CBT Reading

OVERVIEW

Crossing Boundaries through Reading is an innovative approach to teaching and learning to read. It offers a practical resource with solid research and premise make the readers aware that reading is not a general ability, but a composite of many specific abilities. Using the range of competencies set forth by DepEd in its basic education curriculum, it bring to fore understanding by design, the latest instructional design for learning.

DEVELOP READING SKILLS and COMPREHENSION

Expressing Learned Values

  • This component corresponds to the content standards set by DepEd on Fluency in Speaking and Oral Language. It intends to provide opportunities for learners to “produce speech in the language and be understood by its speakers” as well as to “participate in various oral communication demands, such as situation, purpose, and audience” by allowing the readers to treat the text presented to them as a part of their personal experience. Through the leading questions, the learners are given the opportunity to personally relate to the characters in the story as well as to express their own sense of values.

Building Comprehension Skills

  • This feature attempts to meet two of the significant content standards set by the same curriculum, specifically, Listening and Reading Comprehension. It provides the listening and reading text for a particular lesson. The text may be literary, such as legend, play, parable, and the like; such as news report, informative article, and others. Selections are carefully chosen so that each would lead towards attaining the desirable values and providing a logical link to the current lessons in other academic subjects, particularly in Science.
  • This phase also highlights the skills that allow the pupils to learn a range of literary competencies to increase their comprehension of the selections presented to them. It includes skills like noting details, drawing inferences, getting the gist of the selection, and others.
  • Building Vocabulary Skills intends to equip learners with the ability to determine meanings of unfamiliar words through context clues. This feature continues through the analysis and appropriate usage of words with affixes, synonyms, antonyms, homonyms, multiple meanings, idiomatic expressions, and the like.
  • Developing Phonetic/Speech Skills highlights auditory discrimination and accuracy in speech production. In this context, phonetic skills refer to basic sounds produced by individual and combination of letters, whereas speech skills refer to usage of stress, blending, phrasing, and intonation in speech production.
  • Enriching Literary Appreciation Skills moves beyond listening and reading comprehension. It allows the pupils to experience literature and increase their interest in quality literature as they learn about genres, techniques, and elements of style.
  • Using Research and Study Skills component focuses on study and research skill which the pupils need in order to understand better and effectively respond to their content subjects. It is in this phase where most significant skills that are essential to understand and respond to academic subjects are enhanced.
Teresita Arcos Surot
Jennifer A. Jalego
Angelica E. Oconer
Daria P. Himongala
Hazel I. Pangilinan
Rosana G. Batac
Victoria R. Mayo
Teresita Arcos Surot

PRESCHOOL BOOKS

Written by topnotch educators, these worktexts are essential tools for young learners as they start their journey into the world of learning. Books to guide, books to have fun with, and books to spark a lifelong love of learning.

ELEMENTARY BOOKS

These worktexts are designed to help students think critically, and give them a strong foundation to help them prepare for the next stage in their education.

JUNIOR HIGH BOOKS

Meticulously designed to advance the aims of the K-12 curriculum, these worktexts help students develop communication and problem-solving skills, acquire lasting values, and provide guidance on how to successfully navigate their expanding world.

PRESCHOOL BOOKS

These are worktexts designed to prepare students for higher learning and equip them with the competence to tackle challenges in the next stage of their education.