Ateneo De Davao University

Graduate School Program

Reading and Writing Program for Grade 5 students

Prepared by: Mr. Cristian D. Paderes

Rationale: This Reading and Writing program is specifically designed for grade 5 students. The program will run for three months
following the guidelines below. The program aims to develop the target students’ reading and writing skills. In this program, reading
and writing are clustered together. However, the lessons and activities will be carried out/administered separately. Ample time will be
allotted in order to meet the target aims of the program. Furthermore, the program’s focus is the students reading and writing fluency
in approaching literacy. Specifically, the program aims to develop students’ word recognition, grammar, vocabulary, correct
punctuation and capitalization, sentence construction, paragraph writing skill, and other related skills.
Theoretical Underpinnings: Teaching Children Literacy Skills in a Second Language -Ann Ediger/ Functional Tasks for Mastering
the Mechanics of Writing and Going Just Beyond- Elite Olshtain/ Skills and Strategies for Proficient Listening, Pat Wilcox Peterson/
Reading for Academic Purposes: Guidelines for ESL/EFL Teachers – William Grave and Fredricka L Stoller

Context Time Objectives Activities Materials/Resources Evaluation

Frame Process

The students will The teacher will

be learning about provide reading
ways to help  Identification  Marker materials to the
others through a  Students are  True or False  Pictures students. The
fact file. Also, they expected to  Sentence  Activity Sheets teacher will then
WEEK 1 improve word
will learn to write Completion  Audio-Visual administer formative
advice regarding recognition  Writing an equipment and summative
online safety  Students are advice  Reading materials assessments to
advice. The aim expected to to a friend diagnose/test/assess
of this context is enhance reading Discussion students reading
to help students comprehension comprehension
with their  Writing an online level. Afterwards,
comprehension safety problem with the guidance of
while learning the teacher, the
how to do good to students will be
others. writing online safety
advice.
 Students are  What’s the The teacher will
The context of expected to word?  Marker introduce the
this week’s lesson improve word  True or False  Pictures necessary
is to have recognition  Reading fact  Activity Sheets vocabulary to the
students develop WEEK 2
 Students are file  Audio-Visual students first. Also,
their reading expected to  Answering key equipment necessary concepts
comprehensions enhance reading questions  Reading materials will be taught to the
anchoring it on comprehension students for them to
 Sentence
“No to Bullying”.  Students are be prepared for the
completion
In addition, the expected to succeeding
 Pen pal writing
students will be answer an assessments.
 Discussion
learning the essential question Afterwards, the
proper ways of about the topic students will be
writing a letter to  Students are instructed to
their friends. expected to write accomplish the

pen pal letters reading activity and

write a letter to their
friends.
The students are to
 Students are be assessed based
For this particular expected to  What’s the  Marker on how they
lesson, the improve word word?  Pictures understood the
students will be recognition  True or False  Activity Sheets information
taught to deepen WEEK 3  Students are  Reading fact presented to them.
 Audio-Visual
their expected to file equipment They are also
understanding of enhance reading  What’s the  Reading materials expected to arrange
the given text. comprehension correct order? the words in proper
The students are  Students are  Writing a book order to come with a
also expected to expected to review logical sentence.
learn how to write answer an  Discussion Lastly, the students
a short book essential question will be writing their
review using the about the topic own book review
given format.  Students are using the format
expected to write provided by the
pen pal letters teacher.
This lesson will  Students are The students will be
provide students match the words  What’s the  Marker fed with the
with ideas and pictures word?  Pictures necessary
regarding life correctly  True or False  Activity Sheets information first.
WEEK 4
abroad. The  Students are  Reading fact  Audio-Visual Afterwards,
materials which expected to file equipment formative
will be given to enhance reading  Match them up Reading materials assessments will be
the students will comprehension  Read and circle conducted. Lastly,
be anchored on  Students are  Practice Writing the students will be
the theme. The expected to match instructed to answer
 Discussion
students are also the information to the essential
expected to be the heading question and write
exposed to  Students are the animal fact file
information expected to write that they chose.
regarding wildlife. different fact files
about different
animals
This lesson will  Students are  Completing the  Marker The teacher will
focus on the expected learn sentence  Pictures utilize the new
students’ new vocabulary  True or False  Activity Sheets vocabulary words to
comprehension WEEK 5 help students
words  Grouping the  Audio-Visual
skills using “Tips  Students are words equipment improve their
for a Tidy Desk” expected to  Matching the  Reading materials comprehension of
as its content. As comprehend the words the given text. The
for writing, the given text teacher will then
students will be  Students are facilitate a writing
exposed to chat expected to learn activity to teach
exercises. the proper way of students how to
chatting properly chat
The teacher will
For this lesson, provide certain
the students will  Students are scenarios to the
be learning about expected to  Preparation  Marker students. Along with
necessary associate the  Fill in the gaps  Pictures these scenarios are
WEEK 6
vocabulary on words and their  Grouping the  Activity Sheets choices from which
restaurant corresponding words  Audio-Visual the student will
scenarios. pictures  Check writing equipment choose from. The
Moreover, the  Students are  Discussion  Reading materials students have to
students will be expected to write choose the correct
further trained to a dish or drink for menu suggestion.
use proper words customers Also, the teacher will
in writing a  Students are provide different
postcard. expected to sentences to the
Discussions will choose the right students. The
be done before words/phrases to students are to
assessing the complete the choose the
students. postcard sentences to write a
postcard.
 The students are  Vocabulary The teacher will
This week, the expected to infer Activity  Marker prepare a train
lesson will be from the given text  True or False  Pictures schedule. The
focused on WEEK 7 students need to
in answering the  Complete the  Activity Sheets
inferring. The prepared activity gaps  Audio-Visual infer from the
students will be With correct equipment schedule in order for
trained to inform  Students are information Reading materials them to answer the
information from a expected to  Adding the activity. Afterwards,
given text. Also, choose the correct correct the students are
the students will verb form in punctuation going to answer
learn about the completing the another activity in
 Discussion
correct verb forms sentence relation to verb form
to be used in
writing their
sentences.
The teacher will
The lesson for  Write the conduct a discussion
this week will be  Students are correct word in  Marker and preparatory
related on “our expected to use the box  Pictures exercises.
planet” and will be WEEK 8 correct superlative  True or False  Activity Sheets Afterwards, the
correlated to forms through  Checking of  Audio-Visual teacher will
correct usage of reading knowledge equipment administer an
adjective  Students are  Checking of Reading materials assessment wherein
superlative forms. expected to understanding student need to use
Moreover, the rewrite the  Discussion the correct
students will be jumbled superlative form of
learning how to sentences. They the adjective. For
utilize also need to use writing, the students
capitalization in correct will be instructed to
writing capitalization. rewrite the jumbled
paragraphs. sentences.
This week, The teacher will
students will be  Students are  Vocabulary  Marker provide a reading
given fact files expected to exercise  Pictures material to the
from which they WEEK 9 answer  Sequencing students on how to
 Activity Sheets
have to infer comprehension events in order  Audio-Visual become a good
necessary questions after  Multiple choice equipment citizen. Afterwards,
information in reading the fact assessment  Reading materials the students will be
answering the file  Discussion provided with an
prepared  Students are email. The teacher
activities. The expected to will instruct them to
students are also rewrite an email break the email into
expected learn by structuring it paragraphs.
the do’s and don’t into paragraphs
of writing an e-
mail.
This lesson’s The teacher will
focus will be on  The students are  Matching a job provide a paragraph
how to fin a job. expected to to its correct  Marker with jumbled
This topic will be WEEK rewrite a write-up description  Pictures sentences. The
correlated on the 10 and correct its  Matching type  Activity Sheets students’ task is to
skills of the punctuations quiz  Audio-Visual arrange the
students in  The students are  True or False equipment sentences to come
rewriting a write- expected to infer  Identifying  Reading materials up with a logical
up and the information using punctuation paragraph.
utilization of a classified ad.  Fill in the gap Afterwards, the
correct  Discussion students will also
punctuations. answer an
Also, the students assessment by
will be further inferring information
trained on the from the classified
area of inferring. ad.
For this particular The teacher will
week, the lesson provide the students
will be centering  The students are  Grouping words  Marker with multiple
on introducing to expected to infer according to  Pictures advertisements.
WEEK necessary their category
advertisements to  Activity Sheets Their task is to
11 information from  Checking of
students.  Audio-Visual answer questions by
Simultaneously, an advertisement comprehension equipment inferring information
the students will  The students will  Discussion  Reading materials from the said
further develop write a short advertisements.
the inferring skills. paragraph about Afterwards, the
Also, after the their favorite students will also be
discussion, the movie instructed to write a
students will be short paragraph
assisted to write a discussing their
paragraph. favorite movie.
The teacher will
This week, mind  The students are  Vocabulary  Marker show a sample mind
maps will be expected to utilize activity  Pictures map
introduced to the mind map in order  True or False  Activity Sheets illustration/advanced
students. The for them to better  Arranging  Audio-Visual organizer to the
WEEK
students will be recall details from sentences in equipment students. The
12
taught that mind their previous order  Reading materials students will be
maps are helpful reading  Checking of coming up with their
when it comes to  The students will understanding own mind map and
recalling be writing about a  Discussion use this to facilitate
important family member or their recall of details.
information. The anyone they know Afterwards, the
students will also who is/are living students will be
be taught how to abroad. answering
write invitation preparatory activities
messages. before writing about
the topic which will
be assigned to them.
References;

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/reading-practice-helping-others-worksheet.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/reading-practice-say-no-to-bullying-worksheet.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/writing-practice-penpal-letter-worksheet.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/writing-practice-problem-page-worksheet.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/writing-practice-book-review-worksheet.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/writing-practice-book-review-worksheet.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/reading-practice-the-uk-worksheet-v2.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/writing-practice-animal-fact-file-worksheet.pdf

https://learnenglishteens.britishcouncil.org/skills/reading/elementary-a2-reading/restaurant-menu

https://learnenglishteens.britishcouncil.org/skills/writing/elementary-a2-writing/postcard-new-york
https://learnenglishteens.britishcouncil.org/skills/reading/elementary-a2-reading/are-you-good-digital-citizen

https://learnenglishteens.britishcouncil.org/sites/teens/files/an_email_about_sports_-_exercises_3.pdf

https://learnenglishteens.britishcouncil.org/sites/teens/files/going_out_-_exercises_4.pdf

https://learnenglishteens.britishcouncil.org/sites/teens/files/film_review_-_exercises_1.pdf

https://learnenglishteens.britishcouncil.org/sites/teens/files/mind_maps_-_exercises_0.pdf

https://learnenglishteens.britishcouncil.org/sites/teens/files/invitation_messages_-_exercises.pdf