This document contains a teacher's portfolio showcasing various visible thinking routines used to engage students in reading comprehension. The routines described include activities used before, during, and after reading to spark student interest, analyze images, make predictions, explore ideas, draw connections, and reflect on themes and lessons learned. The teacher finds that these routines help develop students' reading skills and make the learning process more interactive, collaborative, and meaningful.

1. TEACHER
PORTFOLIO

2. I am MARGIE P. BRIONES of Telabastagan Integrated
School, handling MTB – MLE Grade 2 and Araling
Panlipunan Grade 2&3.
What I love about teaching is when my learners are eagerly listening
when I am reading a story and they actively participate in our
discussion because they are listening very well. I also love teaching
because every single day we make a difference in someone’s life
which goes beyond knowledge.
Teacher Bio

3. Visible Thinking
Routines

4. I chose green because VTR gives life to the class by using its different
activities that helps to develop learners’ reading skills.
Eraser symbolizes VTR because it allows learners
to develop their reading abilities through practice.
This image is the best way to describe VTR
because it allows learners to think and to
create ideas based from the given texts.

6. This activity will guide learners’ analysis of any
visual images by engaging their thinking
processes.
This will be presented before reading. I will
show the picture of a market then I will ask the
learners to fill up the given chart based on the
picture relating to the story that we are going to
read and discuss.

7. Show the cover of the book to the class.
Then, ask the pupils about its picture,
the title, the writer and the illustrator.
This activity asks learners to make predictions
and ask questions about a book before they jump
into reading it. I think this is an effective way to
spark their interest and provide them with
context that will help them engage with the
reading material.

8. 1. Distribute post it/small pieces of paper to
each student and let them write what they
see in the picture, what they think the story is
all about, and questions that they have in
mind about the story.
Questions like:
a. Why do they look angry?
b. What is the cause of their fight?
c. Will they be friends at the end of the
story?
- The teacher/facilitator can lead the students’
ideas by asking them thought provoking
questions.
See Think Wonder and Think Puzzle Explore are
connected wherein the first one can be done through
discussion and eliciting ideas as a class while the
latter can be done individually. I with think that these
two go with each other to motivate learners since
these two routines are meant for exploring ideas prior
to reading the story.

9. Ask questions after reading a part of the
story on what is likely to happen next.
You can also ask the feelings and
emotions of the characters.
Ask “If you were” questions and let the
learners interact with the material
presented.
This activity will help learners to make
justifications using pictures, clues and texts.

10. It is a fun activity where students learn the value
of cooperation, collaboration and teamwork.
Learners will arrange the events happened from
the story using pictures by completing the given
organizer.
Title
First
Next
Last
Then

11. This will be used during reading. This can be
done into groups. While listening in the story,
learners will answer the questions given on the
chart by drawing it. Then, a learner will present
their output in front of the class.
This activity helps learners to explore on the
story that they have listened or read. It will also a
fun activity because it will develop their
creativity through drawing pictures.

12. Ask learners – What have I learned
today/from the story? Elicit answers
that are purely coming from the
learners – you will be surprised on how
unique their answer can be.
Let the learners share through
role play, pantomime or group
presentation what their judgment
on the characters and how the
plot of the story changed their
opinion. The teacher can also
discuss virtues and values
highlighted in the story.

13. • Ask learners to think about the major
themes, ideas, or emotions on what they’ve
just heard from the story and select one big
idea that they like to focus on. Then do the
following:
• Choose a color that you think best
represents that idea.
• Choose a symbol that you think best
represents that idea.
• Choose an image that you think best
represents that idea.
Leaners will focus on something they’ve just read/listen
and think about the most important theme, idea, or
emotion that surfaced for them. Then, they reflect on how
they can communicate the essence of what they’ve
read/listen using a color, a symbol, and an image.

14. Learners will answer the questions based on
the story using Yes or No but they will provide
explanations why did they choose the answer
yes and likewise to the learners who will choose
the No answer. They will be given papers and
they will paste or post their answers under Yes
or No columns.
It is the opportune time to instill values to
students. Making them realize it is good to take
pride of one’s strengths, but it is not good to be
arrogant about it.

16. Thank you and
congratulations!