Specialized Literacy Instruction Plan

For Luis Bachini

By Jemima Llanera
Specialized Literacy Lesson Plan # 3
Date: (05/17/2023)
Goals:(per domain)
At the end of the ten-session program, the student will be able to:
DOMAIN GOAL
Phonological and Phonemic Awareness To determine the placement of a consonant digraph by sound.
(sort pictures by listening to where the /oo-ou/ sound is)
Spelling To spell one-two syllable words with consonant digraphs.
(write the spelling of the word underneath a given picture - whiteboard or chatbox)
Decoding To read words with the consonant digraph at the initial, medial, or final position in a word.
Vocabulary To widen vocabulary.
Oral Language Development (and Grammar) To improve oral language skills and grammar usage.
Oral Reading Fluency To improve oral reading fluency.
Reading Comprehension To be able to improve the reading comprehension.
Written Expression To be able to appreciate the process of writing.

Procedure:

DOMAIN: Phonological and Phonemic Awareness

TOPIC (Target Skill): To determine the placement of a consonant digraph by sound.
Specific Objective/s: Sort pictures by listening to where the /oo-oo-ou/ sound is.
Strategy: (Jamboard)
METHODS AND MATERIALS Observations Recommendations

oo (at the middle of the word) ou (at the middle of the word)
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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera

soon mouth
poor around
spoon pouch
good found

Questions:
Where do you hear the oo sound of the following words: soon, poor, spoon, good?
Where do you hear the ou sound of the following words: mouth, around, pouch?

DOMAIN: Spelling Observations Recommendations

TOPIC (Target Skill): To spell one-two syllable words with consonant digraphs.
Specific Objective/s: Write the spelling of the word underneath a given picture - whiteboard or chat box.
Strategy: Writing on the whiteboard or chatbox
METHODS AND MATERIALS
oo (at the middle of the word) ou (at the middle of the word)
Soon Mouth
Poor Around
Spoon Pouch
Good Found

Questions:
What do you think is the spelling rule for the first list of words:
a) soon, poor, spoon, good?
b) mouth, around, pouch, found?
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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
GENERALIZATION:
We use ____ when ___________________________.

2. Now, let’s spell the words. Let’s take a look at the pictures again. I will say the word, then use it in a sentence, then say the word
again. You may use a whiteboard, or type your answer on the chat box.

DOMAIN: Decoding Observations Recommendations

TOPIC (Target Skill): To read words with the consonant digraph at the initial, medial, or final position
in a word.
Specific Objective/s: Read the words with sh-sh-sh sound.
Strategy: Typing on the jamboard
METHODS AND MATERIALS

oo (at the middle of the word) ou (at the middle of the word)
Soon Mouth
Poor Around
Spoon Pouch
Good Found

Procedure:
Read the words that you spelled.

DOMAIN: Vocabulary
TOPIC (Target Skill): To widen vocabulary.

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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
Specific Objective/s: To know more real-life words (health/science words).
Strategy: Flashcards/Word Lists
METHODS AND MATERIALS Observations Recommendations
Today, we are going to read a story. But before that, let us first find out the meaning of the
difficult words that you will encounter in the story.
Unlocking of Difficulties
Word Meaning Strategy
1. barefoot Not wearing any shoes or picture, definition
socks
2. ascaris worm A large worm that can live picture, definition
inside a person’s body
3. metamorphosis A complete change picture, definition

4. invasion Entering a place by force picture, definition

5. defeated Won against something picture, definition

6. paralyzed Unable to move or act picture, definition

DOMAIN: Oral Language Development (and Grammar)

TOPIC (Target Skill): To be able to orally express ideas and emotions.
Specific Objectives/: To be able to use sentences when expressing one’s thoughts.

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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
Strategy: Motivation-Motive Question Tandem with Sentence Stems
METHODS AND MATERIALS Observations Recommendations
Motivation Question:
How should you protect yourself from worms? Why?
Sentence stem/s:
I should protect myself ______________.
I should protect myself from worms because ___________________________.

Motive Question:
How did the Joshua and KC protect themselves from worms? Why?
Sentence stem/s:
Joshua and KC protected themselves from worms by ___________________.
They protected themselves from worms because ________________________.

DOMAIN: Oral Reading Fluency

TOPIC (Target Skill): To improve oral reading fluency
Specific Objective/s: To read a story with good prosody
Strategy: Chunking of text (by phrase)
METHODS AND MATERIALS Observations Recommendations
Text: (Here Comes Bolet Bulate!, Luis P. Gatmaitan) Make the text bigger.
Procedure: Encourage the child to try reading
1. Now, it’s story time! I will read the first parts of the story, then later, we will take turns in reading again the misread words.
the story.
Legend:
Red box/circle- T. Jem

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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
Blue box/circle- Luis
2. But before we start, answer the anticipation guide about our story.
ANTICIPATION GUIDE: True or False Reason
1. We can easily see the egg of a worm. True or
False
2. A worm starts from being an egg and True or
becomes big and fat. False
3. A worm can multiply inside a person’s True or
body. False
4. A worm can lay many eggs. True or
False
5. A deworming medicine can help multiply True or
the worms inside a person’s body. False
6. Many of the eggs of worms in the True or
underground are waiting for new victims. False

3. Some questions will be posed during reading. A Cause-and-Effect chart will be used.
Cause-and-Effect Chart

Cause Effect
1. Joshua and KC do not like to
wear slippers. They also do
not want to wash their hands

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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
before eating.
2. Bolet Bulate hid under
Joshua’s long and dirty
fingernails.
3. Joshua’s intestines became
a breeding place for worms.
4. Joshua has worms inside his
tummy.
5. Joshua and KC learned their
lesson.

DOMAIN: Reading Comprehension

TOPIC (Target Skill): To improve reading comprehension skills.
Specific Objective/s:
Expressive Instructional
To realize the importance of listening to our parents To be able to note details:
1. To be able to note the details in the story that show
2. To be able to identify the
3.
To realize the effects of invasion of microbes or germs in our body To enumerate the different Do’s and Don’ts when experiencing diseases
caused by microbes or germs by using a semantic map
To recognize that each disease caused by microbes or germs requires To distinguish fact from opinion

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a specific type of care
To realize character change in the story
Strategy: Directed Reading Activity - Engagement Activities & GPU Discussion
METHODS AND MATERIALS
DISCUSSION AND ENGAGEMENT ACTIVITIES
1. Who are the characters in the story?
(literal)
2. What does Nar’s family always
remind him? (literal)
3. Give some reminders of Nar’s family
about cleanliness. (literal)
Engagement Activity 1: Hygiene Bingo
Card
4. Why are those hygiene reminders
important?
Engagement Activity 1: Hygiene Bingo
Card
5. What symptoms of cold did Patrick
experience? (literal)
Engagement Activity 2: Semantic Web
6. According to the story, what should
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Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
To identify the differences in the characters in the beginning, middle, and end
of the story
Observations Recommendations
Paraphrase the questions.
OBJECTIVES Go back to the story and read
To be able to note details the lines that state the facts.
Let the child appreciate the
activity.
Let the child feel that he can do
it.
To be able to note the details in the story that
show how Nar’s family gives importance to
cleanliness
To be able to identify the reasons why we
should keep our home and body clean
To enumerate the different Do’s and Don’ts
when experiencing colds by using a semantic
map
To enumerate the different Do’s and Don’ts
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one do to fight the virus that causes
colds? What should one not do to
fight the virus? (literal)
Engagement Activity 2: Semantic Web
7. What did the virus and microbes do
when they entered Patrick’s body?
8. According to Aling Teresita, what
caused Patrick’s colds? How about
Ate Sophia, what did she say about
the cause of Patrick’s colds?
9. What did Aling Teresita do so that
Patrick would recover from colds?
What did Ate Sophia remind Patrick in
order for him to recover quickly?
Engagement Activity 3: Anti-Colds List
10. Can we also prevent ourselves from
having colds? How?
Engagement Activity 3: Anti-Colds List
11. Remember the last time you had
colds. What things from the list have
you tried to recover from colds? To
prevent yourself from having colds?
12. What specific detail in the story did
you like the most? Why?
Enrichment Activity: Create a 2-
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Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
when experiencing colds by using a semantic
map
To enumerate the different Do’s and Don’ts
when experiencing colds by using a semantic
map
To note details
To categorize what can make a kid with colds
stronger or increase resistance from having
colds
To categorize what can make a kid with colds
stronger or increase resistance from having
colds
To relate the theme to personal experiences
To appreciate the author’s implementation of
elements of humor, and surprise
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 Specialized Literacy Instruction Plan
For Luis Bachini
By Jemima Llanera
minute mini vlog about what you like
about the story. Record your video
using your cellphone camera.

DOMAIN: Written Expression

TOPIC (Target Skill): To appreciate the process of writing.
Specific Objective/s:
1. To create an infographic that…
2. To create sentences that use proper Subject-Verb Agreement.
3. To use proper punctuation marks, capitalization of letters, and spelling.
Strategy: Adapted Phelps Sentence Guide (Creating complete sentences - subject/predicate)
METHODS AND MATERIALS Observations Recommendations
Create an Anti-Colds Tips Infographic. Remind him of the mechanics in
Who/What will we talk about? (subject) What will we say about them/these? (predicate) writing.
Let him appreciate the value of wha he
wrote.

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