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● Home
● Module Overview
○ Module 2​ ​
Literature-Based Instruction
○
○ Lesson 1: Children's Literature in the K-3 Classroom
○ Lesson 2: Developing in the Learner a Love for Story
○ Lesson 3: Developing Comprehension
● Topics
○ 1.0 Building Vocabulary and Developing Concepts
○ 2.0 Tapping and Building Schema and
Developing a Purpose for Reading
○ 3.0 Storytelling and Storytelling Devices
● Activities and Assignments
○ Pre-Lesson Activity
○ Activity 1
○ Activity 2
○ Activity 3
○ Activity 4
○ Assignment 5
● Checklists and Worksheets
○ Worksheet 1
○ Worksheet 2
○ Handout 2: Giving Voice to Animal Characters
○ Handout 3: Sample Motivation-Motive Questions

● Introduction
● Learning Objectives
● Pre-Lesson Activity
● Topics
○ 1.0 Building Vocabulary and Developing Concepts
○ 2.0 Tapping and Building Schema and Developing a Purpose for Reading
○ 3.0 Storytelling and Storytelling Devices
● Reflection
● Lesson Synthesis
● Assignment
● References
This courseware is made possible by the generous support of the American People through the
United States Agency for International Development (USAID). The contents of this courseware
are the sole responsibility of the Foundation for Information Technology Education and
Development (FIT-ED) and do not necessarily reflect the views of USAID or the United States
Government.

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Lesson 2

Developing in the Learner a Love for Story

Welcome to the second lesson of Module 2 and the fifth lesson in the course!
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Learning Objectives

After completing this lesson, you should be able to:

1. Discuss and apply strategies for helping children understand difficult words and concepts
in a given story.
2. Write a motivation question and a motive question for a given story.
3. Do a read-aloud or a shared reading of a given story.

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Pre-Lesson Activity

Read the statements below about concepts and principles related to helping students to read
with understanding and enjoyment, and indicate whether you agree or disagree. These
statements will help you to reflect on your understanding of pre-reading and during reading
learning activities. After completing the lesson, you might want to review your answers to each
statement to find out whether there are changes in your perceptions and attitudes.
1. It is important to unlock difficult words and concepts so that comprehension of a text will not
be hampered.
Agree Disagree
2. It is better to learn the meanings of difficult words and concepts while the story is being read.
Agree Disagree
3. It is important to get the children to understand the historical context in which a text occurred.
Agree Disagree
4. It is best to choose reading materials that are within the realm of the learners' experience.
Agree Disagree
5. Setting a purpose for reading allows readers to anticipate what they are about to read.
Agree Disagree
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1.0 Building Vocabulary and Developing Concepts

In the previous lesson, we learned that one of the considerations in choosing a text to read with
children is the match between the children's reading level and the words that make up the text.
One implication of this guideline is that we should avoid texts with too many terms or concepts
that are beyond the students' level of comprehension.
At the same time, we must remember that one of the benefits of reading is vocabulary
enrichment. This implies that we should not choose texts with no unfamiliar words at all because
such texts will not add to what our students already know and they might find the texts too easy.
But how many difficult words and phrases or unfamiliar concepts in a text are “just right” for our
students?
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1.1 Choosing words and concepts to unlock

Reading experts say that having five to seven difficult terms or concepts in a text is generally
manageable for children.
However, we do encounter books that have more than seven difficult words or concepts. In this
case we need to check how important each difficult word or concept is to understanding the text.
A quick test that we can apply is to delete the difficult word when we read the story to ourselves.
If we think that our students will still understand the story without that word, then it may not be
crucial to understanding the text.
Let's apply this quick test in Activity 1.
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Activity 1

A. Read the story ​Araw sa Palengke​ written by May Tobias-Papa and illustrated by Isabel
Roxas.
B. After reading the story, write down the words or phrases that you think might make it difficult
for your students to understand the text.
Does your list include more than seven words? If yes, do the quick test described in the
previous discussion and decide which among the words are crucial to understanding the story.
When you are ready, compare your list with ​this list​ that another teacher made for the same
story.

Salita

magturo
kalan na may palayok
bayong
palengke
suki
pangako
Does your list of difficult words match this sample list?
Don't worry if your list is different. Remember that the teacher who came up with the sample list
was thinking of a particular group of students as she made up the list. Different groups of
students will find different words difficult to understand. What is important is for you to know
what your own students will find easy or difficult. It all boils down to how well you know the
students you teach.
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There's one more step before you can proceed to your reading lesson with your students: Be
ready with the meaning of each of the words or phrases on your list of difficult words or
concepts.
Remember:​ The meaning should not be more difficult than the word to be unlocked. Otherwise,
you might end up having to unlock additional words.
Consider this example of meanings for difficult words in ​Araw sa Palengke​. Are they easy
enough for children to understand?

Salita Kahulugan
magturo tukuyin ang nais bilhin
kalan na may palayok lutuan
bayong lalagyan ng mga pinamili na gawa sa dahong
anahaw/ plastic
palengke bilihan ng iba't-ibang bagay at pagkain
suki mamimili
pangako isang gawain na inaasahang tutuparin
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1.2 Strategies for building vocabulary and concept development

Although we should be ready with the meanings of words and concepts for unlocking, our role
as teachers is not to give our students these word meanings but to help them to figure out the
correct word meanings by giving them clues or hints. This can be done in different ways.
Watch the video to see how Teacher Rica unlocked the words in the sample list with her Grade
1 students.

Your browser does not support the video tag.

What strategies does she employ to unlock the words? Write your answers in ​Worksheet 1​.
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Compare your answers with the table below.

Salita Kahulugan Pamamaraan ng paghawan

magturo tukuyin ang nais bilhin pagsasadula; kuwento
kalan na may palayok lutuan larawan; tunay na kalan at
palayok
bayong lalagyan ng mga ipinamili na magdadala ng halimbawa
gawa sa dahong anahaw o
plastic
palengke bilihan ng iba't-ibang bagay at magpapakita ng larawan;
pagkain pagsasadula
suki mamimili pagsasadula
pangako isang gawain na inaasahang magbibigay ng halimbawa
tutuparin
Which of the strategies for unlocking the word meanings that Teacher Rica used do you think
would be the most effective with the children in your class?
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Strategies that allow our students to learn new words naturally and in a fun way, and using as
many of their senses as possible, will help them to remember word meanings better than if they
just look them up in a dictionary. Thus, it is important for K-3 teachers to provide children with
concrete experiences when helping them to understand difficult words and concepts.
In the video, Teacher Rica does this by —
Showing her students an actual ​bayong​ and ​kalan na may palayok
Showing a picture of a ​palengke

While some children might have seen a ​bayong​, ​kalan​, and ​palayok​ at home, it is possible that
they do not know the names of these objects. Showing them the objects while naming them is
one way of ensuring that they will remember the names of these objects.
Showing pictures of something is an alternative to actually visiting a place, if doing so is
impossible or impractical. How else do you think could Teacher Rica have shown her students
what a ​palengke​ is without taking them there?
Do Activity 2.
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Activity 2

A. Read the story indicated in the list below for the grade level that you are teaching.

Kindergarten: ​Si Pilong Patago-Tago

Grade 1: ​Ang Kamatis Ni Peles
Grade 2: ​Tuko: The Tenor Wannabe
Grade 3: ​Tight Times
B. After reading the story, complete ​Worksheet 2​ as follows:
1. In column 1, write down words, phrases, or concepts in the story that might be unfamiliar
to your students. Make sure you choose only words that are crucial to understanding the
story. If your list exceeds seven words, phrases, or concepts, make a primary list and a
secondary list. This will help you gauge which words are very important to the story.
2. When you have completed your list, write down the meanings of the words in column 2.
Make sure the meanings are simple enough for your students to understand.
3. Write a simple and very brief story incorporating all of the words in your list. Make sure to
provide sufficient context clues so that your students will be able to figure out the
meanings of the words.
4. Think of strategies that will help your students to unlock the words and remember their
meanings. Write these in column 3.
NOTE: You can use the table on page 9 as a guide.
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2.0 Tapping and Building Schema and Developing a Purpose

for Reading
Unlocking difficult words and concepts is part of preparing students to read in a productive way
— that is, to read with understanding and appreciation. In this topic in Lesson 2, we will talk
about the following aspects of preparing our students to read with understanding and
appreciation:
● The importance of tapping into learners' prior knowledge before they listen to or read a
text
● The need to build background knowledge for texts that are not within the learners'
experiences
● The necessity of setting personal goals for reading
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2.1 Tapping into prior knowledge

Read the two passages below ​(click on each tab to open)​ and decide which of the two would be
more suitable for Grade 1 pupils in a farming town in Atimonan, Quezon.

Passage A

It is my 7th birthday and I am very excited. We will go to Shakey's where there will be lots of
parlor games for us to play, like Bring Me and Longest Happy Birthday. My parents have even
prepared prizes for the winners. After the games, we will all eat pizza, fried chicken, and
spaghetti. Then there will be a magic show before I blow out the candles on my cake. It will
surely be a memorable 7th birthday party!

Passage B

Pitong taon na ako! Sabi nina Nanay at Tatay, magkakaroon kami ng munting salu-salo sa
bahay. Magluluto sila ng pansit, lumpia at pritong manok. Gumawa din daw ng sorbetes ang tiyo
kong sorbetero na si Tiyo Andoy. Pagkatapos naming kumain ng aking mga kapatid, pinsan, at
kaibigan, maglalaro kami ng patintero at tumbang preso sa likod ng bahay. Tiyak na magiging
masaya ang aking ika-pitong kaarawan!
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The two passages differ in terms of language and familiarity of concepts or experiences
described.
First, Passage A is written in English, a language that our Grade 1 students may not necessarily
be familiar with yet, while Passage B is written in the learners' first language or at least a variant
of their first language. This means that the language used in Passage B is closer to home.
Second, Passage A contains concepts that are likely to be unfamiliar to our Grade 1 pupils,
such as having a birthday party at Shakey's (a fastfood chain found only in urban centers) and
the particular parlor games mentioned. In contrast, Passage B talks about having a celebration
at home and playing traditional games in the backyard, which might well be part of their prior
experience.
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Why do we need to think about whether our students will be able to relate what they are reading
about to their prior experience?
Children develop oral language based on what they experience. That is, they learn to name
what they see, hear, touch, taste, and smell. Written language is built on the foundation of the
children's oral language. While we can teach children to decode words referring to things
outside their prior experience, their comprehension in this case will very likely be limited.

Three types of knowledge used when reading

(Source: EDR 201 Module: The Psychology of Reading by Nemah N. Hermosa)
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Teachers need to activate students' prior knowledge or ​schema​ because this provides an
anchor for the new words and concepts to be learned from reading.
How can we activate prior knowledge?
One way is to get the students to make a ​semantic map​ of the word ​palengke​.
We can ask the students: ​"Kapag nabasa o narinig niyo ang salitang palengke, ano ang
naaalala niyo? 
 Isulat niyo ito palibot sa salitang ito."

Palengke

Students who have experienced going to the market will probably have a lot to say about the
sights, sounds, smells, and tastes found in the market. Students with no actual experience of
going to the market might have heard about the experience from others or they might have
observed what the adults at home buy from the market.
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Another way of activating prior knowledge is posing questions that lets students think about their
own experiences that might be related in some way to some aspect of the text to be read. Such
questions are called ​motivation questions​ because their purpose is to evoke interest in the
text that is about to be read.
For example, we might ask our students the following motivation questions for Passage B:

What food would you like to eat on your birthday?

What games would you like to play on your birthday?
Notice that the sample motivation questions are questions with no right or wrong answers. In
addition, they are questions that all of the students would be able to answer because they would
have had experiences with food and games.
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Watch the video to see what Teacher Rica did to stimulate her students' interest in the text she
is about to read to them. What motivation question did she pose?

Your browser does not support the video tag.

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Teacher Rica's motivation question was —

Ano yung tatlong bilin sa bata dito sa kwentong ibabahagi ko?

In asking the question, she is preparing her students to read a story in which the character has
a similar experience.
Were the students able to answer the question? Why do you think it was easy for them to come
up with an answer?
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2.2 Setting a purpose for reading: the motive question

Aside from stimulating children's interest in the story and helping them to connect their prior
experience with what they will read or listen to, teachers need to motivate children to read by
making the reading activity a purposeful activity. We can do this by asking a motive question.
A ​motive question​ is a question that can be answered by the students only if they read or listen
to the story or passage. Thus, finding the answer to the question is part of the students' motive
(or purpose) for reading or listening to the text.
Watch the video to see what motive question Teacher Rica posed for ​Araw sa Palengke​.

Your browser does not support the video tag.

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Teacher Rica's motive question was —

Bago pumunta sa palengke, ano ang bilin ni Nanay sa kanyang anak?

Notice that the motive question is similar in construction to the motivation questions.
The difference is that while the motivation questions refer to the students' prior experience, the
motive question refers to the experience of the characters in the story to be read.
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If you want your students to make a semantic map as a pre-reading activity, then your motive
question should refer to the students' semantic map.
For example, consider the semantic map below. Students made this in response to the
question, ​"Kapag nabasa o narinig niyo ang salitang palengke, ano ang naaalala niyo? Isulat
niyo ito palibot sa salitang ito."​ What motive question can we formulate based on this semantic
map?
Click on the circle with the word Palengke to see the answer (it will appear below the semantic
map).
Isda

Gulay

Palengke

Prutas

Karne

Based on the sample semantic map, we can ask the following motive question:
Sa ating kuwentong babasahin, ano ang nakita ng bata sa palengke?
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Here's another example of a semantic map for the question, ​"Kapag nabasa o narinig niyo ang
salitang palengke, ano ang naaalala niyo? Isulat niyo ito palibot sa salitang ito."
What motive questions can you ask after seeing this semantic map?
Click on the circle with the word Palengke to see the answer (it will appear below the semantic
map).

Maingay

Mainit
Palengke

Masaya

Malansa

If you thought of any of the following motive questions, you are on the right track:
Sa kuwentong ating babasahin, ano kaya ang maririnig ng bata sa palengke?
Sa kuwentong ating babasahin, ano kaya ang maaamoy ng bata sa palengke?

Sa kuwentong ating babasahin, ano kaya ang mararamdaman ng bata sa palengke?

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Remember this rule when formulating a motive question:

The answer to the question should be found in the first three to five pages of the book or story.
Figuring out the answer to the motive question during the early stages of the story reading
rewards the children for paying attention and encourages them to keep listening.

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Activity 3

For the story you selected in Activity 2, formulate a motivation question and a motive question
that would entice your students to listen to the story and allow them to develop a purpose for
reading the text.
Compare your answers with the sample Motivation-Motive questions in Handout 3.
Evaluate your motivation-motive questions. Can you answer "yes" to the following questions? If
not, try improving your motivation-motive questions.
● 1) Does your motivation question help your students think about their previous
experiences?
● 2) Is your motivation question open-ended? Does it have no “correct” answer?
● 3) Would it be easy for your students to answer the motivation question?
● 4) Is your motive question related to your motivation question?
● 5) Is the answer to the motive question found in the first few pages of the book?
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2.3 Building background knowledge

We cannot always choose a material that is part of our students' schema. For one, our students
come from different backgrounds and, therefore, they will not have the same experience and
prior knowledge. There are culture-specific schema that will not always be available for
everyone in our classroom.
Also, there are texts that need to be read in the classroom regardless of our students'
backgrounds. This is one way of ensuring that children's knowledge base increases. This also
helps our students to become more understanding and accepting of cultural differences.
When our learners do not have any background information or previous experience about the
story or passage they are going to read, it is important for us to help them build this prior
knowledge. How can we do this?
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Consider the story ​Bertdey ni Guido​ written by Rene O. Villanueva and illustrated by John
Crisostomo.
While most children can relate to the idea of having a birthday, Guido's birthday is extra-special
because it is tied to a specific event in Philippine history — the People Power Revolution of
1986. Now, none of the children in our K-3 classroom was present during that time. We also
cannot assume that their parents have talked with them about this event.
In this case, it may be necessary to build the children's background knowledge to help them
gain a better understanding of what they are about to read. How can we do this?
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Here are the steps to building background knowledge for understanding ​Bertdey ni Guido​.
Click on each step in sequence in order to understand the complete procedure.

● Step 1
● Step 2
● Step 3
● Step 4

Step 1: Ask the students what comes to mind when they hear the word "birthday."
Step 1: Ask the students what comes to mind when they hear the word "birthday."
Step 2: Tell the students that you will be reading a story about the birthday of a boy. Show the
book cover and read the title aloud.
Step 1: Ask the students what comes to mind when they hear the word birthday.
Step 2: Tell the students that you will be reading a story about the birthday of a boy. Show the
book cover and read the title aloud.
Step 3:
Tell the students to look closely at the cover picture, and then to recall their own birthday
photographs. Then ask them to think about what seems to be different between the birthdays
that they know and the birthday they are about to read about, based on the cover photo.
In this way, we are asking our students to make a contrast between something they know and
something they are about to find out.
Step 1: Ask the students what comes to mind when they hear the word birthday.
Step 2: Tell the students that you will be reading a story about the birthday of a boy. Show the
book cover and read the title aloud.
Step 3:
Tell the students to look closely at the cover picture, and then to recall their own birthday
pictures. And then ask them to think about what seems to be different between the birthdays
that they know and the birthday they are about to read about, based on the cover photo.
In this way, we are asking our students to make a contrast between something they know and
something they are about to find out.
Step 4:
After listening to their responses (in Step 3), tell them that the story they are about to read is a
true story of a boy who had to celebrate his birthday during this period in our history called the
"People Power Revolution of 1986." Unless any one of them can provide details about what
happened during this period, provide a brief background to, and show photographs of, the event
in order for the children to understand it better.
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By showing pictures and giving our students some background information, we are making sure
that they will understand the text they are about to read or hear a lot better than if we
immediately started with the reading of the book.
An alternative strategy is to do a ​picture walk​ of the book we would like our students to read or
listen to.
In a picture walk, the teacher shows the students each page of the book and uses the pictures
(not the text) to prompt the students to think about the events in the story. This will pique their
interest in the story, and provide them with the visuals that will help them organize their
understanding of the text.
Watch this short video of a picture walk of the story Isang Mayang Uhaw written by Virgilio S.
Almario and illustrated by Jimmy Torres.

Your browser does not support the video tag.

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3.0 Storytelling and Storytelling Devices

Isn't it gratifying to know that we can help our students to comprehend a text even before the
text is read?
Now it's time for us to talk about how to develop in our students a love for story while reading
the text. We will focus on how we can make the ​during reading activity​ interesting and
engaging, and how we can help our students to monitor their own comprehension.
More specifically, in this part of the lesson, we will discuss —
● Different ways of sharing a story
● Strategies for making story reading come alive
● How to monitor comprehension while reading a story
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3.1 Read-alouds for young learners

In this video we will see Teacher Rica doing a ​read-aloud​ in her class. This is a mode of
storytelling that is enjoyed by children and adults alike, which is not surprising because oral
storytelling is actually how the traditional tales such as folktales and fairy tales came about. In
the past, people would gather around a storyteller who would weave a fantastic tale and use the
audience's reactions to embellish the story and make it even more exciting for the listeners.
As you watch the video, take note of what Teacher Rica does to sustain the children's attention
during the read-aloud. Write down three ways by which she was able to draw in the audience
with her storytelling.

Your browser does not support the video tag.

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Why is it important to read aloud to young learners?

First, read-alouds show children that the text on the page can actually be read aloud if one
knows the code. This can serve as an incentive for them to learn the code so that they will
eventually be able to read stories on their own.
Second, read-alouds model to children how to read a text fluently. When children begin reading
on their own, their reading starts out quite mechanically, sometimes even sounding robotic. This
is because they have not yet acquired the fluency needed to be able to read the text smoothly
— that is, with accuracy, automaticity, proper phrasing, and intonation. Hearing adults read
stories helps them to realize how stories ought to be read.
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Read-alouds should be engaging for the listeners and should help them to comprehend the
story. The following are different ways by which this can be accomplished.
Click on each tab below to read the details.

Using one's voice

Did you notice what Teacher Rica sounded like while she was reading the story? Did you notice
how she made her voice akin to that of a child? Thus, as a listener you would believe that the
child character in the story is actually narrating the events that took place on that Market Day.
The voice is a storyteller's first tool. Being able to change your voice to suit the character not
only stirs interest in the story being told, it also helps your reader comprehend the story better.
Remember to make the character as believable as possible when using your voice to tell a story
to young children.

Activity 4

Is your character a child, a mother, a father, or a grandparent? The voices of each one of these
differ and so we should be ready to change our voices depending on who is speaking.
Practice saying the following lines using the voices of the different characters mentioned.
Magandang umaga. Halina't makinig sa kuwento ng aming pamilya.
You can find out more about how to use your voice effectively in storytelling in ​Handout 2-1​.

Using sound effects to embellish the story

A storyteller sometimes needs to embellish with sounds to make the characters and the story
come alive.
If the characters are animals, we can add the sounds these animals make to the words that are
written in the story.
We can also adorn the telling of the story with environmental sounds like the crash of thunder,
the whoosh of the wind, or the pitter-patter of rain. In this case, you could ask your students to
make these sounds at the right moment as you do the read-aloud with them.
Listen to this audio clip of a read-aloud of the scene from the story ​Ang Hukuman ni Sinukuan
where the animal characters come to Mariang Sinukuan one after the other to air their
grievances. Notice the animal sounds made by each character before they speak.
Your browser does not support the audio element.

Using silence

While it is important to use the right voice and the appropriate sound effects when telling a story,
it is equally important to know when to pause. The use of pauses is a very useful technique for
separating or grouping phrases, for creating dramatic effect, and for emphasizing ideas.
Listen to two audio clips where these lines from the book ​Si Hugo Ang Pahamak na Hunyango​,
written and illustrated by Charles Funk, are read aloud:
Nagtakbuhan sila sa dayaming dilaw.
Ang lahat ay naging kulay dilaw
maliban kay Hugo na naging biyoleta ang kulay.
Nakita siya ng maistorbong kalabaw,
at si Hugo ay bigla nitong sinalakay.
Your browser does not support the audio element.
Your browser does not support the audio element.
In the first audio clip the line is read without pauses, while in the second audio clip the line is
read with pauses. The pauses in the second reading emphasize the colors that Hugo changes
into, helping the students to focus on the literal level details in the story.
The pace at which lines are read also helps to establish mood. Notice the change in pace, and
the corresponding change in tone, in the following oral reading:
Your browser does not support the audio element.
Finally, putting emphasis on the right words when reading a story aloud is important.
Listen to the two audio clips below. Which illustrates placing emphasis on the right words?
Your browser does not support the audio element.
Your browser does not support the audio element.
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3.2 Shared reading with young learners

An alternative to read-alouds is ​shared reading​. In a shared reading event, the adult still reads
most of the text aloud but there is more active participation on the part of the learners. This is
best done with stories that contain repeated texts or refrains. This allows the learners to feel that
they are active participants in the storytelling.
Two stories that are good to use in shared reading sessions are ​But That Won't Wake Me Up,​
written by Annie and Anelka Lumbao and illustrated by Liza Flores, and ​Ang Barumbadong Bus,​
written by Rene O. Villanueva and illustrated by Jo Ann Bereber-Gando.
Click on the book covers to read a short description.

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3.3 Monitoring comprehension

Another way of making students active participants in a story reading is posing questions during
the reading. This will also help students check their comprehension of the text.
Let's take a quick look at the questions that Teacher Rica asked the students as she read the
story to them.

Bakit siya ginising nang maaga ni Nanay? Bakit kaya ganoon kaaga?
The first question seeks to establish whether the children have understood the first part of the
narrative. It is easy enough to answer.
The follow-up question taps into their prior knowledge. Those in the class who have
experienced going to the market would know that most markets open very early in the morning,
even before the sun is up. Going to the market very early would ensure that one gets the best
pick of vegetables, fish, meat, and other goods sold there.

Ano ang bilin ni Nanay?

The answer to Teacher Rica's second question is explicitly stated in the text. As long as the
children are listening to the story, they will have no difficulty in answering the question.

Sino ang tinatawag ng mga tindero't tindera?

The answer to Teacher Rica's third question could well be ​"Ang kanilang mga suki"​ as explicitly
stated in the text. But Teacher Rica can probe further to find out if the children know what ​suki
means.
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We saw that Teacher Rica asked questions at certain points during the reading session in order
to monitor what her students had understood so far. As storytellers, we have to make sure that
our students are on the same page as we are as we tell a story.
The following are types of questions that we can ask to monitor comprehension.
Click on each type to read a brief explanation.

Literal-level questions

Questions like these refer to the literal events in the story, such as what happened next or who
did what. Wrong answers given to literal-level questions asked during reading will signal the
need for the storyteller to go back to a certain part of the story to clarify misunderstandings
before proceeding to the next part.

Questions asking for inferences based on prior knowledge

Questions asking the students to make inferences based on their prior knowledge help the
teacher to know who among the students have enough background experience about the
subject of the story, and who among them are able to use this experience to comprehend the
text at a deeper level. These questions allow the students to use clues from the text in order to
answer questions that are not explicitly stated in the text.
Prediction questions

A prediction question asks students to guess or anticipate what will happen next based on what
they have already heard or what they already know from the story.
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Lesson Synthesis

Congratulations! You have just finished Lesson 2 of Module 2.

In summary, we learned that there are many activities that we can do to prepare children for the
reading task. We also discovered that there are many ways of engaging children while we are
reading a story. All of these contribute to developing in the learner a love for story.
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Assignment 5

In this assignment you will do a read-aloud or shared reading session with your class. You can
do this individually or with colleagues. Follow the steps below.
A. Preparing for the read-aloud or shared reading session
(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the same
grade level.)
1. Reread the story you chose for Activity 2 and Activity 3.
2. Plan the pre-reading session for the purpose of preparing your students for the story — that
is, identify the difficult words and concepts and plan how you will unlock them with your
students. Formulate your motivation question and motive question.
3. Practice reading the story aloud. Apply what we have discussed with regard to enlivening the
story, and plan what questions to pose to monitor comprehension.
B. Doing the read-aloud or shared reading session
4. Implement the pre-reading activity you prepared in your class.
5. Do the read-aloud or shared reading session with your class.
(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud
session and give you feedback based on what you have learned in this lesson. If you worked
with a group in preparing for the read-aloud or shared reading session, you can then agree to
be each other's observer/s. If you worked on steps 1-3 by yourself, you can still pair up with a
colleague who is studying this module (he/she does need not be teaching the same grade level)
and observe and give feedback on each other's sessions.
C. Reflecting on your read-aloud or shared reading session
6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for
Item #9)
● 1. Did I reread the story in preparation for the read-aloud session?
● 2. Did I choose difficult words to unlock, taking into account my student’s background?
 ● 3. Were the methods that I chose to unlock those words appropriate for the type of words
they were?
● 4. Did I choose a motivation question that students can easily answer based on their prior
knowledge or previous experience?
● 5. Did I choose a motive question parallel to the motivation question?
● 6. Did I choose a motive question that students can answer when they listen to the
read-aloud session?
● 7. Did I practice reading aloud the story prior to the session?
● 8. Were all materials necessary for unlocking vocabulary prepared prior to the session?
● 9. During the read-aloud, did I —
○ a. Change my voice and used sound effects as necessary or appropriate?
○ b. Ask my students recall questions?
○ c. Ask my students inferential questions?
○ d. Ask my students to predict what will happen next at certain parts of the story?
● 10. Was I able to sustain my students’ attention throughout the story reading session?

Scoring Rubrics:

11-13 points = Excellent work!

8-10 points = You may have missed a few items. It would be good to take down notes so
you can do better next time!

7 points or less = It looks like you may need to redo this assignment! Don’t worry, your
students will enjoy a repeated reading of the story, especially if you do it better this time
around!

7. Share your observations and reflections at your next LAC session.

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References

Harvey, S. & Goudvis, A. (2007). ​Strategies that work: Teaching comprehension for
understanding and engagement​ (2nd ed.) Portland, OR: Stenhouse Publishers.
Ocampo, D.J. (1997). ​Trends in reading instruction.​ EDDE 210 Modules. Diliman, Quezon City:
UP Open University.
Reading to Kids. (2002). ​The "picture walk".​ Retrieved from
http://readingtokids.org/ReadingClubs/TipPictureWalk.php.
Stott, N. (2001). Helping ESL Students Become Better Readers: Schema Theory. ​The Internet
TESL Journal​ VII(11). Retrieved from http://iteslj.org/Articles/Stott-Schema.html.
Texas Education Agency. (2002). ​Key comprehension strategies to teach.​ Retrieved from
http://www.readingrockets.org/article/key-comprehension-strategies-teach.
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