A Teacher Support Material for Reading

Developing ReadingComprehension

SkillsUsing the Critical

Thinking Approach

PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)

Reprintedby the Philippines-Australia Hastening the Impact of PROBE (HIP)

under the AusAID Vulnerable Groups Facility (VGF)

A resource produced through the support of AusAIDon behalf of the Australian Government

Published by the

PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)

Department of EducationRegion VII, Central Visayas

Cebu CityCopyright 2000

Reprint Edition 2002

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

RUTH KIRKLANDUS Peace Corps Volunteer

Writer

“No copyright shall subsist in any work of the Government of the Republic of thePhilippines. However, prior approval of the government agency or office wherein thework is created shall be necessary for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE)implemented by the Educational Development Projects Implementing Task Force(EDPITAF) of the Department of Education (DepEd) in collaboration with the Bureauof Elementary Education, Bureau of Secondary Education and the Commission onHigher Education. Prior approval must be given by the PROBE Management Unitlodged at EDPITAF and the source must be clearly acknowledged.

The production of this Teacher Support Material (TSM) has been made possible withthe assistance of the PA-ssPROBE RLMC VII Staff.

A Teacher Support Material for Reading

Developing Reading Comprehension SkillsUsing the Critical Thinking Approach

DescriptionThis material is to be used in a lesson intended to helpstudents improve their English reading comprehensionskills by carefully analyzing the structure of a text in orderto understand it. The strategy used to analyze the textmodel advances critical thinking methods.

Target AudienceFirst Year students

Subject MatterReading

Learning Competencies3.1. Abstract information from the text3.4. Cite evidence to support a general statement

Durationone (1) English class period (40 minutes)

ObjectivesAfter using this material, the students are expected to:• answer yes - no questions about the text read and sup-

port/explain their answers• get information from the text read.

ProcedureActivity 11. Divide the class into pairs.

2. As a whole, show the class some pictures of differentareas of Manila. Let the whole class give their com-ments about the place. Call on volunteers.

3. Distribute Worksheet 1 to each pair and let them workon the task indicated. Give the dyads seven (7) min-utes to do the task.

4. After the pairs have done the task, call one member ofthe dyad to read to the class the output of the pair.

Activity 21. Using the same dyadic group, give each pair a copy of

the reading text Manila (Appendix A). Allow the pairten (10) minutes to read the text silently to give themtime to check their work in the first activity

2. After reading the text, give each pair Worksheet 2. Leteach pair work on the task indicated in the worksheetfor seven (7) minutes.

3. After the pairs have done the task indicated inWorksheet 2, ask a member of the pair to read to theclass the answers to the questions contained inWorksheet 2.

4. Distribute to each pair a copy of Worksheet 3. Then,let a partner read the output to the whole class.

PreparationBefore using this material, the teacher shall have:• reproduced Worksheets 1, 2, 3 and Appendix A for

the class

Teaching HintsCritical thinking skills (especially high-level analysis skills)arecrucial for a strong democratic society. As such, it is thenimperative for teachers to consider them in their forma-tion of questions in the different areas of study.

Bloom’s Taxonomy of Critical Thinking Questions is listedhere in the hope that it will be useful for the teachers intheir future lessons.First Level Questions1. Knowledge - This level of question is asked to check if

students remember information as previously learned

facts. Students may be asked to define, recall or rec-ognize. Questions in this level usually start with who,what, where, or when.

2. Comprehension - This level requires students to re-phrase and compare information in their own words.Students are asked to describe, compare or con-trast.

3. Application - In this level, students are asked to iden-tify one correct answer using facts. Students may beasked to apply, solve, classify or choose.

Higher Level Questions1. Analysis - This level requires critical and in-depth think-

ing. Students are asked about motives of the charac-ters, causes of problems. They may be also asked tosupport ideas and analyze the situation.

2. Synthesis - This level requires students to produceoriginal and creative materials as well as to predictoutcomes. Students here may be asked to produce,develop, or design materials and projects.

3. Evaluation - This level requires students to determinethe merit/s of an idea or propose a solution to aproblem. Students are asked to judge, argue theiropinion, evaluate, assess or develop a criteria.

Tips for improving questions and critical thinking. Toimprove the art of questioning, the following considerationsare suggested:

1. Wait time - Wait at least 5 seconds before calling onsomeone. Wait again after a response.

2. Follow up question - Go beyond basic response. Letstudents expand, explain defend their answers.

3. Don’t judge. - Acknowledge the response but do notjudge its correctness.

4. Summarize - Encourage and facilitate efficient listen-ing. Paraphrase each other’s response.

5. Survey - Involve students’ opinion in discussion.

6. Encourage - Challenge responses. Encourage studentquestioning.

7. The devil’s advocate - Offer contradictory points ofview to provide opportunities and/or challenge studentsto defend their responses.

EvaluationThe learning of the students gained from using this mate-rial can be measured through the manifestation of stu-dents’ skill in:• Answering yes - no questions and supporting their an-

swers with statements taken from the reading text• getting required information from a text read.

Resource ListAppendix A (reading text Manila)Worksheet 1Worksheet 2Worksheet 3User’s Guide

Appendix A

Manila

Metro Manila is located on the east coast of Luzon Island on thePasig River. It is the capital of the Philippines. The population of the cityand its suburbs is increasing rapidly. It was about 10 million in 1997.

Manila is a sprawling city and has a number of centers. Intramuros,for example, is where many events in Manila’s history took place, whileMakati is the business center. Many parts of the city are beautiful, but likeNew York, Caracas, Mexico City and other large cities in the world, Ma-nila has many problems.

Traffic is one of these problems. The main streets are crowded withcars, buses, jeepneys and trucks. The traffic often moves very slowly ornot at all. Another problem is housing. Thousands of families cannot finda suitable house and they are living in difficult conditions. However, thecity government is working to find solutions for these problems.

One place of interest in Manila is Rizal Park. It is also known asLuneta Park. It is in the center of Manila and is one of the city’s mainmeeting places. The park with its flowers, fountains, wide lawns and musicattracts thousands of strolling Filipinos every day in the late afternoonand evening. Sunday is family day and offers a chance to listen to the freeconcert at five in the afternoon. At the side of the park facing Manila Bayis a playground where beautiful sunsets can be enjoyed.

WORKSHEET 1

What do you know about MANILA? Write them below.

We think Manila is :

____________________________________________________________

____________________________________________________________

____________________________________________________________

We are not sure if Manila is

____________________________________________________________

____________________________________________________________

____________________________________________________________

WORKSHEET 2

Now that you have read about Manila, answer the fol-lowing questions. Write your answer on the first spaceafter each question. Then on the second space provided,copy the sentence in the paragraph that supports youranswer.

1. Is the capital of the Philippines on the west coast of Luzon?__________________________________________________________________

2. Is the present population of Manila ten million?__________________________________________________________________

3. Is Makati a historical center of Manila?__________________________________________________________________

4. Is the city government ignoring the traffic problem in thecity of Manila?

_________________________________________________________________

5. Is Rizal Park attractive because of its golf course and shop-ping malls?

_________________________________________________________________

WORKSHEET 3

Now that you have already read about Manila, write on the space pro-vided below what you already know about the place.

Now, we know that Manila is :

________________________________________________________

________________________________________________________

________________________________________________________

We are sure that Manila is:

________________________________________________________

________________________________________________________

________________________________________________________