SESSION GUIDES FOR CATCH-UP FRIDAYS

D
COMPONEN
AT OBJECTIVES ACTIVITIES
T
E
SOUNDING OUT WORDS – 75 minutes
OBJECTIVE: To enhance learners’ phonemic awareness and decoding skills through focused activities on sounding out words.
1. ICEBREAKER: “PHONEMIC WARM-UP” (15 minutes)
 Begin with a phonemic warm-up activity, such as a quick
rhyming game or tongue twisters.
 This sets a playful tone and primes learners for
phonemic awareness activities.

2. INTRODUCTION TO SOUNDING OUT WORDS (15 minutes)

 Provide an overview of phonemic awareness and its role
 Establish a supportive and engaging in reading.
Preparation  Outline the session's objectives, focusing on sounding out words.
learning environment.
and
 Introduce the importance of
Setting In 3. PHONEMIC AWARENESS GAMES (20 minutes)
phonemic awareness in reading.
FEBRUARY 2, 2024

 Conduct interactive games that involve identifying

and manipulating individual sounds in words.
 Incorporate activities like "Guess the Sound" or
"Phoneme Segmentation."

4. WORD LISTS AND PRONUNCIATION PRACTICE (10 minutes)

 Provide learners with word lists that emphasize different phonemes.
 Practice pronouncing and sounding out words together.
1. INDIVIDUAL SOUNDING OUT EXERCISE (20 minutes)
 Distribute a set of words with varying phonemes for learners
to sound out individually.
 Observe their pronunciation and decoding strategies.
 Assess learners’ phonemic awareness and
Progress
sounding out skills. 2. PEER PRACTICE AND FEEDBACK (15 minutes)
Monitoring
 Provide targeted activities to reinforce learning.  Pair learners for peer practice sessions, taking turns sounding
out words for each other.
 Encourage constructive feedback on pronunciation
and accuracy.
 3. INTERACTIVE READING EXERCISE (15 minutes)
 Provide a short reading passage with words that require
sounding out.
 Have learners read the passage aloud, focusing on applying
their sounding out skills.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights and strategies learned during the session.
 Emphasize the connection between phonemic awareness
and improved reading skills.

2. APPLICATION REFLECTION (15 minutes)

 Ask learners to reflect on how improved sounding out skills
can positively impact their overall reading ability.
 Summarize key learnings from the session.  Discuss practical scenarios were sounding out words is crucial.
Wrap Up  Reinforce the importance of
phonemic awareness in reading. 3. FEEDBACK AND Q&A (15 minutes)
 Collect feedback on the effectiveness of the session and
the sounding out activities.
 Address any questions or concerns raised by learners.

4. PHONEMIC AWARENESS ACTION PLAN (10 minutes)

 Guide learners in creating a personal action plan for
incorporating regular phonemic awareness exercises into their
reading practice.
 Provide resources or tips for continued skill development.
SEGMENTING ONSET AND RIMES – 90 minutes
OBJECTIVE: To enhance learners’ ability to segment words into onset and rimes, strengthening their phonemic awareness and decoding skills.
1. ICEBREAKER: “WORD SPLIT RELAY” (15 minutes)
 Begin with a word-splitting relay where learners break down
words into onset and rimes quickly.
 This energizes the participants and introduces the session’s focus.
 Establish an interactive and
Preparation 2. INTRODUCTION TO ONSET AND RIMES (15 minutes)
supportive environment.
and  Provide an overview of onset and rimes and their role in decoding.
 Introduce the concept of segmenting onset
Setting In  Set clear objectives for the session, emphasizing the
and rimes and its importance in decoding.
connection between onset-rime awareness, and reading
fluency.

3. WORD ANALYSIS ACTIVITY (20 minutes)

 Present examples of words and guide participants in
identifying the onset and rime of each word.
  Discuss how recognizing these elements contributes to
decoding skills.

4. SEGMENTING PRCATICE (10 minutes)

 Conduct a brief segmenting practice session where learners
work individually to segment given words into onset and rimes.
1. GROUP SEGEMENTING CHALLENGE (25 minutes)
 Organize a group challenge where learners collaborate
to segment longer words into onset and rimes.
 Encourage discussion and teamwork.

2. INDIVIDUAL ASSESSMENT (15 minutes)

 Assess learners’ ability to segment words into onset
 Provide a set of words for learners to segment individually.
Progress and rimes.
 Observe and provide feedback, focusing on accuracy and
Monitoring  Provide targeted activities to reinforce
understanding on onset and rimes.
and deepen understanding.
3. WORD BUILDING EXERCISE (20 minutes)
 Introduce a word-building game where learners create new
words by combining different onsets and rimes.
 This reinforces the understanding of these elements and their
role in word construction.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session.
 Encourage learners to share their experiences and challenges
in segmenting onset and rimes.

2. APPLICATION REFLECTION (15 minutes)

 Ask learners to reflect on how improved segmenting skills
can enhance their overall decoding and reading
 Summarize key learnings and
proficiency.
Wrap Up encourage practical application.
 Discuss practical scenarios where effective segmenting is crucial.
 Reinforce the importance of continued practice.
3. FEEDBACK AND Q&A (15 minutes)
 Collect feedback on the effectiveness of the session
and segmenting activities.
 Address any questions or concerns raised by learners.

4. PERSONALIZED SEGMENTING PLAN (20 minutes)

 Guide learners in creating a personal plan for integrating
onset and rime segmenting exercises into daily reading
 routine.


Provide additional resources and tips for ongoing
skill development.
PICTURE-WORD ASSOCIATION – 90 minutes
OBJECTIVE: To enhance learners’ vocabulary and reading comprehension through the association of words with corresponding images.
1. ICEBREAKER: “WORD-IMAGE MATCH” (15 minutes)
 Start with a word-image matching game where learners
connect words with corresponding images.
 This activity sets a playful tone and introduces the session’s focus.

2. INTRODUCTION TO PICTURE-WORD ASSOCIATION (15 minutes)

 Provide an overview of the importance of associating words
with images in reading.
 Create an engaging and interactive
 Set clear objectives for the session, emphasizing
Preparation learning environment.
vocabulary enrichment and comprehension improvement.
and  Introduce the concept of picture-word
Setting In association and its impact on vocabulary
3. VOCABULARY EXPLORATION (20 minutes)
and comprehension.
 Present a set of new words and their corresponding images.
 Discuss the meaning of each word and its visual representation
to establish a connection.

4. WORD-IMAGE SORTING EXERCISE (10 minutes)

 Conduct a sorting exercise where learners categorize a mix
of words and images into pairs.
 This activity reinforces the concept of picture-word association.
1. PICTURE-WORD MATCHING GAME (25 minutes)
 Organize a game where learners match a set of words
with corresponding images within a time limit.
 This interactive exercise encourages quick recall and association.

 Assess learners’ ability to associate words with 2. READING PASSAGE WITH IMAGE REFERENCES (15 minutes)
Progress images.  Provide a short reading passage accompanied by images
Monitoring  Facilitate activities to reinforce learning related to the text.
and deepen understanding.  Ask learners to identify and discuss how the images enhance
their understanding of the text.

3. GROUP DISCUSSION (20 minutes)

 Facilitate a discussion on the challenges and successes
learners experienced in associating words with images.
  Encourage learners to share strategies for improving their
picture- word association skills.
1. KEYTAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session, focusing on
the impact of picture-word association on vocabulary and
comprehension.
 Encourage learners to share their experiences and observations.

2. APPLICATION REFLECTION (15 minutes)

 Ask learners to reflect on how they can incorporate picture-
word association techniques in their daily reading practices.
 Summarize key learnings and  Discuss practical scenarios where this skill can be beneficial.
encourage practical application.
Wrap Up
 Reinforce the importance of ongoing practice 3. FEEDBACK AND Q&A (15 minutes)
in picture-word association.  Collect feedback on the effectiveness of the session and
picture- word association activities.
 Address any questions or concerns raised by learners.

4. PERSONALIZED ASSOCIATION PLAN (20 minutes)

 Guide learners in creating a personal plan for
incorporating picture-word association exercises into their
ongoing reading routine.
 Provide additional resources and tips for vocabulary
enrichment through visual association.
WORD CLASSIFICATION GAME – 90 minutes
OBJECTIVE: To develop learners’ ability to categorize words based on their characteristics, reinforcing vocabulary and semantic understanding.
1. ICE BREAKER: “WORD ASSOCIATION CHALLENGE” (15 minutes)
 Start with word association challenge where learners
create connections between words.
 This activity sets a dynamic and engaging tone for the session.
 Create an interactive and collative
Preparation
learning environment. 2. INTRODUCTION TO WORD CLASSIFICATION (15 minutes)
and
 Introduce the concept of word classification  Provide an overview of the importance of word classification
Setting In
and its significance in reading comprehension. in understanding relationships and meanings.
 Set clear objectives for the session, emphasizing
vocabulary enrichment and semantic comprehension.

3. CATEGORY EXPLORATION (20 minutes)

  Present a set of words to the learners and discuss
potential categories or groups they might belong to.
 Encourage learners to think critically about the attributes
that connect words.

4. WORD SORTING EXERCISE (10 minutes)

 Conduct a word sorting exercise where learners categorize a
mix of words into groups.
 This activity helps establish the concept of word classification.
1. WORD CLASSIFICATION GAME (25 minutes)
 Organize a game where learners complete or collaborate
to classify words into appropriate categories within a time
limit.
 This interactive exercise encourages quick thinking and
reinforces word classification skills.

 Assess learners’ ability to classify words. 2. READING PASSAGE WITH CATEGORY IDENTIFICATION (15 minutes)
Progress
 Facilitate activities to reinforce learning  Provide a short reading passage and ask learners to identify
Monitoring
and deepen understanding. and discuss words within specific categories mentioned in the
text.
 This activity integrates word classification into a practical
reading context.

3. GROUP DISCUSSION (20 minutes)

 Facilitate a discussion on the challenges and
successes participants experienced in classifying
words.
 Encourage learners to share strategies for improving their
word classification skills.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session, emphasizing the role
of word classification in enhancing vocabulary and
comprehension.
 Summarize key learnings and  Encourage learners to share their experiences and observations.
encourage practical application.
Wrap Up
 Reinforce the importance of ongoing practice 2. APPLICATION REFLECTION (15 minutes)
in word classification.  Ask learners to reflect on how they can incorporate
word classification techniques in their daily reading
practices.
 Discuss practical scenarios where this skill can be beneficial.

3. FEEEDBACK AND Q&A (15 minutes)

  Collect feedback on the effectiveness of the session and
word classification activities.
 Address any questions or concerns raised by learners.

4. PERSONALIZED CLASSIFICATION PLAN (20 minutes)

 Guide learners in creating a personal plan for incorporating
word classification exercises into their ongoing reading routine.
 Provide additional resources and tips for enhancing
vocabulary and comprehension through word classification.
ASKING QUESTIONS – WHO, WHAT, WHERE – 90 minutes
DIRECTION: To enhance learners’ reading comprehension skills by teaching them to ask effective questions focusing on who, what, and where.
1. ICEBREAKER: “QUESTION RELAY” (15 minutes)
 Start with a question relay where learners form teams
and generate a list of questions related to a given
topic.
 This activity gets a dynamic and curious tone for the session.

2. INTRODUCTION TO ASKING QUESTIONS IN READING (15 minutes)

 Provide an overview of the significance of asking questions
 Create an interactive and inquisitive while reading to enhance comprehension.
Preparation
learning environment.  Set clear objectives for the session, emphasizing the role of
and
 Introduce the importance of asking questions who, what, and where questions.
FEBRUARY 16, 2024

Setting In
in reading for better comprehension.
3. QUESTION FORMATION EXERCISE (20 minutes)
 Guide learners in forming who, what, and where questions
based on the sample texts or images.
 Encourage critical thinking about different aspects of the content.

4. DISCUSSION ON QUESTION TYPES (10 minutes)

 Discuss the types of questions learners generated and
their potential impact on understanding the material.
 Emphasize the diversity and effectiveness of questions.
1. TEXT-BASED QUESTIONING (25 minutes)
 Provide a short reading passage and ask learners to
 Assess learners’ ability to formulate who, what, generate who, what, and where questions based on the
Progress and where questions. text.
Monitoring  Facilitate activities to reinforce learning  This exercise applies the learned skills in a practical context.
and deepen understanding.
2. GROUP QUESTIONING ACTIVITY (15 minutes)
 Organize a group activity where learners collaboratively
formulate questions for a given piece of text or an image.
  Encourage learners to consider different perspectives and angles.

3. INDIVIDUAL QUESTIONING REFLECTION (20 minutes)

 Ask learners to reflect individually on how asking
questions enhances their understanding of the reading
material.
 Encourage them to note specific instances where questioning
was particularly effective.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session, emphasizing the role
of who, what, and where questions in reading.
 Encourage learners to share their experiences and observations.

2. APPLICATION REFLECTION (15 minutes)

 Ask learners to reflect on how they can incorporate
question- asking techniques in their daily reading
 Summarize key learnings and practices.
encourage practical application.  Discuss practical scenarios where this skill can be beneficial.
Wrap Up
 Reinforce the importance of ongoing
questioning for comprehension. 3. FEEDBACK AND Q&A (15 minutes)
 Collect feedback on the effectiveness of the session and
question- asking activities.
 Address any questions or concerns raised by learners.

4. PERSONALIZED QUESTIONING PLAN (20 minutes)

 Guide learners in creating a personal plan for
incorporating question-asking exercises into their ongoing
reading routine.
 Provide additional resources and tips for
enhancing comprehension through effective
questioning.
MAKING PREDICTIONS – 90 minutes
OBJECTIVE: To Develop learners’ ability to make informed predictions while reading, fostering critical thinking and comprehension skills.
 1. ICEBREAKER: “PREDICT THE STORY” (15 minutes)
 Start with a brief icebreaker where learners predict the storyline
of short video clip or image.
 Create an interactive and anticipatory  This activity sets a dynamic and anticipatory tone for the session.
Preparation
learning atmosphere.
and
 Introduce the concept of making predictions 2. INTRODUCTION TO MAKING PREDICTIONS (15 minutes)
Setting In
in reading and its role in comprehension.  Provide an overview of the importance of making
predictions while reading for improved comprehension.
 Set clear objectives for the session, emphasizing the skills
needed to make accurate predictions.

3. PREDICTION SKILLS EXERCISE (20 minutes)

 Conduct an exercise where learners practice
predicting outcomes based on a given scenarios or
information.
 Encourage them to consider context clues and prior knowledge.

4. GROUP DISCUSSION (10 minutes)

 Facilitate a discussion on the different prediction
strategies learners used during the exercise.
 Emphasize the diversity of predictions and the importance
of considering multiple perspectives.
1. TEXT-BASED PREDICTION EXERCISE (25 minutes)
 Provide a short reading passage and ask learners to
make predictions about the upcoming events or
outcomes.
 This exercise applies the learned skills in a practical context.
 Assess learners’ ability to make
Progress accurate predictions. 2. PAIR PREDICTION SHARING (15 minutes)
Monitoring  Facilitate activities to reinforce learning  Pair learners to discuss and share their predictions with each other.
and deepen understanding.  Encourage collaboration and the exchange of insights.

3. PREDICTION REFLECTION (20 minutes)

 Ask learners to reflect individually on the accuracy of
their predictions.
 Discuss how their predictions influenced their understanding of
the text.
 1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session, emphasizing the role
of making predictions in reading.
 Encourage learners to share their experiences and observations.

 Summarize key learnings and 2. APPLICATION REFLECTION (15 minutes)

encourage practical application.  Ask learners to reflect on how they can incorporate
Wrap Up
 Reinforce the importance of ongoing prediction techniques in their daily reading practices.
prediction skills for reading comprehension.  Discuss practical scenarios where this skill can be beneficial.

3. FEEDBACK AND Q&A (15 minutes)

 Collect feedback on the effectiveness of the session
and prediction activities.
 Address any questions or concerns raised by learners.

4. PERSONALIZED PREDICTION PLAN (20 minutes)

 Guide learners in creating a personal plan for
incorporating prediction exercises into their ongoing
reading routine.
 Provide additional resources and tips for
enhancing comprehension through effective
prediction skills.
READING ALOUD – 90 minutes
OBJECTIVE: To improve learners’ reading fluency, comprehension, and expression through the practice of reading aloud.
1. ICEBREAKER: “EXPRESSIVE INTRODUCTIONS” (15 minutes)
 Begin with icebreaker where learners introduce themselves
using expressive and varied tones.
 This activity sets a lively tone and highlights the importance of
tone and expression in reading aloud.

2. INTRODUCTION TO READING ALOUD (15 minutes)

 Provide an overview of the benefits of reading aloud,
including improved fluency, comprehension, and expression.
 Create a supportive and
Preparation  Set clear objectives for the session, emphasizing the skills to
participatory environment.
and be developed.
 Introduce the benefits of reading aloud
Setting In
for fluency and comprehension.
3. WARM-UP READING EXERCISE (20 minutes)
 Conduct a warm-up exercise where learners read a short
passage aloud to themselves, focusing on expression and
fluency.
  Encourage them to identify challenging words or phrases.

4. DISCUSSION ON EFFECTIVE READING ALOUD (10 minutes)

 Facilitate a discussion on what makes reading aloud
effective, including tone, pacing, and emphasis.
 Discuss common challenges and strategies for improvement.
1. INDIVIDUAL READING ALOUD (25 minutes)
 Have learners take turns reading a passage aloud, focusing
on expression, pacing, and fluency.
 Provide constructive feedback and guidance for improvement.
 Monitor learners’ reading fluency and expression.
Progress
 Facilitate activities to reinforce and
Monitoring 2. PARTNER REDAING (15 minutes)
improve reading aloud skills.
 Pair learners to take turns reading a dialogue or short section
of text to each other.
 Encourage active listening and provide feedback on each other’s
reading.

3. EXPRESSIVE READING EXERCISE (20 minutes)

 Introduce a passage with emotional or dramatic content and
ask learners to read it aloud, emphasizing appropriate
expression.
 Discuss the impact of tone and expression on understanding
the content.
 1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session, emphasizing the
benefits of reading aloud for fluency and comprehension.
 Encourage learners to share their experiences and observations.

2. APPLICATION REFLECTION (15 minutes)

 Ask learners to reflect on how incorporating reading aloud
into their routine can positively impact their reading skills.
 Discuss practical scenarios where reading aloud can
 Summarize key learnings and
be beneficial.
encourage practical application.
Wrap Up
 Reinforce the importance of regular
3. FEEDBACK AND Q&A (15 minutes)
reading aloud practice.
 Collect feedback on the effectiveness of the session and learners’
experiences with reading aloud.
 Address any questions or concerns raised by learners.

4. PERSONALIZED READING ALOUD PLAN (20 minutes)

 Guide learners in creating a personal plan for
incorporating regular reading aloud exercises into their
daily routine.
 Provide additional resources and tips for enhancing
fluency, comprehension, and expression through reading
aloud.
PICTURE READING – 60 minutes
OBJECTIVE: To enhance learners’ visual literacy and critical thinking skills through the process of picture
reading.
FEBRUARY 23, 2024

1. ICEBREAKER (10 minutes)

 Begin with a simple icebreaker to create a
comfortable atmosphere.
 Create a positive and inclusive
Preparation  Encourage learners to share their favorite visual artworks or
learning environment.
and images and briefly discuss why they are meaningful.
 Introduce the concept of picture reading and
Setting In
its importance.
2. INTRODUCTION TO PICTURE READING (15 minutes)
 Provide a brief overview of the importance of visual literacy.
 Explain the objectives of the session.

 Share examples of how picture reading can enhance

critical thinking skills.

3. SETTING THE SCENE (10 minutes)

 Discuss the impact of context on interpreting visuals.
 Present learners with a scenario or theme for the picture
 reading activity.

4. GUDED VISUALIZATION (15 minutes)

 Lead a guided visualization exercise related to the chosen theme.
 Encourage learners to mentally prepare for the picture
reading activity.
1. PICTURE READING ACTIVITY (20 minutes)
 Distribute selected images or artworks related to the theme.
 Instruct participants to individually analyze and interpret
the visuals.
 Encourage them to note emotions, themes, and details.

2. GROUP DISCUSSION (15 minutes)

 Facilitate a group discussion where participants share
their interpretations.
 Encourage diverse perspectives and ask open-ended questions.
 Facilitate active engagement and
Progress  Clarify any misconceptions and highlight different viewpoints.
understanding during picture reading.
Monitoring
 Provide opportunities for reflection and discussion.
3. REFLECTION AND ANALYSIS (10 minutes)
 Ask learners to reflect on how their interpretations may
have evolved during the group discussion.
 Discuss the role of personal experiences and biases in
interpreting visuals.

4. PEER FEEDBACK (10 minutes)

 Pair learners for feedback on each other’s interpretations.
 Emphasize constructive feedback and the value of
diverse perspectives.
1. KEY TAKEAWAYS (15 minutes)
 Summarize the main points discussed during the session.
 Summarize key takeaways from the session.
Wrap Up  Highlight the significance of visual literacy in everyday life.
 Reinforce the importance of visual literacy.
2. APPLICATION EXERCISE (10 minutes)
  Provide a brief activity where learners apply their newly
acquired picture reading skills to a different set of visuals.
 Encourage them to articulate their interpretations.

3. Q&A AND CLOSING REMARKS (10 minutes)

 Open the floor for any remaining questions or comments.
 Share additional resources for those interested in
further developing their visual literacy skills.

4. FEEDBACK (5 minutes)
 Collect feedback from learners on the session.
 Use feedback to improve future picture reading sessions.
TALKING PICTURES – 90 minutes
OBJECTIVE: To foster effective communication and critical thinking skills through the exploration and discussion of visual imagery.
1. ICEBREAKER: “CAPTION THIS” (45 minutes)
 Share a set of random images with participants.
 Ask each participant to create a creative caption for one
image and share it with the group.
 This activity helps break the ice and sets a playful tone for
the session.

2. INTRODUCTION TO “TALKING PICTURES” (15 minutes)

 Define the objectives of the session.
 Discuss the importance of effective communication using
 Establish a positive and open-
Preparation visual elements.
minded atmosphere.
and  Provide examples of how visual communication impacts our
 Introduce the concept of “Talking Pictures” and
Setting In daily lives.
its
relevance.
3. SETTING THE GROUND RULES (10 minutes)
 Establish guidelines for respectful and constructive
communication during discussions.
 Encourage active listening and the expression of diverse opinions.

4. EXPLORATION EXERCISE (20 minutes)

 Display a series of images and ask learners to jot down their
initial thoughts and feelings about each image.
 Emphasize individual interpretations before group discussion.
Progress
 Ensure active participation and engagement. 1. GROUP DISCUSSION (30 minutes)
Monitoring
  Facilitate meaningful discussions around  Lead a guided discussion on the images presented in
visual stimuli. the exploration exercise.
 Encourage participants to share their interpretations,
thoughts, and emotional responses.
 Facilitate a respectful exchange of perspectives.

2. VISUAL ANALYSIS EXERCISE (20 minutes)

 Introduce a specific image or artwork for in-depth analysis.
 Ask learners to dissect elements such as composition, color,
and symbolism.
 Discuss how these elements contribute to the overall message
of the visual.

3. ROLE PLAY (15 minutes)

 Assign learners roles related to characters or scenarios depicted
in a given image.
 Have learners engage in a role play exercise where
they communicate based on the context of the visual.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Summarize key insights gained from the group discussion, visual
analysis, and role play.
 Encourage participants to reflect on how visual
communication enhances understanding.

2. APPLICATION EXERCISE (15 minutes)

 Provide a real-world scenario or current event and ask learners
to consider how visual communication plays a role in shaping
 Summarize key insights and learning points.
public opinion.
Wrap Up  Reinforce the connection between
 Discuss their insights as a group.
visual communication and effective
dialogue.
3. FEEDBACK AND REFLECTION (15 minutes)
 Open the floor for learners to share their thoughts on the session.
 Collect feedback on the effectiveness of the activities and
the overall experience.

4. ACTION PLAN (10 minutes)

 Discuss how participants can apply their enhanced
communication skills in their personal and professional
lives.
  Encourage them to set specific goals for incorporating
visual communication in their daily interactions.
I DO, WE DO, YOU DO – 90 minutes
OBJECTIVE: To guide learners through a gradual release of responsibility model (I Do, We Do, You Do) to improve their reading comprehension skills.
1. ICEBREAKER: “READING SNAPSHOT” (15 minutes)
 Begin with an icebreaker where learners share a brief snapshot
of their current reading habits and preferences.
 This activity sets a relaxed and conversational tone.

2. INTRODUCTION TO IDO, WE DO, YOU DO (15 minutes)

 Provide an overview of the I Do, We Do, You Do model,
explaining the gradual release of responsibility from the
teacher to the learners.
 Set clear objectives for the session, emphasizing the skill
 Establish a structed and collaborate
Preparation development in reading comprehension.
learning environment.
and
 Introduce the I Do, We Do, You Do model and
Setting In 3. MODELING READING COMPREHENSION (20 minutes)
its application in reading comprehension.
 Begin with an “I Do” segment where the teacher models
MARCH 1, 2024

effective reading comprehension strategies.

 Choose a short text and explicitly demonstrate how to
approach understanding and analyzing it.

4. GUIDED PRACTICE (10 minutes)

 Transition to a “We Do” segment where the teacher and learners
collaboratively analyze another text.
 Encourage active participation and discussion to
reinforce comprehension strategies.
1. SMALL GROUP APPLICATION (25 minutes)
 Move to a “You Do Together” segment where learners work in
small groups to apply the comprehension strategies.
 Circulate among groups, providing guidance and support
as needed.
 Monitor learners’ application of reading
Progress
comprehension strategies.
Monitoring 2. PEER REVIEW AND DISCUSSION (15 minutes)
 Facilitate activities to reinforce learning.
 Have each group share their findings and insights with the
larger group.
 Encourage peer feedback and discussion to deepen
understanding.
 3. INDIVIDUAL PRACTICE (20 minutes)
 Transition to a “You Do” segment where learners individually apply
the comprehension strategies to a new text.
 Provide opportunities for questions and clarification.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Discuss key insights gained during the session, emphasizing the
effectiveness of the I Do, We Do, You Do model.
 Encourage learners to share their experiences and observations.

2. APPLICATION REFLECTION (15 minutes)

 Ask learners to reflect on how they can incorporate the I Do,
We Do, You Do model in their daily reading practices.
 Summarize key learnings and  Discuss practical scenarios where this model can be beneficial.
encourage independent application.
Wrap Up
 Reinforce the importance of using the I Do, 3. FEEDBACK AND Q&A (15 minutes)
We Do, You Do model for ongoing skill  Collect feedback on the effectiveness of the session and the I
development. do, We Do, You Do activities.
 Address any questions or concerns raised by learners.

4. INDIVIDUAL ACTION PLAN (20 minutes)

 Guide learners in creating a personal action plan for
incorporating the I Do, We Do, You Do model into their ongoing
reading routine.
 Provide additional resources and tips for independent
application and skill development.
KEYWORD BINGO – 75 minutes
OBJECTIVE: To enhance learners’ reading comprehension and vocabulary acquisition through an engaging and interactive Keyword Bingo activity.
1. ICEBREAKER: “WORD ASSOCIATION” (15 minutes)
 Begin with a word association game to activate learners’ prior
knowledge and get them thinking about vocabulary.
MARCH 8, 2024

 Each participant contributes a word related to a given theme.

 Create an enthusiastic and
Preparation 2. INTRODUCTION TO KEYWORD BINGO (10 minutes)
participatory atmosphere.
and  Provide a brief overview of the importance of keywords in
 Introduce the concept of Keyword Bingo and
Setting In reading comprehension.
its connection to reading comprehension.
 Explain the rules and objectives of Keyword Bingo.

3. BINGO CARD DISTRIBUTION (15 minutes)

 Distribute Bingo cards with words related to the reading material
or specific vocabulary focus.
  Ensure participants have a clear understanding of the words
on their cards.

4. SETTING EXPECTATIONS (10 minutes)

 Clarify the role of keywords in the reading process.
 Emphasize that the objective is not the only to complete the
Bingo card but also to comprehend the reading material.
1. READING SESSION (20 minutes)
 Provide learners with a relevant reading passage.
 Instruct them to identify and mark the keyboards on their
Bingo cards as they read.
 Encourage active engagement with the text.

2. GROUP DISCUSSION (15 minutes)

 Facilitate a discussion about the keywords and their significance
 Monitor learners’ engagement and in the reading.
Progress
comprehension.  Encourage learners to share how identifying keywords
Monitoring
 Facilitate discussions to deepen understanding. enhanced their comprehension.
 Address any questions or challenges encountered during
the reading session.

3. BINGO CHECK (15 minutes)

 Conduct a bingo check to see which participants
have successfully identified all the keywords.
 Discuss the variety of words identified and their relevance to
the reading material.
1. KEY TAKEAWAYS DISCUSSION (20 minutes)
 Summarize the importance of keywords in
reading comprehension.
 Discuss how actively engaging with keywords can improve
overall understanding.
 Summarize key learnings and
Wrap Up connections between keywords and
2. APPLICATION EXERCISE (15 minutes)
comprehension.
 Provide a new reading passage and ask learners to
 Reinforce the importance of active reading
identify keywords independently.
 Discuss their findings and any improvements in comprehension.

3. REFLECTION AND FEEDBACK (15 minutes)

  Encourage learners to reflect on their experience with
Keyword Bingo and how it impacted their reading.
 Collect feedback on the activity and suggestions
for improvement.

4. ACTION PLAN (5 minutes)

 Discuss strategies for incorporating keyword identification in
future reading activities.
 Encourage learners to set personal goals for improving
their reading comprehension.

Prepared by:
MARY JOY C. BIBAT MYRA GRACE T. GEOLINA RALPH EVANDER B. IDUL
ALS Teacher 1 ALS Teacher I ALS Teacher I
MANES / FDCPSES / PALENGSKWELAHAN SRES / PALENGSKWELAHAN AES / PALENGSKWELAHAN