CORE My-Skill-Builder-Reading-and- Writing-Skills-2019 PDF

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iReading and Writing SkillsWorkbookMarella Therese A. Tiongson Maxine Rafaella C. RodriguezEvaluation CopyPhilippine Copyright 2019 by Rex Book Store, Inc. and Marella Therese A. Tiongson Maxine Rafaella C. RodriguezRBS Reading and Writing Skills First Edition ISBN 978-621-04-0073- Classification : ...

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Philippine Copyright 2019 by Rex Book Store, Inc. and Marella Therese A. Tiongson Maxine Rafaella C. Rodriguez

RBS Reading and Writing Skills First Edition ISBN 978-621-04-0073-1 Classification: Workbook (79-CL-00008-0) Published, copyrighted 2019, and distributed by Rex Book Store, Inc. (RBSI) with main office at 856 Nicanor Reyes Sr. St., Sampaloc, Manila / Tel. Nos.: 735-1364, 736-0567 RBSI Branches: LUZON • MORAYTA: 856 N. Reyes Sr. St., Sampaloc, Manila / Tel. Nos.: 736-0169, 733-6746; Telefax: 736-4191 • RECTO: 2161-65 Freedom Building, C.M. Recto Avenue, Sampaloc, Manila / Tel. Nos.: 522-4521, 522-4305, 522-4107, 733-8637 • RECTO (La Consolacion): Mendiola, Manila • MAKATI: Unit UG2, Star Centrum Bldg., Sen. Gil Puyat Ave., Makati City / Tel. No.: 818-5363; Telefax: 893-3744 • ROCKWELL: 1st Floor, Ateneo Professional School, Rockwell Center, Bel-Air, Makati City / Tel. No.: 729-2015 • CUBAO: Unit 10 UGF, Doña Consolacion Bldg., Gen. Santos Ave., Araneta Center, Cubao, Quezon City / Telefax: 911-1070 • ORTIGAS: G/F Tektite East Tower, Exchange Road, Philippine Stock Exchange Centre, Ortigas Center, Pasig City / Tel. No.: (02) 650-4347 • CAVITE (Dasmariñas): Block 4, Lot 20 Don Gregorio Heights 2, Zone 1-A Aguinaldo Highway, Dasmariñas, Cavite / Telefax: (046) 416-1824 • CAVITE (Tanza): (Display Area) Block 5, Lot 6, City View 4 and 5, Brgy. Tanauan, Tanza, Cavite • NAGA: 1-1A Geronimo Bldg., Barlin St., Sta. Cruz, Naga City, Camarines Sur / Telefax: (054) 811-6878 • LEGAZPI: Unit 6, 3rd Floor, A. Bichara Silverscreen, Legazpi City, Albay / Telefax: (052) 480-2244 • CALAPAN: Brgy. Salong, National Highway, Calapan City, Oriental Mindoro / Telefax: (043) 288-1650 • BATANES: L. Lopez St., Kayvaluganan, Basco, Batanes / Tel. Nos.: (02) 681-9085, 330-4937 • TUGUEGARAO: 10 Arellano Ext. St., Brgy. Ugac Sur, Tuguegarao, Cagayan / Telefax: (078) 844-8072 • CABANATUAN: Fontelera Building, 1271 Del Pilar Ext., Sangitan East, Cabanatuan City, Nueva Ecija / Tel. No.: (044) 464-2151; Telefax: (044) 6005684 • URDANETA: Zone 6, Pinmaludpod, Urdaneta City, Pangasinan / Telefax: (075) 568-3975 • ANGELES: Unit H, JMS Bldg., MacArthur Highway, Brgy. Salapungan, Angeles City, Pampanga / Telefax: (045) 887-5371 • BAGUIO: Rex Hall Student Residences, Upper Gen. Luna cor. A. Bonifacio St., Baguio City, Benguet / Tel. No.: (074) 422-0574 • BATANGAS: J.P. Laurel Highway, Mataas na Lupa, Tambo, Lipa, Batangas / Tel. No.: (043) 741-6614 • PALAWAN: Abad Santos St. cor. Valencia St., Puerto Princesa, Palawan VISAYAS • TACLOBAN: Brgy. 78 Marasbaras, Tacloban City, Leyte / Tel. No.: (053) 323-8976; Telefax: (053) 523-1784 • ILOILO: 75 Lopez Jaena St., Brgy. San Isidro, Jaro, Iloilo City, Iloilo / Tel. No.: (033) 329-0332; Telefax: (033) 329-0336 • BACOLOD: 28 Brgy. 36, Purok Immaculada, Quezon Ave., Bacolod City, Negros Occidental / Tel. No.: (034) 707-5825 • CEBU: 11 Sanciangko St., Cebu City / Tel. Nos.: (032) 416-9684, 254-6773, 505-4313; Telefax: (032) 254-6466 MINDANAO • CAGAYAN DE ORO: J. Seriña St. cor. Vamenta Blvd., Carmen, Cagayan de Oro City, Misamis Oriental / Telefax: (088) 858-6775, 309-5881 • DAVAO: 156-A C.M. Recto St., Davao City, Davao / Tel. Nos.: (082) 300-5422, 305-5772; Telefax: (082) 221-0272 • GENERAL SANTOS: Aparente St., Dadiangas Heights, General Santos City, South Cotabato / Tel. No.: (083) 304-8512; Telefax: (083) 554-7102 • ZAMBOANGA: San Francisco Loop, Mayor Agan Ave., Camino Nuevo B, Zamboanga City / Tel. No.: (062) 955-0887

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Contents Preface..............................................................................................................................................................v Unit I: The Reading Process Lesson 1: Introducing the Reading Process and Reading Strategies ............................................ 2 Lesson 2: Evaluating Written Texts by Analyzing Claims ............................................................. 7 UNIT TEST ........................................................................................................................................ 13 My Score Sheet ............................................................................................................................... 14

Unit II: The Writing Process Lesson 1: Using Pre-Writing Strategies ............................................................................................ 16 Lesson 2: Writing Thesis Statements ................................................................................................ 18 Lesson 3: Creating Reading and Writing Outlines .......................................................................... 22 Lesson 4: Developing Effective Paragraphs with Topic Sentences and Supporting Details ............................................................. 24 Lesson 5: Using Post-Writing Strategies .......................................................................................... 29 UNIT TEST ........................................................................................................................................ 31 My Score Sheet ............................................................................................................................... 31

Unit III: Modes of Paragraph Development Lesson 1: Influencing Your World via Causal Analysis .................................................................. 33 Lesson 2: Painting Your World via Description .............................................................................. 38 Lesson 3: Creating a New World via Narration .............................................................................. 44 Lesson 4: Delineating Your World via Definition .......................................................................... 50 Lesson 5: Schematizing Your World via Division and Classification ........................................... 56 Lesson 6: Juxtaposing Your World with Others via Comparison and Contrast ......................... 60 Lesson 7: Typifying Your World via Exemplification .................................................................... 67 Lesson 8: Commanding an Audience via Persuasion ..................................................................... 72 UNIT TEST ........................................................................................................................................ 78 My Score Sheet ............................................................................................................................... 82

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Unit IV: Writing for Different Contexts Lesson 1: Writing the Research Paper .............................................................................................. 84 Lesson 2: Writing the Position Paper ............................................................................................... 89 Lesson 3: Writing Project Proposals ................................................................................................ 94 Lesson 4: Writing for College and Employment Applications ................................................. 100 Lesson 5: Writing Office Correspondence .................................................................................... 104 UNIT TEST ...................................................................................................................................... 107 My Score Sheet ............................................................................................................................. 107 References ...................................................................................................................................... 108

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Preface

Purpose This workbook is written to augment the worktext Reading and Writing Skills by summarizing key concepts for students and providing exercises and worksheets that are based on the worktext’s content.

Content This workbook is divided into four units following the worktext. First, Unit I sharpens the critical reading skills of students. Next, Unit II introduces the writing process step by step and helps students make writing tasks more manageable. Meanwhile, Unit III allows students to apply their reading and writing skills by examining different modes of paragraph development. Finally, Unit IV gives students a practical context for their learning by showing them how writing works in research and professional contexts. All these units have been written in a lesson plan format for easy application.

Intended Audience This workbook is specifically intended for reading and writing students with varying levels of experience.

Salient Features • • • •

takes a process approach to teaching writing and reading skills; uses ideas from the Understanding by Design, Differentiated Instruction, and 7Es models; develops 21st century skills of students through the content and activities (both formative and summative evaluation are used); and written for the Filipino student’s context.

We hope that this workbook will be a handy tool for all students as they embark on this new journey in the K to 12 curriculum: studying Reading and Writing Skills. Marella Therese A. Tiongson Maxine Rafaella C. Rodriguez

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UNIT I: The Reading Process The first step in developing better communication skills in English is to become a critical reader. This Unit introduces you to the reading process and suggests effective reading strategies you can apply to your studies. At the end of this Unit, you will have honed your analytical skills through the various exercises provided.

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Name:

Date:

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Year and Section:

Teacher:

Lesson 1: Introducing the Reading Process and Reading Strategies Target Skill: •

to apply specific reading strategies to comprehend a text.

Lesson Notes Reading can be defined as a cognitive process of decoding symbols to derive meaning from a text. It is always an interaction between the text and the reader. This enables us to gain and share information and ideas, whether for academic, personal, or professional purposes. In order to comprehend the text, we apply skills simultaneously while we read: identifying the author’s purpose, grasping the main ideas of the text, locating important details, using context clues to understand unfamiliar words, answering specific questions, analyzing the text’s points, and critiquing the text. These, and more, are some of the strategies that we can use to help us become better readers. Warm-up A. Have you really considered just how many skills you actually apply when you read something? Take a moment and write down on the blanks below as many actions as possible that can be associated with reading. _________

_________

_________

_________

_________

_________

B. The word inside the oval is the title of Lewis Carroll’s poem. Examine this unusual word. Upon reading this title, can you guess what the poem will be about? What associations do you have with the word? Write them beside the lines.

Jabberwocky Vocabulary Check Look back at the unfamiliar words of the poem. Some of these are nouns, verbs, adjectives, and adverbs. Choose five words and place them in the chart below. Try to decipher the meanings of these words. The first one has been done for you. Unfamiliar word from the poem 1. Slithy

Part of speech Adjective

Similar-sounding words in English slimy, sly, slithery

2. 3.

2

Possible meaning Description for a slimy animal

4. 5.

Discussion Questions Refer to the sample text to answer the following items below. Be ready to discuss your answers with the class. 1. 2. 3. 4. 5. 6. 7.

Did you understand the poem? Why or why not? What do you think happened in the poem? What is the poem about? How did you make sense of the poem? Would you say it is nonsense? Why or why not? Who is talking to the boy? What is a Jabberwock? What weapon is used to kill the Jabberwock? What were your impressions of the poem before reading? How about after reading? What caused the changes?

Exercises A. Context Clues The sentences below features words taken from Oxford Dictionary’s 2014 Words of the Year. Identify the type of underlined context clues used in each sentence to define the words in bold font. _____________1. I saw a man vaping his e-cigarette. He was inhaling and exhaling the vapor from the device. _____________2. Contactless payment technologies, unlike traditional modes of payment, make use of smart cards to connect wirelessly to e-readers for more efficient payment. _____________3. Signing an online petition, sharing a status message, or liking a post are increasingly regarded as actions falling under slacktivism, a digital form of activism with little involvement. _____________4. Some parents are anti-vax—that is, anti-vaccinations—because they believe these chemicals may trigger autism in students. _____________5. Some people like making duck faces, or pressing their lips together in the shape of a duck’s bill, when they take selfies. _____________6. “Watch this video to discover the meaning of life!” “This beggar’s response will restore your faith in humanity!” and “See how one woman made a million pesos from her living room” are types of headlines called click baits. _____________7. Advances in neuromorphic technology have excited many scientists. These systems that mimic the human nervous system show much promise in the field of medicine. B. Denotation and Connotation Write a sentence for each word in the series that follows. Make sure your answers reinforce each word’s connotations. 1. Stroll, trudge, loiter

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2. Turmoil, anarchy, hubbub

3. Tour, pilgrimage, vacation

4. Enemy, antagonist, opponent

5. Dress, attire, vestment

Application Read the article entitled, “Shouldn’t There Be a Word?” by Barbara Wallraff. (https://theamericanscholar. org/shouldnt-there-be-a-word/) Identify at least seven words that are unfamiliar to you and list them in the first column below. Afterwards, write the approximate meaning of your selected words. Then, complete the table after reading the article. Unfamiliar words

Type of context clue used

Your own definition from context clues

1. 2. 3. 4.

4

Definition from the dictionary

The connotation of the word

5. 6. 7. Answer the following questions: 1. How accurate is your definition compared to the definition found in the dictionary?

2. What type of context clues did you use the most often to decipher a word? Why?

3. What do you find useful about using context clues to understand a word? Most challenging? Why?

4. How does the connotation of the word affect your understanding of its meaning? State an example.

Evaluation 1. Select one reading strategy discussed in this lesson. In the blanks below, discuss how to apply this strategy in your own words. Use the following questions to guide your reflection: • • • • •

Why did you choose this strategy? When should this strategy be used? Can it be applicable for all reading materials? What are the advantages and limitations of using this strategy? Do you think this strategy is the most effective? Why?

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2. Review the poem “Jabberwocky”. Then, describe the text and your reaction to it. Apply the reading strategies discussed to help you better understand the poem. Use the following guide questions to help you create your entries: • • • •

What are your impressions of the text? Do you like or dislike it? Why/why not? Has the text encouraged you to consider a new perspective? Why? Which ones? Are there points in the text in which you agree or disagree with? Which ones? What is convincing about them or needs more support? Has this text helped inspire you to develop ideas of your own in an essay? What are these?

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Name:

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Teacher:

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Lesson 2: Evaluating Written Texts by Analyzing Claims Target Skills: • •

to identify claims of fact, policy, and value explicitly or implicitly made in a written text; and to write a 1000-word critique of a selected text based on its claim, context, and properties as a written material.

Lesson Notes Whenever you read a text, evaluate claims, seek definitions, judge information, demand proof, and question assumptions, you are thinking critically. This type of reading goes beyond passively understanding a text because you process the author’s words and make judgments after carefully considering the reading’s message. Some of the techniques to help you develop critical reading skills are keeping a reading journal, annotating the text, outlining the text, summarizing the text, and questioning the text. Critical reading also means that you can distinguish the information that is clearly stated (explicit) in the text from ideas that are suggested (implicit). This will help you make inferences about what you read. Also, whenever you read a text, you find yourself looking for the writer’s point or position regarding the chosen topic. That point is also known as the claim central argument or thesis statement of the text. Claims can be classified as claims of fact, value, or policy. Additionally, a text is neither written nor read in a vacuum; its meaning and interpretation are affected by a given set of circumstances. Thus, context is defined as the social, cultural, political, historical, and other related circumstances that surround the text and form the terms from which it can be better understood and evaluated. Knowledge of the text’s context helps in appreciating the text’s message more deeply. In expository writing, assertions become the primary channel for a reader to assent to a claim. Assertions are declarative sentences th...