Reading - is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension.

It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the readers prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations. The Diagnostic Assessments of Reading(DAR) assess students relative strengths and weaknesses in key areas of student learning in reading. The DAR can be used with students of all ages and abilities in diverse educational settings. The DAR can be administered for Title I, Reading First, Special Education, adult literacy, or other reading program placement. The DAR assess all five components required for an effective Reading First program: phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. The DAR were designed for use by classroom teachers, reading specialists, special education teachers, psychologists, and other professionals charged with helping students read better. No special qualifications or certifications are required to administer the tests. The DAR are available in two forms (A and B), which allow for pre- and posttesting. Teachers can use the DAR to develop a constructive student-teacher relationship, assess the reading development/growth of a given student, and prescribe individualized instruction to meet a students needs. STAR (Student Achievement in Reading) is a project from the national that provides training and support for teachers of intermediate reading students in effective, evidencebased practices in the four major components of adult reading instruction: alphabetic, fluency, vocabulary, and comprehension. It is not a reading curriculum, but rather a reading reform initiative that includes professional development, tools, and resources that expand participants' knowledge of effective reading instruction. STAR improves their ability to build local and state systems that support reading improvement.

Things you have to consider in reading Familiarize yourself with the basics features of the text Note details that surprise, puzzle or intrigues you Read and re-read to discover meaning Apply critical thinking strategies to visual texts K-W-L Reading

KWL reading method KWL is intended to be an exercise for a study group or class that can guide you in reading and understanding a text. You can adapt it to working alone, but discussions definitely help. It is composed of only three stages that reflect a worksheet of three columns with the three letters: What we Know what we Want to know what we Learned

In the Orchard
'I thought you loved me.' 'No, it was only fun.' 'When we stood there, closer than all?' 'Well, the harvest moon Was shining and queer in your hair, and it turned my head.' 'That made you?' 'Yes.' 'Just the moon and the light it made Under the tree?' 'Well, your mouth, too.' 'Yes, my mouth?' 'And the quiet there that sang like the drum in the booth. You shouldn't have danced like that.' 'Like what?' 'So close, Whith your head turned up, and the flower in your hair, a rose That smelt all warm.' 'I loved you. I thought you knew I wouldn't have danced like that with any but you.' 'I didn't know, I thought you knew it was fun.' 'I thought it was love you meant.' 'Well, it's done.' 'Yes, it's done. I've seen boys stone a blackbird, and watched them drown A kitten... it clawed at the reeds, and they pushed it down Into the pool while it screamed. Is that fun, too?' 'Well, boys are like that... Your brothers...' 'Yes, I know. But you, so lovely and strong! Not you! Not you!' 'They don't understand it's cruel. It's only a game.' 'And are girls fun, too?' 'No, still in a way it's the same. It's queer and lovely to have a girl...' 'Go on.' 'It makes you mad for a bit to feel she's your own, And you laugh and kiss her, and maybe you give her a ring, But it's only in fun.' 'But I gave you everything.' 'Well, you shouldn't have done it. You know what a fellow thinks When a girl does that.' 'Yes, he talks of her over his drinks And calles her a--' 'Stop that now, I thought you knew.' 'But it wasn't with anyone else. It was only you.' 'How did I know? I thought you wanted it too. I thought you were like the rest. Well, what's to be done?' 'To be done' 'Is it all right?' 'Yes.' 'Sure?' 'Yes, but why?' 'I don't know, I thought you where going to cry. You said you had something to tell me.' 'Yes, I know. It wasn't anything relly... I think I'll go.' 'Yes, it's late. There's thunder about, a drop of rain Fell on my hand in the dark. I'll see you again At the dance next week. You're sure that everything's right?' 'Yes,' 'Well, I'll be going.' 'Kiss me...' 'Good night.' ... 'Good night.' Muriel Stuart

filipino
Mga katinig 1. Ang mga letrang pangkatinig ay: Bb, Cc, Dd, Ff, Gg, Hh, Jj, Kk, Ll, Mm, Nn, , NGng, Pp, Qq, Rr, Ss, Tt, Vv, Ww, Xx, Yy at Zz 2. Sa pagbabaybay ng karaniwang katutubong salita sa wikang pambansa, gamitin lamang ang sumusunod na mga letrang pangkatinig: Bb, Dd, Gg, Hh, Kk, Ll, Mm, Nn, NGng, Pp, Rr, Ss, Tt, Ww at Yy. Ang mga letrang ito ay sumisimbolo sa 15 sa 16 na katutubong katinig sa wikang pambansa: /b/, /d/, /g/, /h/, /k/, /l/, /m/, /n/, //, /p/, /r/, /s/, /t/, /w/, at /y/. Ang bawat letra ay representasyon ng isang katinig lamang. Ang panglabing anim na katutubong katinigang impitay kinakatawan ng wala ( ), gitling ( ), paiwa ( ` ) at pakupya ( ) . 3. Sa pagbabaybay ng mga salitang buhat sa iba pang mga katutubong wika sa Pilipinas, panatilihin ang orihinal na anyo ng mga ito batay sa palabaybayan at/o palatunugan ng pinagkunang wika. 4. Sa pagbaybay ng mga hiram na salita buhat sa banyagang wika, may dalawang paraang ginagamit: una, panatilihin ang orihinal nitong anyo batay sa palabaybayan ng pinagkunang wika, at ikalawa, baybayin ito ayon sa katutubong sistemang nakasaad sa III A, 2. Kung aling paraan ang gagamitin ay matutunghayan sa ikalimang bahagi ng patnubay na ito. 5. Ang impit na tunog ay kinakatawan ng mga sumusunod na di letrang pangkatinig: wala ( ), gitling ( ), tuldik na paiw (`) at pakupya (). Mga patinig 1. Ang mga patinig sa wikang pambansa ay kinakatawan ng mga letrang: Aa, Ee, Ii, Oo at Uu. 2. Sa pagbigkas ng katutubong salita, hindi makabuluhan ang pagkakaiba ng i vs. e at ng o vs. u. Katulad ng sakt = /sa. kit/ ~ /sa. ket/, kurt = /ku. rot/ ~ /ku. rut/, lalake = /la. la:.ki/ ~ /la. la:.ke/ pero: kalalakihan = /ka.la.la. ki .han/. 3. Kahit hindi kontrastibo sa bigkas, may nakagawian nang gamit ang e at i. gayon din ang o at u. Ginagamit ang e at o sa dulong pantig ng mga katutubong salita at ang i at o sa ibang kaligiran. Katulad ng babae pero: kababaihan hindi kababaehan, buhos pero: buhusan hindi buhosan. 4. Nagiging makabuluhan lamang ang letra at tunog na e at o kapag ikinukumpara ang mga hiram na salita sa mga katutubo o kapwa hiram na salita. Katulad ng mesa: misa, oso : uso. 5. Gaya ng mga katinig, maaari ring gamitin ang mga letrang patinig ng wikang Filipino sa pagbabaybay ng mga hiram na salita sa orihinal nilang anyo. Pero ang patinig ng hiram na salita ay maaaring kumatawan sa mahigit na isang tunog. Katulad ng table = /'tey.bol/, at ballet = /ba.'ley/.
Punto ng Artikulasyon - inilalahad kung saang bahagi ng bibig nagaganap ang saglit na pag-abala ng papalabas ng hangin sa pagbigkas ng isang katinig.

Mga Punto ng Artikulasyon: 1. Panlabi - /p,b,n/ 2.Pangngala-ngala (palatal) - /y/ -Pangngala-ngala (velar) - /k,g,h,w/ 3. Glottal -paimpit -pasutsot 5. Panggilagid - /s,l,r/ 6. Pangngipin - /t,d,n/
Paraan ng Artikulasyon

Mga paraan ng artikulasyon -naiilarawan kung paanong lumalabas ang hinihinga (sa bibig o ilong) sa pagbigkas ng isang katinig. 1. Pasara - /b,t,k,p,d,g/ 2. Pailong - /m,n,ng/ 3. Pasutsot - /s,h/ 4. Pagilid - /l/ 5. Pakatal - /r/ 6. Malapatinig - /w,y/