READING ENHANCEMENT Suggested Routine for Reading Enhancement *DEAR provides learners with an opportunity fo read a book of their choice. COMPONENTS OBJECTIVES ACTIVITIES Preparation and Settling In To prepare the environment and leamers for the reading session. Learners gather their chosen reading materials and find a comfortable spot for reading. Teachers help create a quiet and conducive reading atmosphere in the classroom or designated reading areas. Brief relaxation exercises can be conducted to help leamers transition into a reading mindset. Dedicated Reading Time To engage in uninterrupted reading. Learners read independently or with a partner their chosen material. Teachers and staff also engage in reading, setting a positive example. Minimal movement or distractions; learners remain ‘engaged with their books. If a leamer finishes a book or material early, they are encouraged to write about it, draw scenes from it, or quietly choose another reading material. Progress Monitoring through Reflection and Sharing To assess progress and target instruction by identifying and addressing issues in reading; to provide a meaningful and supportive relationship with peers; to reflect on and share reading experiences; and to ensure continuous monitoring of learner's progress by creating an individual development plan which shall provide opportunities for feedback, problem-solving, and course correction. Learners can voluntarily share interesting parts of their reading, discuss themes, or recommend books to peers. Teachers may facilitate a brief discussion on the importance of reading and the joys of discovering new stories and information. During book sharing, learners may relate the story they read to their own life experiences Learners may read their Teading log to the group.Wrap Up | To consolidate information _| This time may be used to gained from reading. further reinforce key points or main takeaway from the material/s read of shared Teachers may ask questions to the learners about their reading experience, or they may encourage learners to ask questions in case of some confusion. Teachers may ask for general feedback Learners may use this time to set the next goal for reading, Suggested Activities for Reading Enhancement SECOND KEY FIRST KEY STAGE ‘STAGE THIRD KEY STAGE Choral Reading Sounding out words Partner Reading Rewrok Fe ats Segmenting onset and rimes | Find the Synonym Athee tua Picture-Word Association Dialogic Reading Recah Res ons: e Word Classification Game | Take Turns Reading Prolect ‘Asking questions- who, what, | Summarize the Text | sient sustained Reading where Book reports j Making Predictions Review the Book Beecing i crersndes Reading Aloud Extend the Story Reasing Aloud Repeat after Me Reading Aloud Genre Exploration Picture Reading Silent Sustained Independert Reading Talking Pictures Reading Projects First Key Stage (3 Hours) 1. Preparation and Settling In (30 mins): Begin with brief relaxation exercises to transition students into a reading mindset. Students gather their chosen reading materials and find a comfortable spot for reading. 2. Dedicated Reading Time (60 mins): Students engage in independent reading, focusing on sounding out words and picture-word association. The teacher monitors and assists as needed. 3. Progress Monitoring through Reflection and Sharing (45 mins): Facilitate a group discussion where students can share parts of their reading, discuss themes, or recommend books. Encourage them to relate the story to their own life experiences. 4. Activity: Word Classification Game (30 mins): Conduct a game where students classify words based on their sounds or meanings, enhancing their understanding of phonics and vocabulary In a reading enhancement program where each child selects different reading materials, conducting a post-reading activity like word classification can be approached creatively. Here's how a teacher might handle it:* Group Discussion and Collection: After the reading session, the teacher can initiate a group discussion where each child shares interesting words they encountered in their reading. The teacher notes these words on the board or chart paper. * Word Classification Activity: With the collected words, the teacher can then guide the children to classify these words. This could be based on various criteria such as parts of speech (nouns, verbs, adjectives), word families, or even themes (words related to emotions, actions, nature, etc.). * Interactive Learning: This activity becomes interactive and diverse, as the words come from a variety of reading materials. It encourages children not only to engage with their chosen book but also to learn from the materials their peers have read. * Reinforcement of Learning: Such an activity reinforces vocabulary learning, understanding of word types, and encourages children to be attentive to the language used in their reading material. This approach nurtures a culture of reading while simultaneously fostering collaborative leaming and broadening the vocabulary and linguistic understanding of the students. 5. Wrap Up (15 mins): Review key points from the materials read or shared. Encourage students to ask questions and provide feedback. Set the next reading goal. Second Key Stage (3 Hours) 1. Preparation and Settling In (30 mins): Similar to the first key stage, with students selecting reading materials suited to their level. 2. Dedicated Reading Time (60 mins): Focus on partner reading, choral reading, and making predictions about the story. Teachers guide students in these activities, ensuring they understand and engage with the content. 3. Progress Monitoring through Reflection and Sharing (45 mins): Students share their insights from the reading, focusing on summarizing the text and discussing the characters, plot, and setting 4. Activity: Dialogic Reading (30 mins): Engage students in a dialogic reading session, where they take turns reading and discussing the text, asking questions, and exploring different viewpoints. 5. Wrap Up (15 mins): Discuss the main takeaways from the day's reading. Students reflect on their learning and set goals for future reading sessions. Third Key Stage (3 Hours) 1. Preparation and Settling In (30 mins): Students prepare for more advanced reading activities, choosing materials that challenge their comprehension and critical thinking skills 2. Dedicated Reading Time (60 mins): Focus on silent sustained reading, allowing students to immerse themselves deeply in the text. Teachers monitor and offer support as needed. 3. Progress Monitoring through Reflection and Sharing (45 mins): Students engage in book clubs or literature circles, discussing their readings in depth, exploring themes, and providing critical analysis.4. Activity: Independent Reading Project (45 mins): Students work on a project related to their reading, such as a book report, author study, or genre exploration. 5. Wrap Up (15 mins): Conclude with a discussion on the importance of reading and how it applies to their everyday lives. Students set goals for their next reading adventure. Fourth Key Stage (3 Hours) 1. Exploration and Engagement (60 mins): Introduction and Ice-breaker activity focused on literature and reading interests. Group reading session. Students choose articles, short stories, or excerpts from Filipino literature or contemporary texts. Focus on understanding context, cultural references, and thematic elements 2. Interactive Learning and Discussion (60 mins): Group discussions and presentations. Divide students into groups to discuss the readings. Each group presents their insights, focusing on analysis, interpretation, and personal reflections. 3. Creative Application and Reflection (60 mins): Creative writing or project. Students create a short piece (story, poem, essay) or a visual representation (sketch, collage) inspired by their readings. Sharing and feedback session. Students share their creations, discussing how the readings influenced their work. The program should emphasize critical thinking, cultural appreciation, and creative expression, catering to the diverse interests and academic needs of Senior High School students.READING INTERVENTION Three-hour lesson plan using Content-Based Instruction (CBI) with a focus on Science: Hour 1: Introduction to Science Theme and Prepar: First 15 minutes (Preparation and Settling In): Introduce the theme (e.g. Plants, Weather, Animals). Use visuals and simple explanations to engage students and create a connection with the reading material. Next 45 minutes (Dedicated Reading Time): Provide a selection of age- appropriate Science books or materials related to the theme. Encourage students to explore the pictures and attempt to read words or phrases. Offer assistance in sounding out words and making picture-word associations. Hour 2: Engaging with the Content First 30 minutes (Interactive Activity): Conduct a ‘Science Discovery’ activity. For example, if the theme is Plants, students can examine plant parts or seeds and use descriptive words to talk about them. Next 30 minutes (Guided Reading): Choose a simple Science story or book related to the theme. Read it aloud, encouraging students to follow along, recognize familiar words, and participate in "Repeat after Me’ for key phrases. Hour 3: Reinforcement and Reflection First 30 minutes (Application Activity): Have students engage in a hands-on activity like drawing or creating a simple craft related to the Science theme. This encourages them to use new vocabulary and concepts learned. Final 30 minutes (Reflection and Sharing): Let students share their drawings or crafts. Facilitate a discussion where they can talk about what they learned, using questions related to the content (e.g., "Who can tell me something about how plants grow?" or "What did we learn about the weather today?"). Wrap up by summarizing the key learning points and encouraging students to explore more about the topic. The specific reading skills targeted in the sample lesson plan include: 1. 2 3. Phonemic Awareness: Through activities like sounding out words, students practice recognizing and manipulating the sounds in spoken words. Vocabulary Development: The introduction of new words related to the science theme helps expand students’ vocabulary. Comprehension: The guided reading and reflection activities are designed to improve students’ understanding of the text Fluency: Repeated reading and ‘Repeat after Me’ exercises help in developing reading fluency Connection Building: By linking the reading material to hands-on activities, students learn to connect text to real-world experiences.