MODULE 2-

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

It discusses the benefits of using children’s

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

Agree disAgree
Pre - Lesson Activity

2. It is better to learn the meanings

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

Agree disAgree
Pre - Lesson Activity

3. It is important to get the

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

Agree disAgree
Pre - Lesson Activity

4. It is best to choose reading

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

Agree disAgree
Pre - Lesson Activity

5. Setting a purpose for reading

allows readers to anticipate what
they are about to read.

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

 We must remember that one of the benefits of reading

is vocabulary enrichment.
1.1 Choosing Words and Concepts To Unlock

 Reading experts say that having five to seven difficult

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

 We need to check how important each difficult word or

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

If we think that our

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

 Provide children with concrete experiences when

helping them understand difficult words and concepts.

 Showing them the objects while naming them.

 1.2 Strategies for building vocabulary
and concept development

 Showing pictures of something is an alternative to

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

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

Kindergarten: Si Pilong Patago-Tago

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

 Children develop oral language based on what they experience.

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

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

language.
2 types of knowledge used when reading:

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

words and concepts to be learned from reading.

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

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

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

One Lesson Plan per Grade Level

 #3. Capitalize the days of the week
and months of the year
Holidays get capitalized too!

Valentine’s day is on February 14

each year
Valentine’s Day is on February 14 each year

Here you could write your exercise

 #4. Capitalize places including
addresses, cities, states, countries, and
continentsof these places
Capitalize abbreviations
too!
I live on Main Street in Houston, Texas.
Texas is a state in the United States of
America
I live on Main Street in Houston, Texas.
Texas is a state in the United States of
America
Here you could write your exercise
 #5. Capitalize the titles of written or
performed works like books or movies
Titles of artistic works also get
capitalized!
Cloudy with a Chance of Meatballs
is a book that was later made into a
movie
Cloudy with a Chance of Meatballs is a book
that was later made into a movie

Here you could write your exercise

 #6. Many words only get capitalized
depending on how they are in the
sentence
Capitalize this... Only if...
north, south, east, west ...you use it as a specific place and not a direction

mom, dad, aunt, grandma, etc. ...you can replace the word with the relative’s name and still makes
sense

mountain, desert, river, ocean, etc. ...it is a part of its actual name, such as Mojave Desert

earth ...you’re talking about the planet Earth

college, school, library, university, ...you use it with the actual name, such as Hassler Elementary
etc. School
 02
Comma Rules
You could enter a subtitle here if you need it
Awesome
words
#1. Use a comma before a conjunction
when combining two complete
sentences
I need to go to the grocery, and my
sister needs to go to the library
{I need to go to the grocery}, {and my sister
needs to go to the library}

Here you could write your exercise

 #2. Use commas to separate three
or more words or phrases

I need to finish my homework, take

out the dog, and help Mom with the
dishes
{I need to finish my homework}, {take out the
dog}, {and help Mom with the dishes}

Here you could write your exercise

 #3. In dialog, use a comma to
separate the narrator from the
speaker
“I want to study medicine when i grow
up,” Maria declared.
Derek responded, “You do?”
“{I want to study medicine when i grow up},” {Maria
declared.}
{Derek responded}, “{You do?}”
Here you could write your exercise
 #4. Use a comma (or two) when you
directly mention a person

Julia, please hand me that box of

crayons. Will You, John, hand me the
pencils?
{Julia}, please hand me that box of crayons.
Will You, {John}, hand me the pencils?

Here you could write your exercise

 #5. Use a comma to separate an
introductory phrase from the sentence

After the big game, the baseball team

celebrated their win
{After the big game}, {the baseball team
celebrated their win}

Here you could write your exercise

 #6. Use a comma after a transition
word or phrase

Finally, mix the chocolate syrup and

the milk. After you’re done, enjoy
your tasty drink
{Finally}, mix the chocolate syrup and the
milk. {After you’re done}, enjoy your tasty
drink
Here you could write your exercise
 04
Dialogue Rules
Reference
You could enter a subtitle here if you need it
 Dialogue Rules Reference

#1. Quotation #2. Commas in

Marks quotation
Mercury is the closest Venus has amarks
beautiful
planet to the Sun name, but it’s hot

#3. ? and ! in
Quotation #4. Examples
Marks
Despite being red, Mars It’s the farthest planet
is a cold place from the Sun
#1. Use quotation marks around the
words that someone is actually saying

“This is so much fun!,” said Jenna

“This is so much fun!,” said Jenna

Here you could write your exercise

 #2. Commas are used to separate the
speaker from the narrator

“This is my favorite toy,” said Sally.

Charles responded, “I prefer my toy
car!”
“This is my favorite toy,” said Sally.
Charles responded, “It’s so cute!”

Here you could write your exercise

 #3. You can replace a comma with a
question mark or an exclamation point

“What are you doing?” asked Mom.

Jackson looked up, “having fun!” he
said
“What are you doing?” asked Mom.
Jackson looked up, “having fun!” he said

Here you could write your exercise

 #4. Examples
N = Narrator S= Speaker
Structure Example
S “I like the summer.”

S-N “I like the summer,” said Maria.

N-S Maria said, “I like the summer.”

S-N-S I really like summer,” Maria said and

then added, “because it’s time to
swim!”
 This is a graph
30% - Venus
Venus has a
beautiful name
20% -
Mercury
It’s the closest
planet to the Sun

50% - Mars
Despite being To modify this graph, click on it, follow the link, change the data
red, Mars is a and paste the resulting graph here, replacing this one
cold place
 These are percentages
60 75 25
% % %

Mercury Saturn Jupiter

Mercury is the smallest Saturn is composed of Jupiter is the biggest
planet of them all hydrogen and helium planet of them all
 This is an infographic

60 15
%
Mars %
Venus
Despite being red, Venus has a
Mars is a cold place beautiful name, but
it’s hot

15
%
Mercury
Mercury is the closest
planet to the Sun
 This is a map
Venus
Venus has a
beautiful name

Mercury
It’s the closest
planet to the Sun

Mars
Despite being
red, Mars is a
cold place
 A timeline always works well

Venus is terribly hot and Jupiter is the biggest

has high temperatures planet of them all
day 2 day 4

day 1 day 3
Mercury is the smallest Saturn is composed of
planet of them all hydrogen and helium
4,498,300
Big numbers catch your audience’s attention
 333,000.00
earths is the Sun’s mass

24h 37m 23s

is Jupiter’s rotation period

386,000 km
is the distance between Earth and the Moon
 Our team

John
Jenna Doe Helena White
Patterson
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