Pre-Lesson Activity

Which of the following literacy behaviors of Kindergarten children do you think should be
considered when designing lessons to develop comprehension? Tick your answers. After
completing the lesson, you might want to review your answers to find out whether there are
changes in your beliefs and perceptions.

1. Connects information and events in texts to life, and life events to text experiences

2. Listens attentively to books the teacher reads to the class

3. Retells, reenacts, or dramatizes stories or parts of stories

4. Correctly answers questions about stories read aloud

5. Makes predictions based on illustrations or portions of stories

6. Follows the meaning of others' conversations

7. Independently writes many uppercase and lowercase letters

8. Writes to express own meaning

9. Follows one-step to two-step instructions

10. Expresses ideas or experiences orally in simple sentences

11. Talks about past, present, and future events

12. Describes objects and situations according to position, size, quantity, and other
descriptors

13. Understands "how" and "why" questions

14. Asks about the meanings of words

15. Uses language in pretend play

 16. Enjoys running, jumping, and doing stunts

17. Draws recognizable persons and objects

18. Cuts along a line with scissors

19. Enjoys group play

20. Gets involved in group discussions

 Activity 1

Below are statements based on the guidelines for selecting stories for children
discussed in Module 2 Lesson 1. Go over your copy of Araw sa Palengke and tick the
statements in the list below that you think describe the book. Take note of particular
aspects or details of the book that support each statement you select.
Overall Content

The material is something to which the students can relate.

Language

The text enriches the students' vocabulary.

The language is rich and concise.

The characters engage in dialogue that allows the readers to know them better.
Characterization

The characters are believable.

Plot

The story is somewhat predictable.

The story has an element of surprise.

The story has a happy ending.

The story is simple enough to be understood by the students.

Style

The author uses vivid imagery to invite students to activate their senses.
Length

The length of the story matches the students' attention span.

Illustrations

The illustrations are colorful and vivid.

The illustrations are accurate.

The illustrations are situated beside the text they represent.

The illustrations help tell the story and aid in comprehension.

 Activity 4

Decide which dimension or level of comprehension each question below represents.

1. Ano ang bilin ni Nanay bago pumunta sa palengke?
      
2. Bakit sila gumising nang maaga?
      
3. Bakit ito ang mga bilin ni Nanay? (Isa-isahin.)
      
4. Sino ang bida sa ating kuwento?
      
5. Lahat ba ng bilin ni Nanay ay madaling sundin? Bakit?
      
6. Sa bahay, ito rin ba ang bilin sa iyo ng mga magulang mo o kasama sa bahay?
      
7. Mahalaga ba ang mga bilin sa atin? Paano nakakatulong ang mga ito?
      
8. Ano ang magandang gawin sa mga bilin?
      
9. Ano ang bilin na mas magandang ibigay sa bata?
 Activity 5

Arrange the following questions in a logical sequence by clicking on each item and
dragging it to where you think it should be in the sequence. Then reflect on why
these questions need to be sequenced in this manner.
 Activity 6

For the story you selected for Activity 2, plan short engagement activities as well as
an enrichment activity that you can do with your students to develop reader
response.
Check your engagement activities. Can you answer "yes" to the following questions?
If not, try improving your engagement activities.

1. Do the engagement activities help the students focus on some elements of the
story (for example, characters, events, setting)?
2. Do the engagement activities help the students achieve your lesson objectives?
3. Is your enrichment activity open-ended? Does it go beyond the story?
4. Does the enrichment activity encourage a creative response from the learners?

 Lesson Synthesis

Congratulations! You have just finished Lesson 3 of Module 2.

In summary, we learned that as literacy teachers, we must not underestimate the
degree of influence that we have on each student's journey towards becoming
whoever it is they choose to be. Each experience, conversation, and opportunity to
reflect and wonder is drawn from instruction that is carefully crafted by teachers
who teach with intention.
Teaching with intention begins with choosing stories that have much to offer our
learners. Setting objectives, designing activities, and posing questions are ways by
which we try to help learners understand themselves and others better through good
literature.
Teaching with intention also means paying attention to what the child knows, likes,
feels, wonders about, and values. We must not forget that at the heart of planning a
good literature lesson is the child. Truly, to teach is to love.
 Assignment 6

For the story you selected in Activity 2, plan a GPU discussion by formulating a set
of literal, inferential, critical, application or integrative, and creative questions about
the story.
On the GPU template, write your discussion questions in logical sequence; write the
possible answers to each question; and identify the type of question. Don't forget to
base your discussion plan on the expressive and instructional objectives that you
have set out to achieve.
Download your GPU template here.
Self-evaluation
Give yourself 2 points for every "resounding yes" answer, 1 point for a "somewhat
yes" answer, and 0 points for every "no" answer to each of the following questions:

1. The GPU starts with the answering of the Motive Question asked before the
story is read.
2. The questions are sequenced in a logical manner. The answer to the question
triggers the next question to be asked.
3. Different types of comprehension questions are asked throughout the GPU.
4. The questions in the GPU help achieve the stated objectives of the lesson.
5. Bonus: Can some of the engagement and enrichment activities that you
thought of in Activity 6 take the place of some of your questions in the GPU?

If you scored
8 points and above = Excellent work!
4-6 points = Good enough. You can still tweak your GPU to make it better.
3 and below = Please review the relevant parts of the lesson and revise your
assignment output as needed.