PRONG GOAL MATERIAL

Genuine Love for Reading To develop a lifetime love, Story books

(GLR) habit and enjoyment for Poems
reading. (Literature Genre)
Critical Thinking (CT) To develop the habit of Same Story with post
reflecting on what is read reading activities that
and exercising decision engage children
making, judgments and
valuing.
Grammar and Oral To develop competence in Still based on the same
Language Development oral language, story; objects, pictures,
(GOLD) understanding and correct charts to facilitate
use of syntax. application of structures
learned.
Transfer Stage (TS) To develop phonemic Worksheets, writing
awareness, decoding and tablets, charts, fun and
encoding skills interesting materials of
appropriate level.
PRONG ACTIVITIES
GLR  Pre-reading Activities
Unlocking of Difficulties
* Unlock important key words, phrases, idiomatic expressions
or setting of the story.
* Unlock through: realia, pictures & drawings, maps, actions,
context clues
* Limit words to be unlocked to 5 – 8 words
* Post unlocked words after they are used or unlocked
* Use new words in ordinary, everyday conversation
* Have the new words visible in a certain corner of the room

Activation of Prior Knowledge/Schema

* Motivation – taps the experiences of the children
* Motive – relates to the story and is parallel to the first
question; usually deals with something at the beginning of the story;
is usually asked first after the story
For example:
What did you eat for breakfast?
Find out in the story what the character ate for breakfast and what
happened to him.
 Most commonly used Motivation Strategies:
Semantic Webbing
KWL Chart
Prediction Chart

During Reading Activities

* Note the author, illustrator and copyright date
* Track print on every page
* Change tone of voice to heighten the sense of drama in the story
* Pause at certain key parts of the story to let children internalize the
events
* Ask thought-provoking questions to check understanding of the
story and make them predict what’s going to happen
* If the story has patterned text, let the children come in and join
while you tell the story

GLR is ALL ABOUT …developing a lifetime love, habit and enjoyment

for reading BUT… this can only be formed if a child is exposed to enjoyable
and meaningful reading material SO… the teacher should find a good and
interesting literature suitable to age, interest, vocabulary level of children
CT Post Reading Activities through Gradual Psychological Unfolding
(GPU)
* The story is unraveled through a slow yet logical manner
with questions and activities
* Questions arise naturally from the flow of the class
discussion
* It demands diligence, creativity, and alertness on the part of
the teacher

Engagement Activities – a series of learning tasks given to students

after taking up literature where they are absorbed, wrapped up, or
engrossed in the text and are experiencing the essential elements of
Posters
the text. Some synonyms are “imaginative
Illustrations Charts
re-creation” or “reader
Writing Activities
response” activities.
Lost and Found Story Map Story grammar Literary Letters
WANTED Scenes from the Plot relationship Diary
Autograph Possible Engagement
story Activities
Feelings chart Journal entries
Invitation Literary photographs Rating Scales News Report
Recipes Post Cards Cause/Effect Dialogue balloons
Greeting card Literary Report Cards
Picture or bar graphs
CT Enrichment Activities – activities that are related to the literature
studied but go beyond the essential text elements. They are more
concerned with the exploration of individual response, or the learning
of related concepts and themes. Synonyms include “story stretchers” or
“extending the literary experiences”

List of Enrichment Activities:

1. Reading-Writing Connection – students are asked to write about
similar experience, or think of another ending for the story. If the story
is about friendship, they could write a letter to real friends.
2. Creative Dramatics – Make up your own play or short skit based on
the story. Thinks of songs.
3. Arts and Crafts – If the story was about bugs, create bugs made from
recycled materials.
4. Inquiry above – Now is the time for the Special Science Project. The
children’s interests have just been stimulated by the story. Go for it!
CT is ALL ABOUT… developing the habit of reflecting on what is read and exercising
decision making, making judgments and valuing WHEREIN… the discussion unfolds the
message, events and beauty of the selection BY… the Gradual Psychological Unfolding
(GPU) THROUGH… engagement activities.
 Level 5 : Creative Reading

Level 4 : Integration (Application to Self/Life)

Level 3 : Evaluation (Critical Thinking)

Level 2 : Interpretation (Inferential)

Level 1 : Literal Comprehension

GOLD  Introduction/Presentation – use the story as the
springboard for the language lessons. Use structure
taken from the story as the presentation or introduction
to the particular lesson.
 Teaching/Modeling – explicit instruction
 Guided Practice – give more exercises here for better
comprehension
 Generalization – help the children notice the structure
of the sentence or words presented. Draw out from
students the rules or generalization about the target
structure
 Application – Oral language development
TS  Differentiated Activities to develop phonemic
awareness
 Parts of the Lesson Plan Rationale
I. GLR (Pre-reading and Reading)  Guides the direction of the lesson
A. Objectives and states the skills to be learned.
1. Expressive
2. Instructional
3. Style or Aesthetic
B. Subject Matter and Materials  Identifies the story/title and
1. Selection materials
2. Materials
C. Pre-Reading  Prepares the listener/reader for the
1. Developing concepts and linguistic and experiential content of
vocabulary/unlocking of difficulties the text
arising from:
a. difficult words and phrases
b. unfamiliar historical,
geographical, and/or biographic
concepts
c. sentence structures
IV. Transfer Stage
A. Objectives:  States the goal of the day’s plan
particular to the
decoding/encoding/comprehension
skill being developed
B. Subject Matter  Specifies the sounds or combination
of sounds for the lesson
C. Materials  Enumerate the materials to be used
D. Procedure  Gives a step-by-step instructions for
teaching
1. Presentation Lesson or Review  Explains how a new letter will be
Lesson introduced or reviewed.
2. Practice Exercises  States activities for oral or written
work that will enhance the skill being
developed
3. Mastery Exercises  Enumerates activities for oral or
written work that are slightly more
difficult