D.

SOME TEACHING STRATEGIES IN DEVELOPING READING COMPREHENSION

Lesson Overview

Module Overview “Unlock the Story: Comprehension Keys”

Lessons in this Topic:

In this topic, you will encounter terms that will activate your prior knowledge as we go through the
lessons. Also, this topic will introduce you to different teaching strategies in developing reading
comprehension.

A. Story grammar

B. Story maps

C. Story frames

D. Story sequence/ clothesline

E. Close procedure

F. Predicting outcomes

G. Generalizing

F. Noting details

I. Open-ended questions

At the end of this topic, you will be able to:

 Develop comprehension skills, grammar, and vocabulary skills.
 Build a foundation of new words and knowledge from the topic.
 Build understanding, overcome difficulties in comprehending a text, and compensate for
weak or imperfect knowledge related to the text.

ACTIVITY:
Match the following Column A to Column B. Column A are the teaching strategies in developing
reading comprehension while Column B are the definitions of those strategies.

COLUMN A COLUMN B
a. Generalizing  To make a general statement
b. Comprehension that something is true in all
c. Story Sequence/Clothesline cases.
d. Story Maps  Question that cannot be
e. Close Procedure
answered with a simple “yes”
f. Noting Details
or “no’.
g. Story Frames
h. Open-Ended Questions  Involves determining the most
i. Story Grammar likely outcome that will
j. Predicting Outcomes happen next based on details.
 Involves picking out from a
piece of text.
 Ability to recall and retell the
sequence of events in a text
help students identify main
narrative components.
 It has a passage of text with
missing words.
 Ability to understand
something.
 Refers to the story structure of
the story.
 Is a graphic organizer that help
students learn the elements of
a narrative.
 It is a narrative that frames or
surrounds another set of
stories.

DISCUSSION
Reading comprehension refers to the ability to understanding what you’ve read. It means you can fully
understand the meaning of written text and integrate it with you existing knowledge. Developing
reading comprehension is challenging. It requires higher level cognitive skills and critical thinking and
understanding the meaning of words in context. Some find it difficult to master such skills, especially
those with learning disabilities, limited language proficiency or those who are just learning to read.

On the other hand, there are strategies in developing reading comprehension and this is what our topic
is all about. The strategies we have here are: Story Grammar, Story Maps, Story Frames, Story
Sequences/Clothesline, close Procedure, Predicting Outcomes, Generalizing, Noting Details, and
Open-Ended Questions.

A. Story grammar refers to the story structure or the skeletal elements of the story.

B. Story map is a graphic organizer that help students learn the elements of a narrative.

C. Story frames it is a narrative that frames or surrounds another set of stories.

D. Story sequence/ clothesline is the ability to recall and retell the sequence of events in a text help
students identify main narrative components.

E. Close procedure has a passage of text with missing words.

F. Predicting outcomes involves determining the most likely outcome that will happen next based on
details.

G. Generalizing is to make a general statement that something is true in all cases.

F. Noting details involves picking out from a piece of text.

I. Open-ended questions are questions that cannot be answered with a simple “yes” or “no’.

EVALUATION

1. How useful is comprehension when reading?

2. What are the terms and concepts related to developing reading comprehension?

3. Identify two (2) concepts that you learned in this topic. Write one (1) word each on how you describe
it.

4. What are the roles that teaching strategies play in the learning of students?

5. What are the roles that teaching strategies play in the work or a teacher?
E. TYPES OF COMPREHENSION SKILLS

Lesson Overview

As you put together to be a teacher, how do you validate your content knowledge
with your specialization? In terms of your teaching competencies, what strategies and
techniques do you think will work if you use it when teaching?
Now that you have unpacked yourselves with the strategies in developing
Reading Comprehension. You are now going to learn about the comprehension skills
which are divided into five: 1. Literal 2. Inference 3. Prediction 4. Evaluation 5.
Application.

What are the objectives of this lesson?

At the end of this lesson, you are expected to be able to:

1. Define comprehension skills in your own words.

2. Identify the types of comprehension skills, and
3. State for yourself how these comprehension skills affect your role as a facilitator
of learning.

Are you ready? Then start the lesson now!

Activity

Directions: Read the WORD BOX. Can you find 10 words hidden in the puzzle at
the bottom of the page? Circle each word you find. You might find the words
spelled across, up and down, or diagonally. The words might be spelled forward
or backward.

A P P L I C A T I O N I N K P
C B A P G U L W N A E Y U I R
T Y P E N R N F O I D F M E
S E U X I W H T E A C H E R D
E A X Q D R B O R A T R A P I
W D F T A H T Y E V U G I A C
S T U D E N T S N C R T S D T
S R U T R U T Y C F B N M J I
A D Q E H L I T E R A L E U O
C O M P R E H E N S I O N O N
Q S X BZ E V A L U A T I O N L

DISCUSSION

What is Comprehension Skills?

 Comprehension comes from the latin word “com” meaning “together” and
“prehendere” meaning to “grasp”. Comprehension skills are developed using different
strategies before, during and after reading. Activating prior knowledge, teaching
vocabulary and using reciprocal teaching all help develop comprehension skills. It is
important because it helps the students reach deeper meaning of a text.
Comprehension in reading means understanding what is being read. Many
students are strong at recognizing words in print but struggle with making meaning from
what they read. They may not understand the difference between the main character
and someone who is only present for one interaction or they may have trouble choosing
important events in a story and putting them in the correct order. These and other skills
are important aspects of comprehension.
Many students, reading comprehension skills can be challenging. Teachers may
hear students read with fluency and accuracy and assume they are doing well in
reading. But if asked questions about what they read, those same students may
struggles. When students read, they need to be able to understand text on all of these
levels.
There are several levels of comprehension skills namely: literal, inference,
prediction, evaluation and application.

A. Literal Comprehension Skills – Literal comprehension is the most basic level of

understanding in reading, focusing on directly stated facts and information within
a text, without making any inferences or interpretations.
B. Inference Comprehension Skills – Involve understanding meaning that isn’t
explicity stated, requiring readers to “read between the lines” and draw
conclusions based on a textual clues and prior knowledge.
C. Prediction Comprehension Skills – Involve using evidence and prior knowledge
to anticipate what might happen next in a text or situation, enhancing
engagement and understanding.
D. Evaluation Comprehension Skills – Involves judging the value of information,
while application comprehension skills is about using learned material in new
situations.