Title AFTA BalikTuro: Training on the Science of Reading

Duration 1. 2 days (8 hours per day) Face to Face

Target Participants K-3 Teachers
Resource Speaker 1. Rizalina C. Labanda
AFTA Inc., VP for Teaching and Research
Member, Reading League (SOR)
Program Output Strategies /Instructional Procedures learned as shown in
prepared:
a. Lesson Plans
b. Instructional Materials
Content Day 1 Face to Face
7:00 – 8:00 REGISTRATION
8:00 – 8:30 Opening Program c/o Host
8:30 – 9:30 SOR Diagnostic Test
9:30 – 12:00 What is SOR?
1. The Reading Brain:
a. Phonological Processor
b. Orthographic Processor
c. Phonological Assembly Region
It is not true that there are hundreds of ways to
learn to read. When it comes to reading, all
children have roughly the same brain that
imposes the same constraints and the same
learning – Stanislas Dehaene
MODELS OF READING
3. The Simple View of Reading
4. The Scarborough Rope
5. National Reading Panel - Reading Skills that Need to
be Taught:
a. Phonemic Awareness
b. Phonics
c. Fluency
d. Vocabulary
e. Comprehension
12:00 – 1:00 LUNCH
1:00 – 5:00
6. How to Teach Reading … According to SOR?
a. Explicit Instruction
b. Phonological Awareness
c. Systematic Phonics Instruction
Phonics instruction must continue throughout
the elementary grades to build deep and
secure neural systems for sight word
recognition – David Kilpatrick
d. Structured Literacy
7. Resources in the SOR:
Books, Articles, Websites

Day 2 Face to Face

 8:00 – 12:00
1. Fluency
a. What is Fluency?
b. What Research says about Fluency
Instructions.
2. Fluency Instructions
a. When to begin and when should it end?
b. How to Assess Fluency?
3. Oral Fluency Assessment
a. Vocabulary
b. Types of Vocabulary
c. What SOR tells us about Vocabulary
Instruction
d. Why teach Tier 2 words and how to select
Tier 2 words.
e. The difference between Tier 1, 2, 3 Word.
f. Strategies for Vocabulary Instruction

12:00 – 1:00 LUNCH

1:00 – 4:00
4. Comprehension
a. What does SBR/SOR tells us about effective
Comprehension Instruction?
b. Reading Comprehension Strategies
6. What is Metacognition?
7. Characteristics of Good Reader

4:00 - 5:00
 Evaluation
 Impressions
 Awarding of Certificates
 Closing Program c/o Host

Learning Objectives At the end of the session, the participants are expected to:

1. explain the universe of skills for a structured

approach to early literacy instruction.
2. identify the elements of the semi-detailed lesson
sequence/lesson plan in adapting the learned
strategies in teaching reading.
3. explain how teaching can be integrated in
 teaching-learning of other subjects/learning areas.
4. prepare a semi-detailed daily lesson plan that uses
the learned strategies in teaching reading.
5. prepare teaching-learning resources.
6. participate actively in given activities to show new
behaviors in the acquisition of competencies in
teaching reading.
7. Prepare lesson plans on decodable books and
prepare instructional materials aligned to SOR.

Professional Resource Session Guides

Packages Needed Slide Decks
Handouts for the Participants
Supplies and Materials Bond paper
Colored Paper
Glue
Scissors
Old Folders (to be used on the third day in their respective
classroom)
Delivery Modality 2 Days Face to Face
Logistics:
Venue: c/o host
Material and Equipment: Screen and
projector, whiteboard
or blackboard, bond
paper
Preparation for Instructional Materials (in case
there is a workshop): participants
can bring their own materials like
colored paper, bond paper, folder,
scissors, and paste.
Meals Host takes care or participants
can bring their own provisions
Speaker: Transportation and
accommodation will be
shouldered by AFTA INC.
through the sponsorship of
Rotary Club of Makati South
West and AFTA PCI.
Professional Fee: FREE, but can accept
donations to support
AFTA’s advocacies like
BalikTuro, Adopt-A-
Scholar, and Adopt-A-
School projects.
Session Topics Session Objectives
1. SOR Quiz for Teachers

2. The Reading Universe explain the universe of skills for a

structured approach to early literacy
instruction
3. The Science of Reading: The Have deeper understanding on the
Basic and Beyond science of reading

4. Phonological Awareness Demonstrate how to teach

phonological awareness to k-3 or to
struggling readers
5. How Children Learn to Talk, Read, Gain deeper understanding and know
and Write? strategies that make children learn to
talk, read, and write.
6. Phonics Have deeper understanding of:
 Alphabetic principle – that
represent the sounds of spoken
language.
 Common sound – spelling
relationships to decode or sound
out words.
7. Letter-Sound Correspondence Increase fluent identification of letter
sounds
8. Sound Blending To build words from individual sounds
by blending the sound together in
sequence.
9. Sight Word Recognition Read grade level high frequency sight
words with automaticity.

10. Reading Simple sentences & Decode or recognize by sight, the

stories words in a sentence.
11. Guidelines for Phonics Instructions

12. Fluency Gain better understanding why

fluency bridges word recognition and
comprehension

13. Fluency Instruction Know the importance of making

children become accurate, efficient
and fluent readers.
14. Oral Fluency Assessment Monitor student progress in fluency
development, ensure that students
are receiving the instruction and
practice they need.
15. Vocabulary Gain deeper understanding of Tier 2
words for instruction and know more
vocabulary teaching strategies.
16. Comprehension To help students develop the
knowledge, skills, and experiences to
become competent and enthusiastic
readers.
To know and use comprehension
strategies – before, during, and after
reading.
17. What is Metacognition? Gain deeper understanding and use
of metacognitive strategies to
empower students to think about their
own thinking.
18. Characteristics of Good Readers Gain more insights on what good
readers do and their characteristics as
strategic readers.