(SKKN HAY NHẤT) using graphic organizers to improve reading comprehension skill for grade 12 students at leloi high school

The objectives of the stud

The study aimed at seeing whether the graphic organizers are beneficial for my students Specifically, the aims include:

To identify whether and to what extent Graphic Organizers can improve grade 12 students’ reading comprehension skill in identifying the main

UAN VAN CHAT LUONG download : add luanvanchat@agmail.com idea, dealing with vocabulary, fact and opinion, and making inferences.

To describe the situation when Graphic Organizers are used in reading classes.

The method of the study

When conducting this paper, I have uterlized these following methods.

- Collecting information about the theme.

The scope of the study

Due to constraints in knowledge, energy, and time, the researcher was unable to conduct a large-scale investigation This action research was limited to an 8-week period and focused on four reading lessons within a specific context.

46 twelveth-grade students at Le Loi High School in the academic year 2020 -

2021 only Hence, the results of the study is only limited to the above teaching context and participants.

The design of the study

The research study is organized into three parts as followed:

Part 1 provides basic information including the rationale, objectives, method, scope and design of the study.

Part 2 examines the literature on reading comprehension, highlighting the effectiveness of graphic organizers in enhancing teaching and learning outcomes It also addresses the challenges that both teachers and students encounter when implementing this technique in the classroom.

Part 3 involves the result analysis as well as the discussion of the data and draws the conclusion, implication on the subject matter and suggestions for further research.

The nature of reading comprehension

Reading comprehension is the ability to understand a written text and efficiently extract necessary information (Grellet, 1998) It also involves recognizing the significance of the message, grasping the writer's intentions, and interpreting implied meanings beyond the explicit content (White, 1997).

Moreover, Howel (1993: 182) writes that comprehension is the act combining information in passages with prior knowledge in order to construct meaning.

Another definition comes from Merisuo and Storm (2006) states that reading comprehension is a complex process: the reader constructs meaning by

To download UAN VAN CHAT LUONG, please contact luanvanchat@agmail.com This resource emphasizes the importance of engaging with text by leveraging one's prior knowledge and experiences, alongside the information presented within the text itself.

Reading comprehension is a complex process that involves the reader's interaction with the text, utilizing prior knowledge and experiences to extract significant information and understand the writer's intentions Effective reading goes beyond the written words, allowing readers to infer hidden or implied meanings Therefore, it is crucial for language teachers to equip students with the skills necessary to become proficient readers.

The factors influencing reading comprehension

External factors

- Difficulty of material: difficult material that is beyond the students’ level is one of the major causes of lack of comprehension.

A student's reading comprehension can be significantly affected by their mental ability, which influences how well they understand the material The level of intelligence directly impacts a reader's capacity to grasp and interpret passages effectively.

- Teacher’ s method: methods of teaching that concentrate on the recognition of individual words without neglecting attention to meaning assists the students’ quality in comprehending the text.

Internal factors

- Motivation is one of the important factors of learners in reading comprehension.

- Self-esteem has important role in developing reading comprehension It is a human being personality that is active, highly confident.

Reading comprehension skill

Main idea

According to Spears (2000: 17), the main idea represents the author’s central point and can be expressed in one or two sentences that encapsulate the essence of the content This key concept may appear at the beginning, the end, or even as a blend of both positions within a paragraph, and in some cases, it might be entirely absent.

Explicit information

Spears (2000: 12) defines explicit information is a single piece of information or fact about something.

Vocabulary

UAN VAN CHAT LUONG download : add luanvanchat@agmail.com

Vocabulary, as defined by Schwartz and Raphael (1985: 39), encompasses the understanding of words and their meanings, which is essential for reading comprehension A strong vocabulary supports students in grasping the content they read To expand their vocabulary, students are encouraged to learn new words through various sources, including books, magazines, newspapers, and listening to others read aloud.

Inference

Inference, as defined by McNeil (1992: 77), involves deriving ideas that are not explicitly stated According to Caroll, as referenced by McNeil, there are three key methods for making inferences: analyzing the nuances of verbal expression, engaging in logical reasoning, and utilizing the reader's personal experiences to understand the emotions of characters within the text.

Graphic Organizers

Definition of Graphic

There are many definitions about graphic organizers Among them are from Bromley et al, Sousa, and Zwiers.

Graphic organizers are visual representations of knowledge that help structure and arrange key information about a concept or topic, as defined by Bromley et al (1995) According to Sousa (2005), these tools are essential for organizing and illustrating relationships between concepts, making them invaluable for effective learning and comprehension.

In addition, Herley in Zwiers (2004:17) states that graphic organizers are drawings that use geometric shapes or tables to show connections between pieces of information.

Types of Graphic Organizers

Graphic organizers come in many different forms, each one is best suited to organizing a particular type of information Mcgill, Murphy, and Freeman

(2009) state that graphic organizers are generally labeled as conceptual, hierarchical, cyclical, and sequential.

Conceptual organizers are essential tools that assist students in demonstrating their understanding of central ideas Examples include concept maps, KWL charts, and Venn diagrams KWL charts enable students to organize their prior knowledge and outline what they wish to learn before engaging with new material, and afterward, they can record what they have learned Venn diagrams serve to compare and contrast two subjects, facilitating deeper analysis and understanding.

A hierarchical organizer is essential for students to decompose broad concepts into sub-concepts effectively Examples of these organizers include branching diagrams, classifying charts, and topic/subtopic webs By utilizing such graphic organizers, students can clearly illustrate complex topics, such as the food chain.

Students can effectively explain the sequence of events using sequential graphic organizers such as storyboards, T-charts, and cause and effect organizers These tools are particularly useful for illustrating the beginning, middle, and end of a story, helping to clarify the narrative structure.

The last, there are times when it would be best to use a cyclical organizer.

These organizers may be better known as the circle organizer or the circle diagram These could be used to show life cycles or the water cycle.

Figures 1 to 4 illustrate various graphic organizers designed for text interpretation with specific objectives Figure 1.1 focuses on classifying the author’s purpose in reading comprehension, adaptable to different passage requirements Figure 2 is aimed at identifying the main idea and supporting details within a text Meanwhile, Figures 3 and 4 serve to classify information as fact or opinion and to highlight comparisons or contrasts, respectively.

Details Figure 3 Fact and Opinion

The Benefits of Graphic Organizers to reading comprehension …

Graphic organizers are valuable tools for enhancing reading comprehension across all age groups They help assess students' understanding while simultaneously motivating them and improving their critical thinking skills.

According to a 2011 study, students enhance their critical thinking skills by organizing and linking key concepts from their reading material, which allows them to clarify their thoughts and sharpen their analytical abilities This cognitive activity plays a significant role in various aspects of the cognitive process dimension.

Graphic organizers are effective tools that actively engage students in their learning process By incorporating words, images, and symbolic patterns—such as conceptual, hierarchical, cyclical, and sequential structures—they cater to various learning styles, including verbal, visual, and logical learners.

Students who are good at their merits feel easier to demonstrate their reading understanding by using graphic organizers instead of answering comprehension questions in verbal languages.

Using graphic organizers that align with the structure of the reading material can significantly enhance student comprehension in English lessons For sequential texts, employing lists or timelines is effective, while compare/contrast passages benefit from 2-column charts or Venn diagrams When the reading revolves around a central theme with related paragraphs, mind maps or network trees serve as excellent brainstorming tools, helping students grasp the topic more effectively.

Teachers should utilize graphic organizers to enhance students' reading preparation, foster a deeper comprehension of the text, externalize their thoughts, and encourage effective learning strategies.

Using graphical organizers effectively can greatly shorten the time needed to reach reading lesson objectives for both teachers and students The selection of appropriate organizers hinges on the teacher's understanding of the topic, pedagogical content knowledge for planning and executing effective lessons, and insight into language learners' needs This approach fosters creativity and critical thinking, which are vital 21st-century skills.

Graphic Organizers in the Classroom Activities

In 1992, Jay McTighe in his book, Graphic Organizers: Collaborative

Links to Better Thinking identified three key methods for teachers to incorporate graphic organizers into their instruction, along with various strategies for students to utilize them to enhance their learning During the reading process, graphic organizers serve as valuable tools for organizing information and improving comprehension.

UAN VAN CHAT LUONG download : add luanvanchat@agmail.com used at three levels: Before instruction, during instruction and after instruction.

Before instruction, teachers utilize graphic organizers to assess students' understanding of the content These pre-reading tools are designed to structure lessons and materials, facilitate vocabulary pre-teaching, and activate prior knowledge This strategy effectively prepares learners to engage with the material they are about to read.

During instruction, graphic organizers allow students to approach the content cognitively because they assist thinking It also allows students to construct maps that are appropriate to their learning styles.

Graphic organizers serve as effective summarization tools that enhance students' comprehension of reading passages By facilitating connections between prior knowledge and new concepts, these tools enable learners to identify relationships among ideas, ultimately demonstrating their improvement in understanding.

Graphic organizers are visual tools that assist readers in understanding text by organizing and connecting ideas They facilitate the identification of the main idea, as well as both explicit and implicit information, enhancing comprehension and retention of the material.

PRACTICAL BACKGROUND 1 The background of the study

The problems faced by students and teacher in learning and teaching reading

2.1 The difficulties faced by the grade 12 students in learning reading comprehension

It is clear that the students in my school have encountered many difficulties in learning reading comprehension.

Many students struggle with reading lessons due to their limited English proficiency, characterized by a weak vocabulary and poor sentence structure Additionally, their lack of background knowledge contributes to their reading stress, making the learning process more challenging.

Downloading UAN VAN CHAT LUONG can be challenging due to difficulties in identifying explicit information within a text Readers often struggle to comprehend the material, locate the main idea in a paragraph, and infer the overall meaning of the content For assistance, you can reach out via email at luanvanchat@agmail.com.

Many EFL students often translate reading content into their first language, which complicates their ability to answer comprehension questions effectively This time-consuming process can lead to inaccuracies in understanding, as students struggle to verify the correctness of their translations Additionally, they frequently read passages in fragments, which hinders their ability to connect ideas and results in a disjointed understanding Consequently, students also struggle to follow the schemata of the text, making it difficult for them to identify the main idea and its development throughout the passage.

Low student motivation poses a significant challenge, as many learners do not value the support provided by their teachers They perceive the feedback from educators as lacking depth and consider the instructions given to be insufficient for their needs.

2.2 The difficulties faced by teachers in teaching reading comprehension for the grade 12 students

Not only the students but also the teachers cope with numerous problems when teaching reading comprehension at my school.

One of the primary challenges faced by educators is the low English proficiency of students, which is characterized by limited vocabulary and difficulties in text comprehension Additionally, students often exhibit low motivation and possess insufficient background knowledge, further complicating the teaching process.

One significant challenge in education is managing large and multilevel classes, particularly at Le Loi High School, where classes often exceed 45 students This diversity in skill levels creates a substantial gap between students, with some excelling in English and actively participating, while others remain disengaged and demotivated Consequently, teachers struggle to provide individualized attention, making it difficult to monitor each student's engagement and progress effectively.

Effective teaching relies heavily on quality equipment and reference materials, yet my school's teaching conditions are inadequate Essential teaching aids, including visual aids and sub-boards, are lacking, which hinders the overall learning experience.

Teachers often use only textbook, chalk and board in their lessons To make our lessons more interesting, we had to create teaching aids by ourselves.

3 The method employed in teaching and learning reading comprehension skill to grade 12 students at Le Loi High School.

In reading lessons, students often engage in traditional methods, such as repeatedly reading passages to grasp the content and answer comprehension questions effectively This approach aims to enhance their understanding of the text and improve their overall reading skills.

The method employed in teaching reading comprehension skill to the grade 12

of the meaning of the passage into their mother tongue.

Many students face significant reading challenges due to their fixation on understanding every single word, which prevents them from grasping the overall meaning of the text While they may excel at word recognition and pronunciation, they often struggle to identify the central theme and connect ideas, leading to a fragmented understanding of the passage Additionally, they frequently overlook the schemata necessary for effective reading, failing to pinpoint the main idea and its development throughout the body paragraphs.

With the desire of helping my students with reading comprehension skill,

In a two-month study, data collected from my teaching practice indicates that graphic organizers provide students with effective alternatives to traditional reading and comprehension methods Unlike their typical approach, students utilize these tools to classify and decode the content of passages more efficiently.

This study highlights the effectiveness of graphic organizers in classifying reading passages, demonstrating superior outcomes compared to traditional reading methods By utilizing these organizers, learners develop the ability to categorize information within a text according to a structured schema Mastering this skill enables them to break down passages into essential components such as main ideas, supporting details, topic sentences, data, facts, and opinions, thereby transitioning from simple fragmentation to a coherent classification of information.

This leads to a holistic comprehension of the passage, which in turn helps students decode the passage for its logical and linguistic signals.

THE SOLUTIONS

The Time & the Participants of the Study

This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.

The study involved 46 students from class 12A2 in Tho Xuan district, representing both urban and rural backgrounds Among the participants, 22 were females, all 17 years old, with over 7 years of English learning experience Their grade 11 school reports indicated that 5 students were ranked as very good, 7 as good, and 22 as average in their English proficiency.

12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages.

Reading Materials

The reading materials used in the present study consisted of selected texts based on the themes in English textbook 12, Education Publishing House.

This reader features a curated collection of expository and narrative texts tailored for high school students The chosen reading materials were selected based on three key criteria: complexity level, topic diversity, and lexical count.

The Procedures of the study

The Procedures of the study are as follows:

Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).

A pre test was administered to students to ascertain the standard of the students in reading comprehension The pre-test scores of students were

Download the UAN VAN CHAT LUONG by contacting luanvanchat@agmail.com The test material is tailored to the study's scope and consists of a single passage with a total of 10 questions, categorized into five distinct types of reading comprehension questions.

(4) distinguishing fact from opinion and

The test consisted of 10 questions, including 2 focused on main ideas, 2 on supporting details, 2 assessing vocabulary, 2 distinguishing between fact and opinion, and 2 requiring inference Each question was valued at 1 mark, culminating in a total score of 10.

Before administering the pre-test, it was important for the researcher to examine the proficiency level of the students.

The result of the test showed the Students’ reading comprehension problems at my school as following.

- Students had difficulty to identify explicit information of the text.

- Students had difficulty to comprehend the text as they lack of vocabulary.

- Students were unable to find main idea in paragraph.

- Students had difficulty to infer the meaning of the text.

Despite ongoing challenges with reading comprehension among students, I sought to identify the underlying causes These difficulties stemmed from two main sources: the teaching methods employed by educators and the individual learning styles of the students.

From the teacher's perspective, the teaching and learning process lacked inspiration, as there was a noticeable absence of motivation provided to students during class Consequently, this led to students feeling disengaged and bored with the teaching techniques employed.

Meanwhile, from the students’ aspect, I saw that the students’ vocabulary mastery was poor Besides, the students have lack of motivation.

Furthermore students got difficulties in reading comprehension as the material given by the teacher was difficult.

To overcome the problems above, I would like to

- Use selected text suited with their daily life experience and their interest during the research as it easier to understand by the students.

- Use graphic organizers to improve students’ reading comprehension skill.

After identifying the issues and their underlying causes, I develop a comprehensive action plan This involves preparing all necessary research materials, creating detailed lesson plans, designing observation sheets to monitor student activities, and gathering appropriate teaching aids and instruments.

The lesson plan serves as a structured proposal for teaching activities, outlining the general instructional objectives to guide the educational process effectively.

The students will be able to comprehend the text. b) Specific Instructional Process ã

- The students are able to find explicit information in the text.

- The students are able to comprehend the text.

- The students are able to find main idea in a paragraph of the text.

- The students are able to infer the meaning of the text. c) Indicator: Using conflict dissection graphic organizer, students are able to;

- Find explicit information in a text

- Find word meaning in a text

- Find main idea in a paragraph

- Inferring the meaning of the text d) Time: week 15 th , school year 2020-2021 e) Materials

The text about “tobacco smoking”

The well established dangerous effects of tobacco smoking such as lung cancer, heart disease, and emphysema- bronchitis are familiar to many of us.

Cigarette smoking has caused immense harm, likely surpassing all historical wars combined, with over 80,000 lung cancer deaths annually in the United States alone It is the leading cause of lung cancer, contributing to an estimated 2 million deaths in America over the past decade and countless more globally, especially in countries where smoking is prevalent In 1992, statistics revealed that 20% of all worldwide deaths were attributed to smoking While smoking rates are declining in developed nations, they continue to rise in the developing world, with approximately 15 billion cigarettes sold each day.

According to 2002 WHO data, smoking causes 10 million deaths every minute, with a notable increase in smoking rates among women and individuals from Asian countries in recent years This alarming trend has escalated into an epidemic, creating a health crisis of unprecedented scale in global history.

(Source:http://books.google.co.in/books? id=h5QnGCpmhgUC&printsec=frontcover#v=onepage&q&fse) f) Teaching Learning Process * The Opening: warm up

In this stage, the teacher introduced the students about graphic organizers (GO) The teacher told the students that graphic organizer was kind of technique

To enhance students' reading comprehension, the UAN VAN CHAT LUONG tool was utilized, with access provided via luanvanchat@agmail.com The teacher then elaborated on the concepts of GO strength, various GO types, and the process of GO selection to extract explicit information, understand vocabulary, identify the main idea, and make inferences.

The teacher demonstrated the use of a specific graphic organizer, guiding students to take notes on the explanation provided Initially, the teacher showcased the graphic organizer and clarified key terms such as main idea, supporting idea, fact, and writer's opinion Following this, the teacher identified the elements of the passage and subsequently filled in the blank graphic organizer with these elements.

The teacher highlighted the practical value implied in the passage and addressed all questions using insights from both the text and the graphic organizer.

During the reading session, the teacher provided students with a text titled "Water" along with a blank graphic organizer Following this distribution, the teacher introduced key vocabulary terms to enhance the students' understanding of the material.

The teacher guided the students to read the text silently while encouraging them to connect their prior knowledge with the new information Following this, the students filled out a Graphic Organizer based on their reading As they worked, the teacher observed their engagement and understanding Once the Graphic Organizer was completed, the teacher facilitated a group discussion for the students to share their insights.

In this stage, the teacher asked the students about the content of the passage It is done to know whether the students understand the text or not.

Besides that, it trained the students’ bravery in answering the questions After that, teacher showed the best graphic organizer to student and asked them to take notes as a model.

*Closing: Teacher summarized the main points in the lesson, assigned home work g) Tool/Media: internet- based computer, markers, large sheet of paper, etc.

During this phase, the researcher documented instructional activities through field notes to understand the classroom dynamics, student responses, and the effectiveness of graphic organizers in the learning process.

Here, the implementation of the action was planned: the instructional activity in

Techniques of Analyzing Data

In this stage, I observed and monitored the activities in the classroom during and after teaching learning process by making notes of students’ progress on reading comprehension.

After carrying out teaching and learning activity using graphic organizers, I recited the occurrences in the classroom as the effect of the action.

My colleagues and I assessed the effectiveness of graphic organizers in enhancing reading comprehension and improving student performance through a post-test evaluation (Appendix 2) This assessment provided valuable insights that will inform my approach in future lessons.

The revision process addresses the weaknesses identified in previous lessons, aiming to improve overall effectiveness By updating the plan, we anticipate that remaining issues will be effectively managed in subsequent lessons.

In this study, quantitative data were collected through pre- and post-tests to assess the impact of graphic organizers on students' reading comprehension The objective was to determine if there was a significant improvement in reading skills following the implementation of this technique.

In analyzing quantitative data, I employed descriptive statistics to determine the percentage of student achievement The process involved several key steps: first, I assessed the students' responses on the written test conducted during the implementation of cycles to identify correct and incorrect answers Next, I computed the number of correct answers, followed by calculating the overall scores for the written test.

I calculated the percentage of the correct answers of each student by using percentage correction The percentage is used to measure the students’ reading comprehension.

RESULT AND DISCUSSION 1 Results of the study

Discussion

Based on the result of the study, I could identify some strengths and weaknesses of the implementation of graphic organizer in teaching reading comprehension.

- The students became more interested and motivated to join the class as they were introduced a new technique that is GO.

- The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well.

- Graphic organizers were effective to solve the students’ difficulties on reading comprehension, such as explicit information, vocabulary, main idea, and inference.

- The researcher and the teacher actively discussed before and after meeting.

Together, they made reflection and evaluation of teaching-learning process By so doing, it is hoped that it can improve teaching proficiency.

Conclusion

Implication

The study's findings indicate that graphic organizers significantly enhance students' reading comprehension and positively transform classroom dynamics Additionally, students exhibit a markedly improved attitude toward reading.

Based on the result of the study, teaching reading using graphic organizers as a newly-develop technique is suitable technique to improve

UAN VAN CHAT LUONG download : add luanvanchat@agmail.com students’ reading comprehension To implement graphic organizers, the teacher needs some steps Here are the steps for implementing graphic organizers:

This study serves as a valuable resource for teachers aiming to enhance teaching quality through effective techniques that boost students' reading abilities Additionally, incorporating graphic organizers in writing classes can significantly improve students' English skills Therefore, it is essential for educators to familiarize themselves with the use of graphic organizers.

Suggestion ……………………………………………………………………… ………….………… 19 1 For

Based on the previous experiences that the researcher gained during the action research, the researcher could give suggestions for betterment of students’ reading comprehension as follows.

For the sake of improvement of students’ reading comprehension, English teachers are suggested to:

Select and present material according to the students’ level and need Check readability of the text that is going to be applied for teaching.

Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts.

Select the appropriate graphic organizers for classroom usage.

Explain graphic organizers explicitly when teachers gave modeling phase.

For the sake of successful learning of reading comprehension, students are suggested to:

Develop reading comprehension ability through forming reading habit to enrich students’ vocabulary mastery.

Use actively all vocabularies that have been learned into different skills.

Train a lot in reading using different genre of the texts.

Monitor the comprehension by generating questions and explain back anything that has been learned.

Don’t be shy to ask or consult a teacher or other related expert when having difficulty.

For the effectiveness of the teaching and learning process, the school is suggested to:

Introduce graphic organizers among teachers in school

Implement various graphic organizers to teach English especially reading comprehension.

Provide adequate facilities to support the success of the teaching learning process.

XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 18 tháng 5 năm 2021

Bromley, K., Irwin- DeVitis, L & Modlo, M (1999) 50 graphic organizers for reading, writing & more : Reproducible templates, student samples, and easy strategies to support every learner New York: Scholastic Professional

Irwin-DeVitis, L and Pease, D (1995) Using graphic organizers for learning and assessment in middle level classrooms Middle School Journal, 26 (5), 57-

Langford, P A., Rizzo, S K., & Roth, J M (2003) Improving student comprehension in content areas through the use of reading strategies Illinois:

M.A Research Project, Saint Xavier University and Skylight Professional Development (ERIC Document Reproduction Service No ED478769.)

Chi Fan, Y (2010) The Effect of Comprehension Strategy Instruction on

EFL Learners’ Reading Comprehension Asian Social Science, 6(8), 19-29. http://dx.doi.org/10.5539/ass.v6n8P19

Griffin, C C., & Tulbert, B L (1995) The Effects of Graphic Organizers on

Students’ Comprehension and Recall of Expository Text : A review of the

Research and Implication of Practice Reading and Writing Quarterly:

Overcoming Learning Difficulties, 11(1). http://dx.doi.org/0.1080/1057356950110106.

Anderson, N (1999) Exploring second language reading: issues and strategies Heinle & Heinle 53-56.

Hoang Van Van, 2006, English textbook 12 , Education Publishing House.

Appendices Appendix 1: The pre- test Passage1: Read the following passages and answer the following questions:

Water is essential to our environment, covering nearly three-quarters of the Earth's surface It is crucial for survival, as humans can last much longer without food than without water Every living organism relies on water; without it, plants and trees cannot thrive, aquatic life such as fish and dolphins would lose their habitats, and animals like otters would struggle to find food.

Drinking water contains essential nutrients and minerals, including fluoride, which is added in the United States to help prevent cavities Similarly, plants absorb water through their roots, taking in vital minerals and nutrients that contribute to our energy when we consume them Water exists in three forms: solid, liquid, and gas, with solid water being frozen, commonly referred to as ice.

When water is heated, either by boiling or by the sun, its molecules gain energy and transition into the air as water vapor, a gaseous form of water.

Up in Earth’s atmosphere, water vapor cools and collects into clouds.

The water cycle is a crucial process where clusters of cloud particles combine and eventually fall to Earth as rain, snow, hail, or sleet Water exists in various forms, flowing above ground in streams and rivers, running underground, or freezing into large glaciers Regardless of its state, water is a powerful force that shapes the landscape by eroding mountains and carving valleys.

Water is essential for life on Earth, making it crucial for everyone to protect this vital resource Freshwater from lakes and rivers is used for drinking, cooking, washing, and agriculture Unfortunately, a significant portion of the global population lacks direct access to clean water We are fortunate to have clean water readily available at our taps, and it is our responsibility to use it wisely and sustainably.

S.No Type of Reading Question

1 Which of the following is main idea of the passage? a Contamination of water b process of raining Identifying the main c All about water d Responsibility of man idea

2 Based on the main idea, suggest an apt title for the passage.

3 “water has lot of useful minerals”

Identify two supporting details from the Finding the supporting passage for the above idea. details

4 Identify a supporting detail from the passage which talks about the conservation of water.

5 Find synonymous word from the passage for the below words: a disappear b tap

6 Fill in the blanks with the appropriate words

Understanding from the passage. a _ substance that provides vocabulary nourishment essential for growth and the maintenance of life.

7 Identify the following sentences as fact or opinion:

The process of water evaporating, condensing and falling to

Earth is called water cycle.

8 Most of the world’s population does not have

Distinguishing fact direct access to clean water from opinion

What happens if the water bodies are

10 What do you infer from the following extract?

Minerals and other nutrients enter the plant with the water.

Appendix 2: The post- test Passage2: Read the following passages and answer the following questions:

Every day, millions of bacteria attack your teeth, forming a clear coating known as plaque These bacteria consume sugars from your food, producing acids that can harm your teeth, which you can taste about an hour after consuming sweets To effectively prevent plaque buildup, it's essential to brush your teeth for at least two minutes, twice a day, using toothpaste Your teeth consist of three main layers: enamel, dentin, and pulp Enamel, the hardest substance in your body, protects the visible part of your tooth, while dentin, which is less hard, safeguards the nerves and blood vessels in the pulp When bacteria penetrate the enamel, cavities form, providing a hiding place for bacteria to thrive and create more acid, leading to further damage.

UAN VAN CHAT LUONG download : add luanvanchat@agmail.com into your tooth, it will begin to hurt because the nerves in your tooth pulp will be exposed.

Dentists effectively treat cavities by first drilling out the decayed portion of the tooth, followed by filling the resulting cavity to restore its structure and function.

The ceramic material used to fill dental cavities resembles glass in its hardness, similar to tooth enamel, yet it is prone to breaking Therefore, it is advisable to take preventive measures against cavities whenever possible.

Most toothpaste has fluoride, a chemical that hardens your tooth enamel.

Fluoride in drinking water can help prevent cavities by strengthening teeth against acid damage To maintain dental health, it's essential to brush your teeth for at least two minutes, twice a day, using toothpaste This practice not only protects your teeth as you age but also contributes to a confident smile.

S.No Type of Reading Question

1 Which of the following is main idea of the passage? a strength of the enamel b Dentists and the teeth

Identifying the main c Teeth and the damage caused to it d Avoid cavity idea

2 Based on the main idea, suggest an apt title for the passage.

3 When bacteria eat through the enamel on your teeth, they form cavities.

In the context of dental health, it is important to note that bacteria can only thrive in the presence of sufficient cavities, which emphasizes the need for proper oral hygiene Therefore, while maintaining clean enamel is crucial, the statement that "bacteria can survive only when there are enough cavities" does not support the need for cleaning tooth enamel.

To prevent cavities and maintain oral health, it is essential to brush your teeth regularly and properly Neglecting dental care can lead to deep cavities that may reach the pulp, resulting in significant pain.

Identify a supporting detail from the passage Finding the supporting which talks about the details prevention of the deposition of bacteria on the teeth.

Find synonymous word from the passage for the below words: a defend b avert

Understanding Fill in the blanks with the appropriate words vocabulary from the passage.

is an important part of the teeth It is covered by the enamel and it covers the pulp.

Identify the following sentences as fact or

1 Bacteria make a clear coating on the teeth from opinion called plaque.

The best way to prevent plaque is to brush for two minutes at least two times a day using toothpaste and a toothbrush.

Enamel is the hardest material in your body, and that’s a good thing considering what you eat.

What is the author implying? a nothing can destroy enamel b enamel is very hard because you a lot c enamel helps you to chew the food you eat

Making inferences easily d enamel is the hardest material, but it is good for eating.

It will also give you something to smile about What does ‘it’ signify in the above extract from the passage?

Types of activities: (circle one) original/ modified

1 This sheet is for observing the class as a whole, not individual student.

2 Complete this sheet when the tasks are drawing to close.

3 Circle one number for each statement below.

4 Add your comments at the bottom of the sheet if you wish

1 Mark how involved in the task the students are:

Not very involved 1 2 3 4 5 very involved

2 Mark the level of students’ concentration on the learning task:

3 The students are enjoying the task

4 The students are paying persistent attention to the learning tasks

5 The students find the modified activities interesting

6 The modified reading tasks are appropriate for the students

I Effectiveness of the modified listening tasks and the lesson:

1 Effectiveness of the modified reading tasks - Students’ involvement in tasks:

- Students’ interest in the task:

- Students’ satisfaction with the task:

II Difficulties students met in the lesson:

Tiêu đề	Using Graphic Organizers to Improve Reading Comprehension Skill
Tác giả	Lê Bá Đạo
Trường học	Le Loi High School
Chuyên ngành	Foreign language
Thể loại	Initiative
Năm xuất bản	2021
Thành phố	Thanh Hoa

Định dạng
Số trang	38
Dung lượng	183,31 KB