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CATCH-UP FRIDAY READING ENHANCEMENT SESSION GUIDE

School Pinaglabanan Elementary Grade FIVE

School
KRISTINE MAFFY N. CRUZ Learning National Reading Program
Teacher Area:
MARCH 8, 2024 THIRD
Teaching Catch Up Friday Quarter:
Teaching Date
Guide Section/ 7:00- 8:00 Checked Magdalena S. Rosopa
Time (Independent and by: Master Teacher in Charge
Instructional Level) English

Component No Activities
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of
Mins
Preparation 20  Greet the pupils warmly as they enter the class, creating a
and positive atmosphere from the start. A cheerful "Good
Settling In morning/afternoon" accompanied by smiles sets the tone for
the session.
 Engage the pupils by briefly discussing the purpose of the
session. Explain that the Catch-Up Friday Reading
Enhancement help strengthen their reading skills and foster
a love for reading.
 Emphasize the importance of reading and how it can open
doors to new worlds, spark imagination, and enhance
their learning journey.

Dedicated 30
Reading Time Pre-Reading: (Motivation-Sequencing Events)

Read the following sentences. Think of the correct sequence of each

event and write 1-4 in each circle.

During Reading: (Individual reading)

 The students will read the story individually.

 Afterwards, they will answer the comprehension questions.
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The Ant and the Grasshopper

By Aesop

One summer’s day, in a field, a Grasshopper was hopping

about, chirping, and singing to its heart's content. An Ant
passed by, bearing along with great effort an ear of corn he was
taking to his nest.

"Why don’t you come and chat with me," asked the
Grasshopper, "instead of toiling your life away?"

"I am helping to store up food for the winter," said the Ant, "and
I recommend you do the same.”

“Why bother about winter?" said the Grasshopper. "We have got
plenty of food at present."

But the Ant went on its way and continued its toil.

When winter came, the Grasshopper found itself dying of

hunger, while it saw the ants distributing, every day, corn, and
grain from the stores they had collected in summer.

He was very hungry and with his pride in his hands, he went to
the ants to ask for some food. They gladly gave the grasshopper
food to eat.

During the summer the grasshopper helped the ants to gather

and store some food for the next winter to come.

Activity 50 Post Reading: (Think-Pair-Share.)

 Teachers will present the comprehension questions.

 Students will do the activity through Think-Pair-Share.

Comprehension Questions:

1. What did the ants do during summer?

2. What did the grasshopper do during summer?
3. What did the grasshopper ask the ants do to all summer
long?
4. What happened during the winter with the ants?
5. What happened during the winter with the grasshopper?
6. What is the lesson that you have learned from this story?

Afterwards, the students will draw and color their favorite part of
the story on a short bond paper and explain the reason why.
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Reinforcement 40 GALLERY WALK
and Reflection
Group students into four. Each group will be given a maximum of 5
minutes to go through each station and perform the indicated task.

Station 1: Sequencing events

Directions: Sequence the pictures that show each event from
the story, then retell the story based on the picture.

Station 2: Characterization

Directions: Which character from the story relates to yourself?

Explain why. Recall an experience that tells the details of the
similarity from the text.

Station 3: Vocabulary Development

Directions: Read the words and use them in a sentence.

 winter
 toil
 grain
 pride
 gather

Station 4: Valuing

Directions: If you were the grasshopper, what actions would you do

to incorporate the lesson of the story? Write a short paragraph about
it on your journal notebook.
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Wrap up 15  Students will watch the video (The Hare and the Tortoise)

https://www.youtube.com/watch?v=Sv5OItL7eWE

 Complete and answer the graphic organizer below.

Prepared by:

K RISTINE M AFFY N. CRU Z

Pinaglabanan E lem entary School
Teacher
C hecked by:

M A G DALENA S. RO SO PA
M aster Teach er in C harge in
N oted: E nglish

VITO L. M E N G O TE
Principal III
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