QUARTER 1

Module 2 and 3
WEEK 4
LESSON 1
VOCABULARY
DEVELOPMENT
(Context Clues)
LESSON 2
TEXTUAL AIDS
LESSON 1 VOCABULARY DEVELOPMENT

After going2D through

Slides
this module, the students are
3D Models
expected to:
1. increase knowledge on vocabulary by getting
meaning through context or dictionary;
2. identify/note important details in a reading text
using textual aids as clue;
3. respond appropriately to messages of different
authentic texts;
4. use textual aids like skimming, outlining, etc. to
Slides are a static portrait.

support learning;
Audience is passive and cannot interact.

5. make connections between prior knowledge and

incoming information using textual aids.
 Vocabulary Development
Vocabulary plays a fundamental
role in the reading process and is
critical to reading comprehension.
Readers cannot understand what
they are reading without knowing
what most of the words mean.
 The words listed in the box are found on
the poem that you will read later in this
module. See how much you know about these
words by classifying them on the table below.
You will not be scored in this activity, so just
be honest to place the words in the table
based on the heading.
accord cautious custom demise
misfortune pestilence reserve
resolution rote sacred
venture plague
 CONTEXT CLUES
CONTEXT CLUES are hints found within a
sentence, paragraph, or passage that a reader can
use to understand the meanings of new or
unfamiliar words. Learning the meaning of a word
through its use in a sentence or paragraph is the
most practical way to build vocabulary, since a
dictionary is not always available when a reader
encounters an unknown word.
TYPE DEFINITION
DEFINITION/ The new term may be formally
DESCRIPTION defined, or sufficient explanation may
CLUE/ be given within the sentence or in the
EXPLANATION
following sentence. Clues to definition
include “that is,” commas, dashes, and
parentheses.
EXAMPLE CLUES Sometimes when a reader finds a new
word, an example might be found
nearby that helps to explain its
meaning. Words like including, such
as, and for example, point out
example clues.
SYNONYM The reader may discover the
RESTATEMENT meaning of an unknown word because
CLUE it repeats an idea expressed in familiar
words nearby. Synonyms are words
with the same meaning.
EXAMPLE
His emaciation, that is, his
skeleton-like appearance, was
frightening to see.
“Skeleton-like appearance” is
the definition of “emaciation.”
Celestial bodies, including the
sun, moon, and stars, have
fascinated man through the
centuries.
“Celestial” objects are those in
the sky or heavens.
Flooded with spotlights – the tocus of
all attention – the new Miss America
began her year-long reign. She was
the cynosure of all eyes for the
rest of the evening.
“Cynosure” means “the focus of
CONTRAST / Antonyms are words with opposite The children were as different
ANTONYM CLUE meanings. An opposite meaning as day and night. He was a
Now Animate Your 3D Model Using the Morph Transition
context clue contrasts the meaning of lively conversationalist, but
an unfamiliar word with the meaning she was reserved and taciturn.
Try it yourself with the parrot on the right:
of a familiar term. Words like
“although,” “however,” and “but” may “Taciturn” means the opposite
1 Duplicate this slide: Right-click the
slide thumbnail and signal
select contrast clues. of a “lively conversationalist.”
MOOD /Duplicate
TONESlide. The author sets a mood, and the The lugubrious wails of the
CLUE meaning of the unknown word must gypsies matched the dreary
harmonize with the mood. whistling of the wind in the all-
2 In the second of these two
but-deserted cemetery.
identical slides, change the 3D “Lugubrious” which means
Model on the right in some way
(rotate, move, or resize), then go
“sorrowful”, fits into the mood
to Transitions > Morph. set by the word “wails”, “dreary”, and
deserted “cemetery.”
EXPERIENCE Sometimes a reader knows from During those first bewildering weeks,
CLUE3 Return to the first experience
of the two slides and
how people or things act the thoughts of a college freshman drift
press the Slide Show button and then
in aparrot
select Play to see your given
morph!situation. This knowledge back to high school where he was “in,”
provides the clue to a word’s knew everyone, and felt at home. A
meaning. feeling of nostalgia sweeps over him.
INFERENCE CLUE Sufficient clues might be available
for the careful reader to make an
educated guess at the meaning.
CAUSE AND The author explains the reason for
EFFECT CLUE or the result of the word. Words
like “because,” “since,” “therefore,”
“thus,” “so,” etc. may signal
context clues.
She told her friend, “I’m through with
blind dates forever. What a dull
evening! I was bored every minute.
The conversation was absolutely
vapid.”
“Vapid” means “uninteresting.”
She wanted to impress all her dinner
guests with the food she served, so
she carefully studied the necessary
culinary arts.
“Culinary” means “food
preparation.”
Below is a Context Clue Anchor Chart.
Each circle contains a kind of clue and an example.
Identify the clue/s found in the context that led you to
More questions about PowerPoint?
the meaning of the underlined word, then suggest a
meaning for the underlined word.
Rewrite the sentences and do this activity on any blank
Select the Tell Me button and type what you want to know.

piece of paper.
Visit the PowerPoint team blog
Example:
Juvy may appear quiet, but once she gets to know you,
Go to free PowerPoint training

she is really loquacious.

SELECT THE ARROW WHEN IN SLIDE SHOW MODE

Clue: quiet
Meaning of loquacious: talkative
 QUIZ 2 ENCIRCLE THE LETTER WITH THE CORRECT ANSWER:
1. Margaret had ambivalent feelings about attending the concert.
She knew she would enjoy the music, but she didn’t really want to go
out in the rainy weather. Choose the correct definition of the word in
italics. A. mixed B. angry C. distrustful D. happy
2. Which type of context clue hint’s at the word’s meaning?
A. Example B. synonym C. antonym D. explanation
3. Unlike my parents who love classical music, I detest it. Choose the
correct definition of the word in italics.
A. Hate B. love C. perform D. adore
4. Which type of context clue hint’s at the word’s meaning?
A. Example B. synonym C. antonym D. cause-effect
5. Regular exercise is beneficial to your body, but too much exercise is
not good for you. Choose the correct definition of the word in italics.
A. helpful B. harmful C. pleasant D. painful
6. Which type of context clue hint’s at the word’s meaning?
A. definition B. antonym C. synonym D. example
7. The abandoned house was infested with vermin including rats, fleas,
and cockroaches. Choose the correct definition of the word in italics.
A. pests B. animals C. insects D. parasites
8. Which type of context clue hints at the word’s meaning?
A. antonym B. cause-effect C. definition D. example
9. Mary sneered at the ugly sweater. “Wow”, she said. “That is just
hideous.” Choose the correct definition of the word in italics.
A. cheap B. expensive C. attractive D. unattractive
10. Which type of context clue hints at the word’s meaning?
A. example B. explanation C. synonym D. antonym
LESSON 2 TEXTUAL AIDS (Noting Details
and Using Graphic Organizers)
Read the poem below. Check your understanding of the
poem by answering the questions that follow. Circle the
letter that corresponds to the correct answer.
In the Time of Plague
N. Scott Momaday (Sta. Fe, N.M.)
We keep indoors.
When we dare to venture out
We are cautious. Our neighbors
Smile, but in their eyes there is
 Reserve and suspicion.
They keep their distance,
As we do ours, in mute accord.
Much of our fear is unspoken,
For there is at last the weight of
Custom, The tender of rote consolation.
We endure thoughts of demise
And measure the distance of death.
Death too wears a mask.
 But consider, there may well be good
In our misfortune if we can find it. It Is
Hidden in the darkness of our fear.
But discover it and see that it is hope
And more; it is the gift of opportunity
We have the rare chance to prevail,
To pose a resolution for world renewal.
We can be better than we have ever been.
We can improve the human condition.
.
 We can imagine, then strive to realize,
Our potential for goodness and morality.
We can preserve our sacred purpose. We can
Determine who we are in our Essential nature
And who we can be. We are committed to this end
For our own sake and for the sake of those
Who will come after us. There is a better future,
And we can secure it. Let us take up
The task, and
Let us be worthy of our best destiny.
 QUIZ 3 Questions for Understanding: Read each question,
then circle the letter that corresponds to your answer .

.
1 What is the plague the poem is referring to?
A. fear B. COVID 19 C. destiny D. misfortune
2. What word in the poem does the pronoun they in the
sixth line refer to?
A. eyes B. indoors C. venture D. neighbors
3. What figurative language is used in the line
“Death too wears a mask”?
A. irony B. simile C. metaphor D. personification
4. What does the word reserve in the line “there is reserve and
suspicion”
mean?
A. keep back C. caution in one’s action
B. set aside D. something stored for future use
5. What does the author say is ‘good’ hidden in our fear?
A. death B. mask C. misfortune D. opportunity
6. Which of the following best summarizes the first five sentences?
A. People want to stay indoors.
B. People are suspicious of their neighbors.
C. People want to stay away from their neighbors.
D. People maintain their good relationship with their neighbors
although
there is doubt.
7. Which of the following phrases best describes the change in the speaker’s emotions
from the beginning to the end of the poem?
A. fearful, then optimistic C. hopeful, then unhappy
B. doubtful, then pessimistic D. indifferent, then satisfied
8. What is the theme of the poem?
A. We must protect ourselves at all times.
B. Misfortune can be experienced by anyone.
C. Stay away from your neighbors to avoid infection
D. Misfortune can be an opportunity to improve oneself.
9. Why does the speaker say “They keep their distance, as we do ours...”?
A. People hate each other.
B. People are suspicious of their neighbors.
C. People are afraid to get infected by the virus.
D. People just want to stay away from each other.
10.What is the mood of the line, “We can be better than we have ever been”?
A. hopeful B. humorous C. sorrowful D. suspenseful
 READING SKILLS
Reading skills are abilities that pertain to a
person’s capacity to read, comprehend,
interpret and decode written language
texts. It can encompass several key
aspects that work together to develop
overall literacy skills, including
comprehension, fluency, vocabulary and
strategies that help readers interpret and
find meaning in texts.
 What are Textual Aids?

Textual aids are educational instruments, could be written

texts, or printed texts and other ways of emphasizing the
essential phrases, thoughts, graphs, and/or images. They
are tools or materials that provide support and facilitate
understanding of texts. Simple examples of textual aids
are those words being highlighted, bolded, italicized, and
adding charts, graphs, diagrams, maps, tables, etc.
(https://brainy.ph>...> English). Advance organizers are
pedagogical devices that bridge the gap between
whatlearners already know and what learners need to
know (Ausubel 1968, 200).
They can include anything from skimming the
reading material to the use of graphic organizers.
1. Narrative
2. Expository
3. Skimming
4. Graphic Organizers (Concept Map, Flow Diagram,
Sequence Chart, Venn diagram, Cause and Effect
Diagram, etc.)
Graphic Organizers
Graphic Organizers are used as a method of presenting information. They are
efficient because they highlight and focus on just the important aspects and
they
also show relationships between necessary information.
Noting Details
Noting details is a reading comprehension skill that involves picking out, from
a
piece of text, the particular piece or pieces of information to achieve a given
purpose.

These details are the ones that good readers notice and authors use to
emphasize
the events and the characters in the story.
Narrative
This type of advance organizer presents new information in the format
of a story.
For example, a teacher will provide the main and important
concepts of the lesson by telling a story that includes these concepts.
Expository
This type of advance organizer is used to present new or detailed
information as opposed to making connections with previously
introduced information.
Skimming
Skimming is when the teacher provides the learners with the
opportunity to skim over the information that is about to be introduced,
focusing on highlighted information (headings). It is reading rapidly in
order to get a general overview of the material.
Details are divided into two:
1. Implicit Details- These details are used to
describe or to define a general state. These are
the details that we can’t really see because they
are not plainly expressed.
2. Explicit Details- These are the specific details.
The details that we can seeand are measurable
because they are stated clearly.
 PERFORMANCE TASK 2
MAKE A GRAPHIC ORGANIZER:
Below is a KWL Chart. On the first column, write what you think you know
about COVID 19. On the second column, write what you want to know more
about COVID 19. The third column will be answered by you only after you read
about the Corona Virus that will be read/given to you. Do this activity in your
Notebook.

The KWL Chart

What do you think you What more do you want to What new information
know about COVID 19? know about COVID 19? did you learn about
COVID 19?
QUOTATION FOR THE DAY
 SEE YOU
ALL NEXT
WEEK