Slac Report (1)
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Ali OhenaSlac Report (1)
Uploaded by
Ali OhenaRepublic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
Mercedes District
CABALUAY VIDA VISTA ELEMENTARY SCHOOL
NARRATIVE REPORT ON EMERGING LITERACY GAMES AND
ACTIVITIES
School Year: 2024-2025
The session started by checking of attendance and followed by a short prayer. I
presented the topic “Emerging Literacy Games and Activities” and followed by the
objectives. We all know that emerging literacy games and activities will foster
foundational literacy skills of our students, including phonological awareness, print
awareness, letter recognition, and early reading and writing skills, within a dynamic and
playful learning environment. It caters diverse learning styles and needs, ensuring all
students had opportunities to participate and progress.
To fully understand. The following activities were explained with examples.
Phonological Awareness Activities: These activities focused on developing
children's awareness of sounds in words. Examples included rhyming games,
syllable segmentation activities (e.g., clapping out syllables), and identifying
beginning and ending sounds. We used picture cards, interactive whiteboard
activities, and songs to make these activities engaging.
Print Awareness Activities: These activities focused on developing children's
understanding of the function and form of print. Examples included environmental
print identification (e.g., recognizing logos and signs), book handling skills, and
understanding that print carries meaning. We incorporated shared reading
experiences, environmental print walks, and interactive storybook activities.
Letter Recognition Activities: These activities aimed to help children recognize
and name uppercase and lowercase letters. We used alphabet puzzles, letter-
matching games, and letter-sound association activities. Manipulatives like
magnetic letters and letter-shaped blocks were also utilized.
Early Reading and Writing Activities: These activities focused on developing
children's emergent reading and writing skills. Examples included shared writing
activities, where the teacher and students collaboratively create stories, and
independent writing opportunities using various mediums (e.g., drawing,
scribbling, writing letters and words). We encouraged children to explore different
writing tools and materials.
But we cannot deny that some students initially struggled with certain activities,
requiring modifications and individualized support. For example, some students needed
more one-on-one assistance with letter recognition, while others benefited from more
hands-on activities to enhance their phonological awareness. We adapted activities to
meet individual needs, using various teaching strategies and providing differentiated
instruction.
The session ends with meaningful outcomes with conclusion that engaging literacy
games and activities significantly enhanced students' emerging literacy skills. This
highlights the importance of playful and interactive learning experiences in fostering a
positive attitude towards literacy and promoting early literacy development. Further, will
explore the long-term impact of these activities and the effectiveness of different
activities for diverse learners
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
Mercedes District
CABALUAY VIDA VISTA ELEMENTARY SCHOOL
NARRATIVE REPORT ON EIGHT READING INTERVENTION STRATEGIES
School Year: 2024-2025
I presented the topic “Eight Reading Intervention Strategies” together
with the objectives. My topic focused on interventions strategies that
improves students' reading fluency, comprehension, and overall reading
skills. These strategies if were implemented systematically, with progress
monitored regularly, will to ensure their effectiveness.
The eight reading intervention strategies employed were:
1. Repeated Reading: Students practiced reading short passages
multiple times, focusing on accuracy and fluency. This strategy aimed
to build automaticity in word recognition.
2. Guided Reading: Small group instruction provided individualized
support and scaffolding, focusing on specific reading skills and
strategies. This allowed for targeted instruction based on student
needs.
3. Shared Reading: The teacher read aloud to the students, modeling
fluent reading and engaging them in discussions about the text. This
strategy fostered comprehension and vocabulary development.
4. Interactive Writing: Students participated in collaborative writing
activities, where the teacher guided the process and provided support
with spelling and grammar. This improved writing skills which often
correlate with reading skills.
5. Phonics Instruction: Explicit and systematic phonics instruction was
provided, focusing on letter-sound relationships and decoding skills.
This addressed students' difficulties with word recognition.
6. Vocabulary Instruction: Direct vocabulary instruction was
implemented, introducing new words in context and providing
opportunities for students to use them in sentences. This broadened
students' understanding of vocabulary.
7. Comprehension Strategies Instruction: Students were taught
various comprehension strategies, such as predicting, questioning,
visualizing, and summarizing. This helped them actively engage with
texts and improve their understanding.
8. Use of Technology: Educational software and apps were
incorporated to supplement instruction and provide engaging practice
opportunities. This provided additional support and practice outside of
direct instruction.
After the session, it was a clear idea that the intervention results a
significant improvement in students' reading skills. It really increases in
reading fluency, accuracy, and comprehension. It shows to increased
confidence in their reading abilities and a more positive attitude towards
reading. The implementation of these eight reading intervention
strategies proved effective in improving the reading skills of students with
reading difficulties.
