READING AND WRITING SECOND SEMESTER FIRST QUARTER ( MODULE 1)
I. Understanding Reading and Writing
The lesson begins by defining the relationship between reading and writing as a
symbiotic process.
According to Lapp and Flood (1978), reading is categorized into two types: a decoding
process (breaking down written codes) and a comprehension process.
Effective reading involves four key pillars:
o
Word Recognition: Identifying individual words.
o
Comprehension: Understanding the overall meaning.
o
Fluency: The ability to read accurately and quickly.
o
Motivation: The drive to engage with the text.
Reading serves as a foundation for writing by exposing individuals to accurate spelling,
complex sentence structures, and the thoughts of others, which invites them to be more
experimental in their own writing.
II. Text as Connected Discourse
The lesson emphasizes that a text becomes discourse when it functions as a
connected piece of communication with a specific intent. Discourse is used to inform,
persuade, or entertain.

Examples of Discourse: News articles, journals, anecdotes, critiques, research
articles, and opinion pieces.
To describe a text as discourse, readers must be able to identify its main idea,
which demonstrates an understanding of the author's connected message.
o
Example: Identifying the three major art movements (Medieval,
Renaissance, and Modern) from a passage helps define that text as a
discourse on art history. ( YOU MAY REFER TO THE PPT TO READ THE
WHOLE TEXT.)
III. Strategic Reading Techniques
To move beyond basic decoding, the lesson introduces several professional reading
strategies and phases.
A. The Three Reading Phases
1. Pre-reading: Activating your "schema" or old knowledge to prepare for new
information.
2. During-reading: Grasping the meaning by connecting the text to what you
already know.
3. Post-reading: Establishing lasting connections between the new material and
your prior knowledge.
B. Key Strategies

Skimming: Used to quickly get the main ideas of a text. It includes;
1. Previewing (checking titles/photos).
2. Overviewing (looking at chapters).
3. Surveying (running through the whole text).

Scanning: A targeted strategy used to find specific information, such as a date or
a name, without reading every word.

SQ3R: An advanced technique specifically designed for deep learning from
textbooks.

Contextual Guessing: Using background knowledge and surrounding ideas to
determine meaning.
IV. Context Clues: Decoding Unfamiliar Words
Context clues are hints found within a sentence that help you understand unknown
words without a dictionary.
1. Synonyms: The meaning is provided using a similar word. These are often set
off by dashes (solace—comfort), commas (advocates, supporters), or
parentheses (hordes (a large group)).
2. Antonyms: The meaning is revealed through opposites. Signal words include
but, although, despite, in contrast, and conversely.
3. Examples: Lists of illustrations (e.g., "Celestial bodies, such as the sun, moon,
and stars") help clarify a broader term.
4. Comparison: Using similarities to define a word. Signal words include like, as,
similar to, and likewise.
o
Example: "My brother is enthralled by the birds similar to the way I am
fascinated by insects".
V. Activities and Assessment
PART 1: The Strategic Reader’s Workshop
Instructions: Read the passage below and answer the following questions.
“The Mississippi River system, with all of its tributaries, is the fourth longest in the world,
surpassed only by the Nile, the Amazon and the Yangtze. It discharges an average of
200,000 to 700,000 cubic feet of water a second into the Gulf of Mexico, making it the
fifth largest river by volume in the world.”
1. In one sentence, write the main idea of this paragraph.
2. Is the purpose of this discourse to inform, persuade, or entertain?
3. Why is this passage considered "connected discourse" rather than just a random
collection of sentences? 5
Part 2: Strategy Match & Application
Instructions: Match the reading strategy to its correct real-life scenario.
Reading Strategy/Phase Real-Life Scenario
1. Scanning
A. Checking the title, table of contents, and photo captions of a new
textbook to see what it contains.
2. Skimming
B. Looking through a long list of names in a telephone directory to find
one specific person.
3. Pre-reading
C. Reading a newspaper article very quickly just to get a general
sense of what happened.
4. Previewing
D. Recalling what you already know about a topic before you start
reading a new chapter to activate your "schema".
Part 3: The Context Clue Detective
Instructions: Identify the meaning of the bolded word and the type of context clue used
(Synonym, Antonym, Example, or Comparison).
1. The local residents are among the hordes (a large group of people) who lined up for
the contest.
Meaning: _________________________
Clue Type: _________________________
2. Max looks for a brighter future; however, he sometimes becomes a pessimist.
Meaning: _________________________
Clue Type: _________________________
3. Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws.
Meaning: _________________________
Clue Type: _________________________
Part 4: Performance Task
Instructions: Choose one of the following to complete:

Poem: Write a 2-stanza poem about how reading helps you hear the "thoughts of
others.

Slogan: Create a catchy slogan emphasizing how reading helps you build a good
vocabulary.

Infographic: Design a simple visual showing at least three benefits of reading
(e.g., accurate spelling, complex sentences, or fluency).
Reflection (Self-Assessment)
1. In exactly 100 words, summarize the connection between reading and writing.
2. What are three questions you still have about this lesson?