Basa Pilipinas

Learning Through the Blocks of Time:

Using Literature during Story Time to
Develop Comprehension

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Objectives

•  To discuss the benefits of reading aloud to children

•  To understand how wordless picture books work and

benefit children

•  To practice reading a wordless book

•  To understand a Story Time plan for a week using only

one storybook
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Story Time

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Benefits of Reading Aloud to Children

Benefit Domain
Fun Attitude Toward LLL
Expands children’s background Vocabulary Development
knowledge Listening Comprehension
Thinking Skills
Lets children use imagination to Creativity
explore beyond their own Oral Language
experiences Vocabulary
Adults as role models for reading Fluency
Attitude Toward LLL
Book & Print Knowledge
Study Strategy
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Benefits of Reading Aloud to Children (Cont.)

Benefit: Domain of Literacy:
Introduces books and different Attitude Toward LLL
types of literature Book & Print Knowledge
Listening Comprehension
Introduces language of books Grammar Awareness
Vocabulary
Oral Language
Phonological Awareness
Gives children and adults something Oral Language
to talk about = supports Listening Comprehension
development of reading and writing Composing
Supports development of thinking Thinking Skills
skills Study Strategies
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Oral Language
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Kinds of Picture Books to Read Aloud

•  Narrative Texts
-  Strong plots
-  Clear character development
-  Can trigger longer and deeper discussions

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Kinds of Picture Books to Read Aloud (Cont.)

•  Informational Texts
ü Low on plot and character development
ü Beneficial for vocabulary and concept development

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Kinds of Picture Books to Read Aloud

•  Repetitive Text
ü  Have predictable language pattern or rhymes
ü  Used to develop phonological awareness or grammar awareness

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Kinds of Picture Books to Read Aloud (Cont.)

•  Books with one word

•  Books with a few labels

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Kinds of Picture Books to Read Aloud (Cont.)

•  Books that include words for sounds

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Kinds of Picture Books to Read Aloud (Cont.)

•  Wordless Books
ü  Rely entirely on illustrations to tell the story

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Why teach with wordless picture books?

•  To develop vocabulary and oral language

•  To foster observation and critical thinking skills
•  To improve writing skills
•  To build reading comprehension skills
•  To promote creativity and imagination
•  To model the importance of high quality, detailed
and meaningful illustrations
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Video: Story Time

1.  What is the teacher doing?

2.  What are the children doing?
3.  What literacy domains are being developed?
4.  What other competencies are being developed?

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Before Reading (Pre-reading)

•  Unlock meaning of difficult words

•  Activate prior knowledge

•  Give a motive for listening

•  Talk about the book itself (book orientation)

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During Reading

•  Ask questions
•  Pay attention to the mechanics of storytelling
(how we tell the story)
•  Re-read
–  Modeled Reading or Read Aloud
–  Shared Reading
–  Guided Reading
–  Independent Reading 15
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After Reading (Post-reading)

•  Discuss the story with well-planned and relevant

questions
–  Start with a Motive Question (MQ)
–  Succeeding questions should allow for the unfolding of the child’s
thoughts and ideas and connected to the response given to the
previous one

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After Reading (Post-reading)

•  Different kinds and levels of questions for discussion

LEVEL 1 Literal Questions or On-the-line answers are explicitly

Questions stated in the text

LEVEL 2 Inferential Questions or answers can still be found

Between-the-lines Questions in the story but not
directly stated
LEVEL 3 Beyond-the-lines Questions answers are not found
anywhere in the text but
ask for what the child
thinks
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After Reading (Post-reading)

•  Tips for story discussion:

–  Ask a variety of questions requiring different levels of
understanding.
–  Be open to children’s answers.
–  Encourage children’s questions.
–  Make it sound natural and conversational
–  Plan for a few discussion questions only based on your
objective for the day
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After reading (Post-reading)

•  Give engagement activities or learning tasks given while

the children are still engrossed in the essential elements of
the story
•  Give skills building activities that teach particular skills
within the context of the story
•  Give across-the-curriculum activities that have objectives
related to other learning areas

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One Week, One Story

Theme: I have a body and I can do many things with
my body
Day 1 Day 2 Day 3 Day 4 Day 5

I have a I have two hands I have two feet My heart, lungs, The different
body. My and each hand has and each foot and stomach are parts of my
body has five fingers. My has five toes. My inside my body. body work
different hands are feet are My heart beats together.
parts. connected to my connected to so it can pump
arms and my legs. I can blood into the
shoulders. walk, run, hop, body. My lungs
I can clap, write, jump with my help me to
paint, draw with legs and feet. breathe. My
my hands. stomach stores 20
the food I eat.
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Day 1 Day 2 Day 3 Day 4 Day 5

Pre Talk about Talk about Sing body parts Talk about Talk about
Reading
dreams hands song, removing the parts of activities done
one body part at the body that with the limbs
a time are inside
During Teacher reads Teacher reads Read the story Read the Ask a child to
Reading
story aloud the story aloud, alternately with story retell the story
fluently asking children (Shared alternately (Guided
questions in Reading) with children Reading)
between (Shared
Reading)
After Ask questions Draw their Talk about feet, Talk about Talk about
Reading
to check for favorite activity move around the time that chores and
comprehension using hands the classroom the children things we can
using only had a do with our
hands and stomachache limbs; Have
knees + outdoor play
discussion
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The Basa Pilipinas Storybooks

•  Sustainability
•  Capacity-building
•  Bottom-up, participative approach
–  Stories from the field (teacher-made)
–  Close coordination with DepEd Central,
Region and Division levels

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The Basa Pilipinas Storybooks

Quarters 1 and 2:
•  1st Level Screening: Checked alignment with the KTG
•  2nd Level Screening: Checked for appropriateness and
quality of content and storyline
•  Final selected titles either adapted in full and enhanced
(original author’s name will appear on the cover; original
illustrator mentioned on the copyright page) or served to
inspire the crafting of a new storyline (original author and
illustrator will be mentioned on the copyright page)
•  Basa developed stories for gap weeks 23
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The Basa Pilipinas Storybooks

For Quarters 3 and 4:

•  5-day writeshop for developing stories for
Kindergarten
•  Kinder teachers as writers
•  100% teacher-made stories

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The Basa Pilipinas Storybooks

•  All books have gone through content and language
review.
•  Combination of narrative and informational books
appropriate for Kindergarten.
•  Q1: Wordless picture books
•  Q2: Wordless picture books + Books with repetitive
text and language patterns
•  Q3 and Q4: Story plots and text structure become
more complex, but still appropriate
•  All books are aligned with the content focus of each
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Basa Pilipinas Wordless Picture Books

for Quarter 1

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Basa Pilipinas Wordless Picture Books

for Quarter 1

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Basa Pilipinas Wordless Picture Books

for Quarter 1

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 Basa Pilipinas

Basa Pilipinas Wordless Picture Books

for Quarter 1

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KEEP IN MIND:

•  “The single most important activity for building

understanding and skills essential for reading success
appears to be reading aloud to children.”

•  Story Time is not just a time-filler or an extension of

Quiet Time. It should be carefully planned so children will
gain optimal benefits from it.

•  Implementing Story Time is not just about the storytelling.

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Thank you!

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