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They also interpret visual cues and organize information with transitional words and conventions, while using dictionaries, thesaurus, library and study skills to gather, synthesize, and respond.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-learning-outcomes-for-grades-ix-competency-1-reading-and-thinking-skills/490764/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-learning-outcomes-for-grades-ix-competency-1-reading-and-thinking-skills/490764.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does Benchmark I focus on for Grade IX students?","Question",{"text":63,"@type":64},"It focuses on analyzing passages and paragraphs to identify theme, main idea, and supporting details, including word and device functions such as pronoun-antecedent relationships and transitional devices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which reading strategies are emphasized in Benchmark II?",{"text":68,"@type":64},"Benchmark II emphasizes pre-reading strategies, skimming for general ideas and themes, intensive reading for inferences, deducing word meanings from context, and distinguishing fact from opinion.",{"name":70,"@type":61,"acceptedAnswer":71},"How do Benchmark III and IV support reading and thinking using other materials?",{"text":72,"@type":64},"Benchmark III focuses on interpreting visual cues and graphic organizers, using organizational patterns and transitions. Benchmark IV emphasizes gathering, analyzing, evaluating, and synthesizing information using tools like dictionaries, thesaurus, library resources, and study strategies for research purposes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},490764,1791498969,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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students will search for, discover and understand a variety of text  \ntypes through tasks which require multiple reading and thinking strategies for comprehension, fluency and enjoyment.  \nBenchmark I: Analyze patterns of text organization, and function of various devices  \nused within and beyond a paragraph in a text.  \n\n| Student Learning Outcomes |\n| --- |\n| Grade IX |\n| ➢ Analyze passages in the text to identify the theme/ general subject, key idea/ central thought (a statement about the general subject), and supporting details. |\n| ➢ Analyze paragraphs to identify words, phrases or sentences that support the main idea through\u003Cbr>• definition\u003Cbr>• example/ illustration\u003Cbr>• cause and effect\u003Cbr>• comparison and contrast\u003Cbr>• facts, analogies, anecdotes and quotations. |\n| ➢ Identify and recognize the functions of\u003Cbr>• pronoun – antecedent relationships.\u003Cbr>• anaphoric and cataphoric references.\u003Cbr>• transitional devices used for coherence and cohesion at discourse level. |\n| ➢ Analyze the order of arranging paragraphs:\u003Cbr>• Chronological or spatial.\u003Cbr>• General to specific, specific to general.\u003Cbr>• Most important to least important and vice versa. |\n\nBenchmark II: Analyze complex processes, procedures, events, issues, and various viewpoints, applying reading comprehension and thinking strategies  \n\n| Student Learning Outcomes Grade |\n| --- |\n| Grade IX |\n| ➢ Use pre-reading strategies to\u003Cbr>• predict the content of a text from topic / picture, title / headings, key words and visuals etc. by using prior knowledge, asking questions and contextual clues.\u003Cbr>➢ Skim text to\u003Cbr>• have general idea of the text.\u003Cbr>• infer theme/ main idea.\u003Cbr>➢ Apply critical thinking to interact with text and use intensive reading strategies (while-reading) to\u003Cbr>• scan to answer short questions.\u003Cbr>• make simple inferences using context of the text and prior knowledge.\u003Cbr>• distinguish between what is clearly stated and what is implied.\u003Cbr>• deduce meaning of difficult words from context.\u003Cbr>• use context to infer missing words.\u003Cbr>• read silently with comprehension and extract main idea and supporting detail.\u003Cbr>• scan to locate an opinion.\u003Cbr>• distinguish fact from opinion in letters to editors, texts supporting an opinion, etc.\u003Cbr>• locate examples to support an opinion e.g. a personal anecdote, quotations, examples and analogy, etc. |\n\n\n| • recognize arguments and counter arguments.\u003Cbr>• explore viewpoints/ ideas and issues.\u003Cbr>• follow instructions in maps or user instruction manuals and forms related to extended social and academic environment.\u003Cbr>• comprehend/interpret text by applying critical thinking.\u003Cbr>• generate questions to understand text. |\n| --- |\n| ➢ Use summary skills to\u003Cbr>• extract salient points and develop a mind map to summarize a text.\u003Cbr>• follow a process or procedure to summarize the information to transfer the written text to a diagram flow chart or cloze paragraph.\u003Cbr>➢ Use critical thinking to respond orally and in writing to the text (post-reading) to\u003Cbr>• give a personal opinion and justify stance related to viewpoints/ ideas and issues in the text read.\u003Cbr>• relate what is read to his or her own feelings and experiences.\u003Cbr>• explore causes and consequences ofa problem or an issue and propose various solutions.\u003Cbr>• evaluate material read. |\n| ➢ Apply strategies to comprehend questions by marking key words, verbs and tenses in a variety of question types:\u003Cbr>• Literal/ textual/ factual\u003Cbr>• Interpretive\u003Cbr>• Inferential\u003Cbr>• Evaluative\u003Cbr>• Personal response\u003Cbr>• Open ended\u003Cbr>➢ Respond orally and in writing. |\n\nBenchmark III: Analyze information from a visual cue or a graphic organizer to show complex processes, procedures, comparisons, contrasts, and cause and effect relationships  \n\n| Student Learning Outcomes Grade |\n| --- |\n| Grade IX |\n| ➢ Interpret the situation in a visual cue and with the help of m","cbCaikMBcRqcVHEo","https://ap.wps.com/l/cbCaikMBcRqcVHEo","pdf",784285,"English","# Student Learning Outcomes\n## Competency 1: Reading and Thinking Skills\n### Standard 1: Search, discover and understand text\n### Benchmark I\n### Benchmark II\n### Benchmark III\n### Benchmark IV","[{\"question\":\"What does Benchmark I focus on for Grade IX students?\",\"answer\":\"It focuses on analyzing passages and paragraphs to identify theme, main idea, and supporting details, including word and device functions such as pronoun-antecedent relationships and transitional devices.\"},{\"question\":\"Which reading strategies are emphasized in Benchmark II?\",\"answer\":\"Benchmark II emphasizes pre-reading strategies, skimming for general ideas and themes, intensive reading for inferences, deducing word meanings from context, and distinguishing fact from opinion.\"},{\"question\":\"How do Benchmark III and IV support reading and thinking using other materials?\",\"answer\":\"Benchmark III focuses on interpreting visual cues and graphic organizers, using organizational patterns and transitions. Benchmark IV emphasizes gathering, analyzing, evaluating, and synthesizing information using tools like dictionaries, thesaurus, library resources, and study strategies for research purposes.\"}]","Student Learning Outcomes - For Grades IX - Competency 1 - Reading and Thinking Skills | PDF",1790841817]