Rationale:
Reading in Post-Pandemic is still a
crucial stage for both students and teachers.
Despite
the
present
condition,
the
Department of Education still striving to
continue to push the reading intervention,
through the joint effort and partnership of the
community and school, reading is quiet given
a high priority for it is part of the basic
foundation in learning.
to address the Emergent,
Beginning and Independent Readers.
These suggested activities and innovations are
applied to promote reading sustainability even in
this New Normal set up.
The following activities and innovations are:
A. Emergent
• Create a reading corner at home with colorful
books, alphabet charts, sounds video tapes
• pillows, bench so they will feel comfortable.
• Parents became a storyteller thru the Magulang
Bata Kaagapay Program, where struggling readers
follow saying the word in the story proper
articulation. Students will be encourage to pretend
reading.
Use a Repetitive Text
Let the learners repeat phrases in books that
encourage learners to point out similar and
different letters.
• Parents use picture clues and action through
the “ Aksyon ko, Hula mo “ strategy.
• Teach Everyday Words in Groups
Recognize common words like common
animals, color through the strategy Where do I
belong?
•
Reader Finger Ready
Use the reader finger to track point.
• Connect with Fun Characters
• Improvise the cover of the book with fun
characters to motivate reading (picture reading).
•
B. Beginning
• Teacher Modelling through video
phonetic awareness
a. letter identification
b. letter sounds
introduce CVC (cat), CVVC (moon) , CVCC (back) pattern
matching word with pictures
reading simple words, phrases and sentences
• Asking simple questions for comprehension purposes
• Provide supplementary reading materials using Marungko
Approach , Fuller Approach and DOLCH Basic Sight Words
• Teacher model on correct diction and pronunciation
• Provide words to be spelled
C. Independent
• Provide various reading materials like, short stories and
passages, tongue twister suited to their level
• Story telling with parents ( hug time, bed time,free time)
• Create stories, poems, and slogans out from the picture given
• Journal making
• Make a portfolio from the stories read
“ Definiteness of purpose is the starting point of all Achievements”
Stages
of
Implementation
Emergent
In this stage, readers aspire to grasp
the basic concepts of book and print, and
acquire a command of the alphabet with
the ability to recognize and name upperand lowercase letters. They are also
developing many phonological awareness
skills, such as recognizing phonemes,
syllables, and rhyme.
Beginning
Readers at this stage have developed an
understanding of the alphabet, phonological
awareness, and early phonics. They have command of
a significant number of high-frequency words.
Beginning readers are developing a much better
grasp of comprehension strategies and word-attack
skills. They can recognize different types of text,
particularly fiction and nonfiction, and recognize that
reading has a variety of purposes.
These readers have progressed from Emergent
reading into Beginning reading.
Independent
Readers have successfully moved from “learning to
read” to “reading to learn.” Their reading is automatic
and is done with expression and proper pauses. Their
energy is devoted to understanding, and they have
good command and use of the various comprehension
strategies.
These readers read a wide range of text types and do
so independently. They will continue to refine and
develop their reading skills as they encounter more
difficult reading materials. But for the most part, they are
capable of improving their reading skills and selection
of materials independently through increased practice.
Stage 1
Baseline Test
Conduct Early Grade Reading Assessment (EGRA)
Letter names
Letter sounds
Initial sound identification
Familiar word reading
Inverted word decoding
Oral passage reading
Reading comprehension
Listening comprehension
Dictation
Conduct Early Grade Reading Assessment
(EGRA)
Letter names
Letter sounds
Initial sound identification
Familiar word reading
Inverted word decoding
Oral passage reading
Reading comprehension
Listening comprehension
Dictation
Conduct Phil – Iri
(GST)
Stage 2
Categorizing/Profiling
Categorized each learner based on the result from
EGRA Assessment
Categorized each learner based on the result from PhilIri Assessment
Categorized each learner based on the result from Phil
– Iri Assessment
Stage 3
Intervention 1
/Enhancement 1
Week 1 Identifying letters and its
(Dec 6-10) Sound
Identifying reading
materials that suits to
her reading level
Identifying reading
materials that suits to her
reading level
Week 2
Identifying letters and its
(Dec 13-17) Sound
Reading CVC words
medial /a/ and long /a/
sounds (pat, mat, hat, fate
,hate, late)
Reading CVC words
medial /e/ and long / e/
sounds (gel, bell, tell, eel,
eager, eve)
Reading CVC words
medial /i/ and long/ i/
sounds (hit, lit, wit, bite,
kite, ride)
Reading CVC words
medial /o/ and long/ o/
sounds (rob, sob, mop,
row, rose, close)
Reading words from the wall
(word wall)
Week 3
(Jan 3-7)
Identifying letters and its
Sound
Week 4
Identifying letters and its
(Jan 10-14) Sound
Week 5
Introduce CVC words
(Jan 17-21) medial /a/ sounds (mat,
hat, fat, cat)
Reading simple sentences
from CVC /a/ sounds
Word games: scrabble,
word hunt, word puzzle
Reading fables with follow
up questions
Reading legends with follow
up questions
Week 6
Introduce CVC words medial
(Jan 24-28) /e/ sounds (met, jet, net, vet)
Reading simple sentences
from CVC /e/ sounds
Week 7
Introduce CVC words medial
(Jan 31-Feb /i/ sounds (ink, hit, fit, sit)
4)
Reading simple sentences
from CVC /i/ sounds
Week 8
Introduce CVC words medial
(Feb 7-11) /o/ sounds (cot, job, not, dot)
Reading simple sentences
from CVC /o/ sounds
Week 9
Introduce CVC words medial
(Feb 14-18) /u/ sounds (cut, nut, jut)
Reading simple sentences
from CVC /u/ sounds
Week 10
Reading simple sentences
(Feb 21-25) from CVC /a/, /e/, /i/, /o/,
/u/ sounds
Introduce words that have
long /a/, /e/, /i/, /o/, /u/
sounds
Reading CVC words medial
/u/ and long/ u/ sounds
(tub, cub, cut, cube, use,
huge
Reading simple sentences
and stories with medial /a/
sounds
Reading sentences and
stories with comprehension
questions (A Page A Day)
Reading simple sentences
and stories with medial /e/
sounds
Reading sentences and
stories with comprehension
questions
Reading simple sentences
and stories with medial /i/
sounds
Reading sentences and
stories with comprehension
questions
Reading simple sentences
and stories with medial /o/
sounds
Reading sentences and
stories with comprehension
questions
Word games: scrabble, word
hunt, word puzzle
Stage 4
Mid-Assessment
Week
11
(Feb
28March
4)
Oral passage
reading
Reading
comprehension
Listening
comprehension
dictation
Reading simple
sentences and
stories with
medial /u/
sounds
Reading
sentences and
stories with
comprehension
questions
Stage 5
Intervention 2
/Enhancement 2
Week 13 Reading simple oral
(March 14- reading passages with
18)
reading comprehension
questions
Week 17 Listening simple stories
(April 11- with comprehension
15)
(follow-up questions)
Week 18
(April 1822)
Listening simple stories
with comprehension
(follow-up questions)
Week 19
(April 2529)
Week 20
(May 2-6)
Writing sentences from
dictation
Writing sentences from
dictation
Reading simple oral
Word games: scrabble,
reading passages with word hunt, word puzzle
reading comprehension
questions
Reading simple oral
Reading sentences and
reading passages with stories with
reading comprehension comprehension questions
questions
Reading simple oral
Listening simple stories
reading passages with
with comprehension
reading comprehension (follow-up questions)
questions
Listening simple stories
Listening simple stories
with comprehension
with comprehension
(follow-up questions)
(follow-up questions)
Listening simple stories
Listening simple stories
with comprehension
with comprehension
(follow-up questions)
(follow-up questions)
Stage 6
Final
Assessment
Utilizing the
May 9EGRA Post
June 3
Test
Utilizing the
Phil - Iri Post
Test
Utilizing the
Phil - Iri Post
Test
Prepared by:
MARIA GERALDINA BELATRINA.
MONTEALTO
Teacher -III