Illustration of a Differentiated Lesson During the Reading of a Selection:

Prereading Activities: (whole class)

Unlocking of difficult words

Motivation
Motive Questions

Reading the Selection (differentiated activities)

Students who are performing according to Students who need Reading intervention
Grade level
Independent activity With the teacher
Silent Reading of the selection Oral Reading of the
Selectionteacher asks questions about
the part of the selection read after reading
a paragraph or part of a selection

After Reading (differentiated activities)

Independent activity
Pupils are asked to answer
questions about the selection read
(written activity)comprehension: noting
details, sequencing events, cause and
effect . . .
vocabulary: words with multiple
meanings, synonyms . . .
With the teacher
Pupils are asked to answer oral
exercises about the selection read. The
exercises focus on particular skills that
they have not learned:vocabulary
omprehension: noting details,
sequencing events, . . .

After Reading (differentiated activities)

Oral work with the teacher Independent activity
Discussion of the story, answering written activity: follow-up of the
the written exercises, other activities oral exercise
Case Study 6:

Good fluency and reading comprehension in Filipino;

Poor fluency and reading comprehension in English

Mateo’s literacy behaviors:

 Reads aloud with fluency and comprehension text in Filipino.
 Can decode words with short vowel sounds in English. Mateo lacks fluency in reading
the words in English.
 Can answer multi-level comprehension questions in Filipino but not in English for both
listening and reading.
 Can easily explain the meaning of a word in Filipino, but not in English.

Mateo has no problem with reading with fluency and comprehension in the first
language. In reading in English, however, there are a number of identified difficulties. Mateo
is used to reading in Filipino. One difference of the Filipino written language and English is
that Filipino is very phonetic in nature. This is the reason why Mateo can only decode words
with short vowel sounds in English. This shows that he also lacks word recognition skills in
English; he needs to get used to the structure of the sounds of words in English. If Mateo can
answer multi-level comprehension in Filipino, but not in English, it can be assumed that his
oral language development in English is weak. Finally, he also has difficulty in giving
meaning to words in English. This shows that his vocabulary development in English needs
to be improved.

Case Study 1:
Grade level: Grade 3
Reading level in Filipino: Grade 1
Poor word recognition in Filipino; it follows that fluency and reading
comprehension are likewise poor

Andro is in Grade 3. He was asked to read a short story in Filipino with a Grade 3
readability level. He tried to read each word by reading each syllable (Ka-pag . . . Kapag. . .
ba-kas-. . . bakas-. . . syon . . . bakasyon. . .) Then he reads the whole word. As a result, it
took him a long time to finish reading the selection. When asked questions about the
selection read, he was not able to remember most of the details. Out of the six
comprehension questions, he was able to answer correctly only one item.
Obviously, Andro has a problem in word recognition. Since it was laborious for him to identify
the whole word at once and had to resort to reading in syllables, he was not able to read with
proper phrasing; fluency was not attained. And because Andro spent all his attention and
energy on figuring out the words, it was difficult for him to recall the details of what was read.
Comprehension suffered because of his basic problem of word recognition.