Reading Intensively to
Find Answers to
Specific Questions
ENGLISH 7 QUARTER 1 LESSON 3
EXPECTATIONS
In this lesson will help you learn and
understand Reading Intensively to Find
Answers to Specific Questions.
PRETEST
Directions:
Let’s begin in the household chores. Below
are the jumbled sentences from a
paragraph on how to gut or clean a fish.
Arrange the following sentences in
logical/chronological order for the
paragraph. Number the sentences from 1-8.
_____ Keep the knife blade shallow so you don’t puncture the intestines.
_____ Rinse the cavity out with a good stream off the water and wash the
skin. Some fish have dark tissue lining the abdominal cavity that can be
scraped off to prevent strong, oily flavor.
_____ Remove the head if you like after rinsing the cavity out.
_____ To begin, put the fish on the table or cutting board. Insert the knife tip
into the fish’s belly near the anal opening and move the blade up along the
belly, cutting to the head.
_____ Spread the body open and remove all of the entrails, locate the fish’s
anus and cut this out in A “V” or notch shape.
_____ Your clean fish is now ready to be cooked.
_____ Some fish have a kidney by the backbone. Remove it by scraping it out
with a spoon or your thumbnail.
_____ Clean your fish table immediately, collect the gut, head, and scales
and discard them properly.
_____
2 Keep the knife blade shallow so you don’t puncture the
intestines.
5
_____ Rinse the cavity out with a good stream off the water and wash
the skin. Some fish have dark tissue lining the abdominal cavity that
can6 be scraped off to prevent strong, oily flavor.
_____
1 Remove the head if you like after rinsing the cavity out.
_____ To begin, put the fish on the table or cutting board. Insert the
knife tip into the fish’s belly near the anal opening and move the blade
up3along the belly, cutting to the head.
_____ Spread the body open and remove all of the entrails, locate the
fish’s
8 anus and cut this out in A “V” or notch shape.
_____
4 Your clean fish is now ready to be cooked.
_____ Some fish have a kidney by the backbone. Remove it by
scraping
7 it out with a spoon or your thumbnail.
_____ Clean your fish table immediately, collect the gut, head, and
scales and discard them properly.
RECAP
Intensive reading involves reading large
quantities of materials, directly and fluently.
Reading for different purposes like skimming and
scanning is good. Intensive reading develops
critical thinking. This is because the reader must
know how to observe, identify, analyze, interpret,
infer, evaluate, explain, solve problems, and
make decisions.
LESSON
Intensive Reading has different purposes.
They are the following: information
searching, general comprehending, new
information learning, information evaluating
and synthesizing, summarizing, and
paraphrasing.
Another technique, the SQ3R Method introduced
by Francis Pleasant Robinson in his book, Effective
Study (1946), where S stands for Survey; Q for
questions; and the 3Rs for Read, Recite, and Review.
This SQ3R method makes use of not just one but four
methods all rolled into one or working as a united
family to develop students’ comprehension very well
and it is very strategy commonly used.
As the years go by, intensive reading has its
evolution to help more the students to
comprehend and identify their difficulties in
reading. The SMART reading framework has
been designed to assist teachers and parents to
develop confidence in teaching a small number
of proven cognitive strategies that can be readily
learned and applied by students. No resources
need to be purchased, and no special text
selections are required.
The five key strategies that students learn as part of the SMART
framework are:
1. Setting up for reading – predicting and developing graphic
organizers
2. Making mind pictures – actively visualizing detail
3. Asking questions – formulating Wh questions to ask of oneself or
one’s peers
4. Recording information – writing keywords and identifying new
information
5. Testing my brain – self-monitoring by paraphrasing the main ideas
and rereading if necessary
The SMART Reading intensive framework
develops evidence for the effectiveness of the reading
ability of student training in comprehension for
students with learning difficulties is substantial. Meta-
analyses by Sencibaugh (2007), Berkeley, Scruggs,
and Mastropieri (2010), and Ciullo, Lo, Wanzek, and
Reed (2016) have all confirmed the efficacy of the
approach.
