UGE 1 READING COMPREHENSION NOTES, Study notes of English Language

Download UGE 1 READING COMPREHENSION NOTES and more Study notes English Language in PDF only on Docsity! UNIVERSITY OF MINDANAO Tagum College Department of Arts & Sciences Education Language Discipline Physically Distanced but Academically Engaged Self-Instructional Manual (SIM) for Self-Directed Learning (SDL) Course/Subject: UGE 1 (READING COMPREHENSION) Name of Teacher: ARMELA G. TACLIBON, MAED-TE THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT. EXPECT REVISIONS OF THE MANUAL. DEPARTMENT OF ARTS AND SCIENCES EDUCATION Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For Online Blended Delivery (OBD) and Distance Education Delivery (DED) During the Quarantine/Lockdown Period I. Rationale The University of Mindanao is fully committed to cater to the different needs of its students in terms of alternative modes of instructional delivery. In order to serve the purpose of alternative modes of delivery, a Self-Directed Learning (SDL) program is developed through Self-Instructional Manuals (SIM). In fact, the development of SIM/SDL for the online and blended learning alternative modes is already in the University’s pipeline for academic year 2020-2021. Prior to the development of these manuals, the University has already instituted industry-leading academic innovations and initiatives for outcome-based education such as the Student Portal; online student consultation program; Student Advising Program (SAP); Outcomes Assessment Threshold (OATH program); various interactive learning resources; and the subscription use of the Quipper as the official learning management system (LMS) for virtual/online classes to further enhance the quality of teaching and learning experiences of students. With the ongoing COVID-19 pandemic which has resulted in massive social and physical distancing, prohibition of mass gatherings, suspension of classes and extended community quarantine/lockdown, there is a need to fast-track the development of the SIM/SDL manuals to respond to the segmentized and unique instructional needs of students. The University is fully aware of the drawbacks and limitations of the online blended teaching modes using self-instructional manuals particularly for laboratory and practicum courses, competency appraisal courses, undergraduate research courses, and a host of demonstration courses, not to mention the lack or poor internet connections among the faculty and students. But with the quality assurance procedures and academic innovations in place, the institution is confident that the same quality of teaching and learning will be enjoyed by the students. II. Objectives 1. The SIM/SDL Manual aims to provide the guidelines for instructional development by the teachers and directed learning by the students; and 2. The SIM/SDL Manual aims to provide avenues for innovative and flexible alternative modes of delivery in response to the quarantine/lockdown requirements. III. Definition of Terms (1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all instructional contents and activities necessary for students’ learning. SIMs come from the context of teachers; SIMs are conceptualized, designed, developed, monitored and evaluation by the teachers. (2) Self-Directed Learning (SDL) refers to the learning processes of the students. It is self-directed because the students manage their own learning. It is directed learning because the students follow the instructions provided in the SIMs. SDL comes from the context of students and is intended for the students. (3) Online Learning refers to the virtual class through the Quipper Learning Management System (LMS). Online learning requires computer hardware and internet connection at home. (4) Blended Learning refers to the combination of online learning and on-campus/onsite learning (face to face). The SIMs shall provide the distribution of instructions and activities done online and done on-campus/on-site. Page 2 DEP ART ME NT OF ART S AND SCIE NCE S EDU CATI ON Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City PART 1: QUALITY ASSURANCE POLICIES The first part of the manual explicitly reflects the quality assurance procedures unique to the course. These include the attendance requirements (face to face or virtual), schedule of examination, submission and return of assessment papers, schedule and extension of deadlines, appeal on the grades, penalties, communication and special learning needs of students. Also included in this section are the contact details of the Dean, Program Head, Faculty or Course Facilitator, Guidance Facilitator, Librarian, and Help Desks to promptly respond to the needs of students. Course Outline: UGE 1 – Reading Comprehension Course Coordinator Email Student Consultation : ARMELA G. TACLIBON, MAED-TE : armelataclibon@gmail.com : By appointment/done online (LMS: Quipper); traditional contact (i.e. cellphone/telephone); or social media platforms (email, Private Messenger, Facebook). Mobile Phone Effectivity Date Mode of Delivery Time Frame Student Workload Requisites Credit Attendance Requirements : 0977-315-6362 : (084) 216-7711 : June 2020 : Distance Education Delivery (DED) : 108 Hours : Expected Self-Directed Learning : None : 6 : A minimum of 95% attendance is required at all scheduled Virtual or face to face sessions. Course Outline Policies Areas of Concern Details Contact and Non-contact This 6-unit course self-instructional manual is Hours designed for distance education mode of instructional delivery, i.e. online sessions through the LMS: Quipper and the 2-days on- campus/onsite face-to-face review and final examination. The expected number of hours will be 108 including review and examination days. The face to face sessions shall include the summative assessment tasks (exams). Page 5 DEPARTMENT OF ARTS AND SCIENCES EDUCATION Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th and 9th week of the summer/term class. The assessment paper shall be attached with a cover page indicating the following: Title of the assessment task, Name of the course coordinator, Date of submission, and Name of the student. The document should be sent via Quipper portal. You are also expected that you already paid your tuition and other fees before the submission of the assessment task. For students who have difficulty in submitting via quipper portal due to connection interruption, they may send the document via email or private messenger; on on-site upon schedule. Module, Texbook, and This module shall serve as your guide for directing yourselves in accomplishing the variousOther References assessment tasks and exercises which are mainly found in the textbook (Bacasmot, J. & Afrondoza, M. (2018). Now I Know, A Practical Guide in Reading. Davao City: Mutya Publishing). Other assessment tasks and discussions are to be done as directed through the module with specific source links/references found in the internet. Turnitin Submission To ensure honesty and authenticity, all assessment tasks are required to be submitted(if necessary) through Turnitin with a maximum similarity index of 30% allowed. This means that if your paper goes beyond 30%, the students will either opt to redo her/his paper or explain in writing addressed to the Course Facilitator the reasons for the similarity. In addition, if the paper has reached more than 30% similarity index, the student may be called for a disciplinary action in accordance with the University’s OPM on Intellectual and Academic Honesty. Please note that academic dishonesty such as cheating and commissioning other students or people to complete the task for you have severe Page 6 DEPARTMENT OF ARTS AND SCIENCES EDUCATION Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City applications), you are required to download such application. However, the course coordinator shall consider students who have no internet access. You can personally call or chat the course coordinator to raise your issues and concerns. Contact Details Dr. GINA FE G. ISRAEL of the Dean of College Email:ginafe_israel@umindanao.edu.ph deansofficetagum@umindanao.edu.ph Globe: 09158325092/Smart: 09099942314 Contact Details of the Dr. Rosa Maria T. Pineda Discipline Email: rosamariapineda@umindanao.edu.ph Head Phone: Students with Special Needs Students with special needs shall communicate with the course coordinator about the nature of his or her special needs. Depending on the nature of the need, the course coordinator with the approval of the Program Head may provide alternative assessment tasks or extension of the deadline of submission of assessment tasks. However, the alternative assessment tasks should still be in the service of achieving the desired course learning outcomes. Instructional Help Desk Dr. GINA FE G. ISRAEL Contact Details Email: ginafe_israel@umindanao.edu.ph deansofficetagum@umindanao.edu.ph Globe: 09158325092/Smart: 09099942314 Library Contact Details Mrs. Claire Donayre (Chief Librarian) Email: cvrdonayre@gmail.com/ lictagum@umindanao.edu.ph Phone: 0927-395-1639 Well-being Welfare Support Ms. Rochen Yntig (GSTC-Head) Email: chenny.yntig@gmail.comHeld Desk Contact Details Contact Number: 09771712622 Page 9 DEPARTMENT OF ARTS AND SCIENCES EDUCATION Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City Course Information – see/download course syllabus in the Quipper Portal PART 2. INSTRUCTION DELIVERY Week 1-3: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to a. Explain the nature of reading process and comprehension; b. Examine various reading strategies such as Sequencing, Cause and Effect and Comparison and Contrast; and Analyze reading materials applying the reading strategies. Week 4-5: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to a. Analyze the reading comprehension strategies such as getting the Main Idea, Summarizing, and Fact or Opinion; and b. Apply comprehension strategies for informational and technical materials. Week 6-7: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to a. Analyze the information provided by the author in order to make inferences; b. Apply reading comprehension strategies; and c. Elucidate the author’s purpose in writing the text. Week 8-9: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to a. Assess the reading strategies such as drawing conclusion and figurative language to comprehend the text; b. Analyze texts to generalize, express insight, or respond by connecting to other comprehending the texts or situations; Apply reading strategies to unlock difficulty in text. Week 10-17: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to a. Examine the various reading materials; b. Apply comprehension strategies: Sequencing, Cause and Effect, Comparing and Contrasting, Getting the Main Idea, Summarizing, Fact or Opinion, Page 10 DEPA RTM ENT OF ARTS AND SCIE NCES EDUC ATIO N Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City Author’s Purpose, Making Inferences, Drawing Conclusion, and Interpreting Figurative Language *************************************************************************************** CC’s Voice: Hello UMians! Welcome to this course UGE 1: Reading Comprehension. As students, it is of great importance to understand the rationale behind having to take this Reading Comprehension in college. When you were in high school, you were being exposed to a number of reading materials that aimed to increase your vocabulary skills and strengthen your reading comprehension. CO: Upon completion of the course, you have to deal with the various reading materials to augment reading strategies you’ve acquired during your high school years. Apply comprehension strategies: Sequencing, Cause and Effect, Comparing and Contrasting, Getting the Main Idea, Summarizing, Fact or Opinion, Author’s Purpose, Making Inferences, Drawing Conclusion, and Figurative Language for informational and technical materials, complex narratives and expositions which is the ultimate course outcome (CO) of this course. Specifically, in this course you are expected to Analyze texts to generalize, express insight, or More so, comprehension is the ability of our brain to understand the text. It is a meaningful way of breaking ideas into pieces and relating these pieces into one. In similar way, comprehension is a by-product of good literature, background knowledge (prior knowledge), and real-life experiences. Reading is a complex process, one of the four (4) macro-language skills, categorized as input. In a communication process, it can be said that the writer/author encodes while the reader decodes the message. In order for the message to be decoded clearly, a reader should have a profound background of what he is reading, otherwise misconception arises. Pascual and Dagohoy wish to acknowledge the works of: 1 Smith, B. D. (1995). Breaking through college reading (4th ed.). New York: HarperCollins Publishers. 2Vacca, R. T., & Vacca, J. L. (1996). Content area reading (5th ed.). New York: HarperCollins Publishers. Page 12 DEPA RTM ENT OF ARTS AND SCIE NCES EDUC ATIO N Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City Essential Knowledge To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2018). Now I Know, A Practical Guide in Reading. Davao City: Mutya Publishing). Please note that you are not limited to exclusively refer to the textbook. Thus, you are expected to utilize other books, research articles and other resources that are available in the university’s library e.g. ebrary, search.proquest.com etc. and other credible internet sources. Read the texts found in the book related to the following key concepts in preparation to ULOb-c: 1. Sequencing (pages 1-12) 2. Cause and Effect (pages 13 - 26) 3. Comparison and Contrast (pages 27 - 40) Self-Help: You can also refer to the sources below to help you further understand the lesson: English, L., Barnes, M. A., Fletcher, J. M., Dennis, M., & Raghubar, K. P. (2010). Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele. Journal of the International Neuropsychological Society : JINS, 16(3), 517-25. doi:http://dx.doi.org/10.1017/S1355617710000123 Griffiths, G. G., Sohlberg, M. M., Kirk, C., Fickas, S., & Biancarosa, G. (2016). Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury. Neuropsychological Rehabilitation, 26(2), 161-190. doi:http://dx.doi.org/10.1080/09602011.2015.1007878 Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73. Retrieved from https://search.proquest.com/docview/1856860038?accountid=31259 Let’s Check Activity 1. Simple Recall. True or False. Write TRUE if the statement is correct otherwise, FALSE. _________ 1. Comprehension is the action or capability of understanding something. _________ 2. Reading is an interactive process. _________ 3. There are several factors that may influence reading such as cognitive, textual, and the like. _________ 4. It has been studied that reading is a one-way process. _________ 5. The mind of the reader interacts, conducts a dialogue, actively engages with the text to encode, assign meaning, and interpret. _________ 6. Reading is part of the four identified macro-language skills. _________ 7. If you have to understand complex ideas, there is a need for you to read. _________ 8. It is difficult to comprehend a text if your cognitive learning strategy is defective. _________ 9. Communication factors such as listening, speaking, and language abilities could Page 13 D E P A R T M E N T O F A R T S A N D S CI E N C E S E D U C A TI O N Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City 2. Skilled readers understand the process and employ different strategies automatically at each stage. If you were a skilled reader, what reading strategy or technique that you may employ to better acquire reading comprehension? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ 3. What should a reader do to improve his/her reading comprehension? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ Page 15 DEPART MENT OF ARTS AND SCIENCE S EDUCATI ON Language Discipline UM TAGUM COLLEGE Mabini St., Tagum City 4. Does reading help you in studying and/or understanding your lesson? Why? Why not? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ In a Nutshell Activity 1. In this portion of the unit, you will be required to state your arguments or synthesis relevant to the topics presented. I will supply the first two items and you will continue the rest. Reading is one of the best tools in broadening your horizon as a student and as a person as well. As a student, there is always a need for you to read in order to learn more and more. It opens the gate of understanding unfathomable mysteries of the world. Hence, it can be argued that reading is indispensable in human’s life. 1. Upon saying, if one wishes to have a better way of unlocking his or her difficulties therefore s/he needs to learn the reading comprehension strategies. 2. The success of reading comprehension lies on the associative skills, prior knowledge, and profound background of the reader. Your Turn… 3. ___________________________________________________________________________________ ___________________________________________________________________________________