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FRAMEWORK :
BEGINNING READING
INSTRUCTION
Jee-Ann O. Borines
Division Coordinator Grade II
THE CHALLENGE?
How does a teacher
teach a child to read
and develop love for
reading?
If we are always arriving
and departing. It is also
true that we are
eternally anchored.
One's destination is never
a place, nut rather a new
way of looking at things.
If we are always
arriving and departing.
It is also true that we
are eternally anchored.
One's destination is
never a place, but
rather a new way of
looking at things.
If we are always arriving and departing. It is also
true that we are eternally anchored. One's
destination is never a place, nut rather a new
way of looking at things.
Widens Develops
experience and imagination
understanding
Enables interactive
communication
Giron, Labrador, Visaya,
Flojo, Cuanzon and
San Antonio, 2005
Adapted from:
The Cognitive Foundations
of Learning to Read
SEDL 2001
Giron, Labrador, Visaya,
Flojo, Cuanzon and
San Antonio, 2005
Adapted from:
The Cognitive Foundations
of Learning to Read
SEDL 2001
Giron, Labrador, Visaya,
Flojo, Cuanzon and
San Antonio, 2005
Adapted from:
The Cognitive Foundations
Activating Prior Experience/Knowledge
Building Background Knowledge
Developing/Previewing Vocabulary
Setting the Purpose for Reading Predicting
Integration
Language Structures / Functions
R-W Link
Content Areas
Multiple Intelligences
Deciphering and Decoding Strategies and Skills
Word Recognition
Phonemic Awareness
Phonics
Morphemic Analysis
Word Analysis in
Context
Sight Words
Reading Sub-skills
Vocabulary
Use pictures, realia, and demonstrations to
get the meaning of words.
Comprehension
Answer wh- questions. Sequence events.
LANGUAGE Interpret feelings of characters. Predict
Name animals outcomes.
Make animal sounds Decoding
Use the structure Identify and produce beginning and ending
The _____ says _____ sound of Mm. Isolate and blend sounds GMRC
WRITING
Respect for the
Write capital and
rights of others.
small letter Mm
MATHEMATICS
SCIENCE
Identify pets MIMI Tell the concept
of cardinal numbers
Identify animal
sounds
Take care of pets and the
MUSIC
Sing songs such as:
ART EDUCATION MOUSE Catch the Mouse and Old McDonald
Color mugs/bowls Had a Farm
Finger paint animals
Draw a pet animal
PHYSICAL EDUCATION
Play the game, Catch the Mouse.
Make animal movements
Cluster 1 Lesson 1
THE BEGINNING AND ENDING SOUND OF Mm.
I. Objectives
A. Skills
1. Give the meaning of new words
through pictures, actions and realia.
2. Answer wh- questions in the story
listened to.
3. Interpret feelings of the characters.
4. Sequence events as they happened in
the story.
5. Predict outcomes.
6. Respond to the story through the following
engagement activities.
Group 1: Draw pictures of the animals in
the story.
Group 2: Act out portions of the story.
Group 3: Illustrate main characters’
feelings
Group 4: Sequence events in the story.
7. Identify animal sounds.
8. Identify/ Recognize and produce beginning
and ending sound of Mm.
9. Isolate and blend sounds in words.
10. Write big and small letter Mm.
B. Strategies
1. Read aloud
2. Questioning
3. Predicting
4. Summarizing
5. Phoneme Isolation and Blending
C. Value/s
Respect for the rights of others.
II. Subject Matter
A. Story: “Mimi and the Mouse”
Author: Perla H. Cuanzon
Illustrator: Larry A. Diolola
B: Comprehension Skills/ Strategies:
Answering wh- questions,
predicting, sequencing events,
retelling.
C. Language Structure: The
__________ says __________.
D. Deciphering and Decoding:
Beginning and ending sound of
Mm.
E. Writing: Writing big and small Mm
1. Prereading
1.1 Motivation and Building
Background
Activating a. Ask: Do you have pets at
Prior
knowledge home? What is your pet? What does
your pet do?
Showing the picture of a boy
with a cat, say, “Mico has a
pet cat.” Let the pupils
describe Mico’s cat. Then
have them tell what they
think his cat does. Write the
words that the pupils give in
the word map.
b. Introduce the big book. Display the
cover. Point to the title explaining that
these words are called title and that a title
is the name of the story. Say: The title of
the story is “Mimi and the Mouse.” Point
to and read the author’s and illustrator’s
names, explaining to the children that an
author is a person who writes the story
and an illustrator is one who draws the
pictures for the story. Say:
This story is written by Perla H.
Cuanzon and illustrated by Larry A.
Diolola.
Talk about the title and ask the pupils to
predict what the story might be about.
Preview the book’s illustration on
page 1 to help children make their
predictions.
Ask: Would you really want to know
what the story is about? I will read to
you the story. But there are some words
which may be new or which you may not
understand.
1.2 Unlocking of New/ Difficult Words
a. bowl, fresh milk
Expected questions:
Why is the mouse with the cat?
Will they fight with each other?
Which of the two animals will drink
the milk in the bowl?
2. Active Reading
2.1. First Reading
Open the book and read the story
showing each page with the illustrations to
the pupils.
2.2 Second Reading
Give pupils a chance to interact
with the text. After reading a page or
several pages, ask questions to help pupils
predict and monitor their comprehension.
MIMI AND THE MOUSE
Mimi sits on a mat one morning.
“Meow! Meow! Meow! says Mimi
I “There’s fresh milk in the bowl. Why do you think Mimi
N
T Mmmmm…….Mmmm…..MMmmmm!” says says meow?
E Mimi.
R What do you think will
A Suddenly, a mouse comes out. the mouse do?
C
T “Squeak! Squeak! Squeak!” says the
What do you think will
I
N
mouse. Mimi do?
G “Meow! Meow! Meow!”
W “My milk! My milk! shouts Mimi. What do you think will
happen?
I
T
Mimi runs after the mouse.
H The mouse runs around the bowl. What happens to the
T “My milk! My milk!” shouts Mimi milk?
How does Mimi feel
E
X
Mimi trips and hits the bowl. about it?
T The milk spills on the mat.
“Oh my! Oh my! My milk on the mat!”
“Meow, meow, meow.”
3. Postreading
3.1. Lead the class to answer the motive
questions.
3.2. Divide the class into 4 groups and
give each group an activity. The
discussion of the
story follows and the small group
activities are presented as the
discussion goes on.
ENGAGEMENT 1 ENGAGEMENT 2
(Small Group Activities) (Discussion of the Story)
Group 1: Draw the animals in the story
following the dots. Color the cat white What is the story about?
and the mouse brown. Who are the characters in the story?
Group 1 will present to us their drawing.
Group 2: The mouse comes out and
goes near the bowl of milk. Mimi runs What does Mimi have one morning?
after the mouse. She trips and hits the Does she like the fresh milk?
bowl causing the milk to spill. What does she say?
Act out this portion of the story. Who sees the fresh milk in the bowl?
What does the mouse do?
What does Mimi do?
Let’s watch the presentation of Group 2.
Group 3:How does Mimi feel at the beginning of •What happens to the milk in the bowl?
the story? at the end? In circle1, draw Mimi’s face
when she sees the bowl of fresh milk. In circle 2,
How does Mimi feel about it?
draw Mimi’s face when the milk is spilled. Group 3 will present to us their work.
Group 4: Mimi is given fresh milk in the • Why is Mimi happy at the beginning of the
bowl. Then the mouse comes. Mimi story?
runs after the mouse. The milk spills. • Why is she sad at the end?
Arrange the pictures in this order. Group 4 will now retell the story.
C. Developing English Language
Competencies (DELC)
1. Preparatory Activities
Say: All around us we hear
different sounds. What sounds do you
hear now? What sounds do you hear in
the morning? In the afternoon? At
night?
Show pictures of the words in the box.
Let the pupils look at the pictures and call
on individual pupils to select one. Paste the
picture in Circle A if it produces a sound.
Paste the picture in Circle B if it doesn’t
produce a sound. Select one object from
Circle A. (The teacher may modify this
activity when needed.)
A B
2. Lesson Proper
2.1. Presentation
a. Go back to the story, “Mimi and the Mouse.” Ask:
What are the animals in the story? (cat and mouse)
Show the picture of Mimi in the big book. Ask: What
sound does the cat make? What does the cat say?
(The cat says meow, meow, meow.) Show the picture of
a mouse. Ask: What does the mouse say? (The mouse
says squeak, squeak, squeak.)
b. Let the pupils listen to the song, “Old McDonald
Had a Farm.” Then ask them what animals are
mentioned in the song. Ask the pupils to sing the song
while substituting numbers 2, 3 and 4.
Old McDonald Had a Farm
1. Old McDonald had a farm, E-I-E-I-O.
And on his farm he had a cow, E-I-E-I-O.
With a “moo-moo” here and a “moo-moo” there,
Here a “moo, there a moo”
Everywhere a “moo-moo.”
Old McDonald had a farm, E-I-E-I-O.
2. Duck – quack-quack
3. Horse – neigh-neigh
4. Other animals and their sounds.
c. Show pictures of the following animals and ask the
pupils to give the sounds of the animals in the pictures
A B C
A B C
3. Moo! Moo! horse cow goat
A B C
1.6 Ask: What did Mother Monkey have for the three
monkeys? (mat, milk, mug, mask, match). What is the
first sound you hear in each word? /m/.
Mother Monkey made the monkeys guess the other
things in the basket. She said:
It begins with /h/. It begins with /j/
And it ends with /am/ And it ends with /am/
Put them together. Put them together.
What is it? (It’s ham.) What is it? (It’s jam.)
1.7 Apply the song “London Bridge is Falling
Down” for the words ending in /m/ to answer the
question: “What’s the last sound that you hear?”
1. Mat 6. Jam
2. Drum 7. Room
3. Monkey 8. Man
4. Money 9. Ham
5. Moon 10. map
5. Differentiated Activities for Group
Work
GROUP ONE
Oral Work With the Teacher
A. Show pictures of the following. Ask several
pupils to name the picture.
man magnet
1. 7.
milk mushroom
2. 8.
mitten mouse
3. 9.
mask map
4. 10.
mug mat
5. moon
11. mop
6. 12.
GROUP ONE
B. Ask the pupils to give the first sound of the pictures.
1. moon 5. mask
2. medal 6. map
3. mug 7. man
magnet
4. 8. mouse
man mask
pan /m/ ribbon
house milk
meat medal
fish
B. Provide a worksheet with the following
pictures. Encircle the beginning sound of the
pictures.
1. milk m r n
2. mask r m n
3. Mico M N H
4. moon n m l
5. mop m h k
Seatwork 2
A. Provide a worksheet with the following
pictures.
1. jam 3. sum
ja __ su __
2. map 4. drum
ma__ dru __
B. Coloring pictures whose names end with
/m/.
1. ham 5. jam
2. map 6. palm
3. moon 7. Sam
4. milk 8. mouse
GROUP TWO
Seatwork 1
A. Match the big letter M with small letter m.
h m r
n m
m M m
r m
m n h
m r n m h
GROUP TWO
C. Say the names of the pictures. Choose the
beginning sound. Encircle it.
1. map n m r
2. mask h n m
3. medal r m h
4. mug m n r
5. mouse m h k
X X X X
X
X
mask
3.
___ask
Seatwork 2
A. Provide a worksheet with the following pictures.
Color the pictures that end with /m/.
1. sun 6. snake
2. bag 7. jam
3. sum 8. gloves
4. ball 9. bag
GROUP THREE
B. Provide the worksheets with the following pictures.
Write the ending sound of the pictures.
1. mushroom mushroo__
2. ham ha __
3. drum dru __
4. broom broo__
5. hat ha__
EVERY KID
A HAND
GIVE EVERY
KID A HAND
The first six years of a
child’s life are critical, the
experts tell us.
That’s when their
characters are formed.
That’s when learning is
slowly making a mark.
GIVE EVERY
KID A HAND
That’s when caring
counts.
Someone just to hold
them.
Unfortunately, for
many of the world’s
children that’s just what
they don’t get..
And society suffers as a GIVE EVERY
KID A HAND
result. Because a deprived child
has a lot less chance of growing
up as an adjusted adult - a reader,
a thinker, a life-long learner,
ready to face the world.
Some of us believe we can
change things… or at least try…
And we need your help
GIVE EVERY
KID A HAND
Maybe you’ll help one
to learn -
to read and write
to laugh, to love, to live --