ADAPTIVE TEACHING GUIDE

READING AND WRITING

MET # 1 Unit # 1
The Reading Process
Lesson 1: Introducing the Reading Process and Reading Strategies
Lesson 2: Evaluating Written Texts by Analyzing Claims

Prerequisite Content-knowledge:
To ensure a smooth continuation of the lesson, the students need to have a
comprehensive understanding of research. This includes knowledge of the
definition of research, its nature, characteristics, and the significance of research
to society.
Prerequisite Skill:
To effectively comprehend the characteristics, processes, and ethics of research
the student should have critical thinking skills:
 Analysis: The capacity to break down complex information into smaller
parts for understanding.
 Evaluation: The ability to assess the strengths and weaknesses of
arguments and evidence.

Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and
Use a separate sheet for the copy of a full-blown assessment.)

Upon learning about the characteristics, processes, and ethics of research the
students are expected to create a research report outlining the research
question, methodology, findings, and conclusions, adhering to ethical guidelines.
They may also present their findings to the class.

Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the
copy of a full-blown assessment.)

1. For Students with an Insufficient Level of Prerequisite Content-knowledge

and/or Skill(s):
To assist struggling students in understanding the lesson, a short game will
be played to reinforce the new material on characteristics, processes, and
research ethics.
2. For Students with a Fairly Sufficient Level of Prerequisite Content-
 knowledge and/or Skill(s):
Before commencing the lesson, the teacher plans to incorporate activities,
carefully selected to enhance the students' understanding and pique their
curiosity. By watching these educational videos, students will gain a more
comprehensive understanding of the lesson content, allowing them to
approach the subject matter with increased knowledge and enthusiasm.

Introduction: Must include the following parts:

1. The students are expected to finish learning the lesson in 4 hours
2. The students are expected to:
 Remembering: Students can recall the different types of reading, the four
stages of the reading process, and common reading strategies.
 Understanding: Students will explain how prior knowledge influences
comprehension, the importance of questioning during reading, the role of
visualization in understanding a text, and the difference between skimming
and scanning.
 Applying: Students can use critical thinking skills to analyze and interpret
information from texts.
3. Context where the student is going to apply their learning (In what
PAA/EFAA and personal use?)
Students will be able to apply their learning in:
 Academic Reading: Reading textbooks, research papers, and articles for
school assignments.
 Personal Reading: Reading for pleasure, such as novels, short stories,
and comics.
 Informational Reading: Reading news articles, blogs, and online
resources to gather information.
 Critical Reading: Analyzing and evaluating arguments, claims, and
evidence in texts.
4. Overview of the Lesson
 This lesson will explore the essential components of the reading process,
including the different types of reading, the four stages of the reading
process, and effective reading strategies. Students will learn how to apply
these strategies to comprehend various texts, analyze author's purpose
and point of view, and evaluate the credibility of information. By the end of
this lesson, students will be skilled readers who can effectively navigate
and understand a variety of texts.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching Strategy.
Number of chunking of topics will be dependent on the teacher’s
plan.)

Chunk 1- Introducing the reading process and reading strategies

Formative question:
 Think about a time when you struggled to understand a text. What
strategies did you use to improve your comprehension? How did these
strategies help you?
Discussion Proper:
1. The class will begin with a motivational activity, they will give the words
that they think are connected to the word JABBERWOCKY
2. After giving some words, the teacher will define it to them and they will
read Jabberwocky written by Lewis Carroll
3. Then, the class will have a vocabulary check and they will answer multiple
discussion questions.
4. The discussion will start with the teacher asking the students about their
definition of reading before formally defining it for them.
5. To continue the discussion the class will learn about different reading
strategies on pre-reading and during reading.
6. Everyone will be encouraged to participate as the class continues.
7. Examples will be solicited to the class on the different concepts that they
will learn.
8. They will explain the key differences between the presented strategies.
9. To support their learning they will have different exercises in context clues,
denotation, and connotation.
10.Then, the class will answer the formative question presented to them.
11.Enrichment Activity: The lesson will end with a simple game and activity
that will reinforce their learning.

Chunk 2- Evaluating Written Texts by Analyzing Claims

Formative question:
 How can I effectively distinguish among claims of fact, policy, and value?
Discussion Proper:
1. The class will begin with a small game about their previous lesson. This will
serve as their review that will help them to better understand the next
lesson.
2. The teacher will begin the class by introducing the objective for the lesson.
3. One by one the students will tell their opinion about the characteristics of a
critical reader.
 4. Then, the teacher will formally define Critical Reading.
5. The class will also learn on how to apply critical reading strategies.
6. They will learn about the techniques that they can use to become a critical
reader.
7. After learning about the techniques are going to identify and analyze
claims and determine explicit and implicit information
8. The students will be encourage to participate throughout the lesson
9. Examples will be solicited to the class on the different topics introduced to
them.
10.The teacher will summarize and conclude the lesson.
11.Enrichment Activity: The class will end with written activities that will help
the students remember what they learned.

Synthesis
 As part of their learning process, students will have the opportunity to
apply their understanding of the reading process by reviewing a chosen
article and critiquing it, while also identifying the claims of the text.

RUA of a Student’s Learning:

Goal: To understand the reading process and apply effective reading strategies.
Role: A skilled reader.
Audience: The target audience is the class, the teacher, and potentially a wider
audience (e.g., through a research presentation).
Situation: Students are tasked with preparing a presentation on the reading
process.
Product: Students will create a clear and concise presentation that explains the
steps of the reading process and provides examples of how to apply these
strategies.
Standards: Students will create a presentation that is well-organized,
informative, and engaging. You should use clear and concise language, and
support your points with relevant examples.

Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the
copy of a full-blown activity.)

Activity: Reading Reflection Journal**

Instructions:
1. Select a book, article, or other text that interests you.
2. As you read, apply the reading strategies you learned in class, such as
predicting, questioning, visualizing, and summarizing.
3. In your journal, write about your reading experience. Consider the
following questions:
 What strategies did you use to understand the text?
 What challenges did you encounter while reading?
 How did you overcome these challenges?
 What did you learn from the text?
 How can you apply what you learned to other texts?
4. Set specific reading goals for the upcoming week. For example, you might
aim to read a certain number of pages, finish a book, or read a specific
genre.
5. By reflecting on your reading experiences and setting goals, you can
continue to improve your reading skills and develop a lifelong love of
reading.