PDF handout of the 32 Powerpoints - Mark Fullmer

6/5/2012Prepare a full sheet of paperwhere you will completeTasks 1 through 10What is it like?A conversation?Solving a math problem?Connecting puzzle pieces?Situations/ExamplesNovelsStreet signsAdvertisementsText messagesFacebookWhat is it?Entertainment?Knowledge?Communication?Learning?Organization?Task 1: add your ownterms to these lists1. “Reading makes a full man, conversationmaketh a ready made, and writing makes anexact man.”-- Francis BaconTask 2: What does he meanby “a full man”?1. “Any man who reads too much and uses hisown brain too little falls into lazy habits ofthinking.”-- Albert EinsteinTask 3: What does he think is thedanger of reading too much?1. “Reading is asking questions of printed text.Reading with comprehension is a matter ofgetting your questions answered.”-- Roy HarrisTask 4: What kind of questionsdo we ask when we read?1

6/5/20121. “Reading is a psycholinguistic guessinggame. Efficient reading is selecting thefewest, most productive cues to produce theright guesses.”-- Kenneth GoodmanTask 5: When do you have toguess when you are reading?1. “The greatest gift is the passion for reading.It is cheap, it consoles, it distracts, it excites,it gives you knowledge of the world. It is amoral illumination.”-- Elizabeth HardwickTask 6: What does she mean by“moral illumination”?1. “Reading is an interaction between thereader and the written language, throughwhich the reader tries to reconstruct themessage from the writer.”-- W.S. GrayTask 7: Draw a diagram illustratingthe interaction between reader,written language, and writer.Reading requires… Knowledge to understand how phonemes(speech sounds) are connected to letters. Ability to decode unfamiliar words Ability to read fluently Background information and vocabulary Motivation to read-- National Reading Panel (2002)Good readers… Are active readers Have clear goals in mind for their reading Make predictions before reading Construct, revise, and question as they read Monitor their understanding Evaluate the text’s quality and value-- Nell Duke (2002)AdvancedBasicReadingcomprehension!!!Vocabulary: knowledge of wordmeaningsFluency: ability to read with speed, accuracy,and expressionPhonics: ability to understand how alphabetical letters canrepresent soundsPhonemic awareness: ability to distinguish and manipulate soundsof a language2

6/5/2012Have a classmate say 5 different words:• “Pour”• “Flour”• “Thought”• “Through”• “Cough”Which two words have the same“phoneme” (sound for the letters “ou”)?Task 8:Use the below phonic units to create5 different words:hetwaricchartseistPhonemic awareness: ability to distinguish and manipulate soundsof a languagePhonics: ability to understand how alphabetical letters canrepresent soundsRead the following sentence in the following ways:1) With speed, but not accuracy or expression2) With accuracy, but not speed or expression3) With expression, but not accuracy or speed“I went to Robinson’s the other day tobuy a new pair of jeans but IForgot my money so I had to gohome.”Fluency: ability to read with speed, accuracy,and expressionTask 9: Provide your own personal definition(not a dictionary definition) of these words: Fluency Interactive Predict IlluminationVocabulary: knowledge of wordmeaningsAdvancedReadingcomprehension!!!Basic3

6/5/2012Read the following 4passages. Then make a listof 10 reasons reading isimportant or significant.It is a well-known fact that when there were no televisionsor computers, reading was a primary leisure activity.People would spend hours reading books and travel tolands far away – in their minds. The only tragedy is thatwith time, people have lost their skill and passion to read.There are many other exciting and thrilling optionsavailable, aside from books. And that is a shame becausereading offers a productive approach to improvingvocabulary and word power. It is advisable to indulge in atleast half an hour of reading a day to keep abreast of thevarious styles of writing and new vocabulary.It is observed that children andteenagers who love reading havecomparatively higher IQs. They aremore creative and do better inschool and college. It isrecommended that parentsinculcate the importance ofreading to their children in theearly years. Reading is said tosignificantly help in developingvocabulary, and reading aloudhelps to build a strong emotionalbond between parents andchildren. The children who startreading from an early age areobserved to have good languageskills, and they grasp the variancesin phonics much better.Reading helps in mental developmentand is known to stimulate the musclesof the eyes. Reading is an activity thatinvolves greater levels of concentrationand adds to the conversational skills ofthe reader. It is an indulgence thatenhances the knowledge acquired,consistently. The habit of reading alsohelps readers to decipher new wordsand phrases that they come across ineveryday conversations. The habit canbecome a healthy addiction and adds tothe information available on varioustopics. It helps us to stay in-touch withcontemporary writers as well as thosefrom the days of yore and makes ussensitive to global issues.A book is a fragile creature, it suffers the wear of time, it fears rodents,the elements and clumsy hands. So, the librarian protects the books notonly against mankind but also against nature and devotes his life to this warwith the forces of oblivion.Remember those golden days of college, school bag full of books, somany things to learn, loads of information- history, geography, maths,science. Bag full of knowledge carrying on the little shoulders, all thingsmake us laugh. Yes, all those things make us laugh presently. If we were notable to carry those heavy loads on our shoulders at that time then I am surewe wouldn't be able to stand properly in this society as we are standingtoday. Our present knowledge is all just because of our books. There was notany use of technology name Internet in the old days and at that time; bookswere the only source of spreading knowledge. Authors' used to express theirfeelings; experts used to share their knowledge with their future generationonly through books. Hence books are like our ancestors' gifts to us, which letus know about many things that we don't know, for example- story ofRamayana, written as a book by Tulsidass.1

6/5/2012Books are the best pathfinders to reach the destiny of success.Importance of books for our present generation is like nothing becauseof updated technology. Here I am not saying that this advancedtechnology is not good, but we should believe in the written words. Weknow that Old is Gold. A poor child who doesn't know that how towrite, is just the one who knows the real importance of books. It is verynecessary to give the books their real importance back as thesedeserves.Reading is the best thing to make your mind relax. You can readsweet stories, funny jokes, fairy tales, real stories; all depends on you,what ever you like you can read. Books are available in variety and forvariety of people. Now days there are lots of sources which makeavailability of books easily and affordable at your door step, forexample, you can e-order your books easily by just visiting the sites. Iknow about one of the book clubs i.e. India Today Book Club that alsotakes e-orders when you once register its membership. After that youcan place countless number of orders for the books of your taste likelatest Fiction, Classics, Art and Reference Books, Children's readingmaterial, Cooking, Gardening, Fitness and Health, Religion andSpirituality, Information Technology, Medicine and many others, withgrand discounts and exciting gifts like holiday packages.Task: While reading,define the wordshighlighted inyellow.1889-1964First Prime Minister of IndiaWhy does one read books? To instructoneself, amuse oneself, train one’s mind, etc.Certainly all this and much more. Ultimately itis to understand life with its thousand facetsand to learn how to live life. Our individualexperiences are so narrow and limited, if wewere to rely on them alone, we would aloneremain narrow and limited.But books give us the experiences and thoughts ofinnumerable others, often the wisest of theirgeneration, and lift us out of our narrow ruts. Graduallyas we go up the mountainsides, fresh vistas come intoview, our vision extends further and further, and a senseof proportion comes to us. We are not overwhelmed byour petty and often transient loves and hates, and wesee them for what they are – petty and hardlynoticeable ripples on the immense ocean of life.For all of us, it is worthwhile to develop this largervision for it enables us to see life whole and to live itwell. But for those who cherish the thought of risingabove the common herd of unthinking humanity andplaying a brave part in life’s journey, this vision andsense of proportion are essential to keep us on the rightpath and steady us when storms and heavy winds beardown on us.A decade or so ago, TIME magazine ran an ad, aregular full-page one-liner which read, “Give me aman who reads.” It simply meant you are greatand privileged if you read this prestigiousmagazine. It did not take long, however, for aquick wit to parody the oft-repeated line. This wasthe paraphrase: “Give me a man. Who reads?”The question is relevant nowadays when theknowledge of English among Filipinos has been ona steady decline. The second language is now avery far second especially among the younggraduates.Consider the following instances. A studyshowed that only 3 percent of those who applyat call centers pass the English proficiency test.Recently, a big bank in Makati wanted to hire anew batch of candidates for their InformationTechnology department. The starting pay washigh; the potential for growth was great. But ittook quite a while to have the neededminimum number. One of the reasons for therejection of many applicants: poor English. Amedical students is planning to specialize in theUS after passing the local board exams. But sheis worried. Her English, oral and written, issuspect. She will have a difficult time passingthe US entrance exam.2

6/5/2012There are many job openings. A collegedegree is not enough. Very often goodcommand of the English language is anecessary requirement. It should have beendeveloped during the early years of schooling. Agood reading habit really helps. To the Romans,reading was a fine art. Early on, the Romansfound that if the read it took them to differentworlds.Reading is to the mind what exercise is to thebody. The importance of reading cannot beoveremphasized. Christopher Morley wrote,“When you sell a man a book you just don’t sellhim twelve ounces of paper and ink and glue –you sell him a whole new life.”Thomas Jefferson was more emphatic: “I cannotlive without books.”The Chinese proverb however has someallowances: “After three days without reading, talkbecomes flavorless.”At a dinner party in Paris when BenjaminFranklin was one of the distinguished guests, theAbbe Raynal asked, “What kind of man deservesthe most pity?” Franklin answered, “A lonesomeman on a rainy day who does not know how toread.”John Wesley, an English preacher and evangelistand founder of the Methodists, said: “ReadingChristians are growing Christians. When Christianscease to read, they cease to grow.”Way back when, I worked in a big bank, ashead of personnel. I used to join the head officeteam to evaluate the performance of theprovincial branch managers. Aside from thereview of financial performance andadministrative matters, one of the little thingswe looked into was the back table of themanager. Did he display good books andinformative magazines? Did he readnewspapers at all? There is a strong connectionbetween one who reads and being a success asan executive.According to Charles W. Eliot, “Books are thequietest and most constant of friends. They arethe most accessible and widest of councilorsand the most patient of teachers.” It wasdifferent however with my English professor incollege. He typified well the saying, “Knowledgemakes a bloody entrance.” In front of the wholeclass, he would mimic my Cebuano accent andmake fun of my bad grammar and sentenceconstruction. My classmates always had a goodlaugh at my expense. In the end, I was gratefulto this sadistic, hard-driving professor. MyEnglish improved a lot, and he brought me to ahigher level—to love books and reading.I still remember one of my classmates in thecollege seminary. He was really addicted toreading—a bookworm. Even after lights out atthe dorm, he continued reading under the thickblanket using a flashlight. Once, he was deeplyengrossed reading a book. But he needed torelieve himself. Instead of entering the toilet, hewent into the shower room. When he tried toflush, he turned on the showers!I still read a lot, two or three books a month.But books nowadays are expensive. Thealternative is to go to the discount section ofNational Bookstore or the little bookstoresalong the alleys of the malls. They have books atPHP 100 or less.As we wind up, letme mention a longshot, perhapsextravagant, predictionthat in the future therewill only be threesurviving languages:English, Chinese, andthe computer. TheChinese, however,because of globalcompetition, aresending their young tolearn and speak English.3

6/5/2012A final comment: Whilereading books is regardedas being a relaxing pastime,it can also stimulate theindividual to rise up higherand reach for the betterthings in life. Studies showthat literacy rates are morehighly correlated to weeklyearnings than IQ. Readingmaketh a man. It can alsolead to a better paying job.4

6/5/2012• Is the child mature enough to begin formalreading instruction?• What does the child feel about self and aboutothers?• Is the child interested in studying/reading?• Does the child have emotional problems?• What is the age of the child?• Has the child received preparatoryinstruction?• How many the intellectual development ofthe child be described?• Does the child have good languagebackground?• What is the IQ level of the child?• What is the general atmosphere at home?• Are the child’s parents supportive?• Do the family members encourage the childto read?• Are the books at home?• What kinds of reading materials are read athome?• Does the child belong to a poor or an affluentfamily?2

6/5/2012Seeing it visually…• Is the school conducive for learning?• Are the teachers competent? Do they haveemotional maturity? Do they lack socialsense?• Does the community show support forliteracy?• Are there enough reading materials inschools/libraries?• Are there clear policies and projects thatsupports developmental reading programs?Factors Affecting Reading Development1. Physical and Clinical Factors2. Predictors of School Entry3. Acquired Knowledge of Literacy4. Family Based Factors5. Neighborhood, Community, and School-Based FactorsI feel the problems we have been experiencingregarding the teaching of reading and literacy havebecome worse through the years. Evidence appearsin our dailies after every achievement testadministered in our schools, especially those underthe Department of Education. Allowing someexaggeration, I think I can say this is the dilemma ofour time.What could be the probable causes of thisseemingly unsolvable problem? Since I have notmade any formal study of this problem, I would liketo suggest some tentative answers.I have a feeling this problem is theresult of the blind leading theblind: in plain language, anuntrained ignorant teacher canonly produce untrained, ignorantstudents. Many teachers todayteach the way they were taughtwithout considering the fact thatsituations have changed. Very fewteacher training institutions offercourses that will ensure thedevelopment of good reading. Well trained teachers can producegood results even with substandardmaterials, but when poor teachingand low quality materials are puttogether, you can be sure theresults will be dismal for students.Examine the materials found in theschool library. Are there any booksaside from those donated by theAsia Foundation or other agencies?Of course those foundations aredoing a wonderful job filling ourlibraries with books but sorry to saythey are mostly outdated and arejust old textbooks that are meantto be thrown away.With 60 or more students ineach class, it is almostimpossible to deliverinstruction, much less qualityinstruction. A few students maylearn well, but a great majoritywill be left half baked and somewill definitely be leaving thegrade level without masteringanything. Associated with thisproblem are the dilapidatedclassrooms and equipment. Youwill just wonder how learningtakes place in such a situation.3

6/5/2012If I ask you what book have youread from January to thepresent, you would probably justlook at me and smile—the sameresponse I get from the otherpeople whenever I ask thisquestion. Well, whether you likeit or not we have to admit thatFilipinos are not fond of reading.We prefer watching TV orlistening to the radio. We alsoare fond of talking orstorytelling. Remember: you cannever pass on what you don’thave.Many youngsters’ schooling has been totallyjeopardized by the attraction of children tocomputers.Analyze the following situations and determinewhich of these is the problem:1. Physical or Clinical Factors2. Predictors of School Entry3. Acquired Knowledge of Literacy4. Family Based Factors5. Neighborhood, Community, and SchoolFactorsSean is 10 years old. After school, heimmediately faces the computer and playsgames. Whenever his mom sees him, shealways ignores what he’s doing. When theissuance of report cards come, Sean receivespoor marks in the major subjects, particularlyReading.Mae is in Mr. Bernardo’s Grade 5 class. She hashad difficulty in learning to read. Even in thesecond grade she only reads about thepreschool level. When asked about the printmaterials she prefers to read, she said she likedplaying with dolls and browsing fashionmagazines. She also said that her brothers playloud music and home. Hence, she could notconcentrate on reading.Renz was more in Cebu and migrated to Manila.He is now in Grade 4 and is reading in English atabout the 3 rd level. Although he can understandEnglish and uses it occasionally, he still prefersto speak Filipino. His teachers in other subjectsreport that Renz sometimes lags behind, notonly in reading but also in speaking, listening,and writing.4

6/5/2012Kent comes from a dysfunctional family. Inschool, his teachers always complain that he ismischievous and that he oftentimesdaydreams, too, during class hours. He doesn’tlike to finish his seatwork and assignments.When his mom is called for a conference, sheexclaims that even at home he does not readhis lessons.When Raul was 5, his parents noticed that hecould hardly utter a word. He could notunderstand what people were saying, either.When he was enrolled as a preschooler, histeacher would normally send him home sincehe could not cope with the demands of hisschoolwork.5

6/5/2012Stage 4: Multiple ViewpointsReaders are able to compare different ideasin what they readStage 5: Construction and Reconstruction• Readers are able to construct their ownideas based on what they read.Viewpoint 1 Viewpoint 2Stages of the Reading Process1.) Making Early Connections – Describing Pictures=> Able to describe pictures in books.=> Sense of story is limited.=> Able to follow verbal directions.Stages of the Reading Process2.) Forming A Story By Connecting Pictures=> The child has started to learn more about story structure.=> Able to describe an oral story.=> Able to use childlike, or “story teller”.Stages of the Reading Process3.) Transitional Picture Reading=> Able to understand how the pictures connect to the story.Stages of the Reading Process4.) Advanced Picture Reading=> Finally grasped the difference between story telling & booklanguage.=> Able to tell a story using book language.2

6/5/2012Stages of the Reading Process5.)Early Print Reading=> Beginning to understand the purpose of print.=> Able to tell a story using pictures.=> Can use book language to make up part of the story.Stages of the Reading Process6.) Early Strategic Reading=> Uses context clues to guess at unknown words.=> Tries sounding out words.=> Recognizes word parts, such as root words & affixes.Stages of the Reading Process7.) Moderate Strategic Reading=> The child is reading appropriately for his/her grade level.=> Use context clues & words parts.=> Self correct when making miscues.=> Able to retell the story.=> Show an understanding of vowel sounds.1. Reading Readiness2. Beginning Readinga. Print awarenessb. Phonemic awarenessc. Phonicsd. Vocabularye. Fluencyf. Comprehension3. Independent Reading Stage3

6/5/2012What is a Developmental Reading Program?Developmental Reading* Systematic instruction in reading skills and strategies.* Seeks to generate a positive attitude toward reading* Seeks to change reading habits* Seeks to change reading weakness to strengthsUmans (1964, as cited in Villamin et al., 2001) describes the developmentalprogram as “a program in which students who are able readers continue to betaught reading skills in a sequential program of instruction, designed toreinforce and extend the skills and appreciations acquired in previous yearsand to develop new skills as they are needed.Goodell (1988) developed a “Skills Ladder”which puts emphasis on certain skills at a time.Task: Create your own skills ladder for your majorsubject, organizing tasks from basic to complex.ComplexBasicUsing Reference MaterialsUsing a DictionaryUsing Parts of a BookFollowing DirectionsInterfering Meanings and Drawing ConclusionsClassifying and Organizing FactsFinding the Supporting DetailsFinding the Main IdeaIdioms and Figurative LanguageUsing Structural AnalysisUsing Phonetic AnalysisBasic Sight WordsComplexBasicAn alternate explanation:THE READING PYRAMIDTask: Create your own skills pyramid for your majorsubject, organizing tasks from basic to complex.FluencyWord Identification45732Comprehension 76VocabularyDecodingPhonics1 Phonemic Awareness5643211

6/5/2012Components of aBalanced literacy ProgramIntroductionA good reading program in a schoolneeds to have balance betweendifferent tasks and between teacherguidance and student participation.A balanced literacy program includesall of the following 8 components.1. 1. Reading Aloud: Teacher has primaryresponsibility. Students are observers.2. Teacher models fluency and expression2. Shared Reading. Students take a more active role in thereading process, sharing the duty of reading with classmatesand the teacher3. Guided Reading. Teacher selects the book to be readand helps students with difficulties or understanding.Experts feel “guided reading” is the heart of a goodreading program.4. Independent Reading. Students choose and read their owntexts based on their interest. The teacher’s role is to supportand observe and respond.2

6/5/20125. Writing Aloud. The teacher writes and explains to studentsthe choices, thoughts, and reasoning behind what he/she isWriting. This is a way for students to understand the writingprocess.6. Shared writing. The teacher might write something and askstudents to add their own ideas to the writing.7. Guided Writing. The student does the writing while theteacher observes and gives help when necessary.8. Independent Writing. Students write by themselves, doingwhat the teacher has taught them.How Many of the Components Do You Remember?1.2.3.4.5.6.7.8.3

6/5/2012DevelopmentalReading BehaviorsThe following slides are one more wayto represent the steps in learning toreadPETER “Pete” JOLLY SPENCER (2001) of Rudolph CountySchools developed list of important behaviors to teach for,notice and support during the stages of readingdevelopment classified into five.Levels 1-4(Emergent)1. Book handling/moving through the book fromfront to back, turning pages.2. Controlling left to right movement and returnsweep.3. Noticing and using picture details to supportmeaning.4. Using natural language in relation to thetext.5. Matching word by word with precise 1 to 1finger pointing.6. Paying close attention to print , noticing somefeature of letters and words.LEVEL 5-6(Developing)LEVEL 7-8(Developing)•Using visual information to help predict, checkconfirm.•Controlling word by word matching 1 to 1.•Using pictures to predict meaning as well assome words.•Predicting that will happen next using previousevents.•Solving some unknown words independently.•Independently controlling some behaviors listedin levels 1-2•Some phrased reading.•Controlling early behaviors.•Moving away from finger point.•Using patterns and natural language, syntax toread with phrasing.•Checking one’s own reading using knowledge ofletter/sound relationships, known words andparts of words.LEVELS 9-10(EarlyIndependent)•Being aware of punctuation and using it forphrasing and meaning.•Searching visual information to figure out newwords while reading.•Using the syntax of written language to predict,then checking the accuracy of prediction.•Analyzing new words and checking themagainst what makes sense.•Controlling early behaviors even on novel texts.•Reading with phrasing and fluency withattention to meaning.•Using known words, parts of words, andknowledge of letters/sound relationships tounderstand unknown words.LEVELS 11-14(EarlyIndependent)•Using pictures and print in an integrated waywhile attending to meaning.•Solving new words by analyzing words, thenchecking attempts against meaning.•Accurately reading longer stretches of texts.•Self –correcting close to the point of error.•Rereading to check and search .•Discussing ideas from the story in away thatindicates understanding.•Discussing characters in away that indicatesunderstanding and interpretation of their roles.•Managing a variety of texts, i.e. fiction andinformational texts.•Making texts to texts connections.LEVELS 15-16(Independent)LEVELS 17-19(Independent)•Fluent and phrased reading, especially whenrereading.•Competent problem solving of new words onfirst reading.•Checking once reading against meaning.•Using all sources of information while focusingon meaning.•Making connections between texts throughdiscussion, art or writing.•Moving toward easy, fluent reading even ofunfamiliar and more difficult texts,demonstrating problem solving.•Self –correcting at point of error with fewerreturn to the beginning of sentences or phrases.•Using skills and strategies effectively on avariety of texts.•Sustaining interest and fluency through longertexts.•Able to return to the texts and sustainmeaning if length requires more than onesetting.4

6/5/2012LEVEL 20(Independent)The behaviors listed for level 19 but exhibited inconnection with:•Longer stretches of text.•More difficult vocabulary, less familiar ideasand language structures.•A greater range of genre.LEVEL 21 andBEYONDIn addition to previously listed behaviors,watch for indicators that children can:•Use texts as references.•Search for and find information in text.•Interpret text from a variety of perspectives.•Read critically.•Can understand subtitles of plot and humor.•Can reflect on their personal response inrelation to how others see the texts.5

6/5/2012Developmental ReadingThis lesson delves into the differentreading strategies. It is expected that atthe end of the lesson you not onlyunderstand the principles but also knowhow to apply them when you read. Researchers have shown that readers processtext in different ways. They have identified 3models to explain the complex process ofreading comprehension:1. Bottom Up Processing2. Top-Down Processing3. Interactive Processing Readers read in a linearmanner, first decodingletters, then words, thenphrases and sentences Emphasizes the meaningfound in the actual text Theorizes thatunderstanding beginsin the mind of thereader Readers bringmeaning to a textbased on theirbackgroundknowledgethe actual words the reader’s ideas1

6/5/2012Starts with general ideasStarts with individual words This model theorizes that readerssimultaneously use both Bottom-Up and Top-Down Processing Both the reader’s ideas and the actual wordson the page are important The reader and the text interact as the readeruses background knowledge and knowledgefrom the text. Read the following poem, then consider thequestions that a teacher might ask…And this poem of the heart now I write for youTo thank you for the memories we share throughYou’re someone who touches my life that others can’t doYou’ve painted my world with a new and different hueDreams that I dream, you have given fleshIn my saddest times you offered caressIn my darkest moments you reminded me that I am blessedWhen I am at my lowest you scaled me to the crestRivers may die, run out of water and cease to flowMy love for you incessantly will growThe tiniest that creeps would even showYou are part of me, and that you must knowIf ever you desire to go and leaveI will still treasure the time you and I weaveYou may be far, farther than I conceiveYou’ll always be remembered in the afterlife, believeEvery drop of rain that the heaven rollsEvery bird in the morning that sweetly callsEvery living creature that joyfully crawlsWould remind me of you, winters and falls.Let the world finally see and hearThat you are loved and to me so sincereNow that my heart and life’s end is nearThank you for coming, you are truly dear.2

6/5/20121. What does “poem of the heart” in the firstline mean?2. What could the line “Now that my heart andlife’s end is near” mean?3. To whom is the poem dedicated?4. What does the second stanza say?5. What kind of relationship do the speakerand the other person have?1. Why is friendship important?2. Do you have friends? What do you have incommon?3. How do you comfort them? How do theycomfort you?4. What makes friendship last?1. Why is the author thankful to his friend? Areyou grateful to your friends, too?2. Does the author openly say what he feels forhis friend? Would you also do the same?3

6/5/2012Task: Read the short story below and answer the questionsthat follow.Developmental ReadingAt a rest stop, I went to…you know DROP A LOAD…Weeelllll Iwas barely sitting down when I heard a voice from the otherstall saying: “Hi, how are you?” I’m not the type to start aconversation in the men’s restrooms at a rest stop but, I don’tknow what got into me, so I answered, somewhatembarrassed, “Doin Just Fine!” And the other guy says: “Sowhat are you up to?” What kind of question is that? At thatpoint, I’m thinking this is too bizarre so I say: “Uhhh I’m likeyou, just traveling east!” At this point I am trying to get out asfast as I can when I hear another question. “Can I come over toyour place after a while?” Ok, this question is just wacky but Ifigured I could just be polite and end the conversation. I tellhim, “Well, I have company over so today is a bad day for me!”Then I hear the guy say nervously…”Listen Tito, I’ll have to callyou back. There’s an idiot in the other stall who keepsanswering all my questions!”1. Where does the story take place?2. Who is the other guy talking to?3. What could “Drop a load” mean?4. Why does the man keep on answering theother guy’s questions?5. Is the story meant to be funny oreducational?6. Have you ever been in a similar situation?7. What other kinds of misunderstanding dowe have in conversations?1. Where does the story take place?2. Who is the other guy talking to? Literal3. What could “Drop a load” mean?4. Why does the man keep on answeringthe other guy’s questions?5. Is the story meant to be funny orInterpretiveeducational?6. Have you ever been in a similar situation?7. What other kinds of misunderstanding dowe have in conversations?Applied This meansknowing what isactually stated inthe text, like factsand details andword meanings Literalcomprehension isthe most basiccomprehension This level involvessurfaceunderstanding only The readerunderstands whatis not directlystated. Readers have tomake logicalleaps andeducated guesses This is called“reading betweenthe lines”1

6/5/2012 This involves taking the literal meaning of atext, interpreting what it means, and thenextending (applying) it to other situations In order to have applied comprehension, youalready have to master literal and interpretivecomprehension.Things statedin the textOthersituationsTwo men where walking home after a party anddecided to take a shortcut through the cemetery justfor laughs. Right in the middle of the cemetery theywere startled by a tap-tap-tapping noise comingfrom the misty shadows. Trembling with fear, theyfound an old man with a hammer and chisel,chipping away at one of the headstones.“Oh my God, mister,” one of them said aftercatching his breath. “You scared us half to death. Wethought you were a ghost. What are you doingworking here so late at night?”“Those fools!” the old man grumbled. “Theymisspelled my name!”2

6/5/2012A kind-hearted fellow was walking through Centralpark in New York and was astonished to see an old man,holding a fishing rod, fishing over some flowers.The kind fellow walked up to the old old man andsaid, “What are you doing, my friend?”“Fishing, sir,” said the old man.“Fishing?” said the fellow. “Well, how would you liketo come and have a drink with me?”The old man stood, put his rod away, and followedthe kind man to a canteen. He ordered a coke and a bigmeal. The kind fellow, feeling good about helping thisold man, asked, “Tell me, old man, how many fish haveyou caught today?”The old man took a drink of coke and said, smiling,“You are the sixth today, sir!”A priest was walking down the street when he sawa group of boys standing by, all of them about 10-12years old. The group was surrounding a frighteneddog. The priest was concerned that the boys mighthurt the dog.“What are you doing with that dog?” he asked.“This is a stray dog, father,” said one of the boys.“We all want to take him home, but only one of uscan. So we’ve decided that whoever can tell thebiggest lie will get to keep the dog.”“You boys shouldn’t have a contest for telling lies!”exclaimed the priest.……The priest then began a 10-minute lecture on whytelling lies is bad, beginning with “Don’t you boysknow it’s a sin to lie?” and ending with, “Why, when Iwas your age, I never told a lie.”There was a long silence among the boys. Just asthe priest was beginning to think he had taught theboys a lesson, the smallest boy gave a deep sigh andopened his mouth.“Okay,” said the boy. “Give him the dog.”3

6/5/2012Developmental Reading This lesson focuses on the improvement ofyour reading skills. The activities are craftedto help you become familiar with some of thereading techniques you can choose from.Keep these 10 strategies at your fingertips. Reading at 3-4 timesfaster than normal Used to find mainideas Used to find whethera reading will beuseful to yourresearch Reading at 3-4times faster thannormal Used to findspecific details Used when youalready knowwhat you arelooking for Reading manygeneral booksabout a subjectthat interests you. Focusing on thespecific details ofa text to achievefullcomprehension1

6/5/2012 Making a picturein one’s mind tobetter understandthe meaning ofthe book. Asking yourself, while you are reading,whether you understand the text. Being able to stop and re-read sections. Adjusting your understanding of a book ifnecessary Learning to differentiate between the mainor key ideas in a text and information that isless important, or that serves as supportingdetail. Take what youalready know andapply it tosomething newthat you arereading. Asking questionsabout what thebook means whileyou are reading. This leads to agreaterunderstandingand furtherresearch andexploration.1.2.3.4.5.6.7.8.9.10.2

6/5/20121. Develop a broad background2. Know the structure of paragraphs3. Identify the type of reasoning4. Anticipate and predict5. Look for the method of organization6. Create motivation and interest7. Pay attention to supporting cues8. Highlights, summarize and review9. Build a good vocabulary10.Use a systematic reading technique like SQR311.Monitor effectivenes3

6/5/2012Developmental ReadingYou have been introduced to the world ofreading in the previous lessons. Lesson 9discusses what vocabulary is, its importanceand the various vocabulary strategies you mayhave employed or have not tried using.Familiarity with these strategies will make youa better reader. Studies show that students need tounderstand ____% 95 of the words they read forcomprehension Researchers believe students need to know atleast ________ 5,000 words for them to effectivelytransfer learning from their mother tongue toa second language. Vocabulary knowledge = knowledge of adefintion + __________________________how the word fits into the world1. Determination2. Social3. Memory4. Cognitive5. Metacognitive• Looking up a word in a dictionary• Guessing the meaning based on thecontext• Analyzing affixes and roots• Check for a similar word in the mothertongue1

6/5/2012 Asking a teacher for a translation Asking classmates for meaning Discovering meaning through group activity Communicating with native speakers Associating a word with a picture Connecting a word to a personal experienceyou’ve had Connecting the word to synonyms &antonyms Grouping words together spatially on a pageto study them• Keeping a vocabulary notebook• Using flash cards• Word lists• Verbal repetition• Written repetition2

6/5/2012Developmental ReadingMany English words that we usenowadays have Latin or Greekrigin. Hence, we can onlyunderstand what these wordsmean if when know from wherethey originate. Knowing theroots of these words will lead to abetter understanding of theseterms found in different texttypes and those we encounter inour daily life.BENEvolentBENEfitBENEdictionBENEfactorBENIGN“good”eVIDenceVIDeoviVIDteleVISionBENE“see”VIDHYDROlogyHYDRationHYDROgen“water”HYDROMAGNIficientMAGNIfyMAGNanimousMAGNum cum laudeMAGNitude“big”MAGNIROOT MEANING EXAMPLESBENE GOOD BENEFICIAL, BENEVOLENT, BENEFITCRED BELIEVE CREDIBLE, CREDIT, CREDENCEDOM HOME DOMESTIC, DOMICILEPATER FATHER PATERNITY, PATRIARCHTRACT DRAG/PULL TRACTOR, DISTRACT, INTRACTABLESPECT LOOK INSPECT, SPECTACLE, RESPECTSTAT/STA NOT MOVING STATIONARY, STATUE, STAGNANT, STABLEROOT MEANING EXAMPLESWORD ROOT MEANINGPORT CARRY PORTABLE, TRANSPORT, EXPORT, IMPORTHYDROPHOBIAWATERFEAR OF WATERDICT SAY DICTION, DICTIONARY, PREDICT, VERDICTACROPHOBIAHIGHFEAR OF HEIGHTSRUPT BREAK DISRUPT, INTERRUPT, ERUPT, CORRUPTCLAUSTROPHOBIACLOSEDFEAR OF SMALL/ENCLOSED PLACESSCRIB WRITE INSCRIBE, DESCRIBE, SCRIPTURE, SCRIBBLEAGORAPHOBIAGROUPFEAR OF CROWDED PLACESMED MIDDLE INTERMEDIATE, MEDIUM, MEDIANXENOPHOBIAFOREIGNFEAR OF STRANGERSPED/POD FOOT PEDESTRIAN, PEDICURE, TRIPODHOMOPHOBIAMANFEAR OF HOMOSEXUALS/GAYSTEMP TIME TEMPORARY, CONTEMPORARY, TEMPOHEMOPHOBIABLOODFEAR OF BLOOD1

6/5/20121. Mimicking, mimicry, mimic: mim, “to imitate”2. Mystify, mystic, mystical:3. Dermatology, dermatitis, epidermis:4. Structures, destruction, instructing5. Malcontent, malicious, malignant6. Bible, bibliography, bibliographical7. Infinite, Finiteness, Infinitive8. Synchronize, chronology, chronic9. Vacuum, evacuate, vacant10. Auditorium, audience, audiovisual2

6/5/2012Developmental ReadingA morpheme is thesmallest unit of languagethat has meaning. Forexample, the word “prefix”contains two morphemes:pre, and fix. When spoken,morphemes are calledphonemes. When written,morphemes are calledgraphemes.Take the word “unbelievable”. It iscomposed of 3 morphemes:un + believe + ableThe root of the word is “believe”The other two parts, “un” and “able” arecalled “affixes”.There are two main types of affixes:• A prefix comes before the root.• A suffix comes after the root.prefixUN + BELIEVE + ABLEsuffixTo dream the impossible dreamTo fight the unbeatable foeTo bear with unbearable sorrowTo run where the brave dare not goTo right the unrightable wrongTo love pure and chaste from afarTo try when your arms are too wearyTo reach the unreachable starThis is my questTo follow that starNo matter how hopelessNo matter how farTo fight for the rightWithout question or pauseTo be willing to march into HellFor a heavenly causeAnd I know if I'll only be trueTo this glorious questThat my heart will lie peaceful and calmWhen I'm laid to my restRoot or Prefix Meaning Examplesa, an not, without atheist, anarchy, anonymousapathy, aphasia, anemia,atypical, anesthesiaab away, down, from, off absent, abduction, aberrant,abstemious, abnormal, abstract,absorbacro high, tip, top acrobat, acrophobia, acronym,acromegaly, acropolisactadaltambuldo, moveto, towardhighto walkaction, react, transaction,proactive, activity, activation,deactivateadmit, addition, advertisement,adherent, admonish, address,adhesive, adept, adjustaltitude, altimeter, alto,contralto, altocumulus, exaltambulatory, amble, ambulance,somnambulist, perambulate,preamble1

6/5/2012Root or Prefix Meaning ExamplesRoot or Prefix Meaning Examplesbe thoroughly bedecked, besmirch, besprinkled,begrudge, begrime, belie, bemoananimasoul, lifeanimation, inanimate, animal, anime,equanimity, animism, animusante before anteroom, antebellum, antedateantecedent, antediluviananti, ant against, opposite antisocial, antiseptic, antithesis,antibody, antichrist, antinomies,antifreeze, antipathy, antigen,antibiotic, antidote, antifungal,antidepressantarmweaponarmy, armament, disarm, rearm,armistice, armor, armory, armsaudi to hear audience, auditory, audible,auditorium, audiovisual, audition,audiobookauto self automobile, automatic, autograph,autonomous, autoimmune, autopilot,autobiographybell war belligerent, antebellum, bellicose, rebelbene good, well benefactor, beneficial, benevolent,benediction, beneficiary, benefitbitwobicycle, bifocals, biceps, billion, binary,bivalve, bimonthly, bigamy, bimetal,biathlete, bicarbonatebio life, living biology, biography, biodiversity,bioavailability, bioflavonoid, biofuel,biohazard, biomass, biorhythmcede, ceed, cess to go, to yield succeed, proceed, precede, recede,secession, exceed, succession, excesschron time chronology, chronic, chronicle,chronometer, anachronismRoot or Prefix Meaning ExamplesRoot or Prefix Meaning Examplescide, cis to kill, to cut fratricide, suicide, incision, excision,circumcision, precise, concise, precision,homicide, genocide, regicidecircum around circumnavigate, circumflex,circumstance, circumcision,circumference, circumorbital,circumlocution, circumvent,circumscribe, circulatorycontra, counter against, opposite contradict, counteract, contravene,contrary, counterspy, contrapuntal,contraband, contraception, contrast,controversy, counterfeit, counterclaim,counterargument, counterclaim,counterpoint, counterrevolutionclud, clus claus to close include, exclude, clause, claustrophobia,enclose, exclusive, reclusive, conclude,precludecred to believe credo, credible, credence, credit,credential, credulity, incredulous, creed,incrediblecon, com with, together convene, compress, contemporary,converge, compact, confluence,concatenate, conjoin, combine, convert,compatible, consequence, contractcommunto sharecommune, community, communism,communicable, communication,commonality, incommunicadocycl circle, wheel bicycle, cyclical, cycle, encliclical,motorcycle, tricycle, cycloneRoot or Prefix Meaning Examplesduc, duct to lead, pull produce, abduct, product, transducer,viaduct, aqueduct, induct, deduct,reduce, inducedyn, dyna power dynamic, dynamometer, heterodyne,dynamite, dynamo, dynastyecto outside, external ectomorph, ectoderm, ectoplasm,ectopic, ectothermalendo inside, within endotoxin, endoscope, endogenousequi equal equidistant, equilateral, equilibrium,equinox, equitable, equation, equatore, ex out, away, from emit, expulsion, exhale, exit, express,exclusive, enervate, exceed, explosionexter, extra outside of external, extrinsic, exterior,extraordinary, extrabiblical,extracurricular, extrapolate, extraneous,exterminator, extract, extradite,extraterrestrial, extrasensory,extravagant, extremeRoot or Prefix Meaning Examplesflu, flux flow effluence, influence, effluvium,fluctuate, confluence, reflux, influxflect, flex to bend flexible, reflection, deflect,circumflex, inflection, reflexgraph, gram to write polygraph, grammar, biography,graphite, telegram, autograph,lithograph, historiography, graphic,electrocardiogram, monogramhetero other heterodox, heterogeneous,heterosexual, heterodynehomo same homogenized, homosexual,homonym, homophonehyper over, above hyperactive, hypertensive,hyperbolic, hypersensitive,hyperventilate, hyperkinetic,hyperlink, hypertext, hypersonic,hypertrophyhypo below, less than hypotension, hypodermic,hypoglycemia, hypoallergenic,hypothermia, hypothesis2

6/5/2012Root or Prefix Meaning Examplesin, im not inviolate, innocuous, intractable,innocent, impregnable, impossibleinfra beneath infrared, infrastructure, infrasonicinter, intro between international, intercept, intermission,interoffice, internal, intermittent,introvert, introduceintra within, into intranet, intracranial, intravenous,intramural, intramuscular, intraocularjac, ject to throw reject, eject, project, trajectory,interject, dejected, inject, ejaculatelog, logo, loc. loq word, speech, speak monologue, dialogue, locution,colloquial, elocution, soliloquy,ventriloquist, apology, doxology,epilogue, logic, eulogy, loquaciousmal bad, badly malformation, maladjusted, dismal,malady, malcontent, malfeasance,maleficent, malevolent, malice,malaria, malfunction, malignantRoot or Prefix Meaning Examplesmega great, million megaphone, megalomaniac,megabyte, megalopolismeso middle mesomorph, mesoamerica,mesospheremeta beyond, change metaphor, metamorphosis,metabolism, metahistorical,metainformation, metacognitivemeter measure perimeter, micrometer, ammeter,multimeter, altimeter, geometry,kilometermicro small microscope, microprocessor,microfiche, micrometer, micrographmis bad, badly misinform, misinterpret,mispronounce, misnomer, mistake,misogynist, mistrial, misadventure,misanthrope, misreadRoot or Prefix Meaning ExamplesRoot or Prefix Meaning Examplesmit, miss to send transmit, permit, missile, missionary,remit, admit, missive, missionmorph shape polymorphic, morpheme, amorphous,metamorphosis, morphology,morphingmulti many multitude, multipartite, multiply,multipurpose, multicolored,multimedia, multinationalneo new neologism, neonate, neoclassic,neophytenon not nonferrous, nonabrasive, nondescript,nonfat, nonfiction, nonprofit, nonsense,nonentitypara beside paraprofessional, paramedic,paraphrase, parachute, paralegal,parallel, comparisonper through, intensive permit, perspire, perforate, persuade,perceive, perfect, permit, performperi around periscope, perimeter, perigee,periodontalphon sound telephone, phonics, phonograph,phonetic, homophone, microphonephot light photograph, photosynthesis, photonpoly many polytheist, polygon, polygamy,polymorphousport to carry porter, portable, report,transportation, deport, import, exportomni all omnipotent, omnivorous, omniscient,omnibus, omnirange, omnipresentpan all, whole, general, completely pantheism, pandemic, panacea,panoply, pan-American, panchromatic,pandemonium, panoramaRoot or Prefix Meaning Examplesre back, again report, realign, retract, revise, regain,reflect, rename, restate, recombine,recalculate, redoretro backwards retrorocket, retrospect, retrogression,retroactivesanct holy sanctify, sanctuary, sanction,sanctimonious, sacrosanctscrib, script to write inscription, prescribe, proscribe,manuscript, conscript, scribble, scribesect, sec cut intersect, transect, dissect, secant,sectionsemi half semifinal, semiconscious,semiannual, semimonthly, semicirclespect to look inspect, spectator, circumspect,retrospect, prospect, spectacleRoot or Prefix Meaning Examplessub under, below submerge, submarine, substandard,subnormal, subvert, subdivision,submersible, submitsuper, supra above superior, suprarenal, superscript,supernatural, supercede, superficial,superhero, superimposesyn together synthesis, synchronous, syndicate,synergy, snyopsis, syncretismtele distance, from afar television, telephone, telegraph,telemetry, telepathytheo, the God theology, theist, polytheist,pantheism, atheist, monotheist,theophanytherm, thermo heat thermal, thermometer, thermocouple,thermodynamic, thermoelectrictract to drag, draw attract, tractor, traction, extract,retract, protract, detract, subtract,contract, intractable3

6/5/2012Root or Prefix Meaning Examplestrans across transoceanic, transmit, transport,transducer, transit, intransitiveun not uncooked, unharmed, unintended,unhappy, unenlightened,unremarkableveh, vect, vey to carry vector, vehicle, convection,vehement, convey, conveyance,conveyorvert, vers to turn convert, revert, advertise, versatile,vertigo, invert, reversion, extravert,introvertven, vent to come convention, prevent, intervention,convent, Advent, invent, inventorySuffix Meaning Examplesable, ible able to be, capable of being pourable, drinkable, readable,washable, curable, visible, flexible,collectibleance, ancystate of, process ofperformance, reliance, defiance,radiance, acceptance, ascendancy,discrepancy, infancyatorone who does [the verb]terminator, culminator, agitator,instigator, generator, incubator,accelerator, invigorator, elevatorverm worm vermin, vermicelli, vermiculite,vermicide, vermiform, vermiliondomcondition, office, statekingdom, freedom, wisdom,sheikdom, fiefdom, sheikdomvita life vital, vitality, vitamins, revitalizevol to will benevolent, volition, voluntary,malevolentvita life vital, vitality, vitamins, revitalizeeeer, orone who receivesone who does [the verb]payee, mortgagee, employee,appointee, abductee, examinee,referee, refugeedriver, hiker, reader, manager,polisher, speaker, counselor, author,creator, director, sculptorSuffix Meaning ExamplesSuffixMeaningExamplesfulfilled withfrightful, delightful, wonderful,cupful, wakeful, bashful, bountiful,beautiful, cheerful, colorful, dreadful,fatefulizeto make intorationalize, normalize, realize,capitalize, sterilize, dramatize, utilize,colorizeifyto make intopurify, deify, simplify, clarify, petrify,reify, exemplify, pacifyizationthe process of making intorationalization, normalization,realization, capitalization,dramatizationificationishprocess of making intothe nature of, resemblingpurification, deification,simplifiction, clarification,petrificationCornish, Irish, bookish, freakish,foolish, boorish, selfish, sluggish,priggishlesswithout, lackingloveless, fearless, worthless,nameless, baseless, bottomless,effortless, friendless, noiseless,harmlessismdoctrine, system, characteristicqualitycapitalism, heroism, optimism,skepticism, realism, patriotism,communism, idealism, conservatismisttympanist, cellist, idealist,one who performs; an adherent of ancommunist, realist, moralist,ismpharamacist, pragmatist4

6/5/2012Developmental ReadingThe word “antonym” comes from theGreek αητι (meaning opposite) andοηοmα (meaning name), which meansword pairs that are opposite inmeaning. Common examples:• big and small• hot and cold• fat and thin• up and downNote: sometimes prefixes areused to create antonyms, as inreal and unreal or exhaustible andinexhaustible.1. Relational Antonyms2. Gradable Antonyms3. Non-Gradable Antonyms4. Auto AntonymsThe two words are opposites because of therelationship between them in the real world.Examples:• Parent /Child• Teacher/Student• Buy/SellThese words are on two ends of a spectrumExample:WhiteMestizoMorenaTanBlackWhite and black are opposites here, but they contain descriptions in between them1

6/5/2012BoilingHotWarmLukewarmTemperateCoolColdFreezingBreathtakingGorgeousBeautifulPrettyPlainUnattractiveUglyRepulsiveGeniusSmartIntelligentBrightAverageUnintelligentDullIdioticBrain-DeadThese opposites have no gradations between them:Right & WrongUp & DownLeft & RightWar & PeaceGod & SatanLife & DeathInside & OutsideThese opposites are when the same wordcan have an opposite meaning, basedon the usage in the sentence.(These are the most difficult. They are also not very common.)WORD MEANING 1 MEANING 2 SAMPLE SENTENCEBOLT RUN AWAY FASTEN That horse will bolt from the stableunless you bolt him to the lock.CUSTOMCOMMONHABITSPECIAL/UNIQUEIt is custom in Tacloban to buy custommadeboots.LEFT REMAINING GONE AWAY Mae Ann was the only person left oncampus after everyone left.BILLBOUNDSOMETHING TOPAYTO GOSOMEWHEREMONEYTO BE HELDSOMEWHERELAST Ending Going on for along timeJoeboy paid for his bill at Stephanie’swith a ₱1000 bill.Maricor was bound for Manila, but shewas bound to her work in Tacloban.My last ₱500 needs to last me untilSunday.MAD ANGRY IN LOVE WITH Even though Roderick was mad at hisgirlfriend, he was still mad about her.2

6/5/2012Developmental ReadingThe word “synonym” comes from theGreek sγη (meaning same) and οηοmα(meaning name), which means wordpairs that are similar in meaning.Example:quickspeedybriefhastyfastshorttemporaryefficientzippymomentaryAt first, you might think that synonyms aresimply words that mean the same thing.Instead, researchers say that no synonyms haveexactly the same meaning. They may differ inhow formal they are or what situation they areused in.Some synonyms are used for differentsituations. We would say, “The van wastravelling fast,” but it would wrong tosay “The movie was fast.” Instead, wewould say, “The movie was brief.”briefquickspeedyhastyfastshortefficientzippymomentarytemporaryCorrect: The trip was quick.Incorrect: Life is quick.Correct: Life is only temporary.Incorrect: Sem break is only temporary.Correct: Sem break was too short.briefquickspeedyhastyfastshortefficientzippymomentarytemporaryAnother example: “feline” and “cat” literallymean the exact same thing. However, “feline”is more scientific and formal, while cat is morecasual. A scientist writing a thesis would usethe word “feline” but a normal person having aconversation about animals would say “cat”.1

6/5/2012Task: try to find the difference between thefollowing synonyms: individual / human student / pupil ugly / unattractive sick / ill teacher / instructor1. The eight year old boy was tall for his age.2. The new building in downtown was high.3. His ideas are elevated above his classmates.4. The skeletal man has thin legs & arms.5. The company’s profits have been soaring.1. The ambitious businessman made millions.2. The determined student topped the LET.3. The ruthless dictator seized all power.4. The artist is striving to create beautiful art.5. The crops in the field are thriving this year.1. The reluctant dancer began herperformance after a long delay.2. The economic growth this year is stagnant.3. I was hesitant to travel to Mindanao.4. The students are unenthusiastic aboutlearning math.5. I am disinclined toward exercising because Iwould rather sleep.1. The reluctant dancer began herperformance after a long delay.2. The economic growth this year is stagnant.3. I was hesitant to travel to Mindanao.4. The students are unenthusiastic aboutlearning math.5. I am disinclined toward exercising because Iwould rather sleep.2

6/5/20121. The restaurant offers bottomless softdrinks.2. Manila is becoming more populous everyyear.3. The subterranean cave was full of bats.4. My philosophy teacher is full of profoundideas.5. The Pacific Ocean is very deep.1. Don’t touch that wall because the paint isstill wet.2. Because it was raining and I had noumbrella, my clothes became sodden.3. My forehead was damp with perspiration.4. The undercooked rice is soggy.5. I didn’t put the flowers in water and nowthey have wilted.1. The universe is a constant storm of celestialchaos.2. The teacher’s lecture was unorganized andfull of disorder.3. The protesters roamed the streets, bringingmayhem to Manila.4. After I applied for the job, I received arejection letter.1. The universe is a constant storm of celestialchaos.2. The teacher’s lecture was unorganized andfull of disorder.3. The protesters roamed the streets, bringingmayhem to Manila.4. After I applied for the job, I received arejection letter.1. When my love rejected my marriageproposal, I was filled with torment.2. The prisoners were suffering in theovercrowded and unsanitary jail3. The teacher was distressed when most ofher students failed the exam.4. The man with pancreatic cancer had aterminal illness.3

6/5/2012Developmental ReadingMost people think that the mostcommon way to learn a word is tolook it up in a dictionary. This isfalse. When you learn a language,the way you learn the most wordsis through context.Context meansto figure outwhat wordsmean by howthey are used inthe sentence orparagraph wherethey appear.Words or phrases around anunfamiliar word which can help youunderstand the meaning of this newword are called CONTEXT CLUES.1) EXAMPLE CLUES2) COMPARISON CLUES3) CONTRAST CLUES4) INFERRING MEANING FROM CONTEXT5) SYNONYMS6) DEFINITION7) EXPLANATION“Biodegradable materials like leftover foods,fruit peelings, and plant leaves must beseparated from those that do not decompose.”In this sentence, you are given examples ofbiodegradable materials. Therefore, you canunderstand what the word means even withouta dictionary.1

6/5/2012“The taciturn student is like a mute television.”In the above sentence, a comparison is beingmade between a student and a television.Therefore, the adjective “taciturn” has a similarmeaning to “mute”. In other words, the studentisn’t talking.“In March, the weather is pacific,unlike the stormy weather during themonths of June and July.”In this sentence the word “unlike”gives you the clue that the meaningof “pacific” is contrasting with“stormy”.“The OFW is well remunerated for his work. Hereceives PHP 50,000 every month.”Since the second sentence is talking about theOFW’s salary, you can infer that the word“remunerated” has to do with receivingpayment for your work.“Poems written by Andress Mojica are usuallyunfathomable. Many cannot understand themessage he wants to convey.”Here, you can tell that the meaning of“unfathomable” is probably synonymous to“cannot understand.”“A philatelist is someone who collects differentkinds of stamps.”This sentence defines exactly what a philatelistis. Therefore, this is called a “definition” clue.“The stratification of society makes cleardistinctions between the rich and poor. Thelevel occupied by the rich is far from theposition the poor people hold.”The second sentence explains the differentlevels between rich and poor. Therefore, youcan conclude that stratification has to do withdifferent levels.2

6/5/2012Developmental ReadingHave you ever heard theexpression “It’s raining cats anddogs”?What about these?“apple of her eye”“busag it atay”“makatol it iya kamot”“maharang nga utot”“time to face the music”We know what these mean, but they do notmean what the words say. How is this possible?An idiom is a phrase where the words togetherhave a meaning that is different from thedictionary definition of the individual words.We use idioms because they give a vivid pictureof what the speaker is trying to say andsometimes are more efficient than having toexplain the literal situation.1

6/5/2012Idiomatic ExpressionMeaning1. A OK If things are A OK, theyare absolutely fine.2. A penny of your thoughts This idiom is used as away of asking someonewhat he is thinking about.3. a pretty penny If something costs apretty penny, it is veryexpensive.4. a rising tide lifts all boats This idiom, coined by JohnF. Kennedy, describe theidea that when an economyis performing well, allpeople will benefit from it.5. across the board If something applies toeverybody, it appliesacross the board.6. act of God An act of God somethinglike an earthquake orfloods that human beingscannot prevent or control.7. bag of bones If someone is a bag ofbones, he is underweight.8. actions speaks louder This idiom means that whatthan wordspeople actually do is moreimportant than what theysay- people can promisethings but then fail todeliver.9. bag of nerves If someone’s is a bag ofnerves, he is very worriedor nervous.10. call on the carpet If you call on the carpet, youare summoned for reprimandby superiors or other inpower.11. ball is in your court If the ball is in your court,it is up to you to make thenext decision or step.12.cake’s not worth the candle If someone says thatthe cake’s worth thecandle, he meansthatthe result will not beworth the effort putin to achieve it.13. call a spade in a spade A person who calls aspade in a spade isone who speaksfrankly and makeslittle or no attemptto conceal theiropinions or to sparethe feelings of theiraudience.14. call it a day If you call it a day, youstop doing somethingfor a while, normallyat least until thefollowing day.15. call the dogs off If someone calls offtheir dogs, he stopsattacking orcriticizing someone.16. call the tune The person who call thetune makes theimportant decisionsabout something.2

6/5/201217. can of worms If an action can createserious problems, it isopening a can of worms.18. dark horse If someone is a darkhorse, he is a bit ofmystery.19. days are numbered When someone’s days arenumbered, he is expectedto die soon.20. dead air When there is a period oftotal silence, there isdead air.3

6/5/2012Read this:Developmental Reading“Life is like a box of chocolates: you never knowwhat you’re going to get.”“I’m so tired I could sleep for a week.”“The sun rose, a ball of red, and I followed myfriend wherever he led.”When you describe something by comparing itto something else, you are using figurativelanguage. We use figurative language becauseit allows us to bring new ways of understandingthe world around us.1. Metaphor2. Simile3. Metonymy4. Synecdoche5. Personification6. Apostrophe7. Overstatement/Understatement8. Alliteration/Assonance/Consonance9. OnomatopoeiaYou make a metaphor when you describe or comparesomething in an unusual or unexpected way.Usual/ExpectedThe teacher was strict.The student was not listening.Unusual/UnexpectedThe teacher was a dictator.The student was on another planet.1

6/5/2012There are three special kinds ofmetaphor: Simile Metonymy SynecdocheA simile is a metaphor which helps the readerknow that an unusual comparison is made, usuallyby including words like “like” or “as”.The teacher was a dictator.The student was on another planet.The teacher was like a dictator.It was as if the student was on another planet.Metonymy is a metaphor where something closelyrelated replaces the thing actually meant.The teacher’s policies were strict.The student wasn’t listening to the instructions.The teacher’s policies were stiff.The student was deaf to the instructions.Synecdoche is a metaphor where a part ofsomething represents the whole thingSpeaking in the dialect is forbidden in school.The student government president was late.The laborers worked all month to build the palace.The mother tongue is forbidden in school.The student government head was late.The hands worked all month to build the palace.Personification is when you give humancharacteristics to nonhuman things:The tree’s leaves fell to the ground.The computer was malfunctioning.The television turned off due to a brownout.The tree cried its leaves.The computer was stubborn.The television died due to a brownout.Apostrophe is speaking to someone orsomething that is not listening:“Oh my cellphone, why do you not ring?”“Death, you defeat all people eventually.”“Mother Earth, forgive us for our abuse.”2

6/5/2012Overstatement (also called ‘hyperbole’) isexaggeration: The teacher knew every answer in the universe. The student was dumber than a rock.Understatement is making something seem lesssignificant than it is: Manny Paciano is a fairly competent boxer. Um, we have a small problem. Our airplane has runout of fuel.Alliteration is the repetition of first sounds inword: A few females feared the coming storm.Assonance is the repetition of vowel sounds Do you like blue shoes?Consonance is the repetition of consonants: Most mammals combine in amatoryamusement.Onomatopoeia is the use of a word that soundslike what it means:The electricity zapped me.The cow mooed and the cat meowed.The plates crashed to the floor in a clatter.I feel down with a thud.1. The two brothers fought over the last pieceof chicken like starving dogs.(a) metaphor(b) personification(c) Simile (d) metonymy2. I’m so hungry I could eat a whole carabao(a) onomatopoeia(b) Personification(c) overstatement/hyperbole (d) understatement3. The rice fields ran red withrevolutionary blood.(a) Assonance(b) Dissonance(c) Consonance(d) Alliteration 3

6/5/20124. I sucked on the balut egg, slurpedthe delicious taste, then licked myfingers.(a) Onomatopoeia (b) Personification(c) Metonymy(d) Synecdoche5. Oh Philippines, my belovedhomeland, I miss you already.(a) Onomatopoeia(b) Apostrophe (c) Simile(d) Foreshadowing6. The head of the army stared angrilyinto the faces of his soldiers.(a) Syntax(b) Simile(c) Synecdoche (d) Figure of speech4

6/5/2012Developmental ReadingThere are different styles of reading fordifferent situations. The technique you chooselargely relies on the purpose for reading.This lesson centers on skimming and scanning,two of the most common reading techniques.1. What is the passage generally about?2. Is the article true or fiction?3. What is the purpose of this passage?Every language or dialect has its ownintonation. We cannot apply the intonation ofone dialect to another. There is no such thingsas using Visayan English or Ilocano English.Intonation is the rise and fall of the voice whentalking. The voice is raised on the stressedsyllable. Stress and intonation are closelyrelated to each other. A stressed syllable isnormally said louder, longer, and with a higherpitch. Read every word? Focus on trying to comprehend every word? Skip some words? Focus on trying to get the overall meaning?1. What is the definition of “intonation”?2. What is a stressed syllable?3. Is there such thing as Ilocano English?1

6/5/2012Every language or dialect has its ownintonation. We cannot apply the intonation ofone dialect to another. There is no such thingsas using Visayan English or Ilocano English.Intonation is the rise and fall of the voice whentalking. The voice is raised on the stressedsyllable. Stress and intonation are closelyrelated to each other. A stressed syllable isnormally said louder, longer, and with a higherpitch. Read every word? Focus on trying to comprehend every word? Skip some words? Focus on trying to get the overall meaning?Scanning SkimmingMeans reading very fast to find themain ideaIs not reading a text word-by-word. It isdone at a speed 3-4 faster than normalreading.It is done when readers have many textsto read in a limited amount of time.It may take the form of reading only thefirst and last paragraphs, or readingssummaries, subtitles, and illustrationsScanningMeans reading very fast to find keywords or specific detailsAlso does not meaning reading wordby-word.Instead, you move your eyesdown the page quickly, looking forspecific words or phrases.It is done when a reader is trying to findan answer to a specific question.It may take the form of looking forletters, numbers, steps, or words like“first” “second” “third”, or words thatare bold faced or italicized. SkimmingRead the question on the left, then ask yourself “Is this askimming or scanning question”? Then apply the appropriatereading technique, skimming or scanning, to the passage.QuestionWhat is themain pointof thepassage?Skimming!PassageFor years, ultrasound has been widely androutinely used in engineering, manufacturing,and medicine. At high amplitudes, ultrasonicwaves can solder metals, initiate chemicalreactions and remove suspend particles fromfactory exhaust gases. At low amplitudes, theycan detect shoals of fish in the sea and flaws inmetal objects, measure stresses in brittlematerials and viscosities in fluids, paint portraitsof babies in the womb and help prevent hearttrouble.Read the question on the left, then ask yourself “Is this askimming or scanning question”? Then apply the appropriatereading technique, skimming or scanning, to the passage.QuestionIs this textinformationalor persuasive?Skimming!PassageAnorexia nervosa is a psychiatric illness thatdescribes an eating disorder, characterized byextreme low body weight and body imagedistortion, with an obsessive fear of gainingweight. Individuals with anorexia are known tocontrol body weight commonly through themeans of voluntary starvation, purging,excessive exercise or diet pills. While thecondition primarily affects adolescent females,approximately 10% of people with the diagnosisare males.2

6/5/2012Read the question on the left, then ask yourself “Is this askimming or scanning question”? Then apply the appropriatereading technique, skimming or scanning, to the passage.QuestionWhat are twobarriers tocommunicationcause by thereceiver.Scanning!PassagePhysical barriers to effective communicationrefers to the environment surrounding theparticipants in the communication process. Thisincludes noise, poor ventilation, congestion, airpollution, extreme temperature, andinadequate illumination. The physical disabilityor incapability of either the source or thereceiver is also a barrier. In some instances, thesource has speech defects or erroneousgrammar. The receiver may have poor readingskills or insufficient vocabulary.3

6/5/2012Developmental ReadingThere are variuos ways to understand print. Yousimply have to choose the ones that work bestfor you. Good reading strategies help you toread in a very efficient way. In using them, youendeavor to get the utmost benefit from yourreading with the minimum effort.This lesson focuses on one very effectivereading technique you must be skilled in: SQ3R.SQ3R is a useful reading technique for effectiveunderstanding and absorbing writteninformation. It helps the readers in creating agood mental framework of a subject, intowhich they can put pieces of facts correctly. Ithelps the readers to set study goals andprompts them to use the review techniquesthat will help to fix information in their mind.S = SurveyQ = QuestionR = ReadR = ReciteR = ReviewScan the contents, introduction, chapterheadings, and summaries.This gives you a basic understanding of theoverall text.Form an opinion of whether it will be helpful toread the whole thing. If not, don’t read it.Make a note of any questions on the subjectthat come to mind.Perhaps scan the document again to see if anyquestions stand out.Ask yourself: What do I want to learn from thistext?1

6/5/2012Take care to understand all points that arerelevantSometimes, for difficult texts, be prepared tohave to read very slowlyWhile reading, take notes.In other words, read again. This is the best wayto ensure that you really understand themeaning of the text.In your mind, focus on the most important oressential facts.Fight with a CockroachExpand on the notes you have already created.Discuss the material with classmates.Teach the material to someone else.The Jerusalem Post newspaper reported that an Israeliwoman’s fight with a stubborn cockroach landed her husband inthe hospital, with burns, a broken pelvis, and broken ribs.Frightened by the insect she had found in their living room,the woman stomped on it, threw it in a toilet, and then sprayedan entire can of insecticide on it when it refused to die.Her husband arrived home from work, went to the toilet andlit a cigarette. When he threw the cigarette butt into the bowl, itcaused the insecticide fumes to ignite, which seriously burnedhis sensitive parts.When paramedics arrived, they laughed so hard when theylearned what had happened that they dropped the stretcherdown the stairs, breaking the man’s pelvis and ribs.Read: After reading the first paragraph, Irealized that it is a funny story. I tried toimagine how the story would end.Survey: Based on the title, I predict that thearticle will tell something about how one triesto kill cockroaches at home.Question: I’ll turn the title into these questions:“Who fought with a cockroach?” “Whathappened afterwards?” “How did he/she kill thecockroach?”Recite: Here’s my summary: “The news articlereported that because of killing a cockroach,the woman’s husband suffered from seriousinjuries. The story was quite unusual and funnysince all this happened simply because of acockroach.Review: My guess was wrong. It wasn’t abouthow to kill a cockroach. It was a humorousstory about how killing a cockroach led to moreserious troubles.2

6/5/2012Select a book and use the SQ3R technique:1) Survey: read the title of each chapter andany headings or summaries. What is thebook generally about?2) Question: Rewrite the chapter titles asquestions3) Read: choose one chapter to read.4) Recite: re-read that chapter5) Review: Look over a chapter and summarizeits main points3

6/5/2012Developmental ReadingThere have been times when you had difficultyrecalling the details of a new article you read.You might have also had an experience whenyou told your friend an unusual story but at theend of it, your friend could hardly recall thedetails.This lesson focuses on improving your ability toobserve and recall details. Details give information about the characters& setting They help readers understand what is notexplicitly stated They give the information a particular moodor feeling They give evidence to support the generalclaims of the articleTo answer these questions, you have to let yourbrain think in different ways than you may beused to. You have to examine the details.Here's an example:Question: A woman who was just learning todrive went down a one-way street inTacloban, heading the wrong direction, butdidn't break the law. How come?Answer: She was walking!Two vans, A and B, are crossing Leyte betweenOrmoc and Tacloban, which are 210 km apart.Van A leaves Ormoc at 80 km per hour. Van Bleaves Tacloban at 90 km per hour. Which willbe closer to Tacloban when they meet? When the van meet, they will be at exactlythe same point. Therefore, they will each bethe same distance from Tacloban.(Hint: You don’t have to do any math to get theanswer. Just use your head!)1

6/5/2012How much dirt is in a round hole that is 9 feetdeep with a diameter of 3 feet?None. You make a hole by digging out the dirt,so the hole is empty.In the year 2001, a girl was 10 years old. In theyear 2006, the same girl was 5. How is thispossible?The years are 2001 B.C. and 2006 B.C. (thedates move in reverse), not 2001 A.D. and 2006A.D.One day, two mothers and two daughters wentshopping for shoes. Their shopping spree wassuccessful — each bought a pair of shoes, andall together, they had three pairs. How is thispossible?Only three people went shopping: agrandmother, a mother, and a daughter — butremember that the mother was thegrandmother's daughter!2

6/5/2012Answer the following question with a simple"yes" or "no":If the day before the day after the day beforetoday was hotter than the day after the daybefore today, was the day before todayhotter than today?Yes.Day before + Day after + day before today = YesterdayDay after + day before today = TodaySo yes, yesterday was hotter than today.STRATEGY: Make/ Use a calendar.Back to back they faced each other,Pulled out knives and shot each other,A deaf policeman heard the noise,Grabbed his gun and stabbed the boys,If you don’t believe me ask the blind man,Who saw it all,Through a knothole in a brick wall.Back to back they faced each other,Got their knives and shot each other,A deaf policeman heard the noise,Grabbed his gun and stabbed the boys,If you don’t believe me ask the blind man,Who saw it all,Through a knothole in a brick wall.Rechie Boy, Rodrigo, and Estelita are going to acanteen to buy softdrinks. The canteen only hasCoke and Sparkle. Rechie Boy orders Coke.Rodrigo orders Sparkle. Will Estelita buy Cokeor Sparkle?Yes, she will buy Coke or Sparkle.3

6/5/2012TOPIC: The subject of the whole paragraph. The broad, generaltheme or message.Developmental ReadingMAIN IDEA: the point that the whole paragraph makes. The“key concept” being expressed.DETAILS: the sentences that explain the main idea. The major& minor, support the main idea by telling how, what, when,where, why, how much, or how many.Answer: The most general word or phrase in a textGame: Find the most general term in each groupGroupMost General TermJealousy AngerHatred PeaceEmotion HappinessWorry DistressSpiders ButterfliesCockroaches AntsMosquitoes BugsInsects BeesChemistry AstronomyScience MeteorologyPhysics ClimatologyBiology ArchaeologyEmotionInsectsScienceThe topic is the subject that the selection is about. The mainidea can usually be located if you can determine what thetopic is. It is usually a word or phrase.EXAMPLE : Consumers concerned about the hazards or noisecan reduce noise pollution in many ways. They can purchasenoisy products such as garbage disposals and lawn mowersw/ reduced noisy levels. They can also use sound-absorbingmaterials in their home. Carpeting can be installed instead ofhard flooring, & cork & fabric can be used in rooms that tendto be noisy. Also, people can become less noisy themselves.They can learn to avoid shouting, to close doors w/oslamming them, & to play radios, TV sets, & stereos atmoderate level.“Noise Pollution”Possible ways to describe the topic:The topic is the subject that the selection is about. The mainidea can usually be located if you can determine what thetopic is. It is usually a word or phrase.“Reducing Noise”EXAMPLE : Consumers concerned about the hazards or noisecan reduce noise pollution in many ways. They can purchasenoisy products such as garbage disposals and lawn mowersw/ reduced noisy levels. They can also use sound-absorbingmaterials in their home. Carpeting can be installed instead ofhard flooring, & cork & fabric can be used in rooms that tendto be noisy. Also, people can become less noisy themselves.They can learn to avoid shouting, to close doors w/oslamming them, & to play radios, TV sets, & stereos atmoderate level.Answer: The overall statement the passage is being made.It is expressed as a sentence, and needs a subject ANDverb.EXAMPLE : Consumers concerned about the hazards or noisecan reduce noise pollution in many ways. They can purchasenoisy products such as garbage disposals and lawn mowers w/reduced noisy levels. They can also use sound-absorbingmaterials in their home. Carpeting can be installed instead ofhard flooring, & cork & fabric can be used in rooms that tendto be noisy. Also, people can become less noisy themselves.They can learn to avoid shouting, to close doors w/oslamming them, & to play radios, TV sets, & stereos atmoderate level.1

6/5/2012Answer: The overall statement the passage is being made.It is expressed as a sentence, and needs a subject ANDPossible Main Ideas:verb.EXAMPLE : Consumers concerned about the hazards or noisecan reduce noise pollution in many ways. They can purchasenoisy products such as garbage disposals and lawn mowers w/“Consumers reduced noisy levels. can They reduce can also use noise sound-absorbing pollution.”materials in their home. Carpeting can be installed instead ofhard flooring, & cork & fabric can be used in rooms that tendto be noisy. Also, people can become less noisy themselves.They can learn to avoid shouting, to close doors w/oslamming them, & to play radios, TV sets, & stereos atmoderate level.“There are many ways to be less noisy.” They provide information to clarify, prove, orexplain the main idea. These detailsdemonstrate the validity of the main idea.They often list parts, aspects, steps, orexamples of the main idea. Or sometimesthey may list the causes of it, effects from it,or ways in which it shows itself to be true. They are reasons, facts, examples, steps orother kinds of evidence that support the mainidea.EXAMPLE : Consumers concerned about the hazards or noisecan reduce noise pollution in many ways. They can purchasenoisy products such as garbage disposals and lawn mowers w/reduced noisy levels. They can also use sound-absorbingmaterials in their home. Carpeting can be installed instead ofhard flooring, & cork & fabric can be used in rooms that tendto be noisy. Also, people can become less noisy themselves.They can learn to avoid shouting, to close doors w/oslamming them, & to play radios, TV sets, & stereos atmoderate level.EXAMPLE : Consumers concerned about the hazards or noisecan reduce noise pollution in many ways. They can purchasenoisy products such as garbage disposals and lawn mowers w/reduced noisy levels. They can also use sound-absorbingmaterials in their home. Carpeting can be installed instead ofhard flooring, & cork & fabric can be used in rooms that tendto be noisy. Also, people can become less noisy themselves.They can learn to avoid shouting, to close doors w/oslamming them, & to play radios, TV sets, & stereos atmoderate level.Read the following passage, then answer thequestions.Jollibee Foods Corp. grew its net profit last year by 16 percentto P3.09 billion as store expansion and improved marginssustained a double-digit rise in revenues. For the fourth quarteralone, net income attributable to equity holders of parentcompany surged 16.2 percent to P944 million from a year ago.Full-year revenues jumped 11.2 percent to P53.35 billion whilesystemwide retail sales—which measure all sales to consumerboth from company-owned and franchised stores went up 10.2percent to P70.25 billion. The acquisition of fast-growinggrilled chicken restaurant chain Mang Inasal late last yearcontributed 5 percentage points to worldwide sales growth. Asof December, JFC had 1,921 stores in the Philippines. Of thelocal stores, the flagship Jollibee brand has 717, Chinesefastfood chain Chowking has 400, pizza chain Greenwich has223, bakery Red Ribbon has 221. Mang Inasal added 345 storesto the network. It also has 395 stores overseas: Yonghe King inChina with 200 stores; Jollibee with 67 mainly in the UnitedStates, Vietnam, and Brunei; Red Ribbon with 38, all in the US;Chowking with 38 mostly in the US and Dubai, and HongZhuang Yuan with 52 stores.2

6/5/20121. The topic of the article is:(a) Jollibee earned 3.09 Billion in 2010(b) Jollibee Foods Corporation(c) The profit of Jollibee Food Corp. last year(d) Jollibee increased revenues last year2. The main idea of the article is:(a) Jollibee earned 3.09 Billion in 2010(b) Jollibee Foods Corporation(c) The profit of Jollibee Food Corp. last year(d) Jollibee increased revenues last yearAnswer: CA & D are main points because theycontain a verbB is too broad for the actual passageAnswer: DB & C are topics because they do notcontain a verbA is too specific. A main idea should notinclude details like “3.09 billion”3. Which restaurant chain is NOT owned byJollibee Food Corportation:(a) Chowking(b) Greenwich(c) JC Foodspot(d) Mang InasalAnswer: CAll of the other chains are owned byJollibee.4. How many Jollibee brand stores are there inthe Philippines and overseas, combined?(a) 395(b) 1,921(c) 717(d) 784Answer: DRead carefully. The question asks forJollibee brand stores. The article states thatthere are 717 in the Philippines and 67abroad. 717+67 = 7845. This is the term for the key statement beingexpressed by the text or paragraph (in otherwords, the most central piece of informationthe author wants you to know):(a) Topic(b) Main Idea(c) Guiding Sentence(d) Introductory Paragraph6. The main idea of a text or paragraph is usuallyfound in the:(a) introduction only(b) conclusion only(c) introduction and/or conclusion(d) topic sentence onlyAnswer: CAnswer: B3

6/5/20127. We can infer from the details that this yearJollibee Foods Corporation probably will:(a) raise prices on meals(b) establish a new marketing campaign(c) acquire more stores(d) sell Mang InasalAnswer: C• There is no mention of prices or marketing in thearticle, so A & B cannot be right• Since Jollibee just bought Mang Inasal, there isno reason to think that they will sell it soon.8. What was the consequence of Jollibee FoodsCorporation acquiring Mang Inasal?(a) sales to consumers from franchised storeswent up 10.2 percent(b) it contributed to 5 percentage pointsworldwide sales growth(c) net income attributable to equity holderssurged 16.2 percentAnswer: BAll statements are true, but only “B” relatesto the acquisition of Mang Inasal9. What is the difference between “Jollibee” and“Jollibee Foods Corporation”?(a) Jollibee is the mother company, JollibeeFoods Corporation is one restaurant chain(b) Jollibee Foods Corporation is the mothercompany, Jollibee is one restaurant chain(c) There is no difference: they are synonyms.Answer: B10. Based on the details provided in thepassage, what does the word “flagship”generally mean?(a) An overseas asset(b) The leading brand of a company(c) A mobile restaurant(d) Jollibee restaurantsAnswer: BReread: “Of the local stores, the flagship Jollibee brand has 717, Chinesefastfood chain Chowking has 400, pizza chain Greenwich has 223, bakeryRed Ribbon has 2214

6/5/2012Developmental ReadingGood readers are able to establish therelationship between what the author actuallysays and what he or she means but does notdirectly say. That’s what an inference is.We make inferences all the time. For example,identify what is really being said whensomeone says the following:Literally, this simply means that someone isagreeing. But we can infer that it means thatthey are doing it against their will or becausethey are obligated to do it.Sometimes, for some people, when they saythey’ll only use a second, it ends up taking avery, very long time.Sometimes when some people say “Nothing,”they really meaning “Something”. You canjudge their emotions based on their bodylanguage.Making inferences is also known as “ReadingBetween the Lines”. See how many of thefollowing inferences you can correctly guess.1

6/5/2012EventInferenceEventInferenceThe youngwoman blushedas the handsomeman walked by.The woman hasa crush on theman.The noisy classbecame quietwhen theprincipal came in.The studentsknow to respectthe principal.EventInferenceEventInferenceThe husband andwife satseparately at theparty. They didnot speak allnight.The husbandand wife areangry or havingan argument.The teacherstarted shoutingat the students.Eventually, shestomped out ofthe classroom.The studentswere notobeying theteacher’sinstructions.EventInferenceEventInferenceThe students areseated two seatsapart. Everyoneis quiet and busywriting.The studentsare taking anexam.The youngwoman took outthe picture of theyoung man andbegan crying.Something badhas happenedto the youngman.2

6/5/2012EventEveryone wascrying. Thefamily wasdressed in black.InferenceThe family isattending afuneral for aloved one.3

6/5/2012Developmental ReadingYou have made many conclusions in your life.Maybe you ate a barbeque from a streetvendor, but right after leaving you had extremestomach pain. Maybe you concluded that thefood was not properly cooked. Or maybe youconcluded that someone had poisoned thefood. How can you be sure you made the rightconclusion?This lesson focuses on learning how to makethe right conclusions. To do this, you need to:1. Evaluate all the details2. Use your past experiences of similarsituations3. Consider all possible causes4. Select the most likely conclusionFor example, if you know the detail that thestreet vendor is a nice person, you candisregard the possibility that he poisoned thefood. However, there is still the possibility thatanother customer poisoned the food. If thestreet vendor was carefully guarding the food,this possibility is unlikely. Therefore, the mostlikely answer is that the food was not properlycooked.First, evaluate all the details:1. A student was caught cheating.2. His parents were summoned to a meetingwith the principal.3. He did not attend classes anymore.Second, review your experience/knowledge1. I know that cheating is prohibited at school.2. I know that students caught cheating will bepunished/sanctioned.3. I know that the principal is very, very strictabout cheating1

6/5/2012Third, consider the possibilities1. The student was suspended from classes.2. The student was expelled from school.3. The parents took the student out of schoolto help with housework.4. The student is sick or dead.Fourth, choose the most likely inference.1. The student was suspended from classes.2. The student was expelled from school.3. The parents took the student out of schoolto help with housework.4. The student is sick or dead.Finally, make a conclusion:Students should avoid cheating if they want tostay in school.SituationInferenceClasses were suspended for a week.Many tall trees fell down. Manyhouses were blown apart.There was a strong typhoon.ConclusionIf a strong typhoon hits, school willbe suspended and property may bedamaged.SituationMany foreign companies in thePhilippines have ceased to operate.Thousands of workers have lost theirjobs.SituationCHED gave millions for the trainingof English teachers, but results of thenational examination in English arestill dismal.InferenceThere is a worldwide economic crisisInferenceThe money spent on training has notbeen effective.ConclusionFilipinos will be affected by theeconomic crisis, too.ConclusionCHED will either stop funding trainingor try another technique to improveEnglish teachers.2

6/5/2012SituationThe Philippine population balloonedto more than 90 million last year. Thegovernment increased the nationalbudget.SituationYoung people don’t often kiss thehands of their parents anymore andrarely say po and opo.InferenceA larger population costs moremoney to support.InferenceYoung people do not show respect toelders anymore.ConclusionIf the population continues to grow, thegovernment will need to increase thebudget or living conditions will becomeworse.ConclusionThe values of Philippine society arechanging.3

6/5/2012Developmental ReadingWhat is summarizing? It’s the process ofcondensing or squeezing text or an experienceinto a statement of the most essential ideas. Itrequires a reader to choose the key ideas,delete trivial and insignificant or irrelevantinformation, collapse lists, and paraphrase theauthor’s wordsFor the following sentences, re-write themusing less words.Example: “The mechanical apparatus of thisvending facility is temporarily dysfunctional.”“It is requested that any employee departingthis storage room ascertain that all illuminationis extinguished.”“Please turn off the lights when you leave.”Summary: “The machine is out of order.”“The proprietor of this business establishmentis at present elsewhere, enjoying a middaymeal.”“The owner is eating lunch.”“Along this side of the street, motorists are notpermitted to leave their vehicles in a stationaryposition.”“No Stopping Any Time.”1

6/5/2012“It is strictly forbidden that any visitor in thisretail store life or manipluate the items ondisplay.”“Do Not Touch.”“The surface of this wall is presently coveredwith a newly applied coloring matter not at thedesired stage of dryness.”“Wet Paint.”“The store at which you have arrived is notconducting business on this particular day.”“Closed.”Even though our brains automaticallysummarize, it is actually a complex process.Behrens and Rosen (1991) provide a step-bystepway to summarize reading…Read the ArticleReread the article. Underline important ideas. Circle key terms. Find the mainpoint.Divide the article into sections or stages of thought, and label each section or sstage of thought In the margins.Read the following passage, then choose if “A”“B” or “C” is the best summary.Note main ideas of each paragraph if the article is long.Write summaries of each stage thought or if appropriate of each paragraph.Write the main point of the article. Use your own words. This should be a sentenceThat expresses the central idea of the article as you have determined it fromthe steps above.Write your rough draft of the summary. Combine the information from the firstfour steps into paragrphs.Edit your version. Be concise. Eliminate needless words and repititions.Compare your versions to the original.2

6/5/2012Terrestrial plants must obtain both water andmineral nutrients from the soil, usually by wayof their roots. The roots, in turn, obtaincarbohydrates and other important materialsfrom the leaves… We learned in Chapter 8 thatwater is one of the ingredients required forcarbohydrate production by photosynthesis inthe leaves. Water is also essential fortransporting solutes, for cooling the plant, andfor developing the internal pressure thatsupports the plant body. Plants lose largequantities of water to evaporation, and thiswater must be continually replaced.Terrestrial plants must obtain both water andmineral nutrients from the soil, usually by wayof their roots. The roots, in turn obtaincarbohydrates and other materials from theleaves.Plants require water and minerals. Evaporationcauses plants to lose water.Through their roots, plants take in water andminerals. Althought plants loste water throughevaporation, water is important for theproduction of carbohydrates, transportingsolutes, cooling, and internal pressure.“A” is copied word for word from the originaland therefore is not a summary. If you copy likethis on an exam or assignment, you will receivezero points.“B” is too short and leaves out importantinformation.“C” is the best – it captures the overall meaningof the original in less than half the words.3

6/5/2012Work with a partner to answer the followingquestions:Developmental Reading1) A plane full of Filipino tourists crashes on theborder between Korea and China. Whereshould the survivors be buried?2) If you had a match and entered a house with apropane stove, kerosene lamp, and cigaretteand you want to light all of them, which shouldyou light first?3) Which statement is correct, “Seven plus five iseleven” or “Seven plus five are eleven”?1) You shouldn’t bury survivors because theyare still alive.2) You should light the match first3) Neither is correct. 7 + 5 = 12A rice farmer from Burauen wants to cross ariver. He has a chicken, a bag of rice, and a dogwith him. He can only carry 1 item across theriver at a time. If he leaves the chicken with therice, the chicken will eat the rice. If he leavesthe dog with the chicken, the dog will eat thechicken. How does he get all three items acrossthe river?DogRiceChicken1) Take the chicken across the river, thenreturn2) Take the dog across, but this time bring backthe chicken3) Take the rice across and return.4) Take the chicken across1

6/5/2012It’s all about shifting fromA no to B akitIt’s all about shifting your brain from asking“What?” questions to asking “How?” and“Why?” questions.For example, instead of trying to simplymemorize things for school…GoatCatBirdKhaanEelAlibangbangDogTake the same list of animals and try todetermine which one does not belong…GoatCATBirdKhaanEelAlibangbangDog2

6/5/2012You might say the GOAT, because it is the onlyone we eat.You might say the EEL, because it is the onlyone that lives in the seaYou might say the ALIBANGBANG because it isthe only one written in WinarayYou might say the KHAAN, because it is theonly animal that is extinctYou might say the CAT, because it is the onlyone written in capital lettersWith critical thinking, there are often manyright answers. The point is not to have studentsmemorize a fact or understand something, butrather to critically analyze, to problem solve, tofind ways to apply old knowledge to newsituations.If you can use the “Higher OrderThinking Skills”, you will be moreprepared for dealing with new situationsand for the skills needed for jobs in the21 st century.CreatingEvaluatingAnalysingApplyingUnderstandingRemembering“Traditional mathematics focuses on teaching algorithms thatwill lead to the correct answer. The traditional math studentmust use the specific method that is being taught. Reformersprefer to focus students' attention on the process leading to theanswer. The presence of minor errors is less important than theoverall thought process.Research has shown that children make fewer mistakes withcalculations and remember algorithms longer when theyunderstand the concepts underlying the methods they use.”Carpenter, T.P. (1989), "Using Knowledge of Children's Mathematics Thinking in ClassroomTeaching: An Experimental Study", American Educational Research Journal (4): 499–531Whole language theory describes a literacyphilosophy which emphasizes that childrenshould focus on meaning and strategyinstruction. It is often contrasted with phonicsbasedmethods of teaching reading and writingwhich emphasize instruction for decoding andspelling.Students still gain knowledgeand facts, but the teacherfocuses on developingcognitive processes instead ofarriving at a “right” answer.Pressley, Michael (2006). Reading instruction that works: the case for balancedteaching. New York: Guilford Press.3

6/5/2012Topic: Drafting Materials / EquipmentThen compare your design withthe universally recognizedsymbols.1. Drawing board: used for constructinghorizontal and vertical lines. It is usually madeof wood and is now available in masonit andhard plastic materials.2. T-square: used to construct horizontal lines.Serves as a base for triangles when drawingvertical lines.3. Rule: a substitute for the T-square. It moves upand down the drawing surface through pulleyand guide rope.ToolBest Pricein TaclobanDrawing Board Php 4,500PictureVarietiesSplit top, solid top,cpu compatible,adjustable height,fixed height.T-square Php 1,499Protractor Php 30Plastic, aluminum,18", 24", 30", 36"and 42“ sizes, longtongue, shorttongue360 degrees, 180degrees, plastic,metal, beveled,protractor-pluscompass4

6/5/2012Developmental ReadingAuthors write for varied reasons. They maygive you facts (true accounts), or they may giveyou fiction (untrue stories). Some write toentertain you. Others to teach you. Still otherstry to persuade you to do something.It’s very important that you understand theauthor’s purpose so that you can makedecisions for yourself about what to believe andwhat to thinkl.NameNarrativeAnalyticalExpositoryPurposeTells a story or a series of eventsConsiders the causes, effects, andreasons behind a topicBroadly shares or revealsinformation about a topicIf authors clearly states the reason they arewriting, they have a direct purpose. If they donot explicit state why, it is an indirect purpose.Most writing has an indirect purpose, meaningthe reader has to analyze what the purpose ofthe writing is.PersuasiveConvinces readers about a certainbelief or viewType of Writing Author’s Purpose Point of View and ToneNon-fiction• News articles•Textbooks•Biographies•Documentaries•Technical Manuals•Charts, graphs, tablesPersuasive Pieces• Editorials•Advertisements•Campaign speeches•Bumper stickers•Billboards•Commercials•Some charts and graphsFiction• Short story•Poetry•Novels•DramaTo inform, explain, givedirections, illustrate, orpresent information.To persuade by expressing anopinion to convince readersto think/feel/act a certainway.To illustrate a theme, event,or story that conveys amood. Usually written toentertain.The author’s point of view andtone is primarily neutral.The point of view clearly reflectsthe author’s attitude about asubject. Sometimes the opinionis directly stated and other timesit is implied. The author may tryto convince readers by using toneto appeal to their feelingsand/or values.The author may use characters ornarrators to express attitudes inthe story. The tone might belight and humorous or seriousand sad.Which of the following statements is Fact, andwhich is Opinion?1

6/5/20121. Citizens should not view taxation as apenalty, but as an opportunity to pool theirmoney to enhance their quality of life.a. factb. opinion 2. Recently, Rover, the roaming robot on Mars,discovered bedrock and minerals that couldhave been the site of water on the planet.a. fact b. opinion3. Politics is about illusions and revenge.a. factb. opinion 4. On February 24, 1868, the House ofRepresentatives impeached President AndrewJohnson after he tried to dismiss Edwin M.Stanton, the Secretary of War, but the Senatelater acquitted the president.a. fact b. opinion5. School policies should allow for commonsense when it comes to the six-year-old whobrought toy swords to school.a. factb. opinion 2

6/5/2012Developmental ReadingEvidence #1: All fish live in water.Evidence #2: The trout is a type of fish.Argument: The trout must live in waterEvidence #1: All ice cubes I have touched havealways been coldEvidence #2: I have never heard of a “hot” icecubeArgument: All ice cubes in the world are cold.There are many different ways an argumentcan be made.The argument about trout was made using“deductive” logic, which means moving from ageneral truth to a specific instance. Theargument about ice cubes used “inductive”logic, which means generalizing from a specificexampleBasically, any argument =specific position + supporting pointsWhich is the better argument?1) John lied to me last month. Therefore, I cannever trust anything he says.2) John lied to me last month. Therefore, Ishould be cautious about believing everythinghe says.1

6/5/2012Which is the better argument?1) John lied to me last month. Therefore, I cannever trust anything he says.2) John lied to me last month. Therefore, Ishould be cautious about believing everythinghe says.Just because someone lies once doesn’t mean youcan never trust him.ASenator Gomez supports theRH-Bill. He also supported atax increase last year onbusinesses, which was a badidea. Therefore, the RH-Billwill also be a bad idea.BThe values of most Filipinos,based on the teachings ofthe Catholic Church, focus onavoiding contraception. TheRH-Bill may make it easier touse contraception.Therefore, the RH-Bill goesagainst the values ofFilipinos and is a bad idea.Just because one person supported a bad idea doesn’tmean some new idea will also be bad. “B” is better.AThe RH-Bill gives morefunding to health care. Morefunding will save lives.Therefore, the RH-Bill is agood idea.BThe booming population ofthe Philippines is creatingmore poverty. The RH-Billmay help control the birthrate. Therefore, the RH-Bill isa good idea.AA recent study by UNICEFshowed that HIV/AIDS isincreasing at an epidemicrate in the Philippines.Therefore we need to actnow and enforce stricteranti-prostitution laws.BEveryone knows thatHIV/AIDS is increasing at anepidemic rate in thePhilippines. Therefore weneed to act now and enforcestricter prostitution laws.We cannot directly conclude that more funding will savemore lives. “B” is better.Any good argument needs clear, supporting evidence.You cannot simply assume that something is happening.“A” is better.AA ten-year old Filipino boyrecently walked into classand shot one of hisclassmates. The boy had anabusive father and wasknown to play shooter videogames. Therefore, shootervideo games make peoplemore violent.BA ten-year old Filipino boyrecently walked into classand shot one of hisclassmates. The boy wasknown to play shooter videogames. However, millions ofpeople play these games andare not violent. Therefore,we can’t be sure that videogames made him moreviolent.Counter arguments are evidence that goagainst your specific position. Example:I am in favor of the K-12 program, because Ithink more schooling for Filipinos will makethem more globally competitive. However, Irealize that adding two years to school requiresmore teachers, classrooms, and books, whichwe do not have.2

6/5/2012Example:Many people believe that Yoga is very healthful.I agree, and I love to practice yoga andrecommend it to you. However, I realize thatjust because it is healthful doesn’t necessarilymean that it can cure cancer or other diseases.Including and addressing counter-arguments inyour own writing is important because it showsthat you have considered the topic from allangles.3

6/5/2012Developmental ReadingContent area reading, also known as“interdisciplinary reading,” means readingdifferent types in different fields of study, likescience, math, history, arts, psychology,tourism, or medicine. It’s important to focus onour own major, but it is also important to readfrom other content areas to expand ourperspective. However, reading from othercontent areas can be more difficult.Content area reading is reading anything that isnot in your field of study. It can be philosophicaltreatises, historical documents, science articles,or almost anything with which you are notfamiliar. However, content area reading doesnot include narrative texts.Key point: The most basic level of fluency ingeneral English requires a vocabulary ofapproximately 2,000 words.However…We need a vocabulary of about 15,000 words tocomprehend texts in unfamiliar content areas.The Panjabi model for the spinal stabilizing system consists of 3interacting subsystems. These are the passive system(structure of the vertebrae, passive stiffness ofthe intervertebral discs, spinalligaments, joint capsules, andthe passive properties of the muscles), active system(contractileproperties of muscles and tendons),and neural system (proprioceptors and other neural controlcomponents). The 3 subsystems complement each other andwork together to achieve stability.The Panjabi model for the spinal stabilizing system consists of 3interacting subsystems. These are the passive system(structure of the vertebrae, passive stiffness ofthe intervertebral discs, spinalligaments, joint capsules, andthe passive properties of the muscles), active system(contractile properties of muscles and tendons),and neural system (proprioceptors and other neural controlcomponents). The 3 subsystems complement each other andwork together to achieve stability.1

6/5/2012The Panjabi model for the spinal stabilizing system consists of 3interacting subsystems. These are the passive system(structure of the vertebrae, passive stiffness ofthe intervertebral discs, spinalligaments, joint capsules, andthe passive properties of the muscles), active system(contractile properties of muscles and tendons),and neural system (proprioceptors and other neural controlcomponents). The 3 subsystems complement each other andwork together to achieve stability.There are three main categories of vocabulary:General vocabularySpecialized vocabularyTechnical vocabularyThese are words that everyone knows and usesas a part of everyday communicationThese are words that have specific meaningdepending on the content area being covered.For example, the word “bar” in a music classrefers to time duration. In a science class, “bar”means a shape. Also, in a math class, the word“ruler” means a device to measure things. In ahistory class, it means a leader.These are words that relate very specifically toa content area and are not familiar to peoplewho have not studied that content area. Forexample, do you know the word “exegesis”? Aseminarian knows it. But he might not knowthe word “duodenum” while a science majorwould know that word.The Panjabi model for the spinal stabilizing system consists of 3interacting subsystems. These are the passive system(structure of the vertebrae, passive stiffness ofthe intervertebral discs, spinalligaments, joint capsules, andthe passive properties of the muscles), active system(contractileproperties of muscles and tendons),and neural system (proprioceptors and other neural controlcomponents). The 3 subsystems complement each other andwork together to achieve stability.2

6/5/2012It’s important to know that there is “general”,“specialized” and “technical vocabulary”. Thatway, when you are reading something from anunfamiliar content area, you won’t becomefrustrated with strange words.. Also, you canmake better guesses about what the wordsmean.Identify the words you do not know on thefollowing slide, then decide which are technicalvocabulary and which are specializedvocabulary.The use of the phrase "terminus technicus" (Latin"technical term") in linguistics and literature is latentlysemi-ironic, in that rendering the easily understandableEnglish "technical term" in Latin with the more difficult,and to many readers exclusive, Latin equivalent"terminus technicus" itself illustrates how technicaljargon and foreign loanwords narrow the semanticfocus of a term. An example is the Turkish word caïque,a word for a wooden fishing boat, which is found inRussian as kaik (Cyrillic каик) and refers not just to anywooden boat, but the usage of the boat to Russiantravellers when found as a private ferry-taxi on theBosphorus. In other words the idea that the boat isferried by an Ottoman ferryman is part of the exotic"Turkishness" of the word to the Russian 19th Centurytraveller.3

6/5/2012SpeechesNewspaper articlesResearchDevelopmental ReadingExpository TextsMagazine articlesGovernment documentsDirectionsExpository texts are a very broad category ofwriting. They can be almost anything. Thepurpose of expository texts can be to: Inform Describe Explain PersuadeFor the next 5 slides,read the samplesentences, then tryto guess the type ofexpository text.Types ofExpository TextsProblem / SolutionCause / EffectComparison / ContrastSequenceDescription“The crocodile is the master of deception in thewater. It stalks its prety and then swiftly closesin for the kill.”Type: _____________________Description“The power of the crocodile is like that of a monstrousmachine. With one lunge it can destroy its prey andprotect the kill from other predators. In contrast, otherpredators often lose their prey to other, strongercreatures.”Comparison / ContrastType: _____________________1

6/5/2012“One problem to resolve in crocodile watching istransportation. How can an observer get closeenough to watch without scaring it away or beingattacked. One technique is telescopic cameras.”Problem / SolutionType: _____________________“We observed the crocodile as it stalked a raccoonmoving through the moonlight toward the edge of thewater. But as a result of a noise we made, the raccoonran away, and thus the crocodile was unable to make asuccessful hunt.”Cause / EffectType: _____________________“Archaelogists have helped us to understand thatevolution of the crocodile began with its ability to moveon land or water. Then, its vision developed to make it amore powerful killer. Next, its body strength evolved…”Type: _____________________SequenceTypeProblem / SolutionCause / EffectComparison / ContrastSequenceDescriptionKey WordsProblem, dilemma, if/then,because, possibly,alternativeAs a result, since,therefore, hence, due to,thus, this led toJust like, similarly, also,alike, same as, however, incontrast, on the otherhandFirst, second, third, next,last, finally, after, when,then, nowFor example, to illustrate,for instance, such as, like,includingRead the following expository text, on tattoos,and answer the questionsThe word tattoo comes from the Tahitian “tatu” which means“to mark something.” It is arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose of tattooing variesfrom culture to culture and its place on the timeline. But thereare commonalities from the earliest known tattoos to thosebeing done on college students in Manila today. From thebeginning, tattoos have always had an important role in ritualand tradition. In Borneo, women tattooed their forearmsindicating their particular skill. If a woman wore a symbolindicating she was a skilled weaver, her status as primemarriageable material was increased. Tattoos around the wristand fingers were believed to ward away illness. Throughouthistory tattoos have signified membership in a clan or society.Even today groups from gangs to secret societies tattoo theirparticular group symbol to show unity.2

6/5/20121. The tone of the passageis:(a) Persuasive(b) Reflective(c) Informative (d) AnalyticalThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.2. The diction of thepassage is:(a) Informal(b) Formal (c) Slang(d) UngrammaticalThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.3. The speaker ofthe passage is mostlikely a:(a) Researcher (b) Storyteller(c) Tattoo artist(d) CriminalThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.4. Based on thestructure of thisintroduction, thefollowing paragraphswould be organized:(a) to describe types oftattoos(b) in chronologicalorder(c) describing tattootechniquesThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.5. In the passage,the word“commonalities”means:(a) of averagecitizens(b) small towns(c) Similarities(d) differencesThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.6. There is proof thattattooing has existedsince 12,000 BC(a) True(b) FalseThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.3

6/5/20127. Why is it that gangsand secret societies usetattoos?(a) to defy authority(b) to be different(c) to ward away illness(d) to show unityThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.8. The topic of this passageis:(a) The purpose of tattoos(b) The history of tattoos(c) Tattoos have serveddifferent purposesdepending on culture andtime(d) Tattoos are a way toincrease marriage potentialThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.9. The main point of thispassage is:(a) The purpose oftattoos(b) The history of tattoos(c) Tattoos have serveddifferent purposes depending on cultureand time(d) Tattoos are a way toincrease marriagepotentialThe word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.10. The passage arguesthat:(a) Tattoos are good(b) Tattoos are dangerous(c) The passage does notargue; it is informativeonly(d) The passage ismaking two argumentsat once.The word tattoo comes from the Tahitian“tatu” which means “to mark something.” Itis arguably claimed that tattooing hasexisted since 12,000 years BC. The purpose oftattooing varies from culture to culture andits place on the timeline. But there arecommonalities from the earliest knowntattoos to those being done on collegestudents in Manila today. From thebeginning, tattoos have always had animportant role in ritual and tradition. InBorneo, women tattooed their forearmsindicating their particular skill. If a womanwore a symbol indicating she was a skilledweaver, her status as prime marriageablematerial was increased. Tattoos around thewrist and fingers were believed to ward awayillness. Throughout history tattoos havesignified membership in a clan or society.Even today groups from gangs to secretsocieties tattoo their particular group symbolto show unity.4

6/5/2012Developmental ReadingIn Lesson 27, we discussed the broad categoryof expository texts. One type of expository textis the essay, which is a piece of writing thatseeks to explore or demonstrate something. Itusually has a thesis statement, which is a clearpoint that can usually be expressed in onesentence.There are very many different types of essays.You don’t need to memorize them all, but lookover the following chart and become familiarwith the different features of essays.NameDescriptiveNarrativeExemplificationCompare/ContrastCause & EffectDialecticDescriptionUses lots of sensory details (sound, touch, sight, etc.)and the purpose is to describeTells a story, focuses on action and a plot, and hasconversationsGives examples and stories about a given topicFocuses on the similarities and differences betweenthingsShow the relationship between why things happenExplores philosophical reasoning through argumentand counterargument What is the title & what might it mean? When was the essay written, and how canthis help you understand it? Who wrote it, and what information does thistell you about the story? What is the most important information inthe essay? What are you learning? How does it relate towhat you already know?Read the following essay, then answer thequestions.1

6/5/2012The current picture of the Filipino nation is undeniablycatastrophic made evident by the local media. Thecountry is marred by these burning issues: the appeal forthe President’s impeachment and the threats ofdestabilization, the flaring Charter Change issue that haslaunched a national feud among the different sectors ofthe society, the national budget deficit, theuncontrollable fall of the economy, the grime ofcorruption in the governement, oil spill in the Guimarasand too many more to mention. These are the recentevents that define the state of our nation today.It is depressing for us that we encounterunpleasant news recurrently. However, it would beeven more saddening for the youth for at theirvery young age, they have witnessed the “gradualfall” of the Philippines. But sadly, a majority ofthem are not fully aware of it. Probably becausethey prefer watching entertaining televisionprograms over news reports and lay their hands onfascinating magazines instead of readingnewspapers. Their dislike to watch news andcurrent events and this not-to-read phenomenonhas resulted in apathy. They ignore political andeconomic issues. They tend to forget thateverything that’s happening in the countryconcerns them. Thus, this ignorance has been asign of immaturity of the youth and must soon beabated.People mature not only in physical, mental andemotional aspects, but also in social dimensions, whichinclude political development. Given the complicatedcondition of our government and society today, theFilipino youth cannot stay indifferent to the politicalmatters concerning them. They must not easily shrugtheir shoulders and say no-big-deal for the aftermath ofthe decisions of the administration seriously affects thewelfare of the youth and of everyone. They have to bepolitically mature enough in order to cope with theintricate system of living nowadays.Political maturity is characterized by critical analysis,rational judgment, and broad knowledge andunderstanding of issues regarding our economy andgovernance. If they were not accustomed to suchpolitical matters, what kind of future would thePhilippines have? The young Filipinos are the next totake responsibility over our motherland.The call for political maturity must be answeredurgently. Political Literacy is the fundamental tool inaddressing this issue. The academic community is morelikely to be the avenue of political education. Schoolsplay a potent role in the students’ political formation.And these can only be made possible if schools create aclimate where political matters are espoused. Teachingthe Constitution effectively in order that the childrenmay be cognizant of their rights, responsibilities, andwhat is legal or illegal would help. Classroom discussionsmust be infused with national and local concerns too.Requiring students to read newspapers and view newsprograms would also be indispensable. Furthermore,schools must provide opportunities for the students toair their views. The students must be encouraged toparticipate in social movements with patriotic cause.When these are done, youth become politicallyresponsible citizens.An old proverb says, “He whose eyes are closedenters and when he comes out his eyes are open.”This only shows the vital contribution of the schoolin the enlightenment of the young. The school asan influential institution is tasked with bringing theyoung Filipinos out of their shell, exposing them tothe challenge of times and making them awareand responsive to what is going on around them.By tradition, politics is not for the young.However, the present circumstances dictate thateven the youth must have the opportunity tospeak out and must be made mindful of the twistsand turns of the country’s fate. Indeed, there mustbe “politics” in school.1. What is the title of the essay? What does ittell you about the author’s purpose or topic?2. There is no date for the essay, but can youinfer from details when it was written?3. What can you hypothesize about the personwho wrote it? What is his profession? Whatis his educational background?4. Do you agree or disagree with this essay?Why or why not?2

6/5/2012Developmental ReadingThe way a person feels about an idea orconcept, event, or another person can bequickly determined through facial expressions,gestures, and in the tone of voice. In literaturehowever, an author sets the tone throughwords. Tone typically referes to the author’sstance toward his or her readers and message.Specific documents or authors can be describedas having a proud, arrogant, pedantic, racist,confident, or satirical tone.AngerArrogance/PrideConfusionSadness1

6/5/2012An author’s tone is the attitude he/she hasabout the writing. It could be playful, sarcastic,informative, biased, unbiased, happy, sad,angry, humorous, or many other emotions.Mood, on the other hand, is the emotions thata reader feels while reading. Mood is the resultof the tone that the author uses.1. "Naturally, nothing of any significance is goingto be said in seven seconds, but this seems towork to the advantage of many politicians, whospeak in short sound bytes. They are notrequired to say anything of significance, andissues can be avoided rather than confronted.”a. anxiousb. encouragingc. positived. critical 2. A clear relationship between income and voting turnoutrates exists. A considerably higher percentage of citizens withannual incomes over PHP 40,000 vote than do citizens withincomes under PHP 10,000. Income level is, to some degree,connected to education level, as wealthier people tend to havemore opportunities for higher education and more educationalso may lead to higher income. Wealthy citizens are also morelikely than poor ones to think that the "system" works for themand that their votes make a difference.a. matter-of-factb. pleadingc. sarcasticd. friendly2

6/5/2012Developmental ReadingWhat is poetry? Does it have to rhyme? Does ithave to have rhythm? Is music poetry?Many have tried to define it, to explain how it isdifferent from a short story or an essay, butthere is no good definition.According to our textbook, poetry is “a form ofliterature, spoken or written, that highlightsrhythm, other intricate patterns of sound andimagery, and the many possible ways thatwords can suggest meaning.”According to others, poetry is simply,“Memorable words.”For the exam, you need to know the following terms: Sound Rhythm Speaker Audience Subject ToneWe will discuss each separately… Theme Diction Syntax Imagery Figures ofSpeechWhose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.Read this poem, entitled “Stopping By Woodson a Snowy Evening.” It was written by RobertFrost.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.1

6/5/2012Whose woods these are I think I know. AHis house is in the village though; AHe will not see me stopping here BTo watch his woods fill up with snow. AMy little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.BBCBCCDCThe woods are lovely, dark and deep. DBut I have promises to keep,And miles to go before I sleep,DDAnd miles to go before I sleep. D1. Sound. This is the“music” that is createdin the words used. Onevery common soundtechnique in poetry isrhyme. Look at how theends of each line rhyme.Similar lines arerepresented with thesame letter of thealphabet.Note: marking letters likethis is called the “rhymescheme.”Whose woods these are I think I know. AHis house is in the village though; AHe will not see me stopping here BTo watch his woods fill up with snow. AMy little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.BBCBCCDCThe woods are lovely, dark and deep. DBut I have promises to keep,And miles to go before I sleep,DDAnd miles to go before I sleep. DPoems that do not havea regular rhyme schemeare called “blank verse.”For example, WilliamShakespeare wroteblank verse for his plays.They had a meter(“iambic pentameter”),but they did not have arhyme scheme.Note: marking letters likethis is called the “rhymescheme.”2. Rhythm. This is the beat of the poem. Let’s count out thesyllables in this poem to find if it has a pattern…1 2 3 4 5 6 7 8Whose woods these are I think I know.1 2 3 4 5 6 7 8His house is in the village though;1 2 3 4 5 6 7 8He will not see me stopping here1 2 3 4 5 6 7 8To watch his woods fill up with snow.Note: marking the beat ofthe poem is called “meter.”Each line has exactly 8 syllables. That means this poem has aregular meter. Poems without a pattern are called “freeverse.”Note: there arenames for each1 2 3 4 5 6 7 8differentmeter. Some1 2 3 4 5 6 7 8common ones:“tetrameter”(which means1 2 3 4 5 6 7 8four beats perline),“pentameter”1 2 3 4 5 6 7 8 (five), and“hexameter”(six).Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.3. Speaker. The speakeris the narrator of thepoem. Oftentimes, weare not told the name ofthe speaker, but in thispoem, we can guess thatthe speaker is a travellerwho lives nearby.Note: do not assume thatthe speaker of the poem isthe author of the poem,even if it says “I”. Usuallypoets create characters totell their stories.Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.4. Audience. Askyourself, who is thespeaker speaking to? Hislover? His enemy? Hisfellow countrymen? Inthis poem, we are nottold who the audienceis. Maybe the speaker issimply speaking tohimself.Note: Many poems do nothave a clear audience, so beprepared to makeinferences and guesses.2

6/5/2012Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.5. Subject. This is,simply, the topic of thepoem. What is thispoem about? It is abouta man travelling on asnowy day trying to gethome.Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.6. Tone. What is thefeeling or the emotionyou get when you readthe poem? In this poem,the tone might bedescribed as peaceful,calm, philosophical, orcontemplative.Tone is created by themood the author createsthrough imagery and wordchoiceWhose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.7. Theme. What is themessage or the moral ofthe poem? Is it aboutlove? About nature?About friendship? Thispoem’s theme seems tobe about our journeythrough life.Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.8. Diction. This, simply,is the formality of thewords that the poetuses. Does the poet usecomplex words orsimple words? Formalwords or slang? In thispoem, the poet usessimple, conversationaldiction.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.9. Syntax. This is theway that the poetarranges the grammarof the sentence. Unliketraditional writing,poets are free to mix upthe word order. This iscalled “poetic license.”Example: Above, it would begrammatically correct to say “Ithink I know whose woods arethese” but the poet changesthe order to make it moreinteresting and memorable.Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.10. Imagery. This is,simply, the things yousee in your mind whenyou imagine the poem.All of the highlightedwords create imagery.3

6/5/2012Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.11. Figures of speech.These are very commonin poetry. These arewhen the poet sayssomething that is notliteral, but figurative.They include metaphor,personification, andapostrophe. In thispoem, for example, is“miles to go before Isleep” really a metaphorfor “things to do in lifebefore I die”?Read this famous poem, called “Jabberwocky,”by the poet Lewis Carroll (he is also the authorof Alice in Wonderland). Note that many of thewords he uses are ‘nonsense’ words. That isusing poetic license. But even though there aremany meaningless words, can you still figureout the subject of the poem?What is the rhythm? (Count the syllables)1 2 3 4 5 6 7 8`Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe."Beware the Jabberwock, my son!The jaws that bite, the claws that catch!Beware the Jubjub bird, and shunThe frumious Bandersnatch!"Answer: 8syllables in eachline, just like theprevious poem!What is the rhyme scheme?`Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe.ABAB"Beware the Jabberwock, my son! CThe jaws that bite, the claws that catch! DBeware the Jubjub bird, and shun CThe frumious Bandersnatch!" DWho is the speaker?What is the diction?`Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe.Answer: it is not clearlystated who the speaker is,so we could call thespeaker “an anonymousnarrator.”`Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe.Answer: because of formalwords like “twas” and“beware”, this poemseems to have a formal orelevated diction."Beware the Jabberwock, my son!The jaws that bite, the claws that catch!Beware the Jubjub bird, and shunThe frumious Bandersnatch!""Beware the Jabberwock, my son!The jaws that bite, the claws that catch!Beware the Jubjub bird, and shunThe frumious Bandersnatch!"4

6/5/2012Take this short quiz. If you have questionsabout the answers, ask the teacher.1.The poet’s choice of words (e.g.formal or informal, long or short, orcomplex or simple) is called:(a) Syntax(b) Tone(c) Diction(d) Rhythm 2. The organization of words, phrasesand clauses (i.e., the word order) iscalled:(a) syntax (b) tone(c) diction(d) rhythm3. The repetition of stress within apoem affected by rhyme andorganization is called:(a) Syntax(b) Tone(c) Diction(d) Rhythm 10. The poet’s attitude towardthe subject of the poem iscalled:(a) Syntax(b) Tone (c) Diction(d) Rhythm5

6/5/2012Developmental ReadingWhile reading the following story, titled “MyBrother’s Peculiar Chicken,” by Alejandro R.Roces, practice the following comprehensionstrategies.On the next slide, you will read the beginning ofthe story. Use your background knowledgeabout names and details to infer when andwhere this story takes place (the setting)?When and where does this story take place?My brother Kiko had a very peculiar chicken. It was verypeculiar because no one could teel whether it was a roosteror a hen. My brother claimed it was a rooster. I claimed itwas a hen. We almost got lynched trying to settle theargument.The whole question began early one morning, while Kikoand I were driving the chickens from the cornfield. The cornhad just been planted and the chickens were scratching theseed out for food. Suddenly we heard the rapid flapping ofwings. We turned in the direction of the sound and saw thetwo chickens fighting at the far end of the field. We couldnot see the birds clearly, as they were lunging at each otherin a whirlwind of feathers and dust."Look at the rooster fight!" my brother said, pointingexcitedly at one of the chickens. "Why, if I had a rooster likethat I could get rich.""Let's go and catch it!" I suggested.On the next slide, the main character is tryingto make a conclusion about the peculiarchicken. Can you identify what type ofreasoning they are using?Is it INDUCTIVE or DEDUCTIVE?When we got near them, my brother dived and caught one ofthem by the legs. It struggled and squawked. Kiko finally held itby both wings and it stood still. I ran over to where he was andtook a good look at the chicken."Aba, it is a hen!" I said."What is the matter with you?" my brother asked. "Is the heatmaking you sick?""No, look at its head. It has no comb or wattles.""Who cares? Didn't you see it fight?""Sure, I saw it fight. But I still say it is a hen.""Did you ever see a hen with spurs like this? Or a hen with a taillike this?"Kiko and I could not agree on what determines the sex of achicken. If the animal in question had been a carabao it wouldhave been simple. All we would have to do was look at the tail,hooves, or horns. Or if it had a brass on its nose it wouldundoubtedly be a bull. But chickens are not like carabaos. So theargument went on.All of a sudden, the chicken flapped its wings, and then crowed."There! Did you hear that?" my brother exclaimed triumphantly."I suppose you are going to tell me now that carabaos fly.""I don't care if it crows or not," I said. "That chicken is a hen."1

6/5/2012On the next slide, you have to use inference.The author mentions something about themother but does not fully explain.Why do you think the mother always cries?We went in the house and the discussion continued during lunch."It is not a hen," Kiko said."It is a hen," I said."Is not.""Is.""That's enough!" Mother interrupted. "How many times mustfather tell you not to argue during lunch. What's this argumentabout this time?"We told mother and she went out to look at the chicken."The chicken," she said, "is a binabaye. It is a rooster that lookslike a hen.""No Mother, you are wrong," said Father."It is a binalake, a henwhich looks like a rooster.""Have you been drinking again?" asked Mother. "Have you everseen a hen with feathers like that?""Listen. I have handled fighting roosters since I was a boy andyou cannot tell me that thing is a rooster."Before Kiko and I realized what was happening, Father andMother were arguing all by themselves. Soon mother was crying.She always cried when she argued with Father.Good readers think while they read. They try toguess what will happen next. Try it. Guess whatwill happen next.Will Teniente say it is a rooster or a hen?"I know who can settle this question," my brother said. "TenientengTasio."Tenienteng Tasio was the head of the village. I did not think he couldsolve our problem. He was a man who explained his strange views witheven stranger reasons. For example, the chief disapproved ofcockfighting. Now, many people object to cockfighting, their reasonbeing either that they think cockfighting is cruel or that gambling isbad. The chief, however, disapproved because he said cockfighting wasa waste of time. It was already proven, he would say, that one cock canbeat another. So why have cocks fight?"Tenienteng Tasio, is this chicken male or female?" Kiko asked."That is a question that could concern only another chicken," the chiefreplied.Look, teniente," my brother said, a little frustrated with this firstresponse. "My brother and I happen to have a special interest in thisparticular chicken. Please give us an answer. Just say yes or no. Is this arooster?""It does not look like any rooster I've seen," said the teniente."So it's a hen!" I said triumphantly."It does not look like any hen I've seen," said the teniente. "Have youever seen an animal like this?" he asked us.Kiko and I had to admit we hadn't."Then how do you know it is a chicken?""What else could it be?" said Kiko."It could be another kind of bird.""Oh God!" said Kiko. Let's go to town and see Mr. Cruz. "He'll know."We’re almost at the end. After reading the nextslide, summarize, in your own words, what hashappened so far in the story.2

6/5/2012Mr. Eduardo Cruz lived in the nearby town of Alcala. He had studiedpoultry husbandry at Los Banos, and he operated a large egg farm."Mr. Cruz," Kiko said, when we arrived. "Is this a hen or a rooster?"Mr. Cruz looked at the bird curiously and then said:"Hmmm. I don't know.""Well, is there any way you can tell?""Why sure. Look at the feathers on its back. If the ends are round, it's ashe. If they are pointed, it's a he."We looked at the feathers.My brother sighed. The chicken, of course, had both round and pointedfeathers."Is there any other way you can tell?" I said."I could kill it and examine its insides.""No, no, I don't want to kill it," said my brother. "Ah! I know I can provethis is a rooster.""How?" I asked."(Anticipate and predict! How will thebrother prove that it is a rooster?)"Would you agree this is a rooster if it fights in a cockpit? And wins?"If this hen can beat a gamecock, I'll believe anything," I said.That Sunday, we took the chicken to the cockpit. Kiko looked aroundfor a suitable opponent and finally decided on a big, red rooster."Don't pit your hen against that rooster," I told Kiko. That rooster is nota native chicken. It was brought over from Texas. I heard about it. It haskilled more chickens than the cholera. No rooster in this province canbeat it. Pick an easier opponent."My brother would not listen. The match was made and the birds wereheaded for the killing. Sharp steel gaffs were tied to their left legs. Theodds were two to one. Kiko bet eight pesos on his chicken. I bet two.Then I said a prayer to Santa Rita de Casia, the patroness of theimpossible.Then the fight began. Both birds were released in the center of thearena. The Texan scratched the ground as if it were digging a grave forits opponent. I expected our bird to die of fright. Instead, a strangething happened.(What do you think is the strange thing that happened?)A lovesick expression came into the red rooster's eyes. Then it did alove dance. Naturally, this was a most surprising incident to one andall, but particularly to those who had stakes on the Texas rooster. For itwas evident that the Texan was thoroughly infatuated with our chickenand that any attention it had for the moment was strictly amatory. Butbefore anyone could collect his wits our bird rushed at the red stag andin one lunge it buried its spur in its adversary's breast. The fight wasover. The sentencer raised our chicken in victory."Tiope! Tiope! Fixed fight!" the crowd shouted.Then a riot broke out. People tore the bamboo benches apart and usedthem as clubs. My brother and I had to leave through the back way. Ihad the chicken under my arm. We ran towards the coconut groves andwe kept running till we lost the mob. As soon as we felt safe, we sat onthe ground and rested. We were bother panting like dogs."Now are you convinced it's a rooster?" Kiko muttered betweenbreaths."Yes," I grumbled, still clutching the bird. I was glad the whole thingwas over.(Build a good vocabulary. Do you know what all thehighlighted words mean?)But the rooster had other ideas. It began to quiver.Then something happened. I felt somethingsmooth and warm fall into my hand. The chickencackled. I looked down at my hand and saw it andsighed.The End3