Republic of the Philippines

Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE

Reading Category HIGH SCHOOL READING REMEDIATION

Reading Focus Oral Reading Fluency (Silent Vowel Letters)
Objectives: At the end of the 30-minute reading session, the learners will
be able to:
a. recognize words that follow the c-v-c-e and v-c-e rule.
b. pronounce words correctly with silent letter E.

A. Reference Phil IRI, www. youtube.com. and pinterest.com

B. Materials Printed copy of charts, videos

Reading Strategy Explicit

Review/Drill Activate prior knowledge by dictating the words to the

(3 minutes) students and let them read orally:
1. Lime 2. Spine 3. Swipe 4. Shrine 5. Drone
Motivation The teacher plays the video (can be downloaded from
(3 Minutes) YouTube, Silent E Phonics Song) and students sing along
with the song. The song contains words with silent letters.
Modelling The teachers plays the video, Silent E | Phonics Song for Kids
(I Do) by Jack Hartmann. After watching the video, the teacher posts
(6 Minutes) the chart on the board. The chart contains words with CVCe
pattern (Silent E).
The teacher models first in pronouncing the words correctly.
dice, lice, mice, nice
rice, rice, size, dive
face, lace, hate, race
note, cube, hope, Pope
Guided Practice Guided Practice 1:
(We Do) The teacher plays the video Silent e | magic e | Long Vowel
(6 Minutes) Sounds | Phonics. The video contains the words below and
the teacher will read the words first, then students will also
read as they are told.

Words with Silent letter E

m+ale = w+ipe= wipe n+ote=note c+ube =
male cube

g+ame= w+ife= wipe p+oke= poke t+ube = tube

game

v+ase= b+ite= bite n+ose = h+uge= huge

 vase nose

b+ake= bake h+ike=hike h+ose = r+ude= rude

hose
g+ate= gate d+ice= dice h+ome= f+use = fuse
home
l+ate = late r+ice= rice b+one = r+ule= rule
bone
l+ake= lake r+ide= ride c+one = m+ule =
cone mule
f+ace= face s+ide= side z+one =
zone
r+ace= race s+ize= size l+one = lone

c+age= cage h+ive= hive h+one =

hone
Independent Practice Students are grouped into four and they are going to read the
(You Do) words listed above in the ‘Guided Practice’ with correct
(7 Minutes) pronunciation of words.
Assessment
(5 Minutes)

Prepared:

GRACE B. GANCENA
Lala NHS Teacher

Checked and Reviewed:

JANE CHARITY E. MADRONERO, PhD

EPS – English
 Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE

Reading Category HIGH SCHOOL READING REMEDIATION

Reading Focus Oral Reading Fluency (Silent Consonant Letters)
Objectives: At the end of the 30-minute reading session, the learners
expected to:
a. correctly read the words with silent consonant letters,
b. identify words having silent consonant letters.

A. Reference Phil IRI, YouTube

B. Materials Photocopy of the copies of the passage, charts

Reading Strategy Explicit

Review/Drill Ask the students to recall some of the words having silent
(3 minutes) vowel letters.
Motivation Pair students and let them identify words with silent
(3 Minutes) consonant letters from the pool of words.
Modelling The teacher reads the whole passage and emphasizes words
(I Do) with silent consonant letters.
(6 Minutes)
The Life of a Gnome

There was once a gnome who had a green thumb. He

planted a seed everywhere he roamed. On his wrist, he
carried a knitted bug that had a small flower sign, filled with
seeds. On his knees had spots of dirt. For lunch he would
snack on kneaded bread. He would feed the wren his crumbs.
Along his travels, he would stop and climb up a tree, sit on a
limb and write a letter to his friends’ lamb and gnat. Gnome
knew how much lamb and gnat liked to hear of his unknown
adventures. When it was time for Gnome to return home, he
would wrap up his seeds, place the bag on his wrist, brush the
dirt off his knickers and skip home.
Guided Practice Students read the passage too with the guidance of the
(We Do) teacher especially on the right pronunciation of words with
(6 Minutes) silent consonant letters. After reading, students pick the words
in the passage having silent consonant letters.

Words:
1. Gnome 6. wren 11. wrap
2.wrist 7. Write 12. knickers
3. knitted 8. gnat
 4. knees 9. knew
5. kneaded 10. unknown
Independent Practice Students look for another partner again and read the words
(You Do) with having silent consonant letters.
(7 Minutes)
Silent K- knee, know, knife
Silent H-honor, heir, honest
Silent P-psychology, psalm. receipt
Silent B- lamb, debt, subtle
Silent L- talk, should, salmon
Silent S- debris, aisle, island
Silent T- ballet, buffet, listen
Silent W- write, answer, sword
Assessment Group the students and provide each group with chart . Set a
(5 Minutes) timer for 10 minutes and have students list as many words
with silent consonant letters as they can for each column.
After which, check the work.

K H P B L S T W

Prepared:
GRACE B. GANCENA
Lala NHS Teacher

Checked and Reviewed:

JANE CHARITY E. MADRONERO, PhD

EPS in English
 Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE

Reading Category HIGH SCHOOL READING REMEDIATION

Reading Focus Oral Reading Fluency (Consonant Blends)
Objectives: At the end of the 30-minute reading session, the learners are
expected to:
a. identify consonant blends,
b. present words that have consonant blends, at the
beginning, middle or end of the word, and
c. demonstrate willingness to share knowledge with their
peers through class activities.

A. Reference Phil IRI, YouTube, Pinterest.com

B. Materials Chart containing consonant blends, flash cards, worksheets.

Reading Strategy Explicit

Review/Drill The teacher gives a review on the silent consonant letters.

(3 minutes)
Motivation The teacher asks the students to fill in the missing letters in
(3 Minutes) the activity.

BLACK, BLUE, OR WHITE?

At night the sky’s __ __ ack,

On sunny days it’s __ __ ue
But when a _ _izzard
_ _ lows in white,
Here’s something you should do:
Get back under the _ _ankets
IT’S A SNOWY DAY!
Modelling The teacher reads the poem “Trouble with my Brother”
(I Do)
(6 Minutes) TROUBLE WITH MY BROTHER

I sat in a chair to brush my hair

When I was done, I hurt my thumb
I don’t know how, but I did
I got up to brush my teeth
When I did, I lost my tooth
I wanted to share the news
I ran down the stairs to tell my mother
She was on the phone, but I didn’t know
 So I got ready for school and chased my brother,
But instead, I got in trouble with my mother
For chasing my rotten brother
Source: Pinterest.com
Guided Practice The teacher and students read the poem altogether.
(We Do)
(6 Minutes)
Independent Practice Students are asked to list down the words with consonant
(You Do) blends from the poem read.
(7 Minutes)
Assessment Divide the class into 3 groups. Group 1 members will look for
(5 Minutes) words with consonant blends in the beginning of the word.
Group 2 will list words with consonant blends in the middle
and Group 3 will identify words with consonant blends in the
end part of the word. Words will be taken from the poem.

THE BRAT

My little brother is a brat

He always gets in trouble.
For eating dirt and throwing bricks,
Dad calls him, “Double Trouble!”

He broke our mother’s

Brand new brooch,
Brought branches in the house.
He thinks he’s brave and stamps,
I wish he were a mouse!

But when he goes to bed at night,

He looks so good and sweet.
And though I know he is a brat,
I love him heaps and heaps!

Prepared:
GRACE B. GANCENA
Lala NHS Teacher

Checked and Reviewed:

JANE CHARITY E. MADRONERO, PhD

EPS in English
 Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE

Reading Category HIGH SCHOOL READING REMEDIATION

Reading Focus Oral Reading Fluency (consonant digraphs)
Objectives: At the end of the 30 minute reading session, the learners will
be able to:
a. recognize the sounds of the following digraphs –ch-, kn-,
ph-, sh-, th-, wh-, wr-,
b. produce the sounds of the above digraphs, and
c. understand that consonant digraphs can occur at the
beginning, and end of the word.

A. Reference Phil IRI, www.youtube.com

B. Materials Powerpoint of the list of words having digraphs, chart,
worksheets, video

Reading Strategy Explicit

Review/Drill Recall the previous lesson words having consonant blends.

(3 minutes)

Motivation The teacher groups the students into Group A and Group B to
(3 Minutes) answer the Game activity, identifying the word either
consonant blend or consonant digraph. The group is given 1
minute to answer. First group to post first the answers is given
additional 2 points from the total score, 1 point per correct
word is given to the group.

Words:
break, phrase, snake, thank, star, stop.
brace. bright, story, cream, catch, crash
Consonant Blends Consonant Digraphs

Modelling The teacher discusses the difference between consonant

(I Do) blends and consonant digraphs and models how to read the
(6 Minutes) examples.

Consonant Blends Consonant Digraphs

Two or three consonants Two consonants that
represent one
 Next to each other where sound.
each sound is heard, but
they are said quickly.

Examples: Examples:
fl, cr, st, tw, str, mp sh, th, ch, wh, ck, ph
nd, lk, nch

Examples of Consonant Digraphs:

shade, shall, shape, shark, shirt

schock, shoot, shop, should, shout
chain, chair, chance, church, chapter
charm, cheese, chin, chew, chick,
than, thaw, that, thick, thief, thank
thorn, thumb, thirty, third, Thursday
whole, what, wheat, when, which,
whine, whip, whisper, whistle, white
Guided Practice The teacher reads first the story and students listen. After
(We Do) which, students read as they are told by the teacher.
(6 Minutes)
THROW OUT THE THIEF

Theo is a thief. He is thirteen. Theo takes three things from

each home he goes to. He takes toys. He goes to three
houses each night when he thinks people are asleep. He can
throw toys out of windows into his bag. He keeps the toys for
three days to play with and then takes them back.
Independent Practice Students will demonstrate knowledge of consonant digraphs
(You Do) by participating in a collaborative practice activity.
(7 Minutes)
Group 1. Jazz Chant on the story
Group 2. Present a song out from the story
Group 3. Present a short report, answering the Wh- questions
based from the story.
Assessment List down 5 words having digraph and use each in a
(5 Minutes) sentence.

Prepared:

GRACE B. GANCENA
Lala NHS Teacher

Checked and Reviewed:

JANE CHARITY E. MADRONERO, PhD

EPS in English