CUF-Reading-Enhancement-and-Intervention-Feb02.docx

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF BATAAN
HERMOSA NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
CULIS, HERMOSA, BATAAN
Telephone Number: (047) 240 5874
Email: 300705@deped.gov.ph
Facebook Page: https://facebook.com/HNHSSHS
CATCH-UP FRIDAYS TEACHING GUIDE
READING ENHANCEMENT
Grade Level
Dates February 02, 2024
Time 7:30 to 12:00
Preparation and
Setting In
 Begin the session by allowing the learners to read the purpose and benefits
of keeping a reading journal. (See Attachment #1)
Dedicated
Reading Time
 Allocate a specific amount of time (e.g., 15-20 minutes) for silent reading.
 Encourage students to jot down any thoughts, questions, or notable points
in their reading journals as they read.
Progress
Monitoring
through
Reflection and
Sharing
 After the reading time, initiate a group discussion. Ask students to share
their thoughts about what they've read.
 Encourage them to refer to the things they jot down.
Activity
 Activity 1: Roundtable Discussion: Have students participate in a
roundtable discussion where they discuss their thoughts and reflections
from their reading journals. This encourages open dialogue and enhances
comprehension.
 Activity 2: Podcast: Students can record a podcast episode where they
discuss the purposes and benefits of keeping a journal. They are allowed to
share their personal experiences or thoughts about this.
 Activity 3: Infographics: Students can create infographics that visually
represent their understanding of the text. This could include diagrams,
flowcharts, or other visual elements that summarize the main points.
Wrap-Up
 Conclude the session by summarizing the main points from the
discussions.
 Emphasize the importance of maintaining a reading journal in improving
their reading comprehension and analytical skills.
 Encourage them to continue the practice of journaling as they read other
books or texts.

ATTACHMENT #1: READING ENHANCEMENT (Feb.02)
PURPOSE AND BENEFITS OF READING A JOURNAL
1. Enhances Comprehension: Writing about what you've read forces you to reflect
on the story, its characters, and its themes. This process can significantly
improve your understanding and retention of the material.
2. Improves Critical Thinking: When you analyze a text and articulate your
thoughts about it, you're developing critical thinking skills. You're not just
absorbing information; you're interpreting it and making connections.
3. Fosters a Deeper Connection with the Text: Writing about a book can make
your reading experience more personal and meaningful. You might find yourself
relating to characters or situations, which can lead to insights about your own
life.
4. Provides a Record of Your Reading Journey: A reading journal serves as a
record of the books you've read and your thoughts about them. Over time, you
can see how your perceptions and tastes have evolved.
5. Encourages Mindfulness and Reflection: The act of writing in a journal
encourages mindfulness. It's a moment to pause and reflect, which can be a
calming and therapeutic process.
6. Improves Writing Skills: Regularly writing about your thoughts and reactions
to a book can help improve your writing skills. It's an opportunity to practice
articulating your ideas clearly and effectively.
7. Promotes Creativity: Keeping a reading journal can also spark creativity. You
can experiment with different ways of expressing your thoughts, like drawing
diagrams, writing poems, or even creating short stories inspired by what you've
read.

READING INTERVENTION
Grade Level 11/12
Dates February 02, 2024
Time 7:30 to 12:00
Preparation and
Setting In
 Welcome the students and explain the purpose of the silent sustained
reading session. (See Attachment #1)
 Distribute the reading materials to each student. (See Attachment #2)
 Arrange the classroom in a way that minimizes distractions, perhaps in a
reading circle or at individual desks, whichever suits your class best.
Dedicated
Reading Time
 Set a timer for the reading period (typically 15-30 minutes depending on
the age and attention span of your students).
 During this time, students should be reading their books silently.
Encourage them to note down any unfamiliar words or interesting points
for later discussion.
 As the teacher, model the expected behavior by also engaging in silent
reading. This shows students that this time is dedicated solely to reading.
Progress
Monitoring
through
Reflection and
Sharing
 After the silent reading period, invite students to write in their reading
journals. They can note down their thoughts, questions, interesting points,
or any new vocabulary they learned.
 Facilitate a group discussion where students can share what they've read
and their reflections.
 Encourage students to ask questions and express their thoughts.
Activity
Activity #1: Hope Jar: Provide the learners with a jar and pieces of paper. Ask
them to write down their hopes and dreams and place them in the jar. They can
add to it whenever they want and allow few students to share their hopes and
dreams in class.
Activity #2: Affirmation Cards: Learners create affirmation cards for each other,
filled with words of hope, faith, and love.
Activity #3: Journal Entry: Allow the learners to create a journal entry about the
things they have realized, learned or gained in the article they’ve read.
Wrap-Up
 Summarize the key points from the session and the group discussion by
asking students to share the things they learned from the session or one
thing they enjoyed.
 Encourage students to continue reading at home and using their reading
journals.

Attachment #1: READING INTERVENTION (Feb.02)
THE TRIUMVIRATE OF LIGHT: HOPE, FAITH, AND LOVE
In the realm of human emotions and virtues, hope, faith, and love stand as the
three pillars that uphold our spirit. They are the essence of our resilience and the driving
forces behind our pursuit of a fulfilling life. These timeless virtues, intertwined in their
meanings, guide us through life's darkest alleys and highest peaks, offering a sanctuary
for our souls.
Hope is the glimmering light at the end of a dark tunnel, the promise of a new dawn
after a long night. It is the anticipation of better days, the optimism that fuels our will to
move forward. Hope is the bedrock of resilience, the ability to see beyond current
hardships and envision a brighter future. It is a powerful force that propels us forward,
kindling the fire of determination and tenacity within us.
Faith is the unseen bridge that carries us over turbulent waters. It is the
unwavering trust in a higher power, the universe, or the inherent goodness of humanity.
Faith is the anchor that steadies us in the midst of life's storms, providing solace and
strength. It is the conviction that there is a greater purpose behind our existence and that,
despite the uncertainties, everything will unfold as it should.
Love is the universal language that transcends all barriers. It is the force that binds
us together, fostering a sense of belonging and unity. Love is the expression of kindness,
empathy, and understanding, the willingness to give without expecting anything in
return. It is the virtue that encourages us to value others and see the good in them. Love,
in its purest form, is selfless and unconditional, a testament to the boundless capacity of
the human heart.
Hope, faith, and love are not standalone virtues. They are interconnected, each one
amplifying and enriching the other. Hope feeds faith, faith fosters love, and love, in turn,
nurtures hope. Together, they form a triumvirate of light that illuminates our path,
guiding us towards a life of fulfillment and contentment. They remind us of our potential,
our worth, and our shared humanity, encouraging us to rise above our challenges and
strive for a better world.

Prepared by
MEE ANN MAE L. TUNGOL
Teacher III
Recommending Approval:
HAREN B. VALECIA BERNIE M. FERNANDEZ
Master Tacher I Master Tacher I
Approved:
ARCELE F. SERVERA
School Principal I

READING ENHANCEMENT
Grade Level Inclusive
Dates
March 8, 15, 22, and April 5
Time 7:30 to 12:00
Dates March 8 March 15 March 22 April 5
Preparation and
Setting In
Dedicated
Reading Time
Progress
Monitoring
through
Reflection and
Sharing
Activity
Wrap-Up
Dates
March 8, 15, 22, and April 5
Time 7:30 to 12:00
Reference/s
Dates March 8 March 15 March 22 April 5
Introduction
Preparation and
Setting In
Dedicated
Reading Time
Engaging with the Content
Interactive
Activity
Guided Reading
Reinforcement and Reflection
Application
Activity
Reflection and
Sharing

Prepared by
JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
MARIA S. SANTOS
Head Teacher III
Approved:
ARCELE F. SERVERA
Principal I
READING ENHANCEMENT
Dates
April 12, 19, 26, and May 3
Time 7:30 to 12:00

Dates April 12 April 19 April 26 May 3
Preparation and
Setting In
Dedicated
Reading Time
Progress
Monitoring
through
Reflection and
Sharing
Activity
Wrap-Up
Dates
April 12, 19, 26, and May 3
Time 7:30 to 12:00
Reference/s
Dates April 12 April 19 April 26 May 3
Introduction
Preparation and
Setting In
Dedicated
Reading Time
Interactive
Activity
Guided Reading
Application
Activity
Reflection and
Sharing
Prepared by
JUAN S. DELA CRUZ
Teacher II

JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
MARIA S. SANTOS
Head Teacher III
Approved:
ARCELE F. SERVERA
Principal I
READING ENHANCEMENT
Dates
May 10, 17, 24/31, and June 7
Time 7:30 to 12:00
Dates May 10 May 17 May 24/31 June 7

Preparation and
Setting In
Dedicated
Reading Time
Progress
Monitoring
through
Reflection and
Sharing
Activity
Wrap-Up
Dates
May 10, 17, 24/31, and June 7
Time 7:30 to 12:00
Reference/s
Dates May 10 May 17 May 24/31 June 7
Introduction
Preparation and
Setting In
Dedicated
Reading Time
Interactive
Activity
Guided Reading
Application
Activity
Reflection and
Sharing
Prepared by
JUAN S. DELA CRUZ
Teacher II

JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
JUAN S. DELA CRUZ
Teacher II
MARIA S. SANTOS
Head Teacher III
Approved:
ARCELE F. SERVERA
Principal I

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