Program Title: BIHASA: Basic Intervention to Help Augment Students’ Ability and Skills in Reading Comprehension

Target The BIHASA program is primarily intended for Grade 9 students. They are the target learners because 15 years
Learners: old students were the main subject for assessment by the Programme for International Student Assessment (PISA)
in 2018. In connection, the students with the said age are mostly found in Grade 9 classes; therefore, proponents
have decided to choose them as beneficiaries of the program to augment their reading comprehension skill.
Rationale: Reading is an important life skill because it is the basis for having a deeper understanding of school’s subjects and
life in general. For students, it is considered as one of the most important skills for their academic career as it
could be considered as a foundation for placing them into their next grade stage (Schlauch, 2014). Apparently,
reading itself is meaningless without comprehension; therefore, reading comprehension is an important skill that
students should possess. However, in the Philippine setting, study revealed that Filipino students have low
reading comprehension. As an example of this, in the study conducted by Programme for International Student
Assessment (PISA) in 2018, the country has the poorest reading comprehension out of 79 countries assessed.
Filipino students scored a mean of 340 points in their reading comprehension exam, which is below the average
of 487 points. In this regard, the implementation of “BIHASA: Basic Intervention to Help Augment Students’
Ability and Skills in Reading Comprehension” program is for the purpose of augmenting Grade 9 students’
reading comprehension skills. Through this, the problems apropos of reading comprehension may be resolved,
and likewise the result that the country currently holds in PISA may be changed, knowing how important reading
comprehension is to students. Reading comprehension here is composed of essential skills, which include:
decoding; fluency; vocabulary; sentence construction and cohesion; reasoning; and working memory and
attention, in which the proponents of this program will provide several techniques, tips, drills, and activities in
each skill so as to improve students’ reading comprehension as a whole.
Program Reading comprehension pertains to the amount of understanding readers have when they read a text (Odwan,
Overview: 2012). Moreover, it refers to a person’s ability to process and comprehend the true meaning of written documents
 and apply that understanding to prior knowledge. By its nature, reading comprehension per se is actually
composed of six essential skills, which are decoding, fluency, vocabulary, sentence construction and cohesion,
reasoning, and working memory and attention (Lee, 2014). These essential skills if effectively, largely and
proficiently possess by someone, comprehending a text will no longer be a difficult task at all. However, in the
context of the Philippines, most of the students still lagged and have difficulties when it comes to reading
comprehension. This situation is evident in the results of the assessment conducted by the Programme for
International Student Assessment (PISA) in 2018, wherein the country ranked the poorest in reading
comprehension out of 79 countries assessed. Filipino students scored a mean of 340 points in their reading
comprehension exam, which is below the average of 487 points. These students are fifteen years old; thus, the
proponents have created the “BIHASA: Basic Intervention to Help Augment Students’ Ability and Skills in
Reading Comprehension” program for Grade 9 students to augment and improve their reading comprehension as
a whole, since most of fifteen year-old students are found in this grade level. This program will look at the
various aspects that can augment the students’ skills and abilities in reading comprehension so as to resolve the
problem and status that the country currently possesses. The program will first discuss the essential components
of each essential skill, such as the vital information it encompasses, the techniques and tips that can help students
improve this skill, and a lot of activities that will make students aware of the overall idea each skill instantiates. In
the latter part of the program, the students are to subject to an assessment that will determine if in what skill they
ranked the lowest. Afterwards, they are to be subjected again to a sort of remedial class to remediate and heal the
students’ weakest skill. Lastly, there will be another phase that the students are to face, which is the overall
assessment.
Program The BIHASA: Basic Intervention to Help Augment Students’ Ability and Skills in Reading Comprehension
Objectives: program aims for Grade 9 students to:
1. Discuss the value and vital information that each essential skill needed for reading comprehension
 encompasses;
2. Supply students with various tips on how they can best improve each skill that can help them to comprehend
text easily.
3. Expose students to several activities and drills that may help them in understanding the whole concept of
each skill and reading comprehension in general.
4. Provide a variety of instructional opportunities and expose the students to different reading exercises and
activities that will develop their reading comprehension skills.
5. Indicate learning task for students to improve word analysis and decoding abilities and perform individual
and group tasks.
6. Practice reading speed as they perform different activities that will improve their reading fluency.
7. Strengthen the sentence construction, reasoning skills, and working memory of the freshmen teacher
education students.
Competency This BIHASA program will be a stepping stone towards being a 21st century learner with high ability to
Gap: comprehend different texts. Since in the assessment of the Program for International Student Assessment (PISA)
2018, it was reported that high school students in the Philippines got lower scores in reading comprehension,
mathematics, and science than most of those surveyed in other nations. By this program, it will try to augment the
skills and abilities of Grade 9 students in comprehending reading materials. As such, it will look into six essential
skills that one must possess in order to better understand what he is reading and will give several tips, techniques,
and activities that will help students to improve these skills, with the main purpose of improving the reading
comprehension in general. Addressing the gap of these students in terms of their reading comprehension skills
would not only improve our current status in the assessment of PISA but also our comprehension in daily lives.
Values and Since Schlauch (2014) emphasizes that reading is an important life skill because it is the basis for having a deeper
Competencies understanding of school’s subjects and life in general; however, without comprehension, this would be all
 meaningless. In our daily activities, we read, and while doing it, the vital importance of comprehension exists. For
instance, when traveling, we read the road signs. When buying medicines, we read the prescriptions of our
doctors. In schools, we read several literary texts. Hence, these phenomena only suggest that reading
comprehension is what matters more and should be possessed by individuals. Nevertheless, reading
comprehension is not an easy skill to master. In regards, the BIHASA program may be the answer to this problem
as this will focus more on improving the essential skills that help one to better his comprehension when reading.
This will give students with various tips and activities in so as to make them a proficient individuals with high
ability to comprehend texts of any types.
PROGRAM SYLLABUS
Topic/Discussions Objectives Activities Assessment and Materials Needed Time
Evaluation Allotment
Methods
Week I. Orientation
I. Recitation
Lesson: Program The students are I. Let us know you II. Brainstorming  Laptop and 2 hours
Overview expected to: (Introduce yourself) (Sharing of what Projector
a. Describe their they learned on the (Powerpoint
personality and build Instruction: activity entitled Presentation)
a good relationship Students will pick “Get me right.”)  Pen and paper
with one another. one thing in their  Things they can
b. Discuss the bags that they can associate with
program overview connect to their themselves
and objectives. personalities and  The Little Match
c. Engage students to they need to present Girl hard copies
reading it to class.
comprehension skills
pre-assessment II. Ears on me!
activity Instruction:
The students need to
attentively listen to
the discussion and
ask questions when
confused.

III. Get me right

Instruction:
Students will be
divided into five
groups; each group
will choose the
correct answer on
the questions being
asked by the
facilitator upon
finishing the story of
 “A Little Match
Girl” by Hans
Anderson. The group
who got the highest
score will be the
winner.
Week 2-3:
DECODING
Week 2
I. Jumbled
Lesson: Background a. Analyze the words I. Recitation  Laptop and 3 hours
Instruction:
of Decoding importance of II. Quiz about the computer (Ppt
The student will
a. What is decoding figure out what the discussion presentation)
word is and write it
decoding? b. Demonstrate III. Matching type  Hard copy of text
on the blank line
i. Why decoding an understanding provided. IV. Multiple
II. Ears on me!
essential to reading. about decoding Choice
Instruction:
ii. What are the c. Identify the V. Performance
The students need to
decoding skills? ways in blending and task
attentively listen to
iii. Ways to segmenting sounds Instruction:
the discussion and
improve decoding d. Explain what
ask questions when List down words
skills. is phonemic
confused. following CVC,
b. Blending and awareness
III. Story CVCC, and CCVC
segmenting sounds e. List the words
sequencing format.
c. Phonemic following CVC, Instruction:
awareness CVCC, and CCVC The teacher will
format. read/tell a story, then,
the student will order
and sequence the
following events
through providing
their preferred
outcome.
IV. Let’s
segment. Blend
sounds.
Instruction:
The student will
blend the sound and
tell the new sound.
V. Same sound,
flock together
Instruction:
Find the word that
has the same sound  Laptop and
as the underlined computer (Ppt
letter or letters in the presentation)
 first word.  Pen and Paper
 Flash cards

I. Spelling bee
II. Ears on me!
Instruction:
The students need to
Weeks 3 attentively listen to
Lesson: Main the discussion and
strategies to read ask questions when
difficult English texts confused.
a. General Sense III. Identifying what I. Recitation
b. Synonyms and a. Identify the main parts of speech II. Quiz about the 4 ½ hours
Antonyms strategies to read Instruction: discussion
i. Parts of difficult English The students will be III. Matching type
Speech texts shown words on flash IV. Multiple
c. Vocabulary b. Appreciate the cards. They shall read Choice
Elements importance of the words correctly
i. Syllables using the strategies and guess the lexical
ii. Types of to read difficult category of these
English English words.
Vocabulary words/texts IV. General Sense
 Elements c. Read the difficult Instruction:
iii. Inflectional words/texts and The students will be
Elements define what they given
iv. Derivational mean sentences/passages
Elements that contain difficult
v. Lexical or unknown words.
Elements The students will
read the words first
and then they will
guess what the words
mean by using the
knowledge of the text
or the general sense
of the text.
V. Guess the
synonyms and
antonyms
Instruction:
From the activity IV:
General sense, the
students will give the
antonyms and
 synonyms of the
difficult words they
encountered. They
may use their
understanding of the
parts of the speech in
answering.
Week 4-6: FLUENCY
Week 4
Lesson: Background
of Reading Fluency
What is Reading The students are I. Spelling bee I. Recitation  Laptop and 2 ½ hours
Fluency? expected to: II. Ears on me! II. Quiz about the computer (Ppt
i. Components of a. Define reading Instruction: discussion presentation)
reading fluency fluency. The students need to III. Matching type  Hard copy of the
ii. Types of b. Engage students’ attentively listen to (Quiz 1-10 Items) text
fluency attention on reading the discussion and IV. Multiple choice  Timer
iii. Importance of fluency activities ask questions when  Pen and Paper
reading fluency c. Show interest in confused.
iv. Tips on how to reading III. Echo reading
read fluently d. Practice students’ Instruction:
reading fluency The students will be
through performing divided into 6 groups.
tongue twister They will perform a
poem recital of the
poem entitled
“Mother to Son” by
Langston Hughes.
Criteria:
Enunciation and
Pronunciation 30%
Presentation 25%
Voice Intonation and
Clarity 25%
Synergy 20%
Total 100%

IV. Exercise Activity

Tongue Twister
The class will be
divided into 5 groups.
Each group needs to
read the three tongue
twisters. The fastest
group to finish the
 tongue twisters will
win.
The tongue twisters
include:
1. She sells sea-shells 2 hours
on the sea-shore I. Recitation
Week 5 2. Betty Botter II. Quiz about the
Lesson: Practice with a. Familiarize bought some butter discussion  Laptop and
Punctuation students with the 3. Peter Piper III. Matching type projector (ppt
i. Types of different types of Criteria: (Quiz 1-10 Items) presentation)
punctuation punctuation marks Reading Fluency and IV. Multiple choice  Flash cards
(specifically the b. Appreciate how Clarity 50%  Paper and pen
period, question these punctuation Enunciation and
mark, marks are used and Pronunciation 50%
exclamation pronounced Total 100%
point, and c. Read properly the
comma) same sentence with
ii. Proper usage of different punctuation
each marks I. Ears on me!
punctuation Instruction:
The students need to
attentively listen to
 the discussion and
ask questions when
confused.

II. Define me!

Instruction:
The students will be
prompted with
flashcards that 3 hours
display the different I. Question and
punctuation marks. Answer
Week 6 They need to guess II. Essay about the
Lesson: Reading with the right name of moral lesson  Handouts of the
Certainty and each punctuation they gained fables
Confidence a. Familiarize marks as well as their Rubrics:  Pen and Paper
Individual Story students with correct proper usage. Delivery 30%
Retelling (Literary sounding of words Cohesion and
Text) b. Develop their III. Read Me Coherence 30%
-Fables of Aesop vocabulary, word Properly Grammar 30%
recognition, Instruction: Originality 10%
confidence, speaking The students will be Total 100%
skills, and oral given same sentences
reading skills but with different
c. Enhance their punctuation marks.
memorization and What they will do is
speed through story to utter them
retelling correctly based on the
d. Retell the stories punctuations used.
they picked.

I. Tongue Twister
II. Spelling Bee
III. Story Retelling
Instruction:
The students will be
given each story
about the fables of
Aesop. They will
read first the story by
themselves alone and
 afterwards, they will
tell the story in front
of the class without
looking at the copies.

Criteria:
Details and
Chronology 50%
Reading Fluency and
clarity 30%
Delivery 10%
Time 10%
Total 100%
Week 7-8:
SENTENCE
CONSTRUCTION I. Ears on me! I. Recitation  Laptop and 2 ½ hours
Week 7 The students are Instruction: II. Quiz about the computer
Lesson: Background expected to: The students need to discussion (Powerpoint
of Sentence attentively listen to III. Matching type presentation)
Construction a. Define Sentence the discussion and (Quiz 1-10 Items)  Pen and Paper
i. What is Sentence b. Identify and ask questions when IV. Multiple choice
Construction? familiarize the basic confused.
ii. Basic Sentence sentence elements.
 Elements c. Create sentences II. Identify me!
iii. Elements of applying basic Instruction:
Sentence sentence elements and Identify what kind of
Structure English structure basic sentence
correctly. element do the
underline word
belongs.

III. Complete me!

Instruction:
Each student will be
asked to pick one
flashcard which
consists of either a
word or phrase from
a mystery box. From
the words written on I. Recitation 2 ½ hours
the flashcard, they II. Quiz about the
Week 8 (First Day) need to formulate a discussion  Laptop and
Lesson: Types of story by letting the III. Matching type computer
Sentences next player continue (Quiz 1-10 Items)  Pen and Paper
 the ideas given. The IV. Multiple choice
process continues
until all the students
are done.

I. What type am I?
a. Identify the types Instruction:
of sentences. Please watch the
b. Determine the video first and jot
function and usage of down the important
every type of information. Link is
sentences. posted below.
c. Create at least 2
sentences of every Video link:
type of sentences. https://youtu.be/e7SX
pNHiW_A?
list=PLM7NbPzilFB
dbcdIfVxrJ3RQhiM
WHjOt9
 I. Recitation 2 ½ hours
After watching the
II. Quiz about the
video, student will be
Week 8 (Second Day) discussion  Laptop and
tasked to identify the
Lesson: The Actual III. Matching type computer
type of sentence is
Writing (Quiz 1-10 Items)  Pen and Paper
being written.
IV. Multiple choice

II. Line, Camera,

Action!

Instruction:

The
facilitator/teacher
will present a video
clip which is a line
from a specific
movie, just one
sentence/phrase.
Then from that,
students will be task
to identify what type
of sentence is being
said by the character
 in the video clip.

a. Differentiate I. Ears on me!

precision and Instruction:
concision. The students need to
b. Identify attentively listen to
unnecessary words the discussion and
and phrases that must ask questions when
not be used when confused.
formulating a II. Venn Diagram
sentence such as Instruction:
redundancies,
Create a Venn
overused intensifiers,
Diagram
clichés, and
differentiating
alternatives.
precision and
c. Create at least two
concision and also
sentences applying
provide its
the proper way of
similarities at the
constructing/actual
middle part.
writing.
 .
III. Slush it!

Instruction:

Sets of words/phrases
will be given, then,
the students have to
spot the redundant
words and overused
intensifiers. They
have to slush the
words that make the
phrase/idea incorrect.
Week 9-11:
VOCABULARY

Week 9
Lesson: Background
of Vocabulary I. Vocabulary I. Identification 2 ½ hours
i. Definition The students are Charades *Types of
ii. Active and expected to: Instruction: Vocabulary  Cards
Passive vocabulary a. Define The teacher will put II. Picture  Pen and Paper
iii. Types of vocabulary words that describe Dictionary  Laptop and
vocabulary b. Identify different visual concepts on Fill in the chart to Projector
iv. Techniques on types of cards; divide the class create your own (Powerpoint
how to present vocabulary into teams; ask a picture dictionary. Presentation)
vocabulary c. Create a member of each *First column-
v. Importance of vocabulary word team, in turn, to draw Word
vocabulary list of new words a card and ‘’act it *Second Column-
encounter in the out’’; determine a Draw a picture of
discussion time limit by which the word
team-mates must *What does it
guess the word being mean?
acted out. Assign *Use the word in a
points for each word sentence
guessed correctly by III. Storytelling
the teams; continue After the students
until all members of created a
each team have had vocabulary word
an opportunity to list and reviewed
illustrate a word. each definition, ask
II. Ears on me! them to write a
Instruction: short story that
The students need to correctly uses each
attentively listen to word in context and
 the discussion and definition. Students
ask questions when can illustrate their
confused. stories and share
III. Vocabulary them with class
Concentration while explaining
Student pairs can how the words
play this game after work in their
studying the stories.
vocabulary in a Criteria:
lesson. Knows the Story-
Instruction: 20%
Pairs of students Voice- 15%
spread out word cards Acting-20 %
and matching Duration-10%
definitions cards face Audience Contact-
down in random 20%
order in front of them Pacing-15%
on a flat desk, table Total: 100%
or floor; students take
turns flipping over 2 ½ hours
Week 10 pairs of cards to try to
Lesson: Key concepts find matching words
of Vocabulary and definitions. Each
i. Process of time a student finds a
learning vocabulary: matching pair of
Four Stages cards, he or she
ii. Aspects of removes them from
Vocabulary the playing area and I. Multiple Choice
II. Quiz about the
iii. Items need to be keeps them; the
Discussion
taught in Teaching student who has III. Essay
*Importance of the
Vocabulary acquired the most
different aspects of
iv. Number of cards have been
vocabulary in their
Factors of removed from the
own words.
Vocabulary playing surface wins.
Criteria:
Content-20%
Organization-20%
a. Differentiate the I. Ears on me!
Vocabulary-20%
aspects of vocabulary Instruction:
Language-20%
b. Acquire The students need to
Mechanics-20%
competence to learn attentively listen to
Total: 100%
techniques how to the discussion and
improve vocabulary ask questions when
c. Outline the four confused.
stages process of II. Vocabulary Self-  Marker
learning vocabulary Collection Strategy  Cards
Instruction:  Laptop and
Ask students to Projector
identify two words (Powerpoint
they believe everyone Presentation)
should learn that are
related to vocabulary;
have students write
their words on the
board; Ask students
to present their words
to the class by
defining them,
explaining why the
class should learn
them; moderate a
discussion through
which the class
reduces the list to a
predetermined
number of most
important words by
 eliminating words
already know by
many. The final list
becomes the focus of
vocabulary activities
for the next few days.
III. Vocabulary
Keyword Method
Using keyword
method, the students 2 ½ hours
is taught to construct
a visual image that
connects the
vocabulary word
being taught with a
familiar, concrete
word that is similar
auditorially and share
some common
feature;
a. Search for an
Instruction:
additional tips to
Give students a new
increase students
 vocabulary vocabulary word and
b. Make use of the share its meaning
tips to improve their with them. (example:
vocabulary carlin, which means
c. Name difficulties ‘’old woman’’. Ask
they experience in them to identify a
vocabulary familiar word that is
acoustically similar
to carlin (example:
the keyword ‘’car’’;
have students
visualize or draw the
Week 11 image of an old
Lesson: Difficulties woman driving a car.
and Tips to Improve When ask to recall
Vocabulary the meaning of
i. Difficulties in carlin, the students
vocabulary will retrieve car
ii. Tips to help because of its
students increase acoustic similarity to I. True or False
their vocabulary carlin, and then recall II. Learning
the visual image of Exercises
the meaning of carlin III. Reflection
Paper
Criteria:
Focus and
Organization-20%
I. Ears on me! Voice-20%
Instruction: Word Choice-20%
The students need to Sentence Structure,
attentively listen to Grammar,
the discussion and Mechanics and
ask questions when Spelling-20%
confused. Details-20%
II. Sharing Total 100%
Experiences
Instructions:
The students will be  Marker
divided into pairs;  Laptop and
they are going to Projector
share to their partner (PowerPoint
the difficulties they Presentation)
experience when
encountering
 unfamiliar word then
the partner will
suggest and give tips.
III. Problem and
Solution Vocabulary
Instruction:
The class will be
divided into two
groups; each member
of the group will
write problems or
difficulties they
encounter in
vocabulary as well as
its solutions; the
group which has
more correct listed on
the board related or
present during the
discussion will be the
winner.
Week 12-14:
REASONING
 Week 12
Lesson: Background
of Reasoning
What is reasoning The students are I. How do you see? I. Recitation  Laptop and 2 ½ hours
skill? expected to: Instruction: II. Essay Projector
i. Definition of a. Discuss the Before the proper Rubrics: (Powerpoint
reasoning skill definition of lesson, discuss first Plot 30% Presentation)
ii. Strategies in reasoning skills with the learners Cohesion &  Picture showing
conducting b. Identify the about simple objects Coherence30% an object.
reasoning in different strategies of and how they look Diction 30%
terms of reading reasoning skills (Shapes, colors, Creativity 10%
comprehension. c. Elucidate the pencil, pen, books, Total 100%
iii. Importance of purpose or etc.), for them to
reasoning skills. importance of construct and create
iv. Tips on how to reasoning skills. reasons why they said
improve d. Create an essay that kind of looks
reasoning showing their they made.
learning II. Ears on me!
Instruction:
The students need to
attentively listen to
the discussion and
ask questions when
confused.
III. Solve a Problem!
Instruction:
Discuss critical issues
with the learners. The
issues might range
from gender
inequality to
bullying. Instruct
every learner to
analyze each issue
critically and come
up with potential
solutions to each
problem. Have them
the negative factors
influencing the
problems and suggest
steps to counter it.
IV. What I have
learned.
 Instruction:
Each student will be 2 ½ hours
Week 13 asked to make a  Laptop and
Lesson: Critical reflection essay I. Recitation Projector
Reading a. Discuss critical showing their II. Quiz (Formative (Powerpoint
Critical Reading as reading as reasoning takeaways from the assessment) Presentation)
reasoning skills. skills. lesson and its impact  Flash cards
i. 7 Critical b. Identify the 7 on their critical  Fish bowl
Reading critical reading thinking skills. They
Strategies strategies. will use the given
ii. Importance of c. Determine the template as their
critical reading importance of critical guide.
reading.
d. Perform an
impromptu speech
I. Ears on me!
Instruction:
The students need to
attentively listen to
the discussion and
ask questions when
confused.
II. Impromptu speech
Instruction:
In this activity, the
students will be asked
to pick a topic in the
fish bowl. Then, they
will provide a 2-
minute speech
regarding the topic
based on their
background
knowledge.
Criteria:
Content 30%
Pronunciation 20%
Delivery 30%
Overall impact 20%
Total 100%
III. Complete me
Instruction:
Write a paragraph on
any topic that
 interests you. Use the
given criteria as their
guide.
Criteria:
Plot 30%
Cohesion &
Coherence30%
Diction 30%
Creativity 10%
Total 100%
IV. Convince me! 2 ½ hours
Instruction:
The learners will be I. Brainstorming  Laptop and
Week 14: Discussion grouped into three. (Sharing of what Projector
Lesson: Evaluative Their reasoning skill they learned on the (Powerpoint
Statements a. Formulate will be tested through activity entitled “C- Presentation)
a. Evaluative evaluative statements convincing the judges E-R.”)  Editorial article
statements about the about the content and through their own II. Recitation
text. properties of a text reason based on the III. Quiz
i. What is read. situation of the
evaluative b. Determine the reading text that
statement? importance of textual assigned in every
ii. How to evidence to validate group. The judge will
formulate an assertions and be the teacher or
evaluative counterclaims on the facilitator and every
statement text read. group has only 2
b. Importance of c. Evaluate an minutes to convince
evidence to validate editorial article the judge.
assertions and V. Process
counterclaims on the Questions!
text. Instruction:
After the several
activities made by the
learners, the
facilitator will give a
lot questions to assess
the knowledge of the
learners.

I. Ears on me!
Instruction:
The students need to
attentively listen to
the discussion and
ask questions when
confused.

II. C-E-R (Claim,

Evidence, and
Reasoning)
Instruction:
The learners will read
the passage carefully.
They shall find the
claim, the evidence,
and the reasoning in
the passage.
III. What I can do
Instruction:
This activity aims to
make a conversation
between the student
and the author of the
text. The learners
should have an in-
 depth study of the
resources used in the
text. Learners will
find an editorial
article and evaluate
and analyze it. They
will use the given
dialogic journal
template with guide
questions.
IV. Q&A
Instruction:
The facilitator will
give a lot of
questions regarding
to the importance of
evidence to validate
assertions and
counterclaims on the
text.
Week 15-16:
WORKING
MEMORY
 Week 15 (First day) I. Ears on me! I. Recitation  Laptop and 2 ½ hours
Lesson: Background The students are Instruction: II. Quiz about the computer
of Working Memory expected to: The students need to discussion/reading  Pen and Paper
i. What is Working a. Define Working attentively listen to material  Hard copy of
Memory? Memory. the discussion and III. Matching type Animal Farm by
ii. Activities on how b. Identify and ask questions when (Quiz 1-10 Items) George Orwell
to improve appreciate the confused. IV. Multiple choice
working memory activities on how to
iii. Reading strategies: improve working II. Read it!
Reading memory. Instruction:
Efficiently by c. Spot the differences The reading material
Reading between reading “Animal Farm” by
Intelligently printed and digital George Orwell will
iv. Four key texts be read by the
differences d. Identify the ways students twice,
between reading on how to read faster applying the different
printed and digital and read smarter reading strategies.
texts e. Create sentences
v. 5 Ways to Read applying basic III. Story Telling
Faster and Read sentence elements and Instruction:
Smarter English structure From what they have 2 ½ hours
vi. Animal Farm by correctly. read, they have to tell  Laptop and
 George Orwell the gist or the I. Recitation computer
summary of the story. II. Quiz about the  Pen and Paper
reading material  Story of
III. Students have “Adventures of
to create a short Huckleberry
story including the Finn” by Mark
Week 15 (Second day)
five essential Twain
I. Ears on me!
Lesson: Essential
elements. Three
Instruction:
Elements of a story
student/representati
The students need to
I. Adventures of
ves will present
attentively listen to
Huckleberry Finn by
their activity.
the discussion and
Mark Twain
a. Identify the
ask questions when
essential elements of
confused.
a story
b. Appreciate the
II. Where will I be
essential elements of
located?
the story through
locating it in a
Instruction:
reading material
c. Create a short story The
including its five facilitator/teacher
essential elements will read the story
 “Adventures of
Huckleberry Finn” by
Mark Twain twice
and then, students
have to locate the
essential elements of
2 ½ hours
the story.

III. Slush it!

I. Recitation  Laptop and
Instruction: II. Quiz about the computer
Week 16 reading material  Pen and Paper
Sets of words/phrases
Lesson: Parts of plot  Copy of Diary of
will be given, then
in a story a Young Girl by
the students have to
I. Diary of a Young Anne Frank
spot the redundant
Girl by Anne Frank
words and overused
intensifiers. They
have to slush the
words that makes the
phrase/idea incorrect.
 I. Ears on me!
Instruction:
The students need to
attentively listen to
a. Identify the parts of
the discussion and
plot in a story.
ask questions when
b. Appreciate the
confused.
function and
importance of plot in
II. Find me!
a story.
c. Identify the parts of Instruction:
the plot in the reading
material “Diary of a The teacher will read
Young Girl” by Anne the story “Diary of a
Frank. Young Girl” by Anne
Frank, and then
students have to
identify the plot in
 the story. Three
students from the
class will read his/her
preparation.

Week 17: Reading

Comprehension Skills
Assessment
Assessment for a. Evaluate the level Assess Me! I. Multiple Choice/  Test Papers 2 hours
decoding; fluency; of decoding skill; Instruction: Summative  Hard copy of
vocabulary; sentence fluency skill; The students have to Assessment the fluency test
construction and vocabulary skill; answer the test (Vocabulary,  Paper and pen
cohesion; reasoning; sentence construction questionnaires that Sentence
and working memory skill; reasoning skill; contain 20-item Construction,
and attention and working memory questions for the each reasoning)
and attention skill of reading II. Oral assessment
the students comprehension skill, (Decoding and
b. Identify the skills except decoding, and Fluency)
that the students are fluency as these
having difficulties require verbal and
with. actual assessment.
c. Perform and Verbal assessment,
 answer the written on the other hand,
and oral assessments pertains to requiring a
student to pronounce
words and read a
story as much as they
can within a minute.
For decoding, the test
contains 20
unfamiliar words that
students must
pronounce correctly.
For fluency, the story
that students will read
is entitled, “The King
and his 4 wives.”
Week 18-19:
Remedial Class a. Acquire the I. Turning my I. Multiple Choice  Test composed 3 hours (1 ½
Lesson: Addressing contents of the lesson weaknesses into (Formative of drills hours per
Students’ Weakness in each skill. strength! assessment)  Key to correction week)
among the Reading b. Improve the Instruction: II. Oral Assessment  Paper and pen
Comprehension weakest reading The students will (Decoding and  Box, Cards, Glue
Skills, which are: comprehension skill answer drills Fluency) or Sticky tape,
decoding; fluency; of the students specifically designed III. Performance
vocabulary; sentence through series of for their weakest task Colorful piece of
construction; drills. skill. IV. Decodable papers
cohesion; reasoning; c. Perform the Decoding: fluency passage  Copy of the
and working activities in each skill. I. Review of the poem 7 Ages of
memory: discussion Man by William
II. Decodable fluency Shakespeare
passage
Instruction:
From the passage
entitled Lather and
Nothing else by
Hernando Teller, the
students will identify
and underline the
digraph(Letters that
make one sound) that
can be seen in the
text.

Fluency:
I. Review of the
lesson
II. Read the poem 7
Ages of Man by
William Shakespeare
Vocabulary:
I. Review of the
discussion
II. Picture Dictionary
Fill in the chart to
create your own
picture dictionary.
*First Column- Word
*Second Column-
Draw a picture of the
word
*Third Column-
What does it mean?
*Fourth Column-Use
the word in a
sentence
III. Wall Dictionary
This is a good way to
help kids learn and
review their
vocabulary. Here is
one of the activities
you can provide to
your students to help
them with their
vocabulary
acquisition and self-
study.
Procedure:
1. The teacher will
put a box at the back
of the classroom.
2. Every after the
discussion, the
students will write on
a small size cards
their names as well as
the unfamiliar word/s
they encounter on a
particular topics,
activities, or short
stories.
3. The teacher will
open the box and
then he/she will
provide the definition
of the word on that
card before the class
hour ends.
4. The next day, the
cards will be
distributed to each of
the students to check
and review the
meaning of the word
they experience
difficult to
understand.
5. The teacher will
prepare a colourful
piece of paper which
can be used as a
background for the
wall dictionary. Sew
pockets on it (or use
glue/sticky tape)
depending on the
number of students in
class and label each
pocket with student
names.
6. Ask the students
to give examples
using the unfamiliar
word at the back of
their card then they
will put their cards
into their pockets on
the wall dictionary as
soon as they can.
7. Every after the
week ends, the
teacher will integrate
assessments or
evaluation such as
essays, refelction
papers or even a
journal where they
can utilize the new
vocabulary words
they learned and
acquire in the entire
week.
8. The process will
continue until the end
of the semester.
Sentence
Construction:
I. Review of the
discussion
II. Create at least 5
sentences applying
the English sentence
structure and the
basic elements of
sentence. Underline
the basic sentence
elements that they
have applied.
Cohesion:

Reasoning:
Challenging Minds!
I. Review of the
discussion
II. Make an
explanation of the
purpose of the author
and point out
different pointers that
the author made of
from the given article

Working Memory:
I. Review of the
discussion
II. Identify the
essential elements of
the story and the
 parts of the plot in the
reading material/story
“The Life of Pi” by
Yann Martel.
Week 20: Overall
Assessment a. Determine the
students’ I. See how far I have
Topic: The Soul of the improvement on their come! I. Multiple choice  Handout of the
Great Bell by Lafcadio weakest skills. Instruction: test story of The 2 hours
Hearn b. Comprehend the The students will be Soul of the
story of The Soul of given the copy of the Great Bell by
the Great Bell story The Soul of the Lafcadio Hearn
c. Answer and pass Great Bell by  Paper and pen
the test. Lafcadio Hearn.
Then, they shall
answer the test with
50 item questions.
They must at least
correct 80% of the
total items.

Total No. of Hours 54

References:
Lee, A. (2014). Undderstood. Retrieved from 6 Essential Skills for Reading Comprehension : https://www.understood.org
Lofamia, A. (2018). Difficulties in Reading Fluency of Grade 7 Students.
Odwan, T. A.-H. (2012). The effect of the directed reading thinking activity through cooperative learning on English secondary stage
students’ reading comprehension in Jordan . International Journal of Humanities and Social Science, 2(16) 138-149.
https://www.ijhssnet.com
Schlauch, K. (2014). 10 reasons why reading is a skill every child should develop. Liberty Christial School Vlog.
https://libertychristianschoolmd.com
Prepared by: Angelica Candelaria Submitted to Darrel M. Ocampo
Cedric Gonzales Instructor
Dominic A. Lozano
Dann Myles B. Roldan
Princess Zarcauga
Students
Date of Submission: November 8, 2021