Teaching Guide: Metacognitive Reading Strategies

Doesn’t the act of reading amaze you? The fact that you are able to decipher the written symbols on this page, get meaning from, and put meaning into them, is no small wonder. But reading is not just a matter of knowing what is written in the book. To read intelligently means you are able to read actively and critically. You do not only understand what the text says and means, but are also able to evaluate its content. Reading is also an important skill for you as a high school student to master because many of your requirements in school are reading-based. Therefore, learning how to maximize this skill will be indispensable to your success as a student. 

But have you really considered just how many skills you actually apply when you read something? 

In your previous module, you were able to appropriately use the different strategies in organizing your ideas; you were also able to unlock your schemas in understanding the text you read. In this module, you will dig more on on strategies that will help you better make sense of the text you will be reading. 

SPECIFIC LEARNING OUTCOMESAt the end of the lesson, you shall be able to distinguish the different reading and thinking strategies that will help better understand the text.
VALUESThe learner becomes grateful for one’s gifts, manifested in words and deeds.
REFERENCEPeña and Anudin (2016). Reading and Writing, pp. 14-23. Quezon City: Vibal Group, Inc.


WORD SPLASH. The following words come from an article you are about to read. Examine each word and the connection among the words. What is the article about? Complete the “Probable Passage.”

Do the words above give you any clue as to what the article will be about? What do you think is the central argument of the text?


PROBABLE PASSAGE. From the words in Word Splash, predict the problem, setting, causes, people, and solutions presented in the selection, and list down the words you do not know or understand. Write your answers in the appropriate box.

Examine your answers written above. Based on these answers, write a summary of what you predict the selection would be and what you would like to discover. Write your paragraphs below.


MARKING STRATEGY. While reading the selection, please do the following:

  1. Draw a box on a section you are confused about and put a question mark (?) on the margin.
  2. Draw a circle around a word you do not know.
  3. Place an exclamation point on a paragraph you mostly understand.
  4. At the end of the selection, draw a sad face if you did not mostly understand the selection or a smiley face if you did.


Read the article “WHY NUTRITION IS IMPORTANT” and answer the questions below.

  1. Are your identified problem, setting, causes, people, and solution the same as those presented in the selection? What part, if any, are you going to revise?
  2. Is your gist statement correct? What may be the correct gist statement? Why do you say so?
  3. What are the questions you posed in your mind that were answered by the selection? State the questions and the answers.
  4. What do you now understand about the unknown words you found? 5. Share what you were confused about or what you did not understand.

COMPOSE THE TEST. You are a teacher who would like to know if your student understood the selection. Write two questions based on the selection.

  1. __________________________________________________________________________________
  2. __________________________________________________________________________________


Study this image. What does each identified feature do? How about all other features? Then, complete the information box below.

  1. __________________________________________________________________________________
  2. __________________________________________________________________________________
  3. __________________________________________________________________________________
  4. __________________________________________________________________________________

Text Feature Walk: Select any book that catches your attention but have not read before. Then, answer the following questions in your booklet.

  1. What is the title of the book? From this title, what may be talked about?
  2. Is there a table of contents? How will the table of contents help you?
  3. Is there an index? How will it help you?
  4. Can you find a glossary? What does it contain?
  5. Is there a heading or subtitle? What is its significance?
  6. Can you find a sidebar? What does it say?
  7. Are there pictures and captions? Describe them.
  8. Are there any labeled diagrams, charts and graphs, maps? What do these tell us about the book?
  9. What does an inset photo show?

Think and reflect on the text features identified and discussed. Now, what do you expect to learn from your book? What do you think the main idea will be?


Question Creation Chart (Q-Chart): Complete the chart while reading an article in your chosen book. Use one word from the left-hand column and one word from the top row.

Example: Who is the author of the book? (Who from the left hand column 1 and is from the  top row 1.)

Answer the following questions:

  1. Why is it important for a reader to ask questions and make predictions before reading an article? 
  2. Why do you think good readers ask questions as they read? 

Why do good readers answer and generate questions after they have read an article?

Anticipation Guide. Read each statement. Then, draw a smiley 🙂 if you agree with the statement and a sad face 🙁 if you don’t under the second column.

  Why did the grandmother prefer to eat pan de sal?  
  How did pan de sal get its name?  
  How did the boy know it was time to set out for school?  
  Why did the boy endeavor at body-building?  
  How did he “build” his body? 
  Why did the boy plan to borrow Aida’s book?  
  What secret did Pete tell the boy at the porch? 
  Why did Josefina say, “You have done us great honor!”? 
  Why did the boy’s bowtie seem to tighten around his collar?  
  He patiently waited for the package. 


READ: The Bread of Salt by N.V.M. Gonzalez

Answer the following questions.

  1. Go back to your anticipation guide in Practice and answer the right column. Are your answers the same as those in the left column? Why do you think so.
  2. Look your Story Map, review and refine your answers in each portion.
  3. Make a summary based on your Story Map. Write your answer in the booklet.

3-2-1. After reading the story, guided by your Story Map, complete the table below.


Direction. Make a novel analysis based on the scenario below. Use the different metacognitive strategies you learned from this module.

You are a neophyte book critic who has been invited to an event seven days from today to make a simple analysis of a novel. It is a novel you have not read before. To make the task easier, you have decided to use some of the strategies you have learned for prereading or planning (Word Splash, Probable Passage, Book Feature Walk, and Anticipation Guide), while reading or monitoring (Marking-Up Strategy, Question Creation Chart, and Story Map), and post-reading or evaluating (Compose the Test, Add-on Information, Summarizing and 3-2-1), among others. Document the strategies you used to process the chosen reading material. 

Examine the documented strategies used. Let your analysis be guided by a story map. Include your opinions on the following:

  1. What is your favorite part of the novel? Why? 
  2. Did any part make you laugh or cry? Why? 
  3. What lesson did you learn from it? How is this lesson useful in your life? 
  4. Would you recommend this novel to anyone? Why? 
  5. How many stars would you give this novel?