by
asking why the agree or
disagree.
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
CONCEPT MAPS Show how to identify
Teach students how to
Concepts maps, as visual/ main points and how to
organize new information
graphic organizer, aid students organize them.
Show how to build and deepen comprehension.
connections between Connect ideas using
With the use of any graphic
important ideas arrows or lines to
organizer, students are engaged
represent how ideas are
in responding to questions such
connected to one
as, "What is it? What is it like?
another.
What are some examples?"
Allow the students to
Remember that concept maps
are easy to construct and can be reflect and sharehow they
used within any content area. have come with the
representations.
 INTERACTION TEACHING-LEARNING MATERIAL
DRTA
Make students thoughtful
As a comprehension strategy,
and active readers
DRTA guides students in raising
Draw student's prior ideas questions about a text, making
Teach students to assess predictions and then reading to
their understanding confirm or refute their
predictions.
Using Prediction Logs, students
are encouraged to be active
readers posing questions and
monitoring their comprehension.
STEPS
DIRECT. Teachers, using
open-ended questions, draw
out students' attention
making them mindful of the
reading material's basic
information
READING. Identify stopping
points and ask students to
read,
THINKING. Lead the
students to revisit the text
and think about their
answers.
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
EX IT SL IP
Know the extent of Prepare the
Using the teacher's questions or
students understanding of questions/prompts.
prompts posed at the end of the
the reading material class, students, write their
Help students think what responses to the questions and Ask other exit slips that
they have learned hand in the exit slip (their students know.
Allow students to share answers) to the teacher before
their "what's or how's'"" going out from the classroom. Gather all he exit slips as
about the new Exit slips are informal part of formative
information assessments that can quickly assessment and/or
Develop students' measure the breadth and depth students' portfolio.
critical thinking of students' understanding of
the material.
 INTERACTION
Help students. learn to
make predictions
Guide students in
expressing what they are
about to read
Help students focus on
their first lines of a play,
a story, poem, or other
text and share what they
can tell of them
TEACHING-LEARNING MATERIAL
FIR ST LIN E
Using the 'first lines,' students
make predictions, provide
explanation and/or revisions.
Students attention can be
directed to think what the first
lines mean. With prompts from
the teacher, they can discuss
and revisit their original
predictions.
STEPS
Provide the students with the
text.
Ask them to read the first line of
the text.
Draw out students' predictions
based on the first sentence.
Engage the class in discussion
about the predictions.
Guide them to return to their
original predictions after
reading, assessing their original
predictions and building
evidence to support those
predictions which are accurate.
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
INQ UIR Y CH AR T
Foster students' critical Provide the class with a
The I-chart is designed around blank 1-chart and assist
thinking and reading skills
several questions about a topic. with topic selection or
Make students ask As students read or are being
meaningful questions provide the topic.
read to, they record answers to
about a topic Engage the students in
the posed questions within the
Allow students to share framing questions which
I-chart. Thereafter, a summary
interesting facts will be written at the top
is written at the last row.
Assess how much students of each column.
have learned about a Guide students to resolve
topic conflicting ideas citing
evidences in the text and
from other sources.
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
LRD Listen. Through a lecture
Guide students on how to
Teachers prepare texts or guided by a graphic
comprehend materials
reading passages for the organizer, present
which they have listened students to read after the short information to students.
to Draw student's prior lecture delivered by the teacher. Remind them to listen
ideas After reading, students can be intently.
Build students' grouped for discussions where Read. Students read the
background knowledge they can compare, contrast, text.
Motivate struggling explicate and even question Discuss. Stimulate students'
readers to participate in information presented orally. thinking by engaging them
group and individual in an interactive discussion
discussions
 INTERACTION TEACHING-LEARNING MATERIAL
PARAGRAPH SHINKING
Help the students
The paragraph shrinking
develop their reading
template (as shown below)
comprehension skills allows each student to
Help the students do summarize the main points of
differentiated reading, each paragraph.
pausing and summarizing
salient points Students can provide each other
with feedback as a way to their
comprehension.
STEPS
Provide or introduce the
material to the students
before students. grouping
the
Model how the process is
done.
Give students enough time
to read aloud without
rereading a text.
Ask students to summarize
after each paragraph
focusing on the salient
aspects/elements.
 INTERACTION TEACHING-LEARNING MATERIAL
QUESTION THE AUTHOR
Engage students while Sample questions (from nonfiction,
reading text and help interesting framed by texts) the
them solidify their a text teacher in modeling the QtA will
understanding of a text engage students actively with a text.
Students can provide each other with
Guide students in
feedback as a way to their
questioning the author comprehension.
while reading Through the QtA, students are
Teach students how to encouraged to ask questions of the
critically assess the author and the text. Questions that
can be raised include: What is the
author's writing
message of the author? Is this
message clearly explained?
STEPS
Carefully select a passage that is
engaging and age-appropriate.
Determine appropriate stopping
points.
Formulate questions for each
stopping point.
Present the text together with the
questions you have created
beforehand.
Model how to think through the
questions.
Let the students formulate their
own questions to the author and
provide reason/s for asking those
questions.
 In The Book
RIGHT THERE THINK AND SEARCH
THE ANSWER IS IN ONE PLACE IN THE TEXT. YOU THE ANSWER IS IN SEVERAL PLACES IN THE
CAN PUT YOUR FINGER ON IT! WORDS FROM TEXT. YOU PUT TOGETHER (THINK AND SEARCH)
THE QUESTION AND WORDS THAT ANSWER THE DIFFERENT PARTS OF THE TEXT TO FIND THE
QUESTIONS ARE OFTEN "RIGHT THERE" IN THE ANSWER.
SAME SENTENCE. SKIM OR REREAD .
REREAD LOOK FOR IMPORTANT INFORMATION.
SCAN PIECE TOGETHER DIFFERENT PARTS FROM
THE TEXT TO ANSWER THE QUESTION.
LOOK FOR KEYWORDS

AUTHOR AND YOU ON MY OWN

QUESTION-ANSWER THE ANSWER IS NOT IN THE TEXT. THE ANSWER IS NOT IN THE TEXT.
RELATIONSHIP THINK ABOUT HOW WHAT YOU KNOW
THINK ABOUT WHAT YOU ALREADY
AND HOW WHAT'S IN THE TEXT FIT
TOGETHER. KNOW.
REREAD THINK ABOUT WHAT YOU'VE READ
THINK ABOUT WHAT YOU ALREADY BEFORE.
KNOW AND WHAT THE TEXT SAYS. MAKE CONNECTIONS.
PREDICT.
in my head
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
READING GUIDE Identify main ideas in the assigned
Train students to assess
Reading guides, in the form of reading.
their understanding while Create statements or question to
questions or statements, can
reading aid the students through the main
help in fostering ideas as well as the details of the
Help students
comprehension, help the material being read.
understand the Introduce the material, discuss
students navigate reading
organization of the text the salient points and new
materials and in the guide
by focusing on the key vocabulary.
them understanding Raise the questions on the
points
organizational structure of a Reading Guide.
Help the students (Teachers continually monitor
text.
determine their purpose and provide support to the
for reading students during the entire the
reading activity.)
 INTERACTION TEACHING-LEARNING MATERIAL STEPS
STORY MAPS Go over the main components
Provide a framework for
Graphic organizers can be of a story. Students organize
identifying the elements
used as framework for information found at
of a story. beginning, middle and end.
students to identify story
Teach how to organize These include the setting,
characters, plot, setting,
information and ideas plot, characters, conflict and
problem and solution, etc.
efficiently theme.
A sample story map maybe
presented as a guide in
completing it.
Provide opportunity for
individual and group practice
in completing a story map.
 INTERACTION TEACHING-LEARNING MATERIAL
VISUAL IMAGES
Make the students
Through guided visualization,
actively engaged while
students come up with mental
reading the text images as they read thereby
Students to generate an creating the connection
image while reading between their background
Help the students create
experiences and that of the
mental images while author. Teachers may use
reading graphics, visual scenes or
pictures or simply a text rich in
descriptive information to elicit
students' active participation.
STEPS
Choose a material with rich
descriptive information.
As you read, let the students
share the image they have
visualized in their minds.
Let them identify which words
from the text helped them
"draw" the picture.
Share how pictures help in
understanding what is in the
story.
Continue reading pausing each
time you share the new image
you created.
 ACTIVITY
Pre-reading while reading post reading

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
THANK
YOU
Prepared by:Group 4