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Reading and Writing Skills: Quarter 3 - Module 1: Reading and Thinking Strategies Across Text
Reading and Writing Skills: Quarter 3 - Module 1: Reading and Thinking Strategies Across Text
READING AND
WRITING SKILLS
Quarter 3 – Module 1: Reading
and Thinking Strategies
across Text
(Second Semester)
Reading and Writing Skills – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 1: Reading and Thinking Strategies across Text
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Management Team:
ii
11
READING AND
WRITING SKILLS
Quarter 3 – Module 1: Reading
and Thinking Strategies
across Text
(Second Semester)
iii
Introductory Message
For the facilitator:
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in
the body of the module:
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
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lesson to take. If you get all the answers
correctly, you may decide to skip this module.
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
v
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
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What I Need to Know
What I Know
1. Carlo and his groupmates are coming up with a project proposal to help
curb the spread of the COVID-19 disease in their barangay. He
facilitated the discussion and a lot of ideas were generated from his
groupmates. After careful analysis, the group selected the most
appropriate project the group will enact. What technique in generating
and selecting information is involved in this situation?
a. Outlining c. Summarizing
b. Brainstorming d. Using Graphic Organizer
2. The teacher orders the class president to prepare a graphical list of their
newly elected class officers. What is the most appropriate graphic
organizer should the class president use?
a. A network tree to show the hierarchy within the organization
b. A problem-solution map to outline the challenges faced by the
officers
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c. A sequential episodic map to illustrate the voting process they
undertook
d. A descriptive or thematic map to show the names and functions
of the officers.
3. What is NOT a correct description of outlining?
a. Outlining shows the relationship among ideas in your writing
b. Outlining constructs an ordered overview of your writing
c. Outlining presents your material in an illogical form
d. Outlining defines boundaries and groups
4. Which is not a basic feature of an outline?
a. Subordination c. Parallelism
b. Multiplication d. Coordination
5. The following describe the importance of carefully choosing the
techniques in organizing information, EXCEPT:
a. It clarifies or simplifies complex information
b. It helps to recognize patterns and compare perspectives
c. It helps to avoid the messy but important work of surfacing key
insights or conceptual understanding
d. It constructs understanding through an exploration of the
relationship between concepts
Directions: Match the patterns of development in column A with the phrases
or signal words commonly associated with them in column B.
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Lesson Use of strategies in selecting
1 and organizing information
What’s In
Using the Venn Diagram below, compare and contrast your life before
and after the imposition of the Community Quarantine due to the COVID-19
pandemic. Use separate sheet if necessary.
What’s New
3
What Is It
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a. Topic outline – uses words or phrases as headings, without
punctuation
b. Sentence outline – uses full sentences
There are four principles in creating an effective outline:
a. Parallelism – putting the words in the same grammatical order
(parallel grammatical structure)
b. Coordination – arranging ideas according to their value or
importance; ideas of the of the same relevance or value are labeled in
the same way;
c. Subordination – arranging ideas in levels of significance: major
and minor
d. Division – separating the kinds of points you are making by
using a consistent basis of division and distinction
5
What’s More
1. With Mental Health during the Pandemic as the main thesis, create a
topic outline that has this three main ideas: nature and importance of
mental health, symptoms of failing mental health, and strategies in
protecting one’s mental health during the pandemic.
2. Using any graphic organizers, make a visual representation of how
important getting reliable information is during the pandemic and how
to acquire them.
Direction: Reflect on what you have learned after taking up this lesson by
answering the question below.
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What I Can Do
What’s In
What’s New
What Is It
There are different patterns by which ideas are developed. Some of the
major ones are discussed below:
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1. Narration – refers to a sequential telling of a story or recounting of a
series of events
2. Definition - Explains an idea, term or phrase using distinguishing
characteristics or synonyms. It is used to set working generalizations
that help control the meaning and scope of important terms or ideas
(Perelman, et al., n.d.)
3. Description – similar with narration for having many specific details,
description “emphasizes the senses by painting a picture of how
something looks, sounds, smells, tastes, or feels. Description is often
used to establish a mood or atmosphere” (Bedford, Freeman and Worth,
2019, p.2).
4. Comparison and contrast – compares two things to highlight their
subtle similarities and differences. The author's intent is to describe a
connection between two things by showing their distinguishing and
shared attributes (Bohaty, 2015).
5. Sequence – describes steps, events, processes, or procedures. There
are three types of Sequence: steps, timeline, and cycle. Regardless of
the type, the author is putting information in an order (Bohaty, 2015,
p. 40).
6. Cause and effect – shows the linkage of causation – how events are
influenced or caused by another. “The author's intent is to tell us how
an event always leads to an outcome. The event is the cause and the
outcome is the result. The relationship is between the cause and the
effect” (Bohaty, 2015, p. 40).
7. Problem and solution - divides information into two main sections, one
that describes a problem and one that describes a solution. Here, the
author’s intent is to discuss or propose a solution to a problem. The
relationship between the problem and the solution is explored (Bohaty,
2015).
What’s More
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http://faculty.washington.edu/ezent/impo.htm#PSP
Direction: Reflect on what you have learned after taking up this lesson by
answering the question below.
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What I Can Do
Assessment
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Assessment What I Know
1. B 1. B
2. E 2. A
3. C 3. C
4. F 4. B
5. D 5. C
Essay – answers may vary 6. E
7. C
8. D
9. F
10. A
Answers Key
References
Electronic Resources
https://www.slideshare.net/aliciamargaretjavelosa/properties-
of-a-wellwrittentext-reading-and-writing
https://www.slideshare.net/KatrinaClaireLandich/properties-
of-a-well-writtentext-88147656
https://www.sjsu.edu/aanapisi/docs/patriciaalbers.pdf
http://www.free-short-stories.org.uk/very-short-stories/the-
hare-and-thetortoise.htm
http://salvadori.blogspot.com/2009/03/exercise-on-
connectives.html?m=1