S T R AT E G I E S F O R S U P P O R T I N G

READING AND LANGUAGE

LEARNERS
- C R L A R E S U LT S
OBJECTIVES:
• To determine which reading strategies we should apply for our learners
with different learning needs.
• To make an action plan on reading intervention for struggling readers.
https://youtu.be/0Hhnbr7D0n0

• To develop an intervention materials to improve the reading skills of the

learners
AC T I V I T Y # 1
Answer the following:

1. What problem/s have you encountered in teaching reading during

this pandemic?
2. What reading strategy/ies you usually apply in your class?
How often do you apply those strategy/ies?
3. What materials did you provide for your learners?
Is it effective to improve the reading skills of your learners?
What strategy should use?
1) CHUNKING
This strategy involves your child breaking words into
manageable ‘chunks’ to sound out, rather than sounding out each
individual letter.
• The stronger your child is in word families and general letter/sound,
the more successful they will be in using this strategy.
• Have your child look at the word to find letters combinations that they
know. Once they have found one (or more), encourage the use of
fingers to isolate the ‘chunks’.
2) WHAT’S THE FIRST SOUND?
• In this strategy, the reader gets his/her lips ready to say the
first sound, and tries to ‘pop’ it out. Often this strategy needs
to be accompanied with ‘look at the pictures’. For
example: The big d-d-d-dinosaur. Combining this strategy
with ‘look at the pictures’ means the reader is having an
educated guess.
 3) LOOK AT THE PICTURES
• It is important to stress the need for children to have the confidence and ability to
use more than one reading strategy to solve a word/words. This is particularly
evident when using ‘Look at the Pictures’ strategy. When your child gets a clue
from an illustration, encourage cross-checking using a second strategy.
For example:
• “That looks like a sheep in the picture, now let’s check the word. What letters
would the word have to start with? That’s right, ‘sh’. Does the word start with ‘sh’?
No? It starts with an ‘L’. ‘L’ says ‘lll’. What word could it be? Let’s look back at the
picture. It’s a l-l-lamb.”
4) VISUALIZING
When you use the words in a
story or book to make a
picture in your mind, you are
visualizing. Teaching students
to use the visualization
reading strategy is an
important skill for them to use
for reading comprehension.
5) PRE-READING STRATEGIES
• These strategies aims to get children ready to
read a book. We want to give children the best
chance to be successful when reading a book,
and these pre-reading strategies does just
that. Before reading a book, have your child
do a ‘walkthrough’ of the book.

Engage with the book before reading

While ‘walking through’ the book, get your learner thinking about:

•What characters can I see?

•What is the setting of the story?
•What might the problem of the story be?
•How might the problem be solved?

Ask your learner:

•What kind of book do you think this is? Is it a story? Or is it an information book? (introduce
the terminology ‘fiction’ and ‘non-fiction’).
•Why do you think it’s a (fiction/non-fiction) book?
•What words do you think we will see in this book? (make a list of them- this will help when
your child comes to reading those trickier words).
6) ACTIVATING PRIOR KNOWLEDGE

• This strategy helps readers

bring meaning and connections
to their reading. Thinking
about you already know is
useful because it gives you
base to build new knowledge.
7) MODEL
• Modelled reading (reading to or
reading aloud) involves students
listening to a text read aloud by
the teacher. The teacher models
skilled reading behaviour,
enjoyment and interest in a range
of different styles of writing and
types of text.
8) REREADING
• Rereading is often used with students who
are struggling readers or students who
have a learning disability, but it can be a
useful strategy for any young reader
• Rereading helps students develop greater
accuracy in reading. When students
reread, words that they may have
struggled to decode on a first reading
become increasingly easier to parse
9) SETTING A PURPOSE
• Setting a purpose for reading helps
keep students focused and engaged
while reading, and gives them a
mission so that comprehension can be
reinforced.
• Reading with purpose motivates
children and helps students who
tend to rush, take their time reading
so they won't skip over key elements
in the text.
10) CONTEXT CLUES
• These are hints that the
author gives to help define
a difficult or unusual word.

• The clue may appear

within the same sentence
as the word to which it
refers or it may follow in
the next sentence.
11) EVALUATING
• Evaluating is a reading strategy
that is conducted during and after
reading. This involves encouraging
the reader to form opinions, make
judgments, and develop ideas from
reading. Teachers can create
evaluative questions that will lead
the student to make
generalizations about and critically
evaluate a text.
12) MONITOR
• It is important to plan and
monitor pupils' progress
throughout the academic year
so that teaching can be
adapted accordingly to get
the best possible outcomes for
each pupil.
USING TECHNOLOGY TO SUPPORT READING

• Technology can help teachers

provide more of the
individualized instruction that
children with reading
difficulties need.
• Use technology to enhance
traditional reading
experiences.
HOW TO TEACH THESE READING
S T R AT E G I E S ?
These strategies must be taught explicitly. Focus on one strategy at a time. For
each strategy:
• Explain: Talk to your child about it and explain what it means, how it’s used
and when it’s useful.
• Model: When reading to your child, use the strategy ‘out loud’. Use the
strategy as a competent reader to model what it should look/sound like.
• Support: Assist your child applying the strategy. Give feedback and make
adjustments as needed.
• Independent: Your child should then be able to use the strategies
independently. Continue to monitor the use.

OBJECTIVE
To support the 2021 Division
Reading Month Celebration
To inform the parents of the
conduct of remedial reading
activities for struggling
learners
To equip the teachers with
knowledge and skills on the
different reading techniques
for beginning readers.
To give orientation to the
parents on the conduct of
remedial reading activities
for struggling readers.
To develop the reading skills
and stimulate learners love
for reading.
Republic of the Philippines
Department of Education
Region V- Bicol
SCHOOL DIVISION OF LIGAO CITY
District 9
LIGAO WEST CENTRAL ELEMENTARY SCHOOL (B) Greenfield Ext.
Guilid, Ligao City
ACTION PLAN ON 2021 READING MONTH CELEBRATION
Theme: “Bawat Bata Bumabasa sa Kabila ng Hamon ng Pandemya.”
ACTIVITY DATE/TIME PERSONS INVOLVED SUCCESS INDICATOR
Participate and attend Nov. 10, 2021 School Head, Reading Attendance
Division Virtual Kick-Off Coordinators and Teachers. Documentation
Ceremony of 2021 Reading
Month Celebration
Information dissemination Nov. 22, 2021 Reading Coordinator, Attendance
on remedial reading Teachers and Parents and Documentation and
activities through letters, pupils Narrative Report
group chat, text message
and voice call.
Capacitate the teachers on Nov 23, 2021 School Head, Reading Narrative Report
the different reading Coordinator, Teachers Documentation
techniques for beginning Video lesson for beginning
readers/Remedial Reading reading techniques and
strategies.
Orientation of parents on Nov. 24, 2021 School Head, Reading Narrative Report
Remedial Reading Activities Coordinator, Teachers and Documentation
Parents
Distribution of Reading Nov. 24, 2021 Reading Coordinator, Attendance
materials suited to the Teachers and Parents Documentation
learners