SEMANTIC WEBBING, GRADUAL PSYCHOLOGICAL UNFOLDING APPROACH (GPUA), DOMAINS OF READING COMPREHENSION and the STORY TELLING

REY JOHN B. REBUCAS, LPT
Instructor

WHO AM I?
Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fsiteproxy.ruqli.workers.dev%3A443%2Fhttps%2Frevisesociology.com%2Fcategory%2Fsocial-
action-theory-interpretivism-and-interactionism
SEMANTIC
WEBBING

WHAT IS/ARE THE
PURPOSE/S OF SEMANTIC
WEBBING?
 Organize information from a reading
passage or other sources.
 Show relationships in visual display.
 Assists students in acquiring reading
comprehension skills and concept
attainment.
 Provides a framework for the students'
conceptualization of story/texts.
 A helpful strategy for idea generation and
organization in the writing process.

WHO AM I?
A discussion technique where the guide
or clues from the teacher enables the learners
to gradually understand the events in the story,
perceive the author’s message, determine his
perception of an emotional phenomenon of life,
and select and assimilate values relayed
through the selection.
GRADUAL PSYCHOLOGICAL
UNFOLDING APPROACH
(GPUA)

WHO AM I?
Who developed the Gradual
Psychological Unfolding Approach and also
the founder of the Department of Reading of
the University of the Philippines?
PROF. BASILISA
MANHIT

WHAT ARE THE DOMAINS
OF READING
COMPREHENSION?
EVALUATION
KNOWLEDGE OR LITERAL
UNDERSTANDING
COMPREHENSION OR
INTERPRETATION
SYNTHESIS
APPLICATION
ANALYSIS
BLOOM’S
TAXONOM
Y

GUESS ME!
MGA KWENTO NI LOLA
BASYANG

Green and Brock (2000) indicate that
storytelling is a narrative account which
requires a passage that raises
unanswered questions and presents
unresolved conflicts or depicts in which
the characters encounter a crisis.
National Storytelling Network (2006) determines
storytelling as an interactive art of using words and
actions to reveal the elements and images of
content while encouraging the learner’s
imagination.

According to Maynard (2005)
storytelling technique is one of the
simplest forms of dramatic and
imaginative activity which uses the
same plot , characters and events of
the text in the shape of narrative
genre, in which the teacher attempts to
retell the story in words, sounds, and
images through the inflection in his
voice rhythm, facial expression, and
hands movement.

Barzaq (2009) cited that there are some
features about the storytelling to be considered:
Storytelling serves multiple functions in
the classroom, including sparking
learners' interest, aiding the flow of
sessions, introducing new vocabulary,
making material memorable,
overcoming student resistance or
anxiety, and building rapport between
the instructor and the learners, or
among learners themselves.

Barzaq (2009) cited that there are some
features about the storytelling to be considered:
 Storytelling is an enjoyable tool for practicing
reading comprehension sub-skills and facilitating
meaning understanding.
 Storytelling is a main vehicle for
perceiving events, recognizing
meaning and promoting language
development in form of human
communication.

Eder (2007) reports other benefits of
storytelling as:
 Storytelling leads to improvement
in reading and listening skills,
and organizing narrative
thoughts. It also increases the
learner’s attention span, leads to
fluency in reading and helps
learners construct or activate
their schemata.

Eder (2007) reports other benefits of
storytelling as:
 Storytelling is an effective
instructional technique that
provokes curiosity, encourages
learners to experiment with voice,
tone, eye contact, gestures, and
facial expressions and activates
reading motivation, supports
comprehension skills and
stimulates discussion.

1. Divide the passage into sections
and construct the divisions in a
way that makes a sense to the
learners by using a storyboard, an
outline, a diagram or a story map.
Haven and Ducey (2007) clarify significant
guidelines which indicate the role of the teacher in
storytelling technique and they recommend the teacher
to:

2. Visualize the settings and the
characters through closing your eyes
and imaging each location; add
details of color, shape, and light;
make a mental picture of each
character; convey facial expressions
and hand movements.
to:

3. Find a comfortable position such
as U shape in order to look directly
at the learners and prepare a
comfortable physical setting for the
learners.
to:

4. Select visual aids or props as an article of
clothing, puppets, pictures, illustrations, and
multimedia to enhance the effectiveness of the
reading passage. These aids offer a number of
advantages:
provide the shy learners with a prop,
guide learners through a sequence,
motivate their interest,
combine visual and oral activities, and
Haven and Ducey (2007) clarify significant guidelines
which indicate the role of the teacher in storytelling technique
and they recommend the teacher to:

5. Characterize the reading passages
throughout dialogue and expressions
between the characters and correlate
them with the real life.
6. Be dramatic and use transitions to
reveal the rise and fall pattern of the
text.

7. Prepare the multimedia
presentation before using it and
become very familiar with the
equipment in order to save the time
and the effort.
8. Ask questions to introduce the
characters of the text as a warming for
the session.

9. Elicit the moral of the content by
using the circling method of repeating
a key line throughout the passage.
10. Engage the learners in the text
and keep them in view to attack their
understanding, interest and
enjoyment.

11. Let the learners fill in missing
words at times and praise them for
their focus.
12. Model voice inflections, facial
gestures, and body movement to
convey the action of the reading
passage and the characters' mode.

13. Speak clearly and follow the right
pronunciation to convey the different
meaning of the text.
14. Personalizing the reading
passages to make the target
language interesting and meaningful
for learners.

Photo Credits: file:///C:/Users/Administrator/Desktop/Master%20Hanaa%20Ibraheem%20Abu%20Nada%20Storytelling.pdf

Walker(2001) summarizes three stages in
which the teaching process will be successful as
follows:
STAGE ONE:
INTRODUCTIONThe goal of the introduction stage is to
provide the new vocabulary in context which
suits the learners' developmental level,
interests, and needs. This lays the foundation
for recognition the structures during the
storytelling time. Such introduction is helpful in
arousing learners’ interest, raising their
curiosity, and attracting their attention.

Walker(2001) summarizes three stages in which
the teaching process will be successful as follows:
STAGE TWO:
PRESENTATIONDuring preparation the reading passages of the
sixth grade, the researcher takes into account the
following features that should be included in a good story:
- title and characters,
- story structure with a simple plot of a problem and
solution,
- vocabulary matching the developmental level and
needs of learners,
- a moral suitable for sixth grade, and
- it must be interesting and accompanied by some
learners’ responses.

Walker(2001) summarizes three stages in which
the teaching process will be successful as follows:
STAGE THREE:
CLOSUREAt the closure stage, the teacher retells the story
in a brief form and friendly relaxed atmosphere. The
use of repetition encourages learners to remember the
whole story including setting, plot and characters.
Through the activities of this stage, the teacher
focuses on giving feedback which is vital for young
learners’ understanding and comprehension.
So, the learners are able to explore other
elements such as analyzing the moral of the story, the
characters, problems, setting, and effect purposes.

Instructions: Design your own
illustration book that you can use in
storytelling activity to your students.
your own story so that your storytelling is
contextualized. Specify the intended
grade level of your illustration book.
apply this to a student in your
neighborhood. Write your observation
while applying it.

EXAMPLE
:
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managsigay-story-mtb-mle%

GAME1. Kathrine
2. Daniel
3. Naruto
4. 4As
5. Laptop
6. Module
7. Stress, labad ang ulo ug nawng, ug naglagot
8. Jorge Town sa Montevista
9. Jag ug Gucci
10.Sampaguita

SEMANTIC WEBBING, GRADUAL PSYCHOLOGICAL UNFOLDING APPROACH (GPUA), DOMAINS OF READING COMPREHENSION and the STORY TELLING

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