Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
249 views

Module 2 Lesson 2 Elln

Here are two lesson plans per grade level with activities highlighted for each reading phase: Kindergarten Lesson Plan 1: Pre-Reading: Picture walk of Si Pilong Patago-Tago to unlock words and concepts. Ask motivation question. During Reading: Read aloud story using voice, sound effects and silence. Stop to check comprehension. After Reading: Retell story using pictures. Act out favorite parts. Kindergarten Lesson Plan 2: Pre-Reading: Activate prior knowledge by showing real objects. Ask motive question. During Reading: Shared reading using DRTA method. Build vocabulary as needed. After Reading: Draw favorite part and share with partner.

Uploaded by

Cris
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
249 views

Module 2 Lesson 2 Elln

Here are two lesson plans per grade level with activities highlighted for each reading phase: Kindergarten Lesson Plan 1: Pre-Reading: Picture walk of Si Pilong Patago-Tago to unlock words and concepts. Ask motivation question. During Reading: Read aloud story using voice, sound effects and silence. Stop to check comprehension. After Reading: Retell story using pictures. Act out favorite parts. Kindergarten Lesson Plan 2: Pre-Reading: Activate prior knowledge by showing real objects. Ask motive question. During Reading: Shared reading using DRTA method. Build vocabulary as needed. After Reading: Draw favorite part and share with partner.

Uploaded by

Cris
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 25

MODULE 2-

LESSON 2
Developing in the
Learner a Love for
Story
Module 2- focuses on the use of literature
in the K-3 classroom.

It discusses the benefits of using children’s


literature and considerations in choosing literature
for use in the K-3 classroom.
After completing this lesson, you should be
able to:
1. Discuss and apply strategies for helping children
understand difficult words and concepts in a given
story.
2. Write a motivation question and a motive question for
a given story.
3. Do a read-aloud or a shared reading of a given story.
Pre - Lesson Activity
1. It is important to unlock
difficult words and concepts so
that comprehension of a text will
not be hampered.

Agree disAgree
Pre - Lesson Activity

2. It is better to learn the meanings


of difficult words and concepts
while the story is being read.

Agree disAgree
Pre - Lesson Activity

3. It is important to get the


children to understand the
historical context in which a text
occurred.

Agree disAgree
Pre - Lesson Activity

4. It is best to choose reading


materials that are within the realm
of the learner’s experience.

Agree disAgree
Pre - Lesson Activity

5. Setting a purpose for reading


allows readers to anticipate what
they are about to read.

Agree disAgree
1.0 BUILDING VOCABULARY AND
DEVELOPING CONCEPTS
 We should avoid texts with too many terms or concepts
that are beyond the students’ level of comprehension.

 Choosing a text to read with children is the match


between the children’s reading level and the words that
make up the text.
1.0 BUILDING VOCABULARY AND
DEVELOPING CONCEPTS
 We must remember that one of the benefits of reading
is vocabulary enrichment.

 This implies that we should not choose texts with no


familiar words at all because such texts will not add to
what our pupils already know and they might find the
texts too easy.
1.1 Choosing Words and Concepts To Unlock

 Reading experts say that having five to seven difficult


terms or concepts in a text is generally manageable for
children.

 We need to check how important each difficult word or


concept is to understanding the text.
A quick test that we can
apply is to delete the
difficult word when we read
the story to ourselves.

If we think that our


students will still
understand the story
without that word, then it
may not be crucial to
understanding the text.
The meaning should not
be more difficult than
the word to be unlocked.
Otherwise, you might end
up having to unlock
additional words.
1.2 Strategies for building vocabulary
and concept development

 Provide children with concrete experiences when


helping them understand difficult words and concepts.

 Showing them the objects while naming them.


1.2 Strategies for building vocabulary
and concept development

 Showing pictures of something is an alternative to


actually visiting a place.
1.2 Strategies for building vocabulary
and concept development

 Picture Walk
The teacher shows the students each page of the book and
uses the pictures (not the text) to prompt the students to
think about the events in the story.
ACTIVITY
Read the story indicated in the list below for the grade level that
you are teaching.

Kindergarten: Si Pilong Patago-Tago


Grade 1: Ang Kamatis ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times
2.0 TAPPING AND BUILDING SCHEMA
AND DEVELOPING A PURPOSE FOR
READING
 Unlocking difficult words and concepts is part of
preparing students to read in a productive way – that is
to read with understanding and appreciation.
Why do we need to think about whether our students will be
able to relate what they are reading about to their prior
experience?

 Children develop oral language based on what they experience.

 They learn to name what they see, hear, touch, taste and smell.

 Written language is built on the foundation of the children’s oral


language.
2 types of knowledge used when reading:

 Prior knowledge or schema – provides an anchor for the new


words and concepts to be learned from reading.

 Motivation questions – purpose is to evoke interest in the text


that is about to be read.
How do we usually stimulate children’s interest in the story?

MOTIVE QUESTION
- is a question that can be answered by the
students only if they read or listen to the story or
passage.
What is the difference between motivation
question and motive question?
DURING READING ACTIVITY
1. Storytelling and storytelling devices
2. Read-aloud
3. Using one’s voice
4. Using sound effects to embellish the story
5. Using silence
6. Shared reading (DRTA)
EXPECTED OUTPUT
A sample lesson plan which contains activity/activities
during – PRE-READING, DURING READING AND
AFTER READING. Activities used during each phase
should be highlighted.

Two Lesson Plan per Grade Level

You might also like