Walkthrough of the ARAL-Reading Plus Teacher_s Guide (TG) and Learning Activity Sheets (LAS) (1).pdf

AISA VERONICA D. PINTOR
BUREAU OF CURRICULUM DEVELOPMENT

"If the Shoe Fits… Wear All Three!"
Understanding Roles to Meet Every
Learner’s Needs

➢ Identify the key components and structure of the lesson exemplar
for the ARAL program.
➢ Explain how the lesson exemplar aligns with the overall curriculum
goals and learner outcomes.
➢ Demonstrate understanding of the instructional strategies used in
the lesson exemplar.
➢ Analyze how social-emotional learning (SEL) and play-based
learning (PBL) are integrated within the lesson.
➢ Apply the concepts from the exemplar to plan or adapt teaching
activities for their own classrooms.
➢ Discuss common challenges and best practices in implementing
the lesson exemplar effectively.

HOW DOES THE INTEGRATION OF
SEL and PBL TAKE PLACE?

Reading Subskill Weekly Cluster:
• Identifying high-frequency words
accurately.
• Identifying roots of high-frequency
words (nouns, verbs, adjectives).

Reading Subskills:
Identifying high-frequency words accurately.
Identifying roots of high-frequency words (nouns, verbs, adjectives).
O
B
J
E
C
T
I
V
E
S
1.Read the text aloud
with guidance.
2.Identify some words
from the text into
people, places, things,
or events.
3.Recognize the root of
each noun.
4. Write one new
sentence using a noun.
1.Read the text aloud
with minimal guidance.
2.Identify verbs in the
reading text.
each verb.
4. Use verbs in clear,
meaningful sentences of
one’s own.
DAY ONE DAY TWO

Reading Subskills:
1. Read the text aloud
with clear
pronunciation and a
steady pace.
2.Identify adjectives in
the reading text.
3.Recognize the root form
of adjectives.
1. Read the text aloud with
clear pronunciation and
steady pace, and
independently.
2.Identify the nouns, verbs,
and adjectives in a text.
3. Use nouns, verbs, and
adjectives in a short
paragraph.
DAY THREE DAY FOUR
O
B
J
E
C
T
I
V
E
S

Reading Subskills:
with clear
pronunciation, a
steady pace, and
occasional guidance .
2.Identify adjectives in
the reading text.
3.Recognize the root
form of adjectives.
4.Use adjectives in a
clear, meaningful
sentence.
with clear
pronunciation, a
steady pace and,
independently.
2.Identify the nouns,
verbs, adjectives,
and their roots.
3. Use nouns, verbs,
and adjectives in a
short paragraph.
DAY THREE DAY FOUR
with minimal
guidance.
2.Identify verbs in the
reading text.
each verb.
4. Use verbs in a clear,
meaningful sentence
of one’s own.
with guidance.
2.Identify some words
from the text into
people, places,
things, or events.
each noun.
4. Write one new
sentence using a
noun.

Reading Subskills:
1. Read the text aloud with guidance.
2.Identify some words from the text into
people, places, things, or events.
3.Recognize the root of each noun.
4.Write one new sentence using a noun.
DAY ONE
O
B
J
E
C
T
I
V
E
S

Reading Subskills:
Write the word “Mealtime” in large letters at the center of the board. Ask learners to
close their eyes and think quietly for a few seconds.
Say: “Imagine what happens during dinner at home. Who do you see? What do you
use? What’s around you?”
Distribute small pieces of paper. Instruct learners to write 4 words from their thoughts.
These can be people, places, things, or events related to mealtime. Ask learners to
pair up. Instruct them to take turns sharing one word at a time. Encourage them to
add any new words they will hear from their partner to their list.
Invite each pair to choose one word from their combined list to share with the class.
As pairs share, write each word around “Mealtime” on the board to create a quick
word web.
DAY ONE
Bridge Curiosity

LEARNER ACTIVITY SHEET
DAY ONE
Bridge Curiosity

Reading Subskills:
Explain to the learners that words can be grouped as people, places, things, events,
or ideas. Tell them that these words are called nouns.
Let learners talk about what they remember or know about the words they read.
DAY ONE
Revisit Prior
Knowledge

Reading Subskills:
Read “Mealtime” aloud, using clear pronunciation, natural phrasing, and a
steady pace.
Tell learners to watch and listen closely to how you handle pronunciation,
pauses, and expression.
Afterward, have them read the same text aloud. First chorally with you,
then in pairs, imitating the same clarity and speed.
DAY ONE
Immerse in
Reading

DAY ONE
Immerse in
Reading

Reading Subskills:
Have learners read each paragraph of the text. Ask these questions, one at a time.
1.What time of the day was it?
2.What made the kitchen smell good?
3.What were they waiting for?
4.What do you call the container used for pouring drinks like sago’t gulaman?
5.What did everyone do before they ate?
6.What did Mother share about the market?
7.What made mealtime more than just eating food?
[KEY ANSWERS ARE PROVIDED]
DAY ONE
Discuss Meaning
and Ideas

Reading Subskills:
Key Answers:
1. It was evening.
2. The smell of Filipino cooking filled the kitchen.
3. Maya and Ben were waiting for mealtime.
4. There was also a pitcher of cold sago's gulaman.
5. They bowed their heads for a quick prayer.
6. Nanay shared stories from the market.
7. It was about being together, sharing stories, and enjoying the little
things with the people she loved the most.
DAY ONE
Discuss Meaning
and Ideas

DAY ONE
Discuss Meaning
and Ideas

Reading Subskills:
After each answer is given, write the key nouns and their roots on the
board as a quick model:
● It was evening → even
● The smell of Filipino cooking → cook
● They waited for mealtime → meal
● A pitcher of sago’t gulaman → pitch
● They said a prayer → pray
● Nanay shared stories → story
● Being together, sharing stories → share
DAY ONE
Grow Vocabulary
and Fluency

Reading Subskills:
Give each pair one of these nouns on a slip. They write the root
beside it and check with another pair.
Have them create a new sentence using the nouns and post their
slip on the board for a gallery walk.
DAY ONE
evening, cooking, mealtime, prayer,
sharing
Grow Vocabulary
and Fluency

Reading Subskills:
Directions: Choose the word from the pool that completes each
sentence. Encircle the root of each word.
PART A
DAY ONE
blessing, laughter, gathering,
celebration, sharing, giving
Evaluate
Understanding

Reading Subskills:
Directions: Choose the word from the pool that completes each
sentence. Encircle the root of each word.
PART B
DAY ONE
Evaluate
Understanding

DAY ONE
Evaluate
Understanding

Reading Subskills:
1. Read the text aloud with minimal guidance.
2.Identify verbs in the reading text.
3.Recognize the root of each verb.
4. Use verbs in clear, meaningful sentences of one’s
own.
DAY TWO
O
B
J
E
C
T
I
V
E
S

Reading Subskills:
Have learners draw a quick 3 × 3 grid on scrap paper (9 squares).
Ask them to write one mealtime action verb in each square—no repeats.
Ask them to think of action words like wash, serve, laugh, pass, pray, chew,
pour, clear, and thank.
Have them trade cards with a seatmate and add one new action the
other person didn’t list (any empty square).
Ask them to return the card.
DAY TWO
PBL INTEGRATION

Reading Subskills:
Use the verbs already written on your learners’ Mealtime Action Bingo cards.
Say: We’ll spend five minutes sharpening our verb skills. By the end, you’ll spot the root
and the -ed ending in most past-tense action verbs.
Write verb = action / state of being on the board.
Ask: Give me one verb from your Bingo card that shows an action.
Accept two to three answers aloud.
Draw a quick T-chart labeled Present / Past. Under Present, list the first five Bingo verbs
you hear (e.g., wash, serve, laugh, pass, pray).
For each verb: 1) underline the root; 2) invite the class to supply the past form
(add -ed); 3) write it in the Past column. Circle the -ed suffix so learners see that the
root stays the same.
DAY TWO
Revisit Prior
Knowledge

Reading Subskills:
Point to a present-tense verb; learners say a sentence (e.g., “Ben washes his hands”).
Snap your fingers; they restate it in the past tense (“Ben washed his hands”). Repeat
for all five verbs.
Learners pair up. Partner A picks any other Bingo verb (chew, pour, clear, thank). They
craft a present-tense sentence. Partner B converts it to the past tense, emphasizing
the unchanged root + -ed.
Summarize: Most everyday action verbs are regular—root + -ed. As you read any
story, listen for that ending to know an action happened before now.
Challenge learners: While we reread ‘Mealtime with Family,’ raise your hand each
time you spot one of today’s verbs in either tense.
DAY TWO
Revisit Prior
Knowledge

Reading Subskills:
Note:
Keep pacing brisk; the energy of Bingo carries into the mini-lesson.
If an irregular form surface (e.g., eat → ate), acknowledge it quickly and promise a
future lesson.
Use clear gestures: tap once for the root, circle once for the -ed, to reinforce the
visual pattern.
DAY TWO
Revisit Prior
Knowledge

DAY ONE
Revisit Prior
Knowledge

Reading Subskills:
Say: As we read ‘Mealtime with Family,’ listen for actions. Each time your verb
appears, cross it out.
The first learner to cross out any three in a row (horizontal, vertical, or diagonal) calls
“MAYA!” to stop the reading briefly and name the three actions they spotted. If
correct, they win; if not, reading continues.
Ask: Which actions were easiest to catch? Which surprised you?
[LAS: Week 1, Day 2- Let’s Practice!]
DAY TWO
Immerse in
Reading

DAY TWO
Immerse in
Reading

Reading Subskills:
Have learners read each paragraph of the text. Ask these questions, one
at a time.
1. What did the smell of Filipino cooking do in the kitchen?
2. What did Nanay ask Maya and Be to do before eating?
3. What did Maya and Ben do when Nanay called them?
4. What did Maya and Ben do with the water while cleaning their hands?
5. What did Maya and Ben do when they sat at the table?
6. What did Tatay do with the bowl of adobo?
7. What did Ben do with the chicken in his mouth?
8. What did Maya do with the rice and chicken?
9. What did Tatay ask the family to do before eating?
10.What did everyone do during the prayer?
11.What did the family do while eating? (Give two actions.)
12.What did Nanay and Tatay do as they shared about their day?
13.What did the family do after they finished eating?
14.What did Nanay do with the leftover adobo?
15.What did Maya and Ben do with the dishes?
DAY TWO
Discuss Meaning
and Ideas

Reading Subskills:
DAY TWO
Discuss Meaning
and Ideas

Reading Subskills:
DAY TWO
Grow Vocabulary
and Fluency

Reading Subskills:
DAY TWO

DAY TWO
Grow Vocabulary
and Fluency

Reading Subskills:
DAY TWO
Evaluate
Understanding

DAY TWO
Evaluate
Understanding

Reading Subskills:
1.Read the text aloud with clear
pronunciation and a steady pace.
2.Identify adjectives in the reading
text.
3.Recognize the root form of
adjectives.
DAY THREE
O
B
J
E
C
T
I
V
E
S

Reading Subskills:
DAY THREE

Reading Subskills:
DAY THREE
Revisit Prior
Knowledge

Reading Subskills:
Distribute printed copies of the text.
Say: Read the text silently on your own. As you read, think about
how the characters felt and what kind of words were used to
describe their mealtime.
Call volunteers to read one paragraph each aloud to the class.
[LAS: Week 1, Day 3- Let’s Read!]
DAY THREE
Immerse in
Reading

Reading Subskills:
DAY THREE
Discuss Meaning
and Ideas

Reading Subskills:
Say: Let’s take a closer look at some adjectives from the story and
figure out where they come from; what’s their root word? Think of
root words as the “base” or “core” of a word, and the rest are like
decorations added to make them more descriptive.
[LAS: Week 1, Day 3- Let’s Think Together!]
DAY THREE
Grow Vocabulary
and Fluency

DAY THREE
Grow Vocabulary
and Fluency

Reading Subskills:
DAY THREE
Evaluate
Understanding

DAY THREE
Evaluate
Understanding

Reading Subskills:
1.Read the text aloud with clear
pronunciation and steady pace, and
independently.
2.Identify the nouns, verbs, and adjectives
in a text.
3. Use nouns, verbs, and adjectives in a
short paragraph.
DAY FOUR
O
B
J
E
C
T
I
V
E
S

Reading Subskills:
DAY FOUR

Reading Subskills:
DAY FOUR
Revisit Prior
Knowledge

DAY FOUR
Revisit Prior
Knowledge

Reading Subskills:
DAY FOUR
Immerse in
Reading

DAY FOUR
READING TEXT
Immerse in
Reading

Reading Subskills:
DAY FOUR
Discuss Meaning
and Ideas

DAY FOUR
Discuss Meaning
and Ideas

Reading Subskills:
DAY FOUR
Grow Vocabulary
and Fluency

DAY FOUR
Grow Vocabulary
and Fluency

Reading Subskills:
DAY FOUR
Evaluate
Understanding

DAY FOUR
Evaluate
Understanding

Walkthrough of the ARAL-Reading Plus Teacher_s Guide (TG) and Learning Activity Sheets (LAS) (1).pdf

Walkthrough of the ARAL-Reading Plus Teacher_s Guide (TG) and Learning Activity Sheets (LAS) (1).pdf

More Related Content

Similar to Walkthrough of the ARAL-Reading Plus Teacher_s Guide (TG) and Learning Activity Sheets (LAS) (1).pdf

Recently uploaded

Walkthrough of the ARAL-Reading Plus Teacher_s Guide (TG) and Learning Activity Sheets (LAS) (1).pdf