Senior High School

Reading and Writing Skills

Quarter 4
Week 2

Module 2: Text and Context Connections in

Critical Reading as Reasoning

Image Source: www.wikipedia.org

 Day 1

Pretest
Directions: Read the questions and encircle the letter of the correct answer. Write
your answers on a separate sheet of paper.

1. The following statements are the goals of Critical Reading, except:

A. The ability to make judgement.
B. The ability to recognize the author’s tone.
C. The ability to identify the author’s purpose.
D. The ability to recognize persuasive techniques.
2. It is a step of reading analysis where the reader analyzes the meaning of the text.
A. What a text says
B. What a text does
C. What a text means
D. What a text judges
3. How do you describe a critical reader?
A. A critical reader merely skims the text at hand.
B. A critical reader normally reads texts to obtain facts and knowledge.
C. A critical reader dwells on the author’s biases and distinctive qualities of the
text.
D. All of the above.
4. It helps the reader identify the key arguments presented by the author and analyze
concepts presented in the text.
A. Reflective Reading
B. Reading as Reasoning
C. Reading through Scanning
D. Reading through Skimming
5. This skill can help the reader determine essential ideas or information, main
ideas or arguments, and new information or ideas.
A. Reading the text
B. Scanning the text
C. Skimming the text
D. Annotating the text
6. Which of the following statements manifested the strategy of BEFORE
READING?
A. Reflect on what you learned.
B. React on some parts of the text through writing.
C. Determine and establish your purpose for reading.
D. Underline important words, phrases, or sentences.
7. This critical reading method guides you in reading and understanding a text
through organizing your thoughts in columns.
A. SQ3R Method
B. KWL Method
C. Scanning Method
D. Skimming Method

1
8. Which of the following statements best describes the process of annotating a text?
A. Determining the target audience.
B. Checking the publication date for relevance.
C. Stating what you already know and what you want to learn about the topic.
D. Writing something on the page margin where important information is found.
9. What is meant by Critical Reading as Reasoning? Critical Reading as Reasoning
is defined as the _______________.
A. recognition of the text’s meaning and restating it in your own words
B. formulation of judgements after reading a text
C. expression of biases on the text being read
D. None of the above.
10. The following statements describe after reading as a critical reading method,
except:
A. Reflect on what you learned.
B. React on some parts of the text through writing.
C. Discuss some parts with your teacher or classmates.
D. React on arguments presented in the text.

(11 – 15)
Directions: Pick out the elements of analyzing a written text in the box that best
describes the guide questions below. Write the letter of the correct
answer.

A. Purpose/Context F. Proof/Evidence
B. Author G. Organization
C. Audience H. Style
D. Topic & Position I. Drawing Conclusions
E. Research/Sources

11. What are the writer’s qualifications for writing about the topic?
12. Do previous studies have a role in supporting the author’s argument?
13. What does the author expect the reader to get from his/her composition?
14. What does the author want to highlight?
15. Did they come from credible sources?

2
 Critical Reading as Reasoning

What I Need to Know

At the end of the lesson, the students are expected to:

• identify effective critical reading strategies;

• distinguish critical reading from reasoning;
• explain critical reading as reasoning;
• analyze a well written text through its elements; and
• formulate evaluative statements about a text read.

What’s In
TASK
Directions: Complete the Venn Diagram below of the similarities and differences
between Critical Reading and Reasoning. Write your answers on a
separate sheet of paper.

Critical Reading Reasoning

3
 Day 2

What’s New
Critical Reading as Reasoning
➢ Critical reading goes beyond recognition of the text’s meaning and
restating it in your own words.
➢ A critical reader does not merely skim the text at hand.
➢ To reach a solid interpretation of a text, the critical reader must dwell on what
the text does by making such remarks beyond what it says. From this, the
critical reader must identify what the text wholly means based on the
previous analysis.

What is Critical Reading?

As a student, it is essential for you to practice reading critically. Critical Reading
goes beyond extracting information from a text; rather, it involves recognizing the
writer’s purpose, identifying the tone and persuasive elements, and recognizing biases.
Critical Reading provides high reflective skills which allow you to stand back and look
at the text from different perspectives. It lends you the ability to see and evaluate how
a text presents an argument. Without this skill, a reader may run the risk of simply
memorizing texts and accepting them even if they are flawed, biased, and subjective.
Critical reading advances the understanding of the reader by not taking the text
by its face value. It studies the composition’s every nook and cranny until you find the
author’s inconsistencies, oversights, limitations, and other reasonable arguments that
is often overlooked by a normal reader.

According to the website criticalreading.com, there are three steps of analysis

reflecting the three types of reading and discussion:
1. What a text says – restatement (wherein the reader merely restates what is said
in the original text)
2. What a text does – description (wherein the reader discusses aspects of the
discussion itself)
3. What a text means – interpretation (wherein the reader analyzes the meaning of
the text as a whole).
Critical reading does not simply ask what the text says but more of how the
topic is presented and why. Critical readers dwell on the distinctive qualities of the text.
Readers normally read texts to obtain facts and knowledge. A critical reader, on the
other hand, mulls over the unique perspective of the author on a particular text and
how the facts the author presented arrived at his/her conclusion.
Critical reading goes further than just being satisfied with what a text says, it
also involves reflecting on what the text describes, and analyzing what the text means,
in the context of the text you read. To further distinguish reading from critical reading,
read the table below that shows the differences between merely reading and critical
reading.

4
 THE DIFFERENCE BETWEEN READING AND CRITICAL READING
READING CRITICAL READING
To get a basic grasp of the text. To form judgments about HOW a text
Purpose works.
Activity Absorbing/Understanding Analyzing/Interpreting/Evaluating
Focus What a text SAYS What a text DOES and MEANS
What is the text saying? How does the text work? How is it
What information can I get out of argued?
it? What are the choices made? The
patterns that result?
Questions What kinds of reasoning and evidence
are used?
What are the underlying assumptions?
What does the text mean?
WITH the text (taking for granted it AGAINST the text (questioning its
Direction is right) assumptions and argument,
interpreting meaning in context)
Response Restatement, Summary Description, Interpretation, Evaluation
Table Source: Karland, Dan. http://www.criticalreading.com/

What is Reasoning?
According to Merriam-Webster Dictionary, reasoning is an act of giving
statements for justification and explanation. It is the ability of someone to defend
something by giving out reasons.

Critical Reading as Reasoning

Reading critically does not, necessarily, mean being critical of what you read.
Both reading and thinking critically do not mean being ‘critical’ about some idea,
argument, or piece of writing - claiming that it is somehow faulty or flawed. Critical
reading means engaging in what you read by asking yourself questions such as, ‘what
is the author trying to say?’ or ‘what is the main argument being presented?’
Critical reading involves presenting a reasoned argument that evaluates and
analyses what you have read. Being critical, therefore - in an academic sense -
means advancing your understanding, not dismissing, and therefore closing off
learning.
To read critically is to exercise your judgement about what you are reading –
that is, not taking anything, you read at face value. When reading academic material,
you will be faced with the author’s interpretation and opinion. Different authors will,
naturally, have different directions or paths.
You should always examine what you are reading critically and look for
limitations, omissions, inconsistencies, oversights, and arguments against what you
are reading. In academic circles, whilst you are a student, you will be expected to
understand different viewpoints and make your own judgements based on what you
have read. Below are the goals for Effective Critical Reading by Prentice Hall (2016).

5
Goals for Effective Critical Reading
Prentice Hall (2016) has enumerated the following critical reading skills:

• The ability to distinguish between fact and opinion.

• The ability to identify the author’s purpose.
• The ability to make inferences.
• The ability to recognize the author’s tone.
• The ability to recognize persuasive techniques.
Critical reading ultimately examines the author’s choice of content, language,
and structure. The basis of recognizing the purpose of an author is their choice of
content and language to use. The critical reader analyzes the tone and persuasive
elements of a text through reviewing the choice of language used. In recognizing the
bias of the text, the critical reader must identify the nature of patterns of choice of
content and language.
Critical reading teaches the reader how to not blindly accept all the presented
facts without further examination. This technique allows you to confirm and present
your own argument. The practical starting point of every critical reader is to question
everything you read.
To read critically is to make judgments about how a text is argued. This is a
highly reflective skill requiring you to stand back and gain some distance from the text
you are reading. It is not recommended to read just to look only or primarily for
information; instead, read to look for ways of thinking about the subject matter.

Strategies for Effective Critical Reading

(R. E. A. D. Strategy)
1. READ WITH AN OPEN MIND
Aside from employing strategies, you must read the text with an open mind.
From here, you can see how ideas are developed and organized. Remember to think
critically all throughout the reading process and ask higher-order questions whenever
possible.
2. EVALUATE THE SOURCES
The statements in the text must also be evaluated. Examine the facts and
examples; try to check if there are gaps and inconsistencies. Check for the accuracy
and reliability of the sources and distinguish facts from opinions. Aside from evaluating,
look for what is not presented as well. Based on all the facts presented, assess if the
conclusions are acceptable.

6
3. AUTHOR’S QUALIFICATION
In addition, remember to evaluate the credibility of the writer. Analyze the
motivation for writing the text by looking at the writer’s sociopolitical, cultural, economic,
and personal situations.
4. DEVELOP A CONNECTION TO THE TEXT
Critical Reading requires focus and understanding. You must interact with the
text by questioning its assumptions, responding to its arguments, and connecting it to
real-life experiences and applications. Critical or reflective reading helps you identify
the key arguments presented by the author and analyze concepts presented in the
text. To adopt a critical reading approach, practice the strategies to be employed
during each stage of reading.
In addition to the given strategies before, during, and after reading, there are
other reading strategies that you can employ to ensure critical reading.

BEFORE READING

• Determine which type of text you are reading.

• Determine and establish your purpose for reading.
• Identify the author’s purpose for writing.
• Predict or infer the main idea or argument of the text based on its title.
• Identify your attitude towards the author and the text.
• State what you already know and what you want to learn about the topic.
• Check the publication date for relevance.

DURING READING

• Annotate important parts of the text.

➢ Annotating a text can help you determine essential ideas or information, main
ideas or arguments, and new information or ideas. Here are some ways to
annotate a text.

▪ Write something on the page margin where important information is found.

▪ Write questions on information that you find confusing.
▪ Write what you already know about the ideas.
▪ Write the limitations of the author’s arguments.
▪ Comment on the author’s biases.
▪ React on arguments presented in the text.
▪ Underline important words, phrases, or sentences.
▪ Create a bank of unfamiliar or technical words to be defined later.
▪ Use context clues to define unfamiliar or technical words.
▪ Identify the evidence or supporting arguments presented by the author and
check their validity and relevance.

7
AFTER READING

• Reflect on what you learned.

• React on some parts of the text through writing.
• Discuss some parts with your teacher or classmates.
• Link the main idea of the text to what you already know.

SQ3R Method of Reading

SQ3R is a well-known strategy for reading. SQ3R can be applied to a whole range of
reading purposes as it is flexible and considers the need to change reading speeds.

The SQ3R method stands for Survey (or Skim), Question, Read, Recite (or Recall),
Review.

STAGE GUIDELINES
• Skim the target text.
• Check the headings and tables, diagrams, or figures
presented in the text.
Survey
• Read the first few and last sentences of the text to
determine key information.
• Get a feel of the text.
• Annotate the headings with your questions.
Question • Develop questions on the types of information you
expect from the text.
• Look for answers to your questions as you read the
text.
Read • Stop and slow down if the passage is not clear.
• Make sure to proceed reading only when you
already understand the previous texts.
• Recount the main points of the text.
• Recall by writing a summary or synthesis based on
Recite
what you understand of the text.
• Highlight or underline the important points you read.
• After finishing the text, go back and re-read the
questions you wrote and see if you can answer
them; if not, refresh your memory.
Review
• Evaluate what you learned to ensure that you are
convinces and satisfied with the information
presented in the text.
Table Source: Source: Barrot, Jessie S. (2016). Academic Reading & Writing for Senior High School. C & E Publishing, Inc. Manila Philippines

KWL Method of Reading

The KWL Method guides you in reading and understanding a text. To apply the
KWL method, simply make a table with three columns. In the first column, write what
you know about the topic (K); in the second, list down what you want to learn (W); and
in the last column, write down what you learned (L).

8
Below is a sample KWL chart from an article which focuses on language and gender.

K W L
What I (K)now What I (W)ant to learn What I have (L)earned
• There is a connection • Are women more talkative • Women are reported to
between language and than men? speak 20,000 words a day
gender. • What accounts for the while men speak an
• Women and men are on difference in the frequency average of 7,000 words.
different levels of of language use between • It was shown that women
talkativeness. men and women? have higher levels of this
protein than men.
Table Source: Source: Barrot, Jessie S. (2016). Academic Reading & Writing for Senior High School. C & E Publishing, Inc. Manila Philippines

According to skillsyouneed.com, a critical reader should reflect on:

• What the text says: after critically reading a piece you should be able to take
notes, paraphrasing - in your own words - the key points.
• What the text describes: you should be confident that you have understood the
text sufficiently to be able to use your own examples and compare and contrast
with other writing on the subject in hand.
• Interpretation of the text: this means that you should be able to fully analyze the
text and state a meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and
what it means by scrutinizing the style and structure of the writing, the language used
as well as the content. Below is the list of the elements of analyzing a written text which
will help you present your reasoned argument out of the context of the text you read.

Analyzing a Written Text

After knowing all the strategies in Critical Reading, it is as well imperative to

determine and understand the gist and the whole message of a well written text which
is of course to analyze a text explicitly.
In analyzing a written text, it is important to take note of the following elements
as well as the guide questions that come with it:

1. Purpose/Context – What does the text aim to do? Does it mean to persuade, or
does it contribute to a discussion of an existing topic? What content does the text
cover? What purpose does it serve its readers?
2. Author/s – Who wrote the text? What are his qualifications for writing about the
topic?
3. Audience – What is its target audience? Where is the text found? What does the
author expect the reader to get from his/her composition? Are you a part of the
author’s audience?

9
4. Topic and Position – Is the author’s argument on the topic at hand supported by
valid evidence? Is the author’s position clear? Is it presented as objective? Is
his/her stand based on other author’s position or simply from personal
observation/experience?
5. Research/Sources – Do previous researches have a role in supporting the
author’s argument? Which of the references elicits further discussion?
6. Proof/Evidence – What are the proofs/evidence presented by the author
throughout the text? Did they come from credible sources? What type of proof is
used by the author (e.g., references to other work, interpretations of other work,
original research, personal experience, author’s opinions, critical analysis, etc.)?
Do these proofs validate the argument? Which of the evidence carries the most
weight?
7. Organization – How are the information organized in the text? For what reason
are they arranged in this way? Where did the author plainly states his/her stand on
the topic? Is the organization driven more by the content (the information that
needs to be presented), by the authors' argument, by the needs of the audience,
or by some combination of the three?
8. Style – What can you infer from the author’s choice of words? From what
perspective did the author write the text? Was he/she inclusive with his/her choice
of words? Did they use jargons or slanted meanings? If there are, were they
properly defined for the reader’s convenience and understanding? What other
writing techniques did the author apply in writing the text? Analyze each sentence
structure, figurative language and rhetorical questions existing in the text.
9. Drawing Conclusions – What does the author want to highlight? Compare and
contrast the text with other similar ones. Identify the similarities and differences in
their approach of the same topic.

10
 What I Can Do

Directions: Read the passage and complete the table below with the elements of
analyzing a written text. Write your answers on a separate sheet of paper.
Exit Essay: Save the Filipino Language
The Filipino language plays a huge part in the lives of the countrymen. It is the heart and soul
of the country as it symbolizes oneness in words, speech, and thought. Language is something one
continuously learns as he/she grows up. Truly, a country’s language paves way for bigger and better
opportunities that will benefit everyone. But what will happen to this optimistic view of the future if the
means of learning one’s language is taken away from him? This has been one of the hottest issues
present in Philippine society today – the exclusion of the Filipino subject in the tertiary level.
Commission on Higher Education (CHED) has already released a revised general education
(GE) curriculum that implements the dropping of the mandatory Filipino subjects on the tertiary level.
The CHED memorandum order on the new curriculum notes that the integration of GE courses in senior
high school – Grades 11 and 12 – has created a window for the revision of the current curriculum in
colleges. According to CHED, the revision of the curriculum aims to promote the development of a
student’s intellectual competency, personal and civic competency, and practical skills. CHED also
claims that the Filipino subjects taken under the K to 12 program are sufficient given that students
already have 108 hours under the said subject in Grade 11 alone. ―The proposed GEC strips away
remedial courses, those that duplicate subjects in Grades 11 and 12, and introductory courses to the
disciplines, ‖ CHED explained in CMO 20-2013.
The new curriculum includes the following core courses: Understanding the Self; Readings in
Philippine History; The Contemporary World; and Mathematics in the Modern World. Also included are
Purposive Communication; Art Appreciation; Science, Technology and Society; and Ethics. It requires
three courses on the Arts & Humanities; Social Sciences & Philosophy; and Mathematics Science and
Technology clusters. It also mandates the three-unit Life and Works of Rizal course. The number of
GEC units has been reduced from the current 63-51 units down to 36 units for all college students.
The revision of the curriculum has met various violent reactions and oppositions from
stakeholders, linguists, academics, and even students themselves. Movements from different
universities concerned are currently in motion to fight for the life of the Filipino subjects in the tertiary
level. David San Juan (2014), a professor in De La Salle University-Manila, pointed out that while the
memorandum stated that the optional provision for the teaching of the courses in Filipino dilutes its
purpose as most universities in the country uses English as its default language. In addition to the
statements of oppositions, the Kagawaran ng Filipino of the Ateneo de Manila University avers that
―Hindi lamang midyum ng pagtuturo and Filipino. Isa itong disiplina. Lumilikha ito ng sariling larang
ng karunungan na nagtatampok sa pagka-Filipino sa anumang usapin sa loob at labas ng akademya.
‖ UP DFPP also reacted on the revision of the curriculum expressing, ―Ang pagtatanggal ng siyam na
yunit ng Filipino sa kolehiyo ay isang anyo ng karahasang pangkamalayan. Nilulusaw nito ang
pagpapahalaga sa kasaysayan at kabihasnang tanging Filipino ang makakapagpaliwanag. ‖
On a personal account, being a student, myself makes me think twice about the revision of the
GE curriculum in college. Through the years of my schooling, the Filipino language has been one of
the most important factors that shaped me as a person. It is the language I use at home, in school, and
nearly in everywhere I go every day. I could not stress even more the fact that I am a Filipino living in
the Philippines. I grew up in a family that treasures the native language of the Philippine culture.
Hearing about the mandatory exclusion of the Filipino subjects in college irks me mostly because I
cannot see the point if it is necessary to remove the Filipino language when in fact; it plays a big role
in the development of the country. Resorting to dropping these subjects in favor of others, let alone its
mere deletion, is senseless. There are far more ways to address the issue of the student’s
incompetence and the revised curriculum is not one of them. It is a shameful act to kill the nurturing of
the native language. We are Filipinos and our language is something we should be proud of –
something that we must treasure. Save the country from senseless actions by fighting for the life of the
Filipino subjects. It is not impossible to oppose such acts if all countrymen are united towards achieving
one goal. The time to act is now – before it is all too late.
(Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language)

11
 Example:
The essay is informing everyone on the importance of Filipino
Purpose/Context Language as one of the subjects in the Philippine Colleges’
Curriculum.

Author

Audience

Topic & Position

Research/Sources

Proof/Evidence

Organization

Style

Drawing Conclusions

12
 What I Have Learned
Directions: Fill in the missing terms or ideas to complete the statement. Write the
complete statements on a separate sheet of paper.

1. Critical reading is
________________________________________________________________
________________________________________________________________.
2. SQ3R means
________________________________________________________________
________________________________________________________________.
3. Before I read a text, I must
________________________________________________________________
________________________________________________________________.
4. After I read a text, I must
___________________________________________________________________
___________________________________________________________________.
5. Critical Reading as Reasoning means
___________________________________________________________________
___________________________________________________________________.

Day 3

What’s More

TASK I
Directions: Identify whether each of the following statements indicate critical reading
or not. Write C if it involves critical reading and N if not. Write your
answers on a separate sheet of paper.

_________ 1. I get the main idea of the article.

_________ 2. I skim the newspaper.
_________ 3. I look for discrepancies in the editorial.
_________ 4. I segregate facts from opinions.
_________ 5. I preview the table of contents.
_________ 6. I memorize the details in the statistics.
_________ 7. I validate the accuracy of the facts using reliable sources.
_________ 8. I reflect on the questions necessary for better understanding of the text.
_________ 9. I reflect on the possible missing information.
_________ 10. I research about the author of text.

13
TASK II
Directions: Read and analyze the passage below and answer the following
questions in an evaluative manner by formulating your reasons, opinions
and ideas. Your answers must consist of 2-3 sentences on a separate
sheet of paper.

The K to 12 Program was introduced in the Philippines with the aim of

providing sufficient time to master concepts and skills, prepare graduates for higher
education, produce lifelong learners, and prepare students for middle level skills
development, entrepreneurship, and employment (Republic of the Philippines
official Gazette). Hence, the program added two years of Senior High School
(SHS). The courses that can be learned from SHS include accounting, welding,
machinist work, agriculture, music, medical technology, and culinary and hospitality
work.
Although the intention of adding SHS is commendable, some critics claim
that there is still a mismatch between our schooling system and working system.
As regards the implementation of SHS, some people are concerned about the lack
of learning materials provided to the schools. For example, during the school year
2013-2014, learning materials for one school in Tondo arrived during the last two
quarters of the school year. The lack of sufficient facilities, such as classrooms,
chairs, and computer laboratories, is also a problem. Moreover, more students
require more teachers, but there seems to be lack of teachers as well. Colleges
and universities also assert that they will be losing revenues with the
implementation of SHS since there will be no enrollees for the first year in 2016.
Despite these observations, DepEd is optimistic that these shortages and
problems will be overcome as they claim that these are being addressed.
Meanwhile, the Coordinating Council of Private Educational Associations
(COCOPEA) lauds DepEd’s implementation of the K to 12 Program. According to
its chairman, additional two years of education should not be seen as a burden.

Source: Barrot, Jessie S. (2016). Academic Reading & Writing for Senior High School. C & E Publishing, Inc. Manila Philippines

1. What do you think is the stand of the author? Is he/she for or against the
implementation of SHS? Justify your answer.
2. What is the central claim of the passage?
3. Who do you think is the target reader of the text? Why?
4. What was currently happening when the text was written? What prompted the
author to write the text?
5. Do you think there is sufficient and valid evidence against and for SHS? Justify
your answer.
6. Based on your own experience, should SHS continue to be implemented?

14
 Day 4
Post Test
Directions: Using a separate sheet of paper, read the given concepts/situations and
write the letter of the correct answer for each item. Label your paper as
Post Test- Module 2 in Reading and Writing Skills.

1. It is one of the steps of reading analysis wherein the reader discusses the aspects
of the discussion itself.
A. What a text says. C. What a text judges.
B. What a text does. D. What a text means.
2. The KWL Method requires the readers to _____________.
A. enumerate the terms and their arguments
B. construct evaluative essay on the text read
C. write what they know, and what they want to learn from the text read
D. create a column to state what they know, want to know and what they
learned from the text
3. A reader can recognize the purpose of a written text through the ______________.
A. author’s choice of content and language that is used
B. qualifications of the writer of the book
C. author’s judgements and critiques
D. writer’s supported literatures and studies
4. It is one of the steps of reading analysis wherein the reader merely restates what
is said in the original text.
A. What a text says. C. What a text judge.
B. What a text does. D. What a text means.
5. SQ3R differ from the other reading strategies.
A. It easily enumerates the facts and opinions of the text read.
B. It enables the readers to response critically to the written text.
C. It can be applied to a whole range of reading purposes as it is flexible.
D. Both A and B
6. The following statements describe after reading as a critical reading method,
except:
A. Reflect on what you learned.
B. React on some parts of the text through writing.
C. Discuss some parts with your teacher or classmates.
D. React on arguments presented in the text.
7. It describes a critical reader.
A. Merely skims the text at hand.
B. Normally reads texts to obtain facts and knowledge.
C. Dwells on the author’s biases and distinctive qualities of the text.
D. Chooses a reading material that is only published from a reputable
institution.

15
8. It describes critical reading.
A. Forming judgments about how a text works.
B. Getting a basic grasp of the text.
C. Absorbing what the text says.
D. Understanding the meaning of the text.
9. Critical Reading as Reasoning is defined as the _______________.
A. recognition of the text’s meaning and restating it in your own words
B. formulation of judgements after reading a text
C. expression of biases on the text being read
D. None of the above.
10. It helps the reader identify the key arguments presented by the author in the text.
A. Reflective Reading
B. Reading as Reasoning
C. Reading through Scanning
D. Reading through Skimming
11. Dennis predicts or infers the main idea or argument of the text based on its title.
A. Before Reading C. After Reading
B. During Reading D. KWL Method
12. Mister Roy let his students formulate their reflections on the literary piece entitled
“Florante at Laura” which he discussed and presented.
A. Before Reading C. After Reading
B. During Reading D. KWL Method
13. Miss Gabisay discusses the topic “Context Clues” through annotating the content
of the passage entitled “The Gift of the Magi”.
A. Before Reading C. After Reading
B. During Reading D. KWL Method
14. Manilyn reacts on the arguments presented in the text and underline important
words, phrases, or sentences.
A. Before Reading C. After Reading
B. During Reading D. KWL Method
15. Jude states what he already knows, what he wants to learn about the topic, and
he learned after he read the written text.
A. Before Reading C. After Reading
B. During Reading D. KWL Method

16
References
Internet Sources:
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from

http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language

accessed on February 3, 2021.

Landich, K.C. Critical Reading as Reasoning. (17 February 2018). Retrieved from

https://www.slideshare.net/KatrinaClaireLandich/ accessed on February 6, 2021.

Critical Reading. Retrieved from https://www.skillsyouneed.com/learn/critical-reading

accessed on April 6, 2021.

Dan, K. Differences of Reading and Critical Reading. Retrieved from

https://www.stetson.edu/other/writing-program/media/CRITICAL%20READING.pdf

accessed on April 7, 2021.

Books Source/s:

Barrot, Jessie S. (2016). Academic Reading & Writing for Senior High School. C & E

Publishing, Inc. Quezon City, Philippines.

Acknowledgements:
Reading and Writing Skills – SHS (Core Subject)
Quarter 4-Module 2: Text and Context Connections in Critical Reading as Reasoning

17
 Development Team of the Self Learning Module

Contextualizer: Andrew Leo A. Castrodes, TI, Zapatera National High School

Editors: Angelique B. Villafuerte, TIII, Mabolo National High School

Rowena A. Diputado, TIII, Pardo National High School
Evaluator:
Evelyn R. Pielago, Principal IV, Abellana National School

For inquiries or feedback, please write or call:

Department of Education – Division of Cebu City

Office Address: Imus Avenue, Cebu City

Telephone Nos.: (032) 255-1516 / (032) 253-9095
E-mail Address: [email protected]