PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 2.0
Addressing Least
learned skills

Learning Action Cell Session Guide

English 4-6

Prepared by:

ROSE ANN B. PAMINTUAN

Master Teacher I
Pasig City Division Office
Department of Education – National Capital Region
Objectives of the Session

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

1. Discuss the various reading skills and strategies that students should
develop at the intermediate grade levels;
2. Differentiate constrained vs. unconstrained skills;
3. Identify the difficulties Grades 4 to 6 Filipino students have in reading and
understanding text;
4. Recognize the red flags of reading comprehension difficulties;
5. State the underlying causes of reading comprehension problems; and
6. Create a plan for addressing a least learned skill by considering a learning
progression for instruction.

Key Understanding or Learning Points

1. Paris, Scott (2005) identified two types of reading skills: (a) Constrained
skills are reading skills that are learned completely by all readers and are
(nearly) universal, such as letter knowledge early on; (b) Unconstrained
skills, such as vocabulary and comprehension, develop across the lifespan
and are NOT identical for all readers. (Dr. Alicia Bustos-Orosa)
2. The constrained skills include print awareness, phonemic awareness,
alphabetic knowledge, spelling, and fluency. These skills are also referred
to as print-based or decoding skills, even though phonemic awareness is
a pre-print or, rather, language processing skill. The aim of instruction is to
achieve ‘mastery’ of these skills (in a relatively short time frame), so that
learners can engage deeply and fluidly in intentional, imaginative reading
and writing practices. Constrained skills are necessary, though not
sufficient, for full literacy. They are best taught and assessed systematically
as part of comprehensive language and literacy program. (Source:
https://www.theliteracybug.com/for-constrained-skills/ September 12, 2017,
4:20 PM)
3. The unconstrained skills refer to growth in meaning-based skills such as
oral language, vocabulary, comprehension, composition and critical thinking
skills. These skills are developed across one’s lifetime and become more
complex in adolescence and into (young) adulthood. They require
meaningful routines and opportunities to practice in authentic circumstances
across all years of schooling. (Source: https://www.theliteracybug.com/for-
constrained-skills/ September 12, 2017, 4:20 PM)
4. Struggling readers also meet some challenges when given unfamiliar text to
read. (Dr. Ma. Alicia Bustos-Orosa)
5. There are indicators of students who are struggling with reading
comprehension. Teachers should be wary of these reading behaviors or red
flags that indicate students’ difficulties in comprehending text.(Dr. Ma. Alicia
Bustos-Orosa)
6. There are several causes of underachievement in reading. The four most
common ones we found include: 1) reading role models and life
experiences, 2) the acquisition of reading skills, specifically phonics and
comprehension, 3) visual processing, and 4) learning disabilities. (Dr. Ma.
Alicia Bustos-Orosa)

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 7. A learning progression refers to the purposeful sequencing of teaching and
learning expectations across multiple developmental stages, ages, or grade
levels. (Dr. Ma. Alicia Bustos-Orosa)

Materials Needed Approximate Duration

 Session PPT 1.5 hours / 90 minutes
 meta cards
 Session Video
 manila paper
 Curriculum Guide
 bond paper
 drawing and writing materials

References
https://www.theliteracybug.com/for-constrained-skills/

Video Link of “The Girl Who Hated Books”: https://www.youtube.com/watch?

v=1Efrg23Sqe8

Introduce the session

Say: “Good day everyone. Welcome to the _____ day of our exciting journey of
learning and discovery. Our topic today is Understanding and Addressing Reading
Difficulties and Least Learned Skills.”

Note to the facilitators: Show the Session Objectives slide.

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

1. Discuss the various reading skills and strategies that students should
develop at the intermediate grade levels;
2. Differentiate constrained vs. unconstrained skills;
3. Identify the difficulties Grades 4 to 6 Filipino students have in reading and
understanding text;
4. Recognize the red flags of reading comprehension difficulties;
5. State the underlying causes of reading comprehension problems; and,
6. Create a plan for addressing a least learned skill by considering a learning
progression for instruction.

ACTIVITY (25 minutes)

Creative Presentation Procedure

1. The participants are divided into groups.

2. The groups will do the following steps:
a. Plan your creative presentation about the characteristics of a primary
grades ELA class and an intermediate ELA class. (2 minutes)
b. Practice. (5 minutes)

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 c. Present. (5 minutes per group)
d. Process. (2 minutes per group)
Materials: drawing and writing materials

Processing Questions:
1. What went well in the presentation? (Good points)
2. What will I do differently? (Suggestions)

ANALYSIS (15 minutes)

Say: “After the creative presentation of each group, let’s reflect on the following
questions:

1. Based on the group presentations, what are the common characteristics of

a primary grade ELA class? An intermediate ELA class?
2. What are the differences of the two ELA classes?
3. Is knowing the characteristics of both ELA classes important? Why do you
think so?”

ABSTRACTION (30 minutes)

Say: “Let us watch the last part of the video presentation of Dr. Ma. Alicia Bustos-
Orosas. After watching, we will discuss the following questions”:

Viewing #1. Addressing Least Learned Skills

Resource Person: Maria Alicia Bustos-Orosa

Viewing #2. The Girl Who Hated Books

https://www.youtube.com/watch?v=1Efrg23Sqe8

Guide Questions
1. What are the two types of reading skills?
2. What inferences can you make about why the unconstrained skills are
essential to becoming proficient and effective readers and writers?
3. What are the red flags of reading comprehension difficulties?
4. What are the underlying causes of reading comprehension difficulties?
5. How do we address the least learned comprehension skills?

Note to the Facilitators: The Guide Questions will be answered by the participants
after the viewing of videos. The Reflection Questions will be answered after the
Guide Questions.

Reflection Questions

1. What specific skills do you want to address among your learners in

reading?
2. Do you have the knowledge, skills and attitude essential to develop these
skills among your learners?
3. What can you do to ensure that these skills are developed among your
learners?

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APPLICATION (30 minutes)

Small Group Activity Procedure: Targeting a Least Learned Skill

1. Ask participants to choose a least learned skill in their own grade level and
review the CG.
2. Let them identify how they would address this by showing its learning
progression (pre-requisite skills) over grade levels or even within a quarter
or grading period.
3. Discuss their outputs afterwards.

Closure

Say: “Before we end our SLAC session today, let me share with you a quote about
reading difficulties. This quote is taken from Jackie French who is an Australian
author, ecologist, historian, and a dyslexic.”

“There is still in many schools’ complete misapprehension

that children with reading difficulties are stupid.

It is so easy to teach a child that they're dumb.

There needs to be a recognition

that you need different ways to teach children

who have got reading problems.”

- Jackie French