report in Developmental Reading 1

1. DEVELOPMENTAL
READING 1
VALINO, Alyssa Denise A.

2. OPENING PRAYER

3. OBJECTIVES
• Evaluate the interactive reading model
• Integrate analysis of the language in
reading
• Gain deeper understanding and
appreciation for the value of literature

4. INTERACTIVE
READING
MODEL

5. INTRODUCTION
• “The most beautiful things in the world
cannot be seen or touched, they are felt
with the heart.”
― Antoine de Saint-Exupéry, The Little
Prince
• “A rock pile ceases to be a rock pile the
moment a single man contemplates it,
bearing within him the image of a
cathedral.”
― Antoine de Saint-Exupéry, The Little
Prince

6. INTERACTIVE READING
MODEL
• An attempt to combine the two
models, the top-down and the
bottom-up.
• It selects the strong points of both
models and integrates them in
learning to read.

7. Researchers’ view about
the model
• Emerald Dechant
Meaning is constructed by the
selective use of information from
various sources, without relying on
any set order. these sources may be
graphemic, phonemic, morphemic,
syntax and semantics. All levels of
processing are used although the
reader can rely on one source at a
given time.

8. • Kenneth Goodman
Reading is understood at once
as both a perceptual and cognitive
process.
Researchers’ view about
the model

9. • To be able to accomplish the task
of reading, a skilled reader must
be able to use sensory, syntactic,
semantic, and pragmatic situation.
• During the process of reading,
various sources of information may
interact in many complex ways.
Researchers’ view about
the model

10. ICEBREAKER

11. REFLECTION
When giving interpretation to what one has
read, one should not only focus on the text
nor the reader. Giving meaning to the text
could also be done by combining the
essential feature of he bottom-up and the
top-down model. We should always
remember that there are some text that
was not meant to be taken literally as its
words suggest. We should also not derive
solely the meaning of what we read based
only from our own prior knowledge of the
topic. We should learn to incorporate a
little bit of those two (reader, text).

12. LITERARY
APPRECIATION
SKILLS

13. INTRODUCTION
• Literature tells you many things. It
tells you the stories of real people who
grapple with problems that the urgency
in today’s living brings. It recounts the
experiences of ordinary country folk
who delight at the simple joys of life. it
narrates the exploits or adventures of
the immortals and the supernatural
beings who thrill us with their
incredible powers.

14. • Literature relates all these things
through its elements such as
poetic language, tone and mood,
character, setting, plot and
theme.
LITERARY APPRECIATION
SKILLS

15. 1. POETIC LANGUAGE
 Words or phrases that conjure up
vivid pictures in your mind, that
appeal to your emotions, or that
communicate ideas beyond the literal
meanings of the words
 Images appeal to the senses of
sight, touch, and hearing although
the majority of images are visual.
LITERARY APPRECIATION
SKILLS

16. 2. TONE AND MOOD
The attitude that a writer takes
toward a subject is tone. It may
be angry, bitter, humorous,
nostalgic or serious.
LITERARY APPRECIATION
SKILLS

17. 2. TONE AND MOOD
The feeling or atmosphere that
the writer creates for the reader
is mood. It may be joyful, quiet,
optimistic, or sad. Figurative
language, images, details and
setting convey mood.
LITERARY APPRECIATION
SKILLS

18. 3. CHARACTER
The people or animals who take
part in the action of fiction and
even poetry are characters.
LITERARY APPRECIATION
SKILLS

19. 3. CHARACTER
The writer’s use of characterization
techniques helps in giving you an
impression of the characters. These
techniques may be physical
description, the words and actions of
the characters, the reactions of the
other characters to the individual, and
the character’s expression of her own
thoughts and feelings.
LITERARY APPRECIATION
SKILLS

20. 4. SETTING
The time and place of the action
comprise the setting of a literary
work. In most stories, it serves as
a backdrop in which the
characters interact. In others, it is
used to reveal character, help
develop plot, and create mood.
LITERARY APPRECIATION
SKILLS

21. 5. PLOT
the arrangement of events in a
short story
Its most important elements include
the conflict, the climax, and the
resolution. Conflict is the point at
which the conflict is greatest. The
resolution is the outcome of the
conflict.
LITERARY APPRECIATION
SKILLS

22. 6. THEME
the main idea of a literary work
To determine the theme, you need to
consider all the elements of literature
although most writers reveal the
theme through characters.
LITERARY APPRECIATION
SKILLS

23. ACTIVITY
How can you say the following using
poetic language?
o You are beautiful.
o You smell nice/fragrant.
o It is too noisy.
o I love you.

24. REFLECTION
Literature has already been a part of our lives,
not only in the academic but also in the personal
sense. We gain a lot of things from literature:
knowledge about other people’s cultures, novel ideas,
thoughts about the mysteries of life, and some form
of escape from the struggles that we encounter in our
modern world. With these in mind, we should learn
to appreciate literature and its wonders. We should
understand its value and give importance to the part
that it has played all through the years. And most of
all, we should learn to esteem, honor, respect and
admire the beauty and complexity of literature.

25. LEARNING TASK 9
A. Which model/theory is easier to apply: bottom-
up, top-bottom, or interactive theory? Explain.
B. Search for Edgar Allan Poe’s poem, Annabel Lee
and identify the following elements:
• Poetic Language (give at least 3 examples)
• Tone and mood
• Characters
• Setting
• Summary or plot
• Theme
• Reflection

26. Thank you for listening!