PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 14.0
Explicit teaching of reading
comprehension skills:
framework and procedure

Learning Action Cell Session Guide

English 4-6

Prepared by:

VICTORIA D. MANGASER
Education Program Supervisor I
Zamboanga City Division Office
Department of Education – Region IX
Objectives of the Session

At the end of the session, teachers should be able to:

1. Describe and explain the steps of explicit teaching;
2. Demonstrate explicit teaching activities in reading comprehension strategy
instruction; and,
 3. Structure a lesson illustrating the explicit teaching of a particular
skill/strategy in the teaching of reading comprehension and/or other literacy
domains.

Key Understanding or Learning Points

1. Explicit instruction draws from the principle of Lev Vygotsky’s Zone of

Proximal Development (ZPD). The ZPD is the area between what a learner
can do by himself and that which can be attained with the help of a “more
knowledgeable other”, adult, or peer.
2. There are two (2) parts of a learner’s developmental level: the “actual
developmental level” and the “potential developmental level”.
3. Explicit teaching follows the following steps: presentation, modeling /
teaching, guided practice, and independent practice.
4. In effective literacy teaching the teacher aims to close the gap between
where the students are and where the students can potentially be.
5. Explicit instruction is applicable to the development of reading
comprehension skill as well as other literacy domains.
Materials Needed Approximate Duration
 Metacards
2 hours / 120 minutes
 Manila paper/cartolina
 Paper tape/transparent tape
 Permanent markers
 Hard copies of A LINKS Lesson
on Winnie the Witch (BEST
Teacher Resource Package in
English Grades 4-6)
 Print-out of PowerPoint slides no.
14-17;26
 English Grade 4-6 Curriculum
Guide
 Assorted short stories for Lesson
Planning
References

PRIMALS English Chief Trainers’ Session Guide

BEST Teacher Resource Package in Grades 4-6 English
Introduce the session

“Good _______________. I am _________________ of _________. This is

segment 2 of the session on Explicit Teaching of Reading Comprehension Skills
with Dr. Alice B. Orosa.

In this session, we will look back and take a closer look at the principles of explicit
teaching of reading comprehension skills as discussed by Dr. Alice B. Orosa. We
will examine the framework and procedure of explicit teaching to enable grades 4-
6 teachers to effectively use it in targeting the development of specific least
learned reading comprehension skills of students.”

2
Priming Activity (5 minutes)

Tell if you agree or disagree with the following statements.

1. Explicit teaching is also known as direct instruction.

2. Explicit teaching can be used to develop reading skills and strategies that
can be applied to other reading situations.
3. Explicit teaching can be used to develop vocabulary skills, language
structure, word recognition and study skills.
4. The principles of explicit teaching are the same as that of the Gradual
Release of Responsibility Instructional Model (GRRIF).
5. Modeling and scaffolding are optional in explicit instruction.

ACTIVITY (25 minutes)

1. Divide the participants into 2-3 or more groups. (It is recommended that
there should be at 3-5 persons in a group.)
2. Distribute copies of A LINKS Lesson on Winnie the Witch.
3. Examine the procedure and activities listed in pages 7-9 of the lesson plan.
4. Use the guide questions in writing down your observations.
(Refer to the last page of the session guide for the recommended format in
answering the guide questions)

ANALYSIS (15 minutes)

Presentation of outputs for the activity.

Note to the Facilitator:

1. The questions serve as guides for the participants to analyze and dissect
the explicit teaching procedure giving emphasis on the specific actions of
the teacher and the actions of the students as well as the suggested
activities that can be utilized in the development of the reading
comprehension skills.
2. Take down notes of the observations of the participants captured by the
guide questions for reference after the abstraction (discussion) and in the
preparation of the explicit lesson plan.
3. It is suggested that the following table be used in recording the responses
of the participants to the guide questions.

Presentation Modeling Guided Independent Application

Practice Practice

ABSTRACTION (30 minutes)

3
Viewing: Explicit Teaching of Reading Comprehension Skills
Resource Person: Maria Alicia Bustos-Orosa, PRIMALS 4-6 National
Training of Trainers

Discussion (20 minutes)

1. What are the steps of explicit teaching? What happens in each of this step?
2. How is modeling and scaffolding done in explicit teaching? Name different
ways of teacher modeling and scaffolding?
3. What is meant by the “Gradual Release of Responsibility Instructional
Framework” or GRRIF in the development of reading comprehension skills
of students?
4. Review the A LINKS lesson plan. Identify the process/steps of explicit
instruction as discussed in the video.

Reflection

What is the instructional implication of explicit teaching and GRRIF to a teacher’s

role in the development of reading comprehension skills in the grade 4-6 reading
classrooms?

APPLICATION (45 minutes)

Directions:
1. Distribute the following materials to the participants:
a. Print-out of PowerPoint slides no. 14-17;26
b. English Grade 4-6 Curriculum Guide
c. Assorted short stories for Lesson Planning
2. Prepare a lesson illustrating the explicit teaching of a particular skill/strategy
in the teaching of reading comprehension and/or other literacy domains.
3. Present the output to the big group,

Answer Key to the Priming Activity: (1-Agree; 2-Agree; 3-Agree; 4-Agree; 5-

Disagree)

Closure

4
Group’s Name: ______________________________________________________

Members:
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Title of the Story: __________________________________________________

Explicit Teaching of Reading Comprehension Skills: _________________________

Specific Objective/s of the Lesson: _______________________________________

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How was the lesson presented? _________________________________________

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How was the teaching/modeling of the reading skill done?

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Describe the techniques/strategies utilized in the modeling of the skill.

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How was the guided practice done in the development of the skill?
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How was independent practice done in the development of the skill?

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What can you say about the activities in the application part of the plan?
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Insights and other comments/ observations not captured by the questions.

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