Integrating

Reading Skills
in Other
Learning Areas
Carlo Magno
Center for Learning and
Assessment Development – Asia
USAID ABC+
crlmgn@yahoo.com
@carlo2020feb
Objectives
• Integrate reading skills in teaching different learning
areas (subjects) in KS1.
• Use the Content-Based Language Instruction (CBLI)
in developing reading skills in other learning areas.
• Make a sample learning plan for learning areas in
KS1 that integrates the development of
reading/literacy skills.
Premise
• Learners will successfully learn math, science,
araling panlipunan, GMRC, Music, arts, PE and
Health if they can read in L1 and L2!
KS1 learning Areas
Learning Area Grade 1 Grade 2 Grade 3
Language /
Reading and /
literacy
English / /
Filipino / /
Math / / /
Makabansa / / /
GMRC / / /
What language macroskils needs
to be developed?
• Listening
• Speaking
• Reading
• Writing
Literacy Domains and the MACRO SKILLS IN COMMUNICATION
 DOMAIN Definition

the system through which we use spoken words to express, knowledge, ideas,
Oral Language
and feelings to communicate with each other.
refers to the relationships between the letters (graphemes) of written language
Phonological and the individual sounds (phonemes) of spoken language. Phonological
Awareness awareness refers to the ability or skill to hear, identify, and manipulate sounds of
speech.
refers to the sounds in spoken words relate to the patterns of letters in written
Phonics and
words in predictable and often generalized ways. Phonics involves teaching the
Word
relationship between letters of written language and the sounds of spoken
Recognition
language.

refers to the ability to make sense of spoken language. It involves several

Listening
processes like recognizing speech sounds, understanding what words mean,
Comprehension
understanding sentence structures, and making sense of what is heard.

Vocabulary refers to the words we must understand to communicate effectively.

Fluency The ability to read orally with speed, with accuracy and proper expression
Writing and Formulate ideas into texts and represent them in the conventional
Composing orthographic patterns of written language
 Can read with
comprehension

Can identify letters and

sounds

Can blend letters and

recognize words

Cannot identify
alphabet

NCR grade 3 levels on English literacy (September 2022) using

The Rapid Literacy Assessment –English (RLA-E)
 Can identify letters and
sounds

Can read with

comprehension

Cannot identify Can blend letters and

alphabet recognize words

NCR grade 3 levels on Filipino literacy (September 2022) using

The Rapid Literacy Assessment – Filipino (RLA-F)
 Can identify letters and Can blend letters and
sounds recognize words
Can read with
comprehension

Cannot identify
alphabet

Region 4A grade 3 levels on English literacy (September 2022) using

The Rapid Literacy Assessment –English (RLA-E)
 Can blend letters and
recognize words
Can identify letters and Can read with
sounds comprehension

Cannot identify
alphabet

Region 4A grade 3 levels on Filipino literacy (September 2022) using

The Rapid Literacy Assessment – Filipino (RLA-F)
 Can identify letters and
sounds

Can blend letters and

recognize words
Can read with
comprehension

Cannot identify
alphabet
Region 10 grade 3 levels on English literacy (September 2022) using
The Rapid Literacy Assessment –English (RLA-E)
 Can identify letters and
sounds

Can blend letters and

recognize words
Can read with
comprehension

Cannot identify
alphabet
Region 10 grade 3 levels on Filipino literacy (September 2022) using
The Rapid Literacy Assessment – Filipino (RLA-F)
 STAGES OF READING DEVELOPMENT
After Kindergarten End of Grade 1 to
Before End of
to Beginning of Beginning of Grade 3
Kindergarten Grade 2
Grade 1 Grade 2
• Recognize some • Can name most or all the • Can decode common • Can decode • Can
letters such as the letters in uppercase and one-syllable words common two- generally
letters in their lowercase • Spelling reflects syllable and decode
names • Can give sounds of letters
• Know the front sounds in the word some multi- familiar and
(mostly consonants and (e.g., “Krismas” for syllable unfamiliar
and the back of a
some vowels)
book Christmas) words words
• Recognize rhymes • May start to decode simple
• Less dependent on • Faster • Fluency is
consonant-vowel-
pictures and context fluency well-
consonant (CVC) words
• For Mother Tongue, may clues when decoding development established
blend specific letters to unfamiliar words (can read
form syllables and words • Listening texts with
• May still have spelling comprehension is faster
errors especially the still better than accuracy)
middle sounds/letters reading • Improvement
• Dependent on pictures and comprehension in spelling
sentence context
• Listening comprehension
is better than reading
comprehension
 STAGES OF READING DEVELOPMENT
Grade Level
Kindergarten Grade 1 Grade 2 Grade 3

Phonological Awareness
Comprehension

Vocabulary
PHOTO CREDIT: https://www.nytimes.com/section/books/review

Basic Phonics
Advance Phonics

Fluency

Writing
1
6
Language comprehension

Word recognition
The many strands that are woven into skilled reading
How do you teach the subject
while teaching reading?
• Content-Based Language Instruction or CBLI is a
pedagogical approach to language teaching.
• "people learn a second language more successfully
when they use the language as a means of
acquiring information, rather than as an end in
itself" (Richards & Rodgers, 2001, p. 207).
• Therefore, language is best learned when taught in
the context of learning other learning areas.
Content-Based Language Instruction

2 competencies being developed at the same time

• Language competency
• Content competency
There are 3 models of CBLI:
• A. Theme-Based Model- This model is learner-
centered. Teachers choose interesting topics with
consideration on learners’ language development
needs.
Writing words of
Fluency on the
objects found in the
Identifying letters of procedure for
airplane
airplane model booking

Answering WH
Booking a flight questions on the
procedure on
booking
• B. Sheltered model- adapted to accommodate
students’ limited proficiency in the language
instruction.
• Sheltered courses are closely in keeping with the
tradition of elementary and secondary immersion
education in which L2 learners are separated or
“sheltered” from native-speaking students.
Non-readers With comprehension and
can write
Give answers orally Write answers in a paper
• C. Adjunct Model- students are enrolled in two
linked courses, one a content subject and one a
language subject, with both subjects sharing the
same content base but differ in their focus of
instruction.
• The language teachers emphasize language skills,
while content teachers focus on academic concepts.
• Such a program requires a large amount of
coordination between the language and content
teachers, and usually language teachers make the
extra efforts to become familiar
Science with the content.
English
Explain the water cycle Reading comprehension:
Noting details about the water
cycle
Collaboration
Teacher in other learning Language teacher
areas
• Identify and present lesson • Uses the vocabularies and
• Content is shared with the sentences to teach
language teacher language structures
• Teacher comprehension
strategies for the target
content
Makabansa G2Q3
• Naipaliliwanag ang tungkulin ng mga taong bumubuo
sa paaralan tulad ng punongguro, guro, doctor, nars,
dyanitor, mag-aaral at iba pa
 Bawal
Magkalat
• P: Magpakita ng larawan ng dyanitor na naglilinis ng
bakuran ng paaralan. Naglalagay ng babala ang isa
pang dyanitor sa larawan.
• Sino ang makikita sa larawan?
• Ano ano ang ginagawa nila?
• Bakit mahalaga ang kanilang Gawain?
• Ano ang nakasulat sa babala?
• Isulat sa pisara ang nakasaad sa babala
• Ituro ang letra mula kaliwa papuntang kanan at sabay
sabay basahin.
• T: Ano ang dapat gawin pag Nakita itong babala?
• Sino sino pa ang ibang mga nagtatrabaho sa paaralan?
• Ano ang kanilang Gawain?
• Magbigay ng salitang kasingkahulugan ng “Gawain”
• Isulat sa pisara ang salitang “Gawain”
• Isulat ang nakuhang kasingkahulugan
• Kung babala ang ginagawa ng dyanitor, ano naman ang
itinatala ng guro?
• Ituro ang itinala ng guro dito sa loob ng paaralan.
• Sino sino pa ang mga nagtatrabaho sa paaralan?
• Ibigay ang mga tungkulin.
Instructional Model using CBLI
• Effective Reading In the Content Area (ERICA)
• EO: Itala sa pisara ang mga manggagawa sa pisara
at kanilang tungkulin
Larawan ng bawat Mgat tungkulin
manggagawa

• Pagmasdan ang talaan sabihin muli ang tungkulin

ng bawat isa
• T: Magpakita ng talaan ng mga manggagawa sa
pisara at kanilang tungkulin pero mga salita ang
nakalagay (hindi na larawan)
• Ipabasa ng sabay sabay sa mga mag-aaral.
• Magbigay ng mga salitang kasingkahulugan nga mga
salitang nakatala
PREPARING FOR READING (Before
Reading)
• Vocabulary and Schema Activation
• A. Unlocking of Difficulties/Drills on Phonics
• B. Motivation
• C. Motive Question
THINKING THROUGH
INFORMATION (During Reading)
• Concept Knowledge Assessment
• A. LEVEL 1(Basic/Literal level). Place a tick beside
those statements that the author makes in the
passage. The wording may be different, but the
meaning should be the same.
• B. LEVEL 2 (Critical level). Tick those statements
which you think the author might have meant by
what she wrote.
• C. LEVEL 3 (Applied level). Tick those statements
with which you think the author would agree.
EXTRACTING AND ORGANIZING
INFORMATION (After Reading)
• Extracting Text Elements and Developing Literacy Skills
• In this part of the lesson, learners are guided to fill out a graphic
organizer to filter out the information a text is conveying (narrative
text-story elements; informative text-top3 levels of information).
• In this part, specific language competency is discussed (as reflected
in the LCs of the sub-domains).
• 1. Motivation / Presentation
• 2. Discussion
• 3. Guided Practice
• 4. Independent Practice
• 5. Generalization
• 6. Formative
TRANSLATING INFORMATION-
• Expressing Ideas and Experiences
• In this part of the lesson, learners are provided with
spoken and/or guided writing activities / tasks that
require then to create or compose their own
texts(spoken/guided writing) by applying
• language competencies and content knowledge
learned from earlier lessons.
LEARNING CONTENT
STANDARDS, AND LESSON
COMPETENCIES
Content The content is correctly specified
Content Standards The content standards are correctly
specified.
Performance Standards The performance standards are
correctly specified
Learning Competencies The learning competencies are
correctly specified.
Anchors (theme and values) The anchors are completely
specified
Budget of Work The budget for work is completely
specified in minutes
II. TEACHING AND
LEARNING
PROCEDURES
Before the Lesson /
Pre-Lesson Proper
Activating Prior The activity clearly showed the
Knowledge connections from the previous learning
and introducing the new lesson.
The activity uses learners background
knowledge, personal experiences,
exposure to events, ideas previously read
Lesson Purpose / The activity motivates the learner to
Intention engage in the new lesson by asking
(Preparing for reading)
questions, sharing their ideas about the
new concepts, and cases demonstrating
social and emotional learning
Lesson Language An initial exercise is provided to determine
Practice learners’ ability to read given words,
(Thinking through) phrases, sentences, and text that is
Reading the Key Idea / Stem A strategy is provided where
learners are provided with the
opportunity to read the key ideas
or stem of the lesson
Developing an Understanding of The lesson clearly explains and
Key Idea / Stem unlocks new concepts, principles,
(extracting and organizing
information) and procedures using various
strategies.
Formative assessment is provided
to check learners progress on the
learning competency
Deepening Understanding of The lesson is built around a set of
Key Idea / Stem critical questions allowing the
learners to deepen their learning
competency by
demonstrating other examples,
putting two or more ideas together,
and specific real-life applications
After the Lesson / Post-
Lesson Proper
Making generalizations An activity is provided to conclude the
and abstractions lesson that draws any of the following:
(translating information)
∙ Generalizations
∙ New concepts and procedures
∙ Learning strategies (metacognition)
∙ reflection
Evaluating Learning Formative assessment is provided aligned
(formative assessment) with the learning competency followed by
support for learners such as:
∙ Re-teaching
∙ Review
∙ Providing additional instructional
resource
∙ Feedback
∙ Instructional correctives
If the formative assessment is a
performance task, initial practice and
feedback are provided to the learners
stating the criteria to be used in the rubric
Additional activities for
Additional activities that are aligned with
application, the learning competency were provided
remediation, or for additional practice, or differentiation,
differentiation or to those demonstrating difficulties
with the lesson.
Summative Assessment Summative assessment is provided after the
formative assessment and additional
activities that are aligned with the learning
competency with appropriate form either
written or performance.

If the performance-based task is provided,

the instructions include what learners are
supposed to do and rubrics containing
specific criteria aligned with the learning
competency
G1Q1-Sample DLL
• Content: Number and Algebra
• Content standard: addition of numbers with sums
up to 20.
• Performance Standard: count, recognize and
represent whole numbers up to 100. (NA)
• Learning Competency: Solve problems (given orally
or in pictures) involving addition with sums up to
20.
Sample DLL
• Activating prior knowledge:
• Let’s practice solving the following:
• 11+5=
• 10+2=
• 8+7=
• Purpose of the lesson (Preparing for reading):
• Who among you have visited a farm? What can you plant
in the farm?
• Show a picture of a farm to students.
• Point out what vegetables are seen in the farm
• Count each set of vegetables seen in the farm
Sample DLL
• Lesson language practice (Thinking through):
• Teacher writes on the board a tabulation of each vegetable with
counts
• If I put together the carrots and cabbages, how many vegetables will I
put in my container?
• Demonstrate abstraction of adding the carrots and vegetables.
• If I put together the eggplants and squashes, how many vegetables will
I put in my container?
• Putting together means….
• Other statements that means putting together are joining, adding,
sum, combine…
• If I put join the eggplants and carrots, how many vegetables will I
have?
• Here are the spelling of the words “put, together, join, add, sum,
combine”
Sample DLL
• Key Idea:
• I you see and hear statements like putting together, joining,
adding, sum, combine.. Its means that you have to add the
numbers
• Putting them in a statement would look like this..
(abstraction)
• Developing understanding (extracting information)
• I will read to you this problem, listen carefully:
• Jose and Aida both have colored pencils. Jose have 6 colored
pencils and Aida have 7 colored pencils. Jose placed his
colored pencils in Aidas case. Their colored pecils were
combined. If you open the pencil case, how many pencils
were combined?
Cont. Extracting information
• Show how colored pencils and a pencil case look like.
• How many colored pencils does Jose have?
• How many colored pencils does Aida have?
• Draw the colored pencils of Jose and Aida then count each.
• Write the number of each colored pencil.
• Add the two numbers?
• What is being asked in the problem?
• What procedure should you use to obtain the sum?
• What will the number statement look like?
• What is the answer?
Sample DLL
• Deepening understanding
• Read another problem to the students
• Demonstrate another way of solving the problem
• Abstraction (translating information)
• What are the different ways how we solve problems involving
combining numbers?
• When you have a money and you will combine it with your
sibling’s money to buy a toy, what method will you use and why?
• When you have old clothes and you classmates also combined
their clothes to be donated to charity, what method will you use
and why?
• What type of problems can you use counters?
• What type of problems can you use the graphical method?
Sample DLL
• Evaluating (formative)
• Give 5 items of problems to be solved and check
• Reteaching
• Show other methods to solve the problem
• Summative assessment
• Give 5 items of problems to be solved