special education (sped ) reading standard (by: deped)

7/27/2019 Special Education (SPED ) Reading Standard (by: DepED)

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SPED Reading StandardArticulated by Year Level

INTRODUCTIONReading is a complex skill that involves learning language and using it effectively in the active

process of constructing meaning embedded in text. It requires students to fluently decode thewords on a page, understand the vocabulary of the writer, and use strategies to buildcomprehension of the text. It is a vital form of communication in the 21 st century and a criticalskill for students of this information age as they learn to synthesize a vast array of texts.

The Reading Standard Articulated by Year Level will provide a clear delineation of whatstudents need to know and be able to do at each year level. This allows teachers to better planinstructional goals for students at any year.

BACKGROUNDThe adopted Academic Standards define what SPEDs students need to know and be able to do

by the end of Fourth Year. Developed by committees comprised of teachers, principals, SPEDeducators, these standards were written in Year-level clusters with benchmarks at grades 6, andhigh school.

RATIONALERequirements in the Basic Education and the standard practice of conducting periodic review of the academic standards prompted the decision by the Department of Education to refine andarticulate the academic standards for writing and reading by year level. This refinement andarticulation project was started in June 2009, and will be completed in March 2011.

METHODOLOGYWork teams for reading consisted of a representative sample of educators from Metro Maniladesigned to include large and small SPED schools. National reading consultants, university

professors, and practitioners from private sectors advised the teams. The goal was to articulate,or align, the current academic standards by year level.

The articulation process included a restructuring of the Secondary Academic Content Standardsto better facilitate the alignment of performance objectives by year level, while maintaining thecontent integrity of the existing standards. Over a period of months, the articulation team andsmaller sub-committees of the teams refined the documents. Reasonableness, usefulness, andappropriateness were the guidelines for the articulation process.

External reviews by nationally recognized consultants brought a broad perspective to thearticulation process. Internal reviews by university and local experts provided additional

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validation. Consultative conferences were conducted with all stakeholders to gather their feedback.

After all the public comments were collected and organized by topic, the articulated teams metone last time to determine what modifications to the standards documents would be appropriate,

based on this information. All public comments were given equal consideration.

The completion of the standards articulation process was followed by the development of rationales, glossaries, and crosswalks.

ORGANIZATION OF THE READING STANDARDThe Reading Standard is divided into three strands: Reading Process, Comprehending LiteraryText, and Comprehending Informational Text. Each strand is divided into concepts that broadlydefine the skills and knowledge that students are expected to know and be able to do. Under eachconcept are performance objectives that more specifically delineate the tasks to be taught and

learned.The way the Reading Standard is organized does not imply that teaching and learning of readingshould be fragmented or compartmentalized. The order of the strands, concepts, and performanceobjectives are not intended to be a progression or hierarchy of literacy instruction. Readingdevelops with a spiraling of skills that are interconnected and dependent on each other, which isreflected in the standard. Effective instruction often incorporates several performance objectivesinto an integrated experience of learning for the student.

Due to the nature of the content, some performance objectives are repeated in subsequent gradelevels. It is understood that the complexity, depth, and difficulty of the performance objectivescontent will increase from one grade level to the next.

It is recommended that SPED teachers view the Reading Standard as a continuum across all year levels. Therefore, the Reading Standard format is designed to allow SPED teachers easy accessto the performance objectives of preceding and proceeding year levels in addition to the level atwhich they are instructing.

Strand One: Reading Process

Recent research has established the major components of effective reading instruction. They areidentified in the six concepts of this strand, each supported with specific performance objectives.

While different skills will be emphasized at different stages of a students reading development,all components are needed and used by fluent readers as they interact with text.

Concept 1: Print Concepts

These skills establish an awareness of the organization of our written language as students learnto access print in the early stages of reading development. Specific skills include demonstrating

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correct directional behavior, from opening a book to following the text, recognizingdistinguishing features of a sentence, such as end punctuation and alphabetizing a list of words.

Concept 2: Phonemic Awareness

Phonemic Awareness is the knowledge of the individual speech sounds in spoken words and theability to manipulate those sounds. Instructional time spent isolating the sounds in spokenlanguage, and then putting them back together into a complete word, enables students to work from the familiar, (sounds) to the unknown, (letters).

Concept 3: Phonics

Phonics is the understanding of the symbol-sound relationship in written language. Studentslearn that there are predictable connections between the sounds or phonemes that are spoken, andthe letters or graphemes that are written. This knowledge is important as students begin todecode unfamiliar words in text.

Concept 4: Vocabulary

Readers who develop a rich and varied repertoire of word meanings have a greater capacity for understanding the text they read. Reading vocabulary refers specifically to words readersrecognize or use in print. Students learn vocabulary by direct instruction, and also indirectlythrough experiences in listening to read aloud and in reading on their own.

Concept 5: Fluency

Fluency is the ability to read a text with accuracy, and expression to support comprehension.Fluency is a critical bridge between decoding and comprehension. Once a reader is able to accessthe printed words with confidence, he or she can better concentrate on reading for understanding.

Concept 6: Comprehension

Understanding the meaning embedded in text is the fundamental reason for reading. Goodreaders establish a purpose for reading and actively monitor their comprehension to accomplish

their goal. They adjust the speed of their reading to accommodate challenging text, resolvecomprehension problems while theyre reading, and check for understanding when they arefinished. Good readers consciously use comprehension strategies to make sense of what theyhave read.

Strand Two: Comprehending Literary Text

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This strand focuses on comprehension of fiction, including literature, poetry, and drama, andtheir historical and cultural contexts.

Concept 1: Elements of Literature

Comprehension elements in this concept address higher level thinking skills. This conceptaddresses the structure and elements of text such as plot, characters and theme, butalso analyzes, interpret, conclude and draw inferences. In this strand, students areexpected to identify, analyze and interpret a variety of genres, relating them to their own experience and knowledge.

Concept 2: Historical and Cultural Aspects of Literature

This concept recognizes that comprehension of literary text is enhanced by an informedawareness of global issues and cultures. Literature that crosses cultural and national

boundaries offers an excellent experience for students to broaden their horizons andunderstanding. Learning about the historical impact of an issue or incident allowstodays students to make connections to the past and understand the present.

Stand Three: Comprehending Informational Text

The comprehension skills particular to informational text can be taught across all content areas.Students need the opportunity to learn and practice these skills with the reading material they arerequired to read in various subject areas. It is important that students have the opportunity to readand understand real-world text in order to apply these skills to their personal or workplace tasks.

Concept 1: Expository Text

Expository text, such as encyclopedias, articles, textbooks and reference sources, providesorganized information and explanations. Students need to be able to use, interpret, and analyzeexpository text to locate information for school or personal use.

Concept 2 : Functional Text.

Functional text, such as maps, schedules, forms and workplace manuals conveys information.Students need to be able to use, interpret, and analyze functional text in order to performeveryday practical tasks.

Concept 3 : Persuasive Text

Persuasive text, such as in editorial essays, reviews or critiques is written to sway or impress thereader. Students need to carefully read and analyze persuasive text in order to determine that theinformation in the text is accurate and unbiased.

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Strand 1: Reading Process

Reading Process consists of the five critical components of reading, which are PhonemicAwareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These

elements support each other and are woven together to build a solid foundation of linguisticunderstanding for the reader.

Concept 1: Print Concepts Demonstrate understanding of print concepts.

Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech.

Concept 3: Phonics Decode words, using knowledge of phonics,syllabication, and word parts.

Concept 4: Vocabulary Acquire and use new vocabulary in relevantcontexts.

Concept 5: Fluency Read fluently.

Concept 6: Comprehension Employ strategies to comprehend text.

Strand 2: Comprehending Literary Text

Comprehending Literary Text identifies the comprehension strategies that are specific in thestudy of a variety of literature.

Concept 1: Elements of Literature Identify, analyze, and apply knowledge of thestructure and elements of literature.

Concept 2: Historical and Cultural Aspects of Literature

Recognize and apply knowledge of the historicaland cultural aspects of American, British, andworld literature.

Strand 3: Comprehending Informational TextComprehending Informational Text delineates specific and unique skills that are required tounderstand the wide array of informational text that is a part of our day to day experiences.

Concept 1: Expository Text Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text.

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Concept 2: Functional Text Identify, analyze, and apply knowledge of the purpose, structures, clarity and relevancy of functional text.

Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the authors purpose and use of

persuasive strategies.

Strand 1: Reading Process

Reading Process consists of the five critical components of reading, which are PhonemicAwareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. Theseelements support each other and are woven together to build a solid foundation of linguisticunderstanding for the reader.

Concept 1. Print ConceptsDemonstrate understanding of print concepts.

Grade Six First Year Second Year Third Year Fourth YearPO 1. Describeideas bygrouping pictures

based on similar ideas.

PO 1. Recognizeideas bygrouping

pictures basedon similar ideas.

PO 1.Distinguish ideas

by grouping pictures based onsimilar ideas.

PO 1.Demonstrateideas bygrouping pictures

based on similar ideas.

PO 1. Synthesizeideas bygrouping

pictures basedon similar ideas.

PO 2. Knowappropriateheading for set of related pictures,words/phrasesand set of sentences.

PO 2. Selectappropriateheading for setof related

pictures,words/phrasesand set of sentences.

PO 2. Identifyappropriateheading for set of related pictures,words/phrasesand set of sentences.

PO 2. Recognizeappropriateheading for set of related pictures,words/phrasesand set of sentences.

PO 2. Analyzeappropriateheading for setof related

pictures,words/phrasesand set of sentences.

PO 3. Know thesequence of natural events( e.g. plantgrowth, lifestages of someanimals)

PO 3. Tell thesequence of natural events( e.g. plantgrowth, lifestages of someanimals)

PO 3. Identifythe sequence of natural events( e.g. plantgrowth, lifestages of someanimals)

PO 3. Recognizethe sequence of natural events( e.g. plantgrowth, life stagesof some animals)

PO 3.Distinguish thesequence of natural events( e.g. plantgrowth, lifestages of someanimals)

PO 4. Describerelationships assource (e.g.egg-chicken; function(e.g. table-trees'

PO 4. Identifyrelationships assource (e.g.egg-chicken;function (e.g.

PO 4. Perceiverelationships assource (e.g.egg-chicken; function(e.g. table-trees'

PO 4. Distinguishrelationships assource (e.g.egg-chicken; function(e.g. table-trees'

PO 4. Explainrelationships assource (e.g.egg-chicken;function (e.g.

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part-whole(e.g.eyes-face)

table-trees' part-whole(e.g. eyes-face)



table-trees' part-whole(e.g. eyes-face)

PO 5. Telloutcomes by

giving possibleending of a seriesof pictures/eventsgiven.

PO 5. Guessoutcomes by

giving possibleending of aseries of

pictures/eventsgiven.

PO 5. Predictoutcomes by


PO 5. Recognizeoutcomes by


PO 5. Explainoutcomes by

giving possibleending of aseries of

pictures/eventsgiven.

PO 6. Observewhat a person or animal does andwhat happened

before/after anevent.

PO 6. Infer whata person or animal does andwhat happened


PO 6. Predictwhat a person or animal does andwhat happened


PO 6. Recognizewhat a person or animal does andwhat happened


PO 6. Explainwhat a person or animal does andwhat happened


Concept 2. Phonemic AwarenessIdentify and manipulate the sounds of speech.

Grade Six First Year Second Year Third Year Fourth YearPO 1. Tell wordswith finalconsonant sounds

PO 1. Describewords with finalconsonantsounds

PO 1. Identifywords with finalconsonant sounds

PO 1. Recognizewords with finalconsonant sounds

PO 1. Determinewords with finalconsonantsounds

PO 2. Tell words

with initial andfinal consonant blends andclusters

PO 2. Describe

words withinitial and finalconsonant

blends andclusters

PO 2. Identify

words with initialand finalconsonant blendsand clusters

PO 2. Recognize

words with initialand finalconsonant blendsand clusters

PO 2. Determine

words withinitial and finalconsonant blendsand clusters

PO 3.Read wordsorally that rhymein phrases heard

PO 3.Readwords orallythat rhyme inverses heard

PO 3.Read wordsorally that rhymein sentencesheard

PO 3.Read wordsorally that rhymein poems heard

PO 3.Read wordsorally that rhymein stories heard

PO 4. Readorally few

sentencesobserving proper intonation andstress

PO 4. Readorally short

versesobserving proper intonation andstress

PO 4. Read orallyconversations

observing proper intonation andstress

PO 4. Read orallydialogs observing

proper intonationand stress

PO 4. Readorally

conversationsand dialogsobserving proper intonation andstress

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Concept 3 . PhonicsDecode words using knowledge phonics, syllabication and word parts.

Grade Six First Year Second Year Third Year Fourth YearPO 1. Describe

words in storiesread using phonetic analysis

PO 1. Identify

words in storiesread using phoneticanalysis

PO 1. Recognize


PO 1. Decode


PO 1. Convert

words in storiesread using phoneticanalysis

PO 2. Identifystressed andunstressedsyllables (eg.Stress on the 1st,2nd, 3rdsyllables)

PO 2. Recognizestressed andunstressedsyllables (eg.Stress on the1st, 2nd, 3rdsyllables)

PO 2.Distinguishstressed andunstressedsyllables (eg.Stress on the 1st,2nd, 3rd

syllables)

PO 2. Clarifystressed andunstressedsyllables (eg.Stress on the 1st,2nd, 3rd syllables)

PO 2. Illustratestressed andunstressedsyllables (eg.Stress on the 1st,2nd, 3rdsyllables)

PO 3.Use thedictionary toidentify stressmarks for correctaccent, selectappropriatemeaning fromseveral meaningsgiven and to

locate wordsusing guidewords

PO 3.Use thedictionary todescribe stressmarks for correct accent,selectappropriatemeaning fromseveral

meanings givenand to locatewords usingguide words

PO 3.Use thedictionary torecognize stressmarks for correctaccent, selectappropriatemeaning fromseveral meaningsgiven and to

locate wordsusing guidewords

PO 3.Use thedictionary toillustrate stressmarks for correctaccent, selectappropriatemeaning fromseveral meaningsgiven and to

locate wordsusing guide words

PO 3.Use thedictionary tointerpret stressmarks for correct accent,selectappropriatemeaning fromseveral

meanings givenand to locatewords usingguide words

PO 4. Tellmeaning of unfamiliar wordsthrough structuralanalysis (eg.Words withaffixes and

inflectionalendings,compound wordswritten as one,two words andhyphenatedwords

PO 4. Knowmeaning of unfamiliar words throughstructuralanalysis (eg.Words with

affixes andinflectionalendings,compoundwords written asone, two wordsand hyphenatedwords

PO 4. Describemeaning of unfamiliar wordsthroughstructuralanalysis (eg.Words with

affixes andinflectionalendings,compound wordswritten as one,two words andhyphenatedwords

PO 4. Identifymeaning of unfamiliar wordsthrough structuralanalysis (eg.Words withaffixes and

inflectionalendings,compound wordswritten as one,two words andhyphenated words

PO 4. Recognizemeaning of unfamiliar wordsthroughstructuralanalysis (eg.Words with

affixes andinflectionalendings,compoundwords written asone, two wordsand hyphenatedwords

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Concept 4 . VocabularyUse and acquire new vocabulary in relevant contexts.

Grade Six First Year Second Year Third Year Fourth Year

PO 1. Give themeaning of vocabularyusing linguisticroots andaffixes (e.g.,Greek, Anglo-Saxon, Latin).

PO 1. Identifythe meaning of vocabulary,using linguisticroots andaffixes (e.g.,Latin, Greek,Anglo-Saxon).

PO 1. Identifythe meaning of vocabularyusing linguisticroots andaffixes (e.g.,Greek, Anglo-Saxon, Latin).

PO 1. Determine themeaning of vocabulary, usinglinguistic roots andaffixes (e.g., Latin,Greek, Anglo-Saxon).

PO 1. Analyze themeaning of vocabulary usinglinguistic roots andaffixes (e.g., Greek,Anglo-Saxon, Latin).

PO 2. Usecontext toidentify the

meaning of unfamiliar words (e.g.,definition,example,restatement,synonym,contrast) .


meaning of unfamiliar words (e.g.,definition,example,restatement,synonym,contrast).


meaning of unfamiliar words (e.g.,definition,example,restatement,synonym,contrast).

PO 2. Infer wordmeanings fromcontext (e.g.,

definition, example,restatement,comparison/contrast,cause/effect).

PO 2. Infer wordmeanings fromcontext (e.g.,

definition, example,restatement,comparison/contrast,cause/effect).


intendedmeaning of words withmultiplemeanings (e.g.,definition,example,restatement, or contrast).


intendedmeaning of words withmultiplemeanings (e.g.,definition,example,restatement, or contrast).

PO 3. Usecontext todistinguish the

meaning of words withmultiplemeanings (e.g.,definition,example,restatement, or contrast

PO 3. Explain thedenotative andconnotative

meanings of words.

PO 3. Cite examplesthe denotative andconnotative

meanings of words.

PO 4.

Determine themeaning of figurativelanguage,includingsimiles,metaphors,

personification,

PO 4.

Determine themeaning of figurativelanguage,includingsimiles,metaphors,

personification,

PO 4. Explain

the meaning of figurativelanguage,includingsimiles,metaphors,

personification,idioms,

PO 4. Explain the

meaning of metaphors based oncommon literaryallusions.

PO 4. Explain the

meaning of metaphors based oncommon literaryallusions.

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and idioms in prose and poetry.

and idioms in prose and poetry.

hyperbole, andtechnicallanguage.

PO 5. Identifythe meanings, pronunciations,syllabication,synonyms,antonyms, and

parts of speechof words, byusing a varietyof referenceaids, includingdictionaries,thesauri,glossaries, andCD-ROM andthe Internetwhenavailable.





PO 5. Determinethe meanings, pronunciations,syllabication,synonyms,antonyms, parts of speech, and correctspellings by usingresources such asgeneral andspecializeddictionaries,thesauri, glossaries,and CD-ROM andthe Internet whenavailable.

PO 5. Determine themeanings, pronunciations,contextuallyappropriatesynonyms andantonyms,replacement wordsand phrases,etymologies, andcorrect spellings of words by usingresources such asgeneral andspecializeddictionaries, thesauri,glossaries, and CD-ROM and theInternet whenavailable.

Concept 5 . FluencyRead fluently.

Grade Six First Year Second Year Third Year Fourth YearPO 1. Readfrom a variety of genres withaccuracy andautomaticity(immediaterecognition).

PO 1. Readfrom a varietyof genres withaccuracy andautomaticity(immediaterecognition).

PO 1. Readfrom a variety of genres withaccuracy,automaticity(immediaterecognition), and

prosody(expression).

PO 1. Read froma variety of genres withaccuracy,automaticity(immediaterecognition), and

prosody(expression).

PO 1. Read from avariety of genreswith accuracy,automaticity(immediaterecognition),

prosody(expression), andcorrect

pronounciation.

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Concept 6 . Comprehension StrategiesEmploy strategies to comprehend text.

Grade Six First Year Second Year Third Year Fourth YearPO 1. Predict

text contentusing prior knowledge (e.g.,illustrations,titles, topicsentences, keywords).

PO 1. Predict

text contentusing prior knowledge (e.g.,illustrations,titles, topicsentences, keywords).

PO 1. Predict

text contentusing prior knowledge(e.g.,illustrations,titles, topicsentences, keywords).

PO 1. Predict

text content using prior knowledgeand text features(e.g.,illustrations,titles, topicsentences, keywords, prefixes).

PO 1. Predict

text content using prior knowledgeand text features(e.g., illustrations,titles, topicsentences, keywords, prefixes).

PO 2. Confirm predictions abouttext for accuracy.

PO 2. Confirm predictionsabout text for

accuracy.

PO 2. Confirm predictions abouttext for accuracy.

PO 2. Generateclarifyingquestions in order

to comprehendtext

PO 2. Generateclarifyingquestions in order

to comprehendtextPO 3. Generateclarifyingquestions inorder tocomprehend text.

PO 3. Generateclarifyingquestions inorder tocomprehendtext.

PO 3. Generateclarifyingquestions inorder tocomprehend text.

PO 3. Usegraphicorganizers inorder to clarifythe meaning of the text.

PO 3. Usegraphicorganizers inorder to clarifythe meaning of the text.

PO 4. Usegraphicorganizers in

order to clarifythe meaning of the text.





PO 4. Connectinformation andevents in text to

experience and torelated text andsources.

PO 4. Connectinformation andevents in text to

experience and torelated text andsources.

PO 5. Connectinformation andevents in text toexperience and torelated text andsources.

PO 5. Connectinformation andevents in text toexperience andto related textand sources.

PO 5. Connectinformation andevents in text toexperience andto related textand sources.

PO 5. Applyknowledge of organizationalstructures (e.g.,chronologicalorder, sequence-time order, causeand effect

relationships,logical order, byclassification,

problem-solution)of text to aidcomprehension

PO 5. Applyknowledge of organizationalstructures (e.g.,chronologicalorder, sequence-time order, causeand effect

relationships,logical order, byclassification,

problem-solution)of text to aidcomprehension

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PO 6. Applyknowledge of theorganizationalstructures (e.g.,chronological

order, cause andeffectrelationships) of text to aidcomprehension.

PO 6. Applyknowledge of theorganizationalstructures (e.g.,

chronologicalorder, cause andeffectrelationships) of text to aidcomprehension.


order, cause andeffectrelationships) of text to aidcomprehension.


order, cause andeffectrelationships) of text to aidcomprehension


order, cause andeffectrelationships) of text to aidcomprehension

PO 7. Usereading strategies(e.g., drawingconclusions,determining

cause and effect,makinginferences,sequencing) tocomprehend text.

PO 7. Usereadingstrategies (e.g.,drawingconclusions,

determiningcause and effect,makinginferences,sequencing) tocomprehendtext.

PO 7. Usereadingstrategies (e.g.,drawingconclusions,

determiningcause and effect,makinginferences,sequencing) tocomprehend text.

PO 7. Usereading strategies(e.g., drawing

conclusions,determiningcause and effect,makinginferences,sequencing) tocomprehend text

PO 7. Usereading strategies(e.g., drawing

conclusions,determiningcause and effect,makinginferences,sequencing) tocomprehend text

Strand Two: Comprehending Literary TextThis strand focuses on comprehension of fiction, including literature, poetry, and drama, and

their historical and cultural contexts .

Comprehending Literary Text identifies the comprehensionstrategies that are specific in the study of a variety of literature.

Concept 1: Elements of LiteratureUse the applied knowledge in reading different literary genre creatively and proficiently.

Grade Six First Year Second Year Third Year Fourth YearPO 1.Distinguishkinds of

literature ( e.g.,fiction and non-fiction)

PO 1. Identifyvariousform/genre of

fiction anddescribe eachform (e.g., shortstories, novel,drama, fable,

parable andmyths)

PO 1. Identifyvariousform/genre of

non- fiction anddescribe eachform (e.g., news,

biography,autobiography ).

PO 1. Compareand contrastvarious forms of

fiction and non-fiction.

PO 1. Analyzevarious genres of fiction and non-

fiction.

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PO 2. Describethe major andminor charactersof differentforms of

literature.

PO 2. Describethe differentqualities of themajor and minor characters ( e.g.,

courage, or cowardice,industriousness)

PO 2. Describe acharacter basedupon thethoughts, words,and actions of the

character, thenarratorsdescription, andother characters.

PO 2.Analyzethe antagonistand protagonistof the character in the different

form of literature.

PO 2. Evaluate thestrengths andweaknesses of thecharacters andhow these can help

in resolving theconflicts indifferent forms of literature.

PO 3. Describethe setting in thedifferent literaryforms.

PO 3. Describethe setting in thedifferent literaryforms.

PO 3. Comparethe setting of theliterary selectionto the presenttime .

PO 3. Determinethe influence of the setting (e.g.,time elementand place,situation) on the

problem and its

resolution.

PO 3. Analyze therelevance of thesetting (e.g., time,

place, situation) tothe mood and toneof the text.

PO 4. Describethe plot and itsdevelopment.

PO 4. Identifythe plotdevelopment(e.g., conflict,subplots, parallelepisodes) todetermine howconflicts areresolved.

PO 4. Analyzesetting todetermine howconflicts areresolved.

PO 4 Generatean alternativeending to plotsand identify thereason/s for theimpact andalternatives.

PO 4. Justify theauthors use of literary elements,theme, point of view,characterization,setting, and plot.

PO 5. Identify

the theme in thedifferent literaryworks.

PO 5. Recognize

multiple themesin the differentliteraryselections.

PO 5. Compare

and contrastthemes acrossliteraryselections.

PO 5. Explain

the theme thatrefers to themeaning andmoral of theliteraryselection.

PO 5. Analyze the

features of themesconveyed throughcharacters, actionsand images.

PO 6. Identifythe point of view (e.g., first

person, third person,

omniscient) in aliteraryselection.

PO 6. Contrast points of view(e.g., first vs.third, limited vs.omniscient) in a

literary text.

PO 6.Compareand contrast

points of view(e.g., first vs.third, limited vs.

omniscient) in aliterary text.

PO 6 Explain theauthors use of his/her point of view on theaesthetic quality

of the literaryselection.

PO 6. Compareinteractions amongmajor/minor characters in aliterary text with

emphasis on howthe plot isrevealed.

PO 7 Drawconclusionsabout thedifferentstyles of the

PO 7. Tell theauthor's style,mood, andmeaning of literary text

PO 7. Describethe style of theauthor in thedifferent literarygenre.

PO 7. Infer thestyle of theauthor indifferent literarygenre.

PO 7. Analyze thestyle, mood andsymbolism beingused by the author in different literary

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author in writingdifferent literaryforms.

based on theauthors wordchoice.

selections.

PO 8. Identifythe elements in poetry.

PO 8. Definefigurativelanguage (e.g.,simile,metaphor,hyperbole,

personificationand identify itsuse in poetry.

PO 8 Recognizethe similarities of sound in wordsand rhythmic

patterns ( e.g.alliteration,onomatopoeia in

poetry.

PO 8 Describethe function andeffect of common literarydevices ( e.g.,imagery,metaphor,symbolism) in

poetry.

PO 8. Identify thecharacteristics andstructural elementsof poetry (e.g.,stanza, verse,rhyme scheme,line breaks,alliteration,consonance,assonance,rhythm, repetition,figurativelanguage).

Concept 2 : Historical and Cultural Aspects of LiteratureApply the knowledge of the historical and cultural aspects of Philippine Literature, Afro-AsianLiterature, British-American Literature and World Literature in reading .

Grade Six First Year Second Year Third Year Fourth YearPO 1. Describethe culturalaspect found inChildrensliterature.

PO 1. Describethe historicaland culturalaspects of Philippineliterature.

PO 1. Describethe historicaland culturalaspects of Afro-Asian literature.

PO 1. Describethe historical andcultural aspectsof British-Americanliterature .

PO 1. Describethe historical andcultural aspectsfound in theWorld literature.

PO 2. Identifycommonstructures andstylistic elementsin literature,folklore, andmyths .

PO 2.Distinguish thestructures andstylisticelements inPhilippineliterature.

PO 2. Describethe differentstructures andstylisticelements of Afro-Asianliterature.

PO 2. Describethe differentstructure andstylistic elementof British andAmericanliterature.

PO 2. Describethe differentstructure andstylistic elementof Worldliterature.

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PO 3.Recognize thedifferent formsand styles of Childrens

literature.

PO 3.Recognize waysthat forms andstyles of Philippine

literature.(including poetry, noveland/or shortstory) presentsimilar themesdifferentlyacross genres.

PO 3.Recognize waysthat forms andstyles of Afro-Asian literature.

(including poetry, noveland/or shortstory) presentsimilar themesdifferentlyacross genres.

PO 3.Recognize theways that formsand styles of British and

Americanliterature.(including poetry,novel and/or shortstory) presentsimilar themesdifferently acrossgenres.

PO 3.Recognize theways that formsand styles of World literature.

(including poetry,novel and/or shortstory) presentsimilar themesdifferently acrossgenres.

Strand 3: Comprehending Informational Text

Comprehending Informational Text delineates specific and unique skills that are required tounderstand the wide array of informational text that is a part of our day to day experiences.

Concept 1 : Expository TextIdentify, analyze, and apply knowledge of the purpose, structures, and elements of expositorytexts.

Grade Six First Year Second Year Third Year Fourth YearPO 1.Cite the mainidea (explicit or implicit) andsupportingdetails inexpository texts.

PO 1.Restate the mainidea (explicit or implicit) andsupportingdetails inexpository texts.

PO 1.Give and explain

the main idea(explicit or implicit) andsupportingdetails inexpository texts.

PO 1.Critique the

consistency andclarity of thetexts purposes.

PO 1.Critique the

effectiveness of theorganizational

pattern (e.g.,logic, focus,consistency,coherence, visualappeal) of

expository texts.PO 2.State the main

idea and criticaldetails of expository texts,maintainingchronological or

PO 2.Differentiate thekinds of evidences usedto supportconclusions (e.g.,logical,

PO 2.Demonstratecomprehensionon the differentkinds of evidences used tosupport

PO 2.Distinguish thedifferent kinds of evidence used tosupportconclusions (e.g.,logical,

PO 2. Determinethe accuracy andtruthfulness of one source of information byexaminingevidence offered

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logical order. empirical,anecdotal).

conclusions (e.g.,logical,empirical,anecdotal).

empirical,anecdotal).

in the materialitself and byreferencing andcomparing theevidence with

informationavailable frommultiple sources.

PO 3.Give the

meaning of factand opinion inexpository texts,

providingsupportingevidence from

the text.

PO 3.Distinguish factfrom opinion inexpository texts,

providingsupportingevidence fromtext.

PO 3.Distinguish factfrom opinion inexpository texts,

providingsupportingevidence fromtext.

PO 3.Make relevant

inferences of concepts andideas from asingle readingselection.

PO 3. Evaluatethe evidence usedto support theauthor's

perspectivecontained within

both primary andsecondary

sources.(Connected toResearch Strandin Writing)

PO 4.Give the

author's stated or implied

purpose(s) for writingexpository texts.

PO 4.Identify the

author's stated or implied

purpose(s) for writingexpository texts.

PO 4.Determine the

underlying themeor authorsimplied

purpose(s) for writing

expository texts.

PO 4. Compareand contrastreadings on thesame topic, byexplaining howauthors reach thesame or different

conclusions.

PO 4. Evaluatethe authors useof varioustechniques on thetopic, byexplaining howauthors reach the

same or differentconclusions.PO 5.

Locate specificinformation byusingorganizationalfeatures (e.g.,table of contents,headings,captions, bold

print, italics,glossaries,indices,key/guide words,topic sentences,concludingsentences) of expository texts.

PO 5Identify the

specificinformation byusingorganizationalfeatures (e.g.,table of contents,headings,

captions, bold print, italics,glossaries,indices,key/guide words,topic sentences,concludingsentences, end

PO 5Arrange the

specificinformation byusingorganizationalfeatures (e.g.,table of contents,headings,

captions, bold print, italics,glossaries,indices,key/guide words,topic sentences,concludingsentences, end

PO 5Determine the

adequacy andappropriatenessof theinformation byusingorganizationalfeatures (e.g.,

table of contents,headings,captions, bold

print, italics,glossaries,indices,key/guide words,topic sentences,

PO 5Determine the

adequacy andappropriatenessof theinformation byusingorganizationalfeatures (e.g.,

table of contents,headings,captions, bold

print, italics,glossaries,indices,key/guide words,topic sentences,

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(Connected toResearch Strandin Writing)

notes, footnotes, bibliographicreferences) inexpository texts.(Connected to

Research Strandin Writing)

notes, footnotes, bibliographicreferences) inexpository texts.(Connected to

Research Strandin Writing)

concludingsentences, endnotes, footnotes,

bibliographicreferences) in

expository texts.(Connected toResearch Strandin Writing)

concludingsentences, endnotes, footnotes,

bibliographicreferences) in

expository texts.(Connected toResearch Strandin Writing)

PO 6.Locate

appropriate printand electronicreferencesources for a

specific purpose.(e.g.,encyclopedia,atlas, almanac,dictionary,thesaurus,

periodical, CD-ROM, website)*Connected toResearch Strandin Writing

PO 6.Organize theappropriate printand electronicreference sourcesfor a specific

purpose. (E.g.,encyclopedia,atlas, almanac,dictionary,thesaurus,

periodical, CD-ROM, website)*Connected toResearch Strandin Writing

PO 6.Identify theappropriate printand electronicreference sourcesfor a specific


periodical, CD-ROM, website)*Connected toResearch Strandin Writing)

PO 6.Evaluate theappropriate printand electronicreference sources

for a specific purpose. (E.g.,encyclopedia,atlas, almanac,dictionary,thesaurus,

periodical, CD-ROM, website)Connected toResearch Strandin Writing

PO 6.Use appropriate

print andelectronicreference sourcesfor a specific


periodical, CD-ROM, website).*Connected toResearch StrandinWriting

PO7Identify the

organizationalstructures (e.g.,chronologicalorder,comparison andcontrast, causeand effectrelationships,

logical order) of

PO 7.Analyze the

knowledge of organizationalstructures (e.g.,chronologicalorder,comparison andcontrast, causeand effect

relationships,logical order) of expository text toaidcomprehension

PO 7.Apply

knowledge of organizationalstructures (e.g.,chronologicalorder,comparison andcontrast, causeand effect


PO 7.Apply knowledgeof organizationalstructures (e.g.,chronologicalorder,comparison andcontrast, causeand effect


PO 7.Apply knowledgeof organizationalstructures (e.g.,chronologicalorder,comparison andcontrast, causeand effect


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PO 8.Interpret

graphic features(e.g., charts,maps, diagrams,

illustrations,tables, timelines,graphs) of expository text.(Connected toResearch Strandin Writing)

PO 8.Demonstrateunderstanding of how graphicfeatures (e.g.,

charts, maps,diagrams,illustrations,tables, timelines,graphs) of expository text

be madeaccessible andusable.(Connected toResearch Strand

in Writing)

PO 8. Interpretfeatures (e.g.,charts, maps,diagrams,illustrations,

tables, timelines,graphs) of expository text.(Connected toResearch Strandin Writing)

PO 8. Analyzegraphic features(e.g., charts,maps, diagrams,illustrations,

tables, timelines,graphs) of expository text.(Connected toResearch

PO 8. Generaterelevant features(e.g., charts,maps, diagrams,illustrations,

tables, timelines,graphs) of expository text.(Connected toResearch

PO 9Formulate

simpleconclusionsabout expositorytext, supported

by text evidence

PO 9.Differentiate

between primaryand secondarysource material.(Connected toResearch Strandin Writing)

PO 9. Describethe differentfunction andeffect between

primary andsecondary sourcematerial.(Connected toResearch Strandin Writing)

PO 9. Evaluatethe differentfunction andeffect between


PO 9.Articulatethe differentfunction andeffect between


PO 10.Give the

relevantinferences aboutexpository texts,supported by textevidence.

PO 10.Make relevant

inferences aboutexpository texts,supported by textevidence.

PO 10.Analyzerelevantinferences aboutexpository texts,supported by textevidence.

PO 10. Evaluaterelevantinferences aboutexpository texts,supported by textevidence.

PO 11. Identifythe central ideasof a specifictopic

PO 11. Explainthe central ideasof a specifictopic.

PO 11. Compareand contrast thecentral ideas of aspecific topicfrom selectedreadings.

PO 11.Interpret thecentral ideas of aspecific topicfrom selectedreadings.

PO 11.Analyze thecentral ideas of aspecific topicfrom selectedreadings.

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PO 12. Describehow authors useelements of expository texts

to achieve their purposes (e.g.language choice,organization).

PO12. Point outhow authors useelements of expository textsto achieve their

purposes (e.g.language choice,organization).

PO12. Explainhow authors useelements of expository textsto achieve their

purposes (e.g.language choice,organization).

PO 12.Analyze howauthors useelements of expository texts

to achieve their purposes (e.g.language choice,organization).

PO 12.Evaluate howauthors useelements of

expository textsto achieve their purposes (e.g.language choice,organization).

Concept 2 : Functional Text

Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevance of functional text.Grade Six First Year Second Year Third Year Fourth Year

PO 1.Useinformationfrom text andtext features todetermine thesequence of activities

needed to carryout a procedure .

PO 1.Use

informationfrom text andtext features todetermine thesequence of activities

needed to carryout a procedure .

PO 1.Use informationfrom text andtext features todetermine thesequence of activitiesneeded to carry

out a procedure .

PO 1. Synthesizeinformation frommultiple sources(e.g., texts, maps,illustrations,workplacedocuments,schematic

diagrams) to solvea problem.

PO 1. Synthesizethe informationfrom multiplesources (e.g., texts,maps, illustrations,workplacedocuments,schematic

diagrams) to solvea problem.

PO 2.Identify the

text features(e.g.,directions,legend,illustrations,diagram,

sequence, boldface print,headings) of functional text.

PO 2.Determine whatinformation(e.g., steps indirections,legend, suppliesneeded,illustrations,

diagram,sequence) ismissing infunctional text.

PO2Determine

whatinformation(e.g., steps indirections,legend, suppliesneeded,

illustrations,diagram,sequence) isextraneous infunctional text.

PO 2Synthesize

information frommultiple sources(e.g., texts, maps,illustrations,workplacedocuments,

schematicdiagrams) to drawconclusions.

PO 2. Synthesizeinformation frommultiple sources(e.g., texts, maps,illustrations,workplacedocuments,schematic

diagrams) to drawconclusions.

PO 3. Interpretdetails fromfunctional text

PO 3. Interpretdetails from avariety of

PO 3. Interpretdetails from avariety of

PO 3. Identify theobjective(s) of functional text

PO 3. Analyze theeffectiveness of functional text

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for a specific purpose (e.g.,to followdirections, tosolve a

problem, to perform a procedure, toanswer questions ).

functional text(e.g.,warranties,

products,informations,

technicalmanuals,consumer safety

publication) for a specific

purpose (e.g tofollowdirections, tosolve problems,to performs

procedure, to

answer questions).

functional text(e.g.,warranties,

products,informations,

technicalmanuals,consumer safety

publication) for a specific

purpose (e.g tofollowdirections, tosolve problems,to performs

procedure, to

answer questions).

(e.g., warranties, productinformation,technical manuals,consumer

publications,workplacedocuments).

(e.g., warranties, productinformation,technical manuals,consumer

publications,workplacedocuments) toachieve its stated

purpose(s).

Concept 3 : Persuasive TextExplain the basic elements of argument in text and their relationship to the authors purposeand use of persuasive strategies.

Grade Six First Year Second Year Third Year Fourth Year

PO 1.Determine theauthorsspecific

purpose for writing the

persuasive text.

PO 1.Determine theauthorsspecific purposefor writing the

persuasive text

PO 1.Determine theauthors writingthe persuasivetext.

PO1Identify thecentral argumentand its elements(e.g., argument bycause and effect,analogy,Authority,emotion, logic)In persuasivetexts.

PO1Describe thecentral argumentand its elements(e.g., argument bycause and effect,analogy,Authority,emotion, logic)In persuasive texts.

PO 2. Identifythe facts anddetails thatsupport theauthorsargumentregarding a

particular idea,

PO 2. Identifythe facts anddetails thatsupport theauthorsargumentregarding a

particular idea,

PO 2. Evaluatetheeffectiveness of the facts used tosupport anauthorsargumentregarding a

PO 2. Evaluatetheappropriateness of an authors wordchoice for anintended audience.

PO 2. Describehow persuasivetechniques (e.g.,repetition,sentence variety,understatement,overstatement)contribute to the

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subject,concept, or object.

subject,concept, or object.

particular idea,subject,concept, or object.

power of persuasive text.

PO 3.

Describe theintendedeffects of

persuasivestrategies and

propagandatechniques(e.g.,

bandwagon, peer pressure,repetition,

testimonial,transfer, loadedwords) that anauthor uses.

PO 3. Describe

the intendedeffect of persuasivestrategies and


bandwagon, peer pressure,repetition,testimonial,

transfer, loadedwords) that anauthor uses.

PO 3Describe

the intendedeffect of persuasivestrategies and


bandwagon, peer pressure,repetition,testimonial,

transfer, loadedwords) that anauthor uses.

PO 3. Identify

unsupportedinferences or fallaciousreasoning (e.g.,circular reasoning,false causality,over-generalization,over-simplification,self-contradiction)

in the argumentsadvanced in persuasive text.

PO 3. Identify

unsupportedinferences or fallaciousreasoning (e.g.,circular reasoning,false causality,over-generalization,over-simplification,self-contradiction)

in the argumentsadvanced in persuasive text.

PO 4. Identifyspecificinstances of

bias in persuasive text.





PO 4. Identifyspecific instancesof bias in

persuasive text.

PO 4. Identifyspecific instancesof bias in

persuasive text.

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Glossary

The purpose of this glossary is to help the user better understand and implement the ReadingStandard. It is not intended to be a study guide for the SPED students and is not a comprehensive listof all literacy terms.

adage a saying that conveys a common experience or general truth and hasgained credit through extended use (e.g., a stitch in time saves nine)

affix a non-word letter or group of letters attached to a root or stem to change itsmeaning or function, as the prefix ad- and the suffix ing in adjoining

allegory a literary work with two or more levels of meaning: one literal level andone or more symbolic or figurative levels; events, settings, objects, or characters that stand for ideas or qualities beyond themselves

alliteration the repetition of consonant sounds, usually at the beginning of words

allusion a reference to a well-known work of literature, famous person, or historical event with which the reader is assumed to be familiar

analogy a partial similarity between two things that are otherwise dissimilar; a pairing of words designed to elicit associations between concepts and background knowledge

anecdotal evidence evidence based on a brief story told to make a point or to entertain

antonym a word opposite in meaning to another (e.g., wet and dry )

argument a type of writing that develops a topic in a logical and persuasive manner

aside a statement delivered by an actor to an audience in such a way that other

characters on stage are presumed not to hear what is said; the character reveals his or her private thoughts, reactions, or motivations

assonance the repetition of vowel sounds in stressed syllables or words withoutrepeating consonant sounds

automaticity the ability to read silently or orally without stopping to use decodingstrategies on unknown words

ballad a narrative poem, often of folk origin and intended to be sung; consists of simple stanzas, usually with a refrain

bandwagon a persuasive technique that attempts to get people to follow the crowdusing the logical fallacy that, since everyone else likes it, it must begood

base word a word to which affixes may be added to change its meaning, tense, or partof speech

bias the writers outlook or prejudice; the writers leaning or belief about atopic

cause and effect a strategy for analyzing a subject by examining the reasons for specific

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actions or events (cause) and the consequences or results of certain causes(effect)

central argument the main point or purpose of a piece of writing, often stated in a thesisstatement or topic sentence

character foil a character that provides a contrast to another character, thus intensifyingthe impact of that other character

characterization the manner in which an author presents a character by using the character'sactions, dialogue, description, or how other characters react to thatcharacter

cinquain a five line stanza with successive lines of two, four, six, eight, and twosyllables

circular reasoning supporting a position by merely restating it

compare to use examples to show how things are similar and different, with thegreater emphasis on similarities

compare (contrast) a strategy for thinking or writing that involves explaining, defining, or evaluating subjects by showing how they resemble and differ from eachother or from some standard for evaluation

Conceit an elaborate and extended metaphor, especially in poetic images

Conflict the problem(s) or struggle(s) between or among opposing forces thattrigger(s) the action in literature (e.g., person vs. person, person vs. self,

person vs. nature, person vs. society)

connotation/connotative

an association that a word calls to mind in addition to its dictionary or literal meaning

consonance the repetition of consonant sounds within and at the end of words (e.g.,stroke of luck)

consumer publications publications for the use of the general public (e.g., periodicals, pamphlets,advertisements)

contrast to use examples to show how things are different in one or more importantways

credibility quality or power of inspiring belief; capacity for believability

denotation/denotative the literal or standard dictionary meaning of a word

digraph two letters representing a single speech sound (e.g., ph in phone)

dipthong a speech sound beginning with one vowel sound and moving to another vowel sound within the same syllable (e.g., oi in oil)

e.g. (abbreviation for example) precedes a non-exhaustive list of examples provided as options; other examples may be appropriate but notincluded[compare to i.e.]

elegy a song or poem written as a lament for the dead

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epic a narrative poem, usually about the adventures and heroic deeds of a folk hero (e.g., Homer's llliad)

equivocation language that is open to interpretation; often deliberately misleading

etymology the history of words; the study of the history of words

euphemism A mild or indirect term that is used in place of one considered harsh or blunt (e.g., passed away instead of died)

evidence statements or information that help in making a conclusion or judgment: logical evidence - based on earlier known or well-known

information presented in a clear organized pattern empirical evidence- information or facts gained by observation or

experiment based on scientific analysis anecdotal evidence - information gained from casual observation,

usually presented in a narrative style

expository text writing that explains or informs through the use of facts, reasons, or

examplesfable a short narrative that teaches a moral or lesson; main characters are usually

animals that speak and act like humansfact a statement that can be verified as true

fairy tale a fanciful tale about real life problems, usually with imaginary characterssuch as fairies, trolls, or leprechauns

fallacious reasoning reasoning that is deceptive or liable to mislead

false causality the error of concluding that an event is caused by another event simply because it follows it

fantasy a highly imaginative story characterized by fanciful or supernaturalelements

figurative language the use of words to create vivid pictures and ideas in the mind of thereader; not meant to be literally true (e.g., similes, metaphors, idioms,

personification)flashback an account of a conversation, episode, or event that happened before the

beginning of a story, told for the purpose of clarifying something in the present; often interrupts the chronological flow of the story

fluency read with ease, expression, and automaticity to support comprehension

folktale a narrative piece (e.g., epic, legend, myth, fable) that is part of the oral or written tradition of a culture passed from generation to generation

footnotes the numbered notes or comments at the bottom or side of a page thatcomments on a designated part of the text

foreshadowing writers use of hints or clues to indicate events that will occur later in atext

free verse a style of poetry that has an irregular rhyme or line pattern; verse that isdeveloped according to author's own style

functional text printed material that is specifically intended to convey information (e.g.,instructions, technical manuals, labels, signs, recipes)

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genre a category or type of literature based on its style, form, and content (e.g.,mystery, adventure, romance, science fiction)

grapheme written representation of a phoneme (e.g., b for /b/, ck for /k/)

graphic features features within or accompanying text, that help to clarify or explain thetext (e.g., labels, illustrations, captions, headings, diagrams, charts, tables,titles)

graphic organizer a visual representation of information in an organized manner that isintended to enhance understanding (e.g., Venn diagram, T-graph, wordweb, KWL chart)

haiku a style of Japanese poetry consisting of three unrhymed lines of five,seven, and five syllables, traditionally about nature or the seasons

historical fiction a long narrative that recreates an historical period or event based on fact, but embellished with imagined conversation and details

homographs words with the same spelling but with different pronunciations andmeanings (e.g., wind, read, bow)

homonyms/homophones words with the same pronunciation but with different meanings, different parts of speech, and usually different spellinghyperbole figure of speech in which the truth is exaggerated for emphasis or humor

i.e. (abbreviation for that is) precedes a specific list of items in which all of the items should be used [compare to e.g.]

idiom phrase or expression that means something different from what the wordsactually say; usually understandable to a particular culture, language, or group of people (e.g., let the cat out of the bag)

imagery descriptive language used in literature to recreate sensory experiences,enrich writing, and to make the writing more vivid; sensory details

incongruities text or portions of text having inconsistent or inharmonious parts or elementsinflectional endings see suffix

inference a conclusion derived from facts or premises

intonation the distinctive patterns of rising and falling pitch that enhances themeaning of spoken words

irony using a word or phrase to mean the exact opposite of its literal meaning: dramatic irony - where the reader or the audience sees a

characters mistakes, but the character does not verbal irony - where the writer says one thing and means

another irony of situation - where there is a great difference between

the purpose of an action and the resultlearning log a student's record of his/her own learning activities, intended to help

evaluate his/her own learning and to plan future learninglegend a traditional, historical story of a culture passed from generation to

generation

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limerick a light, humorous, five-line verse with an aabba rhyme pattern

linguistic roots the origin of a word based on the nature, structure, and history of the word

literal language language that is true to fact, avoiding exaggeration or metaphor

literal meaningthe actual or dictionary meaning of a word or phrase; language that meansexactly what it appears to mean

loaded words words that are slanted for or against a topic; words with strong positive or negative connotations

logic/logical evidence the science of correct reasoning; correctly using facts, examples, andreasons to support one's view

lyric a short poem that expresses personal feelings or emotions, often in asonglike style or form

main idea the concept, thought, notion, or impression that is of greatest importanceor influence:

literal adhering to fact or to the primary meaning or intent implied a suggested meaning or intent (as opposed to explicit) explicit fully revealed or expressed without vagueness,

implication, or ambiguity; leaving no question as to the meaning or intent

main character a character that plays a prominent role in a literary work

Meta cognitive strategy the technique or strategy of examining ones own thinking process;awareness of ones own thinking process in order to monitor and direct the

process to a desired endmetaphor a figure of speech that compares two unlike things in which no word of

comparison is used

meter the arrangement of words in a rhythmical pattern, with stressed andunstressed syllables

minor character a character that plays a role of lesser importance to the plot than the maincharacter(s)

mood the feeling(s) the text arouses in the reader (e.g., happiness, sadness,sorrow, peacefulness)

moral the particular value or lesson the author attempts to convey to the reader

myth a traditional or legendary story that deals with supernatural beings,ancestors, or heroes; intended to explain the mysteries of the naturalworld, or the customs or ideals of a society

narrative/narration a type of fiction or nonfiction that tells a story or series of events

onomatopoeia the use of a word whose pronunciation suggests its meaning (e.g., meow, buzz)

onsets consonant(s) before the vowel(s) in a syllable, including consonant blendsand digraphs (e.g., /s/ in sit, /spl/ in split)

opinion a belief or conclusion not supported by evidence or facts

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organization of text format or structure; often varies with type of text, but common patternsexist:

chronological order - details are arranged in the order in whichthey happen

order of importance - details are arranged in order of importance:least important to most important or most important to leastimportant

cause-effect - details are arranged to show connections between aresult and the events that preceded it

comparison-contrast - details are arranged to show similarities anddifferences between two or more subjects

listing - details are arranged in a simple list classification - details are placed into categories problem-solution - details are arranged to show a problem and then

a way to solve the problem spatial - details are arranged geographically from left to right, right

to left, top to bottom, and so on mixed - some details are arranged one way, and other details are

arranged in another way

overgeneralization an assumption that all members of a group, nationality, race, or gender have the characteristics observed in some members

oversimplification the use of language which makes something far simpler than it is, to the point of distorting the meaning

(e.g., Its not so bad )

overstatement a statement that represents something as more than it actually is (e.g., Ihave a million things to do today.)pacing the reading speed or rate at which text is read

paradox a statement that seems to be contradictory but that actually presents a truth

parody a form of literature that intentionally uses a comic effect to mock a literarywork or style

peer pressure a persuasive technique in which the reader is pressured to think or act a particular way so as to be accepted by ones peers

personification a figure of speech in which something non-human is given humancharacteristics or powers

persuasive techniques devices of persuasion used for the purpose of changing ones mind,making one take action, or both; usually accomplished by a combinationof emotional appeals and logical reasoning (see bandwagon, peer

pressure, circular reasoning, oversimplification, transfer, loaded words,testimonial, false causality, overgeneralization, oversimplification)

phoneme the smallest unit of sound within a word that distinguishes one word fromanother (e.g., cat = /c/ /a/ /t/)

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phonemic awareness the awareness of and the ability to manipulate sounds in the spoken word

phonogram a spelling pattern, word family, or rime (e.g., ame, -ack, -ay, -in)

plot the action or sequence of related events that make up a story, consisting of five basic elements:

exposition the opening of a short story up to the point that theconflict is introduced to the reader

rising action the chain of events in which the conflicts intensify climax the point of highest interest; point at which the reader

makes his greatest emotional response; the point in the story inwhich rising action is about to turn into falling action

falling action takes place after the climax when the action beginsto wind down or conflicts begin to lessen

resolution tells how the story conflict is resolved and ties uploose ends from the story

poetry the expression of traditionally rhythmic compositions (sometimes rhymed,expressing ideas, experiences, or emotions) in a style more concentrated,imaginative, and powerful than that of ordinary speech or prose; generallycategorized into specific forms based on purpose (e.g., elegies, ballads,

parodies) and/or meter or rhyme scheme (e.g., sonnets, limericks,cinquains, free verse, haikus)

point of view the perspective from which the story is told: first person the narrator is a character who tells the story as he or

she experienced, saw, heard, and understood it; identified by thefirst person pronouns I or we

third person omniscient the narrator is all-knowing, with the

ability to see into the minds of more than one character third person limited - the narrator has the ability to see into the

mind of only one character prefix a linguistic unit added to the beginning of a word which changes its

meaning (i.e., re-, mis-, un-)primary source an original source that informs directly, not through another persons

explanation or interpretation (e.g., firsthand reports, diaries, letters, journals, original documents)

print concepts the prerequisite skills students need about print as they learn how to read: book handling ( e.g., front of book, print contains meaning, left

page before right) directional behavior (e.g., where to start, left to right, return sweep) visual scanning and analysis language concepts (e.g., meaning of punctuation marks, capital

letters) hierarchal concepts (e.g., word by word matching, difference

between letter and word)

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prior knowledge knowledge gained from previous experience(s)

prose written or spoken language that is not poetry (verse)

prosody the rhythmic and inflectional aspect of language; expression

r-controlled vowelsa vowel whose sound is influenced by an r that directly follows it (e.g.,farm, her, first, torn, nurse)

redundancy repetition that is needless or distracting

repetition repeating a word, phrase, sentence, or the like for impact and effect

rhetorical device literary device that is intended to emphasize a point, not to obtain aresponse

rhyme identical or very similar recurring final sounds in words within, or morefrequently, at the ends of lines of verse

rhythm a pattern of repeated cadence or accent in speech or text

rimesthe vowel(s) and any following consonant(s) in a syllable (e.g., /it/ insit, /oat in float)

root in a complex word, the meaningful base form after all affixes are removed

root word meaningful base form after all affixes are removed

satire a literary technique that combines a critical attitude with humor, often withthe intent of correcting or changing the subject of the satire

search engine computer software used to search data for specified information

secondary source a source that contains information others have gathered and interpreted;indirect or secondhand information (e.g., newspaper and magazineaccounts, encyclopedia articles, research studies, web sites,documentaries)

sequencing the arrangement or ordering of subject matter to aid understanding: developmental chronological easy to difficult (difficult to easy) part to whole (whole to part)

setting the time of day or year; historical period, place, situation

simile figure of speech comparing two things that are unlike; uses the words likeand as (e.g., as strong as an ox, flies like an eagle)

soliloquy lines in a drama in which a character reveals his or her thoughts to theaudience, but not to the other characters, by speaking as if to himself or herself

sonnet a poem consisting of 14 lines with a formal rhyme scheme, whichexpresses a thought or feeling in a unified way

stylistic elements components of a distinctive manner of expression; elements that comprisea literary style

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suffix a linguistic unit added to the end of a base word which changes the wordsmeaning or grammatical function (e.g., -ed,-ly, -ness)

symbol person, place, or thing that represents something beyond itself (e.g., swordcan stand for war, a desert might represent loneliness or solitude, a dove as

a symbol of peace)symbolism a literary technique in which an author uses symbols to represent concrete

ideas, events, or relationshipssynonym one of two or more words that have a highly similar meaning (e.g., grip

and grasp)syntax the study of sentence structure with emphasis on the grammatical

relationships of the words and other elementstestimonial a persuasive technique in which a personal success story is used to

influence otherstext features components that support and clarify text (e.g., illustrations, titles, topic

sentences, key words)theme the underlying idea or statement that the author is trying to convey

tone the overall feeling or effect created by a writers use of words (e.g., playful, serious, bitter, angry, sarcastic)

transfer a persuasive technique that attempts to transfer positive feelings associatedwith images not necessarily related to the issue (e.g., a fabric softener advertisement set in beautiful, clear mountain scenery, implying freshness)

understatement a statement that represents something as less than it actually is (e.g., Thehurricane was a little windy.)

workplace documents text, forms, or documents specifically used in the workplace or for business purposes (e.g., memos, business letters, applications, resumes,e-mails)

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Selected References

Criscoe, Betty L. Award Winning Books for Children and Young Adults: An Annual Guide,Metuchen, NJ: Scarercrow Press, 1990.

Friedbert, Joan Brest, June B. Mullins, and Adelaide Werir Sukeinnik. Portraying the Disabled: A Guide to Juvenile Non-Fiction. New York: Bowker, 1991.

The Literary Dictionary: The Vocabulary of Reading and Writing. Edited by Theodore L. Harrisand Richard E. Hodges. Newark, Del.: International Reading Association, 1995.

Merriam-Websters Collegiate Dictionary (Tenth edition). Springfield, Mass.: Merriam-Webster,Inc., 1993.

special education (sped ) reading standard (by: deped)

Documents