SILLIMAN UNIVERSITY SENIOR HIGH SCHOOL

DEPARTMENT OF LITERATURE AND LANGUAGE COMMUNICATION

ORAL COMMUNICATION IN CONTEXT

TEACHING GUIDE 2

Topic / Lesson Critical Reading as Looking for Ways of Thinking

Facilitator Rica Angela B. Taub
November 7, 2022 (Monday) 8:30-10:00 AM
Date and Time November 8, 2022 (Tuesday) 7:00-8:30 AM
Content Standards The learner understands the relationship of a written text and the context in which it was developed.
Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a
Standards written material.
The learner:
1. Explains critical reading as looking for ways of thinking
2. Identifies claims explicitly or implicitly made in a written text
a. Claim of fact
Learning
b. Claim of policy
Competencies c. Claim of value
3. Identifies the context in which a text was developed
a. Hypertext
b. Intertext
Time Allotment 3 hours (1.5 hours for the face-to-face session; 1.5 hours for the asynchronous session)
Materials PowerPoint Presentation
Francis Robinson’s SQ3R Reading System
Resources Critical Reading Improvement, Anita Harnadek (McGraw-Hill, 1978)
Delivery
Facilitator’s Tips
(Face-to-Face Schedule)
 Preparation

Greetings
Opening Prayer
Checking of Attendance

“New Notification: 1 Unread message”

Your phone vibrates, signaling a new message. You open the message. It is
from unknown number, but what catches your attention is its content. The only
thing you need to do to claim your prize is to provide your personal information,
along with some credit card details.

The teacher will ask: Would you do it? Why or why not?

The teacher will harvest responses from the students.

Presentation

A. Activity:

“What can go wrong?”

The students will carefully look at the following scenarios.

 • Ernest Hemingway hurriedly subscribes to a streaming application
without reading its terms and conditions. He is then being charged
double the amount he wanted to pay for.
• Mary Shelley believes everything she sees on social media including
“psychology facts” without sources posted by an anonymous Facebook
account and shares it to her profile.
• Jane Austen did not question putting matcha as she follows a carrot
cake recipe she found on the internet.

The teacher will ask: What did Ernest, Mary, and Jane lacked or failed to do?
Do you think they would have not suffered consequences had they employed
critical reading?

B. Analysis:

The teacher will then pose questions in relation to the new lesson topic. The
following questions will be analyzed as a class, and will serve as springboard in
the overall learning and understanding of the lesson.
• What is critical reading?
• Why do we need to take a critical approach to reading?
• How can we read critically?

C. Abstraction

Critical Reading is a type of reading whereby the reader analyzes and interpret the
reading material to know if it presents logical ideas and connection of ideas.

Simple Reading Critical Reading

• involves identifying and • After recognizing what a text
recognizing the meaning of a says, it reflects on what the text
text does by making judgement.
• It gives the basic definition of a • Its certain goal is to recognize
text. the author’s purpose in writing
• Its central idea is the message the material, understand the
being imparted. tone and persuasive elements
 • It recognizes what a text says. in it, and to recognize bias in
• The reader absorbs and the text.
understands. • It recognizes what a text says,
reflects on what the text does,
and infers on what the text
means.
• The reader actively recognizes
and analyzes evidence in the
text.

Critical Reading leads to Critical Thinking.

Critical Thinking involves a series of complex thought processes which allows you
to make reasoned judgements, assess the way you think, and solve problems
effectively.

The teacher will present the article entitled “Everything you need to know about
climate change in the Philippines” by a digital education platform called
FutureLearn. The said article will be used to discuss the following reading concepts
and strategies.

The SQ3R Reading Method System

The method of reading called SQ3R Reading System, first developed by Professor
Francis Robinson in 1941, has helped many students improve their reading
comprehension. It suggests that the reader apply five steps to be an effective
reader.

Step 1. “S” for SURVEY

• Survey the reading assignment quickly, taking no more than five minutes to
glance over a whole chapter.
• Check the headings sub-headings; they represent the author's outline
and make it easy for you to follow his organization of ideas.
 • Inspect all graphs, maps, tables, diagrams and pictures; they are included
because they clearly summarize, in a more visible and tangible way, many
facts and relationships that would otherwise require hundreds of words.
• Read the introductory and summary paragraphs; they point out the
important points to look for as you read and how these concepts are related
to each other. Making such a preview will orient you to what the chapter is
all about before you study it in detail.

Step 2. “Q” for QUESTION

• Stimulate your curiosity about the material by asking yourself the following
OUESTION: "What are the main points that the author is trying to tell
me?"
• As you read, convert headings and subheadings into who, what, where,
when, why and how questions, and read to find the answers to these
questions.
• Challenging yourself to find answers to such questions will help you to
maintain interest in what you are reading and will aid you in evaluating the
significance of what you are reading.

Step 3. "R” for READ

• Read the assignment carefully for meaning. When you read, do not read
passively as you would an adventure story. Novels are for entertainment
and are written without any concern for whether or not you remember
details.
• Read actively. Underline key words and phrases to aid you in recalling
the main points of the chapter.
• Use an asterisk, exclamation point or question mark to indicate an
important definition, a key formula, or a potential test question.
• Summarize key ideas in your own words in the page margin of the book.
Remember, such active participation in the reading process will increase
your understanding of the material being read.

Step 4. "R” for RECITE

 • Stop at appropriate intervals and recite to yourself from memory the main
points of the assignment, recalling only the essential details to understand
what the author is trying to say
• Without looking at the book, check whether you have learned the major
concepts by trying to restate them in your own words. If you cannot do this
immediately after reading the material, you cannot hope to do it tomorrow
in class or next week on an exam. Such self-recitation provides a way to
test yourself quickly and easily to reveal what you have learned.
• If you can't repeat most of the main points, then you haven't learned the
material and you will simply have to reread it again if you are to master
what you are studying.

Step 5. “R” for REVIEW

• Review the chapter at periodic intervals to refresh your memory and make
the facts stick. Don't wait until you are confronted with an examination to
do your reviewing. That's a good time for the final review, but not the first
review.
• Reviewing is simply the process of going over the material again in order
to fix it in your memory.
• Reread you marginal notes and underlining and say over again the
sequence of main ideas and supporting facts until you have them once
more firmly in mind. Research has clearly demonstrated that the best time
to review material is shortly after you have learned it. It is most important,
therefore, that you not omit this review immediately after learning. You will,
of course, want to review the material again just before the test.

Steps to Critical Reading

A critical reader constantly asks one big question as he reads:

Am I really thinking about what I’m reading?

Break that question apart into many other questions:

Consider the Source

• What kind of publication is this?
• What is the author's background in this subject?
• To whom is the author writing?

Recognize what is Said

• Has the author really said what I think he said?

Recognize Assumptions & Implications

• Does the author make inconsistent statements?
• What has the author assumed to be true? Which of these assumptions are
stated? Unstated?
• Does a particular statement depend on context for its intended meaning?
• What does the author imply? Insinuate?

Recognize Intent, Attitude, Tone, Bias

• Why is the author writing this? Motive? Purpose?
• What is the author's attitude? Tone? Bias?
• Does the author mean what he says - or is he making his point in a roundabout
way through humor, satire, irony, or sarcasm?
• Are the author's words to be taken exactly as they appear, or are they slang,
idioms, or figures of speech?
• Which of the author's statements are facts? Opinions?

Analyze Arguments
• Does the author write emotionally? - Using sentiment? Horror? Namecalling?
Flag waving?
• Which of the author's statements are supported? Which are left unsupported?
What conclusions does the author reach?
• Of the author's conclusions, which are justified? Which are not justified?

A Critical Reader:
1. Does not believe everything he/she reads.
 2. Questions everything that doesn't make sense to
him/her.
3. Questions some things even though they do make
sense.
4. Rereads when he/she thinks something may have been
missed.
5. Considers the type of material being read before
deciding how much weight to give it.
6. Admits that the effect on him/her of what the author says
may be caused by the author’s style of writing than by
the facts presented.
7. Analyzes arguments.
8. Discounts arguments based on faulty reading.
9. Has good reasons for believing some things and
disbelieving others – for agreeing with some authors and
disagreeing with others.

Adapted from Critical Reading Improvement, Anita Harnadek (McGraw-Hill,

1978)

Practice

“Read, Think, and Respond”

The students will go to their reading circles and read the article entitled “Why the
Philippines Is So Vulnerable to Food Inflation” by Trinh Nguyen. They will answer the
following questions:
1. What type of audience is addressed?
2. What are the writer’s assumptions?
3. What are the writer’s intentions?
4. How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they based on personal experience, scientific
data or outside authorities?
 Assessment

“X’s and O’s”

The students will cross their arms forming an x shape if they disagree with the statement
and they will make a circle shape with their arms if they agree with the statement.

• Critical Reading is the same as Simple Reading.

• Critical Reading is a type of reading whereby the reader analyzes and
interpret the reading material to know if it presents logical ideas and
connection of ideas.
• The SQ3R Reading System stands for Survey, Question, Read, Recite,
Rewrite.
• In Critical Reading, we do not consider and verify the source.
• A Critical Reader does not believe everything he/she reads.
Assignment

“I have something to say”

The students will individually write a one paragraph text about any topic under current
events they wish to share. They will read this in front of the class and the class will
evaluate whether the student applied a critical approach to reading and writing using
the SQ3R Reading Method and the Steps to Critical Reading.
End of 1.5 hours
Delivery
Facilitator’s Tips
(ODL Schedule)
Preparation
 Presentation
A. Activity:

B. Analysis:

C. Abstraction:

Practice

Assessment

Assignment

End of 1.5 hours

Remarks