Republic of the Philippines

Department of Education
Region No. VIII -Eastern Visayas
Ormoc City Division
Ormoc City

Training Design on
Limited Face-to-Face Training on Basic Reading Skills for
Parents in New Normal

Proponent: DepEd Ormoc City Division

I. Purpose of the Activity:

Education in the new normal is very challenging for both the teachers and parents. In this new
situation, the classrooms will no longer be the center of multiple learning activities. The Department of
Education is strictly implementing the no Face to Face classroom instruction for learners until a vaccine for
COVID-19 is available. In Region 8, the education system will be on printed modular distance learning. All
printed learning materials will be delivered to the learners’ respective homes where learning will take place.

The pandemic affected pupil’s ability to read unlike in face-to-face class they can easily be taught.
Based on previous months, many parents complained about their children has difficulty in reading skills.
The role of the parents then is very crucial for they will take a bigger scope of responsibility in teaching or
guiding the learning tasks of their children in the absence of the teachers. The most challenging of all are
those who belong to the primary levels whose learning will depend much on the teachers’ modelling or
scaffolding. Now, that only the parents or guardians are left at home, the schools should give them the
opportunities to be equipped with the foundational skills on how their children would be guided or taught in
beginning reading or literacy.

As an intervention, Sto. Niño Elementary School adapt the initiative of the Department of Education,
Ormoc City Division in initiating a program that every school should be able to capacitate the parents or
guardians in teaching basic reading skills. This is also based on the principle that education is a shared
goal manifested in the established partnership between the internal and external stakeholders in school and
in the community.

II. Target Group:

All Parents of Sto. Niño Elementary School, Ormoc City Division

III. Objectives:

1. Provide parents or guardians the necessary training/in-depth orientation on basic reading

strategies as they guide their children in the modular distance learning;
2. Enhance/Maximize the parents’ involvement in all learning activities;
3. Intensify literacy practices in the community as the parents share their best literacy practices;
4. Zero out nonreaders in every community through the parents’ strategized application of basic
reading skills.
IV. Process Design

Process Objective Method Key Points Materials

1.To provide parents or
guardians the necessary Lecture The Role of Parents in Laptop, projector
training/in-depth orientation Teaching Beginning Reading
on basic reading strategies

2. To maximize the parents’

involvement Lecture and Encouraging parents to Laptop, projector
in all learning activities Workshop participate on activities

3. To let parents engage and

equipped the different Parents sharing their Laptop, paper, pen, chalk
reading strategies and Workshop insights on this training and and board
activities equipping the reading
strategies

V. Budget

Item Quantity Unit Cost Amount

1.Bond Paper 1 ream 210.00 210.00
2. Chalk 1 box 30.00 30.00
3. Pen 10 pcs. 5.00 50.00
4. Snacks (morning and 4 trainers 100.00 1,200.00
afternoon)
Total Php 1,490.00

Source of Fund/Resources: MOOE and Community Outsourcing (LGU-Financial

Assistance)

VI. Program of Activities:

Day/Time Activities/Topic Methodologies Person-in-Charge

Day 1

8:00 -9:00 Registration of Pen and Paper

Participants
9:30 -10:00 Preliminary Activities Audio Visual
Presentation
10:00 – 11:00 Statement of Purpose

11:00 – 12:00 The Role of Parents in Limited Face-to-

Teaching Face
Beginning Reading Lecture/Discussion
LUNCH

How Can Parents

1:00-3:00 Help/Support Children’s Limited face-toface
Reading Activities at Lecture/Discussion
Home
3:00-5:00 Teaching Explicitly
 Word Recognition in Limited Face-to-
Mother Tongue and Face
Filipino Lecture/Discussion

Day 2

8:00 – 9:00 Opening Program and

Management of Audio Visual
Learning Presentation

9:00 – 12:00 Phonological Limited Face-to-

Awareness and Phonics Face
Lecture/Discussion

LUNCH

1:00 – 3:00 Marungko Approach Limited Face-to-

Face
Lecture/Discussion
3:00 – 5:00 Dolch Sight Words (by Limited Face-to-
Grade Level) Face
Lecture/Discussion

Day 3

8:00 – 9:00 Opening Program and

Management of Learning Audio Visual
Presentation

9:00 – 12:00 Basic Reading through

Fuller Limited Face-to-Face
Approach Lecture/Discussion

LUNCH

1:00 – 3:00 Sharing of Insights and

making of Workshop
Outputs
3:00 – 5:00 Distribution of
Certificates and
Closing Program

VII. Timeline:

Proposed Activities
Schedule
December 27-29,  Capacity Building for Parents in Teaching Basic Reading Skills
2021  Provision of Technical Assistance/Support Mechanism
January – June,  Continuing LAC Sessions with Teachers and Selected Parents
2022 based on needs assessment
 Progress Monitoring/ Monitoring and Evaluation
January – June,  Further Evaluation through Assessment of Learners’ Performance
2022  Continuing LAC Sessions with Teachers and Parents based on
needs assessment
  Conduct of school and division-based researches based on the
effectiveness/impact of the initiative conducted

VIII.Criteria for School-Based Reading Trainers:

 The teacher should have attended the following trainings or any of the following trainings:
o Early Language Literacy and Numeracy (ELLN)
o Developmentally Appropriate Practices in ELLN (ELLN)
o Reading Pedagogies and Bridging Process
o Pedagogical Retooling in Mathematics, Languages, and Science
o Literacy Instruction
o Other relevant trainings

GUIDE FOR TRAINERS/LEARNING FACILITATORS

 Note: The guide suggested herein should be contextualized by trainers depending on the needs of the parents. Make
sure that the parents are ready for the training so that they will be able to sustain their participation/involvement.

Teaching Word Recognition in Mother Tongue and in Filipino

In teaching word recognition in Mother Tongue and in Filipino, the modified Marungko Approach is used. In
this approach, letters of the alphabet are introduced, and these letters are combined to form words. Then phrases,
sentences and short stories are formed from these words.

This approach is described in detail below.

1. The letters of the alphabet are taught starting from the letter that is easiest to sound. The suggested sequence in
teaching the letters is as follows:
1. Mm 8. Uu 15. Ng ng
2. Ss 9. Tt 16. Pp
3. Aa 10. Kk 17. Rr
4. Ii 11. Ll 18. Dd
5. Oo 12. Yy 19. Hh
6. Bb 13. Nn 20. Ww
7. Ee 14. Gg Mga Titik Banyaga

2. Vocabulary development is embedded in every lesson.

The sequence in the presentation of the lessons is detailed below:

Leksyon 1: Titik M

1. Paglinang ng Talasalitaan
May mga larawan ako dito. Sino ang makakapagsabi ng pangalan ng bawat larawan?
Magkontest tayo. Paunahan sa pagturo ng larawan ng sasabihin kong salita.

2. Letter name and letter sound are introduced.

Pagbigay ng pangalan ng titik M
Ang pangalan ng mga larawan ay nag-uumpisa sa titk Mm. Sabihin nga natin ang pangalan ng titik na ito.
Pagbigay ng tunog ng titk M

Ang tunog ng M ay mmmm . . . “Tunugin natin ang M. Ito ang tunog na sinasabi natin kapag may naaamoy tayong
masarap na pagkain sa mesa.”

3. Writing the upper and the lower case of each letter is part of the instruction.

• Pagsulat ng titik M at m.

“Ganito ang pagsulat ng malaking M (Isusulat ito ng guro sa pisara).

“Itaas ang kamay-pansulat. Gayahin ang kamay ko habang isinusulat ko ang M sa hangin... sa likod ng kaklase...
sa mesa...”

Sino ang makakasulat ng malaking M sa pisara?” (Gawin din ito sa maliit na m).
4. Exercises are given.
Mga Pagsasanay

• Bilugan ang larawan na nag-uumpisa sa M ang pangalan.

o Hanapin at bilugan ang titik M o m sa mga sumusunod na salita:

mais ama maya Max
Mark kama Mina mesa

5. The next letter is introduced and the same steps are followed.

Leksyon 2: Titik Ss
• Paglinang ng Talasalitaan
• Pagbigay ng pangalan at tunog ng titik Ss.
• Pagsulat ng titik S at s.
• Mga Pagsasanay

6. The third letter introduced is vowel A. Here, the teacher introduces the learners to reading syllables and words by
combining the letters m, s and a.

Leksyon 3: Titik Aa

• Paglinang ng Talasalitaan

• Pagbigay ng pangalan at tunog ng titik Aa.

• Pagsulat ng titik A at a.

• Mga Pagsasanay
• Pagbasa ng pantig

Tunugin ang m. Tunugin ang a. Basahin natin ang ma.

Tunugin ang s. Tunugin ang a. Basahin ang sa.

• Pagbasa ng salita

Basahin din ang mga salita na binubuo ng m, s at a.

ama mama sama
sasama masama
sama – sama

The teacher should explain the meaning of each word that is presented.
Vocabulary development should be part of the lesson on reading words.

• Pagsasanay

Tingnan ang mga larawan. Pagdugtungin ang larawan at ang pangalan nito:

ama (picture of a man)

mama (picture of father and son)
masama (picture about playing with matches)
 • Pagbasa ng Parirala (Ipakita din ang mga larawan na angkop sa parirala)

sasama sa ama
sasama sa mama

• Pagbasa ng Pangungusap

Sasama si Asa sa ama.

Sasama si mama kay ama.

• Pagbasa ng kuwento at pagsagot ng tanong.

Sasama si Mama kay ama.

Sasama si Asa sa ama.
Sama sama sina ama, Mama at Asa.

Sino-sino ang sasama kay ama?

8. The next letters introduced follow the same procedure as the lesson on Titik A. The words to be introduced for
reading combine the present lesson (letter being introduced) with the letters already learned.

Leksyon 4: Ii (mga natutuhan ng titik: m, s, a)

• Pagsasanay 1-5 (1. talasalitaan, 2. pagbigay ng pangalan, 3. pagbigay ng tunog, 4. pagsulat ng titik, 5. mga
pagsasanay)
• Pagbasa at pagsulat ng mga salita na binubuo ng m, s, a, i
Mimi Ami isa
Misa mami

Mga pagsasanay sa pagbasa at pagsulat ng mga salita

* Pagbasa at pagsulat ng mga parirala

Halimbawa:
mami ni Ami
sasama sa misa

* Pagbasa ng mga pangungusap at pagsagot ng Sino, Ano, Nasaan, Ilan tungkol dito.

May mami si Mimi.

Sino ang may mami?
Isa ang sasama sa mama.
Ilan ang sasama sa mama?

* Pagbasa ng Kuwento

Ang mga tamang pagkakasunod-sunod sa pagtuturo ng mga titik na kasama sa pagbuo ng mga salita
 Kasalukuy Mga Napag-aralan ng Titik
ang (na kasama sa pagbuo ng mga salita)
Leksyon
Leksyon m, s, a, i
5: Oo
Leksyon m, s, a, i, o Shifting to
6: Bb Word
Leksyon m, s, a, i, o, b
7: Ee
Leksyon m, s, a, i, o, b, e
8: Uu
Leksyon m, s, a, i, o, b, e, u
9: Tt
Leksyon m, s, a, i, o, b, e, u, t
10: Kk
Leksyo m, s, a, i, o, b, e, u, t, k
11: Ll
Leksyon m, s, a, i, o, b, e, u, t, k, l
12: Yy
Leksyon m, s, a, i, o, b, e, u, t, k, l, y
13: Nn
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n
14: Gg
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g
15: Ng, ng
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng
16: Pp
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p
17: Rr
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r
18: Dd
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d
19: Hh
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h
20: Ww
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w
21: Cc
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c
22: Ff
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f
23: Jj
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j
24: Ññ
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j, ñ
25: Qq
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j, ñ,
26: Vv q
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j, v
27: Xx
Leksyon m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j, v,
28: x
Review
Recognition in English

The Importance of Developing the Oral Language in English

The following diagram illustrates the importance of developing the child’s oral language in English prior to and while
learning to read in the language.
The following diagram illustrates the importance of developing the child’s oral language in English prior to and while
learning to read in the language.

Word Recognition in the MT and in Filipino:

The diagram shows that it is easier for the learners to learn to read with understanding in MT and Filipino
because the words, sentences and stories that they will read are based on their experiences, using the language that
they understand. Reading in English is more difficult than reading in the Mother Tongue and Filipino because for most
Filipino children, English is a second or even a foreign language. They do not know what most words mean. The
teacher should see to it that the children know the meaning of each word that they are taught to read. Moreover,
Mother Tongue and Filipino have a transparent orthography. “Kung ano ang baybay, siya ang bigkas.” This is not true
with English words. Not all the words in English are pronounced the way they are spelled. That is why, reading English
words poses more difficulty.

Alphabet Knowledge and Word Recognition in English

The discussion on teaching word recognition in Filipino using the Marungko Approach showed that after
teaching the first two consonants, m and s, the next letter taught is vowel a. After knowing its letter name and sound
and writing the letter form, the reader is taught to blend the letters m, s and a to form syllables and words, and with the
introduction of some sight words, they read phrases and sentences.
The technique in teaching reading in English is different; the consonants are introduced first. When a reader
can identify each consonant, can sound it correctly, and can write its upper and lower case, then the words are
introduced as word families. The vowels are not taught in isolation because each vowel in English has more than one
sound.

Sequence of Presentation of Words in English:

The Word Families (Fuller Approach) With Emphasis on Phonemic Awareness, Phonics, Vocabulary, Fluency and
Reading Comprehension

The lessons in word recognition in English are grouped into word families. The first word family is termed the
short vowel words in consonant-vowel-consonant pattern (CVC). This is followed by words with initial and final
consonant blends, words with consonant digraphs (ch and sh), long vowel words ending in silent e, words with vowel
digraphs and words with vowel diphthongs. This sequence of words are listed below:
 (a) Short vowel words in CVC pattern
short e as in pen
short a as in bat
short i as in pin
short o as in mop
short u as in bug

(b) Consonant blends

Consonant blends are two or three consonants grouped together but each consonant retains its original
sound.

Words with consonant blends

Initial blends
l blends as in bless
r blends as in crib
s blends as in stop
Final blends
-nd as in send
-nt as in tent
-st as in best
-lt as in belt...

(c) Consonant digraphs are two or more consonants which when combined produce a new sound.
Words with consonant digraphs:
beginning and ending ch as in chop, hatch
beginning and ending sh as in shop, fish

(d) Long vowel words ending in silent e

long a as in bake
long i as in like
long o as in nose
long u as in tube

(e) Words with vowel digraphs

Vowel digraphs are two vowels that are adjacent to one another. The first vowel usually has a long sound and
the second vowel is silent.

Words with vowel digraphs

oa as in goat
ee as in sheep
ea as in beat
ai as in pail
ay as in bay

(f) Words with vowel diphthongs

Vowel diphthongs are words that consist of a blend of two separate vowel sounds.

Words with vowel diphthongs

oi as in oil
oy as in toy
aw as in saw
ou as in out
ow as in how

Sequence in Presenting the Word Recognition Lesson

Short (e) words

get den beg bed bell

let hen leg fed fell
met men peg led sell
net pen egg red tell
pet ten wed well
set yell
vet
wet
yet

Lesson 1: short e words ending in -et

1. Introduce the words, one column at a time. Show pictures for pet, jet, met, net, wet, vet, set, . . .
Examples:

The girl has a pet cat.

A vet is an animal doctor

2. Introduce the short e words ending in -et.

Let’s read the words:

get
let
met
net
pet
set
vet
wet
yet

3. Give exercises on vocabulary, reading and writing the words.

4. Introduce the phrases with corresponding pictures of the target words/phrases. (Vocabulary using picture clues)

• Introduce the sight words: in, on, under, is, are, the, has, of
• Let them read in thought groups, using the sight words and the words that they have studied (Teaching fluency
starts.)
• Introduce the writing of phrases, observing spaces between words.

in the net has a pet

a wet net met the vet

5. Introduce the reading of sentences and answering Wh- questions. (Teaching reading comprehension starts)

The vet has a pet.

 Who has a pet? _____________
The net is wet.
What is wet. ______________
Let is in the jet.
Where is Let? ______________

6. Let the students read a “story” and answer Wh- questions.

The Wet Pet

Jet has a pet.
His pet is in the net. His pet is wet.

Who has a pet? ____________

Where is the pet? ____________
What is wet? ____________

B. Short e words ending in -en

1. Vocabulary Development:

2. Reading the words ending in –en (hen, pen, men, ten)

3. Exercises on reading and writing -en and -et words.
4. Reading phrases
a pet hen has a pen
the ten men met the men

5. Reading sentences and answering Who, What and Where questions.

Ben has a pet hen.

Who has a pet hen?

The men are in the jet.

Where are the men?

Den has a pen.

Who has a pen?

The hen is in the net.

What is in the net?

6. Reading a short story.

The Pen

Jen has a pen.

Ben gets the pen.
“No, Ben.
Don’t get my pen.”

Who has a pen? ________________

Who gets the pen? ______________
 After reading the words with short e words, and the phrases, sentences and short stories consisting of short e words
and some sight words, the next word families that the students will read are the following:

Short a words

bat can cap ba bad

g
cat fan lap dad
lag
fat man map had
rag
hat pan nap lad
tag
mat ran tap mad
Short i
pat tan pad words

rat sad
bit bin big dip bill
sat
fit fin dig hip fill
vat
hit pin fig lip hill

lit tin pig rip mill

pit win wig sip pill

sit tip till

It should be noted that the first three words families are taught in Grade 2 second semester and they are reviewed
when the learners go to Grade 3. The English curriculum in Grade 3 tackle the following word families:

Short o words

cot cop cob dog ox

dot hop rob fog box

got mop mob hog fox

hot pop sob log

lot top

not

pot

rot

tot

Short u words

cu bud bug gum fun cut

b
mud dug hum gun hut
 rub sud hug sum nun nut

tub jug run

mug sun

rug

tug

After introducing one-syllable words with short vowel sounds, the learners are challenged to read two syllable words
consisting of short e, a, i, o and u sounds such as:

basket, magnet, sunset, hotdog, cobweb, rotten, pigpen, piglet, kitten...

Sight words such as the, for, in, on, under, with . . . should be introduced. The learners maybe challenged to read
longer stories consisting of words with short vowel sounds and sight words. Comprehension questions maybe asked
after reading the stories.

The next word families consist of words with initial and final consonant blends. Words with consonant blends have two
or more consonants that appear together and the sound of each consonant is heard. The most common initial
consonant blends are:
• l blends: bl-, cl-, fl-, gl-, and pl-
• r blends: br-, cr-, dr-, fr-, gr-, pr-, tr-
• s blends: sc-, sk-, sl-, st-, sw-

Words with I blends

black clam flag glad plan slap
blanket clap flap glass plant slack
bless class flat plug slim
blend clock flip plus slip
block click flock slot
clip

Words with r blends

brag crab drag frog grab

brat crash dress from grand
bring crib drum front grass
brush crop drug

Words with s blends

slacks stand swan spin skip

slam sting swim span skin
slap stamp swing spill skit
slim stump spit
slip
slot

Words with ending consonant blends

best camp bent band raft

nest damp dent land left
pest lamp lent stan gift
 rest stamp rent d lift
test sent wand sift
west tent

Words with Beginning and Ending Consonant Digraphs

Consonant digraphs are combination of two consonants that make one sound.
Examples of consonant digraphs are words that start or end in ch, sh.

Beginning Ending Beginning

Ending ch
sh sh ch
shell cash check batch
shed dash chess catch
shelf mash chick hatch
shall rash chill match
shot rush chop snatch
shut brush chum patch
shift wash champ watch
dish witch
fish switch
wish

It should be noted that the words with consonant blends and digraphs are followed by short vowel words. It is advisable
that words beginning or ending with consonant blends which have long vowel sound may not yet be included. For
example, slide starts in sl- but since the next letter has the long i sound, which is not yet taken up, this word is not yet
in the list of words to be taken up.

Words with Long Vowel Sound with Silent e at the End

The next word families consist of words with long vowel sound, with silent e at the end.

bake male cape date cane

cake pale nape gate lane
lake sale tape late mane
make tale grape mate pane
rake scale shape hate crane
sake stale grate
take
wake
brake
take fade case cave Lace
wake dade base shave race
brake blade vase brace
grade erase
chase

Long i words

dice hide dine file pipe

lice ride fine mile ripe
mice side line tile stripe
nice bride mine pile
spice slide shine
twice
bite dive lime life
kite five time wife
cite live slime
site alive chime
Long o words

hose hole bone lobe stove

nose mole cone robe drove
rose pole stone globe grove
chose stole telephone bathrobe
flagpole
rode note joke dome hope
vote broke Rome rope

Long u words

cube tune cure use cute

tube June pure fuse mute
sure muse
amuse

mule Music Huge perfume

Remember:

The purpose of phonics instruction is not for children sound out words. The purpose is that they learn to recognize
words quickly and automatically, so that they can turn their attention to comprehension of the text. If the children are
devoting too much energy to sounding out words, they will not be able to direct their attention to comprehension
(Samuels, 1988). Moreover, phonics instruction should occur in meaningful language situations (Vacca, 2011).

Fluency

Fluency is an important component of reading development and success. Fluency refers to reading aloud with
appropriate speed, accuracy, and expression (Huey, 1968 in Allington, 2009).

Components of Fluency

There are three components of fluency: speed, accuracy and proper expression. Speed, which is sometimes referred
to as reading rate, indicates how fast one can read. This is associated with automatic word recognition. Reading rate is
usually measured in words per minute. “Accuracy is the percentage of words read correctly in one minute” (Marshall &
Campbell in Schumm, 2006 p. 191). When a student reads accurately, this usually indicates that s/he can decode
words with minimal effort. In line with fluency, we want to determine the speed at which the student reads accurately.
This is assessed through words correct per minute (wcpm). However, aside from speed and accuracy, the manner by
which the students read matters in fluency. Expression refers to how students read using the proper tone, pauses, and
intonation. Fluent reading resembles conversational speaking, that is; students read accurately without effort and with
expression. Short pauses between words and longer pauses between sentences are evident. Reading with appropriate
raising or lowering of the voice that indicate awareness of the differences among different kinds of statements is
noticeable.

Reading Behaviors that Demonstrate Fluency

Word-by-word reading is common at the earliest stage of beginning reading (Chall 1983 in Allington, 2009). The
student may track or point to each word as s/he reads. This is considered a significant phase as the reader starts to
understand the concept of a “word” as s/he actually attends to print. Initially, there may be minimal or lack of
expression as text is read. Reading may also be at a slow pace and laborious with frequent pauses, repetitions, or
hesitations. The student’s voice may sometimes be hardly audible or heard. These characteristics may be evident
among beginning readers since they are using all their resources to focus on associating sounds to letters and
blending the sounds to form words. The hesitations, pauses, and repetitions of sounds or syllables may indicate that
the student is concentrating hard to tap his or her phonics knowledge to make sense of the text. Speaking in a soft,
inaudible voice may suggest uncertainty on the accuracy of the words being read.

Over time, word-by-word reading progresses to random two-or-three-word units, then to reading in phrases. Word
groupings may initially seem awkward. Even when a student reads accurately with automatic word recognition, lack of
expression may still be evident. Reading may be in monotone like reading a list of words rather than connected text.
One possible reason for this could be the student is not reading in phrase units.

In the following sentences, a beginning reader may be using random clustering of words as s/he reads. Pauses may be
done in inappropriate parts of the sentence.

The cat in / the box fell / in the well.

Nahulog ba sa / balon ang / pusa sa kahon?
May ahas na / malaki sa / paa ni lolo!

Reading with automaticity develops as the student gets repeated exposures and practice to read appropriate texts at
his or her level. Fluent readers typically read with proper phrasing. They may reread the text to get the phrasing right.
Somehow they connect how print is read to how one hears it in spoken language. They read the following statements
in larger, meaningful phrases:
The cat /in the box / fell in the well.
Nahulog ba / sa balon/ ang pusa/ sa kahon?
May ahas na malaki/ sa paa ni lolo!

Fluent readers also use their knowledge of punctuation marks such as commas, periods, question marks, and
exclamation points as clues for phrasing and intonation. In the above examples, the end punctuation marks indicate
the proper tone to be used as the text is read. Fluent readers would read Nahulog ba / sa balon/ ang pusa /sa kahon?
with a raised tone. Similarly, the last statement May ahas na malaki/ sa paa ni lolo! would be read with emphasis and
perhaps with a louder voice. The exclamation point provides the cue for this.

Skills for Fluency

To become fluent readers, students need to develop the following (Allington, 2009)

Appropriate decoding skills and strategies

Wide vocabulary of words that they understand

A set of words they can read with automaticity

The ability to monitor how they read

Appropriate comprehension strategies as they read

The motivation to read on their own and with purpose

Relationship of Fluency to Reading Comprehension

It is important that teachers focus on how students read. Beginning readers use all their resources on blending sounds
to form words and words to read sentences. They may read at a particularly slow pace with a lot of hesitations and
awkward pauses that they may not understand what they have read at the end of a sentence. Some may read
accurately but may lack speed and the appropriate expression. Word-by-word reading reduces their automaticity and
often this has a critical impact on their comprehension (Allington, 2009). 6 In contrast, fluent readers read with speed
and accuracy. They focus less on word recognition; thus, they can concentrate on making sense of what the print
means. They can pay attention to the connections about the ideas presented in the text and their background
knowledge (Ambruster, 2009).7 Their cognitive resources are used to make sense of what they read. Fluent readers
can focus on decoding words and comprehending text at the same time. They can self-monitor as they read. Pauses
and rereadings are done to correct their miscues or to pay attention to appropriate phrasing and punctuations so that
they can make sense of what is read. Fluency is the link between decoding and comprehension.

In the classroom, it is important to pay attention to how our students read if we are to develop fluency. We have to take
note if any of the following behaviors is evident as the student reads (Allington, 2009).

Lacks recognition of many high-frequency words at a glance

Slowly decodes words, usually letter by letter

Lacks decoding skills appropriate for the level

Lacks understanding of words that are read

Ignores punctuation

Attempts to read fast but does not focus on understanding what is read

Shows anxiety and discomfort while reading aloud

Lacks self- monitoring while reading

Reads fast but lacks understanding of the text

Reads with fluency if the text is read silently before it is read aloud

Careful observation of the student’s behaviors while reading can help monitor and keep track of their progress. It can
also guide teachers in planning the types of activities that will help them become fluent readers.

Developing Fluency

In working with struggling readers, teachers have to assist them to perform at their current level rather than at their
grade level. It is important to make them feel successful and confident. A critical aspect of this is the provision of
appropriate texts.

Teachers should focus on developing fluency at the level these students are currently in before providing more difficult
materials or at-grade level texts. These students should exhibit behaviors that show fluent reading. The teacher’s goal
then is to help them transition from being struggling readers to being good readers.

Modelled reading presents to students how fluent reading should happen. A teacher should model how smooth reading
occurs with appropriate speed, phrasing, and correct expression and intonation. Reading suitable texts in front of the
class facilitates the development of fluency. The teacher can discuss with the students how chunking of words in
thought units should be done and how the punctuation influences the intonation used in reading texts.

The value of repeated reading to develop fluency has been established by research. Fluency is the bridge that allows
word decoding and comprehension to take place at the same time. As students practice reading, their speed and
accuracy improves. They are able to read with appropriate phrasing and with expression. They become better and
more confident readers.
Repeated reading assists automatic decoding among average and struggling readers (Kuhn & Stahl, 2003). Individual
feedback is important when rereadings are done. It is recommended that teachers allow the student to decode words
or sentences and observe how self-monitoring takes place if this is evident at all. Immediate correction of a word read
inaccurately may not be helpful at times since a student may reread and self-correct at the end of a sentence. This
may mean that s/he is self-monitoring while reading and upon reaching the end of a statement; the text may not have
made sense. Repeated rereadings facilitate fluency development as well as comprehension.

To monitor fluency development, the teacher can do regular one-minute oral reading of texts for individual students.
This may be done quarterly or as you find the need to monitor the students’ oral reading level. Determine oral reading
fluency scores at the start of the year as baseline data.

The correct selection of the passages to be read is crucial. Use appropriate text at the student’s level (which may be
different to grade-level texts) and have the student read a selected passage for a minute.

Record oral fluency scores while doing a miscue analysis and computing the accuracy and speed in reading. Count the
number of words read correctly in one minute. Carefully observe how reading is done as well. Check the significant
behaviors that have to be noted as the child reads. In recording miscues, be guided by the important points discussed
in the relevant section discussed earlier. Keep track of and compare the oral fluency scores at different parts of the
year. Examine if there is an improvement in the fluency scores in reading the same level of texts.

As classroom intervention, do repeated reading of texts at the child’s level until the child demonstrates confidence and
success in reading. Specific instruction on doing the One Minute Reading is detailed below:

One Minute Reading

1. Select 2 or 3 brief passages from a grade level – basal text or a text appropriate for a learner’s readability level.
2. Have individual students read each passage aloud for exactly one minute.
3. Count the total number of words made on each passage.Compute the average number of words per minute.
4. Count the number of errors the student made on each passage. Compute the average number of errors per minute.
5. Subtract the average no. of errors read per minute from the average total no. of words read per minute.The result is
the average number of words correctly read per minute (WCPM).

The table below would summarize the result of the learner’s oral reading:

1. Total no. of words made on each passage: ______

2. The average no. of words per minute: _____

3. Total no. of errors made on each passage: ______

4. The average no. of errors made on each passage: ______

Words correct read per minute =
average no. of words - average no. of errors read

Repeat the procedure several times during the year. Graph the students WCPM throughout the year to monitor their
reading growth.

When there is noticeable increase in the oral reading score, a text of a higher gradient of difficulty may be given to the
student. Monitor the oral reading score and move up to the next level of challenging text until the child has reached his
optimum performance

COMPREHENSION QUESTIONS FROM LITERAL TO HOTS

Listening and Reading Comprehension. When a teacher reads a selection to a pupil, then s/he asks questions about
the selection listened to, the teacher aims to gauge the pupil’s listening comprehension. When a pupil is asked to read
a selection, then answer the questions about it, the aim is to assess the pupil’s reading comprehension.
Listening Comprehension is a complex and active process in which vocabulary knowledge is a crucial component and
which requires an intentional and thoughtful interaction between the listener and the text.

Factors That Affect Listening Comprehension. Listening comprehension is affected by a learner’s schema and
vocabulary.

1. A schema (or prior knowledge) is a collection of information in our brains that contains related concepts, events,
emotions, and roles taken from our life experiences (Rumelhart, 1981 in Reutzel and Cooter, 2007). For example, if
a child hears the word “breakfast”, his notion about it will be what he has previously experienced eating during
breakfast, like rice and dried fish, hotdogs, champorado, etc. If he listens to a story about a child eating an apple and
a glass of milk for breakfast, this would already cause confusion in his understading of the concept of breakfast.

2. As explained in the section on the domains of literacy, vocabulary is the knowledge of words and their
meaning. “Listening vocabulary are the words we need to know to understand what we hear” (Armbruster,
et al, National Institute for Literacy, 2003). The success of listening comprehension would partly depend on
the kind of words that are used and how the child understands these words. Once a child hears a word that
he does not understand, it will already be a hindrance in comprehending a story that he is listening to.

Strategies to Improve Listening Comprehension (Palmer, 2004):

Before-listening strategies

a. Connect. Ask questions to make the students think of things that they already know about the topic. Doing this will
help them build connections between what they presently know and the new information that they will be hearing.
b. Predict. Guide the students to make guesses about what they may learn as they listen. Predicting helps the brain
focus on certain concepts. Reassure the students that it is all right if they make the wrong predictions.
c. Talk about new words. Select vocabulary words from the text that you think the students will have a difficult time
understanding. Talk about the words and use strategies that would improve vocabulary building.

During-listening strategies
a. Listen for Answers. You may ask motivation questions before making the students listen to the text. This way, the
students will be listening to look for answers to questions that you posted.
b. Quick Check. You may ask a few questions to check if the students’ attention is still with the text being read. Make
sure that the during-listening questions would have very short answers. Avoid questions that would ask the
students to explain. Questions that will ask them to predict what may happen next may likewise be asked. Before
the teacher continues reading a story, s/he may ask questions that will challenge them to guess what will likely
happen next.

After-listening strategies

Respond. Responding may entail engagement activities about the elements of the story that they listened to. These
activities may be done individually or in small groups. Some examples of engagement activities are:

o Inferring Characteristics: character checklist, literary report cards, character profile, comparison chart, Venn
diagram, wanted poster

o Inferring Feelings: feelings chart, dramatization, interviews, journal entries

o Recalling events: sequencing of events, illustrating scenes from the story

o Mapping the setting: drawing the places in the story, making a post card

o The students may also respond by answering questions about the story.

In formulating questions about the text, use questions with different levels of comprehension.
 o First level – Literal Comprehension. These are questions that deal with low-level type of understanding by using
only information explicitly stated in the text. (examples are questions that ask for clearly stated facts and details)

o Second level – Interpretation / Inferential Comprehension. These questions require answers that are not directly
stated in the text but are suggested or implied. (example: questions that ask for implications, comparisons and
contrasts, identification of character traits and emotions)

o Third level – Evaluation / Critical Reading. These questions involve the making of personal judgment on the text
by the reader. The children’s answers are usually based on their experiences. (examples: evaluation of accuracy
and truthfulness, discrimination of fact and opinion, identification of the author’s purpose, evaluation of values
presented)

o Fourth level – Integration / Application to self or life. These questions will involve the students to put themselves
in place of the character. These questions would bring out practical purposes and values clarification. (example:
“If you were the character in the story…”)

o Fifth level – Creative Reading. These are questions that would involve coming up with new ideas or reproducing
the text information in other forms: dramatizing, writing another ending, writing a letter, musical interpretation.

Reading Comprehension is a complex and active process in which vocabulary knowledge is a crucial component and
which requires an intentional and thoughtful interaction between the reader and the text.

What is our goal for our students in teaching them to read? We use the words “understanding,” “knowledge,” and
“comprehension” in describing our end-goal in reading (Scharer, 2012). In Marie Clay’s definition of reading, it says
that reading is a message-getting, problem-solving activity (Clay, 2001 in Zoeller, 2015). The reader anticipates,
attempts and confirms if his attempt was correct or incorrect.

Factors that Affect Reading Comprehension:

1. Schema. As a child reads a story, he is filling in information about the text that is not written in the text. He gets this
information from his previous experience. These information or schema is being used by the child as he processes concepts in the
story to summarize, predict, identify cause and effect.

2. Vocabulary. Reading vocabulary are the words we need to know to understand what we read (Armbruster, et al, National
Institute for Literacy, 2003). “To be proficient readers and writers, students must build their vocabularies and learn strategies for
coping with difficult words” (Gunning 2008, p.226).

Graves (1987) suggested six tasks in word knowledge:

Task 1: Learning to read known words. This is when children learn to sound out words that they already understand
but do not yet recognize in print.
Task 2: Learning new meanings for known words. Most words have more than one meaning. Having the students learn
the different meanings of a word will help increase their vocabulary.
Task 3: Learning new words that represent known concepts. This is learning a new label for something that is already
familiar. This may include learning synonyms for a word.
Task 4: Learning new words that represent new concepts.
Task 5: Clarifying and enriching the meanings of known words. The students look for connections among known words
and answer exercises to ensure greater depth of understanding.
Task 6: Moving words from receptive to expressive vocabulary. This is when the students use the vocabulary words
correctly in their speaking and writing activities. (Gunning, 2008)

3. Fluency refers to reading with accuracy, speed and proper expression. Lack of fluency may lead to the reader not
being able to pick up on the author’s tone and other implied connotations in the selection. If these points are missed
out because of the wrong use of pauses, phrasing and expression, getting the meaning of the selection may be
hindered, thus greatly affecting comprehension. Word
4. Word Recognition refers to the ability to identify a written word by sight or by deciphering the relationship between
the sounds of spoken language and the letters in written language. If there is difficulty in word recognition in reading
 a particular selection, there is going to be a gap in the understanding of the text. This gap will post a problem in the
readers’ comprehension of the selection.

Preparational Strategies are the processes needed for the reader to get ready to construct meaning.

Activating Prior Knowledge. The teacher can help the students relate the unknown to the known by using questioning.
Activating prior knowledge is maximized when both the subject knowledge and the personal knowledge are activated.

Setting Purpose and Goals. This works in tandem with activating prior knowledge. The teacher can post a question to set the
purpose for reading. Activities can also be given for the students to set their own goals for reading.

Previewing. This acts as the orientation of the text to be read. The students may read the selection’s title, headings, introduction,
and summary, or may look at the illustrations. Doing these will give them an overview of what the selection will be about.
Previewing may be used with predicting.

Predicting. This activates the reader’s schema because predictions or guesses are made on the basis of previous knowledge and
experience. This also gives a purpose for the reader, as they would want to know if they made correct or incorrect predictions.

Organizational Strategies are activities that help the readers construct relationships among the ideas and concepts in the
text.

Comprehending the main idea. Identifying the main idea provides a framework for organizing, understanding and
remembering important details of a selection.

Classifying / Organizing. Categorizing is one of the most basic thinking skills. Teach the students to classify by identifying groups in
which ideas and concepts of a text will be put together.

Sequencing. This is when some details need to be organized in a specific order. Sequencing can be done for information that entail
historical or biographical events, steps in a process, and directions.

Following Directions. This is directly in connection with sequencing. This strategy will help the students be familiar with cue words
like first, next and last.

Summarizing. This involves identifying the main idea, and supporting ideas in the selection. Summarizing improves comprehension
and increases retention.

Elaboration Strategies include exercises that build associations between the information being read and the prior
knowledge.

Making Inferences. Schema-based inferences are highly influence by prior knowledge. Text-based inferences require
putting together two or more pieces of information from the text.

Imaging. Make the students create images about what they read. Imaging helps foster understanding, retain information, and
monitoring for meaning.
Generating questions. Have the students think of their own questions about the selection. This encourages the readers to set their
own purposes for reading, as they are transformed from being passive observers to active participants.

Metacognitive or Monitoring Strategies involve activities that help the student be aware of his comprehension and
regulating it.

Regulating. “In regulating, the student knows what to read and how to read it and is able to put that knowledge to use.”
(Gunning, 2008, p. 302).

Checking. Let the students evaluate their reading performance. By doing this, they would be able to see their strengths
and weaknesses when it comes to comprehension.

Repairing. Help the students take corrective action when comprehension falters. Let them be able to identify the source
of difficulty as well as think of ways to address it.

Method of Teaching Comprehension Strategies (Explicit Instructions) (Gunning, 2008)

Instruction of a Comprehension Strategy follows six key steps:

Step 1: Introducing the Strategy. Present and explain what the strategy is, including the rationale why it is being taught,
and how, when and where it might be used.

Step 2: Demonstrating and Modeling the Strategy. Show how the strategy will be used. Present activities that will
demonstrate how the strategy is done. Provide additional examples of situations of how this strategy is used. Share
experiences of the success in using this comprehension strategy.

Step 3: Guided Practice. Very structured guidance will begin this step. Gradual release of responsibility is then given to
the students. Brief and relatively easy materials are recommended in the initial stages of guided practice.

Step 4: Independent practice and application. Application of the strategy tends to be limited to the context or subject in
which it was learned. Afterwards, let the students apply the strategy to different materials and to other content areas to
promote transfer.

Step 5: Assessment and reteaching. To confirm if the students apply the strategy effectively, observation is very
essential. Written assessment can also be given. If necessary, review or reteach the strategy, depending on the result of
the assessment.

Major Comprehension Strategies (Gunning, 2008)

Preparational Organizational Elaboration Metacognitive
Strategies Strategies Strategies (Monitoring)
Strategies

Activating prior knowledge Comprehending the main Making inferences Regulating

Setting purpose and goals idea Imaging Checking
Previewing Determining important Generating questions Repairing
Predicting details
Organizing details
Sequencing
Following directions
Summarizing

References:
Allington, R. (2009). What really matters in fluency, research-based practices across the curriculum. MA: Pearson Education Inc.
Allington, R. (2009). What really matters in fluency, research-based practices across the curriculum. MA: Pearson Education Inc.
 Armbruster, B. B., Lehr, F., Osborn, J., Adler, C. R., & National Institute for Literacy (2009).Put reading first: The research building blocks of reading instruction :
kindergarten through grade 3 (3rd ed.). Washington, D.C.: National Institute for Literacy.

2018 Phil-IRI Manual of Administration

Republic of the Philippines

Department of Education
Region No. VIII -Eastern Visayas
Ormoc City Division
Ormoc City

EVALUATION SHEET

General Instruction:

Please fill up the evaluation religiously. This will be basis for further improvements in conducting for the
next training. Rest assured that your feedback will be accepted constructively. Please rate the following
according to the following description.

Outstanding - 5
Very Satisfactory - 4
Satisfactory - 3
Needs Improvement - 1

Areas of Concern Rating Comments Suggestions

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