Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE
Reading Category HIGH SCHOOL READING REMEDIATION - Session Guide
Reading Focus Oral Reading Fluency (Reviewing Short Vowel Sounds
a, e, i, o, u)
Objectives: At the end of the 30 minute reading session, the learners will
be able to:
a. improve oral reading fluency by accurately pronouncing
words with short vowel sounds.
b. demonstrate correct pronunciation of words with short
vowel sounds in selection and be able to use the word in a
sentence.
C. appreciate the correctness of the production of words
containing short vowel sounds.
A. Reference Phil IRI, www. youtube.com. and pinterest.com
B. Materials Printed selection, timer, flash cards
Reading selection/passage
Reading Strategy Explicit
Review/Drill The teacher conducts quick drill on the English alphabet and
(3 minutes) lets students identify the vowel letters.
Motivation The teacher starts with a word game or a fun short vowel
(3 Minutes) sounds challenge to energize the class and create
enthusiasm for the lesson. The teacher flashes cards, after
each word, gesture for students for word containing short
vowel sound is thumbs-up, and thumbs down for word having
no short vowel sound.
Words:
Happy / put / Stop / Mat / Did
Modeling The teacher demonstrates proper oral reading fluency
(I Do) through reading a short selection from Phil IRI and the
(6 Minutes) teacher models correct pronunciation of words.
Mat is a cat.
Mat sat on a hat.
Jig has a wig.
Jig sat on a wig.
Len is a hen.
Len did not sit on a hat or a wig.
Len sat on ten eggs
The teacher identifies words containing short vowel:
mat- /a,ӕ/
cat- /a,ӕ/
sat-/ a,ӕ/
hat-/a, ӕ/
Jig-/i,I/
Sit-/i,I/
wig-/i,I/
Len-/e,/
Hen-/e, /
Ten-/e,/
Eggs-/e, /
on-/o/
Guided Practice Guided Practice 1:
(We Do) Altogether, the teacher and students read the selection.
(6 Minutes) Mat is a cat.
Mat sat on a hat.
Jig has a wig.
Jig sat on a wig.
Len is a hen.
Len did not sit on a hat or a wig.
Len sat on ten eggs
Guided Practice 2: Words
Web
Chick
Bird
Ship
Pulled
Pants
Tint
Font
Blend
ports
Independent Practice Give short texts for individual reading, allowing students to
(You Do) practice oral reading fluency. Set a time for each student to
(7 Minutes) read independently. Encourage them to mark instances of
short vowel sounds on their own. Monitor and provide support
as needed.
Short passage:
Ed did not feel well.
His face was red.
His neck was red.
His ears was red.
Ed did not get out of the bed.
He slept .
Ned came by to see his friend Ed.
Ed got better.
Source: https/www.pinterest.com
Assessment Evaluate students’ learning through picture worksheet. Have
(5 Minutes) students identify a picture and write the missing letter/s.
Check students’ work for giving of feedback of students’
progress.
Prepared:
GRACE B. GANCENA
Lala NHS Teacher
Checked and Reviewed:
JANE CHARITY E. MADRONERO, PhD
EPS in English
Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE
Reading Category HIGH SCHOOL READING REMEDIATION- Session Guide
Reading Focus Oral Reading Fluency (Short a,e, and i Vowel Sounds)
Objectives: At the end of the 30 minute reading session, the learners are
expected to:
a. identify the vowel sounds a, e, and and i,
b. produce the sounds of the vowels a, e, and i through choral
presentation.
c. show enthusiasm in participating in reading activities.
A. Reference Phil IRI Package
B. Materials Charts with examples of words containing the vowel sounds
a, e, and i, flash cards with images and corresponding words,
worksheets.
Reading Strategy Explicit
Review/Drill Start with a review on the importance of vowels in words and
(3 minutes) engage students with a brief discussion on the role of vowels
in pronunciation.
Motivation The teacher uses box of surprises containing flashcards
(3 Minutes) showing images. Conduct a class game where students
identify the word based on the given picture. Each name of a
picture contains vowel sound: a, e or i.
Modeling The teacher presents a poem by reading it loud to the
(I Do) students. Students listen to the correct pronunciation of
(6 Minutes) words.
The Rat and the Cat
A fat rat
Hid in a cap
A mad cat
Had a bad nap.
The rat did
A zig-zag.
Then the rat hid
In a big bag.
The cat had the cap
But not the rat.
The rat had a nap
As the mad cat sat.
Guided Practice The teacher reads each line and lets the students follow.
(We Do) After which, the students are grouped into three and prepare
(6 Minutes) for a choral reading presentation of a poem “The Rat and a
Cat”. The teacher uses rubrics for giving feedback on
students’ performance.
Independent Practice For individual drill, distribute the same material, a copy of a
(You Do) poem “The Rat and a Cat”. Each student will identify words
(7 Minutes) having short a, e or i vowel sounds. The student will read
aloud and the teacher will walk around the class to provide
assistance and monitor students’ pronunciation of words.
Assessment Students answer an activity worksheet on identifying vowel
(5 Minutes) sounds (a,e, i)of a word.
Prepared:
GRACE B. GANCENA
Lala NHS Teacher
Checked and Reviewed:
JANE CHARITY E. MADRONERO, PhD
EPS in English
Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE
Reading Category HIGH SCHOOL READING REMEDIATION- Session Guide
Reading Focus Oral Reading Fluency ( Long a, e, i,o, u Vowel Sounds)
Objectives: At the end of the 30 minute reading session, the learners are
expected to:
a. identify words having long vowel sounds,
b. enunciate words with long vowel sounds correctly
A. Reference Phil IRI
B. Materials Pictures containing long vowel sounds (a, i, o, u), flash cards,
worksheets.
Reading Strategy Explicit
Review/Drill The teacher dictates the sentences. In each sentence, the
(3 minutes) students will identify words that contain short vowel sounds.
Sentences:
1. The cops catch the thief.
2. She pulls the door.
3. I get many pins.
4. Kittens sleep on the mats.
5. We bend our knees.
Motivation The teacher presents picture cards and students give each
(3 Minutes) name.
1. mule 2. whale 3. foot 4. meat 5. tiger
Modeling The teacher discusses long vowel sounds (a, e, i, o, u).
(I Do) Long a- baby, cake, rain, day, they, weigh
(6 Minutes) Long e- me, eve, hear, meet, piece
Long i- silent, bike, light, my
Long o- go, home, toe, boat, snow
Long u-music, feud
Guided Practice The teacher presents a story with words having long vowel
(We Do) sounds, after she reads, the students are asked to read too.
(6 Minutes)
Source: Pinterest.com
Independent Practice Guided Practice 1. Students will list down words having long
(You Do) vowel sounds in the story “Let’s Play”. They are going to
(7 Minutes) identify what vowel sound is present in each word.
Assessment Divide the class into five small groups and provide them with
(5 Minutes) a set of words with long vowel sounds. All group members will
read the words together.
Group1 (Long Vowel Sound a)
bake cake lake make rake sake
take wake brake male pale sale tale
scale stale cape nape tape grape shape
Group 2 (Long Vowel Sound i)
ice dice lice mice nice spice twice
hide ride side bride slide dine fine
line mine shine file mile tile
Group 3 (Long Vowel Sound o)
hose nose rose chose hole mole pole
stole flagpole bone cone stone telephone
lobe robe globe bathrobe stove drove grove
Group 4 (Long Vowel Sound u)
cube tube tune June cure pure sure
use fuse muse amuse cute mute mule
music huge perfume muse mule mural
Group 5 (Long Vowel Sound e)
Feet, meet, seat, each, teeth, agree
Beach, beads, cheap, cheek, cheer
Deal, fee, feed, feast, feat ,clean sweet
Steal
Prepared:
GRACE B. GANCENA
Lala NHS Teacher
Checked and Reviewed:
JANE CHARITY E. MADRONERO, PhD
EPS in English
Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE
Reading Category HIGH SCHOOL READING REMEDIATION- Session Guide
Reading Focus Oral Reading Fluency (Identifying Short Vowel Sounds
from Long Vowel Sounds a, e, i, o, u)
Objectives: At the end of the 30 minute reading session, the learners will
be able to:
a. Name the five vowels,
b. Identify words with short vowel sounds from long vowel
sounds and differentiate between them.
A. Reference Phil IRI, www.youtube.com
B. Materials Letter tiles, worksheets, video
Reading Strategy Explicit
Review/Drill Begin by asking the class to recite the short vowel sounds
(3 minutes) and long vowel sounds.
Motivation The teacher plays a video lesson on words with Long and
(3 Minutes) Short Vowel Sounds from youtube.
Modeling The teacher presents words with long Vowel Sounds
(I Do)
(6 Minutes)
The teacher presents words with short Vowel Sounds
Guided Practice Have the students practice the words with short vowel sounds
(We Do) and the long vowel sounds. The teacher checks for oral
(6 Minutes) fluency of the learners.
Independent Practice Place the students in small groups and give the group a pile
(You Do) of letter tiles. Without reusing the letter tiles, the groups use
(7 Minutes) the tiles to create as many words as they can with the short
vowel sounds identified as a,e,i,o,u and long vowel sounds.
Each correct word will have 2 points for the group, after 7
minutes, the group with the highest score is declared winner.
Assessment Ask the students to identify words having long and short
(5 Minutes) vowel sounds from the passage by putting them on the table.
MY CAT
I have a cat.
My cat is orange.
It has a long tail.
Her eyes are brown.
It likes to run and jump.
I love to play with my cat.
It makes me happy.
Words with short vowel Words with long Vowel
sounds sounds
Prepared:
GRACE B. GANCENA
Lala NHS Teacher
Checked and Reviewed:
JANE CHARITY E. MADRONERO, PhD
EPS in English
Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF LANAO DEL NORTE
