Take-Away Entry # 01

Checking One/s Understanding in Reading

Name: Zabate, Jaymarie C.

Course/Yr/Sec: BSED SCI/3/B2

Date: October 7, 2020

Scores:

Please use your own words to answer these questions.

1. "Vocabulary is necessary for comprehension, but comprehension supports vocabulary as

well." How?

Both vocabulary and comorehension are closely linked to each other, first when you say
vocabulary is necessary for comprehension because most likely without the knowledge of the
words being used, readers would definitely don't understand what they been writing on or
reading, this would serve as tool for understanding what have been written on any article or
books so it is important to know the behind text so that it would be easy for the comprehension
to apply with. In other way around, comprehension supports vocabulary merely because
without comprehension on what words being used or what is meant by the whole text, the
aims of the writer wouldn't be achieve.

2. A teacher at your school ranks her pupils by the number of words they know. The pupil at the
top every week gets a small prize. What problems do you see with this idea?

For me, it is a technique that a teacher applied in order for those students who are left behind
would be inspired and don't feel that they are below the belt in order for them to strive harder
to reach the minimum standard set by the teacher. But the problem is the pupil who got to be
on top would definitely feel that they are not deserving for the prize even of their hardwork to
be on top. So I prefer to choose what is the best way, to give who truly deserves so students
who are not doing their best would inspired to do their part as well.

3. What is the difference between the word recognition skill and memorizing "sight words"?

For me recognition skill is basically more on you can identified based on the learnings you gain
on previous lessons or discussion or you acknowledge something that you've already known or
seen. Memorizing is based on what you remember or retain cognitively that definitely you
come to read how many times until it gets into the mind. Between the two it would be
applicable if students doesn't settle for just memorizing specially in terms or words because
there's a tendency that it would be in just short term memory it would be better if it is placed
on long term side. You need to understand the whole thing on what you read so thay if you
come in contact with it, you will directly recognize based on what you have understand.

4. Explain an activity for secondary school pupils that focuses on word recognition skills.

Basically, when you say based on recognition somehow it would be related to performances
that is done during any discussion on specific topic so that students would acknowledge the
experience they have done during the activity. Wether they would win or lose, they have
experience something that is related to the topics so in other way around when they encounter
or read that certain topics or word they can merely identify something.

5. A teacher asks her grade 7 pupils to explain the three parts of the word "unhappiness."

What skill are they practicing - word knowledge, word recognition or word analysis? Explain
your answer.

For me skill belongs to word recognition, like for example when someone experience being
unhappy and then the other one would says that she/he experience unhappiness during that
period of time so then the listener or the one who experience the scenario now recognize if
he/she encounter the same situation. As grade 7 students basically they are already observant
so if they see someone happens to this situation or their teacher gives example and as what is
given in the previous years of their study about this word they can now acknowledge
unhappiness based on what is being introduce to them.

6. Explain the difference between onsets and rimes

Onset and rime are used to improve phonological awareness by helping children learn about
word families. Phonetical awareness is an important skill used to hear sounds, syllables and
words in speech. This can help students decode new words when reading and can also make it
easier for them to spell words when writing. Onset and rime are terms that technically describe
the phonological units of a spoken syllable. Syllables are normally split up into two parts, the
onset and the rime. Onset involve on the initial phonological unit of any word which contains
the initial consonant or consonant blend. However, not all words have onsets while Rime is the
string of letters that follow the onset which contains the vowel and any final consonants. Like
for example the word cat, c- is the onset and -at is the rime, pan p is the onset and an is the
rime and many other.

Take-Away Entry # 05

Words... Words.. Words

Name: Zabate, Jaymarie C.

Course/Yr/Sec:BSED SCI/3/B2
Date: October 7, 2020

Scores:

Please use your own words to answer these questions.

1. Explain why Picture clues are sometimes helpful, but sometimes not helpful for young
children learning to read.

Picture clues help youngs make learnings for fun and to take their attention into the book, it
adds encouragement to the child by allowing teachers and parents to spend time discussing the
story, pictures and words. This gives young readers confidence and allows them to talk about
what they see on the page, what happened in the story, what the characters are doing and
which events have unfolded. Likewise it somehow develop the visual thinking skills of the child
specifically if they are having a hard times with the words used, the illustrations can help them
figure out the narrative, which can increase their comprehension. But in other way around
sometimes this is not helpful for young learners during reading time since they would
preferably focus on the pictures rather than on the words or text being emphasized and also if
they would only see words without pictures they don't have any courage to read it.

2. A teacher at your school gives her grade 2 dass flash cards with words drawn in the shape of
matching animals. After a week of studying, she gives them a paper quiz with printed animal
names but no pictures. Very few pupils pass. What happened?

This situation is related to the previous question, this is the negative side now if students are
very dependent on the illustration they can't understand the questions if it has no image shown
that is why their score varries between the score with and without image. Having an image
makes students to just directly understand based on the what is shown without seeing or
reading the historical side of the view, without justifying the behind text because they exercised
during youngs for having a picture once they read something.

3. A teacher at your school says he has been teaching reading for 20 years and he never

explains words. He said he tells pupils to use Context clues to learn the meaning of new
words. What can you say to him?

He is intellegent as well as resourceful one since he find ways on how students learn in easy
way or he enables learning conducive for students especially for those who are having hard
times in undesrtanding the content or word. Because through using context clues he gives hints
found within a sentence, paragraph, or passage that a reader can use to understand the
meanings of new or unfamiliar word and helps a reader decide upon an appropriate definition
to fit the text.

4. List three words that can be taught using Structural analysis. Explain why your words are
good choices.

Three words that I think useful in structural analysis includes the root words, suffixes and
prefixes. This is good choice for me its becauses this is useful in building new ideas for a certain
words or content. Aside from using explicit instruction to teach structural analysis, the learned
prefixes and suffixes should be embedded into texts and spelling instruction so that they could
be able to form a new parts of the text. By modeling the students on how how to add the prefix
or suffix (un) to a root word (happy) to create a new word. For example, “The new word is
unhappy. Un- means ‘not’ and happy means ‘with joy,’ so unhappy means ‘not happy’ or
‘without joy.” Model starting with happy and changing it to happiness, using thinking aloud to
explain that the suffix ness was added to the end of happy and changed its meaning to a thing.
Repeating the tasks until students achieve proficiency (can add the target prefixes or suffixes to
root words and accurately decode and state their meaning), thus you can achieve to the peak of
learning the structural analysis.

5. In two sentences, explain how to use Word builders (see page 37) in a grade 8 science class.

Word builders helps learning how to make a noun into a verb and a verb into an adjective thus
this play an important part of increasing one's vocabulary by understanding word building to
make new words. Not inventing new ones, but using the way the language works to build on
existing ones. Like for example in science all should be based on facts and reliable source and
word reliable is an adjective then if we build a new word based on the that word we have then
the noun which is realibility,the verb which is rely and advern which is reliabilty and this how
word builders works.

6. Give and explain an example of a non-linguistic representation for the vocabulary word
"rhythm."
Non-linguistic representation for the word rhythm is like for example this picture above. Based
on the image you can define rhythm means a literary device that demonstrates the long and
short patterns through stressed and unstressed syllables, particularly in verse form.
There are several ways on how to show word in non linguistic forms. These include graphic
organizers, sketches, pictographs (stick figures and symbols), concept maps, dramatizations,
flowcharts, and computerized simulations, to name a few. The type of representation selected
is a function of the type of content addressed and the amount of time available. For example, a
teacher might decide that it makes more sense for students to design a flowchart to describe the
process of balancing an equation than to make a graphic organizer of the process or physically act the
process out. On the other hand, a graphic organizer probably makes more sense for a concept with
several defining characteristics. For example, to represent the term anarchy, a student might draw a
circle containing the term anarchy and add spokes emanating from this hub that he or she labels with
different defining characteristics.

Reflection Reading

Name: Zabate, Jaymarie C.

Course/Yr/Sec: BSED SCI/3/B2

Scores:

Please read this passage, then answer the question that follows.

The obviousness of the need and the strong relationship between vocabulary and
comprehension invite a simplistic response: if we simply teach students more words, they will
understand text better. However, not all vocabulary instruction increases reading
comprehension. According to several studies, many widely used methods generally fail to
increase comprehension.... Let me present the point in another way. Imagine an experiment
with two groups of students about to read a selection from a textbook. One group is given
typical instruction on the meanings of some difficult words from that selection; the other group
receives no instruction. Both groups are then given the passage to read and are tested for
comprehension. Do the students who received the vocabulary instruction do any better on the
comprehension test? Very often they do not. This news, if in fact it is news, should be
unsettling. A major motivation for vocabulary instruction is to help students understand
material they are about to read.

If traditional instruction does not have this effect, teachers should know why not and what to
do about it. Look at the underlined sentence. Now that you know this, what will you say to
experienced teachers who complain that their pupils have poor vocabulary and reading
comprehension skills?

For me it depends on the students ability and capacity because as we are students we have
differ in the aspect of understanding there some do understand easily and some don'ts but as
time pass by they would learn how to do so. Basically, in todays generation as I have witnessed
students would easily understand specific topic given even if the written words are difficult but
they find ways as well as if they would definitely undergo experiments or teachers would give
perfomance tasks. Teachers should make students find their own ways on how to understand
on their own, to build understanding with own will unlike feeding with so much knowledge
from the teacher there's a big chance that they will forget that easily. Before the learning style
is teacher centered, teacher gives information to feed the need of the students in a particular
subject that's why students are very dependent. Unlike today it is already student centered
wherein teachers are given to facilitate learning and to give feedback to the outputs of the
students. So, unfortunately this serve as the training ground of the students to stand in their
own, read and find ways how to understand difficult words and to comprehend each article or
books they have read. Somehow as teacher and a student you can see the difference between
the traditional teaching and today.
 Take-Away Entry # 6

Words..Words..Words

Name: Zabate, Jaymarie C.

Course/Yr/Sec: BSED SCI/3/B2

Date: October 7, 2020

Scores:

Please use your own words to answer these questions.

1. Give one question that fits the literal level of reading comprehension. Explain your answer.

Are teachers required to teach factual information?

This question definitely fit with the literal level of reading comprehension since based on the
question students can directly identify the literal meaning and answer which is basically found
in the question and this shows even without deep understanding or critical thinking students
could directly answer the question.
2 Give one question that fits the interpretive level of reading comprehension. Explain your
answer.

How did plants receive sunlight?

This question belongs to interpretive level of reading comprehension, based on the question it
started by how so students could answer or teacher could pssibly show some illustrations that
will support her/his answer towards the question. Also teacher could give possible cause and
relationship during discussion for further explanation that students will get the idea of what is
being emphasized.

3. Describe an activity that fits the critical level of reading comprehension. EXplain your answer.

Students given a task to read a piece either a poem or any article and they are rquired to see
the message behind in it. In this activity students will find the message behind each text they
read, they will use their ability to analyze what is being delivered in a certain piece especially if
the author doesn't use direct vocabulary, this would require deep level of understanding to see
the purpose and style of the author. They would identify if the certain statement coming from
what they have read is factual or opinionated and they could also give their own point of views.

4. Describe an activity that fits the creative level of reading comprehension. Explain your
answer.

An activity that fits for this level includes doing comics strip just like what we have done in the
previous year which basically uses not just our brain but as well as our creativity in doing the
drawings and designs around. In this way, students arwe exercising their minds to create idea
for the given topic or chosen topic but even we are aloud to make our own version we are very
much careful thinking what's next, or else this would possibly fit with our topic. So this needs to
have a great mind to connect all ideas and also a great hand to illustrate what is in mind.

5. A high school teacher asks her pupils, "How has Rizaľ's poetry affected your daily life?" Which
level of reading comprehernsion best describes this question? Why?
This belongs to critical level of reading comprehension, why? as you can see teacher is asking to
the students how a certain Rizal poetry affect their daily life and in connection with that they
are required to use their critical thinking skills to evaluate and analyze the hidden message of
the poetry in line with how this would connect to their real life situation. Teachers will test the
students deep understanding for the task given and see if they are doing well in reading
comprehension.

6. Explain why a reading teacher should build tests and activities to upper levels of
comprehension, and not the lowest levels

Aside from it is a requirement for them to do the higher level type of test or activities according
to the level of years, this would also build up students mind and ability to understand critical
scenarious so that as they will face new type of reading style, activities or even test, somehow it
would be easier for them to analyze. This technique also help students in understanding
difficult terms by looking at the situation given, so they would not required to read dictionaries
or word hints in order to understand the given article or story.
 Read me and Reflect

Name: Zabate, Jaymarie C.

Course/Yr/Sec: BSED SCI/3/B2

Date: October 7, 2020

Score

Please read this passage, then answer the question that follows.

According to dassroom observations [in Region VII in 2014 and 2015], Cebuano is being used as
the teaching language all of the time during mother tongue language lessons in 99 percent of
grade 1 classrooms observed. However, that is only the case for 86 percent of grade 2
dassrooms observed during a mother tongue language lesson. In the other 14 percent of
dassrooms, the dassroom use of the mother tongue was coded as "most of the time (75-95
percent of the time)" and the other language used was English. The reasons given for code
switching in the classroom were either to give procedural directions (13percent) or to darify a
concept provided first in the mother tongue (3 percent). At a high level, most time spent in the
classroom is focused on having children listen (to the teacher or other students); this is the
largest category in both grades and years of observation. Having children read is still the least
frequent activity, with the exception of grade 2 in 2015, where 21 percent of observations
noted that the instructional focus was on reading. The change in time spent reading from grade
1 to grade 2 is much greater in 2015 than in 2014, where both grade 1 and grade 2 students
spent about the same amount of time reading.

Look at the underlined sentences. What do you think will be the effect on pupil reading ability if
reading is the least frequent activity in an early grade MTB-MLE class in Region VI?

Looking back in the previous years, comprehensive reading is very important espcially in youngs
to train their mind and their skill to understand earlier. But because of the new entry in the
curriculum with the use of mother tongue we can't deny the fact that reading ability in lower
years is much lesser than before. Teachers and their students focused more on how to
understand bisaya terms rather than reading types of books. This affects the mentatilty of the
child with how he/she begin in the starting days of schooling, maybe some are introducing
reading materials but focusing more on how students understand the bisaya language through
the text given. After students finished the MTB-MLE, they would probably proceed to the next
level and this is the time wherein reading is being introduced precisely but this is already late
for some that serve as their training ground especially the laungauge differ and maybe they
would feel bored and if they found out difficult words which is new to them they will now feel
lazy about it and struggle way around. But basically it is already part of our educational system
now all we have to do as future teacher, we will ensure the learnings and development of the
child will be continouos wether we use any type of language because as a teacher that's the
main role and challenge you need to face, to deal with change and ensure students to learn.