IV & V Selection of Learning Content ( Subject Matter) & Organization of the Learning Content

Target Date Practical Skills of Objectives Learning Resources Assessment/

Instruction Evaluation
Week 1-3 1. Decoding and  Select Use active, constructive approaches to  Reading Assessment
word attack teach word concepts Sheets (In English
 Select programs and lessons appropriate for assessment booklet).
students' instructional levels  www.phil-iri.com
 Give corrective feedback and design lessons  https://www.slideshare.net/fe
based on students' needs, including their rnanlopez/the-reading-skills
phonological and orthographic development
 Teach decoding skills explicitly, sequentially,
and systematically: sound-symbol
association; sound-by-sound blending;
reading onsets, rimes, syllables, morphemes;
sight word recognition
 Select and use decodable text for reading
practice in the early stages
 Link practice in word attack to reading,
writing, and meaningful use of language

Week 4-7 2. Spelling and  Match spelling instruction to students'  Grade 6 textbook for
Vocabulary developmental levels of word knowledge Language and
Development  Follow a scope and sequence based on reading
language organization and how students  http://www.nea.org/t
learn it ools/lessons/spellin
 Use multisensory techniques for sight word g-and-vocabulary-6-
learning 8.html
 Teach active discovery of generalizations,  https://www.homesp
rules, and patterns ellingwords.com/6th
 Practice spelling in writing and proofreading -grade
 https://www.slidesha
 Teach words together that are related in re.net/itsdanimoe/te
structure and/or meaning aching-spelling-
12255110
  Select and/or design word study for  https://www.slidesha
intermediate and high school students re.net/UgurSeverr/v
organized around common morphological ocabulary-teaching-
roots and derived word forms 43045238
 Teach word meanings before, during, and
after reading
 Use context clues, semantic mapping and
comparison, analogies, synonyms,
antonyms, visual imagery, and other
associations to teach meaning

Week 8-10 3. Fluency and  Use repeated readings, alternate and choral  Grade 6 textbooks in
reading reading, and self-timing strategies to provide Language and Reading
Comprehension practice.  Provided module by
school heads.
 Identify reading materials for students'  https://www.k12reader.co
independent reading levels m/what-is-reading-
 Promote daily reading of varied text, in fluency/
school and outside of school.
 Use model "think aloud" strategies during
reading
 Vary questions and ask open-ended
questions that promote discussion
 Emphasize key strategies including
questioning, predicting, summarizing,
clarifying, and associating the unknown with
what is known.
 Use graphic or three-dimensional modeling
 of text structure.

References:
 http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-2018.5.3.09.pdf
 https://www.k12reader.com/what-is-reading-fluency/
 http://www.nea.org/tools/lessons/spelling-and-vocabulary-6-8.html
 https://www.homespellingwords.com/6th-grade
 https://www.slideshare.net/itsdanimoe/teaching-spelling-12255110
 https://www.slideshare.net/UgurSeverr/vocabulary-teaching-43045238
 www.phil-iri.com
 https://www.slideshare.net/fernanlopez/the-reading-skills

DATES ACTIVITIES OBJECTIVES LEARNING RESOURCES

Week 1-3  Seminar and Workshop  Applied Behavior Analysis: https://ched.gov.ph/2019-events-activities/

Plans for 2019 by Improving the quality of life of
Resources for children with Developmental
Educational and Allied Disorder.
Consultancy Habitat
Week 4-7  Two-Day Seminar-  Improving the Digital environment https://ched.gov.ph/2019-events-activities/
Workshop – and digital strategies of the teachers
Empowering the
Information
Professionals in the
Digital Environment
 My Action Plan

Lesson & Target Date Lesson Learning Objectives Instructional Assessment Evaluation
Content/Topic
Week 1-2  Pre-
assessment
 Testing of  Ability  Short story “ Phil-IRI Pre test
fluency in to read with Effects of
reading speed, Anger” & “
accuracy, and Yawning”
proper
expression
Week 3-4  Getting main  Identify main
ideas and ideas and
supporting supporting
details. details.
 Unlocking of  Identify the
difficulties meaning of
using context the words
clues. based on the
 sentence
given.

Week 5-6  Answer the  Grade 6 textbooks in
HOTS Language and
questions with Reading
a reading
selection.
 Create
reflection
based on the
story that
being read.
