Republic of the Philippines

Department of Education
REGION I – Ilocos Region
Division of XXXX
XXXXXXXXXXX

Because I found teaching beginning reading to be a challenging task, I

decided to seek help from my teacher-friend and Grade II English teacher,
Miss Mae Belle Raqueno, by requesting a peer observation.

On the agreed-upon date, she demonstrated explicit teaching techniques for

the beginning /p/ sound. Ms. Raqueno prepared a variety of teaching-
learning materials, including a video that had the children thoroughly
engaged through rapping. The chant focusing on words with the initial /p/
sound also captivated their attention, leading them to sing along. I
particularly noticed the effectiveness of the guessing game, which excited
the kids as they eagerly tried to identify objects concealed inside a box.

During the guided practice phase, Ms. Raqueno cleverly organized the
learners into small groups to help alleviate their anxiety when reading words
with the /p/ sound. In her evaluation, she employed worksheets that
allowed the children to draw objects beginning with the /p/ sound,
reinforcing their understanding and creativity.

Following the observation, we had a collaborative discussion. Ms. Raqueno

shared with me the importance of tailoring instruction to suit the learners'
interests. She highlighted how activities integrating games, songs, and
drawings tend to be more engaging and captivating for the children.

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