Julianna Egenias Concept Map

Reading and Writing Skills

Synonym, antonym, examples, or

explanation.

1.The three sides of the many pennants

were decorated with glitters and sequins
and from afar they looked like glittering flags Double Entry Journal
of South American countries.

2. The first few days of working abroad

bring a sense of nostalgia where people feel
a longing for their family and friends back
home.

3. The foreigner’s joke was a little

KWLH Chart
platitudinous, corny, and old.
What I know
What I need to know
4. The company always chooses the
What Ive Learned
competent, knowledgeable, and efficient How can I learn more
employees over the ineffectual ones.
Flow Chart
5. A nondescript painting he bought
somewhere in Africa consists of an old
canvas with dull colors and unexciting
strokes.

The Reading Process Venn Diagram

Writing begins with ideas.
Semantic Feature Analysis Chart
Although ideas come from different sources,
one of the best sources is from reading.

Types of Schema Theory

 Content Schema- refers to

"background knowledge of
the content area of the text"
(Carreli and Eisterhold, 1983, p.80).
Top-down processing mode

Graphic Organizer- visual Spider Web

presentations of overall related
concepts, which are based on how a
reader makes sense of a reading
material.
Fishbone Map
 Formal Schema- refers to
"background knowledge of the
content area of the text" (Carreli
and Eisterhold, 1983, p.80). Top-
down processing mode
Ways on how you write the text:
1. Narration
2. Description
3. Exemplification
4. Classification
5. Definition
6. Cause and Effect
7. Persuasion
8. Problem-Solution
1. Narration- writing that provides
details to explain how an event
happened.
2. Description- writing that
explains the topic to allow the
reader to visualize it. The topic
could be a person, place, thing, or
even something abstract.
3. Exemplification - writing that gives
number of examples to develop a
main idea.
4. Classification - writing that breaks a
topic into its part and subparts.
5. Comparison and Contrast – writing that
explains how two subjects are similar and/or
different.
6. Definition – writing that gives the
meaning of the topic by explaining its
qualities especially those that differentiate
the topic from other similar/related topics.
7. Cause and Effect – writing that explains
the reason for and results of a given topic.
8. Persuasion- writing that appeals to the
audience’s emotion or logical thinking.
9. Problem-Solution – writing that
discusses a topic (a problem) and probable
solutions for it.
 Linguistic Schema- vocabulary
and grammar
 decode the text
 bottom-up
Linguistic Schema include
1. Knowledge of vocabulary
2. Language and grammar
3. Idioms
Metacognitive Reading Strategies
Pre-reading Strategies or
Planning
 previewing the text
 asking yourself what you
already know about the topic
 posing questions that you
expect the text to answer
which are done before the
actual reading
Pre- reading activities
Word Splash
Probable Passage
Book Feature Walk
 Anticipation Guide
During Reading Strategies or Monitoring
 pausing to reflect what the author
means
 questioning the author
 rereading to clarify an idea
During Reading
Marking-Up Strategy
Question Creation Chart
Story Map
Post-reading Strategies or Evaluation
summarizing the text
answering questions posed before reading
which, are done after reading
Post-reading
Compose the Text
Add-on Information
Summarize
METACOGNITION
• “Being conscious of one’s own
mental process” (Gunning, 1996)
• Experts also define metacognition as
“thinking about thinking”.
• Metacognition is the “awareness and
knowledge of one’s mental
processes such that one can
monitor, regulate, and direct them to
a desired goal.”
• Metacognitive reading leads to
independent reading.
Important Metacognitive Reading
Strategies
Making connections
• Asking questions
• Monitoring and Fix up
• Synthesizing
Making Connections
• Does this event remind me of
something?
• Do I know someone like this
character?
• What have I read about _______
before?
• Is there anything in the text that is
very similar to what is happening
around me?
• In what way is the story significant to
me or to someone I know?
Asking Questions
• What is the author telling me?
• Why did the author
say _________ and not _________?
• What is the tone/attitude of the
author?
• How accurate is this claim of the
author?
• How significant is this
event/segment of the text?
• What could happen next?
Monitoring and Fix up
Do I understand this segment/part?
• Should I continue my reading pace?
• Do I need to reread?
• How can I understand this material
better?
• What have I understood from the
text?
Synthesizing
• What is the author’s message in this
text?
- the reader is able to make inferences,
draw conclusion, and predict outcomes from
information not directly stated.
3 Applied
- the reader is able to relate one’s
experiences to provide an evaluation
Literacy will mean more than basic skills of
beginning reading, writing, and arithmetic. It
will include the skills of comprehension and
thinking.

• How did the text add to what I

already know the topic?

• Did the text correct/change any

misconception that I have about the
topic?

Practice

Story Map

Complete the
map while
reading the
short story
titled “The
Bread of Salt” by NVM Gonzales.

Three Levels of Comprehension

1 Literal

- involves understanding of explicit ideas

and information.

- To verify one’s understanding on this level,

recalling of ideas or identifying main ideas
and details is used.

2 Interpretive