Lesson title: Cycle 1, Reading Session: Understanding Materials:

Charts
Lesson Objectives: References:
1. To demonstrate the ability of noting details and analyzing https://preply.com/en/blog/20
information from diagrams and graphs 18/08/17/charts-graphs-and-
2. To self-evaluate needs in reading comprehension skills. diagrams-in-the-presentation/

Productivity Tip: Eye care is crucial especially when you’re reading a lot of small print and
especially when you’re exposed to reading/viewing material from electronic devices. Make
sure that you blink your eyes regularly to keep your eyes moist. Look outside at something
at a far point, preferably at something green, as a break from reading from a near point.
😊

Welcome to Cycle 1! This session is a Reading Session. Remember, this Student Activity Sheet
(SAS) is a study guide. Its activities are thoughtfully designed to be used in sequence to help you
learn or practice concepts and skills. Go through each activity as it appears in your SAS. Do not
jump activities unless instructed by your teacher. Follow instructions so you can have a more
complete learning experience.

A. INTRODUCTION (2 mins)
Reading comprehension is an involved skill. One is simultaneously extracting meaning and
constructing meaning with what is read and seen. Some of the factors that come into play are
language proficiency, reading fluency, richness of life experiences, and exposure to quality reading
materials. Whether print or online, you will encounter materials that you need to be able to
understand accurately.

Reading sessions like today will focus on a specific skill but will always involve practice work on
other comprehension skills.

B. LESSON TARGETS
Lesson targets are skills and knowledge you want to be able to accomplish at the end of the
session. Keep today’s lesson targets in mind as we go through today’s session:
 To accurately answer questions based on information from charts

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ENG 189, Session #2, 1
 To complete answering a reading comprehension practice test for 50 minutes
 To reflect and list the kind of comprehension skills I need to work on

C. LESSON REVIEW/PREVIEW
Activity 1: Pre-Test: Charts (3 mins)
Individual task. True or False. Read the statements about charts and graphs and determine
whether these statements are true or false. Write ✓ if the statement is true. Write X if the
statement is false.
Charts ✓or X
1. Charts summarize information.
2. The direction of data is called, “trend”.
3. The distance of one point to the next point is called, “range”.
4. Graphs, diagrams, and tables are kinds of charts.
5. A pie chart is the most effective kind of chart.

 Check your answers with the Key to Corrections found in the last pages of this SAS. Write your
score here: ___________

Activity 2. Reading Between the Bars (5 mins)

Individual task. Study the chart and write a logical conclusion you can make from the data.

___________________________________
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___________________________________
___________________________________
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 Compare your answers with the Key to Corrections found in the last pages of this SAS. Did you
come to the same generalization?

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D. DEVELOPING THE SKILL
Activity 3: Concept Notes (15 mins)
Activity 3.1 Read and understand. Underline important information about charts.

Data can be summarized in charts – bar graph, line graph, pie chart, and diagrams. Bar graphs
show relationships between different data series that are independent of each other. The height
or length of the bar shows the value or frequency. Line graphs show how data changes over
time. This is used when showing trends or numbers that are connected like how sales vary within
one quarter. Pie charts show how a whole is divided into various parts. It shows percentage
distribution. Diagrams show how different parts work and overlap.

This graph shows information about technology usage in the UK over time. The following is a
description of the chart lifted from the source material for the day.

Activity 3.2 Read and encircle or highlight the important phrases or statements used to describe
the chart.

“The graph shows the rate at which British people adopted new technology over a 15-year period
from 2000 to 2015. The figures are given as percentages of population. Overall, there was a
widespread adoption of new technology during these years. Nearly nine out of ten people in the
UK were online by 2015. The figures for having broadband in the home, ownership of a
smartphone, and use of social media platforms were all high that year too, at around 70 to 80
percent, and nearly half the population owned a tablet. The only exception to this is smartwatch
ownership, which remained comparatively low at 5 percent.

If we look at the trends over time, we can see that the uptake of new technology increased
dramatically in this period. For example, internet usage tripled, and social media usage grew

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strikingly by 78 percentage points. Smartphones and tablets appeared in 2010 and similarly,
these followed a steep upward trajectory. However, for some products, the graph shows that
growth slowed down noticeable after an initial surge. Social media usage, for instance, was near
zero in 2005 and shot up to 52 percent in 2010 before climbing more slowly to 80 percent in 2015.
Also, broadband subscriptions rose steadily by 30 percentage points every five years to 2010, but
by a modest 4 percentage points after then. In contrast, the newer technologies such as tablets
showed no sign of levelling off. Ownership of all the technologies was increasing; it will be
interesting to see when it peaks.”

Compare your notes with the Key to Corrections found in the last pages of this SAS. Give
yourself 1 point each for every similar highlight that you made. Write your score here: ___________

Activity 4: Practice Test (25 mins)

For reading tests, we will be using portions of review materials that are available online. Make
sure that you work on these practice tests without looking for answers online or jumping ahead at
the end of this SAS for the answers. Test yourself. Remember that there is meaningful learning
also from understanding your mistakes.

Activity 4.1 Reading Comprehension Test

1. When you are ready, flip to the Reading Test found at the end this SAS.
2. Read the test materials carefully and answer the questions as best as you can. Work only
on questions #1-21.
3. Write the letter of your answers in the “answer sheet” below.
4. Time yourself. After 20 mins, finished or not, stop working and proceed to the next activity
which is checking your work.
Score: ____________
1 11 21
2 12 22
3 13 23
4 14 24
5 15 25
6 16 26
7 17 27
8 18 28
9 19 29
10 20 30

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Activity 4.2: Checking your work
1. Turn to the reading test answer key and check your work.
2. Give yourself 1 point for every correct answer. Write your score.
3. Study the explanation for answers, especially for answers that you got wrong. This will
guide your thinking for the next practice test.

E. THINKING ABOUT LEARNING

Activity 5: My Learning
I hope you did well! If you didn’t do as well as you expected, then you learned more! Learning from
mistakes is also helpful, so chin up!

Part of effective learning is also thinking about your own learning. When you know how you think
and how you work then studying, preparing, and practicing will be more efficient. Let’s start on
some reflection questions. Answer the following in one sentence:

1) What was your score in the practice test or review activities?

______________________________________________________________________________________________________
2) What didn’t you get right?
______________________________________________________________________________________________________
3) Why do you think didn’t you get it right?
______________________________________________________________________________________________________
4) What should you do next time to help yourself?
______________________________________________________________________________________________________

KEY TO CORRECTIONS
Activity 1: 1) ✓ 2) ✓3) X Range is the distance between the farthest points.4)✓5) X Charts that you
use need to be appropriate to the data that you are showcasing. Pie charts are easy to read and
can be attractive, but is ideal only for showing only one kind of data. It shows you parts of a
whole.

Activity 2: Based on the source, the key idea is that “Nearly 1 in 4 young women has mental
illness.” You can also say that there are more female teenagers who suffer mental illnesses.

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Activity 3:

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