DETAILED LESSON PLAN

I. OBJECTIVE:
At the end of the lesson, the pupils are expected to:
 identify characteristics of emergent, beginning, and primary readers as well as ways to develop reading fluency;
 recognize and correct errors in pronunciation and word identification.
 increase accuracy in decoding multisyllabic words.

II. SUBJECT MATTER:

Topic: Developing Reading Fluency in Oral Reading

III. LEARNING RESOURCES

A. Reference:
 My First Reading Book by Rodolfo C. Torres https://tinyurl.com/2p54zvs6;
B. Materials:
 Powerpoint presentation, printed materials, meta cards
C. Value Focus:
 Obedient
D. Subject Integration:
 ESP

IV. PROCEDURE:
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. Routinary Activities

 Opening Prayer The students will stand up to pray and sit down after
praying.
 Greeting
Good Morning Class. Good morning Ma’am.
How are you today? We are fine.
 Calling to order
Please pick up pieces of paper and arrange your chairs for everyone. Okay, Ma’am.
Before we start the lesson I just want you to follow our classroom rules.
A. Listen to the teacher when she/he speaks.
B. Ask for help when you need it.
C. Listen and follow directions.
D. Raise your hand before speaking or leaving your seat.

Do you understand? Yes, Ma’am.

 Checking of Attendance
Let us check first your attendance. Say present once I call your name.
Is that clear? Yes Ma’am.
 Review of the past lesson
What are the parts of the story?

B. Lesson Proper
(Doing Oral Reading Pre Test)
1.Motivation:
 Have you experienced working with your parents in the field?
 What have you feel when you are in the field?

This time we are are going to read the story aloud and then answer the
questions that follows.

Roy and the Field of Soy

Father works in the field. He toils in the field.

Two coy boys go with Father to dig the field of soy.
Roy, with a yellow toy, joins the coy boys.
Father warns Roy and the coy boys.
“Don’t destroy the soy. Don’t play with your toy.”
But the boys and Roy still play and jump with joy.
They jumped on the moist soil and the soy was destroyed.
Now Father has no soy to harvest. He is annoyed.

1. Who works in the field?

A. Roy B. the boys C. Father

2. Who helps Father dig the field of soy?

A. Roy B. the boys C. Troy

3. What does Father plant in the field?

A. coy B. soy C. toy

4. What happened to the field of soy?

A. annoyed B. destroyed C. coiled

5. How will you describe Roy and the boys?

A. not obedient
B. not honest
C. not respectful

Value Focus:
Is it good to be always obedient with our parents? Why?

(At this time teacher can identify already which of her students are belong to
emergent, beginning, and primary readers)

A. ACTIVITY

Group 1 (E)
Direction: Read the words as fast as you can.

Group 2
Direction: Read the selection fluently and accurately.
 Group 3
Direction: Read the poem with the correct pronunciation, diction, and rhythm of
the voice.

B. ANALYSIS:
1.What does each group showed?
2.Which of the group can read independently?
3. Which of the group can read words with pictures only?
4. What should we do in order to read independently?
5. Which group do you like best? Why?

C. ABSTRACTION

Emergent Readers:
 Ages: Typically preschoolers and kindergarteners.
Characteristics:
 Limited knowledge of letter-sound correspondences.
 Dependence on pictures and context to predict words.
 Limited vocabulary.
 Often use repetitive language patterns.
 Ways to develop reading fluency:
 Engage in activities that promote phonemic awareness, such as
rhyming games and phoneme segmentation.
 Introduce high-frequency sight words through games and activities.
 Encourage shared reading experiences where adults model reading
behaviors and point out connections between spoken and written
language.
 Provide exposure to a variety of texts, including predictable and
repetitive books.

Beginning Readers:
 Ages: Typically early elementary school (grades 1-2).
Characteristics:
 Basic understanding of letter-sound correspondences.
 Able to decode simple, phonetically regular words.
 Gradual expansion of vocabulary.
 Increasing ability to use context cues for word recognition.
 Ways to develop reading fluency:
 Continue to build phonemic awareness through activities like word
blending and segmentation.
 Introduce decoding strategies for unfamiliar words (e.g., using word
families, chunking).
 Provide ample opportunities for guided and independent reading with
texts at their instructional level.
 Incorporate repeated readings of familiar texts to build automaticity
and fluency.
 Teach comprehension strategies alongside fluency development to
promote meaning-making during reading.
Primary Readers:
 Ages: Typically late elementary school (grades 3-6).
Characteristics:
 Increasing fluency in decoding multisyllabic words.
 Expanded vocabulary knowledge.
 Greater ability to use context to infer word meanings.
 Developing comprehension skills to understand more complex texts.
 Ways to develop reading fluency:
 Focus on vocabulary development through direct instruction and
exposure to a wide range of texts.
 Provide opportunities for independent reading with a variety of genres
and text types.
 Implement fluency-building activities such as timed readings, reader's
theater, and choral reading.
 Teach strategies for monitoring and adjusting reading rate,
expression, and phrasing.
 Encourage discussion and reflection on reading experiences to
deepen comprehension and foster a love for reading.

D. APPLICATION
 Role Playing
This is a Role Playing about exploring the characteristics of
Emergent, Beginning, and Primary Readers and ways to develop
reading fluency.
 One student from the Group will act as a teacher. Then the
other members will form into 3 groups and act as an
Emergent, beginning, and primary readers.
(At this time the teacher will conduct first her Quarterly Oral
Reading Test. Then after that she group her students
according to their reading level and assist them.

V. EVALUATION
Post Test of the Oral Reading Test.
Direction: Read the story as quickly as possible. Make sure to use proper
phrasing, pronunciation, diction, and correct rhythm of the voice. After reading
you should answer all the questions that follow.

VI. ASSIGNMENT
Practice reading the story “The Pink Pig” with correct phrasing, and also
correct pronunciation, diction, and rhythm of the voice. After reading answer
the questions follow.

Prepared by:
Anna Belle S. Kiunisala Hazel Jade Boborol
Khirsty Navarro Mc Wielkhem Madelo
Student Presenter