A Detailed Lesson Plan

In Developmental Reading 2

I. OBJECTIVES
At the end of the lesson, the students are expected to:

a. Identify the kinds of comprehension skills and strategies;

b. Understand the importance of comprehension skills and strategies; and
c. Compose a story through picture clues.

II. SUBJECT MATTER

A. Topic: Comprehension Strategies

B. Subject: Developmental Reading 2
C. Materials: Power point, Visual aids

III. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminaries
1. Prayer

Good morning Class!

Good morning, Ma’am!

Before we start, Kazmiah may you lead us the prayer.

Let us pray, Dear Lord and Father of all, thank you
for today. Thank you for ways in which you provide
for us all. For Your protection and love we thank
you. Help us to focus our hearts and minds now on
what we are about to learn. Inspire us by Your Holy
Spirit as we listen and write. Guide us by your eternal
light as we discover more about the world around us.
We ask all this in the name of Jesus. Amen.
Again, good morning class, before you take your seat We are done ma’am.
please pick up all the scattered litters on the floor and
arrange your chair.
Thank you ma’am.

You may now take your seat.

Kristian Jay and Jenny ma’am.

Pearl, who is absent today?

Please take note. Thank you.

B. Review

Our topic last meeting is on how to improve reading

Before we go to our next lesson, what was our topic
comprehension ma’am.
last meeting Rhea?

The purpose of reading is to connect the ideas on the

Very good! So what is the purpose of reading? Yes,
page to what you already know.
Kyna.

Excellent! What about the Comprehension Strategies

in the primary grades? Who can enumerate the six The six comprehension strategies in the primary
strategies? Yes, Erica! grades are: making connections, questioning,
visualizing, inferring, determining importance, and
synthesizing.

Very good! Seems like you really understand our

lesson yesterday.
 C. Motivation

Before we go to our next topic, let’s have some

activity first. I will group you into 2. The group 1
will stay in the right side and the group 2 will be on
the left side.

I have here a two stories. Fill in the missing words to

complete the story. I have here the missing words and
you need to paste it in the blank. The first group who
will finish the game first will be declared as the
winner. And they will receive an additional points
later on after the quiz

D. Discussion

Based on the activity that you’ve done, what do you

think is our topic for today? Anyone who has an
idea?

Yes, Kristine!

Our topic for today is all about COMPREHENSION

STRATEGIES ma’am.

Exactly! Our topic for today is all about

Comprehension Strategies. But first, what is reading
comprehension? Yes, Jessa?

Reading comprehension refers to the pupil’s ability to

read and understand information presented in written
form.
Excellent! Because good readers can interact or relate
to what he/she is reading. Good readers can predict or
foretell the next word or text just like what you’ve
done on your activity a while back and a good reader
ask a lot of questions about the text that they are
reading in order for them to know if they really
understand the text or story and connect it to their
prior knowledge or experiences.

There are three (3) comprehension skills necessary to

help students understand text and be successful
independent readers.
Jasper please read the first strategy or skill in
comprehension.

Think Aloud. The think aloud strategy allows the

reader to model how a good reader thinks about the
text while reading. The process is fairly simple. The
teacher reads aloud from an appropriate book, and
stops periodically to make predictions, clarifying
meaning, decode words, make personal connections,
question the author and summarize what has been
read.
Thank you! Now Jasper, what did you understand
about the text that you’ve read?

The teacher will read aloud a text or story and the

students will make predictions on what will happen
next, students can visualize the events of the story
and the students can also relate his/her personal
experiences about the story.

Excellent! Think Aloud is letting the students say out

loud what he/she is thinking about when reading.

The second strategy or skill is Reciprocal Teaching.

Who wants to read and explain? Yes Jhonadel!
The reciprocal teaching strategy was developed to

Very good! And the last is the Teacher Read Aloud.
Chary can you please read and explain.
Excellent! Because listening to a fluent, expressive,
and animated reader can help students make
help pupils improve their understanding as they read.
It is an interactive strategy where pupils talk their
way through a text in order to understand it better.
Ma’am it refers to an instructional activity in which
the students will become the teacher in small group
reading sessions but the teacher must be the model
first by using the art of predicting, questioning,
clarifying, and summarizing. Once students have
learned the strategies, they take turns assuming the
role of teacher in leading a dialogue about what has
been read.
Teacher Read Aloud. Teachers have always read
aloud to young children. It helps pupils develop and
improve their literacy skills—reading, writing,
listening, and speaking. Teacher reads alouds at all
grade levels furnish pupils with models of fluent
reading.
When we read aloud to students, we engage them in
texts that they might not be able to read. In the
process, we expand their imaginations, provide new
knowledge, support language acquisition, build
vocabulary, and promote reading as a worthwhile,
enjoyable activity.
It enables readers to make mental images and better
connections between written and spoken language. see the relationships within a text. If pupils cannot
visualize as they read, they cannot get the full intent
of the text.
Now, let us proceed to the keys to comprehension.
Good readers create a wide range of visual, auditory
First is Creating sensory Images. Please read
and other sensory images as they read, and they
Kristine.
become emotionally involved with what they read.

The National Reading Panel stressed the importance

Absolutely! Because if you are using your five senses
when you are reading it’s like you’re creating a
movie on your mind.
Second is Activating Prior Knowledge, who wants to
read? Yes Joy!
of using strategies that will guide pupils to tap what
they already know about the topic. It enables pupils
to use their own knowledge to better interpret and
analyze the author’s ideas.

Thank you very much! When students learn to make

connections from their experience to the text they are
currently reading, they have a foundation, upon
which they can place new facts, ideas, and concepts.
As good readers read, they think about what they are

Brainstorming is a strategy to activate prior

reading and consider how it fits with what they
already know.
How about activating prior knowledge through
knowledge by encouraging pupils to focus on the
topic. The teacher begins by posing a question or
introducing a topic. Pupils give all possible answers,
words, or ideas. Pupils build their knowledge on each
brainstorming? Yes Jollibeth? other’s contributions.

The mind map can be used as a graphic organizer for

Thank you, the more the more prior knowledge you
have, the better you’re able to understand a text. Next
is the Mind Map, please read Rebecca.
brainstorming. By using this, a teacher will have an
idea of what the people is thinking.
Mind map helps you to organize your ideas and
consider the relationships between them.

A mind map is a visual representation of your ideas,

consisting of words, images and colours. It allows
you to construct an overview of the topic so that you
can see it more clearly and identify relationships
between different aspects of the topic. Picture books have been used in the primary grades
for decades, but they are a quick and convenient way
to help older students activate their prior knowledge.
What about picture books? Who can read and share
their ideas about picture books? Yes Jenny!

Through picture students can understand the story

better. It serves as their clue or guide, to connect the
picture and the text.

An anticipation guide is a before reading strategy

Next is the Anticipation Guide. Any idea about used to start pupils thinking about what they know
anticipation guide? Anyone? (or think they know) about a topic.
Yes, Kazmiah!
Very good! The pupils read each statement and
Agree or Disagree with it.
Last is the Bloom Ball Activity. Please read Rhea.
Thank you, I will show you an example of bloom ball Literal is reading the text as it is. “Reading the lines”
activity for you to understand it more clearly.
Now, let’s proceed to the Levels of Comprehension.
There are three levels of comprehension.
Level One—LITERAL what is actually stated. Who
can explain? Yes Pearl.
Before reading a selection, students respond to
several statements that challenge or support their
preconceived ideas about key concepts in the text.
Using this strategy stimulates students' interest in a
topic and sets a purpose for reading.
A bloom ball is a great activity for allowing pupils to
practice their cooperative skills and exhibit their
creativity. Pupils can search background information
that can expand their knowledge about the time, the
environment, important vocabulary, and other things
that deepen understanding.
Interpretative is what is implied or meant, rather than
what is actually stated. “Reading between the lines”
Very good! Common questions used to elicit this
type of thinking are who, what, when, and where
questions. What about the second level, the
INTERPRETATIVE, anyone? Yes Erica.

Taking what was said (literal) and then what was

Excellent! Common questions in this level are why,
what if, and how.
Lastly is the APPLIED. Please read and explain. Yes
Jhonadel.
meant by what was said (interpretative) and then
extend (apply) the concepts or ideas beyond the
situation. It is “reading beyond the lines” it is more
on real life situation.

Very good! Level three or the Applied level is also

called creative. In this level we are analyzing or
synthesizing information and applying it to other
situation.

E. APPLICATION

Now, let’s have an activity. I will group you into two.

I have here some pictures and through these picture
you need to select the appropriate sentence and match
the picture with the sentence and paste it on the
board.

F. GENERALIZATION The three comprehension strategies or skill are Think

Aloud, reciprocal Teaching and Teacher Read Aloud.
Again, what are the comprehension strategies or
skills that we’ve discuss a while back? Yes, Rhea?

The importance of comprehension skills and

strategies is to increase the pleasure and effectiveness
of reading. Strong reading comprehension skills help
Very good, what is the importance of comprehension
in all the other subjects and in the personal and
strategies? Anyone?
professional lives.

It guide pupils to tap what they already know about

Absolutely! It is important because it is used to test the topic. It enables pupils to use their own
the students skills and it improves reading knowledge to better interpret and analyze the author’s
instruction. ideas.

Lastly, what is activating prior knowledge? Yes

Jessa.

Precisely! Is there any questions? Clarifications?

If none bring out ¼ sheet of paper.

G. EVALUATION

Bring out ¼ sheet of paper and answer the following:

1. ________ refers to the pupil’s ability to read and
understand information presented in written form.

2-4 Enumerate the three (3) comprehension skills

necessary to help students understand text and be
successful independent readers.

5. It is a strategy that allows the reader to model how

a good reader thinks about the text while reading.

6. It helps pupils develop and improve their literacy

skills—reading, writing, listening, and speaking.

7. This strategy was developed to help pupils

improve their understanding as they read. It is an
interactive strategy where pupils talk their way
through a text in order to understand it better.

8. It enables pupils to use their own knowledge to

better interpret and analyze the author’s ideas.

9. It enables readers to make mental images and

better see the relationships within a text. If pupils
cannot visualize as they read, they cannot get the full
intent of the text.

10. It is a strategy to activate prior knowledge by

encouraging pupils to focus on the topic. The teacher
begins by posing a question or introducing a topic.

11. Reading the text as it is. “Reading the lines”

12. It is what is implied or meant, rather than what is
actually stated. “Reading between the lines”

13. It is a before reading strategy used to start pupils

thinking about what they know (or think they know)
about a topic.

14. It is a strategy to activate prior knowledge by

encouraging pupils to focus on the topic. The teacher
begins by posing a question or introducing a topic.

15. It can be used as a graphic organizer for

brainstorming. By using this, a teacher will have an
idea of what the people is thinking.

H. ASSIGNMENT

Read the next topic in the Developmental Reading 2.

Page 36-43.