PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 5.0
Understanding
reading comprehension

Learning Action Cell Session Guide

English 4-6

Prepared by:

ROSE ANN B. PAMINTUAN

Master Teacher I
Pasig City Division Office
Department of Education – National Capital Region
Objectives of the Session

At the end of the session, teachers should be able to:

1. Review the definition of reading comprehension and its underlying related

skills;
2. Define the process of reading;
3. Describe the characteristics and skills of proficient Junior readers;
4. Discuss and understand the taxonomies of Reading instruction; and,
5. Study and classify the learning objectives of a sample lesson plan.

Key Understanding or Learning Points

1. All reading is a search for meaning: the essential purpose of reading is

comprehension. The meaning that readers seek is both in the text and in
the mind of the reader who brings experiences, knowledge, purposes, and a
perspective to the author’s words and meanings. (Dr. Ma. Alicia Bustos-
Orosa)

2. One of the most widely used ways of organizing levels of learning is

according to Bloom’s Taxonomy of Educational Objectives. Bloom’s
Taxonomy uses a multi- tiered scale to express the level of expertise
required to achieve each measurable student outcome. Referring to the
taxonomy helps teachers determine learning outcomes, how to teach and
how to assess these as well. (Dr. Ma. Alicia Bustos-Orosa)

Materials Needed: Approximate Duration

 Session PPT 1.5 hours / 90 minutes
 meta-cards
 Session Video
 Bloom’s Taxonomy of
Educational Objectives on
laminated/colored cards
 LINKS sample lesson plan
(Winnie the Witch)
 Manila paper

References:

Bloom’s Taxonomy of Educational Objectives https://www.youtube.com/watch?

v=KGXANN3MUsg
Barrett’s Taxonomy of Educational Objectives
Introduce the session (10 minutes)

“Good day everyone. Welcome to the _____ day of our exciting journey of
learning and discovery.”

Our topic today is Understanding Reading Comprehension. At the end of the

2
session, you should be able to (show the session objectives slide)”:

1. Review the definition of reading comprehension and its underlying related

skills;
2. Define the process of reading;
3. Describe the characteristics and skills of proficient Junior readers;
4. Discuss and understand the taxonomies of Reading instruction; and
5. Study and classify the learning objectives of a sample lesson plan.

ACTIVITY (25 minutes)

Brainstorming: What is READING? The participants are divided into groups.

1. Each participant writes on a metacard their answer to the question.
2. After 2 minutes, a small group sharing (SGS) follows.
3. During the SGS, a member consolidates the answers.
4. After 15-20 minutes, a member shares to the big group the consolidated
answers.
Materials: Meta-cards, manila paper

ANALYSIS (15 minutes)

Say: “After the group reporting, let’s reflect on the following questions.”
1. Based on the group sharings, what are the common understandings/ideas
about reading?
2. What are the unique understandings/ideas about reading that were shared?
3. Now, what are your realizations/insights/feelings/questions about reading?

ABSTRACTION (30 minutes)

Say: “Let us watch the short video presentation of Dr. Ma. Alicia Bustos-Orosa.
After watching, we will discuss the following questions:”

Guide Questions
1. What is the process of reading?
2. What is the essential purpose of reading?
3. What are the characteristics and skills of a proficient Junior readers?
4. What are the varied roles of a reader?
5. What is a taxonomy?
6. What are the levels of Bloom’s taxonomy of Educational Objectives?
7. How is Bloom’s Taxonomy similar/different from Barrett’s Taxonomy?

Viewing #1. Bloom’s Taxonomy for Educators

Resource Person: Maria Alicia Bustos-Orosa, PRIMALS 4-6 National
Training of Trainers

Viewing #2. Bloom’s Taxonomy for Educators

https://www.youtube.com/watch?v=KGXANN3MUsg

Note to the Facilitator: The guide questions will be answered by the participants
after viewing. The reflection questions will be answered after the guide questions.

3
Reflection Questions

1. What is your general observation about how your students feel about a
reading task?
2. Do your students have the characteristics and skills of a proficient Junior
readers? Why or why not?
3. As a Reading teacher, how do you ensure that your lessons are achieving
the higher levels of Bloom’s Educational Objectives or Barrett’s Educational
Objectives?

APPLICATION (30 minutes)

Small Group Workshop Procedure

1. Ask the groups/participants to refer to the sample lesson plan (LINKS

Winnie the Witch) and have them:
a. Study each learning objective in the sample lesson plan and classify
at which appropriate level it is addressed in Bloom’s Taxonomy.
b. Study each learning objective in the sample lesson plan and match
this with the appropriate level it is addressed in Barrett’s Taxonomy.
2. Let each group present their work.
Materials: LINKS Winnie the Witch, Bloom’s and Barrett’s Taxonomies,
bond paper, manila paper

Closure

Say: “Before we end our SLAC session today, let me share with you a quote about
Reading. This quote is taken from Kate DiCamillo who is an award-winning
children’s book author.”

"Reading should not be presented to children as a chore or duty.

It should be offered to them as a precious gift."
- Kate DiCamillo