Republic of the Philippines

Department of Education
REGION IV-A CALABARZON

Capacity Building of Key Stage 1 Teachers on Learning

Recovery in Literacy and Numeracy via School-based
Learning Action Cell

Module 1
Session No. 2
Enhancing Predicting Outcome Skills for
Improved Reading Comprehension

Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: [email protected]
Website: depedcalabarzon.ph
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LAC Session Guide

Objectives

Terminal Objective

At the end of the session, the participants shall be able to accomplish the
intended outputs for each of the following groups:

For Highly Proficient Teachers: Craft lesson exemplars incorporating the

discussed classroom pedagogies and other research-based teaching strategies
developing predicting outcome skills among learners;

For Proficient Teachers: Craft lesson plans incorporating the classroom

pedagogies in developing predicting outcome skills among learners.

Enabling Objectives

Specifically, they shall be able to:

1. Explain the relevant and significant concepts of predicting outcome

skills;

2. Apply various strategies in teaching predicting outcomes; and

3. Cite the importance of enhancing predicting outcome strategies in

developing higher-order thinking and creative thinking skills among
learners.

Expected Output

Lesson Exemplar (for highly proficient teachers) utilizing the learned classroom
strategies in teaching predicting outcomes and other research-based
strategies
Lesson Plan (for proficient teacher) utilizing the learned classroom strategies in
teaching predicting outcomes

Professional Standards Covered

PPST

1.5.2 Apply a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills.

1.5.3 Develop and apply effective teaching strategies to promote critical and
creative thinking, as well as other higher-order thinking skills

Key Understanding/Significance of the Session

Although classes nationwide have returned to face-to-face instruction,

critical challenges remain, particularly the learning gaps caused by the two-
year suspension of on-site teaching. Various national and school-based
assessments reveal that many early-grade learners struggle to meet the
minimum proficiency standards in language, literacy, and numeracy. Moreover,
these assessments show that learners have difficulty reading and
comprehending word problems in subjects like Science, Mathematics, and
other subjects written in English. Similarly, secondary-level learners continue
to struggle to meet curriculum learning targets in various content areas (From
C2TT1 ABC+ Learning Kit).

In response to these challenges, this LAC session package aims to

improve instruction in K-3 classrooms by focusing on one of the identified least
mastered competencies in reading literacy: predicting outcomes.
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Session Requirements/Materials Needed

Pen, laptop or smart device with Internet connection, Participant’s Workbook,

sheets of paper,

Time Allotment

240 Minutes

References:

References:
Bailey, E. (2015). Reading Comprehension Skills: Making Predictions. Retrieved
June 13, 2015, from
http://specialed.about.com/od/readingliteracy/a/Reading-
Comprehension-Skills-Making-Predictions.htm
Michel, J. (n.d.). Booksource. Retrieved September 18, 2015, from
http://www.booksource.com/Departments/Resources/Teaching/reading-
comprehension.aspx
Pitogo, J. (2020). A Tool in Enhancing Reading Comprehension. International
Journal of English Language Studies (IJELS) . Retrieved from https://al-
kindipublisher.com/index.php/ijels.
Brock, A. (2013, September 29). Reading Strategy: Prediction. Retrieved June
13, 2015, from https://www.youtube.com/watch?v=nsLD33rczFA
Raudenbush, D. (n.d.). Strategies for Clarifying a Prediction in Reading
Comprehension. Retrieved September 18, 2015, from
http://everydaylife.globalpost.com/strategies-clarifying-prediction-
reading-comprehension-14740.html
TeacherBethClassT

https://www.bing.com/search?
q=predicting+outcomes+reading&FORM=QSRE3#Liveworksheets.com -
Interactive worksheets maker for all languages and
subjectshttps://www.liveworksheets.com/to1391483lk

Procedures
 I. Introduction (10 minutes)

Say: Good morning, everyone! In the previous session, we learned how to

determine the speaker's purpose. Today, we will learn the concepts and the
strategies we can use to enhance the predicting outcome skills of the learners.
These will guide us in making sure that learning happens in every learning
segment in the classroom instruction. Moreover, at the end of the session, you
will be asked to craft a lesson plan or a lesson examplar incorporating the
strategies in teaching predicting outcomes.

Priming: Let us have a simple game called “Pass the Hot Potato” to set our
mood for today’s session. When the music stops, the one holding the ball shall
answer the question.

1. What did you like most in the previous discussion?

2. What are the concepts you can still remember?

3. What are your expectations from today’s session?

4. What is your expectation from the facilitator?

Do: The facilitator will present the objectives of the objectives.

II. Activity

Activity 1: Pop Quiz (10 minutes)

Say: Let’s get everything up and running by beginning with a pop quiz! I will
be reading a few statements. Place your hands on your head if you agree with
the statement. Cover your ears if you disagree. Are we ready?

Do: The facilitator will flash the activity.

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Activity 2: (15 minutes)

Say: After checking your understanding, you will read the story of Teacher
Ana. Let us read and analyze her story. On a piece of paper, I want you to write
a simple note for Teacher Ana like “I feel you” or “You did great.”

Do: The facilitator will flash the story of Teacher Ana or ask the participants to
read the story provided in the module.

Teacher Ana is a dedicated Grade 3 teacher at Calabarzon Elementary

School, with nearly 10 years in Key Stage 1. However, This year has proven to
be her most challenging yet. The recent CRLA results show that the majority
are classified as low-emerging readers. Face with this, she is determined to
identify which competencies to prioritize in her instruction.
Everyday, she begins the lesson with a short storytelling session, hoping
to engage her learners. She often starts by asking questions like, “Who are
the characters in the story?” and “What is the setting of the story?”. Despite
her efforts, she rarely receives responses from the class. As a result, she
typically moves on to the storytelling itself.
After narrating the first event in the story, she asks the students to predict
what might happen next. She even translates the questions into Filipino to aid
comprehension, but still, no answers. On some occasions, she shows short
animated films and asks thought-provoking questions like, “How would you
end the story?” or “What do you think really happened to the main character?
Unfortunately, these strategies have not led to significant improvement.
Though her students enjoy listening to and reading stories, they struggle to
answer questions about the narrative or predict future events. Despite all her
efforts, Teacher Ana feels her learners are not making the progress she hopes
for.

III. Analysis

(5 minutes)

Say: The story of Teacher Ana may also be the same with your story. With
your partner, I want you to share your answers to the following probing
questions using the Think-Pair-Share strategy.

Do: For 5 minutes, the facilitator will monitor the sharing of the participants’
answer to the following questions:

● What do you think is the common problem of the learners? What

do you think are the reasons for this problem?
● What teaching strategies does the teacher employ?

● What other possible strategies may be employed by the teacher

to meet the objective of the lesson?

● If you were to teach a specific lesson, how would you do the pre-
reading, during-reading, and post-reading activities in developing
predicting outcome skills among learners?
Say: This time, I need volunteers to share their discussion a while back.

IV. Abstraction (110 minutes)

Say: Before we dig deeper, I want you to accomplish the Self-Reflection Form
provided in your module. You will be given 5 minutes to write down what you
know about predicting outcomes, what you feel about what you know, and
what teaching strategies you have been using to develop predicting outcome
skill.

Do: The facilitator will give them 5 minutes to complete the table.
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Say: Our module has discussion on various concepts for predicting outcomes.
But before that, read the article written by Bailey (2015). This article contains
key points about predicting outcomes. This time, let us process the information
by answering the questions provided in the module.

Do: The facilitator will facilitate the processing of the following questions:

1. What is the main idea of the article?

2. What are the key terms we need to remember so that we can teach this
skill?

3. What are the common and proven strategies discussed in the article?

Say: Making prediction skill is very essential in developing comprehension

skills. Remember that this will develop their critical and higher order thinking
skills. As mentioned in the article, it allows students to use information from
the text, such as titles, headings, pictures and diagrams to anticipate what will
happen in the story (Bailey, 2015). Now, we will runthrough the different
concepts about predicting outcomes.

Do: The facilitator will explicitly discuss the concepts related to predicting
outcomes.

Say: Now, let us discuss strategies that we can use to develop this skill in
predicting outcomes. Basically, all teaching strategies are anchored on the
Directed Reading Teaching Activity (DRTA) approach. This approach makes
readers stop, think, and respond orally or in written responses as they move
through text. It’s a fun way to make reading interactive while building
students’ awareness of their understanding while reading. There are segments
in this approach; direct, read, and thinking.

The first strategy is called Predict-Read-Confirm Cycle. It is an

interactive reading strategy that helps students actively engage with a text by
making predictions, reading to gather information, and then confirming or
revising their predictions. This strategy promotes critical thinking,
comprehension, and reflective learning.

Do: The facilitator will give the participants 10 minutes to study the process of
executing PRCC. They will be discussing the process in the group. Two (2)
groups will be called to show how this strategy is used.

Say: Alright, let’s process the presentation.

Do: The facilitator will show how the given table will be used by the teachers in
planning the stopping point and crafting questions for predicting outcomes.

Say: This time let’s talk about the second strategy called, Modeling through
the Think Aloud Strategy.

Do: The facilitator will describe the strategy.

Say: I will give you 10 minutes to study the strategy. Within your group talk
about how this strategy is utilized.

Do: The facilitator will call two (2) groups to demonstrate the strategy.

Do: The facilitator will give the participants 10 minutes to study the process of
executing the strategy. They will be discussing the process in the group. Two
(2) groups will be called to show how this strategy is used.

Say: For their guidance, we shall give them sentence starters. Can you suggest
other starters?.

Do: The facilitator will write down the answers of the participants.

Optional: This can be demonstrated by the facilitator if the process is not

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excuted well.

Say : This strategy is very effective and useful because teachers will
model or show how to do the process. Pre-Reading

1. Think aloud before reading a book to students, modeling the process of

predicting before reading.

"I found an interesting book at the library and by looking at the cover I
am guessing or predicting the story will be about _____ and _______.
When we use what we know to make a guess before we read it is called
'predicting.'"

During Reading
2. Think aloud while reading a book to students, modeling the process of
predicting while reading.

"Hmmm my prediction that the story would be about ____ was right, but
I did not think that ____ would happen. I'll make a new prediction that
_____ will happen based on what we read."

Post-Reading
3. Think aloud after reading, modeling the process of reflecting on
predictions after reading.

"My first prediction was _____. After reading part of the story I predicted
_____. Now that I am finished reading I think my predictions were
close/not close to what really happened because_____."

Say: To better execute the strategies, some tools or aids can employed in
different segments to enhance their predicting outcome skills. We can use
worksheets, graphic organizers or pictures in all or in selected segments
of the teaching-learning process.

Do: The facilitator will present description of worksheets and the process of
using them.

Say: I have here examples of worksheets for predicting from

http:www.englishworksheetsland.com. They differ depending on the purpose
or the context.

The first one is, "What Happened Next Worksheet”. The learners will study the
picture and write what is going on and what might happen next. I will give 3
minutes to accomplish the first worksheet.

Do: The facilitator will ask them to use the worksheet attached in the module.

Say: The second worksheet requires the readers to read the short story. After
that, you will write the possible event to happen and the explanation. Here,
there are no definite answers. This will require our learners to think critically
and logically.

Do: The facilitator will ask them to use the worksheet attached in the module.

Say: The last one is called “Can you Predict Chart”. It contains 2 scenarios.
The readers will write in a box the prediction and explanation.

Do: The facilitator will ask them to use the worksheet attached in the module.

Say: Aside from the worksheet, we could use a graphic organizer. What
graphic organizers do you employ in your discussion? In part of the lesson do
you usually use a graphic organizer?

Do: The facilitator will ask one volunteer to read the definition of GO.

Say: Thank you! Here is a sample prediction chart. If you notice, there are five
columns here, your prediction, reasons for that prediction, what really
happened in the story, and if your prediction is correct or not. This shall be
given before the formal lesson starts.

Do: The facilitator will use a not common story (teacher-developed story).

Say: Let us try this strategy. Use the prediction chart in your module.
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Okay, I have here a book written by one of our teachers.

During pre-reading, we may ask them the following questions:

a. Who are the characters in the story?

b. What does the picture or cover say?

c. What is the relationship between and among the characters?

Do: The facilitator will solicit answers from the participants.

Say: Good! Given the clues, what do you think will happen in the story? Write
your prediction in your chart. Indicate the reason for having that prediction.

Do: The facilitator will now start reading the story.

Say: Let us pause for a while. What do you think would happen next? Write it
in your chart. Indicate the reason.

Do: The facilitator will continue the story.

Say: Okay! Now, writing really happened in the story. Check if your prediction
is correct or not. We will do this until we have finished the story. Before we
proceed to the next strategy, what can you say about this strategy?

Say: Aside from this, I have a here another graphic organizer called flow chart.
This can be used to generate the last event of the story based on the
preceeding events. Do you know other graphic organizer that can be used to
improve the predicting outcome skill?

Say: Another tool is called picture. This helps the learners gain in
understanding the material before reading and thinking about what the book
may be about. You can use the Picture Walk Strategy. Picture walk is a shared
activity between a child and an adult that occurs prior to reading the book
where you flip through the pages one by one as a way to preview the story.
Say: Using the sample picture, please work with your partner to do the task.

Do: The facilitator will roam around to check if they do the activity accordingly.

Say: After discussing various strategies, we should understand the crucial role
of appropriate assessment to assess the predicting outcome skill of the
learners.

Do: The facilitator will group the participants into 3. He/she will ask them to
discuss among themselves their understanding about each type of
assessment. Each group will discuss the assessment.

Say: There are sample items for Grade 1, Grade 2, and Grade 3. Do you think
our learners can answer those? Do you think they assess the target
competency?

Synthesizing (10 minutes)

Say: Using the anticipation chart, let’s sum up our discussion.

Do: The facilitator will process the activity.

V. Application (80 minutes)

Say: After our discussion of the topic of predicting outcome, I want you to
make a simple lesson plan incorporating the strategies. Our highly proficient
teachers will craft a lesson exemplar incorporating other strategies which are
research-based. You may use a strategy or combination of strategies to
deliver your lesson.
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Do: The facilitator give the participants one (1) hour to do the task. He/She will
present the rubric.

Prepared by:

NOEL ANCIADO
Education Program Supervisor, English
SDO Dasmarinas City

RAQUEL AZUR
Education Program Supervisor, Filipino
SDO Binan City