Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF PAMPANGA
DISTRICT OF MINALIN
SAN ISIDRO ELEMENTARY SCHOOL
Sangalang Street, San Isidro, Minalin, Pampanga

Name of Teacher: LENIE S. MENDOZA Grade Level Teaching: GRADE 3

○ Module 2 Literature-Based Instruction

Lesson 2: Developing in the Learner a Love for Story

Pre-Lesson Activity

Read the statements below about concepts and principles related to helping students to read with
understanding and enjoyment, and indicate whether you agree or disagree. These statements will help you
to reflect on your understanding of pre-reading and during reading learning activities. After completing the
lesson, you might want to review your answers to each statement to find out whether there are changes in
your perceptions and attitudes. Highlight your answer.
1. It is important to unlock difficult words and concepts so that comprehension of a text will not be
hampered.
 Agree    Disagree
2. It is better to learn the meanings of difficult words and concepts while the story is being read.
 Agree    Disagree
3. It is important to get the children to understand the historical context in which a text occurred.
 Agree    Disagree
4. It is best to choose reading materials that are within the realm of the learners' experience.
 Agree    Disagree
5. Setting a purpose for reading allows readers to anticipate what they are about to read.
 Agree    Disagree

Activity 1

A. Read the story Araw sa Palengke written by May Tobias-Papa and illustrated by Isabel Roxas.
B. After reading the story, write down the words or phrases that you think might make it difficult for your
students to understand the text.
Does your list include more than seven words? If yes, do the quick test described in the previous
discussion and decide which among the words are crucial to understanding the story.
When you are ready, compare your list with this list that another teacher made for the same story.
Answer:
Activity 2

A. Read the story indicated in the list below for the grade level that you are teaching.

Kindergarten: Si Pilong Patago-Tago

Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times

B. After reading the story, complete Worksheet 2

Words/ concepts to be unlocked Meaning Manner of Unlocking

Activity 3

For the story you selected in Activity 2, formulate a motivation question and a motive question that would
entice your students to listen to the story and allow them to develop a purpose for reading the text.
Compare your answers with the sample Motivation-Motive questions in Handout 3.
Evaluate your motivation-motive questions. Can you answer "yes" to the following questions? If not, try
improving your motivation-motive questions.
● 1) Does your motivation question help your students think about their previous experiences?
● 2) Is your motivation question open-ended? Does it have no “correct” answer?
● 3) Would it be easy for your students to answer the motivation question?
● 4) Is your motive question related to your motivation question?
● 5) Is the answer to the motive question found in the first few pages of the book?

Answer:

Motivation Question:

Activity 4

Is your character a child, a mother, a father, or a grandparent? The voices of each one of these differ and
so we should be ready to change our voices depending on who is speaking.
Practice saying the following lines using the voices of the different characters mentioned.

Magandang umaga. Halina't makinig sa kuwento ng aming pamilya.

 Listen to this audio clip of a read-aloud of the scene from the story Ang Hukuman ni Sinukuan
where the animal characters come to Mariang Sinukuan one after the other to air their grievances.
Notice the animal sounds made by each character before they speak.

 Listen to two audio clips where these lines from the book Si Hugo Ang Pahamak na Hunyango,
written and illustrated by Charles Funk, are read aloud:
 Nagtakbuhan sila sa dayaming dilaw.
Ang lahat ay naging kulay dilaw
maliban kay Hugo na naging biyoleta ang kulay.
Nakita siya ng maistorbong kalabaw,at si Hugo ay bigla nitong sinalakay.

 The pauses in the second reading emphasize the colors that Hugo changes into, helping the
students to focus on the literal level details in the story. The pace at which lines are read also helps
to establish mood. Notice the change in pace, and the corresponding change in tone

 Finally, putting emphasis on the right words when reading a story aloud is important.
Listen to the two audio clips below. Which illustrates placing emphasis on the right words?

Assignment 5

In this assignment you will do a read-aloud or shared reading session with your class. You can do this
individually or with colleagues. Follow the steps below.

A. Preparing for the read-aloud or shared reading session

(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the same grade
level.)
1. Reread the story you chose for Activity 2 and Activity 3.
2. Plan the pre-reading session for the purpose of preparing your students for the story — that is, identify
the difficult words and concepts and plan how you will unlock them with your students. Formulate your
motivation question and motive question.
3. Practice reading the story aloud. Apply what we have discussed with regard to enlivening the story, and
plan what questions to pose to monitor comprehension.

B. Doing the read-aloud or shared reading session

4. Implement the pre-reading activity you prepared in your class.
5. Do the read-aloud or shared reading session with your class.
(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud session and
give you feedback based on what you have learned in this lesson. If you worked with a group in preparing
for the read-aloud or shared reading session, you can then agree to be each other's observer/s. If you
worked on steps 1-3 by yourself, you can still pair up with a colleague who is studying this module (he/she
does need not be teaching the same grade level) and observe and give feedback on each other's sessions.

C. Reflecting on your read-aloud or shared reading session

6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for Item #9)
__1. Did I reread the story in preparation for the read-aloud session?
__2. Did I choose difficult words to unlock, taking into account my student’s background?
__3. Were the methods that I chose to unlock those words appropriate for the type of words they
were?
__4. Did I choose a motivation question that students can easily answer based on their prior
knowledge or previous experience?
__5. Did I choose a motive question parallel to the motivation question?
__6. Did I choose a motive question that students can answer when they listen to the read-aloud
session?
__7. Did I practice reading aloud the story prior to the session?
__8. Were all materials necessary for unlocking vocabulary prepared prior to the session?
9. During the read-aloud, did I —
__a. Change my voice and used sound effects as necessary or appropriate?
__b. Ask my students recall questions?
__c. Ask my students inferential questions?
__d. Ask my students to predict what will happen next at certain parts of the story?
__10. Was I able to sustain my students’ attention throughout the story reading session?

Scoring Rubrics:

11-13 points = Excellent work!

 8-10 points = You may have missed a few items. It would be good to take down notes so you can do
better next time!

7 points or less = It looks like you may need to redo this assignment! Don’t worry, your students will
enjoy a repeated reading of the story, especially if you do it better this time around!

7. Share your observations and reflections at your next LAC session.

Observation and Reflection: