03 TT2 FINAL USRM Participant's Guidebook

DEP
DE PARTMEN
TMENTT OF EDUC
EDUCAATION
TRAINING ON USE
OF SUPPLEMENTARY READING
MATERIALS
IMPROVING EARLY GRADE LITERACY
IN SCHOOL AND AT HOME
PARTICIPANT’S GUIDEBOOK
ABC+: ADVANCING BASIC EDUCATION IN THE PHILIPPINES
This publication is made possible by the generous support of the American people through the
United States Agency for International Development (USAID.) The contents of this publication are
the sole responsibility of RTI International and do not necessarily reflect the views of USAID or the
United States Government.
TRAINING ON
USE OF SUPPLEMENTARY
READING MATERIALS
PARTICIPANT’S GUIDEBOOK
DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION
First Edition, 2021 by the U.S. Agency for International Development (USAID) through
the ABC+: Advancing Basic Education in the Philippines Project.
ABC+ is a partnership of USAID and the Department of Education (DepEd),

implemented by RTI International together with The Asia Foundation, SIL LEAD and
Florida State University.
Prepared by RTI International. RTI International is a registered trademark and a trade

name of Research Triangle Institute.
This work is licensed under the Creative Commons Attribution-NonCommercial-

ShareAlike 4.0 International License (CC BY-NC-SA 4.0). To view a copy of this license,
visit https://creativecommons.org/licenses/by-nc-sa/4.0/.
Under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

license, you are free to copy, distribute, transmit, and adapt this work but not for
commercial purposes and it should be under the same license as the original, with the
following conditions:
Attribution. If you copy and distribute this work in its entirety, without making changes
to content or illustrations, please label the work as follows: “Reproduced on the basis
of an original work developed under the USAID ABC+: Advancing Basic Education
in the Philippines project and licensed under the Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License.”
Translations. If you create a translation of this work, please use the following label on your
work: “Translated from an original work developed under the USAID ABC+: Advancing
Basic Education in the Philippines project and licensed under the Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License.”
Adaptations. If you create an adaptation of this work, please use the following label
on your work: “This is an adaptation of an original work developed under the USAID
ABC+: Advancing Basic Education in the Philippines project and licensed under Creative
Commons Attribution-NonCommercial-ShareAlike 4.0 International License.”
No additional restrictions. You may not apply legal terms or technological measures that
legally restrict others from doing anything the license permits.
2 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

ACKNOWLEDGMENTS
This training manual was developed under the ABC+: Advancing Basic Education in the
Philippines with the generous support of the U.S. Agency for International Development
(USAID) and the technical guidance of the Department of Education (DepEd) Region V
(Bicol) and Region VI (Western Visayas) Offices.
Region V
Dr. Joyce R. Loma, Education Program Supervisor, Schools Division Office of
Albay City; Dr. Grace U. Rabelas, Education Program Supervisor-Learning Resources
Management and Development System, DepEd V Regional Office.
Region VI
Celestino S. Dalumpines, Education Program Supervisor, DepEd VI Regional Office;
Dr. Kyzil D. Lipar, Education Program Supervisor, Schools Division Office of Aklan;
Dr. Rowena S. Carillo, Education Program Supervisor, Schools Division Office
of Guimaras City.
ABC+ also acknowledges the technical inputs and feedback from the Habi Education
Lab, Community of Learners and ABC+’s team of early education and literacy training
consultants, namely: Donna Carmina Castelo, John Michael dela Paz, Josephine
Gayl Laurel, Dorothy Joann Lei Rabajante, Chelsea Peters and Patience Sowa. Their
contributions have helped shape the design of the training to make it more context-
relevant and responsive to the needs and realities of teachers, home learning partners and
learners in the time of COVID-19.
ABC+’s teacher professional development program is directly aligned with DepEd’s K to
12 Mother Tongue-based Multilingual Education (MTB-MLE) and Early Language, Literacy
and Numeracy program and will strengthen instructional practices for early grades literacy
including the transition across languages of instruction.
TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS 3

CONTENTS
07 Project Overview
12 Module 1: Revisiting the Foundations of Effective Literacy Practice
33 Module 2: Matching Learners to Texts
50 Module 3: Book Selection and Teacher Read Aloud
76 Module 4: Dialogic Reading and The Art of Questioning
105 Module 5: Wellness Day

107 Session 1: Survey
108 Session 2: Sharing HLG output
Session 3: Learning Together: Teacher Reflection Circles –
Our Learning Journey
110 Session 4: Learning Together: Teacher Reflection Circles –
Self-reflection for Wellness
113 Module 6: Choral Reading with Supplementary Reading Materials

for Fluency and Sight Word Reading
131 Module 7: Shared Reading with Supplementary Reading Materials—

Retelling and Visualizing
153 Module 8: Guided Reading with Supplementary Reading Materials

for Comprehension and for the Reading-Writing Connection
174 Module 9: Independent Reading and Monitoring Comprehension
191 Module 10: Wellness Day

193 Session 1: Sharing of Learning Action Plan (LAP)
Session 2: Learning Together: Reflection on Teachers as Readers
194 Session 3: Wrap up

We made sure that this participant’s guide has all the information you will
need. For questions and clarifications, or for assistance in all matters about
this training, please reach out to your training facilitators and the ABC+ staff
assigned to your training group. Make sure to write their information here:
Training facilitator’s name:

Email address:
Mobile number:
ABC+ training staff ’s name:

Email address:
Mobile number:
ICT officer’s name:

Email address:
Mobile number:

This Teacher Professional Development Training on “Use of Supplementary Reading
Materials to Improve Early Grade Literacy in School and at Home” is implemented
using a blend of distance learning tools and techniques.
How will this training happen?
Training Groups. Participants will be assigned to training groups. The

members of the training group are the 2 training facilitators, ICT officer/
coordinator and an ABC+ staff.
Training Modules. Participants will receive printed copies of their

participant’s manual where they can complete activities at their own time.
Digital and Online Materials. Participants will get a copy of all audio
and video files they will need in the training through a flash drive. These
same materials will also be uploaded in a Google drive for online access.
Furthermore, digital copies of the collection of supplementary reading
materials are also saved in the flash drive.
Real-time support. Since this is modular and self-paced, training

facilitators provide real time support to participants through consultation
in varied platforms that is applicable in their learning context—FB
messenger groups, SMS, Google Classroom. Consultation hours will be
agreed by the training group.
Google Classroom. Participants will submit assignments through

Google Classroom. The option to submit hardcopies can be arranged
with the training facilitator. The ICT officer of the training group uploads
them in the Google classroom.
Decompressed 10-day Schedule. The work schedule is 10 days.

Everyday, you will do check-ins with your Training Group which totals
to 30 minutes. Then there is independent work for 2.5 hours which
participants can schedule as they see fit. The check-ins with your group
can be through SMS, or FB messenger groups.
Professional Development Information System (PDIS). Register

DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION for the training through the PDIS, take the pre-test and post-test,
complete evaluation forms and receive your Certificate of Participation.
For those with unstable to no internet connection, offline means are
available through the assigned ICT officer/ coordinator of the group.

OVERVIEW
OF THE ABC+ PROJECT
ABC+, Advancing Basic Education in the Philippines, is a five-year project of the Department
of Education (DepEd) in partnership with the U.S. Agency for International Development
(USAID) that focuses on improving the quality of instruction and learning outcomes in
Kindergarten through Grade 3 (K–3) in early literacy, foundational math, and social and
emotional learning (SEL). The project is implemented by RTI International together with The
Asia Foundation, SIL LEAD, and Florida State University.
ABC+ supports DepEd’s innovative thrust of Sulong EduKalidad, which seeks to advance
the quality of basic education in the country with the goal of producing a new breed of
learners and teachers for the 21st century. This aligns with USAID’s education strategy where
quality education is seen as the foundational driver of development and self-reliance that leads
to greater economic growth, improved health outcomes, sustained democratic governance,
and more peaceful and resilient societies.
Though significant strides have been made following the implementation of the K to 12
program, critical challenges remain. National assessments conducted by DepEd indicate that
many learners in the early grades are struggling to meet the minimum proficiency standards
in language, literacy, and numeracy. Additionally, the assessments reveal that learners cannot
read and comprehend word problems in Science and Mathematics written in English. Learners
in upper primary and high school also struggle to meet standards in languages and content
area subjects.
With these challenges in mind, ABC+ will provide targeted training to teachers and
school administrators in regions 5 and 6 and school divisions to improve instruction in K-3
classrooms. The project will therefore align all teacher training for teachers with DepEd’s
approach to helping learners bridge from their mother tongue to Filipino and English.
Consequently, the purpose of the first training for teachers was to improve teacher
instructional practice in schools. This second training will support the development and
effective use of supplementary reading materials in selected media of teaching and learning
(MoTL) that are widely used.
Specifically, this second ten-day training on use of supplementary reading materials supports
DepEd’s efforts to ensure that every learner is a proficient reader, through Every Child a
Reader Program (ECARP) and the program’s aims are:
1. To equip learners with reading skills and make them independent readers in their grade
level given supplementary reading materials.
2. Capacitate teachers with the knowledge and literacy instructional strategies using
supplementary reading materials.
3. To advocate a culture of love for reading in schools, communities, and levels of
educational governance.

PROJECT OVERVIEW
10-Day Decompressed Training Schedule
Day 1: Online session Day 6: Module and Online check-in

and Module Topic 1: Choral Reading with Supplementary
Reading Materials for Fluency
Opening Ceremonies Topic 2: Choral Reading with Supplementary
Reading Materials for Sight Word Reading
Topic 1: Revisiting the Foundations of Effective Output: Fluency and Sight Words through
Literacy Practice Choral Reading with Supplementary Reading
Topic 2: Stages of Reading Development Materials Learning Log
Output: Successes and Challenges
Day 7: Module and Online check-in
Day 2: Module and Online check-in Topic 1: Shared Reading with Supplementary
Topic 1: Introduction to the Supplementary Reading Materials—Retelling
Reading Materials and the Leveled Readers Topic 2: Shared Reading—Visualizing
Framework Output: Shared Reading Demo Video, Peer
Topic 2: Using the Supplementary Reading Evaluation
Materials
Output: none Day 8: Module and Online check-in
Topic 1: SEL, Guided Reading with Supplementary
Day 3: Module and Online check-in Reading Materials and Comprehension
Topic 1: SEL, GESI, and Visual Literacy Topic 2: Guided Reading with Supplementary
Topic 2: Book Selection & Teacher Read Alouds Reading Materials and the Reading-Writing
Output: Peer evaluation and read aloud Connection
Output: Learning Activity Sheet 1
Day 4: Module and Online check-in
Topic 1: Reading Alouds with SRMs—Dialogic Day 9: Module and Online check-in
Reading Topic: Reading with Supplementary Reading
Topic 2: Art of Questioning Materials
Output: Home Learning Guide Output: Learning Action Plan
Day 5: Online Session Day 10: Online Session

Wellness Group Wellness
Sharing Sharing of Learning Action Plan
Feedback Output: Post-Test
Output: none Output: Training Evaluation
Closing ceremonies

PROJECT OVERVIEW
What will your day look like?

All your module and online-check in sessions will follow this routine:
Time K – 3 teachers’ tasks
Check-in via Zoom or any online platform for Day 1, Day 5, and Day 10
30
MINUTES
Check in via FB Messenger or SMS on other days
Log in to answer the check-in prompt or question from your training facilitator. Get other
instructions or information for the day. If internet is unstable, send your facilitators an SMS.
Independent (and Collaborative) Work
90
MINUTES
Work on your training modules independently. There will be opportunities to work
collaboratively with your colleagues. For questions and clarifications when you work on
your modules, you may contact your training facilitators from 8:00 a.m. – 5:00 p.m. – only
during office hours.
Check-out
15
MINUTES
When you have completed your module activities for the day, go to your FB Messenger
group to answer the Learning Log prompt or the check-out question posted by your
training facilitators. Remember to take note of the Key Messages from your facilitator for
the day’s content.
Portfolio Work
Complete and then submit your portfolio assignments to the Google classroom by
deadline designated by your training facilitator or those indicated in the assignment sheets.
80
MINUTES
When you have internet issues, contact your ICT officer or training facilitator.
Take note that the 3 major outputs for NEAP credit points are:
1. Home Learning Guide
2. Learning Activity Sheet
3. Learning Action Plan
What are the different ways you can connect to your training group?
1. FB Messenger group: your training group will be connected through FB
Messenger. Check-in and check-out prompts/ questions will be posted here.
Make sure you are a part of your training groups’ FB Messenger group.
2. SMS: if there are internet issues, you can send SMS to your training
facilitator.
3. Zoom/ FB Messenger Rooms/ Google Meet: your training group may
decide to meet online in any of those platforms. You need to meet online on
Day 1, Day 5 and Day 10.

PROJECT OVERVIEW
4. Google Classroom: submit all your homework here. If you need help and
internet connection is poor or not at all, SMS your ICT officer or your
training facilitator to make arrangements on how you can submit your outputs.
CONNECTIONS BETWEEN TT1

STRATEGIES AND TT2
This Teacher Training on Use of Supplementary Reading Materials is connected to
the previous teacher training entitled Teacher Training on Language Learning and Transition.
The literacy strategies that were initially discussed relate to how as teachers you can further
support the development of students’ literacy skills in each of the domains – fluency,
vocabulary, reading comprehension, oral language, and more. As a learning tip, when being
introduced to a relatively new concept, it is helpful to connect it with prior knowledge to aid
comprehension. Hence, the table below Connections Between Teacher Training 1 (TT1)
Strategies and Teacher Training 2 (TT2) explicitly show the connection of the concepts
between the two programs to further support your learning.
Strategy Description How it relates to TT2
Bridging An explicit instruction using Use bridging to support reading and

(also called learner’s Mother Tongue (MT) to listening comprehension by making
translanguaging) scaffold learning in the target MoTL explicit connections to what students
(Language 2: Filipino and Language know in their MT.
3: English) at the sound, word,
and sentence levels. Teachers help
students make direct connections
between MT and the language they
are learning.
Concept Sorts Students group or categorize words, Use to teach vocabulary and help
pictures. letters or objects by shared build comprehension before or after
attributes. Concept sorts can be closed reading.
(teacher sets the categories) or open
(students determine the categories).
Sketch to Stretch Students stretch their thinking and Use to reinforce comprehension
visualize then draw to demonstrate through visualization—before, during
their understanding of stories they or after reading / listening.
listen to or read.

PROJECT OVERVIEW
Strategy Description How it relates to TT2
Effective questioning: A basic series of questions that Use to engage students in before,
5W+H students are asked to demonstrate during and after reading activities and
(who, why, what, when, their understanding of a topic which check for understanding.
where, and how) combines literal and inferential
questions.
Effective questioning: Answering inferential ‘thinking Inference is critical for reading

inference questions’ helps learners to look for comprehension and is included in
and understand what is not directly the art of the art of questioning
stated in the text. and used to develop reading
comprehension.
Language LEA is an instructional strategy Use the text created to build fluency
Experience that promotes reading and writing through choral reading or practice
Approach (LEA) through the use of personal shared reading.
experiences and oral language.
Usually, the class talks about a shared
personal experience, creates a story
and then reads the story.
Interactive Word An interactive word wall is a large Use interactive word walls to pre-
Wall graphic organizer and visual aid teach important or new vocabulary
which displays vocabulary learners before reading a story.
need to know. Teachers and learners
should work together to develop the
word walls and they should include
pictures or realia, tables and manila
paper.

MODULE GUIDE
MODULE 1: REVISITING THE FOUNDATIONS
OF EFFECTIVE LITERACY PRACTICE
Module Activities Learning Material Remarks/ links
Activity 1: Self assessment Participant’s manual
Directed reading 1: Participant’s manual

• The Six Domains + Writing
• Balanced Literacy Approach
• Gradual Release of Responsibility
• BDA Reading Process
• Stages of Reading Development
Check for understanding 1: Participant’s manual Match Column A with

Match Column A with Column B Column B
Reflection Participant’s manual
Check for understanding 2: Optional reading: Handout by Jean Chall can

Guess the Sequence Handout on the Stages be found in the appendix
of Reading Development:
A Summary
Directed reading 2: Jeanne Participant’s manual

Chall’s (1983) Stages of Reading
Development
Homework: Success and Participant’s manual Assignment sheet can be

Challenges of Teaching in the found after the module;
New Normal upload your work in the
Google Classroom

DAY 1 MODULE
DAY
MODULE: REVISITING THE FOUNDATIONS
01 OF EFFECTIVE LITERACY PRACTICE
Name: Date: Group #:

Region: Division: School:
Learning Tip: As teachers, we often create assessments for our learners,

but rarely take the time to assess ourselves. Self-assessments help us
become more aware of our strengths and limitations about what we know
about a topic and the skills needed to teach a topic. This awareness helps us prepare
better, and improve our instructional plans.
SEL / GESI Teaching Tip: Reading is for….everyone! It is important to

create a classroom environment where reading is for everyone. There are
so many reading options and everyone can find something they love to read
and a way to do it. As a class, discuss what students like to read about and what they
see people in the community reading. You can have students do a mind map or help
you make a poster for your classroom that shows how reading is for everyone.
CHECK-IN! (60 MINUTES)

Welcome to Day 1! Log-in to Zoom, (Google Meet or Facebook Messenger Room), for
Day 1 Orientation with your facilitator. Join your group’s FB Messenger group too. If there
are internet issues today, you can SMS your facilitator to check-in. After your check-in,
you may proceed with the rest of this module. Note: Your training team can decide which
platform is more appropriate for your context and Internet bandwidth for this check-in.
LEARNING TARGETS
Welcome to Day 1 of “Training on Use of Supplementary Reading Materials:
Improving Early Grade Literacy in School and at Home.” By the end of this
training, you should be able to recognize the importance of using supplementary reading
materials in the classroom and at home. At the same time, become familiar with how
you can use supplementary reading materials to implement the K-3 literacy strategies and
ensure learning continuity from school to home learning. First stop is the refresher on the
Foundations of Effective Literacy Practice.
Day 1 activities:
1. Activity 1: Self Assessment
DAY 1 MODULE
2. Topic 2: Directed Reading 1: Foundations of Effective Literacy Instruction

3. Topic 3: Directed Reading 2: Stages of Reading Development
4. Topic 4: Check for Understanding 1: Match Column A with Column B
5. Check for Understanding 2: Guess the Sequence
6. Homework: Successes and Challenges of Teaching in the New Normal
At the end of Day 1, you will be able to:

• Identify and explain the six domains of literacy and how each contributes to building a
strong foundation in oral language (speaking and listening), reading, and writing.
• Explain the balanced literacy approach and how it is used in teaching and learning.
• Identify the steps of the gradual release of responsibility model.
• Explain the before, during, and after reading process.
• Identify how K-3 learners develop literacy through the stages of reading development.
• Name successes and challenges in linking learning at school and in the home.
Remember to read instructions and information carefully. Follow the sequence of tasks in
the module to get the most out of the learning experience embedded in the design of this
module. When you have questions, remember to consult your training facilitator.
MATERIALS NEEDED
Pen, laptop or smart device with Internet connection.
LET’S GET STARTED!

Activity 1:
Self-Assessment (5 mins)
Before we begin, take a little time to assess what you know so far about the following topics.
Rate how familiar or unfamiliar you are with each of the topics by placing a check mark in
the appropriate box. Don’t worry about getting a right or wrong answer. This is just a self-
assessment!
Not Familiar Slightly Somewhat Moderately Extremely

At All Familiar Familiar Familiar Familiar
Oral Language
Phonological Awareness
Phonics
Vocabulary
Fluency
Reading Comprehension

DAY 1 MODULE
Not Familiar Slightly Somewhat Moderately Extremely

At All Familiar Familiar Familiar Familiar
Writing
Balanced Literacy Approach
Gradual Release
of Responsibility (GRR)
Before, During, After
(BDA) Reading Process
Directed Reading 1
(45 Mins)
Read and understand the following notes on the different literacy frameworks. Be ready to
answer the questions listed below.
In the next few days, there will be a handful of instructional strategies to help teachers
strengthen their knowledge and teaching of reading through the use of supplementary reading
materials. But for now, let’s take this time to review the following topics and concepts.

I. The Six Domains + Writing
1. Oral language (listening and speaking)
Oral language involves the ways in which we communicate with each other.
Language learners need to be given many opportunities to hear and speak the
Medium of Teaching and Learning (MoTL) to improve their language proficiency.
Oral language contributes meaningfully to learners’ ability to read and write.

So what does it mean for us when we teach our K-3 learners?
• Create a talk-rich classroom where children have plenty of opportunities to engage in

lots of meaningful conversations with one another. Rich conversations with learners
lead to:
• an increase in their vocabulary.
• confidence in communication.
• an ability to clarify their thinking.
• increase in the complexity of the language they use.
• Conduct many read alouds to give children many opportunities to hear the
language of teaching and learning through read alouds, and encourage
them to talk about books and take time to model the kinds of book talk that
deepen comprehension.
• Provide many opportunities for children to play and work in small groups as
conversations are plenty and rich during these times.

DAY 1 MODULE
2. Phonological Awareness
Phonological awareness refers to the ability or skill to hear, identify, and manipulate
sounds of speech. Phonological awareness is a continuum starting from the simple,
for example an awareness of rhythm, rhyme, and alliteration, to the more complex
such as identifying and manipulating syllables and individual sounds in words.
• Children must be immersed in phonological awareness activities that focus their

attention on syllables, rhyming words, and alliteration.
• Kindergarten and Grade 1 teachers must provide time for learners to explore
and talk about a variety of speech units. As they draw students’ attention to units
of sounds, they can gradually familiarize them with terms such as word, syllable,
beginning and ending sounds.
• Phonological awareness activities can very easily be integrated into engaging
whole-group language activities.
3. Phonics
Sometimes called the alphabetic principle, phonics involves the relationship between
letters of written language and the sounds of spoken language. During phonics
lessons, children are explicitly taught letter sounds, and how to decode (blend and
segment) these sounds.
• Children must acquire a fundamental understanding of letter concepts so they

can figure out how print works.
• By engaging them in word study where they actively explore and examine letters
and words, children will learn concepts such as “letters have names, a set
sequence, sounds, lower and uppercase forms.” As they move into the grades
1, 2 and 3 children should become familiar with patterns or combinations of
letters with similar sounds in the L1, L2 and L3, which can help them read and
spell.
• Explicitly teaching these concepts is necessary. It cannot be left to chance as
children’s ability to navigate their way through blending and segmenting and
learning spelling patterns will largely depend on how cognizant they are of the
underlying letter concepts.
4. Vocabulary
Vocabulary encompasses the receptive and expressive vocabulary that children must
know to communicate effectively. For children to learn new words and become

DAY 1 MODULE
proficient readers, they must have multiple exposures to words. The explicit teaching
of vocabulary is essential for all learners, particularly language learners.
• Classrooms must be filled with words.

• Children should be involved in creating word walls that can show words they
are learning across subjects as well as function words that can enrich their
writing e.g. verbs, adjectives, adverbs, synonyms, antonyms.
• Immersing them in words will pique further interest in words – their structure,
meanings, correct usage.
5. Fluency
Fluency is the ability to read with speed, accuracy and appropriate expression.
There is a strong correlation between fluency and comprehension. Explicit instruction
on accurate decoding, automatic decoding, and using prosody (e.g., intonation, stress,
rhythm) is necessary and cannot be left to chance. There must be a gradual release of
responsibility from the early stages where the teacher models fluency through reading-
aloud to gradually moving into the stage where a child can now read on his or her own
without teacher guidance/prompts.
• An important investment in helping children achieve fluency is to build a strong

network of sight words and high-frequency words.
• Playing sight word board and card games, creating word booklets and posters,
engaging in word sorts are among the most important activities children can be
provided in class to help commit sight and high-frequency words into memory.
6. Reading Comprehension
Reading comprehension is the ability to understand and interpret what has been
read. Proficient readers understand the purpose of their reading and they monitor their
understanding and use strategies such as predicting and inferring to make sense of what
they read.
• Children must have explicit instruction on reading strategies and skills.

• Provide children with plenty of opportunities to practice reading strategies with
the teacher, during small groups as well as during independent reading.
• Giving prompts and precise teacher feedback during read alouds, in small

DAY 1 MODULE
groups or individually is critical in ensuring student achievement and progress in

reading comprehension.
7. Writing
Just as with reading, there is a continuum of writing development starting with
emergent writing, where young learners learn the reading and writing connection
through simple drawings, and scribbles to represent their ideas. The continuum
ends with more complex and sophisticated forms of functional (lists, summaries,
graphic organizers), narrative, literary and informational writing. Language learners
should progressively learn to write all these forms of writing starting with letters
and words, then sentences and building to paragraphs and essays using the writing
process. Regardless of the form of writing, teachers should provide scaffolds and
models that help learners develop their writing skills. It is important for teachers of
language learners to integrate all language domains (reading, writing, oral language) to
develop learner language proficiency.
• Young learners need instruction and modeling to learn how to write.

• Create a print-rich classroom to develop learners’ appreciation of words and
prints.
• Integrate writing with the two other language domains (reading and oral language).
II. Balanced Literacy Approach

The balanced literacy approach incorporates whole language and phonics to teach reading.
It includes explicit skill instruction as well as stimulating reading and writing experiences. In
a balanced literacy approach, learners are taught the meaning of words at text level (whole
language) as well as letter-sound correspondence and decoding (phonics).
TOP-DOWN
APPROACH
BALANCED
LITERACY
APPROACH
BOTTOM-UP
• Authentic APPROACH
experiences in
reading & writing • Alphabet knowledge
• Background BALANCED • Phonics
knowledge LITERACY • Decoding
• Predict & guess APPROACH • Spelling
words and meaning • Levelled readers
6/16/2020 ABC+: Advancing Basic Education in the Philippines 28

DAY 1 MODULE
So what does it mean when you teach K-3 learners?
• Children must acquire a fundamental understanding of letter concepts so they

can figure out how print works (phonics) and have plenty of opportunity to
explore and manipulate words through word study.
• In kindergarten and grade 1, provide children with plenty of opportunity to
engage in high-quality text experiences through interactive read alouds.
III. Gradual Release of Responsibility

Gradual Release of Responsibility (GRR) is a form of scaffolded instruction. It is also known
as the ‘I do, We do, You do’ model. In GRR, the responsibility of learning gradually shifts from
the teacher to the learners. The ‘I do’ is teacher-directed instruction to demonstrate how to
do the task. ‘We do’ is guided instruction with teacher prompts. ‘You do’ is when learners
practice collaboratively or when there is independent practice. The teacher must model
how a task or reading strategy is done, provide guidance for a number of times and then
allow the student to work independently. Remember to provide feedback on the student’s
performance.
Teacher Responsibility
FOCUS LESSON
T
Moderate Instruction E
I DO IT (You watch)
A
C
Shared Instruction H WE DO IT (Together)
Guided Practice Collaborative YOU DO IT (I watch/guide)
Independent
YOU DO IT ALONE (Reflect)
Practice
Independent
Student Responsibility
• Young students need instruction and modeling to support the learning process.
• Clearly demonstrate what is expected of learners and then practice together
before asking them to do a task on their own.
• Children greatly benefit from scaffolded instruction as they learn new languages
(L2, and L3).

DAY 1 MODULE
IV. Before, During, After (BDA) Reading Process

The BDA reading process provides a three-part framework to support reading
comprehension. Reading involves connecting text to what is already known (prior
knowledge). Before reading activities or questions help set a purpose for reading and establish
what the readers already know about the topic. During reading, the reader-text interaction
helps readers monitor comprehension and continue to connect the text to their own
knowledge and experiences. After reading questions and activities extend and elaborate the
ideas from the text.
During
Reading
Activate Extend and

prior knowledge Monitor
Comprehension elaborate ideas
Set purpose from the text
Connect
with the text
Before After
Reading Reading
• Teachers can model the BDA process through read aloud activities and parents can
use them with listening stories at home.
• Early readers are learning how to read and spend a lot of energy decoding text.
They need to be taught reading comprehension strategies to help them gain
meaning from what they read.
REMINDER: In Teacher Training 1 you learned about concept sorts which are a great
before or after reading strategy to develop comprehension and vocabulary. A concept
sort is an activity which requires learners to group or categorize words, pictures. letters
or objects by shared attributes. Concept sorts can be closed sorts where teachers determine how
pictures, words, and letters should be categorized. They can also be open sorts where learners
categorize pictures, words and letters on their own. Use concept sorts before reading to see
what learners already know about a topic or theme. Use concept sorts after reading to assess
learner comprehension of the concepts that have just been taught.

DAY 1 MODULE
What are some activities that you, as a teacher, can do during each step in the BDA process?
Check them out below.
Before Reading During Reading After Reading
• Read the material first! • Read the text • Perform class/group/

Plan for the reading • Monitor comprehension by individual discussion
activity (e.g., group read pausing and asking • Give learners engagement
aloud, independent questions about the text activities (e.g., graphic
reading, materials needed, • Check predictions with the organizers, performance
etc) class tasks, etc)
• Activate prior knowledge • Summarize and visualize • Provide a summary of new
(e.g., motivate, concept knowledge
map, etc)
• Ask for predictions about
the story
Check for Understanding 1:

Match column A with column B.
“Is it all coming back to you now?” Let’s do a quick check by matching the concept with the
implication! Read each statement, and write the letter of the corresponding teaching and
learning implication on the blank.
COLUMN A COLUMN B
Gradual Release of Responsibility A K-3 learners need to be taught reading

(GRR) is a form of scaffolded comprehension strategies to help them gain
instruction. meaning from what they read.
Fluency is the ability to read quickly B Build a strong network of sight words and
and correctly with accurate phrasing, high-frequency words.
expression, and comprehension.
Phonics involves the relationship C Clearly demonstrate what is expected of

between letters of written language and learners and then practice together before
the sounds of spoken language. asking them to do a task on their own.
The BDA reading process provides D Children must acquire a fundamental

a three-part framework to support understanding of letter concepts so they
reading comprehension. can figure out how print works.

DAY 1 MODULE
COLUMN A COLUMN B
The explicit teaching of vocabulary is E Classrooms should be filled with words

essential for all learners, particularly such as word walls.
language learners.
Check your answers against the answer key at the end of this module. Draw a ☺
under the statement that best describes how you did in the quick assessment.
LET’S REFRESHED AND WARMED UP AND

DO THIS! READY! READY!
Success with a few Success with a fair Success with a many
items correct number items correct correct answers
Reflection:
Take a moment to let things sink in. Take a few minutes to reflect on what you’ve just read by
writing down your answers to the following reflection questions.
1. How do you as a teacher help your learners develop their literacy skills in the
classroom?
2. How can parents and caregivers help their children develop these skills at home?

DAY 1 MODULE
Maybe at this point you’re wondering if that’s all there is in teaching literacy and reading. Well,
in the next few days, you’re going to realize that there are many factors in teaching beginning
literacy such as language, effective teaching, and reading materials. But before that, go back
and think of your students. How do they begin to read? How does literacy develop?

Guess the sequence (5 minutes)
Take a look at the labels of the stages of reading development and try to sequence them
according to the description of the stages. Write your answers on the blanks in the image
below.
• Prereading
• Initial Reading
• Confirmation and Fluency
Stage 5
• Ungluing from Print
• Construction and Reconstruction Stage 4
Reading is
• Multiple Viewpoints
used for one’s
• Reading for Learning the New Stage 3 Reading own needs
widely from a and purposes
Stage 2 Reading is broad range (professional
used to learn of complex and personal);
new ideas, materials, both reading
Stage 1 Child reads
to gain new expository and serves to
simple, familiar narrative, with
knowledge, integrate one’s
Stage 0 Child learns stories and a variety of
to experience knowledge
relation selections viewpoints
new feelings, with that of
between with increasing
Child to learn new others, to
letters and fluency.
“pretends” to attitudes, synthesize
read, retells sounds and generally from it and to
story when between one viewpoint create new
looking at printed and
knowledge
pages of book spoken words;
previously read child is able to
to him/her, read simple
names letters text containing
of alphabet; high frequency
recognizes words and
some signs; phonically
prints own regular words;
name; plays uses skill and
with books, insight to
pencils and “sound out”
paper new one
syllable words

DAY 1 MODULE
Do you think that you guessed them correctly?
Check your answers against the Answer Key provided at the end of the module.
Directed Reading 2:
Stages of Reading Development (20 minutes)
While learning about all the stages of reading development is interesting, for this module,
focus on the stages connected to K-3 learners, and the developmental implications for
teaching and learning. If you want to learn more about the stages of reading development,
you can read Jeanne Chall’s (1983) Stages of Reading Development. A hand-out containing
it’s summary is provided as additional reading at the end of this module. For now, read and
understand the following notes on reading development. Be ready to answer the questions
listed in the next page.
Let’s take a look at the characteristics of K-3 learners as their reading development
progresses!
After
End of Grade 1
Before Kindergarten to
to Beginning of End of Grade 2 Grade 3
Kindergarten Beginning of
Grade 2
Grade 1
• Recognize • Can name most • Can decode • Can decode • Can generally
some letters or all the letters common one- common two- decode familiar
such as the in uppercase syllable words syllable and and unfamiliar
letters in their and lowercase • Spelling some multi- words
names • Can give reflects sounds syllable words • Fluency is well-
• Know the sounds of in the word • Faster fluency established
front and the letters (mostly (e.g., “Krismas” development;
back of a book consonants and for Christmas) (can read
• Recognize some vowels) • Less dependent texts with
rhymes • May start to on pictures faster accuracy)
decode simple and context • Improvement
consonant— cues when in spelling
vowel— decoding
consonant unfamiliar
(CVC) words words
• for Mother • Listening
Tongue, may comprehension
blend specific is still better
letters to form than reading
syllables and comprehension
words
• Rely on first

DAY 1 MODULE
After
End of Grade 1
Before Kindergarten to
to Beginning of End of Grade 2 Grade 3
Kindergarten Beginning of
Grade 2
Grade 1
and last letters

when decoding
• May still have
spelling errors
especially the
middle sounds/
letters
• Dependent
on pictures and
sentence
context
• Listening
comprehension
is better
than reading
comprehension
So what does this all mean? Well, as teachers, there are different activities and skills that you
need to emphasize at each stage of development. Below is an example of some of the skills
that need to be emphasized per grade level:
Grade Level
Kindergarten Grade 1 Grade 2 Grade 3
Writing
Comprehension
Fluency
Vocabulary
Basic Phonics
Advanced Phonics
Phonological
Awareness
Moats, L, Tolman, C (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS):
The Challenge of Learning to Read (Module 1). Boston: Sopris West.
How can we develop these skills? With a lot of daily practice using age and level-appropriate
books! As learners progress from pre-readers to more fluent readers, it’s important to
expose them to appropriate books to aid their literacy development. Young learners should

DAY 1 MODULE
devote a lot of time to reading and exposure to print. Book selection and reading strategies
for using supplementary reading materials with readers at different ages and reading levels are
topics that you will be exploring in the next modules.
Below is a quick glance on how K-3 learners acquire the skills and characteristics for Stages
0-2 in developing literacy:
Prereading Initial Reading and Confirmation and

Stage Decoding Stage Fluency Stage
• Being exposed to read • Using direct instruction in • Using direct instruction

alouds teaching phonics in teaching more advanced
• Being exposed to books, • Using levelled readers decoding skills
writing materials, blocks, • Using levelled readers for
letters, etc independent reading
• Dialogic reading
Key Takeaways
•
The six domains of literacy—oral language, phonological awareness, phonics,
vocabulary, fluency and comprehension are interrelated. In order to help the K-3
learners become strategic readers, teachers should provide learning experiences that
target the development of all domains.
• Balanced literacy approach combines direct instruction of letters and their
corresponding sounds to form words and using knowledge of language to read. It also
involves the use of the “I do,” “we do,” and “you do” instructional framework. This
means that when a literacy skill is taught to a student, the teacher should model it first,
provide several opportunities for practice and then allow the student to practice the
skill independently.
• Further enrich the students literacy experience during read-alouds by following the
BDA process. B stands for asking questions before reading the book. D is asking
questions during reading to engage the student and check for understanding;
vocabulary words, rhymes, and other literacy concepts can be highlighted too. A stands
for after reading activities or engagement activities such as writing about a favorite
character, drawing a favorite scene, providing a summary of the story, and others.
• K-3 learners develop differently through the stages of reading. There are different
activities and skills that should be emphasized at each stage of development. And these
skills can be developed through daily practice using age and level appropriate books.
Learning Log
(3 minutes)
Why is it important to know and understand what learners can do at the different stages of development?

DAY 1 MODULE
Check-out!
(15 minutes)
Well done! You are done with learning the content for Day 1! Hooray!
Log-in to Facebook Messenger group for today’s check-out with your facilitator. If there are
internet connection issues today, your facilitator will SMS or call you.
To-Do’s:
Homework: Successes and Challenges. See your Day 1 Assignment Sheet for more
information.
You are done with Day 1 Module!

After you take a break, you can now proceed to do Day 1 Assignment.

DAY 1 MODULE
Answer Key
Check for Understanding 1: Match Column A with Column B
COLUMN A COLUMN B
C Gradual Release of Responsibility A K-3 learners need to be taught reading

(GRR) is a form of scaffolded comprehension strategies to help them gain
instruction. meaning from what they read.
B Fluency is the ability to read quickly B Build a strong network of sight words and
and correctly with accurate phrasing, high-frequency words.
expression, and comprehension.
D Phonics involves the relationship C Clearly demonstrate what is expected of

between letters of written language and learners and then practice together before
the sounds of spoken language. asking them to do a task on their own.
A The BDA reading process provides D Children must acquire a fundamental

a three-part framework to support understanding of letter concepts so they
reading comprehension. can figure out how print works.
E The explicit teaching of vocabulary is E Classrooms should be filled with words

essential for all learners, particularly such as word walls.
language learners.
Check for Understanding 2: Guess The Sequence

Stage 5
Construction
Stage 4 and
Multiple Reconstruction
Viewpoints
Stage 3
Reading for
Stage 2 Learning the
Confirmation New
Stage 1 and Fluency
Initial Reading
Stage 0
Prereading

DAY 1 MODULE
DAY
ASSIGNMENT:
01 SUCCESSES AND CHALLENGES

Task: Think about your experience engaging families in supporting learning and linking
learning at school to learning at home. What are your successes? What are the challenges?
Write down your thoughts and experiences in the chart below. A copy of this chart will be
provided to you in the Google Classroom and in your manual. You can download the file
to fill in your answers or make use of this template attached to your participant’s manual.
A. Criteria: Your output is expected to have the following characteristics:
1 2
Did not meet expectations Met expectations
Language: Message is clear; no errors in

grammar and spelling
Content: Answers the question: What are

your successes and challenges in engaging
families in supporting learning and linking
learning at school to learning at home?
Format: Output is in the form of a chart.
B. Submission: This is due at the end of today, Day 1 or on the day it has been agreed
upon by your training group. You must upload your output to the Google Classroom.
Contact your facilitator or ICT support for assistance in uploading your output. They can
also help you plan an alternative option for submission if needed.
C. Instructions
1. What are your successes and challenges in engaging families in supporting learning
and linking learning at school to learning at home? Record your thoughts and
experiences in the chart below. A copy of this chart will be provided to you in the
Google Classroom. Download the file to fill in your answers or you may use this
template in your participant’s manual.

DAY 1 MODULE
SUCCESSES CHALLENGES
2. Please name your file as Family name, First Name_Day1Assignment

(eg. Santos, Leandro_Day1Assignment).
3. Submit/upload your completed output back to the Google Classroom.
4. See template on the next page.

DAY 1 MODULE
DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION
TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

Improving Early Grade Literacy in School and at Home
Day 1 Assignment: Successes and Challenges

Instructions: What are your successes and challenges in engaging families in supporting
learning and linking learning at school to learning at home? Record your thoughts and
experiences in the chart.
SUCCESSES CHALLENGES

MODULE GUIDE
MODULE 2: MATCHING LEARNERS TO TEXTS
Activity 1: K-W-L Chart on Participant’s manual

Supplementary Reading
Directed reading: Participant’s manual

• Types of SRM
• Factors Contributing to Text
Readability
• ABC+ Levelling Framework
• Determining Learners’ Reading
Level
• The Five Finger Rule
Activity 2: Video watching Video Check your flash drive or

• The School Start-up Assessment watch it though this link:
Administration https://bit.ly/
schoolstartupabcplus
Check for understanding Participant’s manual Multiple Choice
Activity 2: (continuation) Participant’s manual

• The Five Finger Rule

DAY 2 MODULE
DAY
02 MODULE: MATCHING LEARNERS TO TEXTS

Learning Tip: Answering a module can take time especially if there

are many distractions around. To maximize your time, try minimizing the
distractions around you. Make sure that the lighting and ventilation are
right for you. Find a spot where you can comfortably read, write, and work on this
module. Take note of questions that you may have to ask your facilitator.
SEL / GESI Teaching Tip: When doing any kind of assessment it is

very important that you use the results to encourage, not categorize
students. As teachers, we need to celebrate efforts and progress rather
than focusing on test scores. Do not use the framework to assign children to a level
or limit their book choices. Make sure you give students some autonomy and allow
them to choose what to read. Letting students choose their own reading materials
allows them to discover what interests them, so make sure you include some free
reading time in your lessons. Often children think that they do not like reading or
reading is not for them when they just have not found the right kind of story yet!

Welcome to Day 2! Log-in to your Facebook Messenger group and join your training
group for a quick check in with your facilitator. If there are internet issues today, you
can SMS your facilitator to check-in. After your check-in, you may proceed with the
rest of this module.
LEARNING TARGETS
Yesterday, you learned about six of the domains of literacy and how they contribute
to building a strong foundation in oral language (speaking and listening), reading,
and writing. You also revisited the frameworks for effective literacy instruction (the
balanced literacy approach, the gradual release of responsibility model, and the before,
during, and after reading process) and the stages of reading development. Today, you
will learn about the different supplementary reading materials and how to match them
with learners.

DAY 2 MODULE
Day 2 activities:
1. Activity 1: K-W-L Chart
2. Directed Reading: Using Supplementary Reading Materials
3. Activity 2: Video watching - The School Start-Up Assessment Administration
4. Check for Understanding: Multiple Choice

• Explain the importance of engaging with supplementary reading materials to improve
literacy in the early grades.
• Name the different types of supplementary reading materials identified by DepEd for
kindergarten to grade 3.
• Match texts to levels using the leveled readers framework.
• Practice strategies that help learners find texts at their independent level.
module. If you have questions, remember to consult your facilitator.
MATERIALS NEEDED
Pen, laptop or smart device with Internet connection.

Activity 1:
K-W-L Chart on Supplementary Reading Materials (5 mins)
Go over the objectives of this module. Fill out the table below by answering the first two
columns only: Know and Want to Know. At the end of the module, you will be asked to
fill-out the third column and identify what you learned.
K W L
Know Want to Know Learned
What do you already know about What do you want to know about After completing this module, what is
supplementary reading materials supplementary reading materials? the most significant insight that you
(SRM)? What SRMs do you use when learned? How will this help you as a
teaching learners? teacher?

DAY 2 MODULE
Great! Now, learn more about supplementary reading materials. Take note of the ideas you
listed under “Want to learn”, and let’s see if you will find out the answers from the reading
activity below.
Directed Reading:
Using Supplementary Reading Materials (30 mins)
Read and understand the following notes on Supplementary Reading Materials or
SRMs. Be ready to answer some questions about the topic. There are also boxes with
instructions or questions on the side of the notes. Think about the questions and write
your answer in the box.
• Highlight or underline main ideas. • Answer the questions in the boxes

• Encircle important terms. beside the concept notes.
• Use the margins to write your thoughts
as you read.
I. Types of Supplementary Reading Materials

The goal of any reading program is to ensure that children are exposed to a wide array of
reading materials, have books to read and many opportunities to read, and find joy in reading
so that they become lifelong readers. Supplementary reading materials (SRMs) enrich reading
instruction. SRMs help develop the reading ability of the learner, expand vocabulary, and
develop autonomy in accessing information that interests the learner beyond what is taught
in textbooks. Without SRMs, developing a positive attitude towards language, literacy, and
literature (ATLLL) may be difficult, which will certainly affect lifelong learning.
The DepEd MTB-MLE guidance identifies the following SRMs as appropriate for
kindergarten to grade 3:
1. big books (read aloud);
2. small books (decodable and levelled readers);
3. listening stories;
4. wordless picture books; and
5. big pictures.
Which
of these
SRMs
have you
used?
Wordless picture book: Decodable book: Levelled readers: Listening stories:
Ang Aming Bahay Si Pipa Pula (Hiligaynon) Halina’t Lumipad (Tagalog) Bukas Si Superman Na Ako

DAY 2 MODULE
You might ask, which of these SRMs should

learners use first? Which SRMs are appropriate for
them? Children begin by listening to stories and
read alouds (with small books and big books) and
engaging with pictures through big illustrations
and wordless picture books. Read aloud stories
are planned oral readings, which are vital in early
grade literacy instruction. The teacher reads aloud
the read aloud story while the learners listen.
Interactive read aloud classroom activities help
develop learner’s literacy skills in oral language,
book and print knowledge, listening comprehension, and attitude toward reading. During an
interactive read aloud, the teacher follows the BDA process and has students ask and answer
questions about the story. The teacher may also use dialogic reading (covered in this training)
to help create a rich interactive read aloud experience. Read aloud stories can also be used as
a springboard for teaching concepts related to phonological awareness, vocabulary, grammar
awareness and structure, and writing and composing.
As learners begin to develop their emergent literacy skills, they engage more and more with
decodable and levelled readers. Decodable readers are reading materials that learners can
“decode” in order to read. This means that the text in the book includes the letter-sound
correspondence learners know and a limited number of sight words. Therefore, learners use
their understanding of letter sound correspondence to decode the text. As learners develop
their phonics skills, they will become more proficient decoders.
Levelled readers are a collection of books that are organized according to their levels of
difficulty. They include simple picture books and progress to complex chapter books. Levelled
readers provide learners with a variety of reading material to explore at their independent
reading level. When using levelled readers, the emphasis is not on a learner’s grade, but on
what they are able to read independently. As learners’ reading skills develop, they progress
to more complex texts. Levelled readers are used to develop vocabulary, decoding strategies
and word recognition skills, reading comprehension skills, knowledge of structure of narrative
or expository text, and fluency. Also, levelled readers foster a love for reading.
Having a levelling system helps teachers assess
learners’ progress over time and gives them additional
resources to support all learners in their classroom.
Especially those who are not yet reading at grade
level or need more challenging texts to read. The
key consideration for using levelled readers in the
classroom is to foster a love of reading and to guide
instruction. So teachers meet learners where they are
at in terms of their independent reading ability, and
refrain from pressuring children to read at grade level.

DAY 2 MODULE
Let’s try to answer this question:

1. What is the difference between a decodable reader and a levelled reader? Write your
answer in the space below.
Si Roman Maalwan
II. Factors Contributing to Text Readability

LEVEL
A variety of factors contribute to the readability of a text. No

one factor operates independently of all the other factors. A text Dito sa
Amin
with longer sentences may not necessarily be harder than a text Ginsulat ni Nery O. Sombilona
Ginlaragway ni Patrick T. Lomigo Sa Lugar Mi • Sa Amon Banwa
In Our Town
with shorter sentences; it also depends on the vocabulary used, DONATED PROPERTY. NOT FOR SALE.
Ailene Amor Diobelle Cerna
the familiarity of the content to the reader, how coherently the

text is structured, how the text is laid out on the page, how much
support the text receives from the illustrations and others. Check
Magbilang Tayo ng Binti
Kuwento mula sa All Children Reading - Cambodia
Salin nina Reynald Ocampo at Quinones Flordeliza
out below the different factors per level in more detail.
A. At the word level

1. Decodability: Very early readers can only decode a new word independently
when they have learned the majority of sounds that the letters in that word
represent. In the earliest stages, therefore, new readers benefit from extensive
practice in reading texts that are aligned to the sequence of the letter sound lessons
in the curriculum.
2. Word length: For early readers in particular, shorter
words are generally easier to decode and recognize. What kind of words
However, the influence of word length is tempered by do your learners
word familiarity (below); in some cases, a longer, more have difficulty
common word that the readers encounter frequently reading?
may in fact be easier to recognize and understand than a
shorter, unfamiliar word. As readers build their decoding
skills, word recognition becomes more automatic and word length becomes less of
a challenge.
3. Word familiarity: Words that are more
common or familiar in the readers’ oral Which of these factors, do you
vocabulary are generally easier to recognize think, are affecting the difficulty
and understand in writing. The more familiar they experience in reading
vocabulary a text contains, the easier it is for these words?

DAY 2 MODULE
the readers to understand overall. Explicit vocabulary instruction and extensive

reading practice both help to build vocabulary, so the more they read, the more
words become familiar.
4. Repetition of language patterns: Repetition of words and phrases throughout
a text is helpful for early readers in particular because it reduces the number of
different words that they have to recognize. This reinforces their decoding of the
repeated words, building automaticity in word recognition. As readers build their
decoding skills and vocabulary, they are increasingly able to handle texts with more
unique words.
B. At the sentence level

1. Sentence structure (syntactic) complexity: All
else being equal, simple sentences are easier for readers What kind of
to process than complex sentences (e.g. sentences with sentences do your
embedded clauses, multiple tenses, dialogue, etc.). The learners have
more clauses are included in a sentence, the more ideas difficulty reading?
need processing. Also, the kind of sentence structure
that learners are exposed to affect their grammar Which of these
awareness. This can be seen in the sentences they use factors, do you
to express their ideas both in oral and written form. think, are affecting
As learners gain reading proficiency and have more the difficulty they
exposure to more complex sentences, their grammar experience in reading
awareness and use of sentences become more complex these sentences?
as well.
2. Sentence length: Although the correlation is not
perfect, sentence length is a good measure of syntactic complexity. All else being
equal, shorter sentences are easier for readers to process than longer sentences.
As readers build their fluency skills, they are able to process larger and larger chunks
of text in quick succession. One of the main differences between lower- and higher-
level texts is the average length of the sentences.
C. At the text level

1. Content familiarity: Reading comprehension
is the ability to understand and interpret what What kind of texts do your
has been read. Proficient readers understand learners have difficulty reading?
the purpose of their reading and they monitor
their understanding and use strategies such as Which of these factors, do
predicting and inferring to make sense of what you think, are affecting the
they read. difficulty they experience in
2. Text structure: Generally, texts that are well reading these texts?
organized are easier to understand than texts

DAY 2 MODULE
that present information in a disorganized or random fashion. Explicit

use of cohesion devices, such as words or phrases that connect one sentence
smoothly to the next and build overall coherence of ideas, greatly increase a text’s
readability. Similarly, repetitive words and phrases or language patterns increase
predictability and aid comprehension. For narrative texts, simple storylines and
flat characters are easier to understand than more complex storylines and multi-
dimensional characters. For informational texts, texts that focus on a single topic
are easier to understand than texts that present multiple topics or multiple facets of
a single topic. As readers build their comprehension skills, they are able to follow
more and more sophisticated storylines and text organizations.
3. Text/ book length: Shorter texts are generally easier for a reader to process than
longer texts. As readers build their fluency skills, their stamina increases and they
are able to process longer texts.
D. At the page level

How the text and illustrations are laid out on the page also influences its readability.
1. Font size: For early readers who are still learning to recognize
letters, a larger font size ensures legibility and helps them in
distinguishing between letters with similar shapes. As readers
become more adept at word recognition, the font size can
decrease without impeding readability.
2. Text density: Text density, or the number of words in a text,
also has an impact on early readers; lots of white space on the
page surrounding manageable chunks of text helps to not
overwhelm them.
3. Consistency: Early readers benefit from a consistent page layout, such as when
text and illustrations always appear in the same place on the page. As readers gain
more experience with books, variety in the text and illustration placement on the
page can add interest without compromising readability.
4. Illustrations: Illustrations play a key role in supporting
comprehension. Early readers benefit from illustrations that
support the text very directly, depicting the exact same content
as the text. As readers build their comprehension skills, they
are able to derive more meaning from the text itself, and the
illustrations can move into a more complementary role, adding
mood and interest and extending the meaning of the text.

DAY 2 MODULE
Before we continue, try to answer another question:

2. What are the most common reading difficulties that your learners have? What are the
most common factors affecting the reading difficulty they experience? Write your answer
in the space next page.
III. The ABC+ Levelling Framework

ABC+ has used levelling frameworks to guide the creation of supplementary reading
materials, and these were developed in collaboration with experts from the target Mother
Tongue groups. The creation of materials aligns with the MELCs and the quarters for grades
1-3. Materials have been organized to be developmentally appropriate for early grade
learners according to their progression of skill development (children’s literacy continuum)
from kindergarten to grade 3. Further, these were contextualized based on the local language
and setting with respect to the uniqueness and variations of these languages. Although the
books are leveled to a particular grade and quarter, those are targets but not realities for
every child. Some children develop literacy faster and more slowly than others and the rate of
literacy acquisition will vary from L1 to L2 to L3 for each child. The purpose of leveling is to
ensure that learners can find a book that is the right level for them, regardless if it is leveled to
an earlier grade or quarter. Similarly, this can serve as a guide for teachers in assigning relevant
reading materials to young readers to make their reading experience more engaging as they
build their literacy skills.

DAY 2 MODULE
Leveled Readers Framework Guidance for Modular TT2
Grade Level Grade 1

Q1 Q2 Q3 Q4
Word level Word length Average word length increases from shorter to longer
(tailored by language)
Word familiarity Familiar vocabulary (words and phrases commonly used

in children’s oral language); occasional new words that
are highly supported by illustrations
Language patterns Use of repetitive language words and phrases for

predictability
Sentence level Sentence length Average sentence length increases from shorter to longer
(tailored by language)
Sentence structures Very simple sentence Simple sentence structures

structures; some
incomplete sentences
Text level Text Length Average text length (number of words and unique
(tailored by language) words) increases from shorter to longer
Content familiarity Very familiar content and themes with easily relatable
experiences (e.g. family, friends, home, school); a few
simple elements of fantasy (e.g. talking animals)
Text Narrative Simple realistic fiction or animal fantasy; simple storyline

structure Text and characters
Informational Simple factual or concept texts with singular focus

Text
Page level Degree of visual Illustrations directly show Illustrations support the
(illustrations) support what is described in the text closely, but text
text begins to carry more
meaning on its own
Simplicity Clear and simple; no distracting detail
Note: A variety of factors at the word, sentence, text, and page level contribute to the levelling of a
Note: A variety of factors at the word, sentence, text, and page level contribute to the levelling of a reader. No
reader. Nooperates
one factor one factor operates independently
independently of all the
of all the other factors. other
A text withfactors.
longerAsentences
text withmay
longer sentences be
not necessarily may
not necessarily
harder than a textbewith
harder thansentences;
shorter a text with shorter
it also sentences;
depends it also depends
on the vocabulary onfamiliarity
used, the the vocabulary used, the
of the content
familiarity of the content to the reader, how clearly the text is structured, how the text is
to the reader, how clearly the text is structured, how the text is laid out on the page, how much support the laid out ontext
the
42
DAY 2 MODULE
Grade 2 Grade 3
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Blend of familiar and new words, but mostly familiar More challenging vocabulary introduced; words
words; new words are supported by illustrations, with multiple meanings; new content-specific words
context, or word families; some content-specific words explained and/or supported by illustrations context, or
(e.g. math and science terms) may be introduced word families
Repetitive language patterns encouraged but increasingly optional
Mostly simple sentence structures with some variation Blend of simple, compound, and complex sentence
structures
Familiar content begins to expand beyond home Greater variety in content and themes; may introduce
and school; themes still tied to relatable childhood readers to content that is not directly relatable to their
experiences lives
Realistic fiction, fantasy, traditional tales, poetry, or other as required by curriculum; storyline has clear series of
events, problem/resolution, increasingly complex characters; increasing use of inference
Simple informational texts on easy topics with increasing Variety of informational topics, features, writing styles,
detail and/or steps or sequences of events; can include and underlying text structures, including description,
simple tables, maps, graphs, labels comparison and contrast, steps or time sequences,
cause and effect, problem and solution
Illustrations support the text generally, but the text Illustrations support or extend meaning, but the text
increasingly carries more meaning on its own carries most of the meaning on its own
Clear but increasing in detail Increasing in detail and complexity; can depict multiple
ideas
page, how much support the text receives from the illustrations and so forth. Language considerations
receives from the illustrations and so forth. Language considerations play a big role. Decodability, word length, and
play a biglength
sentence role. are
Decodability,
important to word length, and
determining sentence
the level length
of a text. are important
However, these aretoalso
determining the level and
language dependent
of acriteria
the text. However,
for English,these areand
Filipino also language
different dependent
mother tongues and
may the
vary.criteria for English, Filipino and different
mother tongues may vary.

29
DAY 2 MODULE
Now that we’ve read about the ABC+ Levelling Framework, let’s try to answer this question:
3. Think about the SRMs that you are currently using. Based upon the levelling framework
presented and the factors for levelling, which quarter or level do the SRMs you use belong to?
Why? How do your SRMs align to the MELCs of the grade level you are teaching? Write your
answer in the space below.
IV. Determining Learners’ Reading Level

For book selection, it is important to take into consideration a child’s reading level. When
talking about reading level there are three levels to consider: independent, instructional,
and frustration level. When learners are reading a text at their frustration level, they are not
reading with fluency and struggle to comprehend the text. In contrast, when learners are
reading a text at their independent level, they are able to decode the text, read with fluency
and gain meaning from what they read. When supporting learners to find the right text to
read, teachers should look for a text at their independent reading level.
Independent Level This is also called the easy text because the student can read it without
teacher support or instruction. The learner can read 95% or more of
the text accurately because he or she is familiar with most, if not all, of
the words in the text. Independent level texts allow the reader to read
smoothly, fluently, and with expression. Because of this, this kind of text
affords the reader a high level of comprehension.
Instructional Level This is also called the “just right” text, which is used for instruction with
teacher support. The learner can read between 90-95% of the text
accurately (challenging but manageable). With this text, the learner can
read some parts and may show hesitation in reading other parts. This
allows the teacher to teach new word identification skills and introduce
new vocabulary. The reader understands most of what is read but not all,
giving the teacher the opportunity to harness students’ comprehension
strategies.
Frustration Level This is also called the difficult text because the learner can read less than
90% of the text accurately. Most of the words in the text are unfamiliar,
which makes it difficult for the learner to decode and, therefore, affects

DAY 2 MODULE
comprehension of the text. The reading may appear to be choppy with

lots of hesitations. Because of this, the learners are confused about what
is happening in the text. This is not appropriate for learners to read on
their own, instead it may be more appropriate for developing listening
comprehension.
There are a variety of tools that can be used to assess readers to help determine their
independent reading level. Take a look at two assessment strategies: The School Start-Up
Assessment and The Five Finger Rule.
Activity 2:
Video Watching (5 mins)
The School Start-Up Assessment Administration. The school start up assessment
was created by ABC+ to help teachers determine the support needs of their learners
when they return to school as not all children have had the same opportunities for learning.
To find out more about this strategy, watch the video on “School Start-Up Assessment
Administration” found in the flash drive provided to you or, if you have an Internet
connection access it through this link (Video citation: Spouez. (2021, January 6). School Start-
up Assessment Administration (G1-G3/ MT and Filipino). Retrieved from https://bit.ly/
schoolstartupabcplus).

Multiple Choice (5 mins)
After watching the video, answer the questions below by writing the letter of your answer in
the box before each number.
1. Who administers the assessment?

a. Principal b. Teacher c. Parent
2. How are learners assessed?

a. individually b. in small groups c. as a class

3. How many reading tasks per language are administered?
a. two b. three c. four
4. Which of the following skills is NOT assessed?

a. word decoding b. sentence reading c. reading comprehension

DAY 2 MODULE
5. What is the goal of assessment? To identify:

a. what words the learners have difficulty reading
b. who needs additional support to and how much support is needed
c. why some learners read better than others and how to teach them
6. Which of the following is NOT a material that you will need for the assessment?
a. Learner Sheet
b. Teacher Administration Guide
c. Word Calculator
7. What should you do if the child identifies between seven to ten items correctly on
Task 1? Ask the child to:
a. read the list of simpler words found on the left side of the sheet
b. answer additional items of the same level found on the right side of the sheet
c. call his/her parents, so you can congratulate them for the child’s reading progress
8. What are the four possible reading profiles?

a. poor profile, basic profile, average profile, advanced profile
b. grade ready, light refresher, moderate refresher, full refresher
c. emergent reader, beginning reader, intermediate reader, proficient reader
Let’s check!
How did you do in the quiz? Check the answer key found at the end of this module.
Write your score here:_________
The Five-Finger Rule

Another quick way to check if the text is a good fit for a learner
is to apply the five-finger rule. Teachers can do this with learners
and learners can also do it themselves to determine if the book is
the right fit for them.
Procedure:
1. Open to any page in the book.
2. As the learner begins reading, hold a finger up for each
word she or he is not sure of or does not know.
3. If there are five or more words that the learner does not
know, the book is too difficult for the learner and is not at
the independent reading level.

DAY 2 MODULE
Now that we’ve read about two strategies for assessing the independent reading level of
our learners, let’s try to answer the last two questions:
4. Which reading assessment do you plan on doing for your learners? Why? Write your
answers in the space below.
5. How can you use the information from the assessments to help struggling learners or
learners with disabilities? What adaptations could you make for them? Write your
answers in the space below.
Key Takeaways
• Learners need to have some agency in book selection. Restricting their choices
based on levelling negatively affects their confidence and impacts their reading identity
and perception of what they can and cannot do. It can also reduce interest in reading.
Teachers need to be flexible and encouraging when helping learners select
supplementary reading material. Teachers should never label learners or tell them that
they can only read books at a certain level.
• Assessments may help teachers determine a child’s independent reading level but
they only provide a narrow picture of their literacy skills. Assessments and diagnostic
tools are meant to help teachers determine learners’ reading abilities, so teachers are
able to help learners select texts that they can read independently. However, when
teachers rely solely on an assessment to match learners to texts it can lead to errors.
There are many more factors that contribute to determining what a learner will be
able to read such as prior knowledge about the topic, motivation, language proficiency
and vocabulary (especially in L2, L3) and text genre. So, assessments are only one
factor in matching learners to text.

DAY 2 MODULE
Learning Log
Go back to the K-W-L chart found at the beginning of this module and answer the
questions in the third column: What is the most significant insight that you learned? How will this
help you as a teacher?
CHECK OUT!
(15 mins)
You did it! You are done with learning the content for Day 2! Yahoo!
After answering the learning log, log-in to your FB Messenger group and join your training
group for today’s check-out with your facilitator. If there are Internet connection issues
today, your facilitator will SMS or call you. Take note, there is no homework for today.

Great job! There is no output for this module.

DAY 2 MODULE
Answer Key
For questions under Directed Reading:
1. Decodable readers are reading materials that learners can “decode” in order to read.
These readers have letter-sound correspondences and sight words that are familiar to the
learners. On the other hand, levelled readers are a collection of books that are organized
according to their levels of difficulty from picture books to complex chapter books.
Learners should be provided with the levelled reader that they can read independently.
2. (Answer depends on the learners’ reading difficulty)
3. (Answer depends on the SRMs you use and the grade level you teach. Use the framework
as a guide.)
4. (Answer depends on the strategies you plan on using)
5. (Answer may vary; suggestion: Assessments can be used to identify which domain of
literacy your student is struggling with and then you can provide the necessary support.
For example, if the student is still struggling with his letters, then more practice with letter-
sound recognition can be given.)
Check for Understanding: Multiple Choice (8 points)

1. b
2. a
3. a
4. c
5. b
6. c
7. b
8. b

MODULE GUIDE
MODULE 3: BOOK SELECTION AND TEACHER READ ALOUD
Activity 1: It’s a Boy, It’s a Girl! Participant’s manual Personal biases on gender
roles and expectations

• Social and Emotional Learning
(SEL)
• Gender Equity and Social
Inclusion (GESI)
• Visual Literacy
Check for Understanding Participant’s manual Picture Analysis
Directed Reading 2: Participant’s manual https://fpblog.

• Teacher Read Aloud fountasandpinnell.com/
• Considerations for Book teacher-tip-selecting-books-
Selection for-interactive-read-aloud
• Book Selection: Incorporating
SEL and GESI
• Procedure in Conducting
Teacher Read Aloud
Activity 2: Viewing the Modelling Video: “Araw sa Palengke” http://bit.ly/araw_sa_

of Teacher Read Aloud by May Tobias Papa, palengke_readaloud
illustrated by Isabel Roxas
Read Aloud in Tagalog”
Activity 3: Viewing Reading Video: “How to Read With https://youtu.be/-

at Home Your Child” Hampton OG2Q6pPQYw
Primary School (2014)
Homework Day 3 Assignment Sheet Assignment sheet is found

at the end of this module;
upload your work in the
Google Classroom

DAY 3 MODULE
DAY
MODULE: BOOK SELECTION AND
03 TEACHER READ ALOUD

Learning Tip: The effort teachers exert on preparing materials and

teaching students is taxing to the body—especially if you lack sleep. Your
brain won’t be at its best state and this might affect your learning. This is
where power naps come in handy. A power nap that lasts from 15 to 20 minutes
is proven to improve alertness and gives you the energy boost you need. So when
you’re feeling tired, try a power nap. Make sure to set the alarm, otherwise you
might not finish this module!
SEL / GESI Teaching Tip: In the Philippines, girls outperform boys in

literacy. We want to create a classroom environment that encourages boys
to become more engaged in reading activities, too. One of the easiest
ways to do this is to choose stories that show boys who are interested in and
excited about reading. Remember, an interactive read aloud is a great opportunity to
communicate important SEL / GESI messages to your students!

Welcome to Day 3! Log-in to Facebook Messenger group and join your training group for
a quick check in with your facilitator. If there are internet issues today, you can SMS your
facilitator to check-in. After your check-in, you may proceed with the rest of this module.
LEARNING TARGETS
In Day 2, you explored and learned how to match students to texts by going through
the supplementary reading materials, studying the factors contributing to text readability,
learning the ABC + levelling framework that guided in creating the supplementary reading
materials, determining the learner’s reading level, and applying the five finger rule. All
these have prepared you to match your students with the text. Today, you will continue
by focusing on book selection considering SEL, GESI, and visual literacy, and end with
practicing teacher read alouds.

DAY 3 MODULE
Day 3 activities:
1. Activity 1: It’s a Boy, It’s a Girl!
2. Directed Reading I: SEL, GESI, and Visual Literacy
3. Check for Understanding: Picture Analysis
4. Directed Reading 2: Teacher Read Aloud
5. Activity 2: Viewing the Modelling of Teacher Read Aloud
6. Activity 3: Viewing of Reading at Home
7. Homework: Read Aloud Video and Peer Evaluation

• Determine the importance of SEL, GESI, and Visual Literacy in choosing books to read.
• Model Teacher Read Alouds using supplementary reading materials with SEL and
GESI themes.
• Explain how parents can use supplementary reading materials to conduct read alouds
at home.
module. If you have questions, you may ask your training facilitator.
MATERIALS NEEDED
• Pen and blank pieces of paper, laptop or smart device with internet connection
• Sample digital collection of supplementary reading materials
• Checklist for Practice of Teacher Read Aloud
• Handout on interactive teacher read alouds

Activity 1:
It’s a Boy, It’s a Girl! (25 mins)
A. Divide a piece of paper into 2 sections. Draw a picture of a girl and a boy on each side.
Read the FOUR questions below. Write your answers next to the pictures.
1. Think about the home. What are children encouraged to do based on their gender?
Is there anything that they are discouraged from doing based on their gender?
2. Think about the classroom. What are children encouraged to do based on their
gender? Is there anything that they are discouraged from doing based on their
gender?
3. Now look at your drawings, how did you draw the girl and the boy? What
differentiates them from each other? What is the same for both?
4. How do you think these expectations based on gender affect their learning outcome?

DAY 3 MODULE
Girl Boy
B. Divide Now, work with a small group and share your ideas and answers. You may ask
the facilitator if there are groupings set for this activity.
The pictures you drew and analyzed in Activity 1 reveal biases you may have on
gender roles and expectations which in turn affects students’ social and emotional
learning. In addition, since reading involves picture books that use not just words but
also pictures in creating meaning, visual literacy plays a part in young reader’s learning.
Directed Reading I:
SEL, GESI, and Visual Literacy
In this section, you will learn how Social and Emotional Learning (SEL), Gender Equality
and Social Inclusion (GESI), and visual literacy affect book selection and reading—
particularly in developing book and print awareness and attitudes towards language,
literacy, and literature. Read the notes below.

A. Social and Emotional Learning (SEL)
Social and Emotional Learning (SEL) refers to the processes by which individuals
learn important social and emotional (SE) competencies to cope with difficult and
stressful situations, succeed in formal education, and successfully transition into
adulthood and citizenship. These include, for example, the ability to develop positive
relationships, recognize and manage emotions, have empathy and care for others,
understand the perspectives of others, and make responsible decisions. The school
culture and the school and classroom climate play a critical role in how successful a
school is in nurturing SEL.
In order to fully benefit from education, students need to have certain social and
emotional skills such as concentration and focus and the ability to manage their
emotions, build positive relations with their fellow classmates and teachers and,
importantly, the strength of voice and agency to participate actively in class and seek
assistance when needed. With these skills students are in a strong position to navigate

DAY 3 MODULE
their world every day, making education a priority in their lives and working hard to
reach their potential in school and successfully pursue their dreams for the future.
Teachers and parents play a critical role in children’s SEL. They must be role models
demonstrating these skills and also nurture the development of SE skills in children.

B. Gender Equality and Social Inclusion (GESI)
“Gender” and “Sex” are terms often used
interchangeably. However, they are very different.
Sex refers to the biological attributes of humans.
Oftentimes, this refers to the reproductive or
sexual anatomy of the person—male if you have a
penis, female if you have a vagina, and intersex for
those born with both. Gender on the other hand
refers to roles, behaviors, and expressions that
society expects of girls and boys.
There are stereotypes for each gender that have
become widely accepted. For instance, girls must
love pink and boys must love blue; boys can be engineers and architects while girls can
be homemakers or nurses. However, these gender stereotypes are NEGATIVE
for learning because children begin to think that their gender limits their abilities and
opportunities. This is why in teaching reading you must be aware of these stereotypes
and address them in the classroom. It is best to choose books that show gender
equality and challenge stereotypes—this includes ideas such as girls can be strong too
or that boys can also cry and show vulnerability.
Similar to gender equality, social inclusion is something we have to be aware of
as teachers of literacy. The Philippines is culturally diverse and heterogeneous. In
different regions and within these regions, many different languages, cultures, and
realities thrive. Thus, as teachers, you cannot assume that all your students come from
the same context. This is where social inclusion comes in.
Social Inclusion is defined as “the process of improving the terms of participation
in society, particularly for people who are disadvantaged, through enhancing
opportunities, access to resources, voice, and respect for rights’’ (United Nations
chapter1.pdf (un.org)). In other words, students must have a sense of belonging
regardless of differences and also ensure that disadvantaged students are empowered.
These differences and disadvantages stem from the different dimensions of social
inclusion such as:
1. Poverty
2. Religion and culture
3. Race
4. Ability
5. Gender

DAY 3 MODULE
This means, for example, that just because many Filipinos

are Christians does not mean that all Filipinos are
Christians. You have to try and make space in your
discussions the religions that are not part of the
dominant religion such as Islam, Iglesia ni Kristo, Jehovah’s
Witness, etc. to make sure students are socially and
culturally aware of other people’s realities. Aside from
religion, the students must also be aware of different
groups of people such as:
1. people with special needs
2. people with disabilities
3. people of different races
4. people of different social classes
Therefore in teaching reading, use books and literature
that reflect these differences. Students need to understand these diversities and
develop respect and appreciation for their uniqueness as well as empathy for others.
In addition, students will want to read more if they can recognize their own culture or
reality in their lessons or the books that are read. When there is more social inclusivity,
the students will feel that they are included, that they belong, and that they are
valued—this is what social inclusion is all about.
C. Visual Literacy
In beginning reading, teachers and families often read
picture books to children. Before going into selecting
books for children, and now that you are aware of SEL
and GESI in teaching reading, note that there are two ways
picture books communicate meaning—through pictures
and through words Children might be drawn to books
initially because of pictures and “reading” these pictures
is often taken for granted by adults. However, reading
pictures requires literacy skills as well. Pictures or
illustrations present meaning, and you have
to know certain things about images to understand them.
Simply put, visual literacy is the ability to interpret and
make meaning from information presented in images. You may ask yourself these
questions when looking pictures through books:
1. What are the words and pictures saying together?

2. What are the words saying that the pictures are not showing?
3. What are the pictures showing that the words are not saying?

DAY 3 MODULE
As noted with SEL and GESI, it is not only the words that contribute to how books
present ideas, emotions, gender differences, and societal diversity, pictures also
contribute to what the book is all about. Thus as teachers, you also have to analyze
the pictures found in a picture book. In doing so, you are made aware of gender
stereotypes or potentially discriminating ideas that the words might not be saying but
the pictures are showing.
Taking SEL, GESI, and visual literacy into consideration aid to make sure that the
books being used will help foster a positive attitude towards language, literacy, and
literature by encouraging participation from both boys and girls no matter their religion,
race, or social class either at home or in school. This is vital to do because when
students feel included in the books and stories consumed, then the chances of
developing a genuine love for reading is higher
Check for Understanding:

Picture Analysis (15 mins)
Having learned about SEL, GESI, and visual literacy, look and study these pictures. Think
about what you know on Social and Emotional Learning (SEL) and Gender Equality and Social
Inclusion (GESI). Analyze each picture in terms of SEL and GESI. Which pictures may suggest
a positive message, which may suggest a more negative idea? Explain your answers. Write
your answers in the table below.
Picture 1 Picture 3
Picture 2 Picture 4

DAY 3 MODULE
Pictures SEL, GESI Why?

Positive or Negative?
Let’s check!
How did you do in the quiz? Check the answer key found at the end of this module.
Write your score here:_________
Directed Reading 2:
Read Aloud and Book Selection Tips (30 mins)
Now that you know important ideas that you must look for in books, you can now read about
effective strategies to read these books to children. One of these is the Teacher Read Aloud.
Read the notes below.
A. Teacher Read Aloud
The interactive teacher read aloud is a reading strategy
that helps students develop a love of reading and curiosity Highlight or underline
and interest in different topics while they also develop their main ideas
literacy skills. A read aloud helps students to construct
Encircle important
meaning, connect ideas, and use their prior knowledge to terms.
understand a text. It also allows all students in the class
to enjoy the same text, regardless of reading ability. Use the margins to
Remember, children have more developed listening write your thoughts
comprehension skills than reading comprehension skills so as you read.
listening to read alouds allows them to engage with more

DAY 3 MODULE
complex texts, vocabulary and grammar than they could read on their own. Read
alouds also help children learn L2 and L3 by developing their listening comprehension skills.
Teacher Read Alouds can be used at every age and in every content area. They are
not limited to mother tongue, English or Filipino lessons. They can be used in any
subject area to build skills like vocabulary and comprehension. For example, if you are
teaching a science lesson, you may do a read aloud from the textbook or find a
supplementary reading material that supports your learning objectives for that lesson.
REMINDER: In Teacher Training 1 you learned about concept sorts which are a
great before or after reading strategy to develop comprehension and vocabulary.
A concept sort is an activity which requires learners to group or categorize words,
pictures. letters or objects by shared attributes. Concept sorts can be closed sorts where
teachers determine how pictures, words, and letters should be categorized. They can also
be open sorts where learners categorize pictures, words and letters on their own. Use
concept sorts before reading to see what learners already know about a topic or theme.
Use concept sorts after reading to assess learner comprehension of the concepts that have
just been taught.
Rationale for Using the Strategy

• Read alouds encourage students’ engagement with texts and develop their
interest in reading.
• Read alouds provide models of fluent reading.
• Read alouds support students’ oral language and vocabulary development.
• Read alouds develop students’ listening comprehension skills which they then
apply to reading comprehension.
• Read alouds expose students to the structure of texts and the structure of
language (grammar).
• Read alouds allow teachers and parents to select texts that reinforce key
themes, such as SEL and GESI, which they want to discuss.
Stories help shape children’s reading experiences and through listening stories they
develop both an interest in reading and personal interests about what they would
like to read themselves. Through read aloud discussions, students develop the ability
to ‘put themselves in someone else’s shoes’. Stories can help to reinforce positive
values and help build students socio-emotional skills such as self-awareness, managing
emotions, empathy for others, relationship skills, and responsible decision making.
Reading and listening to stories helps children learn about the world around them so

DAY 3 MODULE
before diving into a read aloud, you must first find “good” books. Book selection is
essential.

B. Considerations for Book Selection
Adapted from Fountas and Pinnell. https://fpblog.fountasandpinnell.com/teacher-
tip-selecting-books-for-interactive-read-aloud From Teaching for Comprehending and
Fluency by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas
and Gay Su Pinnell. Published by Heinemann.
1. Look for texts that you know your students will love (funny, exciting, connected to
their experiences, able to extend their thinking.)
2. Select high quality texts appropriate to the age and interests of your students.
3. Especially for younger readers, select texts that help them enjoy language: rhythm,
rhyme, repetition.
4. Select different versions of the same story to help students make comparisons.
5. Preview the texts to be sure the ideas and concepts can be understood by your
students.
6. Mix fiction and nonfiction. Sometimes select fiction and nonfiction texts on the
same general topics.
7. Vary genres so that students listen to many different kinds of texts including articles,
poems, fiction, informational texts.
8. Select texts that you love and tell students about them.
9. Link selections in ways that will help students learn something about how texts
work. For example, select books that provide good foundations for shorter
targeted lessons (also known as mini-lessons) in reading and writing.
10. Consider the curriculum demands; for example, link texts with social studies,
science, math or the core literature program.
C. Book Selection: Incorporating SEL and GESI

1. Choose texts that will expand your students’ knowledge of others’ lives and
empathy.
2. Choose texts that will help students reflect on their own lives.
3. Plan selections that appeal to both boys and girls. Encourage boys and girls to
be open-minded and avoid books that promote gender stereotypes. Boys and girls
may be different, but they should be presented as equal.
4. Choose books with messages about positive discipline and personal safety.
5. Choose books that promote a growth (I can do it) mindset and encourage children
to take responsibility.
6. Plan selections so that you present different types of people; help students see
things from different perspectives.
7. Choose texts that help students understand how people have responded to
life’s challenges. Philippine children’s literature writer and critic Eugene Evasco

DAY 3 MODULE
suggests to avoid books that depict children as mere victims. Instead, choose books
with empowered child protagonists who are child heroes in their own stories
(“Pag-akda at Pagkabata: Ang Namamayaning Tunguhin at Estetika sa Panitikang
Pambata ng Pilipinas,” 2011).
8. Select texts that you love and tell students about them.

D. Procedure in Conducting Teacher Read Aloud
There is no one way to do a Teacher Read Aloud but there are some general steps
you can follow. Ask questions throughout the Before, During and After reading (BDA)
process to elicit learner responses. Try to incorporate the “teacher think aloud.”
This is when you say what you are thinking as you read the text. It demonstrates the
thought process of a “good reader” and models how readers should engage with text
and monitor their comprehension as they read. This can be particularly helpful for
students engaging in L2 and L3.
1. Before reading:
• For second language students, consider previewing vocabulary words. Teach
new or challenging words from the text before reading to help with
comprehension while listening to the story.
• Ask questions before reading the story to get students interested in the text,
connect to what they already know about the topic, and to make predictions.
2. During reading:
• Introduce the text and present the cover, title, and author. You may also include
the book’s “birthday” or publishing date to start establishing the idea of
intellectual property, that ideas are created at one point in time by specific
people.
• Read the text aloud slowly, clearly and with expression and/or emotion.
• Show students the illustrations and use your facial expressions and body
language (gestures) to help them understand the text and to get them interested
in hearing more.
• Point to the words as you read them.
• Pause at times to model your thinking about the text (“teacher think aloud”) and
talk about the story, ask questions, or explain new vocabulary.
• Take a look at students’ faces as you read. Their facial expressions and body
language will help you determine how much they are paying attention and if they
are able to understand the text.
• Do interactive activities together. For example, with a predictive text have
students say the repeated words or phrases with you.
3. After reading:
• Ask questions to check for comprehension. Make sure you ask some literal
questions (answer is directly in the text) as well as inferential questions (students
use their background knowledge and details from the text to determine a

DAY 3 MODULE
response). The art of questioning will be discussed in detail on Day 4.

• Discuss predictions or any expectations about the text that were discussed
before reading. You may confirm or qualify the students’ predictions and
expectations of the text.
• Try to get students to connect the text to their own lives and experiences. This
can be done through after reading extension activities which may integrate any
and all of the language skills. For example, sketch to stretch, summarizing and
retelling.
Activity 2:
Viewing Modelling of Teacher Read Aloud (13 mins)
Watch the video (https://www.youtube.com/watch?v=T1D0KcEkzMs) to model an
interactive teacher read aloud. Read the following questions and as you watch the video, try
to answer the questions. Use the spaces provided.
What did the teacher do before, during, How did the teacher help students to
and after reading? engage with the text?
“Read Aloud in Tagalog” illustrated by Isabel Roxas. Video: https://www.youtube.com/watch?v=T1D0KcEkzMs
Activity 3:
Viewing Reading at Home (20 mins)
Reading aloud is not limited to the classroom. Parents and families need to be encouraged
to read aloud to children at home too. Even if parents themselves cannot read well, they can
still tell stories and ask questions to help children develop their listening comprehension skills.
Listening comprehension, oral language, and vocabulary are all foundations of reading. Watch
the video “How to Read With Your Child” Hampton Primary School (2014) to share
tips for reading with children at home. Read the following questions and after watching the
video (https://www.youtube.com/watch?v=-OG2Q6pPQYw), try to answer the questions.
1. What ‘tips’ did the video give for reading 2. What do you do currently to encourage
aloud at home? parents to read to their children at home?

DAY 3 MODULE
3. How can reading aloud at home and at 4. What are some popular stories that parents
school help get students excited about could read to their children that include SEL
reading? and GESI themes?
In this module you learned important considerations in choosing books to read in class and at
home—these considerations include SEL, GESI, and visual literacy. Remember that meanings
from books are not only found in words but also in the images. At the same time, you learned
about “teacher read alouds” and how to effectively use this strategy to encourage children
to love reading books, banking on their listening comprehension skills and bridging these to
reading.
Key Takeaways
• When choosing books for students to read, it is important to consider elements of

social and emotional learning, and GESI so they can be helped to break free from
gender stereotypes. Pictures in books should also be considered and examined closely
as what kind of messages they send to the students.
• Teacher read aloud is an effective strategy to enhance literacy skills of students.
Choose books with SEL and GESI themes too. Parents can also read aloud at home
with their children. One simple way to further enhance the experience is by asking
questions about the book, before, during and after reading. If you want to learn more
about interactive read aloud, refer to the handout Read Aloud to Build Comprehension
at the end of this module for more information.
Learning Log
(15 mins)
What is the most significant insight that you learned today? How will this help you as a
teacher?

DAY 3 MODULE
Check Out!
(15 mins)
After answering the learning log, log-in to FB Messenger group and join your training group
for today’s check out with your facilitator. If there are internet connection issues today, your
facilitator will SMS or call you. You did it! You are done with learning the content for Day 2!
Yahoo!
After answering the learning log, log-in to your FB Messenger group and join your training
group for today’s check-out with your facilitator. If there are Internet connection issues
today, your facilitator will SMS or call you. Take note, there is no homework for today.
To-Do’s
• Homework: Refer to Day 3 Assignment sheet for more information
• Record or demonstrate a read aloud
• Do the peer evaluation

After you take a break, you can now proceed to do Day 3 Assignment.

DAY 3 MODULE
Answer Key
Check for Understanding: Picture Analysis
Pictures SEL, GESI Why?

Positive or Negative?
1 Negative The images may show stereotypes that girls play with
dolls and imagine marriage, while boys play with trains
and imagine becoming a doctor.
2 Negative The picture may be seen as depicting extreme violence.

Since both are boys it may suggest that boys are violent.
3 Positive The picture is inclusive and shows gender equality as

shown by the person in a wheelchair becoming who
she wants to be; girls in professions usually relegated
to boys and vice versa, and people of different races as
suggested by different skill colors.
4 Positive It shows unity or harmony between two persons who

may be from different cultures as suggested by their
attire. This book may also talk about two different
cultures that can expand a reader’s view.
Activity 2: Viewing the Modelling of Teacher Read Aloud

1. What did the teacher do before, during, and after reading?
Before reading the story, the teacher read the title and identified the name of the author
and illustrator. She also asked a question about the cover of the book. During reading,
the teacher asked questions to check for understanding. She also asked questions relating
the events in the story to the student’s experiences. For example, since the story is about
going to the market, she asked if the students also went to the market. After reading the
story, the teacher posted questions again. These questions require students to further
make connections to the story read. Examples of questions are:
Have you gone to the market? (Pumunta na ba kayo sa pamilihan?)
What did you buy? (Ano ang inyong pinamili?)
What did you see? What did you smell? (Ano ang inyong nakita? Ano ang inyong naamoy?)
2. How did the teacher help students to engage with the text?
The teacher applied voice modulation and made relevant gestures like covering her nose
when it was mentioned that the market has smelly things; she also covered her mouth
and pretended to yawn when the author mentioned that the character was sleepy. She

DAY 3 MODULE
also pointed out the pictures, read labels in the pictures and identified names of pictures.
She also asked questions to students.
Activity 3: Viewing Read aloud at Home

1. What ‘tips’ did the video give for reading aloud at home?
• Show them the cover of the book and ask them questions about it
• Test your child’s interest and progress – ask questions as you read
• Check newly acquired skills
• Make it engaging and bring the story to life when you read aloud
• Get feedback from your child about the story
2. What do you currently do to encourage parents to read to their children at home?
Answers may vary; some possible answers are:
• explain and communicate the benefits of reading to their children on their children’s
academic performance
• suggest to parents to “read” the signs when they go out with their children or read
aloud labels on food packaging, etc.
• encourage parents to incorporate “deliberate” reading in their routines; for example,
while cooking, parents can read the instructions aloud to the children while
demonstrating; when doing grocery shopping, parents can point out the labels in the
grocery items, the signs posted everywhere in the store, etc.
3. How can reading aloud at home and at school help get students excited about reading?
• Through listening stories they develop personal interests about what they would like to
read themselves.
• Reading aloud exposes children to a variety of texts above their level and gets them
excited about what they can look forward to reading themselves.
• Reading aloud can capture children’s imaginations and let them explore different people
and places and ideas.
4. What are some popular stories that parents could read to their children that include SEL
and GESI themes?
• Answers may vary, but some examples are:
1. “What’s My Power Gear?”, a book that teaches kids that there is nothing wrong
with whatever you choose to wear. It is written by Mondo Ruedas and illustrated by
Ruthie Genuino.
2. “Bukas na Cajon” written by Jesh Alberto and illustrated by Gabbi Ramirez is a book
that tries to break the box women and men are often portrayed in art especially
since women are usually portrayed with long hair, long eyelashes wearing skirts and
dresses.
3. This book aims to enlighten children that appearances may change, but the person
stays the same. “Dumating na si Manang Elisa” is written by Godfrey Dancel and
illustrated by Gabbi Ramirez
4. The action-packed storybook tells children that it’s okay to be anything you want to

DAY 3 MODULE
be and that being different won’t stop you from being a hero. “One of The Boys” is
written by Arkin Frany and illustrated by Fides Balmaceda
5. This cute story about a cute Chowchow applying at the Chuchubel Construction
Company will inform readers that talent and hard work matter more than
appearances. It is written by Angelo Benavidez and illustrated by Aiko Shimizu

DAY 3 MODULE
DAY
ASSIGNMENT: PRACTICE A TEACHER READ
03 ALOUD, PEER EVALUATE

Note: This assignment has 2 parts. Please read the instructions carefully. This is a paired
activity.
Task 1: Practice a teacher read-aloud using one of the digital supplementary reading
materials provided to you or a printed book you have. Record a video demonstrating the
read-aloud strategy.
A. Criteria: Be guided by the rubric below
Day 3 Video Presentation Rubric: Teacher Read Aloud Score:____/16
Excellent Good Fair Needs Improvement

4 points 3 points 2 points 1 point
Book selection Selects a text that Selects a text that Selects a text Does not select
is appropriate for is appropriate for that is somewhat a text that is
learners age, level, learners age, level, appropriate for appropriate for
and interests with and interests with the learners age, the learners age,
links to SEL + a link to SEL + level, and interests level, and interests
GESI that conveys GESI
positive visual
messages
Reading aloud Models fluency Models fluency Reads aloud with Does not read
by reading aloud by reading aloud fluency but may fluently and makes
clearly at an clearly at an make some errors multiple errors
appropriate appropriate such as reading when reading
speed and uses speed and with too slowly/quicky aloud
expression to expression that or reading without
bring the book to matches the much expression
life for learners punctuation
Presentation Introduces the Introduces the Introduces the Does not

of text book by showing book by showing book by showing introduce all
the cover, the cover, title, the cover, title, the key features
title, author, author, and author, and (cover, title,
and illustrator, illustrator and illustrator author, illustrator)
(includes the holds it so that of the book to
learners

DAY 3 MODULE

Reading aloud publishing date if learners can see the
possible) and holds cover
the book/ moves
the book so that all
learners can see it
while reading
Questioning Asks before, during Asks before, during Asks some before, Does not ask
and after reading and after reading during or after question before,
questions which questions that help reading questions during and after
include a mix of develop learners’ but not many reading
literal, inferential and comprehension
evaluative questions
SEL / GESI Asks questions Asks questions Makes at least Does not make
and encourages and encourages one SEL/GESI SEL/ GESI
discussion of SEL/ discussion of SEL/ connection connections
GESI themes in the GESI themes in the
book and connects book
them to learners’
experiences
B. Instructions
• Select one of the digital samples of supplementary reading materials which is suitable
for your students and links to SEL or GESI. You may also select a book you currently
have. Read the considerations for book selection again to help you choose.
• Practice reading the text on your own. Introduce the book by showing the cover,
mention the title, the author and illustrator, and include the publishing date or the
“birthday” of the book if possible. Then read the story.
• When you are ready, take a video of yourself showing read-aloud strategy. You may
read the entire story if it is short. Take note of the length of the book for each grade
level. Remember: the younger the student, the shorter the book.
C. Submission of output
• The video is due at the end of Day 3 or on the day it has been agreed upon by your
training group. You must upload your video to the Google Classroom. Contact your
facilitator or ICT support for assistance in uploading your output. They can also help
you plan an alternative option for submission if needed.

DAY 3 MODULE
• Name your video file as such: District_training group_Surname_First name_Day3video

(Talisay1_mG23_Reyes_Lucas_Day3video).
• If making a video and uploading it to the Google classroom is challenging due to
technological limitations and unstable internet connection, you can opt to practice the
strategy live with a colleague. Then submit the template of the rubric completed
with a rubric score as MOV. Refer to the template attach to this
assignment sheet.
• Name your rubric file as such: District_training group_Surname_First name_
Day3rubricscore (Talisay1_mG23_Reyes_Lucas_Day3rubricscore).
D. Campaign: Join our collective effort or campaign to build local resources

for teachers!
• You may choose to contribute your video to ABC+’s campaign to put together local
video resources to be shared back with you and other teachers.
• Joining the campaign is voluntary. If you wish to make a contribution, please fill out the
waiver attached to this assignment sheet, and then upload it in the Google classroom
together with your video. Name the video file as such: District_training group_
Surname_Name_videocampaign (Talisay1_mG34_Reyes_Anne_videocampaign)
• If there are children in your video, kindly ask their parents or legal guardians to sign the
consent form attached to this assignment sheet and upload it together with your entry.
Task 2: Peer evaluation of your video demonstrating the read aloud strategy or live teaching
demo.
A. Checklist: The read aloud strategy video or the live teaching demo will have to
demonstrate the following. Use the checklist for the Teacher Read Aloud. Make sure to
have someone evaluate you and then evaluate one of your peers.
Peer Evaluation Checklist for Teacher Read Aloud
Yes No Remarks
1. Selects a text that is appropriate for

the reading strategy and students’ level.
2. Introduces the book before reading.
3. Models fluency. Reads clearly at an
appropriate speed and with expression.
4. Asks appropriate questions to engage
students with the text and check for
understanding during reading.
5. Links the text to SEL or GESI through
discussion and questioning after reading.

DAY 3 MODULE
B. Instructions
• Show your video to a fellow participant and have her or him evaluate your video, your
book choice, and the questions you asked. If allowed by IATF, another option is to do
this activity face to face and demonstrate how to conduct ‘’teacher read aloud” with a
co-teacher.
• Make sure to follow IATF protocols of small groups, social distancing, and always
wearing of face mask and face shield. Then, have your partner evaluate you and vice
versa.
• Use the checklist for peer evaluation. You will have to use this sheet twice - one as
being evaluated and another as a peer evaluator. Refer to the template.
• The peer evaluation file is due at the end of Day 3 or on the day it has been agreed
• Contact your facilitator or ICT support for assistance in uploading your peer
evaluation. They can also help you plan an alternative option for submission if needed.
• Upload your peer evaluation/s to the Google classroom.
• Name your peer evaluation file as such: District_training group_Surname_First name_
Day3PeerEval (Talisay1_mG23_Reyes_Lucas_Day3PeerEval).

DAY 3 MODULE
DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION

Day 3 Assignment: Practice a Teacher Read Aloud, Peer Evaluate

Title of the story:
Author: Illustrator:
Instructions: Put a check mark under the appropriate criteria and then write your score in
the upper right corner of the table.

*Only use this as MOV if you are unable to create a video of the teacher read aloud strategy due to technological
limitations or unstable internet connection and decided to conduct a live teaching demo with a colleague.

DAY 3 MODULE
DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION

Day 3 Assignment: Practice a Teacher Read Aloud, Peer Evaluate

Title of the story:
Author: Illustrator:
Evaluated by: Date evaluated:
Instructions: Put a check mark under the appropriate criteria and then write your score in
the upper right corner of the table.
Yes No Remarks


students with the text and check for
5. Links the text to SEL or GESI through

DAY 3 MODULE
DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION
CONSENT AND RELEASE FORM
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partner (together “RTI”), may photograph or record me and/or the child or children listed
below, and that I have the right to grant this consent. RTI will be the exclusive owner of
the pictures or recordings and may use them, as well as our names and likenesses, for any
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I understand and agree that the pictures or recordings may be edited or used in any way
without my knowledge or approval. My participation is voluntary and neither I nor any child
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I release RTI and any related entity or individual from any and all liability relating to these
pictures or recordings for me and any children listed below. I also waive any moral rights,
privacy rights, or similar rights that may apply.
Your name:
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Name of child or children:

ADDITIONAL READING
Reading Aloud
to Build Comprehension
By: Judith Gold, Akimi Gibson
“Once upon a time, there was a grownup, a child, and a very good book.
Goodnight room
Goodnight moon
Goodnight cow jumping over the moon”
Goodnight Moon by Margaret Wise Brown is a beloved children's bedtime story. Young
children instantly relate to the struggle of the little bunny trying to get to sleep. Such stories
are memorable because they move children and allow them to make personal connections
that inspire them to think more deeply, to feel more wholeheartedly, and to become more
curious listeners.
Many of us can remember from our own experience the precious time spent sharing and
talking about stories. We remember relating to the friendship between a little girl and a teddy
bear named Corduroy in the book of the same name by Don Freeman. We also related to
the friendship between a spider and her pig friend, Wilbur, in E.B. White's Charlotte's Web.
We connected to the characters, their situations, or the settings in which the stories took
place. Little did we know that when we were making such connections we were learning to
think and act like good readers. Because reading aloud provides children with a model of
confident and expert reading, many parents and teachers make it a vital part of their teaching
practice.
Helping children understand what they read

This article praises the power of reading aloud and goes a step further to praise the power of
thinking out loud while reading to children. It’s an easy way to highlight the strategies used by
thoughtful readers.
Katherine Paterson, author of Bridge to Terabithia, once told a seventh-grader, “A book is a
cooperative venture. The writer can write a story down, but the book will never be complete
until a reader, of whatever age, takes that book and brings to it his own story.” Developing
into this kind of reader requires children to become conscious of the multiple comprehension
strategies that allow them to deeply understand and engage with the material.
This article focuses on three specific comprehension strategies:
• Connecting books to children’s own life experience
• Connecting the books children are reading to other literature they have read
• Connecting what children are reading to universal concepts

ADDITIONAL READING
The first three sections of this article present current research and practices related to
reading aloud. The last section shows how to apply this research to your work with children.
We will discuss the important benefits of reading aloud; how to choose good books to read
aloud; how to model or teach comprehension strategies as you read aloud; and examples of
how to use these comprehension strategies with two sets of books.
The benefits of reading aloud

Reading aloud is the foundation for literacy development. It is the single most important
activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with
a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of
reading, and develops the listener’s interest in books and desire to be a reader (Mooney,
1990).
Listening to others read develops key understanding and skills, such as an appreciation for
how a story is written and familiarity with book conventions, such as “once upon a time” and
“happily ever after” (Bredekamp et al., 2000). Reading aloud demonstrates the relationship
between the printed word and meaning — children understand that print tells a story or
conveys information — and invites the listener into a conversation with the author.
Children can listen on a higher language level than they can read, so reading aloud makes
complex ideas more accessible and exposes children to vocabulary and language patterns that
are not part of everyday speech. This, in turn, helps them understand the structure of books
when they read independently (Fountas & Pinnell, 1996). It exposes less able readers to the
same rich and engaging books that fluent readers read on their own, and entices them
to become better readers. Students of any age benefit from hearing an experienced reading
of a wonderful book.
Source: https://www.google.com/url?q=https://www.readingrockets.org/article/reading-aloud-buildc
omprehension&sa=D&source=editors&ust=1617348050762000&usg=AOvVaw3bCFmOqDyLv8i5XCJjT
dYU
This article discusses the power of reading aloud and goes a step further to discuss the power of thinking out
loud while reading to children as a way to highlight the strategies used by thoughtful readers.

MODULE GUIDE
MODULE 4: DIALOGIC READING AND THE ART OF QUESTIONING
Activity 1: A Class Scenario Participant’s manual

Dialogic Reading
Check for Understanding 1 Video: Dialogic Reading: http://www.flvpkonline.

Observing the Strategy org/langVoc/section_4/4c.
htm
Activity 2: Practice of the Strategy SRM in Flash Drive or Use CROWD prompts
Story book of choice
Activity 3: Learning Together SRM in Flash Drive or In small group, take turns
Story book of choice acting as teacher and
students
Activity 4: Take a Spin Participant’s manual
Directed Reading 2: Participant’s manual

The Art of Questioning
Activity 5: Think of a Question Participant’s manual Choose a story and think

of a question, check with
Rubric
Homework Home Learning Guide Upload your work in the

(HLG) Google Classroom
Day 4 Assignment Sheet

DAY 4 MODULE
DAY
MODULE: DIALOGIC READING AND
04 THE ART OF QUESTIONING

Learning Tip: As you go through the modules, try to interact a bit more
with them by scribbling notes on the margins, asking questions and writing
them down, and by jotting down ideas that come to you as you read about
new concepts and instructional strategies
SEL / GESI Teaching Tip: Notice the way that the teacher engages with
the students when doing the dialogic reading activity in the video. Observe
how she makes eye contact and connects with each of them. Creating a
sense of belonging within the classroom is critical to student engagement. When
children feel connected with their teacher and their classmates then they are more
likely to engage in the activities and enjoy school. Make eye contact with all students,
ask questions to everyone (not just those who are active participants or those who
know the answer), and allow students to make mistakes. Remember you can always
build on their answers to improve them. The PEER sequence gives some great
examples of this.

LEARNING TARGETS
So far, you’ve been introduced to supplementary reading materials, and how to use them.
For this module, you’re going to tackle an instructional strategy that uses supplementary
reading materials called dialogic reading. Part of the discussion as well is using the art
of questioning to engage learners and help them develop higher order thinking skills. In
addition, enhance their social and emotional learning.

DAY 4 MODULE
Day 4 activities:
1. Activity 1: A Class Scenario
2. Directed Reading 1: Dialogic Reading
3. Check for understanding
4. Activity 2: Practice a Strategy
5. Activity 3: Learning Together
6. Activity 4: Take a Spin
7. Directed Reading 2: The Art of Questioning
8. Activity 5: Think of a Question
9. Homework: Home Learning Guide (HLG)

• Determine the importance of dialogic reading to develop learner’s literacy skills.
• Practice the dialogic reading PEER sequence using supplementary reading materials.
• Explain how parents can use dialogic reading at home when reading to their children.
• Craft literal, inferential, and evaluative comprehension questions.
module.
MATERIALS NEEDED
• Pen and blank pieces of paper, laptop or smart device with internet connection
• Checklist for Practice of Teacher Read Aloud
• Dialogic Reading handout: “Reading Rocket”

Activity 1:
A Class Scenario (5 mins)
Read the scenario below.
It is the last quarter of the school year. The students in Teacher Alma’s kindergarten class
are all sitting quietly ready to listen to a story. The students are excited about the story,
but they start to lose interest. This happens each time that the teacher reads to them.
Teacher Alma is very friendly with her students, and reads the book with fluency and lots
of expression. She shows them the cover and points to the title and the author. Then she
reads the entire book from beginning to end without stopping, pointing to the words as
she reads them. She does not ask the students any questions about the text.

DAY 4 MODULE
Teacher Alma reads to her class, but she does not engage students in the reading process.
Pretend that you are an observer in Teacher Alma’s class, and answer the questions below.
1. What is happening in Teacher Alma’s class?
2. What advice would you give Teacher Alma to help her have a more successful reading
activity?
3. What are some effective instructional strategies have you used to engage students in
the reading process?
Directed Reading I:
Dialogic Reading (30 mins)
Read and understand the following notes on dialogic reading. Be ready to answer the
questions about this topic. If you want to read some more about dialogic reading, you
may refer to the hand out—Dialogic Reading: An Effective Way to Read Aloud with Children,
attached at the end of this module.
I. Dialogic Reading
Dialogic reading is an instructional strategy that helps develop students’ early literacy
skills. It is like having a dialogue or conversation about a book that a teacher (or parent)
is reading aloud. That’s why it’s called dialogic reading. The concept of dialogic reading was
first introduced with picture books for kindergarten, but it is now popular in K-3
classrooms and has proven to be especially effective for students with disabilities,
struggling readers and bilingual learners (supporting social inclusion in the classroom).
Teachers can use dialogic reading in classes where there is a large range of reading abilities.

DAY 4 MODULE
It creates a structure for reading aloud to students which focuses on their engagement
with the text through conversation about the text. It makes a read aloud more interactive
and more student centered by asking questions and allowing the teacher to dig deeper into
student responses. When choosing a text for dialogic reading, it is important to think
about the illustrations. Texts with interesting illustrations provide a rich opportunity for
vocabulary development and oral language expression. Dialogic reading can also help
teachers develop students’ vocabulary in other content areas. For example, a teacher
could use dialogic reading for a science unit on the human body or plants and animals in
our environment.

A. Rationale for Using the Strategy
Dialogic reading provides a model for how good readers think about a text as
they are reading it.
Dialogic reading offers an interactive, student-centered approach to reading
aloud with children that can be used in school and at home (even by low-literate
parents).
Dialogic reading scaffolds learning by expanding on students’ responses to add
more detail.
Dialogic reading supports students’ oral language and vocabulary development in
a systematic manner.
B. Dialogic Reading Interaction: Four Steps

These are the four steps to a dialogic reading interaction. Dialogic reading follows
the PEER sequence—Prompt, Evaluate, Expand, Repeat.
PROMPT
Prompt the child to say something about the book—this could be about the illustrations,
information in the book etc.
EVALUATE
Evaluate the child’s response—is their answer correct?
EXPAND
Expand the child’s response—the teacher/caregiver may rephrase what the child said or
say the response again and add addition information to it.
REPEAT
Repeat the original prompt to see if the child can expand on their response.

DAY 4 MODULE
Just like meeting someone new, you have to figure out what to say. How do we
jumpstart the process? How do we prompt? Well, there are five types of prompts
which are used to start the PEER sequence. A good way to remember them is with
the acronym CROWD:
The teacher leaves a blank at the end of a sentence and asks the
Completion student to complete it. This type of prompt is usually used for
prompts texts that have rhyme or a lot of predictable, repetitive phrases.
Example: Brown bear, brown bear, what do you see? I see a red
bird looking at me. Red bird, red bird, ____________?
The teacher asks a question about a book that has been read. This
type of prompt helps students to remember story elements like
Recall what happened and describe sequences of events.
prompts Teachers can use recall prompts after reading a text, or before
reading a text that students have read or heard before.
Example: Tell me what happened to the girl in the story.
The teacher ask students to describe what they see in order to

increase their attention to detail and develop their expressive
Open-ended
fluency.
prompts
This type of prompt focuses on the pictures.
Example: What is happening in the picture?
The teacher ask students wh- questions (who, what, where, when,
Wh- why, how) to help them build their vocabulary.
prompts This type of prompt focuses on the pictures.
Example: What is inside the basket?

DAY 4 MODULE
The teacher asks students questions to help them think about how
the pictures and the text relate to their own lives and personal
Distancing experiences.
prompts This type of prompt helps students build a bridge between what
they are reading and the real world around them.
Example: How did you feel on the first day of school? How do
you think Uriel feels?
C. Modelling of the PEER Sequence
Use the steps in the

procedure below to model
the PEER sequence.
Steps in Using the PEER Sequence Sample Dialogic Reading Interaction
Prompt: Teacher uses one of the CROWD Teacher: Anong uri ng bahay nakatira ang mga
prompts to ask a question. batang lalaki?
(while pointing to the bahay kubo in the picture)
Evaluate: Teacher listens to the student’s response Student: Bahay kubo

to see if they can answer the prompt correctly. Teacher (thinking): Tama ang iyong sagot. Tingnan
natin kung madadagdagan pa natin ng ibang detalye.
Expand: Teacher repeats the student’s response Teacher: Tama, ito ay larawan ng isang malaking
but adds more detail. bahay na kubo.
Repeat: Teacher asks the student the original Teacher: Anong uri ng bahay nakatira ang mga
prompt, and the student responds with an batang lalaki?
expanded response from what s/he originally said. Student: Ang mga batang lalaki ay nakatira sa isang
malaking bahay kubo.

DAY 4 MODULE
Could you imagine the interaction as you read the sample? Do you think that you
could do a similar interaction with your students? To boost your confidence and to
show you more samples, let’s head on to the next activity!
Check for Understanding:

Viewing Activity (10 mins)
How does Dialogic Reading look like in the classroom? Let’s check out this video entitled
Dialogic Reading: Observing the Strategy. Read the following questions and then play the video.
After the video, be ready to answer the questions.
Title: Dialogic Reading: Observing the Strategy (5:21 mins)

Link: http://www.flvpkonline.org/langVoc/section_4/4c.htm
1. How did the teacher use the PEER sequence in the video?
2. Which type of CROWD prompts did the teacher use repeatedly?
3. How does dialogic reading help develop vocabulary?
4. What is the focus of the dialogic reading activity?
5. How can parents use dialogic reading at home?
Florida’s Voluntary Pre-kindergarten Education Program. 2009. Dialogic Reading: Observing the Strategy (http://www.
flvpkonline.org/langVoc/section_4/4c.htm ).
The copy of this video is saved in your flash drive and the video transcript is attached at the
end of this module.
Are you done watching the full video? Once the video is done, answer the
questions below.

DAY 4 MODULE
5. How can you help parents use dialogic reading at home? What strategies could “low
literacy” parents use?
Let’s check!
Do you think that you answered the questions correctly? Check tyour answers
against the answer key found at the end of this module.
Activity 2:
Practice of the Strategy (20 mins)
Now it’s your turn! Select one sample supplementary reading material from your USB or
any copy of a book you have. Make sure it is suitable for your students and has detailed
illustrations that would suit dialogic reading. Practice reading the text on your own and then
develop CROWD prompts to go with the text.
Title of Story:
CROWD Prompts:
•
•
•
•
•

DAY 4 MODULE
Activity 3:
Learning Together (20 mins)
☺
Time to try it out with others! Take turns leading the dialogic reading activity with your
assigned small group when allowed by the IATF in your area. The rest of the group will role
play as the students. Below is a checklist that you can use to give each other feedback on the
read aloud.
Checklist for Dialogic Reading Yes No Remarks
Selects a text that is appropriate for the

reading strategy and students’ level.
Models fluency. Reads aloud clearly at an

Uses at least one CROWD prompt to

engage students.
Follows the four steps of the PEER

sequence.
Have you gotten the hang of it yet? Don’t worry! You’ll get a lot of opportunities to practice
dialogic reading with your students soon . ☺
Reflection:
How can dialogic reading support your students achieving the MELCs?
Activity 4:
Take A Spin (2 mins)
Remember the check-in question: What was a story that was read to you in school that
you will never forget? Keep that story in mind when you complete this activity. Grab a pen,
and place it in the middle of the wheel below. Flick your pen to spin it around. Answer the
question where the tip of the pen lands. Just answer in one sentence. Ready? GO!

DAY 4 MODULE
Title of Story:
Author:
Can you think of another Would you want to be

ending to the story? the main character in the
What would it be? story?
Why/Why not?
What was your favorite part? Why? Where does the story take place?
If you could What is the

ask the author story about?
something about
the story, what
would it be?
Spin Question:
Your Answer:

DAY 4 MODULE
It’s really interesting how questions can be used to reveal a person’s perspective, and
even to challenge norms and beliefs. Questions can be powerful tools to shape thinking and
behavior especially when you want learners to think critically. It’s one of the ways in which
students learn and develop social and emotional skills and competencies especially when you
use questions to allow learners to apply those skills. The next section of this module focuses
on asking questions during the reading process.
Directed Reading 2:
The Art of Questioning (20 mins)
Read and understand the following notes on The Art of Questioning.
I. Why ask questions?
Why ask questions to our learners? Simple – it’s a quick and effective way to teach and check
for comprehension.
It helps learners retain, maintain, and strengthen their connection with the text.
It helps learners focus on what they need to notice and appreciate.
It helps learners know what to ask themselves when they’re reading a text.
It helps learners give appropriate responses when we frame our questions correctly.
It also gives the opportunity to teach social and emotional skills by making connections between
the text and the learners’ experiences through questioning. Asking questions that put the learners
in the shoes of the characters can develop empathy and positive behaviors and relationships.
Asking them questions that allow them to make decisions, judgments, and suggestions can
also develop positive attitudes (e.g. confidence, responsibility, self-awareness, etc.).
REMINDER: In Teacher Training 1, we practiced using 5W + H (who, why, what, when,

where, and how) questions. We can improve students’ oral language proficiency and
expand their ideas with these types of questions.Bring in the 5W + H questions during
dialogic reading and keep them in mind as we look at the art of questioning.
II. When to ask questions?

Asking random questions is not enough. You have to structure questions to suit a purpose.
We need to ask different kinds of questions at different points of the story. Remember the
BDA reading process? Each part has a different purpose in the reading lesson.
So why do we ask questions during different parts of the reading process? Because…

• Need to activate prior • Need to keep learners • Need to rebuild connection
knowledge engaged with the text between learners and text

DAY 4 MODULE

• Need to unlock difficulties • Need to maintain • Need to process the text
• Need to set a purpose for connection between
reading learners and text
• Need to guide learners in • Need to check for
predicting outcomes understanding
III. What are the different kinds of comprehension questions?

Generally, there are three kinds of comprehension questions for active reading. These are (1)
literal or factual questions, (2) inferential questions, and (3) evaluative or critical questions.
A. Literal Questions (on the line)
Answers to literal questions can be found right in the text (e.g., main idea, noting
details, and sequencing).
Examples:
• Who/what/where/when…. (Sino/ano/saan/kailan…)
• Who are… (Sino-sino…)
• Define…. (Itukoy ang…)
• How many… (Ilan…)
• What does …. mean... (Anong ibig sabihin ng…)
• What was… (Ano ang…)
• What kind…. (Anong uri ng…)
B. Inferential Questions (in between the lines)

Answers to inferential questions need the interpretation of the learner/reader
based on the information given in the text such as context clues (e.g., make predictions
and generalizations).
Examples:
• How do you know… (Papaano mo nalaman na…)
• Why do you think the character… (Sa iyong palagay, bakit ginawa o inisip iyon
ng tauhan…)
• Why do you think the author… (Sa iyong palagay, bakit ang may-akda…)
• What do you think happened before/after… (Sa iyong palagay, ano ang nangyari b
ago o pagkatapos ng… )
• What example… (Anong halimbawa ng…)
• How did… (Paano…)
• Why did… (Bakit…)
C. Evaluative Questions (beyond the lines)

Answers to evaluative questions call for different perspectives, viewpoints, and

DAY 4 MODULE
the learner/reader’s judgment (e.g., compare, create alternate endings, and make
recommendations, suggestions, and decisions).
Examples:
• Have you ever… (Nagawa mo na bang…)
• If you could… (Kung kaya mong…)
• If you were going to… (Kung ikaw ay…)
• In your opinion… (Sa iyong opinyon…)
• Do you agree/disagree with… Why/Why not? (Sang-ayon ka ba o hindi… Bakit?)
• How do you feel about… (Anong nararamdaman mo…)
• What would happen if… (Anong mangyayari kung…)
Activity 5:
Think of a Question (15 mins)
☺
Practice makes perfect progress! Choose one story from among the titles below that
are available in the DepEd Library Hub. Pick the title that you’re most familiar with! Then,
come up with one question for each kind of comprehension question (literal, inferential, and
evaluative). Incorporate questions that promote social and emotional learning and higher
order thinking skills. You can check your work against the rubric below.
Ang Kamatis ni Peles Haluhalo Espesyal

Goldilocks and
the Three Bears
The Mouse and the Lion Tiktaktok at Pikpakbum
Title of Story:
Literal/factual question:
Inferential question:
Evaluative question:
Rubric
1 2
did not meet expectations met expectations
Sentence is in question form; no errors in grammar and

spelling

DAY 4 MODULE
1 2
did not meet expectations met expectations
Questions are related to/ about the story
Clear and correct example of a literal question
Clear and correct example of an inferential question
Clear and correct example of an evaluative question
Question promotes social and emotional learning and

higher order thinking skills
Key Takeaways

• Dialogic reading creates a structure for reading aloud to the students and focuses on
students engagement with the text. Teachers can make discussions more in-depth as
they invite conversations about the story read.
• When prompting for PEER sequence, use the CROWD source to help you facilitate
the story telling. At home, ask questions to invite responses from your child.
• In order to foster students’ comprehension of the story listened to, it is helpful to craft
questions that target different levels of comprehension - literal, inferential and
evaluative.
Learning Log
(3 mins)
How can you help parents promote social and emotional learning using Dialogic Reading
and The Art of Questioning at home? What suggestions and support can you give parents,
especially those with low literacy levels?
Check Out!
(15 mins)
Well done! You are done with learning the content for Day 4! Hip, hip, hooray!
Log-in to Facebook Messenger group and join your training group for today’s check out with
your facilitator. If there are internet connection issues today, your facilitator will SMS or call you.

DAY 4 MODULE
To-Do’s
• Complete your homework for Day 4
• Create a Home Learning Guide. Plan for “before, during and after” reading
comprehension questions and activities.
• Incorporate SEL and GESI questions.
• See the Day 4 Assignment sheet for more information.
• Upload your homework in the Google classroom
• Make sure to submit this homework. It is a core output needed for you to earn
NEAP points.

After you take a break, you can now proceed to completing your HLG.

DAY 4 MODULE
Answer Key
Check for Understanding: Viewing Activity (Acceptable/Possible Answers)
She read the book then looked at the pictures and asked students recall and wh-
questions. She listened to their responses and evaluated them. Then, she expanded
upon their answers and gave more information about the vocabulary. Finally, she
repeated the prompt and had them respond again.

recall prompts, wh- prompts

Students demonstrate understanding of basic vocabulary and then learn additional
information and new words through expansion.

To have a conversation about the illustrations in a text and develop students vocabulary
and their oral language skills.
5. How could parents use dialogic reading at home?

Parents (even those who cannot read) can follow the PEER sequence and use the
CROWD prompts to talk about stories and pictures.

DAY 4 MODULE
DAY
ASSIGNMENT: CREATE A HOME LEARNING
04 GUIDE

A. Home Learning Guide (HLG)

Create a Home Learning Guide. Plan for “before, during and after” reading comprehension
questions and activities. Remember the BDA process. Think about how you can highlight
discussions about the SEL or GESI elements in the story.
B. Materials:
Chosen book, Day 4 assignment sheet, and the HLG template.
C. Criteria
Use the checklist for the HLG to ensure that all the necessary components are present in
your guide.
Checklist for Home Learning Guide
The HLG Yes No Remarks
1. Makes use of instructions that are

easy for Home Learning Partners
(HLP) to understand.
2. Indicates questions or tasks before

reading the story.
3. Includes 3 - 5 questions to check

for understanding during reading of
the story.
4. Contains 3 questions to check for

understanding or extend
understanding after reading the story.
5. Contains 3 questions to check for

understanding or extend
understanding after reading the story.

DAY 4 MODULE
Checklist for Home Learning Guide
The HLG Yes No Remarks
6. Has questions or activities that is

linked to SEL or GESI.
D. Submission
This is due at the end of the day or on a date agreed by your training group. You must
upload completed HLG to the Google Classroom. Contact your facilitator or ICT support for
assistance in uploading your HLG. Take note, this is one of your core outputs to gain NEAP
credits for this training.
E. Instructions for Uploading the HLG

1) The HLG template is uploaded in the Google Classroom. Download and create your
own copy. You may also use the copy attached to your module.
2) Since it is a paired work, please rename your file with your’s and your partner’s family
names. Eg. Family names_HLG #1 (Santos_Alvarez_HLG#1).
3) Create your HLG. Be mindful of the criteria.
4) Submit/upload your completed HLG to the Google Classroom by the deadline
designated by your facilitator. If you have challenges with Internet or connectivity reach
out to your facilitator or your training group’s ICT officer to make alternate
arrangements.
F. HLG format
For reference, see the attached HLG template.

DAY 4 MODULE
Home Learning Guide

Gabay sa Pagbabasa ng Kuwento sa Tahanan
Pamagat ng kuwento:
Pangalan ng sumulat ng kuwento: Pangalan ng gumuhit:
Mga pangalan ng gumawa ng HLG/ designation/ school/ division:

1.
2.
Masaya ang magbasa at makinig sa kuwento. Kaya naman ayain ang batang makinig sa iyong kuwento at kasabay
nito mapaunlad ang kaniyang kaalaman bumasa at sumulat.
Before
Reading
(Bago basahin
ang kuwento)
During Sa mga pangunahing bahagi ng kuwento, panandaliang huminto paminsan-

Reading minsan at tanungin ang bata.
(Habang
binabasa ang
kuwento)
Batay sa abilidad o kakayahan ng bata:
After Itanong:
Reading
(Pagkatapos
basahin ang
kuwento)
Depende sa kakayahan ng bata, pumili ng isa sa mga gawaing ito:

DAY 4 MODULE
Home Learning Guide

Gabay sa Pagbabasa ng Kuwento sa Tahanan
Pamagat ng kuwento: Putot https://web.buribooks.com/read-book
Pangalan ng sumulat ng kuwento: Pangalan ng gumuhit:

Mike Bigornia Charles Funk
Mga pangalan ng gumawa ng HLG/ designation/ school/ division:

1.
2.
Masaya ang magbasa at makinig sa kuwento. Kaya naman ayain ang batang makinig sa iyong kuwento at
kasabay nito mapaunlad ang kaniyang kaalaman bumasa at sumulat.
Before Tingnan nang sabay ang mga larawan sa pabalat at loob ng libro. Tanungin ang bata:
Reading “Ano ang nakikita mo sa larawang ito? Ano sa palagay mo ang paksa ng kuwentong
(Bago basahin ito? Ano kaya ang nangyayari dito? Ano sa palagay mo ang katapusan ng kuwentong
ang kuwento) ito?"
During Sa mga pangunahing bahagi ng kuwento, panandaliang huminto paminsan-

Reading minsan at tanungin ang bata. Halimbawa ng mga maaaring itanong:
● Ano ang pangarap ni Putot?
(Habang ● Ano ang pakiramdam ni Putot kapag nakikita niya ang buntot ng mga hayop
binabasa ang tulad ng loro, pusa, baboy, atbp.?
kuwento) ● Si Putot ay umiiyak. Ano ang iyong sasabihin o gagawin upang tumigil na siya
sa pag-iyak? (SEL link)
● Ano ang nakilala ni Putot isang araw?
● Bakit biglang umiyak ang bulate?
Batay sa abilidad o kakayahan ng bata:

● Tukuyin ang mga pangalan ng hayop na binanggit sa kwento.
● Sabihin ang ibig sabihin ng pluma at ng posporo.
● Bigkasin ang unang tunog na maririnig sa mga sumusunod na salita: aso, loro,
baboy, kabayo, bulate, atbp.
● Bilangin ang mga hayop na kina-inggitan ni Putot.
After Itanong:
Reading ● Bakit nagbago ang pakiramdam ni Putot sa dulo ng kuwento?
● Ano ang aral na kaniyang natutunan mula sa bulate? (SEL link)
(Pagkatapos ● Anong bahagi ng iyong katawan ang iyong pinapahalagahan? (SEL link)
basahin ang
kuwento) Depende sa kakayahan ng bata, pumili ng isa sa mga gawaing ito:
● Sumulat ng 1 o 2 pangungusap gamit ang mga bagong salita na natutunan –
posporo, at pluma.
● Gumuhit ng iba pang hayop na may mahabang buntot maliban sa mga hayop
na binaggit sa kuwento. Kulayan at pangalanan ito.
● Sulatan si Putot at magbigay ng payo pano pa niya masmamahalin ang
kaniyang sarili. (SEL link)

DAY 4 MODULE
Dialogic Reading: An Effective Way to Read Aloud with

Young Children
By: Grover J. (Russ) Whitehurst
Dialogic reading works. Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on
tests of language development. Children can jump ahead by several months in just a few weeks of dialogic reading.
Related
Use a PEER When You Read Aloud
Picture This! Using Mental Imagery While Reading
Reading Aloud to Build Comprehension
Over a third of children in the U.S. enter school unprepared to learn. They lack the vocabulary, sentence structure, and other basic skills that are
required to do well in school. Children who start behind generally stay behind – they drop out, they turn off. Their lives are at risk.
Why are so many children deficient in the skills that are critical to school readiness?
Children's experience with books plays an important role. Many children enter school with thousands of hours of experience with books. Their
homes contain hundreds of picture books. They see their parents and brothers and sisters reading for pleasure. Other children enter school with
fewer than 25 hours of shared book reading. There are few if any children's books in their homes. Their parents and siblings aren't readers.

DAY 4 MODULE
Picture book reading provides children with many of the skills that are necessary for school readiness: vocabulary, sound structure, the meaning
of print, the structure of stories and language, sustained attention, the pleasure of learning, and on and on. Preschoolers need food, shelter, love;
they also need the nourishment of books.
It is important to read frequently with your preschooler. Children who are read to three times per week or more do much better in later
development than children who are read to less than three times per week. It is important to begin reading to your child at an early age. By nine
months of age, infants can appreciate books that are interesting to touch or that make sounds.
What is dialogic reading?

How we read to preschoolers is as important as how frequently we read to them. The Stony Brook Reading and Language Project has developed
a method of reading to preschoolers that we call dialogic reading.
When most adults share a book with a preschooler, they read and the child listens. In dialogic reading, the adult helps the child become the teller
of the story. The adult becomes the listener, the questioner, the audience for the child. No one can learn to play the piano just by listening to
someone else play. Likewise, no one can learn to read just by listening to someone else read. Children learn most from books when they are
actively involved.
The fundamental reading technique in dialogic reading is the PEER sequence. This is a short interaction between a child and the adult. The adult:
Prompts the child to say something about the book,

Evaluates the child's response,
Expands the child's response by rephrasing and adding information to it, and
Repeats the prompt to make sure the child has learned from the expansion.
Imagine that the parent and the child are looking at the page of a book that has a picture of a fire engine on it. The parent says, "What is this?"
(the prompt) while pointing to the fire truck. The child says, truck, and the parent follows with "That's right (the evaluation); it's a red fire truck
(the expansion); can you say fire truck?" (the repetition).
Except for the first reading of a book to children, PEER sequences should occur on nearly every page. Sometimes you can read the written words
on the page and then prompt the child to say something. For many books, you should do less and less reading of the written words in the book
each time you read it. Leave more to the child.
How to prompt children

There are five types of prompts that are used in dialogic reading to begin PEER sequences. You can remember these prompts with the word
CROWD.
Completion prompts
You leave a blank at the end of a sentence and get the child to fill it in. These are typically used in books with rhyme or books with
repetitive phases. For example, you might say, "I think I'd be a glossy cat. A little plump but not too ____," letting the child fill in the blank
with the word fat. Completion prompts provide children with information about the structure of language that is critical to later reading.
Recall prompts
These are questions about what happened in a book a child has already read. Recall prompts work for nearly everything except alphabet
books. For example, you might say, "Can you tell me what happened to the little blue engine in this story?" Recall prompts help children in
understanding story plot and in describing sequences of events. Recall prompts can be used not only at the end of a book, but also at the
beginning of a book when a child has been read that book before.
Open-ended prompts
These prompts focus on the pictures in books. They work best for books that have rich, detailed illustrations. For example, while looking at
a page in a book that the child is familiar with, you might say, "Tell me what's happening in this picture." Open-ended prompts help
children increase their expressive fluency and attend to detail.
Wh- prompts
These prompts usually begin with what, where, when, why, and how questions. Like open-ended prompts, wh- prompts focus on the
pictures in books. For example, you might say, "What's the name of this?" while pointing to an object in the book. Wh- questions teach
children new vocabulary.
Distancing prompts
These ask children to relate the pictures or words in the book they are reading to experiences outside the book. For example, while looking
at a book with a picture of animals on a farm, you might say something like, "Remember when we went to the animal park last week.
Which of these animals did we see there?" Distancing prompts help children form a bridge between books and the real world, as well as
helping with verbal fluency, conversational abilities, and narrative skills.

DAY 4 MODULE
Distancing prompts and recall prompts are more difficult for children than completion, open-ended, and wh- prompts. Frequent use of distancing
and recall prompts should be limited to four- and five-year-olds.
Virtually all children's books are appropriate for dialogic reading. The best books have rich detailed pictures, or are interesting to your child.
Always follow your child's interest when sharing books with your child.
A technique that works

Dialogic reading works. Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on
tests of language development. Children can jump ahead by several months in just a few weeks of dialogic reading. We have found these effects
with hundreds of children in areas as geographically different as New York, Tennessee, and Mexico, in settings as varied as homes, preschools,
and daycare centers, and with children from economic backgrounds ranging from poverty to affluence.
Dialogic reading is just children and adults having a conversation about a book. Children will enjoy dialogic reading more than traditional
reading as long as you mix-up your prompts with straight reading, vary what you do from reading to reading, and follow the child's interest. Keep
it light. Don't push children with more prompts than they can handle happily. Keep it fun.
Video 3: Dialogic Reading With Expository Text
Grover J. (Russ) Whitehurst (2002)
Reprints
You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading
Rockets and the author(s). For commercial use, please contact the author or publisher listed.
Related Topics
Early Literacy Development
Reading Aloud
"There is no substitute for books in the life of a child." — May Ellen Chase

DAY 4 MODULE
Day 1
Teacher: I have a special book for you today. The name of our book is Hello Ocean.
Students: Ocean.
Teacher: Isn’t that a beautiful pictures?
Student: …Ocean
Teacher: “I see the ocean; gray, green, blue. A chameleon always changing hue. Sandy grains in a salty drink.” What’s she
doing?
Student: She’s swimming in salt water.
Student: She’s trying to swim.
Teacher: That’s right.
Student: Sharks swim in salt water.
Teacher: She’s swimming. Can everybody say “swimming?”
Students: Swimming.
Student: Sea.
Student: I think that’s salt water.
Teacher: “Are best for whales and fish, I think. I lick the drops still on my face. I love the way ocean tastes.”
Students: (Chatter)
Student: Sharks live in salt water.
Teacher: That’s right…
Student: (Inaudible)
Teacher: Sharks do live in salt water, don’t they?
Student: That is salt water…
Teacher: That is salt water.
Student: But the shark going to come out.
Teacher: You think the shark’s going to come out in the salt water?
Teacher: “And fill the treasures you have to share. Goodbye, ocean, my old best friend.”
Student: Ahh.
Teacher and Students: The end.
Student: Let me read.
Student: I can go close it.
Teacher: We’re going to read it again tomorrow.

DAY 4 MODULE
Student: Yeah, but we didn’t….
Teacher: Thank you guys for sharing with me.
Teacher: Good morning. Do you guys remember yesterday we read a book?
Student: Yes.
Teacher: Yes?
Student: Yes.
Teacher: Well, today we’re just going to look at some of the pictures and talk about what’s going on in the pictures, some of
the things we see.
Student: Yes.
Teacher: Okay?
Student: I see the road.
Teacher: Who can tell me what this is? Jordan?
Student: Footprints.
Teacher: Footprints. That’s right. Everybody say “footprints.”
Students: Footprints.
Teacher: What about this?
Students: Bird!
Teacher: It is a bird. And, do you know what the name of that bird is?
Student (Off camera): Mm hmm.

Teacher: Jordan, you think you know?
Student: Mm hmm.
Teacher: What’s it called?
Student: A hawk.
Teacher: It’s close to a hawk. It’s called a “seagull.”
Students: Seagull.
Student: Oh yeah.
Student: I seen one of them before…
Teacher: “Seagull,” that’s a good guess.
Student: And, it was around a nasty lake.
Teacher: “Seagull.” Everybody say “seagull.”
Students: Seagull.
Teacher: You’ve seen “seagulls” before?

DAY 4 MODULE
Student: It was around a nasty, nasty lake.
Teacher: You saw it around a lake. Okay. Who remembers what this is?
Student: Oh!
Student: A suit.
Student: A bathing suit.
Students: A swimsuit.
Teacher: A “bathing suit” or a swimsuit. That’s right. Everybody say “bathing suit.”
Students: Bathing suit.
Teacher: Good.
Student: This is fake. This fake.
Teacher: What about this?
Students: Towel.
Teacher: Yes, that’s a “towel.”
Student: Beach towel.
Teacher: Yes, that’s a “towel.” That’s right. What about this? What’s the man holding?
Student: Ooh!
Student (Off camera): I know.
Students: A fishing pole.
Teacher: A “fishing pole.”
Student: My… I’ve got a Barbie fishing pole.
Teacher: Yes, that’s right. It’s a “fishing pole.” You have a Barbie fishing pole?
Student: I have none.
Teacher: And, what’s this?
Student: A seashell.
Student: Seashell.
Teacher: “Seashell.” Good. Everybody say “seashell.”
Students: Seashell.
Teacher: And who remembers what the girl was doing?
Student: (Gasps)
Student: Swimming in salt water.
Teacher: Your answer Jordan. You know again. (???)

DAY 4 MODULE
Student: Swimming.
Teacher: She’s “swimming.”
Student: In the salt water.
Teacher: She’s “swimming” in the “salt water.” You remember that, don’t you?
Teacher: We’re going to look at one more. What’s this?
Student: Wave.
Student: Waves.
Teacher: It’s a “wave.” Everybody say “wave.”
Students: Wave.
Teacher: Good job. Thank you. All right, maybe tomorrow we’ll look at the book again. Okay?
Student: Cool.
Teacher: So, let’s look at some of these pictures. Sadie, can you tell me what these are?
Student: Footprints.
Teacher: “Footprints.” And, what shape is a “footprint?”
Student: Shape of your foot.
Teacher: It is the shape of your foot. Very good. Let’s look at some more pictures. Let’s see… How about this? Who
remembers what this is?
Student: Ooh!
Teacher: Jordan?
Student: A hawk.
Student: A seagull.
Teacher: Jordan, you remembered. Very good. It’s a “seagull,” and “seagulls” have long pointy wings and they are, they live
around the ocean.
Student: Yep.
Teacher: They fly around the ocean, don’t they?
Student: Mm hmm. They have a long beak. They peck stuff.
Teacher: And, they do have a long beak to peck stuff. Can everybody say “seagulls?”
Students: Seagulls.
Teacher: Thank you.
Student: Ahh.
Teacher: Okay.
Students: Um.

DAY 4 MODULE
Teacher: James.
Student: Yeah.
Teacher: Do you remember what this is?
Student: Bathing suit.
Teacher: It’s a “bathing suit.” That’s right…
Student: A swimming suit.
Student: Bathing suit.
Teacher: Tishane, what do you use a “bathing suit” for? Or a “swimming suit?”
Student: Bathing suit is for…
Teacher: Tishane.
Student: A bathing suit is for in the water.
Teacher: That’s right. It’s for when you go in the water, right? Good job. I’d like everybody to say “bathing suit.”
Students: Bathing suit.
Teacher: Okay. Um, Sadie, can you tell me what this is?
Student: Towel.
Teacher: It’s a “towel.” What shape is that, Sadie?
Student: Rectangle.
Teacher: It is a rectangle. Very good. And, Tishane, what color is that “towel?”
Student: Blue.
Teacher: It’s a blue rectangular “towel,” isn’t it?
Teacher: Well, thank you so much for looking at our pictures with me on Hello Ocean.

MODULE GUIDE
MODULE 5: WELLNESS DAY
Session 1: Survey Participant’s manual Revisit routines and training

expectations
Session 2: Sharing HLG output Participants’ HLG outputs Have your HLG ready for
presentation and sharing
Session 3: Learning together: Participant’s manual

Teacher reflection circles - Our
learning journey
• Share and reflect
• Learn and apply
Session 4: Learning together: Participant’s manual

Teacher reflection circles - Self-
reflection for Wellness
• Share and reflect
• Journaling/Wellbeing heart
• Whole group discussion

DAY 5 MODULE
DAY
05 MODULE: WELLNESS DAY

This entire session is an online session. The facilitator will give guidelines on how
to conduct group work and submit any work if you do not have access to the
internet. Depending on your training facilitator, you can meet through other platforms
such as Google Meet, and FB Messenger Room, whichever is more applicable to your
learning context.
CHECK-IN!
Welcome to Day 5, teacher! Log-in to Facebook Messenger group. Your Zoom room
information should be posted there. Depending on your training group’s agreement
and facilitator, you may meet in other online platforms such as FB messenger room,
when Internet connection is unstable.
LEARNING TARGETS
• Showcase your Home Learning Guide (HLG)
• Revisite routines and training expectations
• Learn from each other’s feedback on HLG experience
• Reflect on our learning
• Reflect on one’s own wellness
Day 5 activities:
1. Revisit routines and training expectations
2. Learn from each other’s feedback on HLG experience
3. Self-reflection on the learning journey
4. Self-reflection for wellbeingy
MATERIALS NEEDED
Wellness activity sheet or learning log, HLG, participant’s modules, laptop or smart
device with internet connection or mobile data.

DAY 5 MODULE
To Do:
1. Be online. Make sure that you are in your online session meetings. The facilitator will lead
all the activities for this session and will give instructions about what and when you need to
work on this module. If you have internet issues, inform your facilitator
2. Have your HLG ready. You will be presenting your HLG to your group so make sure you
have the document open.
Session I: Survey
(10 mins)
Online: Professional development training sessions can be challenging in terms of our
time and effort management. While you have answered this in Teacher Training 1, let’s do
a quick poll to revisit our routines and training expectations to help you with organizing
your time. You can type your answer “yes” or “no” in the chat box.
a. All the content you need to learn and all the work you need to complete are in the printed
modules.
b. You can work on the training modules by yourself even if you don’t have the internet.
c. The materials you need for this training are your modules and a cell phone or gadget that
can connect to the internet or send messages or make calls.
d. The videos you need to watch are in the Google Classroom and in your USB.
e. You need to work on all tasks independently.
f. Your training facilitator will check the answers written in your modules.
g. You need to check-in using Zoom at the beginning of every session.
h. You need to check-out using Zoom at every end of the session.
i. You can connect with your training facilitator at any time of the day during his/ her agreed
upon consultation hours.
j. The Learning Activity Sheets (LAS) and Home Learning Guide (HLG) need to be written in
English.
k. LAS and HLG is better when it includes professional terms.
l. The only criteria for selecting LAS and HLG activities is if they are fun and play-based.
m. The longer the LAS and HLG, the better.
At this point, you can clarify or ask questions about the training routine and expectations.

DAY 5 MODULE
Session 2: Sharing of HLG Output

(30 mins)
To further support your development of the Home Learning Guide, let’s look at a few
examples.
Give
some What features do you think
feedback on the Home Learning you need to keep in mind
Guide shown to you by your as you develop your own
facilitator. What are Home Learning Guides?
some features that
stand out to you?
Hopefully, you got good ideas for strengthening and developing your HLG from this activity!
Next, it is time to reflect on your learning journey so far in teacher reflection circles
Session 3: Learning Together

Teacher Reflection Circles - Our Learning Journey (30 mins)
Answer the questions below individually in your learning log and then discuss your answers
with the group. Be sure to write down possible solutions to any challenges. (10-15 mins)
Share and Reflect

• Look at these skills, information, and strategies that you have learned so far. Check the
box if you are confident that you have learned the item and can comfortably apply it in
your own teaching practice.
Day 1
The Six Domains + Writing
Balanced Literacy Approach
Gradual Release of Responsibility
Before, During, After Reading Process
Stages of Reading Development for K-3 Learners
Day 2
K-W-L Chart

DAY 5 MODULE
Types of Supplementary Reading

Factors Contributing to Text Readability
Determining Learner’s Reading Level
The Five Finger Rule (Finding the Right Fit Books)
Day 3
SEL
GESI
Visual Literacy
Teacher Read Alouds
Day 4
Dialogic Reading
The Art of Questioning
• For strategies you are not comfortable implementing, what can you do so you will be
able to apply them in your own teaching practice for your students?
Learn and Apply

An important part of the first half of this training is how you as teachers can be
more aware of Social and Emotional Learning (SEL) and Gender Equality and
Social Inclusion. (10 mins)
• How can you nurture students’ social and emotional learning in your reading
classrooms?
• How can you encourage participation by both boys and girls as well as social inclusion
while teaching reading?
• Quick Chat Poll: Do you think awareness of SEL and GESI is seen at home? Yes/No
Why?
• How can you encourage families to consider SEL and GESI at home?

DAY 5 MODULE
Session 4: Learning Together

Teacher Reflection Circles - Self-Reflection for Wellness (50 mins)
Share and Reflect

• Journaling: Work on as many of the following journal prompts in your learning log, or
on this sheet itself.
List two things in your professional life List two things in your personal life
that worry you. that worry you.
Draw Imagine 10 things Describe 3 places

what you can that can make you happy. you wish to visit.
see outside your
window right now.
How are you feeling now?

Three things
you wish to change.
Pose here 2 burning

questions you have.

DAY 5 MODULE
• Wellbeing Heart. Draw a big heart in your learning log or you can use the heart on this
sheet. Then answer the two bullet items below:
• Write things that enhance
your sense of wellbeing in
the heart.
• Write things that take away
from your sense of wellbeing
around the heart.
Whole group discussion (10 mins)

• Share any reflection from the journaling prompt or heart activity that you feel
comfortable talking about.
• How did you feel about these self-reflection activities to promote self-care and
wellbeing?
Survey. Answer the responses: How likely are you to take some time each week to journal
as a form of reflection and quiet meditation?
a. Very likely
b. Somewhat likely
c. Not likely
Session 5: Exit Slip

Complete the exit slip by writing your answers in the chat or sending an SMS. (Your facilitator
may ask you to use other means to complete and send the exit slip).
• A connection I made from this training with other trainings I have had is ___________
• One strategy I already used to enhance my well-being is ___________
• A new strategy that I will try to enhance my well-being is ___________

Congratulations! You are done with the tasks for today! Check your Facebook Messenger
group from time to time for other instructions or announcements from the facilitator.

DAY 5 MODULE
Answer Key
Session 1: Survey
a. All the content you need to learn and all the work you need to complete are in the printed
modules. (YES)
b. You can work on the training modules by yourself even if you don’t have the internet.
(YES)
c. The materials you need for this training are your modules and a cell phone or gadget that
can connect to the internet or send messages or make calls. (YES)
d. The videos you need to watch are in the Google Classroom and in your USB. (YES)
e. You need to work on all tasks independently. (NO)
f. Your training facilitator will check the answers written in your modules. (NO)
g. You need to check-in using Zoom at the beginning of every session. (NO)
h. You need to check-out using Zoom at every end of the session. (NO)
i. You can connect with your training facilitator during his or her agreed upon consultation
hours. (YES)
j. The Learning Activity Sheets and the Home Learning Guides need to be written in English.
(NO)
k. LAS is better when it includes professional terms. (NO)
l. The only criteria for selecting LAS activities is if they are fun and play-based. (NO)
m. The longer the LAS, the better. (NO)

MODULE GUIDE
MODULE 6: CHORAL READING WITH SUPPLEMENTARY
READING MATERIALS FOR FLUENCY AND SIGHT WORD
READING
Activity 1: Compare and contrast Participant’s manual
Directed Reading 1: Participants’ manual

Fluency and choral reading
Activity 2: Video https://youtu.be/o_-

View Modelling of choral reading z8d0sRUA
copy of video is available in
the flash drive
Check for Understanding 1 Participant’s manual Rearrange chunks of words

and phrases
Activity 3: Let’s practice Participant’s manual Individual or group activity

Reflect on choral reading and how
it will look like at home
Check for Understanding 2 Participant’s manual True or false
Directed Reading 2: Sight word Participant’s manual

reading and choral reading
Activity 4: Let’s practice Participant’s manual Individual or group activity
Homework: Fluency and Sight Assignment sheet for Day 6 Assignment sheet can be
Words through Choral Reading found attached at the end
with Supplementary Reading of this module; upload
Materials Learning Log your work in the Google
Classroom

DAY 6 MODULE
DAY MODULE: CHORAL READING WITH

06 SUPPLEMENTARY READING MATERIALS
FOR FLUENCY AND SIGHT WORD READING

Learning Tip: Just get going.

When you’re restless and can’t seem to get to a working groove, just
open the module, pick up a pen, and start reading. Just get going! Stick
to your training schedule. If you start as scheduled, you will finish as scheduled!
SEL / GESI Teaching Tip: Choral reading is a great way to help

students build their reading confidence. In order to develop confidence
students also need to develop a growth mindset. We need to help
our students develop the right attitude about reading. They need to know that
if they try, practice, use the reading strategies they are taught and ask for help,
they can improve. Reading can be intimidating, especially when you are learning
to read in L1, L2 and then L3! Help your learners to set small, achievable goals
and celebrate their successes. This will help them develop the growth mindset
needed to be successful with reading and life.

Welcome to Day 6, teacher! Log-in to Facebook Messenger group and join your
training group for a quick check in with your facilitator. If there are internet issues
today, you can SMS your facilitator to check-in. After your check-in, you may proceed
with the rest of this module.
LEARNING TARGETS
You just had a wellness check! Hopefully your questions about the routines and
activities of this training were answered. Moreover, probably you enjoyed the
opportunity for fellowship with your co-teachers, and that you are now energized to
continue with the last half of your training!

DAY 6 MODULE
Day 6 activities:
1. Activity 1: Compare and Contrast
2. Directed Reading 1: Fluency and Choral Reading
3. Check for Understanding: Arrange the Words
4. Activity 3: Let’s Practice!
5. Check for Understanding 2: True or False
6. Directed Reading 2: Sight Word Reading and Choral Reading
7. Activity 4: Let’s Practice (again)!
8. Homework: Learning Log on Fluency and Sight Words through Choral Reading with
Supplementary Reading Materials

• Determine the importance of choral reading to build students’ fluency and knowledge of
sight words.
• Practice choral reading using supplementary reading materials to build fluency and
knowledge of sight words.
• Explain how home learning partners can use supplementary reading materials to practice
choral reading at home.
module. When you have questions, be sure to ask your facilitator.
MATERIALS NEEDED
• Pen, laptop or smart device with Internet connection.
• Sample collection of supplementary reading materials, video: choral reading

Activity I:
Compare and contrast (4 mins)
A B

DAY 6 MODULE
1. What are the similarities between image A and image B?
2. What are the differences between image A and image B?
3. What domain of literacy do you think is shown in the illustrations: phonics and
word recognition, oral language, or fluency?
4. As a young learner once, how did you feel when asked to read in front of the class?
5. What led you to feel this way?
6. What can help young learners read confidently?
Directed Reading I:
Fluency and Choral Reading (15 mins)
K-3 learners are naturally social learners and are highly motivated by positive feelings and
positive social interactions. When engaged in learning experiences that involve their peers,
young learners are more likely to learn by observing and imitating. Furthermore, they are
also more likely to remember what they have learned because they associate their learning
with comfort and security. When learning to read, young learners can benefit a lot from such
experiences. One group learning strategy is choral reading. Look more closely at fluency and

DAY 6 MODULE
choral reading. Read and understand these notes on “Fluency and Choral Reading”. If you
have questions about it, consult your training facilitator.
Fluency and Choral Reading

Fluency refers to the ability to read a text accurately at an appropriate pace and with
expression. Reading fluency is important because it transitions from word recognition
to reading for comprehension. It is important that children become readers who can
automatically recognize words and quickly group words together in meaningful chunks. In this
way, they are reading with comprehension. Fluent readers read aloud effortlessly and with
the appropriate pauses and intonation, almost like a conversation. Because fluent readers
read with ease, they can focus on making sense of what they read. They can comprehend
while they are reading. When a learner has yet to develop reading fluency, she or he will read
slowly, word by word. With choppy reading, comprehension suffers.

• Choral reading encourages students’ engagement with texts and develops their
interest in reading.
• Choral reading provides students with a model of fluent reading.
• Choral reading supports students’ reading fluency and pronunciation.
• Choral reading helps develop students’ ability to read and recognize sight words.
• Choral reading develops students’ confidence to read independently.
• Choral reading exposes students to the structure of texts and the structure of
language (grammar).
Procedure
There are many ways to group students for choral reading. It can be done as a small
group or whole class activity. Teachers can have everyone read together or call on
different groups to read. For example, boys read, girls read, front of the room, back of
the room, students who are 6 years old etc.
1. Select a text that is at the independent reading level of most students. The
text should be relatively short so that students can master it. Likewise, it should
be predictable. Note that a predictable text contains repetitive phrases
throughout the text. Remember that rhyme and repetition are helpful for
beginning readers.
2. Share copies of the text with students. Choral reading works best if each student
has their own copy of the text to follow. But it can also be done with a big book
and a smaller group of students.
3. Model how to read the text fluently. Read the text aloud to students,
modeling correct pronunciation and intonation. Finger track the words as you
read them and ask students to follow along in their text as well.

DAY 6 MODULE
4. Read the text aloud again in unison with the students. They should track the
words in the text (point to each word) as they read it with expression.
Activity 2:
Modelling of Choral Reading (10 mins)
How does Choral Reading look in the classroom? Check out this video entitled Choral
Reading. The video is also available in your flash drive. Read the following questions and then
play the video. After the video, be ready to answer the questions.
Title: Choral Reading / Reading Rockets (4:26 min)

Link: https://youtu.be/o_-z8d0sRUA
1. What should you consider when choosing a text for choral reading?
2. Why is it important for the teacher to model fluency before choral reading?
3. How do you think home learning partners can use choral reading at home?
Video citation: Reading Rockets. (2012, March 20). Choral Reading. YouTube. https://www.youtube.com/watch?v=o_-
z8d0sRUA
Are you done watching the video? Once the video is done, answer the questions below.
1. What should you consider when choosing a text for choral reading?
2. Why is it important for the teacher to model fluency before choral reading?
3. How do you think home learning partners can use choral reading at home?
Let’s check!
Check tyour answers against the answer key found at the end of this module.
Reflection:
What was one of the things from the video that you want to try out in your teaching practice?
Be ready to share this with one of your groupmates later.

DAY 6 MODULE

Arrange the Words
Part of fluent reading is being able to chunk words into meaningful units. Arrange the chunks
of words and phrases below to answer the questions:
1. What does it mean to be “fluent” in reading?
a fluent reader one is said to be
quickly and with the correct expression
when one reads accurately
2. Why is fluency important?

they read with ease when students read fluently
what they are reading on understanding
and can focus
3. How does choral reading help the K-3 learners?

about reading aloud of choral reading are
how the teacher says the words and that K-3 learners feel more confident
some of the benefits that K-3 learners get the chance to imitate
Let’s check!
Check your answers against the answer key found at the end of this module. Write
your score here:_________

DAY 6 MODULE
Activity 3:
Let’s practice! (45 minutes)
You can work individually or in a small group. Get in touch with your group so you can
collaborate over a group chat, text messaging, or phone call. Here are the steps you need to do.
1. Take turns sharing with a group mate or group mates the answers to your reflection
from the reading and the video.
2. Let’s prepare to practice the strategy!
Using the same grouping, practice leading a choral reading activity. Here are the steps you
need to do.
1. Select one of the sample digital supplementary reading materials which is suitable for
your students.
2. Practice reading the text on your own and review the procedure of choral reading.
You may assign each group member a different part of the digital supplementary
reading material to use for this practice exercise.
3. Take turns leading the choral reading activity while the rest of the group role plays as
the students.
4. After everyone has taken turns at practicing the procedure for choral reading, use the
checklist to give each other feedback on the choral reading activity.
Checklist for Choral Reading for Fluency
Yes No Remarks


Uses finger tracking and has participants

follow along finger tracking as well.
Guides students to read together in unison

with the teacher.
Reflection:
How can choral reading activities help your students achieve the MELCs?

DAY 6 MODULE
Choral Reading in the Home Setting

The effectiveness of choral reading is dependent on the availability of someone who can
model reading and peers for the child to read together with. In the home, the model can be a
parent, aunts/uncles, a caregiver, older siblings, older cousins, and even close neighbors. The
child can read in unison with as few as just one other child. This peer can be older, the same
age, or younger. He/she may read as well, better, or less proficient than the learner. In any
scenario, the learner benefits from choral reading, peer learning, social learning, and mixed-
age learning.
You can explore recording a video or audio material that models the reading of
supplementary reading materials and also does choral reading. Learners should be able to
access this through educational TV or radio channels, uploaded videos or digital files, or live
streaming.
Reflection:
Right now, in your own context, what would choral reading look like at home?
Given more time and resources, how would you like to implement choral reading at home for
your learners?

True or False (10 mins)
Do a quick review of what you have learned about fluency and choral reading. Read the
statements and state if they are true or false.

DAY 6 MODULE
Statement True or false?
Choral reading helps build students’ confidence.
Choral reading is always a whole class activity.
Reading fluency is the ability to read quickly.
Choral reading helps second language learners with pronunciation of

unfamiliar words in L2.
Choral reading texts should be more complex than what students can
read on their own.
Choral reading texts are always used to explicitly teach sight words.
Let’s check!
Check your answers against the answer key found at the end of this module. Write
your score here:_________
Directed Reading 2:
Sight Word Reading and Choral Reading (10 mins)
Children learn to read not only through direct (explicit) instruction, but also through indirect
instruction like in whole language experiences. Through choral reading, learners build sight
word recognition through indirect instruction. Proceed further and read more on this! Read
and understand these notes on “Sight Words Recognition and Choral Reading’’. If you have
questions, you can always ask your training facilitator.
Sight Words Reading and Choral Reading

In order for students to achieve fluency, they need to read the “frog” - decodable
words in a text correctly. Through systematic phonics instruction, word, regular spelling
students develop the knowledge of letter-sound relationships to “the” - non-
decode most of the words they encounter in a text. However, decodable, irregularly
they also need to read some common words automatically in spelled
order to read with fluency and comprehension. These common “cup” - has a concrete
image
words are called sight words because readers need to memorize
“is” - has no concrete
them, recognize them by sight and then read them automatically.
image
Some sight words are decodable, and others are not because they
do not follow regular spelling and letter-sound relationships. Many
sight words are ‘connector’ words and are not words that have concrete images.

DAY 6 MODULE
Most sight words are high frequency words that appear very often in reading and writing.
If students have trouble with sight words, they will be less likely to read with fluency and
comprehension. Most likely they will get frustrated while reading. In contrast, when students
can easily recognize sight words, they will be more confident readers and more likely to read
with fluency and better comprehension. These readers can read and recognize the sight
words and then spend more of their energy decoding tougher words in a text. Over time they
develop a ‘bank’ of sight words that they can recognize and read which allows them to read
more fluently. Choral reading allows students to practice reading aloud and helps them build
their bank of sight words.
Procedure
The procedures discussed earlier are mostly the same for building sight words recognition,
except that now, teachers must use the gradual release of responsibility (GRR) to pre-teach
the target sight words.
1. Select an appropriate text from the digital collection of supplementary reading
materials or a printed copy of a book that you have.
2. NEW: Use the gradual release of responsibility (GRR) to pre-teach the target sight
words.
a. Write the words on the board, on a piece of paper or on a manila paper.
b. Model how to read each word to the students.
c. Have students read the words with you.
d. Ask students to read the words and observe them. Take note whether they are
reading the words correctly.
e. Explain the meaning of the words and their function in a sentence. Remember the
bridging strategies you learned in the last teacher training. See the chart below for
example.
Teacher Learner
Before we read a story, I want to show you some words, and I’d like you to guess “Carabao.”
what they mean. My first word is “carabao.” Say it again.
Choral reading is always a whole class activity.
What do you think is the meaning of “carabao”? “Kalabaw.”
That’s right, a carabao is the same animal that we call “kalabaw” in Filipino. “Radio.”
The carabao helps the farmers during planting season. My next word is “radio.”
Say it again.
What do you think is the meaning of “radio”? “Radyo.”
That’s right, a radio is the same equipment that we call “radyo” in Filipino. We turn “Biscuit.”
on the radio to listent to music or news. My next word is “biscuit.” Say it again.

DAY 6 MODULE
Teacher Learner
What do you think is the meaning of “biscuit”? “Biskwit.”
That’s right, a biscuit is the same food we call “biskwit” in Filipino.

I eat biscuits for recess.
Let’s read our words again, first in Filipino then in English. Repeat after me.
3. Give a copy of the text to the students.

4. Model fluent reading of the text.
5. Have the students read the text in unison.
Sample Sight Words
MT* Filipino English
ay the
kay I
sa to
ang for
*You may fill out the table for samples of sight words in the mother tongue.
Activity 4:
Let’s Practice! (45 mins)
collaborate over a group chat, text messaging, or phone call and prepare to practice the
strategy!
Using the same grouping, practice leading a choral reading activity.

• Select one of the sample digital supplementary reading materials or a printed
copy of a book you have which is suitable for your students.
• Practice reading the text on your own and review the procedure.
• Identify sight words within the text to include in the choral reading activity.
• Take turns leading the choral reading activity (with sight words). The rest of the group
will role play as the students.
• After everyone has taken turns at practicing the procedure for choral reading, use the
checklist to give each other feedback on the choral reading.

DAY 6 MODULE
Checklist for Choral Reading – Sight Words
Yes No Remarks

Identifies 2-3 sight words and pre-teaches

them using the GRR model.

Guides students to read together in unison

(choral reading) while finger tracking the text.
Key Takeaways
• Sight word recognition is an important part of developing reading fluency. When

learners read fluently, they can focus on comprehending what they read.
• Choral reading is an easy instructional strategy that helps build students’ confidence as
readers while developing their reading fluency.
Learning Log
Why is building students’ reading fluency important to comprehension?
Check Out!
(15 mins)
You are done with learning the content for Day 6! Congratulations!
Log-in to Facebook Messenger group and join your training group for today’s check out with
To-Do’s
Homework: For Day 6, your assignment is to complete the “Fluency and Sight Words
through Choral Reading with Supplementary Reading Materials Learning Log.” Check the Day
6 Assignment Sheet for more instructions.

After you take a break, you can now proceed to completing your homework for this module.

DAY 6 MODULE
Answer Key
Activity 2: Modelling of Choral Reading
1. Three considerations from the video are: appropriate reading level (independent or
instructional), contain dialogue or rhythm, be relatively short.
2. It is important to model fluency before choral reading to demonstrate for students
how to read the text fluently—with appropriate speed, accuracy and expression. The
teacher can also point out and discuss important elements in the text like quotation
marks in the video.
3. The effectiveness of choral reading is dependent on the availability of someone who
can model reading and peers for the child to read together with. Teachers can explore
audio options to support low literate homes. For homes where there is someone
available to model reading fluency, groups of children can read together and practice
choral reading and reading fluency with some guidance.
Check For Understanding 1: Arrange The Words

1. One is said to be a fluent reader when one reads accurately, quickly, and with the
correct expression.
2. When students read fluently, they read with ease and can focus on understanding what
they are reading.
3. Some of the benefits of choral reading are that K-3 learners get the chance to imitate
how the teacher says the words and that K-3 learners feel more confident about
reading aloud.
Check For Understanding 2: True or False
Choral reading helps build students’ confidence. True. Many readers feel nervous or shy
about reading aloud in front of others,
especially struggling readers. Choral
reading lets students practice with the
teacher before reading independently.
Choral reading is always a whole class activity. False. Choral reading can be done with
individual students, small groups, or as a
whole class activity.
Reading fluency is the ability to read quickly. False. Reading fluency is the ability to read
with speed, accuracy, and expression. If
students quickly but make too many errors
they will not understand what they have

DAY 6 MODULE
read. If they read too slowly then they will

spend all their energy on decoding.
Choral reading helps second language learners with True. Second language learners benefit
pronunciation of unfamiliar words in L2. from choral reading because they get
to see and hear the teacher model the
correct pronunciation of unfamiliar words
and then get repeated practice using the
words.
Choral reading texts should be more complex than what False. Texts should be at the independent
students can read on their own. reading level of most students. They
should be able to decode the text.
Choral reading texts are always used to explicitly teach False. Readers need to memorize
sight words. sight words so that they read them
automatically. Choral reading helps
students to practice this skill but does not
require sight words to be pointed out and
taught explicitly.

DAY 6 MODULE
DAY ASSIGNMENT: LEARNING LOG ON

06 FLUENCY AND SIGHT WORDS THROUGH
CHORAL READING WITH SUPPLEMENTARY
READING MATERIALS
A. Task: This is an individual task. You need to complete a Learning Log - a reflection
and planning practice - on Fluency, Sight Word Recognition, and Choral Reading with
Supplementary Reading Materials.
B. Submission: This is due at the end of today, Day 6. You must upload your
completed Learning Log to the Google Classroom. Contact your facilitator or your
team’s ICT officer for assistance in uploading your output.
C. Instructions for submission

a. Please name your file with your family name, first name_Day 6 Learning Log. Eg.
Santos, Leandro_Day 6 Learning Log.
b. Submit/ upload your completed Learning Log to the Google Classroom by
the deadline designated by your facilitator. If there are uploading issues in
Google Classroom, get in touch with your facilitator to discuss other
alternatives.
D. See the Learning Log template next page.

DAY 6 MODULE
ABC+: Advancing Basic Education in the Philippines
TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS:

Day 6 Assignment: Learning Log on Fluency and Sight Words through

Choral Reading with Supplementary Reading Materials
Name: ______________________________________ Date: ___________________ Group #: _________

Region: ______ Division: _____________________ School: _____________________________________
Reflect: Stop. Start. Continue. Change. Answer each question in 2-3 sentences.
Stop: Based on what you have learned, identify one thing that you currently do which you are going to
stop doing.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Start: Based on what you have learned, identify one thing that you currently do not do and are going to
start doing.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Continue: Based on what you have learned, identify one thing that you currently do that you are going
to continue doing.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Change: Based on what you have learned, identify one thing that you currently do that you are going to
change.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

DAY 6 MODULE

Day 6 Assignment: Fluency and Sight Words through

Choral Reading with Supplementary Reading Materials Learning Log
Checklist for the Learning Log

This form is to be completed upon review of Day 6 Learning Log submitted by the participants.
Learning Log: Fluency and Sight Words through Choral Reading with
Title:
Participant’s Name:
School/Division:
Regional Trainer:
Date: Training group:
Criteria Regional Trainer’s Assessment
1. The participant identified one thing he/she is

⬜ No ⬜ Yes
currently doing that he/she will STOP doing.
2. The participant identified one thing he/she is not

⬜ No ⬜ Yes
currently doing that he/she will START doing.
3. Based on what has been learned this far, the

participant identified one thing he/she is currently ⬜ No ⬜ Yes
doing that he/she will CONTINUE doing.
4. Based on what has been learned this far, the

participant identified one thing he/she is currently ⬜ No ⬜ Yes
doing that he/she will CHANGE or TWEAK.

MODULE GUIDE
MODULE 7: SHARED READING WITH SUPPLEMENTARY
READING MATERIALS—RETELLING AND VISUALIZING
Activity 1: The case of poor Mr. Participant’s manual Case analysis

Lara

Shared reading and retelling
Activity 2: View Modelling Video https://www.youtube.com/

of shared reading Scholastic: Key Links Shared watch?v=jfGjgOc-rJw
Reading access video in flash drive
Activity 3: Listen, imagine and Audio file http://bit.ly/D7-Act3-audio

converse access audio in flash drive
Activity 4: Mind mapping Participant’s manual
Directed Reading 2: Shared reading Participant’s manual

and visualizing
Activity 5: Modelling of Visualizing Video: Grade 1 https://www.youtube.com/

Comprehension Read watch?v=Jn5ZirDZTt4
Aloud for Visualizing access video in flash drive
Check for Understanding Participant’s manual
Homework: Visualizing through Assignment sheet for Day 7 Assignment sheet can be
shared reading video demo, peer found in the appendix; upload
evaluation and learning log your work in the Google
Classroom

DAY 7 MODULE
DAY MODULE: SHARED READING WITH

07 SUPPLEMENTARY READING MATERIALS
RETELLING AND VISUALIZING

Learning Tip: What is your favorite snack while working or studying?

While food does not magically make you memorize and learn things,
there are certain foods that are linked to improved brain health. These
foods include eggs, nuts, avocados, fish, and dark chocolate. Of course, you
still need a well-balanced diet, but instead of snacking on chips and sweets, why
don’t you try these and fill both your tummy and your mind!
SEL / GESI Teaching Tip: For young learners sitting still and
concentrating can be challenging and frustrating. Not all children
learn the same way and many children, especially boys, benefit from
kinesthetic activities that allow them to move their bodies while learning. In
the shared reading video, you will notice how the teacher had the students do
some of the actions in the text. This helps to engage students and to bring their
attention back to the reading activity. When reading in your classroom, try to
include books with fun actions that your students will enjoy. Funny books that
make them laugh will always be a hit too!

LEARNING TARGETS
Yesterday, you learned about fluency, sight word recognition, and choral reading. In this
module, we will focus on shared reading, particularly on retelling and visualizing.
Day 7 activities:
1. Activity 1: The Case of Poor Mr. Lara

DAY 7 MODULE
2. Directed Reading 1: Shared reading and Retelling

3. Activity 2: Viewing How Shared Reading is Done
4. Activity 3: Listen, Imagine and Converse
5. Activity 4: Mind Mapping
6. Directed Reading 2: Shared reading and Visualizing
7. Activity 5: Viewing of Visualizing
8. Check for Understanding
9. Homework: Practice Shared Reading and Peer Evaluation

• Determine the importance of shared reading to build students’ language skills.
• Practice shared reading using supplementary reading materials to teach retelling and
visualizing.
• Identify lessons in teacher’s guides where shared reading can be applied.
module. When you have questions, ask your training facilitator.
MATERIALS NEEDED
• Blank pieces of paper, pens, a laptop or smart device with Internet connection
• Checklist for practice of shared reading

Activity I:
The Case of Poor Mr. Lara (10 mins)
Before getting into the strategies, spend time and examine the case of Mr. Lara. Read and analyze
the scenario and try to figure out what the problem is by answering the questions that follow.
Scenario: It is the second quarter of the school year. The students in Mr. Lara’s grade
2 class are doing a reading lesson. Mr. Lara presents the big book to his students. He
shows the students the cover picture and asks his students what they think the story is
about. The students are excited! He then reads the title, the names of the author and
the illustrator, and mentions the publishing date. Then he begins telling the story. He
reads the text line by line, having students repeat each line after him. At the end of the
text he asks the students what happened in the text. The students are confused. They
seem to have not understood the text. Poor Mr. Lara.

DAY 7 MODULE
Case Analysis:
1. What is happening in Mr. Lara’s class? 2. Why do the students struggle to answer
the comprehension questions? Why are they
unable to retell the story?
3. What advice would you give Mr. Lara to make his reading lesson more effective?
Let’s check!
Check your answers against the answer key found at the end of this module.
Directed Reading I:
Shared Reading and Retelling
The activity you just did links you to a strategy that can be used to help students read—
especially those who might need more assistance and good models in reading. Read the notes
on shared reading and later, retelling to learn more about these strategies.
Shared Reading
Shared reading is an instructional strategy that teachers can use
to develop all the foundational reading skills. Like choral reading Highlight or underline
and “read aloud”, it can be used across grade levels and content main ideas
areas. In shared reading, students share the reading of a text with Encircle important
their teacher and examine the text together. The objective of the terms.
first reading is comprehension and modeling. Later readings have
students reading the text or sections of the text with the teacher. Use the margins to
write your thoughts
The teacher reads the text, and the students see the teacher model
as you read.
fluent reading and reading with expression. The teacher uses the
before, during, after (BDA) process to engage students with the text Answer the questions
and check for comprehension. After reading, retelling is a helpful in the boxes beside
the concept notes.
strategy to check for comprehension of a shared reading text.
Retelling has students practice important comprehension skills like:

DAY 7 MODULE
1. identifying the main idea

2. ordering/sequencing events
3. determining key details
4. making inferences
5. understanding text structure
Like choral reading, shared reading can be especially helpful for struggling readers and
language learners (L2, L3). They get the opportunity to practice reading with the teacher
before they are asked to read independently. As a result, this can make them feel more
confident and less self-conscious or nervous about reading on their own.

• Choral reading encourages students’ engagement with texts above their independent
reading level and develops their interest in reading.
• Shared reading provides students with a model of fluent reading.
• Shared reading supports students’ development of all the parts of the reading process
(domain skills).
• Shared reading builds students’ language skills and vocabulary development.
• Shared reading develops students’ confidence to read independently.
• Shared reading exposes students to the structure of texts and the structure of
language (grammar).
• Retelling promotes reading comprehension and allows the teacher to informally
assess how well students understood the text based on their ability to summarize it,
put events/content in order, and make inferences.
Procedure
Note: There are many ways to group students for shared reading. It is often done as a
whole class activity, but it can be done as a small group or one-on-one with struggling
students or students reading at home with their families.
1. Select a text that is above the independent reading level of most students and
match the strategy students will practice. Example: for retelling pick a text that
has a clear problem/solution or easy to identify beginning, middle and end. Big
books are the best texts for shared reading with a larger group because the
words in the text can be seen by the teacher and students, but you can use other
texts if students can see the words clearly enough to read them.
2. Introduce the text to get students engaged. For example, ask questions about the
title, cover illustration, and make predictions.
3. Model how to read the text fluently. Read the text aloud to students modeling
correct pronunciation and intonation. Use lots of expression in your voice to
bring the text to life. Pause to ask brief comprehension questions.

DAY 7 MODULE
4. Read the text together with students. Have students read the whole text or part
of the text with you.
5. Discuss the text. Ask questions about the text and have students retell the story.
The think aloud method is a great tool to help support retelling.
Retelling
One way to check comprehension after shared reading,
is to do retelling. There are different ways to do retelling 3
4
2
depending on the age, reading level, and comprehension level
of students as well as the language of instruction. Like the 5
five-finger rule in Day 2, which helped you select and match
books to your students, you can also use the five-finger rule
1
as a visual way to help students retell a story:
1. Describe the setting.
2. Describe the characters.
3. Explain what happened in the beginning.
4. Explain what happened in the middle.
5. Explain what happened in the end.
*You can also focus on identifying the problem and solution.
Activity 2:
Viewing of How Shared Reading is Done (15 mins)
Play the video entitled Scholastic: Key Links Shared Reading (and watch how shared reading
is done. Access the video through the link or in your flash drive. When viewing the video
online, you can turn on the caption to aid you in understanding the video. Click the icon
(Subtitles/closed captions) located at the bottom right portion of the screen. While watching,
try to answer the three guide questions. Write your answers in the spaces provided below.
Title: Scholastic: Key Links Shared Reading (8:56 mins)

Link: https://www.youtube.com/watch?v=jfGjgOc-rJw
Are you done watching the video? Once the video is done, answer the questions below.
1. What was the story about?
2. How did the teacher do shared reading?
3. How did the teacher check for understanding after the shared reading?
Answer the questions. Put your answers in the space proved.
1. What was the focus of the Day 1 shared

reading?

DAY 7 MODULE
2. How did the teacher engage students in

the shared reading?
3. How did the teacher use the text as a

springboard to teach domain skills?
Video citation: Scholastic. April 22, 2010. Key Links Shared Reading. [video]. YouTube. https://www.youtube.com/
watch?v=jfGjgOc-rJw
Great job! You are done with retelling. Move on to the next activity which will give you a
break and also introduce the next topic.
Activity 3:
Listen, Imagine, and Converse (5 mins)
Look for a place that is quiet and where you can be alone. Play the audio file, listen and
imagine. This audio file is saved in your flash drive too.
Here is the link: http://bit.ly/D7-Act3-audio
Here is the transcript of the audio recording for your reference.

1. Close your eyes.
2. Take five deep breaths, in through the nose and out through the mouth.
3. Imagine you are on a beach alone.
4. Listen. Hear the waves.
5. Feel the breeze in your face. Listen to the rustling leaves of the palm trees. In the
background, birds are singing.
6. Take another deep breath and smell the familiar scent of the ocean.
7. Now, move your feet and feel the sand between your toes.
8. Tilt your face up and feel the warmth of the sun, gently caressing your face.
10. Then, get the ice-cold glass of your favorite fruit drink next to you.
11. Take a sip and swallow.
12. Taste how fresh the drink is.
13. Take one last look around you—see the paradise of perfect white sand, crystal-clear
water, and the green trees around you.
14. Slowly open your eyes.
How do you feel? Hopefully, the activity made you feel good. This activity will do more than
make you relax. Likewise, this activity is a sneak peek into our next topic.

DAY 7 MODULE
Activity 4:
Mind Mapping (15 mins)
A mind map is a visual way to show interrelated ideas. It has basic elements to consider – the
central idea, branches, colors, keywords, and images. Here is an example of a mind map for
sports (see figure 1).
Water
Golf
Aerobics Swimming
Tennis
Cycling
Track Individual Water Diving

Sports Sports
Water
Polo
Sports
Football Basketball
Basketball
Contact Team
Sports Sports
Baseball
Hockey
Rugby Soccer
Football

DAY 7 MODULE
Try this: At times even if you live in that country, you still have little knowledge of the other
parts of your country. So, create a mind map of the Philippines. An example has already been
started for you. Continue the mind map by connecting more ideas to the three main islands—
Luzon, Visayas, and Mindanao.
Mindanao
Luzon
Philippines
Visayas
Choose a fellow participant and show your mind map to each other. Answer orally the
following questions together.
1. What are the similarities and differences of your mind maps?
2. What is the focus of your mind map? What is the focus of your partner’s mind map?
3. How do mind maps help in visualizing?
Directed Reading 2:
Shared Reading and Visualizing (30 mins)
What you did was visualizing. In activity 3 you created images in your mind given what you
heard. In activity 4, you drew a mind map of what you know in your mind. Mind mapping is
one way to visualize. Now, you are ready to read further about visualizing in shared reading.
Shared Reading and Visualizing

Another way to check students’ comprehension in shared reading is through visualizing.
When students read with the teacher, the teacher guides them to notice more about the text

DAY 7 MODULE
through discussion. This allows the teacher to select specific teaching points to look at with
students. One teaching point that teachers can focus on is visualizing. Visualizing is a critical
skill for reading comprehension. When we read or listen to a text, we paint a mental picture
in our minds of what is happening in the text. This is when students let their imagination
create the story based upon the description in the text. Maintaining this mental picture when
reading is necessary for comprehension. When the teacher is reading aloud, modeling the
think aloud method can be a great way to help show students how to visualize or “paint a
picture in their mind” as they are reading.
REMINDER: In In Teacher Training 1, you learned about sketch to stretch which is

a comprehension strategy that stretches students’ thinking and demonstrates their
understanding of stories they listen to or read. Learners visualize the story and do
different drawing tasks related to the story such as drawing the story elements or a key event.

• Shared reading encourages students’ engagement with texts above their independent
reading level and develops their interest in reading.
• Shared reading provides students with a model of fluent reading.
• Shared reading supports students’ development of all the parts of the reading process
(domain skills).
• Shared reading builds students’ language skills and vocabulary development.
• Shared reading develops students’ confidence to read independently.
• Shared reading exposes students to the structure of texts and the structure of
language (grammar).
• Visualizing is an essential skill for reading comprehension.
• Visualizing helps students create a picture of what they are reading to get a better
understanding of the story.
Procedure
Note: There are many ways to group students for shared reading. It is often done as a whole
class activity, but it can be done as a small group or one-on-one with struggling students or
students reading at home with their families.
1. Select a text that is above the independent reading level of most students and match
the strategy students will practice. Example: for visualizing pick a text that has rich,
interesting descriptive language. Big books are the best texts for shared reading with a
larger group because the words in the text can be seen by the teacher and students,
but you can use other texts if students can see the words clearly enough to read them.
2. Introduce the text to get students engaged. For example, ask questions about the title,
cover illustration, and make predictions.

DAY 7 MODULE
3. Model how to read the text fluently. Read the text aloud to students modeling correct
pronunciation and intonation. Use lots of expression in your voice to bring the text to
life.
4. Pause after reading a sentence or paragraph with good descriptive information.
Describe the picture that this brings to your mind to model visualization. Try to engage
multiple senses in your description and share how this mental picture helps you
understand the story. You can use oral prompts or the table below.
I see
I feel (touch)
I smell
I hear
I taste
5. Continue reading and stop at another sentence or paragraph with good descriptive
information. Describe the picture in your mind and then ask students to orally describe
their own mental picture. You can ask them questions about their different senses.
6. Read the text together with students. Have students read the whole text or part of the
text with you.
7. Discuss the text. Ask questions about the text and relate it to students’ own lives.
Activity 5:
Modelling of Visualizing (10 mins)
Play the video Center for the Collaborative Classroom – Grade 1 Comprehension Read Aloud
for VISUALIZING which models visualizing. In this case it is a read aloud, but the same principle
applies in a shared reading. While watching the video, think about the answers to the guide
questions below. After watching the video, write your answers to the questions on the space
provided. You may access the video through the link or in your flash drive.
Title: Grade 1 Comprehension Read Aloud for Visualizing (4:21 mins)
Link: https://www.youtube.com/watch?v=Jn5ZirDZTt4

DAY 7 MODULE
1. What did the teacher do differently to teach visualizing?

2. When discussing the poem as a class how did the teacher help students focus and share
specific details?
Write your answer in the space provided.
What did the teacher do differently to teach visualizing?
When discussing the poem as a class how did the teacher help students focus and share specific details?
Video citation: Center for the Collaborative Classroom. April 6, 2010. Grade 1 Comprehension Read-Aloud for Visualizing
(Making Meaning). [video]. YouTube. https://www.youtube.com/watch?v=Jn5ZirDZTt4
Check for Understanding
• How can visualizing when reading help students enjoy a story and understand it better?
• What tips would you give home learning partners about visualization activities at home?
Key Takeaways
In this module, you learned more about shared reading. This strategy is important since it
allows students, especially those who are struggling, to practice reading a text with guidance

DAY 7 MODULE
and modeling before they are left to read the text on their own. You also explored two useful
strategies that can be used to check comprehension in shared reading (and when using other
reading strategies such as read aloud): retelling and visualizing.
Learning Log
(3 mins)
Which MELCs can be developed through shared reading activities?
Check Out!
(15 mins)
After answering the learning log, log-in to Facebook Messenger group and join your training
group for today’s check out with your facilitator. If there are internet connection issues today,
your facilitator will SMS or call you.
To-Do’s
Homework: Video yourself doing the strategy of visualizing through shared reading. Then,
conduct peer evaluation with a partner. Check your Day 7 assignment sheet for more
information.

After you take a break, proceed to the Day 7 Assignment.

DAY 7 MODULE
Answer Key
Activity 1: Case Scenario
1. What is happening in Mr. Lara’s class?
Students do not understand the text being read.

2. Why do the students struggle to answer the comprehension questions? Why are
they unable to retell the story?
They have been focusing on mimicking his reading. They have not paid attention to the
information in the text. They cannot answer the questions and cannot retell the story.

3. What advice would you give Mr. Lara to make his reading lesson more effective?
He can try other strategies where copying the teacher is not the priority and where the flow
of the text is not interrupted. Shared reading may be tried.
Activity 2: Viewing How Shared Reading is Done

1. What was the focus of the Day 1 shared reading?
The focus of Day 1 was comprehension. The teacher read the entire story to students,
demonstrating how to read with fluency and expression and checked for comprehension.
2. How did the teacher engage students in the shared reading?

Example answer: she used the BDA process, asked comprehension questions, had students
do actions to demonstrate vocabulary comprehension and role play parts of the text.
3. How did the teacher use the text as a springboard to teach domain skills?
She selected specific features in the text to highlight when doing additional readings of
the text. For example, she focused on phonic knowledge and phonemic awareness on day 4
and grammar features on day 3.
Activity 5: Viewing of Visualizing

1. What did the teacher do differently to teach visualizing?
She did not show students the pictures. She asked them to create a mental picture and
encouraged them to close their eyes. She also gave them “think time” to think about
their mental picture before discussing their ideas with a partner.
2. When discussing the poem as a class how did the teacher help students focus and share
specific details?
When students described their ideas, she focused on key vocabulary words (ex.
stuffed) and asked them to explain the word and expand their description.
Check For Understanding

• How can visualizing when reading help students enjoy a story and understand it better?

DAY 7 MODULE
Visualizing allows students to paint mental pictures in their minds. In doing so, they let
their imagination create the story based upon the description in the text, creating a
stronger connection to the text read. They may also use the five senses which creates
more vivid and detailed images in their minds.
• What tips would you give parents about visualization activities at home?
Use the five senses when you make children visualize something. Discuss books at
home or even stories about the family members’ lives (ex. childhood).

DAY 7 MODULE
DAY
ASSIGNMENT: PRACTICE SHARED
07 READING, PEER EVALUATE

Note: This assignment has 2 parts. Please read the instructions carefully. This is a
paired activity.
Task 1: Practice shared reading with visualizing using one of the digital supplementary
reading materials provided to you or a printed book you have. Record a video
demonstrating the shared reading with visualizing strategy.
A. Criteria: Be guided by the rubric below
Day 7 Video Presentation Rubric: Shared Reading with Visualizing Score:____/16

Book selection Selects a text that Selects a text that Selects a text Does not select
is appropriate for is appropriate for that is somewhat a text that is
learners age, level, learners age, level, appropriate for the appropriate for the
and interests with and interests with learners age, level, learners age, level,
links to SEL + a link to SEL + and interests and interests
GESI that conveys GESI
positive visual
messages
Reading aloud Models fluency Models fluency Reads aloud with Does not read
by reading aloud by reading aloud fluency but may fluently and makes
clearly at an clearly at an make some errors multiple errors
appropriate appropriate such as reading too when reading
speed and uses speed and with slowly/quicky or aloud
expression to bring expression that reading without
the book to life for matches the much expression
learners punctuation
Models Pauses at key Pauses at key Models visualizing Does not model
visualizing moments in the moments in the 1-2 times visualizing
text and models text and models
visualizing using visualizing
the think aloud
method to

DAY 7 MODULE
Day 7 Video Presentation Rubric: Shared Reading with Visualizing Score:____/16

Reading aloud describe what s/he
is doing
Learners Asks students to Asks students to Asks students to Does not ask
demonstrate visualize parts of the visualize parts of the visualize parts of the students to visualize
visualizing text and share the text and share the text but may not parts of the text or
picture in their mind picture in their mind have them share the share the picture in
(orally or in writing/ (orally or in writing/ picture in their mind their mind
pictures) using pictures) (orally or in writing/
specific strategies pictures)
like sketch to stretch
B. Instructions:
• Select one of the digital samples of supplementary reading materials which is suitable
for your students and links to SEL or GESI. You may also select a book you currently
have. Read the considerations for book selection again to help you choose.
• Practice reading the text on your own. Introduce the book by showing the cover,
mention the title, the author and illustrator, and include the publishing date or the
“birthday” of the book if possible. Then read the story.
• When you are ready, take a video of yourself showing the visualizing strategy while
doing a shared reading with a student or another person. You may read the entire
story if it is short. Take note of the length of the book for each grade level.
Remember: the younger the student, the shorter the book.
• Upload your video to the Google classroom.
• Name your video file as such: District_training group_Surname_First name_
Day7Assignment (Talisay1_mG23_Reyes_Lucas_Day7Assignment)
• The video is due at the end of Day 7 or on the day it has been agreed upon by your
training group. You must upload your output to the Google Classroom. Contact your
facilitator or ICT support for assistance in uploading your output. They can also help
you plan an alternative option for submission if needed.
• If making a video and uploading it to the Google classroom is challenging due to
technological limitations and unstable internet connection, you can opt to practice the
strategy live with a colleague. Then submit the template of the rubric completed
with a rubric score as MOV. Refer to the template attach to this
assignment sheet.

DAY 7 MODULE
• Name your rubric file as such: District_training group_Surname_First name_

Day7rubricscore (Talisay1_mG23_Reyes_Lucas_Day7rubricscore).
D. Campaign: Join our collective effort or campaign to build local resources for teachers!
• You may choose to contribute your video to ABC+’s campaign to put together local
video resources to be shared back with you and other teachers.
• Joining the campaign is voluntary. If you wish to make a contribution, please fill out the
waiver attached to this assignment sheet, and then upload it in the Google classroom
together with your video.
• If there are children in your video, kindly ask their parents or legal guardians to sign the
consent form attached to this assignment sheet.
Task 2: Peer evaluation of your video demonstrating the shared reading with visualizing
strategy or live teaching demo.
A. Checklist: The shared read aloud video or the live teaching demo will have to
demonstrate the following. Use the checklist for the Shared Reading Peer Evaluation.
Make sure to have someone evaluate you and then evaluate one of your peers.
Yes No Remarks


4. Models visualizing. Pauses at key

moments in the text and models
visualizing using the think aloud method
to describe what s/he is doing.
5. Learners demonstrate visualizing. Asks

students to visualize parts of the text
and share the picture in their mind
(orally or in writing/drawing pictures).

DAY 7 MODULE
Yes No Remarks

students’ with the text and check for
7. Links text to SEL or GESI through

B. Instructions:
• Show your video to a fellow participant and have her or him evaluate your video, your
book choice, and the questions you asked. If allowed by IATF, another option is to do
this activity face to face and demonstrate how to conduct ‘’shared reading with
visualizing” with a co-teacher.
• Make sure to follow IATF protocols of small groups, social distancing, and always
wearing of face mask and face shield. Then, have your partner evaluate you and vice
versa.
• Use the checklist for peer evaluation. You will have to use this sheet twice - one as
being evaluated and another as a peer evaluator. Refer to the template.
• Upload your peer evaluation/s to the Google classroom.
• Name your peer evaluation file as such: District_training group_Surname_First name_
Day7PeerEval (Talisay1_mG23_Reyes_Lucas_Day7PeerEval)
• The peer evaluation file is due at the end of Day 7 or on the day it has been agreed
• Contact your facilitator or ICT support for assistance in uploading your output. They
can also help you plan an alternative option for submission if needed.

DAY 7 MODULE

Day 7 Assignment:
Practice Shared Reading, Peer Evaluate
Name: ______________________________________ Date: _________________ Group #: ___________
Title of the story: ______________________________________________________________________
Author: _____________________________________ Illustrator: ______________________________
Instructions: Put a check mark under the appropriate criteria and then write your score in the upper
right corner of the table.
Day 7 Video Presentation Rubric: Shared Reading with Visualizing* SCORE: /16
Excellent Good Fair Needs

4 points 3 points 2 points Improvement
1 point
Book selection
Reading aloud
Models visualizing
Learners
demonstrate
visualizing
*Only use this as MOV if you are unable to send a video due to technological limitations and unstable
internet connection and conducted a live demo teaching instead with a colleague.
Training on Use of Supplementary Reading Materials Day 7 Assignment Sheet 6

DAY 7 MODULE

Day 7 Assignment:
Practice Shared Reading, Peer Evaluate
Name: ______________________________________ Date: _________________ Group #: ___________
Title of the story: ______________________________________________________________________
Author: _____________________________________ Illustrator: ______________________________
Evaluated by: ________________________________ Date evaluated: __________________________

Yes No Remarks
1. Selects a text that is appropriate for the
4. Models visualizing. Pauses at key
moments in the text and models
visualizing using the think aloud method
to describe what s/he is doing
5. Learners demonstrate visualizing. Asks
students to visualize parts of the text
and share the picture in their mind
(orally or in writing/drawing pictures).
students’ with the text and check for

DAY 7 MODULE
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I understand and agree that the pictures or recordings may be edited or used in any way without my
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I release RTI and any related entity or individual from any and all liability relating to these pictures or
recordings for me and any children listed below. I also waive any moral rights, privacy rights, or similar
rights that may apply.
Your name: ___________________________________________________________________________
Signature: ____________________________________________________________________________
Phone number and email address: ________________________________________________________
_____________________________________________________________________________________
Name of child or children: _______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

MODULE GUIDE
MODULE 8: GUIDED READING WITH SUPPLEMENTARY
READING MATERIALS FOR COMPREHENSION AND FOR THE
READING-WRITING CONNECTION
Check for Understanding 1: Participant’s manual

Observe or Infer?
Directed Reading 1: Guided Participant’s manual https://www.youtube.com/

Reading with SRM for Reading Video watch?v=_9HtKCxUxhs
Comprehension

Q and A
Activity 1: Let us practice! Participant’s manual Individual or group activity

SRM (digital or book)
Directed Reading 2: Guided Participant’s manual

Reading at the Home Setting
Activity 2: Case study Participant’s manual complete a T-chart
Directed Reading 3: Writing Participant’s manual https://www.youtube.com/

and Guided Reading with watch?v=Jn5ZirDZTt4
Activity 3: Viewing of Reading and Video https://www.youtube.com/

Writing Connection in Action watch?v=quwF2wq154M

Q and A
Activity 4: Practice the Strategy Participant’s manual
Homework: Learning Activity Assignment sheet for Day 8 Assignment sheet can be
Sheet on Reading Comprehension found in the appendix; upload
Strategies your work in the Google
Classroom

DAY 8 MODULE
DAY MODULE: GUIDED READING WITH

08 SUPPLEMENTARY READING MATERIALS FOR
COMPREHENSION AND FOR THE READING-
WRITING CONNECTION
Learning Tip: Take notes. You can understand the material better
if you carefully digest the information you read or listen to. Highlight,
underline, encircle, or mark lines of information that you find
important. Use the margins of this module to write notes for yourself.
SEL / GESI Teaching Tip: In the first video notice how the teacher
encourages the students to read and persist when they struggle. Also
notice how she celebrates their successes. Guided reading is a helpful
strategy because it gives the teacher the opportunity to work with small groups
of students who are at the same reading level and pick texts that they are
interested in. This is your opportunity to help your students work through their
challenges and see errors as a part of the process not a barrier to reading.

Welcome to Day 8, teacher! Log-in to Facebook Messenger group and join your training
group for a quick check in with your facilitator. If there are internet issues today, you can
SMS your facilitator to check-in. After your check-in, you may proceed with the rest of
this module.
LEARNING TARGETS
You have been looking at different strategies for using supplementary reading materials
to improve reading for the last few modules. In the last module, shared reading was
discussed. For this module, an instructional strategy using supplementary reading
materials called guided reading will be tackled. Furthermore, making inferences and
reading writing connection will be explained.

DAY 8 MODULE
Day 8 activities:
1. Check for Understanding 1: Observe or Infer?
2. Directed Reading 1: Guided Reading with Supplementary Reading Materials for Reading
Comprehension
3. Check for Understanding 2: Q and A
4. Activity 1: Let us practice!
5. Directed Reading 2: Guided Reading at the Home Setting
6. Activity 2: Case Study
7. Directed Reading 3: Writing and Guided Reading with Supplementary Reading Materials
8. Activity 3: Viewing Activity: Reading Writing Connection
9. Check for Understanding 3: Q and A
10. Activity 4: Practice the strategy
11. Homework: Learning Activity Sheet on Reading Comprehension Strategies

• Determine the importance of guided reading to build students’ reading and language skills.
• Model guided reading using supplementary reading materials to practice inference.
• Practice guided reading using supplementary reading materials and use it as springboard to
plan writing activities connected to the story or text read.
MATERIALS NEEDED
• Pen, computer, laptop, or smart device with Internet connection.
module. When you have questions, ask your training facilitator.

Observe or Infer?
In 2 minutes, determine whether the
statements about the illustration are
observations or inferences. Write O for
observation and I for inference on the blank
provided before each number.
Photo source: https://www.nh.gov/nhdhr/programs/documents/boyinthewater.pdf

DAY 8 MODULE
______ 1. The child is in the water. ______ 9. There is a sailboat in the water.
______ 2. The weather is cold. _____ 10. The sailboat belongs to the child.
______ 3. The tree branch is broken. _____ 11. The goat will soon leave the pond.
______ 4. The goat would charge the child if the _____ 12. The goat butted the child into the
boy got out of the water. pond.
______ 5. The child fell from the branch. _____ 13. There are three rocks in the pond.
______ 6. A goat is standing by the pond. _____ 14. The tree by the pond is dead.
______ 7. The branch will fall on the child. _____ 15. If it rains, leaves will grow on the tree.
______ 8. The child fell off the rock. _____ 16. The tree by the pond has no leaves.
Let’s check!
Write your score here:_________.
Did you do well in that task? It can be tricky. Knowing what you see and what you think
happened are both important and different skills. Observations are what we see. Inferences,
on the other hand, are what you think happened or will happen based on what you already
know. Helping learners understand when information is implied, or not directly stated, will
improve their skill in forming conclusions and making inferences.
Directed Reading I: Guided Reading with Supplementary Reading

Materials for Reading Comprehension (Making Inferences)
Read and understand these notes on making inferences and guided reading.
Reading Comprehension:
Making Inferences and Guided Reading with Supplementary Reading Materials
Making inferences is a critical skill for reading comprehension that helps students get meaning
from what they are reading that the author did not clearly state in the text. Instead of giving all
the information away, authors just give clues to the readers such as the character’s words or
actions and readers must guess what message the author wants to say.
To make an inference, readers use the information in the text and their own prior
knowledge to understand what they read. When learners are asked to infer, you ask them

DAY 8 MODULE
to “read between the lines” because the information is not directly stated in the text. Making
inferences is important not only in other subjects but also in life outside the classroom as it
strengthens and fosters critical thinking.
Can you teach making inferences to the K-3 learner? Yes, you can! Young learners already
know how to make inferences. For example, if they see someone crying, many might think
that the child is hurt because they have also experienced crying because of pain. That is
already making inferences! In texts, making inferences involve finding clues from the text and
combining that with what you already know.
Steps in Making an Inference:

1. Look for clues in the text, put them together, and see how they relate to each other.
2. Ask yourself if you can make a connection to these clues. (ex. “Have I seen/
experienced something like this before?” “Have I read something like this before? What
happened then?” “Has something like this happened to one of my classmates?
At home?”)
3. Make an inference or a guess. There can be more than one as long as they all make
sense based on the given clues and your background knowledge.
Strategy: Guided Reading with Supplementary Reading Materials

Guided reading is a small group instructional strategy which helps students develop their
awareness and control over their reading experience and the processes involved in reading
such as decoding and making meaning. In a guided reading activity, the teacher works with a
small group of students who reads texts at similar reading levels or have the same reading
behavior. The teacher selects a text that is at the students’ instructional reading level so they
can apply reading strategies with teacher support. The teacher should consider the following
criteria when choosing a text.
1. The text should be about a topic that is interesting to the students and helps them
move further towards independent reading.
2. The text should have a challenging theme or plot which requires reading
comprehension strategies to better understand it.
3. The text should contain phrases and sentences that the student can read fluently.
Unlike choral reading and shared reading, the teacher does not model or read the text in
a guided reading activity. In guided reading, the teacher listens and supports students as they
read the text aloud in their small group.

• Guided reading gives students the opportunity to read texts that align with their
interests and reading level.
• Guided reading is a way of differentiating instruction that allows students to practice
reading independently with teacher support in small groups.

DAY 8 MODULE
• Guided reading provides an opportunity for responsive teaching where the teacher
can respond to individual students’ strengths and needs.
• Guided reading supports students’ development of the different components of
reading.
• Guided reading helps students apply problem-solving reading strategies when reading
to practice ‘thinking’ like a good reader.
• Guided reading exposes students to the structure of texts and the structure of
language (grammar).
Procedure
Note: Grouping students for guided reading is based on teachers’ observation and assessment
of their students’ strengths and areas that need support during reading lessons. Students
are grouped with similar reading levels who need similar types of support. The focus of the
guided reading activity then becomes helping those students develop the reading skills they
need in areas where they are struggling.
1. Identify 4-6 students who will participate in the group reading activity. They should be
at a similar reading level.
2. Select a text that matches the instructional reading level of the students in the group
(so that they can read with some fluency) with a matching strategy/skill that the guided
reading will target. Each student should have their own copy of the text.
3. Introduce the text to get students engaged.
4. Observe students as they take turns reading the text or parts of the text
independently. Offer support if needed as they read (ex. if they struggle to decode a
word or pronounce it correctly).
5. Prompt students to use reading strategies to think about the text. This can include
strategies like making predictions, visualizing, and making inferences about what the
author is saying. Then, discuss the meaning of the text.
6. Return to the text to make teaching points. These should be based on observations
made during the guided reading (ex. reading comprehension strategies, vocabulary
development, word study/phonics).
Guided reading is a great way to help students practice using reading comprehension
strategies. One strategy that can be practiced in a guided reading is making inferences.
When you discuss the text with students after reading do the following:
1. Ask inferential questions about the text. Questions that begin with how or why are
usually inferential. Example: How do you think she felt when that happened? Why do
you think he left so quickly?
2. Ask students what they already know or what they have already read that helps answer
the question.

DAY 8 MODULE
3. Encourage students to look for clues in the text to answer the questions.
4. Have students draw conclusions based on what they read in the text and what they
already know.

Q and A
1. Why is the K-3 learner ready to learn how to make inferences?
2. What happens during guided reading?
3. How can making inferences be built in guided reading?
Let’s check!
Video Watching:
Guided Reading (12 mins)
Play the video Guided Reading in a First Grade Classroom — Zoom Zoom Readers HD to learn
more about guided reading and to see how it is done in the classroom. Be sure to get some
tips so you can apply them to the next activity. You can access the file in your flash drive or
through the link below.
Title: Guided Reading in a First Grade Classroom (11:52 mins)

Link: https://www.youtube.com/watch?v=_9HtKCxUxhs
Video citation: Children’s Literacy Initiative. August 2, 2018. Guided Reading in a First Grade Classroom – Zoom Zoom
Readers HD. [video]. YouTube. https://www.youtube.com/watch?v=_9HtKCxUxhs

DAY 8 MODULE
Activity 1:
Let us Practice!
You can work individually or in a small group. When working with a group, get in touch with
your groupmates so you can collaborate over a group chat, text messaging, or phone call to
practice the strategy!
Using the same grouping, practice leading a guided reading activity.
To do:
1. Select one of the digital samples of supplementary reading materials or a printed book
you have which is suitable for your students.
2. Practice reading the text on your own and plan a guided reading activity that includes
making inferences.
3. Take turns leading a guided reading activity while the rest of the group will role play as
the students.
4. After everyone has taken turns at practicing the procedure for guided reading, use the
checklist to give each other feedback on the guided reading activity.
Checklist for Guided Reading Yes No Remarks
Selects an appropriate text for the grade

level and students instructional reading level.
Introduces the text to get readers

interested and activate prior knowledge.
Observes all students in the group read a

section of the text independently.
Asks 3 after reading questions (of which

at least one is inferential) to check for
comprehension.
Young learners benefit from guided reading so they can practice reading fluency and
comprehension as they journey to becoming independent readers. During a lesson, teachers
need to observe learners carefully not only so they can provide coaching and affirmation, but
also to group learners for guided reading.
Reflection:
Think about the answers to the following questions. Write your responses on the space
provided.

DAY 8 MODULE
Which MELCs do you think can be developed through guided reading activities?
What is one tip can you give home learning partners so they can coach their children during
guided reading activities?
Directed Reading 2:
Guided Reading at the Home Setting
Guided reading can be done at home. We need to remind our home learning partners that
guided reading is a coaching strategy. This means that they help their children figure out what
they are trying to read by using strategies.
When the child struggles with reading, parents can prompt the child to use problem solving
strategies. For example, at the word level:
1. Does that make sense? Can you try another word?
2. Can you look at the pictures and see if you can get a clue what that word is?
3. Can you look for familiar parts and/or groups of letters and read that again?
4. Can you try to break the word into parts and read that again?
5. Use context clues from the story and visual clues from the word.
When the child struggles with understanding what they read, parents can prompt the child
to use problem-solving strategies like:
1. Rereading: Let us read the sentence again and remember what happened.
2. Rephrasing: What does that mean?
3. Relating: If that happened to you, what would you do/think/feel? Why?
Home learning partners can still do guided reading even if they have limited literacy
themselves. Guided reading does not require modeling. Children can read aloud to people at
home and home learning partners can ask them questions as they move through the text to
check for understanding. Reading together is not limited to adults reading to children. Listening
to learners read aloud and encouraging them can really support their reading development!
Activity 2:
Case Study
Before moving to the next topic on writing and guided reading with supplementary reading
materials, this activity may help you with how to manage small reading groups in the classroom.
Carefully read the scenario and answer the questions below. You may work with a partner on
this activity so you can brainstorm ideas; after all, two heads are better than one.

DAY 8 MODULE
Scenario: Teacher Ana is a teacher in Negros Occidental teaching a multi-grade

class. Her students have different reading abilities, and she finds it challenging to teach
reading. Teacher Ana receives training and learns about guided reading. It seems like
guided reading could work, because she can work with a smaller group of students and
have them read a text that is truly at their independent reading level. When she goes
to try guided reading in her class, she invites five students to come and read with her.
She selects a book that she knows they can read and will enjoy. She gives each student
a copy of the text and starts with some pre-reading questions. After a few minutes
Teacher Ana gets distracted. She asked the rest of her class to choose a book and read
it by themselves, but the students are not reading silently. Some students are chatting,
others look bored, and others have started moving about. Teacher Ana stops her
guided reading to get the rest of the class back to work. Then she returns to her group
and starts again. Five minutes later she stops the guided reading to bring the rest of the
class back on track.
Discuss answers to the questions with your partner or group mates.

1. What challenge does Teacher Ana face in her classroom?
2. What effect does this have on the guided reading activity?
3. Imagine that you are Teacher Ana. Discuss what you would do to manage your class?
Analysis: One of the challenges that teachers have in guided reading, or when teaching
multi-grade classes in general, is how to manage the rest of the class so that they can do a
meaningful activity with a small group.
Complete a simple T-chart, ‘What If, Then…’ Identify some of the challenges you anticipate
for teachers working with a small group of students and then come up with solutions. Try to
work with a partner or in a small group to think of ideas together. A sample is done for you.

DAY 8 MODULE
What If Then…
The rest of the students get bored reading Organize students into small groups and give
by themselves while the teacher does guided each group its own task (it does not always
reading with a small group. have to be reading) before starting to do the
guided reading activity with one of the small
groups.
Pro-tips for creating activity centers:

1. Start with goals and lesson targets to determine the mini activities that you can prepare
for students to do while the teacher is working with small groups.
2. Start simple. Start with a few choices. You can have leisure independent reading,
journal writing, and drawing about what they read.
3. Remember attention spans! It is hard for young children to work independently for long
periods of time. Try to limit the time you ask them to work on their own.
4. Recall that children respond well to routines. It may take some time for children to get
used to the new routine, but if you create routines in your classroom, you will be
successful.
Directed Reading 3:
Writing and Guided Reading with Supplementary Reading Materials
Moving on to the next topic, read and understand these notes on “Writing and Guided
Reading with Supplementary Reading Materials”. When you have questions or clarifications,
remember to ask your training facilitator.
The Reading-Writing Connection and Guided Reading with Supplementary

Reading Materials
To improve reading skills, teachers like you often use reading exercises. However, the idea
of providing writing activities to further improve reading skills is overlooked. When learners
put sounds together to spell words, this is reinforced when students read the same words.
When learners are writing, vocabulary, grammar, and composing skills contribute also to the
DAY 8 MODULE
enrichment of reading fluency and reading comprehension. Research tells us that reading and
writing skills are best developed when they are integrated.
In a guided reading activity, once the reading is complete the teacher can use connected
writing activities to target specific skills that students need support with. This extends the
learning and creates an important link between reading and writing skill development. Using
the reading text as a jump off point for writing also makes sure that the learners have a ready
experience to write about.

• Guided reading in small groups allows teachers to differentiate instruction and in
the writing activity the teachers provide support to each student as he or she
writes independently.
• Linking writing activities to guided reading helps students to analyze text and apply
reading comprehension strategies through writing.
• Linking writing activities to guided reading helps students become more proficient
in both reading and writing.
• Linking writing activities to guided reading provides students with an extension
activity to demonstrate their understanding of the text.
Procedure
After reading, give students a writing
activity to apply their knowledge of
the reading strategies. For the writing
activity, consider the grade and
students’ writing ability as well as the
MoTL. Graphic organizers are a simple
tool that can help students organize
their thoughts and help teachers target
specific strategies. Writing activities
include summarizing using a frame,
vocabulary mind map, sentence
dictation, story map, timelines and
many more. Here are examples of
graphic organizers.

DAY 8 MODULE
Activity 3:
Viewing of How Reading-Writing Connection is Done
Watch the video Reading-Writing Connection from BASA Pilipinas and observe how the teacher
connected writing with reading. Focus on specific parts of the video to see the reading-writing
connection in action—start by 3:20 mins in the video and continue watching by 8:15 mins. You
may access the video through the link provided or in your flash drive to watch offline.
Title: Reading – Writing Connection - BASA Pilipinas (3:20 – 8:15 mins)

Link: https://www.youtube.com/watch?v=quwF2wq154M
Video citation: Tech Teacher QC. March 17, 2017. Reading Writing Connection. [video]. YouTube. https://www.youtube.
com/watch?v=quwF2wq154M.
Answer the following questions while watching the video. Write your answers on the space
provided.
1. What are the learners doing?

2. What is the teacher doing?

3. What writing prompt did the teacher used?

Q and A
1. How are reading and writing related?


DAY 8 MODULE
2.
How can writing improve reading?
3. How can home learning partners help children build their reading-writing connection at
home?
Let’s check!
Activity 4:
Practice the Strategy
collaborate over a group chat, text messaging, or phone call. Prepare to practice the strategy!
Using the same grouping, practice leading a guided reading activity with a writing activity. This
practice exercise is like the previous session, but this time participants will add a writing task at
the end.
• Select one of the sample supplementary reading materials which is suitable for your
students’ instructional reading level or make use of an appropriate book you have.
• Practice reading the text on your own and plan a guided reading activity that includes a
writing-about-reading task.
• Take turns leading a guided reading activity while the rest of the group will role play as
the students.
• After everyone has taken turns at practicing the procedure for guided reading, use the
checklist to give each other feedback on the guided reading.
Selects an appropriate text for the grade

level and students instructional reading level.
Introduces the text to get readers

interested and activate prior knowledge.

DAY 8 MODULE
Observes all students in the group read a

section of the text independently.
Asks after reading questions to check for

comprehension.
Introduces an appropriate writing task to

extend reading.
Key Takeaways
Guided Reading is an important strategy that allows teachers to work with small groups of
students and give the necessary individualized coaching that they need to hone their reading
skills. While doing guided reading groupings, teachers can also coach learners in reading
comprehension strategies and in writing. Take note that writing activities that are connected
and extension of the story or text read is also another strategy to improve students’ reading
comprehension.
Learning Log
How can using a writing task contribute to improvement of reading skills?
Check Out!
(15 mins)
You are done with learning the content for Day 8! Congratulations! Log-in to your Facebook
Messenger group and join your ABC+ Group for today’s check-out with your facilitator. If there
are internet connection issues today, your facilitator will SMS or call you.
To-Do’s
Homework: For Day 8, you have one assignment: Learning Activity Sheet. Please refer to
the copy of the Day 8 assignment sheet for more details.

After you take a break, proceed to the Day 8 Assignment.

DAY 8 MODULE
Answer Key
Check For Understanding 1: Observe or Infer
1. O 9. O
2. I 10. I
3. O 11. I
4. I 12. I
5. I 13. O
6. O 14. I
7. I 15. I
8. I 16. O
Check For Understanding 2: Q and A

1. Because the K-3 learner already knows how to make inferences.
2. A teacher supports and coaches a small group of learners as they read independently.
3. A teacher can build inferring skills during guided reading by discussing the texts with
students after reading and asking questions that begin with how or why and to look for
clues in the text to answer the questions.
Check For Understanding 3: Q and A

1. Reading and writing share letters, sounds, vocabulary, and grammar.
2. When learners write about what they read, they think more about what they read and
can show how well they understand what they read.
3. Home learning partners can provide children with writing tasks connected to the story
ready like writing a letter to the character, summarizing the story using graphic
organizers, using unfamiliar words in sentences, and others.

DAY 8 MODULE
DAY ASSIGNMENT: LEARNING ACTIVITY SHEET

08 (LAS) ON READING COMPREHENSION AND
WRITING
A. Work: This is a group work assignment. You can collaborate with two co-participants,
consult each other and exchange ideas to submit a unique and creative activity sheet
individually.
B. Task:
• You need to create a Learning Activity Sheet (LAS) for the domain of reading
comprehension and writing.
• Include in your LAS comprehension strategies (retelling, visualizing, and making
inferences) and reading-writing connection activities. Recall that the writing activities
should relate to the SRM read.
• The approach should be through the guided reading of SRMs. Choose an
appropriate book for your students’ grade level.
C. Materials: MELCs, LAS template, digital copy of an SRM or a printed book
D. Criteria: Your LAS is expected to have the following characteristics:
1 2
Did not meet Met
expectations expectations
Language: Easy to understand for home learning

partners. Preferably using the mother tongue.
Instructions: Complete and easy to follow for learners

and home learning partners.
Activities: Aligned to the objectives; suited to the skills

and abilities of the grade level; can easily be done at
home.
Content: Aligned to the objectives; suited to the grade

level of students.

DAY 8 MODULE
1 1 2 2
DidDid
not not
meet
meet Met Met
expectations
expectations
Comprehension strategies: retelling, visualizing, and

making inferences and inclusion of reading writing
connection activities
Format: MELCs, Panimulang Konsepto, Gabay para sa Taga-

gabay, at Rubrik
E. Submission of output:
• This LAS is due at the end of today, Day 8 or on the day your training group agreed
on. You must upload your completed LAS to the Google Classroom. Contact your
facilitator or ABC+ ICT support for assistance in uploading your LAS.
• A printed copy of the LAS template is attached to your module. You can access the
digital copy in your flash drive and in the Google classroom.
• When submitting your LAS, be sure to name your file with District_training group
no._Surname_Name_Day8LAS (Talisay1_mG34_Dela Cruz_Juan_Day8LAS).
F. LAS format: Take note that there are two different LAS templates—one for Region 5
and one for Region 6. Please choose the appropriate format for you.

DAY 8 MODULE
REGION 5
LEARNING ACTIVITY SHEET/ GAWAING PAGKATUTO ___ (number/ bilang)

Quarter/ Markahan _____
Name of Student/ Pangalan ng Estudyante: __________________________________

Learning Area-Grade/ Asignatura-Antas: __________________________________
Date/Petsa: __________________________________
I. Introductory Concept/ Panimulang Konsepto
This part will provide background on the main concept/s to be learned. This will also introduce and
describe activities that the learner will do. It is important that this part will motivate the learner to do/
perform the tasks. (Ang bahaging ito ay nagbibigay ng panimulang impormasyon sa mga konseptong
matututunan. Ilalarawan din sa bahaging ito kung anu-ano ang mga gawain ng mag-aaral. Kinakailangan
na maengganyo ang mag-aaral na gawin at tapusin ang mga gawain.)
II. Learning Skills from MELCs/ Kasanayang Pampagkatuto at Coda mula sa MELCs
The objectives must be taken from the Most Essential Learning Competencies of the learning area/ grade
level. (Ang mga layunin ng pagkatuto ay dapat mula sa MELCs ng nasabing antas at asignatura.)
III. Activities/ Mga Gawain
a. Practice tasks/ Mga Pagsasanay

1. task 1
2. task 2
3. task 3
b. Assessment/ Asesment
1. gawain na pang asesment
Present different activities that will deepen the learner’s understanding of a skill or a concept. Activities
may vary; they could be paper and pencil tasks, game, literary work, creative expression such as drawing,
sketching, song writing, research, blog, vlog, etc. Choose activities that are appropriate, suitable and
doable. As much as possible, ensure that the chosen activities (Practice Tasks and Assessment) will
activate the learner’s senses for maximum learning. (Magbigay ng mga halimbawa ng mga gawain na
magpapalalim ng pag-unawa sa isang paksa. Maaaring gumamit ng sari-saring paraan tulad ng
pagsasaliksik, malikhaing pagsulat, pagguhit, pag bidyo, maikling skit at iba pa. Siguraduhing ang gawain
ay makapagbibigay ng malalim na pag unawa sa paksa.)
The teacher will decide on the number of activities that they will give to the learner. But for purposes of
uniformity, provide THREE PRACTICE TASKS and ONE ASSESSMENT. The division/teacher who will be
using the LAS will be the ones to decide later if they will use all activities or only use one or two.
Training on Use of Supplementary Reading Materials Day 8 Assignment: LAS 3

DAY 8 MODULE
(Magbigay ng tatlong “practice task” at isang asesment. Ang guro/ “division” na gagamit ng LAS ang
magpapasya kung alin ang gagamitin, kung lahat ba o iisa lang.)
Instructions/ directions should be simple and clear to enable the learner to understand them fully, with or
without the assistance of home learning partners. (Kailangan malinaw ang panuto para madaling
maintindihan ng mag-aaral kahit mag-isa niyang gagawin ang gawain.)
IV. Rubric for Scoring/ Rubrik sa Pagpupuntos
This is essential, provide a rubric to track the level of accomplishment done in the LAS. This can serve as a
guide to the home learning partner in terms of tasks completed by the child. This can also be a means for
the teacher to have a summary of the tasks worked on by their learners. This segment can serve as a
communication tool to discuss the child’s level of effort in every LAS. (Ang bahaging ito ay mahalaga,
magbigay ng rubric para makita ang mga nagawa sa bawat LAS. Ito ay maaaring gamitin ng mga home
learning partners para makita ang natatapos ng bata. Makakatulong rin ito sa mga guro upang
masubaybayan ang natatapos ng kanilang mga estudyante – sa pamamagitan ng pakikpag-usap sa mga
magulo gamit ang rubric na ito.)
V. Answer Key/ Susi sa Pagwawasto

This part contains the answers to the tasks given. (Ilagay dito ang sagot sa mga gawain.)
VI. References/ Sanggunian

Include the references used in developing the LAS. These can include textbooks, worktexts, LMS, etc.
(Ilagay ang mga reference na ginamit sa paggawa ng LAS. Ito ay maaaring aklat, LMS, etc.
Inihanda ni:
Pangalan
Designation
School/Division

DAY 8 MODULE
REGION 6
Learning Activity Sheet (LAS)
Name of Learner/ Pangalan: _______________________________________

Grade level/ Antas: _______________________________________
Section/ Seksiyon: _______________________________________
Date/ Petsa: _______________________________________
SUBJECT AREA ACTIVITY SHEET/ GAWAING PAGKATUTO SA ASIGNATURA

Title/ Pamagat
I. Learning Competency with Code/ Kasanayang Pampagkatuto at Koda
II. Background information for learners/ Panimula

(Brief discussion of the lesson. If possible, cite examples.)/ (Susing konsepto at mga halimbawa.)
III. Directions/ Instructions/ Mga Panuto
IV. Exercises/ Activities
V. Guide questions (if necessary)/ Mga batayang tanong
VI. Rubric for scoring (if necessary)/ Rubrik sa Pagpupuntos
VII. Reflection/ Pangwakas
VIII. Reference for learners/ Mga Sanggunian
IX. Answer Key/ Susi sa Pagwawasto

MODULE GUIDE
MODULE 9: INDEPENDENT READING AND
MONITORING COMPREHENSION
Activity 1: Reading or decoding? Participant’s manual

• Decoding vs reading
• Reading comprehension
• Independent reading
Activity 2: View Activity Video • https://fpblog.

fountasandpinnell.com/
what-is-independent-
reading
• https://www.
youtube.com/
watch?v=NnBx6IzfwHA

Monitoring comprehension
Activity 3: Viewing Modelling Video https://www.

of Independent reading youtube.com/
watch?v=CBzRMRy0LIk
Homework: Learning Action Plan Assignment sheet for Day 9 Complete LAP and upload
(LAP) in the Google classroom

DAY 9 MODULE
DAY
MODULE: INDEPENDENT READING AND
09 MONITORING COMPREHENSION

Learning Tip: Annotating the module will help you remember important
ideas. Feel free to underline key words or phrases, circle unfamiliar words,
and write questions, examples, or any thought on the margins. Doing
these will help you be more engaged with the content and prepare you for when
you will be asked to share what you learned from this module. The more you write,
the more you remember!
SEL / GESI Teaching Tip: Around the world girls outperform boys in
literacy, but the literacy gender gap is particularly big in the Philippines.
Research shows us that boys often view reading as ‘girly’ and avoid it. To
change this negative stereotype, it is important to provide positive male reading role
models. Work with home learning partners and encourage them to have brothers,
fathers, uncles, grandfathers read to and with the children in their family. If boys
see reading as a valued activity at home, they are more likely to value it themselves.
When children return to school, invite male teachers and school directors to come
to your class on occasion and lead a reading activity. The more boys see a male
role model enjoying reading then they will be more open to reading for pleasure
themselves.

LEARNING TARGETS
Yesterday, you learned about the guided reading approach and how it can be used in
school and at home. Today, you will learn about reading comprehension as a literacy
domain, independent reading, and how learners can monitor their comprehension as they
read a supplementary reading material.

DAY 9 MODULE
Day 9 activities:
1. Activity 1: Reading or Decoding?
2. Directed Reading 1: Reading Comprehension and Independent Reading
3. Check for Understanding: Q & A
4. Activity 2: Viewing Activity
5. Directed Reading 2: Monitoring Comprehension
6. Activity 3: Viewing Activity on Independent Reading
7. Homework: Learning Action Plan

• Explain what reading comprehension is.
• Determine the importance of monitoring comprehension to support independent reading
and build students’ reading skills.
• Identify strategies for monitoring comprehension during independent reading.
module. When you have questions, be sure to ask your training facilitator.
MATERIALS NEEDED
• Pen, computer, laptop, or smart device with Internet connection.

Activity 1:
Reading or Decoding? (15 mins)
Reading is getting meaning from and giving meaning to the printed symbols. If you can decode
or read aloud the words, but you do not understand what you read, do you “read”? To answer
this question, read the Spanish text below. As you read, think about the strategies that you use in
trying to derive meaning from the text.
Juana Inés de Asbaje y Ramírez de Santillana, más conocida como Sor Juana Inés de la
Cruz o simplemente Sor Juana, nació en una aldea en México denominada San Miguel
Nepantla, que hoy día se nombra Nepantla de Sor Juana (Abreu Gómez 321). No se
sabe la fecha exacta de su nacimiento, pero varios documentos históricos citan 1648 o
1651. Sor Juana fue la hija de Pedro Manuel de Asbaje, un capitán de España, e Isabel
Ramírez, una mujer de la Ciudad de México. Vivió con su tía materna en la ciudad de
México durante la mayoría de su adolescencia (American Academy of Poets). Dado que
los hombres de la época negaron la educación formal a las mujeres, ella no tuvo acceso

DAY 9 MODULE
a las universidades. No obstante, aprendió muchos idiomas como el náhuatl y el latín.

Comenzó a escribir poesía a una edad temprana. Para evitar el matrimonio y poder
seguir estudiando, se unió a un convento y se hizo monja (Merrim).
The above text is an excerpt from: Open Anthology of Hispanic Literature. Mackenna Kemp, Reid Kiger, Shelby Moser,
eds. https://creativecommons.org/licenses/by/4.0/
Whew! Did you “read” the text? Answer the following questions:
1. Were you able to decode all the words? _____
2. Did you understand the text? _____
3. Who is the subject of the text? What information did you gather about this person?
4. What did you do to get information from the text? What reading strategies did you
employ to try to comprehend the text?
5. Now, check the translation of the text at the end of this module to see if you are
right about the information you gathered. Did you get everything correctly in your
answer to question no. 3? Why or why not?
6. Can you say that you “read” the text? Why or why not?

DAY 9 MODULE
Now, let’s learn more about what reading really is and how we can help our learners read
independently.
Directed Reading 1:
Reading Comprehension and Independent Reading (15 mins)
Now, learn more about what reading really is and how you can help your learners read
independently. Read and understand the following notes on reading comprehension and
independent reading. Be ready to answer the questions in the Check for Understanding section
for you to know how much you have understood about the topic.
Decoding vs. Reading

Decoding is being able to interpret written symbols (i.e., the
text) into speech sounds. It is the application of a reader’s Highlight or underline
knowledge of the letter-sound relationship. Reading is more main ideas
than that. Aside from being able to decode the text, reading
involves being able to derive meaning from the text. Some Encircle important terms.
children may be able to read the text aloud without difficulty Use the margins to write your
but struggle in answering when asked questions about thoughts as you read.
what they read. This only means that decoding and oral Answer the questions in the
reading fluency do not guarantee reading comprehension. boxes beside the concept
What facilitates reading comprehension are fluency and notes.
vocabulary.
Reading Fluency
Vocabulary Development
Oral reading fluency alone does not ensure reading

a. Do you have comprehension, but without it, comprehension is difficult to
learners who
achieve. If a child can easily and smoothly decode words, his/
struggle with reading
her attention can be devoted to thinking about the meaning of
comprehension? If
yes, why do you think the words (vocabulary). On the other hand, if a child’s attention
do they struggle? is consumed by trying to sound out the letters and words one by
one, reading comprehension becomes secondary. In this scenario,
the child may not even try to understand the meaning of the words
anymore because he/ she gets exhausted with decoding. Therefore, it is important to give the
right kind and level of text to the learners within what they can decode and comprehend with
assistance. Comprehension is the goal of reading. Hence, it is important for teachers to help
learners monitor comprehension when they read.

DAY 9 MODULE
You learned from Day 1 module that reading comprehension is the ability to understand and
interpret what has been read. Reading comprehension is a complex and active process requiring
an intentional and thoughtful interaction between the reader and the text as the reader gets
meaning from and gives meaning to the text being read. This interaction between the reader
and the text is affected by the reader’s context: their language, prior knowledge, interest, and
purpose for reading.
Language
Prior Knowledge
Interest
Purpose
The Reader
The Context
The Text
Proficient readers understand the purpose of the reading—they

monitor their understanding and use strategies such as predicting b. In your class,
how do you know
and inferring to make sense of what was read. Remember the
that your learners
Spanish text, which strategies did you use? The reader demonstrates
understood what
understanding by retelling, answering questions, or completing a they read? What are
task about the text such as filling out a story map, identifying cause your indicators?
and effect relationship, etc.
One way to develop the reading comprehension of the learners is
by providing them with a lot of opportunities to interact with a text of their choice. This can be
done through independent reading.
Independent Reading
Independent reading is when students read a text on their own or
with very minimal support from the teacher or a parent. It can take c. What
opportunities for
place in school or at home, anytime and anywhere. It is one of the
independent reading
easier ways to get students reading at home with their families. are present in your
class?
Independent reading can be as simple as:

DAY 9 MODULE
• letting students select a book to read.

• giving them the time and space to read a book of their choosing.
• short reading lessons that target a specific skill or learning objective.
• writing activities to extend reading, and
• teacher/student ‘conferences’ to discuss the text and give teachers an opportunity to check
on individual learner’s reading progress.
Learners can practice reading a wide variety of texts about any topic. Even kindergarten pupils
benefit from independent reading because they can read picture books and think about what
they are reading. Independent reading helps even the youngest readers develop reading skills and
importantly gives them a sense of agency over their own learning. One of the most common
reasons that students do not enjoy reading is because they are not reading or listening to texts
that align with their interests. Letting students choose what they read is one of the best and
easiest ways to help develop a love of reading.
Independent reading requires students to be motivated to read. The more students enjoy
reading, the more likely they are to become good independent readers and the faster they will
develop their reading stamina. Reading stamina is the energy and concentration to focus on
reading for an extended period. Learners need to build stamina for independent reading in the
same way runners build stamina so that they can eventually run a marathon. They can set a goal.
For example, reading for 5 minutes at a time and then slowly increasing it. If students lack reading
stamina, they get easily frustrated and do not enjoy independent reading. Reading is a life skill
that students need to go further in school and to be able to meaningfully engage with the written
world around them. Parents should also work with their children at home to encourage them to
read. The more learners practice reading texts that are at the right level for them and interest
them, the faster they will improve their reading skills.
Tips to Help Students Improve Independent Reading

1. Set aside time in your daily and weekly lessons to practice independent reading.
2. Have students set their own reading goals and monitor their progress.
3. Create an independent reading routine in the classroom to reduce distractions
and set expectations.
4. Let students select which book they want to read.
5. Help them select a text that is at the independent reading level so that they can
read with some fluency and their energy on comprehension.
6. Use book talks to get students excited about reading different texts.
7. Give students opportunities.
8. Celebrate progress!

DAY 9 MODULE

Q&A
1. What is the difference between decoding and reading?
2. How does interaction happen between the reader and the text?
3. What is independent reading and why is it important? Write your answers below.
4. How can we help a learner develop independent reading in school? At home?
Activity 2:
Viewing Activity (10 minutes)
This time watch the video as a model of teacher-student interactions after independent
reading. Read the following questions first and then play the video saved in your flash drive.
You can also watch the video through the link provided. After watching the video, write down
your answers in the blanks.
Title: What Is Independent Reading? (1:22 min)

Link: https://fpblog.fountasandpinnell.com/what-is-independent-reading
1. List the questions that the teachers asked the learners after independent reading.
2. How do the teachers interact with the students after independent reading?

DAY 9 MODULE
3. What purpose does the teacher-student interaction serve?
Video citation: Fountas & Pinell Literacy Blog. 2021. What is Independent Reading?. [video] Fountas & Pinell Literacy
BLOG. https://fpblog.fountasandpinnell.com/what-is-independent-reading
Great! Now, watch the next video as a review of building reading stamina. Like what you
did earlier, read the following questions first and then play the video. After watching the video,
write your answers in the blanks.
Title: Season Two, Ep. 1 Launching Independent Reading at the Beginning

of the School Year (5:10 min)
Link: https://www.youtube.com/watch?v=NnBx6IzfwHA
1. How can you build reading stamina over the course of the school year?
2. What does the teacher mean by book talking?
Video citation: Scholastic. September 13, 2017. Season Two, Episode 1: Launching Independent Reading at the Beginning
of the School Year. [video]. YouTube. https://www.youtube.com/watch?v=NnBx6IzfwHA
Directed Reading 2:
Monitoring Comprehension (5 mins)
Read and understand the following notes on how to teach learners to monitor their own
comprehension during independent reading. After this, watch the video that follows and
answer the questions.

DAY 9 MODULE
Monitoring Comprehension while Reading Independently

As you have learned, for learners to become successful independent readers, they need to have
sufficient fluency, decoding skills, and vocabulary knowledge to achieve comprehension. They also
need to have comprehension strategies to use when they do not understand what they are reading.
Students who are good at monitoring their comprehension know when they understand a text
and when they do not. As they read, they are asking themselves, “Does this make sense to me?”
When they do not understand what they are reading, they consciously use comprehension
strategies to tackle what they do not understand. Monitoring comprehension is a critical
skill that all readers need to have regardless of their reading level, reading experience, and text
they are reading. It is particularly important for second language learners like Filipinos who are
learning to read in another language apart from their mother tongue.
Teachers can model how to monitor comprehension during Dialogic Reading and read
aloud using the think aloud strategy. They should encourage students to monitor their own
comprehension when reading independently. This means that during the reading process
learners ask themselves if the words they decode make sense and if the text, as a whole is
meaningful. When they come across a word that does not make sense to them, good readers
look at the sentences around the word or pictures or what they know already about the
story for clues that can help them understand the meaning of the unfamiliar word. Or, if
they struggle to decode a word, they apply their knowledge of phonics and word recognition
strategies to figure it out. Good readers also re-read parts of a text that do not make sense to
them to clarify the content of the text. It is important the teachers teach different strategies
to learners to help them monitor comprehension during independent reading. Instruction for
comprehension monitoring teaches students to recognize when they understand a text and
when they do not. It teaches them to apply the comprehension strategies they know to fix
any problems in comprehension they encounter while reading.
Can you teach making inferences to the K-3 learner? Yes, you can! Young learners already
know how to make inferences. For example, if they see someone crying, many might think
that the child is hurt because they have also experienced crying because of pain. That is
already making inferences! In texts, making inferences involve finding clues from the text and
combining that with what you already know.
Monitoring Comprehension
Learners should select a text that interests them and is at their independent reading level.
They should be able read about 95% of the text with accuracy.
1. Students read the text independently and continuously check themselves about their
own reading process. “Did I understand?”
2. When students reach challenging words, they apply phonics and word study strategies
to help them decode the words.
3. When students encounter vocabulary words, they are unfamiliar with, they use clues
in the pictures, in the text and their own prior knowledge about the book or the topics
to determine the meaning.

DAY 9 MODULE
4. Students re-read sections of text they find difficult to clarify and check that they have
understood.
Activity 3:
Viewing Activity of Independent Reading (10 mins)
This time, watch how learners can monitor their own comprehension as they read the text
independently. Access the video in your flash drive or through the link provided. Read the
following questions first and then play the video saved in your flash drive. After watching the
video, write down your answers in the blanks.
Title: Reading Comprehension Strategies: Monitor and Clarify (2:46 min)

Link: https://www.youtube.com/watch?v=CBzRMRy0LIk&t=18s
1. What do good readers ask themselves?
2. What did the reader do to help understand the word ladybug?
3. What did the reader do when he could not decode the word ‘ate’?
4. What three strategies did the students say they should use if they could not
understand?
Video citation: anovellife. December 1, 2011. Reading Comprehension Strategies: Monitor and Clarify. [video]. YouTube.
https://www.youtube.com/watch?v=CBzRMRy0LIk&t=18s

DAY 9 MODULE
Let’s check!
Check out the answer key at the end of this module to help you assess your answers
to the questions in the viewing activities.
Key Takeaways
• Comprehension is the goal of reading. Without oral reading fluency and vocabulary
development, reading comprehension is difficult. Therefore, readers need the right text
at their independent reading level for them to succeed in reading independently.
• The more students engage with reading texts at their level, the better their reading
stamina will be. Reading at home is one of the easiest ways that parents can encourage
their children and help them to build their reading stamina.
• To help learners monitor their comprehension while reading a text, they need to be
taught to ask themselves if the text makes sense to them, look for clues in the story
and the picture (if possible), try sounding out the words, and re-read the text.
Learning Log
3-2-1
3 things I learned today:
1.
2.
3.
2 things I will do to apply what I learned:

1. I will
2. I will also
3. 1 question I have about the topics discussed in today’s module:

Check Out!
(15 mins)
You did it! You are done with learning the content for Day 9! Yahoo! After answering the learning
log, log-in to Facebook Messenger group and join your ABC+ Group for today’s check-out with
To-Do’s
Homework: Create your Learning Action Plan (LAP). Refer to Day 9 Assignment sheet for
more information about the LAP.
You are done with Day 9 Module! Give yourself a break, then proceed to do Day 9 LAP.

DAY 9 MODULE
Answer Key
Translation of the Spanish text in Activity 1
Juana Inés de Asbaje y Ramírez de Santillana, better known as Sor Juana Inés de la Cruz
or simply Sor Juana, was born in a village in Mexico called San Miguel Nepantla, which
today is called Nepantla de Sor Juana (Abreu Gómez 321). The exact date of her birth
is not known, but several historical documents cite 1648 or 1651. Sor Juana was the
daughter of Pedro Manuel de Asbaje, a captain from Spain, and Isabel Ramírez, a woman
from Mexico City. She lived with her maternal aunt in Mexico City for most of her
adolescence (American Academy of Poets). Since the men of the time denied formal
education to women, she did not have access to universities. However, she learned many
languages such as Nahuatl and Latin. She began writing poetry at a young age. To avoid
marriage and to be able to continue studying, she joined a convent and became a nun
(Merrim).
Check For Understanding: Q and A

1. What is the difference between decoding and reading?
Answer: Decoding is being able to interpret written symbols (i.e., the text) into speech
sounds. It is the application of a reader’s knowledge of the letter-sound relationship.
On the other hand, reading involves being able to understand or derive meaning from
the text.

2. How does interaction happen between the reader and the text?
Answer: The reader gets meaning from and gives meaning to the text being read. This
interaction between the reader and the text is affected by the reader’s context: their
language, prior knowledge, interest, and purpose for reading.

3. What is independent reading and why is it important?
Answer: Independent reading is when students read a text on their own or with very minimal
support from the teacher or a parent. It is important because it can be a springboard for
developing literacy skills such as when independent reading includes short reading lessons
that target a specific skill or learning objective, writing activities to extend reading, and
teacher/student ‘conferences’ to discuss the text.
4. How can we help a learner develop independent reading in school? At home?

Answer: In school, the teacher should ensure that books are readily available for students
to read, allot time for learners to pick up a book they like and read independently, aid
learners in setting their own reading goals, conduct book talks, and facilitate sharing among
learners about what they read. At home, encourage the learners to read a supplementary
reading material that interests them. If there are no books available and the teacher cannot

DAY 9 MODULE
provide books or stories for the learners to read, encourage the learners to create their own
books through drawings and words.
Activity 2: Viewing Activity

1. List down the questions that the teachers asked the learners after independent reading.
Answers: What book do you have there? How come you picked this book to read? Tell me
some things you’ve learned. Tell me something new you’ve learned that is interesting. Why
was this [story] your favorite?
2. How do the teachers interact with the students after independent reading?
Answers: talk about the text, asks questions
3. What purpose does the teacher-student interaction serve?

Answers: check for comprehension, motivation for continued reading, celebrate independent
reading, extend independent reading
4. How can you build reading stamina over the course of the school year?
Answer: slowly increase the amount of independent reading time
5. What does the teacher mean by ‘book talking’?

Answers: talking about a book, presenting a book, getting readers interested in a book
Activity 3: Viewing Activity on Independent Reading

1. What do good readers ask themselves?
Answers: Does this make sense? Have I learned what I need to learn?
2. What did the reader do to help understand the word ladybug?

Answers: He looked for clues in the story, he looked at the picture
3. What did the reader do when he could not decode the word ‘ate’?
Answers: he segmented the word into its parts, he thought about the long vowel rule
4. What three strategies did the students say they should do if they could not understand?
Answer: re-read, look at the pictures, look ahead

DAY 9 MODULE
DAY
ASSIGNMENT: LEARNING ACTION PLAN
09 (LAP)

A. Task: Answer the questions in the LAP and develop a plan on how you will start
working on your next steps after this training.
B. Criteria: Your output is expected to have the following characteristics:
1 2
Did not meet Met
Content: Answers given are appropriate and related

to the questions asked. All questions are answered
completely.
Activities: Next steps are clear and specified. All

information in the matrix of information is complete.
Language: No errors in grammar and spelling.
C. Submission:
• This is due at the end of the day, Day 9 or on the date agreed upon by your
training team.
• You must upload your LAP to the Google Classroom. Contact your facilitator or
ABC ICT support for assistance in uploading your output.
• Please name your file as District_training group no._Surname_Name_Day9LAP
(Talisay1_mG34_Dela Cruz_Juan_Day9LAP)
D. Instructions:
• Answer the questions in the initial part of the plan.
• Proceed with listing down your action steps and other important details.

LEARNING ACTION PLAN
Mga Gagawin Ko Pagbalik sa Amin
I. Vision for Student Learning in School and at Home
Answer the following questions.

1. What new insights have you learned in this
training?
2. What initiatives should you implement to

ensure student learning happens in school and
is extended at home? Give five examples.

DAY 9 MODULE
189
190
II. Planning to Ensure Learning Continuity in School and at Home
For each initiative, develop a plan on how you will start working on this after this training.
Who to
DAY 9 MODULE
Action Steps Resources Needed Target Date

Work With

5
Prepared by:
Training group no.:
Division/ district/ school:
Date:
MODULE GUIDE
MODULE 10: WELLNESS DAY
Session 1: Sharing of Learning Action Prepare a copy of your

Plan (LAP) LAP
Session 2: Learning Together - Reflection Participant’s manual

on Teachers as Readers
Session 3: Wrap up Participant’s manual
To Do:
• Submit all major outputs
(HLG, LAS and LAP)
• Post-Test
• Evaluation

DAY 10 MODULE
DAY
10 MODULE: WELLNESS DAY

This entire session is an online session. The facilitator will give guidelines on how
to conduct group work and submit any work if you do not have access to the
internet. You can meet in FB Messenger Rooms, Zoom or via Google Meet.

Welcome to Day 10, teacher! Log-in to FB Messenger group. Your Zoom room
information should be posted there. For the last check-in today, prepare a picture of
your favorite book. Any book will do and not limited to children’s books. Upload it in
the FB Messenger. See you in Zoom!
*Note: depending on your internet connection, your training group can agree to
meet via FB Messenger Rooms, Zoom or Google meet.
LEARNING TARGETS
Congratulations! You have reached the last day of the training program. You have been
learning about the different strategies in teaching reading from the previous modules.
Now it is time to show everyone the next steps that you will be taking when this
program ends. At the end of this session, you will be able to:
• Present your Learning Action Plan (LAP)
• Reflect on teachers as readers and how we can encourage children to read drawing
from all the strategies taught in this training.
• Answer a post test and an activity evaluation.
Day 10 activities:
1. Presentation of LAP
2. Sharing of reflection on teachers as readers
3. Synthesis
4. Completion of post-test and training evaluation
Remember to read instructions and information carefully. Follow the sequence

of tasks in the module to get the most out of the learning experience embedded in

DAY 10 MODULE
the design of this module. You may prepare for the on-line session in advance by browsing
through the activities before and try to work on some of the activities.
MATERIALS NEEDED
Completed LAP, laptop or smart device with internet connection, the participant’s manual, a
study notebook.
To Do:
1. Be online. Make sure that you are in your online session meetings. The facilitator will lead
all the activities for this session and will give instructions about what and when you need to
work on this module.
2. Have your LAP ready. You will present your LAP to your group so make sure you have the
document open.
Session 1:
Sharing of Learning Action Plan (60 mins)
Teacher training programs do not end on the last day. It is the start of collecting everything that
you have learned and bringing them to your own teaching practice in and out of the classroom.
You may ask yourself: What happens next?
To help you figure this out, you were asked to create a Learning Action Plan so you can list
down your next steps. Your training facilitator may ask you to present your plan to the group so
be ready!
Session 2:
Learning Together – Reflection on Teachers as Readers (30 mins)
This ABC+ training focuses on reading strategies. However, it is difficult to teach reading when
you yourself do not read much. For children to read, they must love the experience books bring.
One effective way to show them how beautiful books are is to be their reading model and make
sure they see you read. So, here are some things to think about:
1. When was the last time you finished a book not related to work?
2. In our check-in, we asked for a photo of your favorite book, comics, manga, magazine, or
pocketbook. Why is this your favorite?
3. What feelings were elicited by this favorite reading material?
4. Knowing that reading can make you feel things, how can you make your students love
reading?
5. How will the strategies you learned in this training help your students want to read?
When you are ready, share your answers with the group. Hopefully, you and your fellow
teachers will ignite or re-ignite your love for reading and consequently inspire more students to
read.

DAY 10 MODULE
Session 3:
Wrap up (5 mins)
All these reading strategies and materials aim to develop reading comprehension and love for
reading among your students. You want students who CAN read, but also students who WANT
to read. To do this you have to provide explicit instruction on reading strategies and carefully
select the reading materials—keep in mind Filipino students, their context, and their reading
levels.
Put into heart and mind that all learners can learn, and all learners deserve the opportunity to
learn. The more inclusive the approaches, tools, and strategies that you use in the classroom, the
better you can meet the learning goals of all learners (RTI Approach to Early Grades, 2017).
Check Out!
(15 mins)
You are done with learning the content for Day 10! Congratulations! To officially end the training
program, remember to take your post-test and activity evaluation. Also, for you to get your
certificate and the NEAP points for this training, remember to do the following:
To-Do’s
1. Submit all required outputs in the Google classroom.
• Home Learning Guide
• Learning Activity Sheet
• Learning Action Plan
2. Take and pass the post-test. The magic score is at least 16/20 or 80%. This is the passing
rate.
• Study well.
• You may take this via PDIS.
• If you have internet issues, offline options are available. Inform your ICT officer and
trainer so they can help you.
3. Complete the activity and evaluation forms.

Congratulations! You have completed teacher training 2.

Children need strong
foundational literacy skills.
Attending DepEd and ABC+ training designed

for teachers will help you to learn new and
innovative approaches.
Give children a better chance in life.

Let’s make every learner a reader,
a champion.
TRAINING ON USE
OF SUPPLEMENTARY READING MATERIALS
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ABC+ is a partnership of USAID and the Department of Education (DepEd),

Prepared by RTI International. RTI International is a registered trademark and a trade

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2 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS 3

12 Module 1: Revisiting the Foundations of Effective Literacy Practice

33 Module 2: Matching Learners to Texts

50 Module 3: Book Selection and Teacher Read Aloud

76 Module 4: Dialogic Reading and The Art of Questioning

105 Module 5: Wellness Day

113 Module 6: Choral Reading with Supplementary Reading Materials

131 Module 7: Shared Reading with Supplementary Reading Materials—

153 Module 8: Guided Reading with Supplementary Reading Materials

174 Module 9: Independent Reading and Monitoring Comprehension

191 Module 10: Wellness Day

4 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

Training facilitator’s name:

ABC+ training staff ’s name:

ICT officer’s name:

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS 5

How will this training happen?

Training Groups. Participants will be assigned to training groups. The

Training Modules. Participants will receive printed copies of their

Real-time support. Since this is modular and self-paced, training

Google Classroom. Participants will submit assignments through

Decompressed 10-day Schedule. The work schedule is 10 days.

Professional Development Information System (PDIS). Register

6 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS 7

10-Day Decompressed Training Schedule

Day 1: Online session Day 6: Module and Online check-in

Day 5: Online Session Day 10: Online Session

8 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

What will your day look like?

Time K – 3 teachers’ tasks

Independent (and Collaborative) Work

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS 9

CONNECTIONS BETWEEN TT1

Strategy Description How it relates to TT2

Bridging An explicit instruction using Use bridging to support reading and

10 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

Strategy Description How it relates to TT2

Effective questioning: Answering inferential ‘thinking Inference is critical for reading

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS 11

Module Activities Learning Material Remarks/ links

Activity 1: Self assessment Participant’s manual

Directed reading 1: Participant’s manual

Check for understanding 1: Participant’s manual Match Column A with

Reflection Participant’s manual

Check for understanding 2: Optional reading: Handout by Jean Chall can

Directed reading 2: Jeanne Participant’s manual

Homework: Success and Participant’s manual Assignment sheet can be

12 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

Name: Date: Group #:

Learning Tip: As teachers, we often create assessments for our learners,

SEL / GESI Teaching Tip: Reading is for….everyone! It is important to

CHECK-IN! (60 MINUTES)

2. Topic 2: Directed Reading 1: Foundations of Effective Literacy Instruction

At the end of Day 1, you will be able to:

LET’S GET STARTED!

Not Familiar Slightly Somewhat Moderately Extremely

14 TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

03 TT2 FINAL USRM Participant's Guidebook

03 TT2 FINAL USRM Participant's Guidebook