DIFFERENTIATED

LEARNING INSTRUCTIONS
-
READING
(Letter C, sound /k/)
Objectives

By the end of the session, CPs able

to:
use differentiated learning
instructions for reading to cater
LINUS pupils with different level of
learning abilities.
know different techniques on
 Differentiated
Instructions

Giving instructions according to

the pupils ability.
To make sure LINUS pupils can
understand the instructions
given by the teacher.
 Differentiated
Instructions
In Adaptation &
Accommodation
Adaptation: altering the lesson/
work to support pupils with
special education needs.
Accommodation: measures taken
to support the weak pupils in
following the same curriculum/
work as their peers.
 Differentiated Instructions
In Adaptation &

Accommodation
Teacher can differentiate at least 4
classroom elements based on pupils
readiness, interest or learning profile.
4 classroom elements are:
a) Content: what the pupils need to learn
b) Process: activities in which the pupils
engage in order to master the content
c) Products: tasks/ exercises/ outcomes that
requires pupils to rehearse, apply and
extend what they have learned.
d) Learning environment: the conduciveness
of the classroom.
MODULE BOOK 1:
UNIT 13
 SET A
Differentiated Learning
Instructions
 ACTIVITY 1
(beginner LINUS
pupils)
Blending /d/ Sound To Form
Words
(beginner LINUS pupils)
use pictures to develop the concept of
blending.

PICTURE
BLENDING
c a t
Rearrange the picture puzzles
and sound each letter to form a whole
word
(beginner LINUS pupils)
~The Lesson Plan~
Focus: Reading
LS : 2.1.2
Obj. : To sound and blend phonemes into words.
Activities:
1) Pupils study the pictures and read the words
with guidance.
2) Pupils sound the phoneme for each letter on
the cut-off pictures.
3) Pupils rearrange the pictures correctly.
4) Pupils sound each phoneme again and blend
them into words.
Rearrange the picture puzzles
and sound each letter to form a
whole word
(beginner LINUS pupils)

a c t p a c o t c

u c p n c a
 ACTIVITY 2
(intermediate LINUS
pupils)
Read and Match To The Correct
Pictures
(intermediate LINUS pupils)
~The Lesson Plan~
Focus: Reading
LS : 2.2.1
Obj. : To read and match the words to the
correct
pictures
Activities:
1) Pupils read aloud the words in the word
cards.
2) Pupils match the word cards to the correct
pictures.
Read and Match To The Correct
Pictures
(intermediate LINUS pupils)

cat cup cot

cap can
 ACTIVITY 3
(advanced LINUS
pupils)
Rearrange Jumble Letters To Form
Words
(advanced LINUS pupils)
~The Lesson Plan~
Focus: Reading
LS : 2.2.1
Obj. : To rearrange jumble letters, spell and
read as a
whole word
Activities:
1) Pupils rearrange jumble letters to form
words based on the pictures given.
2) Pupils spell the words correctly.
3) Pupils read aloud all words with the correct
Rearrange Jumble Letters To Form
Words
(advanced LINUS pupils)

act ucp

otc

pac nca
 SET B
Differentiated Learning
Instructions
 ACTIVITY 1
(beginner LINUS
pupils)
Read, Choose And Paste The Correct
Words
(beginner LINUS pupils)
~The Lesson Plan~
Focus : Reading
LS : 2.2.3
Obj. : To read and choose the correct words (3
words)
to complete the sentences
Activities:
1) Pupils read the words in the word cards with
guidance.
2) Pupils choose the correct word card to
complete the sentences.
3) Pupils read the complete sentences with
Choose And Paste The Correct
Words
(beginner LINUS pupils)

This is ______. Cat

Coco is a ______. Can

Can Coco sleep in a

Coco
_____?
 ACTIVITY 2
(intermediate LINUS
pupils)
Read, Choose And Paste The Correct
Words
(intermediate LINUS pupils)
~The Lesson Plan~
Focus : Reading
LS : 2.2.3
Obj. : To read and choose the correct words (5
words)
to complete the sentences
Activities:
1) Pupils read the words in the word cards with
guidance.
2) Pupils choose the correct word card to
complete the sentences.
3) Pupils read the complete sentences with
Choose And Paste The Correct
Words
(intermediate LINUS pupils)

This is ______. Cat

Coco is a ______. Cup

Can Coco sleep in a _____? Coco

Can Coco sleep in a _____? Cap

Can Coco sleep in a ______? Can

 ACTIVITY 3
(advanced LINUS
pupils)
Read, Choose And Paste The Correct
Words
(advanced LINUS pupils)
~The Lesson Plan~
Focus : Reading
LS : 2.2.3
Obj. : To read and choose the correct words (6
words)
to complete the sentences
Activities:
1) Pupils read the words in the word cards with
guidance.
2) Pupils choose the correct word card to
complete the sentences.
3) Pupils read the complete sentences with
Choose And Paste The Correct
Words
(advanced LINUS pupils)
This is ______. Cat

Coco is a ______. Cup

Can Coco sleep in a _____? Coco

Can Coco sleep in a _____? Can

Can Coco sleep in a ______? Cot

Can Coco sleep in a ______? Cap

Other sample of
activities for
advanced LINUS
pupils
Rearrange Word Cards To Form
Sentences
(advanced LINUS pupils)
~The Lesson Plan~
Focus : Reading
LS : 2.2.3
Obj. : To read and rearrange words to form correct
sentences .
Activities:
1) Pupils read the sentences given.
2) Pupils read the words given in the word cards.
3) Pupils rearrange the words based on the
sentences they have read previously.
4) Pupils read aloud the sentences with the
correct arrangement.
 Rearrange Word Cards To Form
Sentences
(advanced LINUS pupils)
1

is This

Coco
2

is a

cat Coco
 Rearrange Word Cards To Form
Sentences
(advanced LINUS pupils)
3

to Coco

likes sleep
4

sleep Coco in

cot ? a Can
 OTHER BLENDING
TECHNIQUES FOR READING
Other Blending Techniques For
Reading Activity:

Onset Rime
Body-coda
Arm blending
Race Car Blending
Sliding Sounds
Blending /d/ Sound To Form
Words
(beginner LINUS pupils)

cat
(word)

/c/ /t/
onset
onset
rime
rime

(more on Onset Rime)

THE READING MACHINE
Onset Rime
(beginner LINUS pupils)

1 c a t

2 c a p

3 c u p

4 c a n

5 c o t
Blending /d/ Sound To Form
Words
(beginner LINUS pupils)

BODY CODA

cat
(word)

/c/ /t/
body
body
coda
coda

Blending /d/ Sound To Form
Words

(beginner LINUS pupils)

ARM BLENDING
Steps:
/ccc/ / / /t/
1. Have children
imagine that they 3.The motion of
place sounds on their sweeping hand sliding
arms. down is a kind of
2. Children blend tactile analog for what
saying sounds as they the voice does when
slide down their hands sliding sounds together
from shoulder to wrist. during blending
 Blending /d/ Sound To Form
Words
(beginner LINUS pupils)

uses a board on which part of the words are

placed and a toy car or a picture of a car to
develop the concept of blending

RACE CAR
BLENDING

c a t

Blending /d/ Sound To Form
Words
(beginner LINUS pupils)

SLIDING SOUNDS

1. Draw a large slide. 4. Ask children to say the

2. Write a word on the whole word, write the
slide, distributing word on the bottom of
letters from the top to the slide. Get your
near the bottom. pupils to be the slider.
3. Demonstrate blending 5. Get the class to blend
by pronouncing each the sounds as the
sound as you slide your slider moves/slides
hand under each letter toward the bottom.
adding letters one after 6. The slider says the
the other until you word when he/she
reach the bottom reaches the bottom.
c

a
t

cat
GROUP WORK
 YOUR TASK Gro
u
Wo p
rk

Using the sounds in Unit 2(//)

or Unit 19 (/k/ (ck)) in Module
Book 1, prepare a lesson plan
with differentiated activities for
LINUS pupils with different
learning abilities.
THANK YOU!