Sub Reading Competence Indicator

Recognizing

Developing Understanding

Identifying
Literal Comprehension
Keywords Definition Code Indicator
Recognizing Literal comprehension is that basic level of understanding that A1 Be able to recognize the definition of the
entails the ability to recognize words accurately, to identify words being read accurately.
main ideas and supporting details, to understand sequence of A2 Be able to recognize the way words are
events, to recognize cause-and-effect relationships, to interpret used in context.
directions, and to understand organizational patterns used in A3 Be able to recognize some methods and
various types of reading matter. drills in the areas of sight recognition,
parts and roots of words
A4 Be able to recognize the root elements of
a word and its relationship to other words
with that root.
A5 Be able to recognize the symbols and
abbreviation in the dictionary.
Understanding The attainment of the skills of elementary reading occurred A1 Be able to explain the method that aids in
some time ago for almost all who read. Whenever we come the continuing development of the
upon something, we want to read that is written in a foreign vocabulary and use it regularly.
language that we do not know very well. We begin try to A2 Be able to analyze the differences between
understand them, to struggle with perceiving what they mean. skimming and scanning as well as know
when and how to do both properly.
A3 Be able to explain the word’s meaning by
its use in context. A close context in which
a word is used.
A4 Be able to describe how to use dictionary
as a source of information on the word’s
origin (various meaning, pronunciation,
part of speech, spellings, etc.)
A5 Be able to separate main ideas from
details. Whether it is implicit or explicit.
Identifying Critical reading means engaging in what you read by asking A1 Be able to analyze how to add or delete
yourself questions such as, ‘what is the author trying to say?’ prefixes and suffixes.
or ‘what is the main argument being presented?’ A2 Be able to Identify how synonym and
antonym form families of words.
A3 Be able to discuss the main ideas,
supporting details, and locate specific
information or facts as rapidly as possible
using scanning and skimming.
A4 Be able to identify and analyze errors in
reasoning (either or thinking,
stereotyping, attacking the person, etc.)
A5 Be able to discuss the text that will be
reading, looking for specific items, and
reviewing for tests.
Developing The reader needs to encode and collaborates the meaning of the A1 Be able to develop reading versatility is
text and information of the texts based on their experiences and with vocabulary development.
background knowledge. A2 Be able to develop literal recall by
understanding how writers form
paragraph.
A3 Be able to apply study-reading strategy
that will offer the best results for the time
and effort into studying.
A4 Be able to elaborate skimming and
scanning to develop perception skills and
find technique that works well.
A5 Be able to use the visual perception in
order to read rapidly and to see correctly
the words being read.
Critical Comprehension
Keywords Definition Code Indicator
Recognizing Literal comprehension is that basic level of understanding that A1 Be able to recognize and distinguish fact
entails the ability to recognize words accurately, to identify from opinion
main ideas and supporting details, to understand sequence of A2 Be able to recognize objective and
events, to recognize cause-and-effect relationships, to interpret subjective statements and then draw own
directions, and to understand organizational patterns used in conclusion.
various types of reading matter. A3 Be able to recognize intent, attitude, and
tone in reading text.
A4 Be able to recognize the conclusion or an
opinion drawn from reasoning based on
facts or events.
A5 Be able to recognize and detect the
propaganda in print or online text.
Identifying Critical reading means engaging in what you read by asking A1 Be able to recognize fact and opinion in
yourself questions such as, ‘what is the author trying to say?’ reading text
or ‘what is the main argument being presented?’ A2 Be able to categorize author’s intent by
using intent, attitude, and tone.
A3 Be able classify the satire language in a
problem and condition.
A4 Be able to compare literal and figurative
language.
A5 Be able to review an author’s point of
view and motives in a text.
Understanding The attainment of the skills of elementary reading occurred A1 Be able to explain author’s meaning
some time ago for almost all who read. Whenever we come through intent, attitude, and tone.
upon something, we want to read that is written in a foreign A2 Be able to tell the development of the skill
language that we do not know very well. We begin try to of separating fact from opinion.
understand them, to struggle with perceiving what they mean. A3 Be able to critique the author’s disguise on
their true purpose or thesis or present
evidence in a biased way.
 A4 Be able to summarize the author’s
inferences hidden meaning.
A5 Be able to reitarete the many points of
view as possible before making up own
minds on controversial issues.
Developing The reader needs to encode and collaborates the meaning of the A1 Be able to make connection of sentence
text and information of the texts based on their experiences and which offer the grounds or reasons for
background knowledge. author’s support for those prepositions.
A2 Be able to construct the basic arguments
in their own words and see if can bring
their own example to justify their point of
view.
A3 Make discussion by ordering the
questions and issues in such a way on the
subject.
A4 Be able to report fewer general ones, and
relations among issues should be clearly
indicated.
A5 Be able to note and summarize any special
phrases and terms that the author uses.

Affective Comprehension
Keywords Definition Code Indicator
Recognizing Literal comprehension is that basic level of understanding that A1 Be able to diagnose how authors use
entails the ability to recognize words accurately, to identify figurative language to stimulate our sense.
main ideas and supporting details, to understand sequence of A2 Be able to construct the affective reaction
events, to recognize cause-and-effect relationships, to interpret to a variety of materials: pictures,
directions, and to understand organizational patterns used in cartoons, advertisements, and literature.
various types of reading matter. A3 Be able to define figurative language used
in imaginative literature.
A4 Be able to recognize images and analogies
in affective language.
 A5 Be able to ecognize denotative and
connotative meaning in the words from
the poem in the spaces provided.
Identifying Critical reading means engaging in what you read by asking A1 Be able to construct the pictures’ reaction
yourself questions such as, ‘what is the author trying to say?’ as well as to words in order to help
or ‘what is the main argument being presented?’ understand what affective
comprehension.
A2 Be able to respond author’s selected
words that provide storing connotative
feeling in readers.
A3 Be able to distinguish thesis in essay,
paragraph, forms, structure.
A4 Be able to appraise words, sentences,
meanings in reading imaginative
literature.
A5 Be able to relate the suggestion meaning
in images created by figurative language,
and the mood or feeling the author
intended.
Understanding The attainment of the skills of elementary reading occurred A1 Be able to test the affective reaction to a
some time ago for almost all who read. Whenever we come variety of materials: pictures, cartoons,
upon something, we want to read that is written in a foreign advertisements, and literature.
language that we do not know very well. We begin try to A2 Be able to relate the affective reason to
understand them, to struggle with perceiving what they mean. investigate the reasons behind emotional
an intellectual response.
A3 Be able to conduct how to read the form
the writer chooses to use.
A4 Be able to revise what writer has asked the
reader to enter the world of character
telling the story.
A5 Be able to compose the clues the author
provides.
Developing The reader needs to encode and collaborates the meaning of the A1 Be able to build the ability to recognize
text and information of the texts based on their experiences and writer’s figurative language to stimulate
background knowledge. reader’s sense.
A2 Be able to create the ability to recognize
in both fictional and nonfictional writings
A3 Be able to modify the affective
comprehension
A4 Be able to formulate the connection
between literal, critical, and affective
levels of comprehension.
A5 Be able to extrapolate the emotional and
intellectual responses as a reader.

Syntopical Comprehension
Keywords Definition
Recognizing Literal comprehension is that basic level of understanding that
entails the ability to recognize words accurately, to identify
main ideas and supporting details, to understand sequence of
events, to recognize cause-and-effect relationships, to interpret
directions, and to understand organizational patterns used in
various types of reading matter.
Code Indicator
A1 Be able to justify the level of the book that
the most germane to your needs.
A2 Be able to manage the aims of first
inspection of the book was to zero in on
the subject matter of your syntopical.
A3 Be able to distinguish the difference
between the first books in the course of
syntopical reading, and those that come to
after having read many others on the
subject.
A4 Be able to select the authors to terms.
A5 Be able to construct the terminology
between reader and any of the author on
the merely list.
Identifying 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?’
Understanding The attainment of the skills of elementary reading occurred
some time ago for almost all who read. Whenever we come
upon something, we want to read that is written in a foreign
language that we do not know very well. We begin try to
understand them, to struggle with perceiving what they mean.
Developing
A1 Be able to select author’s key sentences
and propositions.
A2 Be able to review the neutral terminology
that applies to all or most of the authors
examined, framed and ordered a set of
questions.
A3 Be able to compare the discussion of a
problem may provide the groundwork for
further productive work.
A4 Be able to devise which books should be
read, in general way, is the second
requirement.
A5 Be able to choose the summary of an
author’s argument are presented, must be
presented in that language and not the
author’s.
A1 Be able to scan, read and later discuss a
set of materials.
A2 Be able to assess on specific issues the
participants are addressing yet should
provide as broad a range of perspective as
possible, appropriate to the situation.
A3 Be able to evaluate an analysis of the
subject that may not be in any of the
books.
A4 Be able to interpret selection and
identification of a bibliography of works
about interest.
A5 Be able to support the terms and bring
authors to them rather than the other way
around.
A1 Be able to synthesize the author’s
meaning into own language.
The reader needs to encode and collaborates the meaning of
the text and information of the texts based on their
experiences and background knowledge.
A2 Be able to write the idea of author’s ideas
using different terms and phrases.
A3 Be able to translate terms and ideas into
one language so that can build a coherent
and intelligible conversation.
A4 Be able to raise the critical specific
questions based on the text.
A5 Be able adequately apply their own
terminology while expressing ideas or
situations.