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School Learning Action Cell (SLAC) Learning

Resource Package (LRP) for Learning Recovery in
Literacy

Module 1
BUILDING SKILLS IN READING
(Getting Main Idea & Noting Details)
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MODULE NO: 1
MODULE TITLE: BUILDING SKILLS IN READING (Getting Main Idea & Noting Details)
MODULE OBJECTIVES :
Terminal Objectives: At the end of this module, the teachers will be able to identify the
different teaching strategies and learning activities that will enable learners to tell what an
author does from expository texts listened to and/ or read
Enabling objectives:
Specifically, the teachers should be able to:
1. distinguish expository texts that may be used for listening to tell what an author
does
2. identify different teaching strategies and learning activities that will develop
learners’ skill in noting details and getting the main idea in order to tell what an
author does
3. demonstrate skill in using these teaching strategies and learning activities for
literacy instruction
4. appreciate the importance of using interesting and varied activities in honing the
learners’ skills on noting details and getting the main idea

MODULE CONTENT : Reading Comprehension

● Tell what an author does from expository text listened to / read
● Noting Details
● Getting the main idea (topic sentence) & supporting details

ESTIMATED TIME REQUIRED : 120 minutes

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INTRODUCTION
Hello, teachers!
Welcome to this resource package. We are here to help you hone your skills in teaching
literacy to your learners to better understand texts listened to or read. Together with your
principal, master teachers, and teachers, we are pleased to be your companion as you go
through your journey in this module.
This resource package hopes to contribute to this commitment. As a teacher, preparation
of the lessons for the learners is quite challenging because you have to consider the level
of understanding of the learners and the appropriateness of the learning materials to be
used so that both would contribute meaningfully to their acquisition of target competencies
in literacy development.
Since one of the main components of the 21st century skills expected of learners to be
equipped with it is the higher-order thinking skills, it is very important that learning
experiences in the classrooms be designed to stimulate them to use complex ways to think
about what they are learning and be able to express their ideas freely.
This skill includes telling what an author does after listening or reading an expository text
by noting important details and identifying the main idea and supporting details. According
to the study of Stevens, et.al. (2019), identifying main ideas is an active, meaning-making
process that facilitates comprehension because it helps the reader remember important
information and develop a good understanding of the text. Moreover, noting details is also
an important skill for reading comprehension as it enables learners to find the details that
support the main idea of the text.
Introducing expository texts at this stage as part of reading comprehension activities
prepares the learners for content reading as they move to intermediate grade level. Thus,
this module will introduce you to the different teaching strategies and varied learning
activities that would promote literacy through honing the learners’ skills in noting details
and getting media after listening or reading an expository text.
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TARGET INDICATOR/S & COMPETENCY/IES

PPST:

Proficient Teachers:
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills

Highly Proficient Teachers:

1.5.3 Develop and apply effective teaching strategies to promote critical and creative
thinking, as well as other higher-order thinking skills

ELLN - LMC: Tell what an author does

MELCs: Grade 2
Talk about texts identifying major points and key themes
Identify important details in expository text listened

Grade 3
Ask and respond to questions about informational texts listened to
(environment, health, how-to’s, etc.)
Recall details from texts viewed/ listened to
Use different sources of information in reading
Identify and use the elements of an informational/ factual text heard
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OVERVIEW

In this module, we will focus on the different teaching strategies and activities that may
be used during classroom instruction to develop learners’ critical and creative thinking,
as well as other higher-order thinking skills so that they are able to tell what an author
does after listening to an expository text.

Particularly, it will explore varied learning activities that promote the acquisition of the
different competencies such as talk about texts identifying major points and key themes
(main idea & supporting details); identify important details in expository text listened to,
ask and respond to questions about informational texts listened to (environment, health,
how-to’s, etc.), recall details from texts viewed/ listened to (noting details); and use
different sources of information in reading as well as identify and use the elements of
an informational/ factual text heard (expository text).

The development and acquisition of these competencies, particularly noting details and
getting the main idea, provide a strong foundation for learners to better understand and
interpret the meaning of texts they have listened to or read. Moreover, when learners
are able to use their knowledge of expository text types, they can easily note important
details and use these details to correctly identify the main idea, and accurately tell what
an author does.

Thus, this module contains varied suggested activities that are applicable for classroom
use. Each activity is explained with clear procedures in the application of the different
strategies in teaching the identified least learned competencies. Moreover, teachers
should be able to teach the content using explicit instruction to enable learners to better
understand the content.
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SUPPORT GROUP

Teacher Lucy, a Grade 3 teacher, is teaching how to get the main idea. First, she asked
the learners to read a one-paragraph text silently. After reading, she started
asking questions about it. She noticed that fewer and fewer hands were raised as her
questions progressed from literal, to inferential, to critical.
When she finally asked, “What do you think the text is all
about?”, her pupils either gave the first sentence or the title
of the text.
When discussing what a main idea is, she simply told the
learners that they need to read the text carefully and find
what the text is mostly talking about. Then, she asked
them to read more sample texts and identify the main idea
for practice. At the end of the class, the index of mastery
showed that only 25% of the learners mastered the
competency.

Probing Questions:
1. What difficulty is experienced by the teacher in teaching this competency? Do you
have a similar experience? Please share.
2. What do you think is the difficulty experienced of the learners which resulted in the
low index of mastery?
3. What can be improved in the teaching strategy used by Teacher Lucy so that the
lesson will be better understood by the learners?
4. What do you think is your role as literacy teacher in guiding the learners achieve
mastery of this skill?
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SELF-REFLECTION
Now let us reflect on our current practice regarding the use of different strategies in
teaching, noting details and getting the main idea using expository texts listened to.
Based on the key concepts, I have written down my reflections.
- I Know different teaching strategies that help learners note important
details from an expository text listened to and determine its main idea

- I Do use different strategies in enhancing learners performance in literacy

- I Feel that learners can perform better when their basic skills are well-
established

This time, it is your turn to reflect on your knowledge, skills and attitudes in line with the
indicator. You may write it on the boxes below.

Knowledge
As a Literacy Teacher, I know…

Skills
As a Literacy Teacher, I do …

Attitude
As a Literacy Teacher, I feel …
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Key Concepts

EXPOSITORY TEXT is a form of text that gives facts or information about a topic in an
organized way. The purpose of the author is to inform, explain, describe, or define his
or her subject to the reader. It provides facts in a way that is educational and purposeful.
Examples of expository text are information from textbooks and encyclopedias, factual and
scientific reports, journal articles, recipes, biographies, how-to manuals, assembly
instructions, write-ups, essays, thesis, history, social sciences, etc.

Expository Texts typically follow one of the five formats:

1. descriptive tells what a person or thing is like by describing its characteristics
2. sequence lists a series of events according to what happened or steps in a process
like a recipe
3. cause and effect tells the reasons that make other things happens (cause) and
describes what happened or the results (effect)
4. compare and contrast looks for similarities of (compare) or differences (contrast).
They used words like both, also, the same, or however, but, yet.
5. problem and solution identifies the problem/s and gives possible solution/s to it.

NOTING DETAILS is finding bits of ideas or information about a text read or listened to. It
is a skill that enables learners to accurately answer wh-questions.
WH-Questions include Who, What, When, Where, and Why, and sometimes How.
These are questions that ask for basic information or important details from the story. Each
question should have an answer based on what was listened to or read.

1. Who – asks about a person

Ex: Ben runs to the bus. Who runs to the bus? (Ben)
2. What – asks about something
Ex. The man has a pet. What does the man have? (a pet)
3. When – asks about the time, day, or date
Ex. Ben fell in the well yesterday. When did Ben fall in the well? (yesterday)
4. When – asks about the place
Ex. The duck is in the tub. Where is the duck? (in the tub)
6. Why – asks about a reason
Ex. Why is the sky blue?
5. How – asks about the manner, condition or quality
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Ex. How does this work?

MAIN IDEA is the central thought of a paragraph or larger section of text, which tells what
the whole text talks about. It is the most important thing the paragraph says about the
topic.
To be able to tell what the main idea of a paragraph is, you will have to figure out first the
topic. The topic is what the paragraph is all about. Then, look for the key sentence or the
topic sentence, the sentence that tells the most important idea about the topic. It can be
found at the beginning, at the middle, or at the end of a paragraph or selection.

SUGGESTED LEARNING ACTIVITIES:

A. Noting Details and Getting Main Idea from Expository Texts Listened to
WHAT TO DO?
Listening Activity - is a strategy that strengthens listening comprehension of the
learners. As they are gradually introduced to expository texts, it is important to expose
the learners to different text types and provide them with opportunities to explore this
kind of text. Initially, a text will be read to the learners. As they listen, they try to
remember the important details they heard and get the main idea of the text.

HOW TO DO IT?
1. The teacher looks for and selects several examples of short expository texts that
may be read aloud to the learners. It may be about any of the following:
● Describing a person, place or an object
● Explaining the steps on how to do something (like tie a shoelace)
● Reasons why things happen (like why pupils are late to school?) and its
effect (like what happens when you don’t brush your teeth?)
● Providing facts on a topic (like what do plants need to grow)
*The teacher must carefully examine the suitability of the text for the level of
learners considering the words used, number of syllables in the word, length and
structure of sentences, as well as the number of sentences in the whole text.
Typically, for KS1 learners, a paragraph should be made up of a minimum of five
simple sentences and a maximum of ten.
2. As the texts are chosen, the teachers need to plan an activity (aside from question
and answer) on how the learners will demonstrate their understanding of the text
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by noting important details and getting the main idea. It may be done through any
of the following:

a. Using graphic organizers such as semantic webbing / mapping

After listening to the text, the learners will be asked to draw the important
details and what the text mainly talks about from what they heard using
semantic webbing. Have them draw the main idea inside the innermost circle
and the details on the surrounding circles.
Example:
There are many things that plants need to grow and stay healthy. They need
sunlight to make food. They also need water and nutrients. They get it from
the soil. They also need to have air and enough space to grow.

b. Matching pictures with sentences

After listening to the text, have the learners select the illustrations that depict
the details discussed in the text. If the text tells a procedure or certain
sequence, the learners may be asked to arrange the pictures according to
the steps discussed. If the text talks about the reasons or effects of
something, the learners may be asked to determine which pictures were
mentioned in the text.
Example:
How many times do you brush your teeth in a day? What will happen if you
don’t brush your teeth regularly? First, You may get bad breath. Your friends
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will not want to talk to you. Second, you can get holes in your teeth called
cavities. Third, you can get yellow, sticky stains on your teeth called plaque.
It may cause your teeth to ache a lot. Last, your teeth may fall off and you
will be too shy to smile.
Ask: Based on the text you listened to, which pictures tell what will happen if
you don’t brush your teeth?

c. Drawing a picture
After listening to the text, the learners would be asked to draw a picture of
what the text is all about. This will demonstrate their understanding of what
they have listened to.
Example:
My sister is very pretty. She has long black hair. She also has dimples on
her cheeks. She has round, brown eyes. Her lips are red. She really looks
nice.
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3. Before conducting the listening activity, remind the learners to listen carefully to the
text to be read and pay attention to what is being discussed. The text will only be
read twice. Then, explain what they are expected to do after listening to the text.
4. After reading the text to the learners twice, have a short oral discussion of the text
read before proceeding to the activity.
5. Give the learners enough time to finish their tasks. Then call some learners to share
their answers or outputs to the class.
6. Discuss the correct answers with the learners and give them time to correct their
answers.
7. As a conclusion, have learners volunteer to retell what the text they listened to is all
about.

B. Noting Details and Getting Main Idea from Texts Read

Activity 1: Noting Details using the Cornell Two-Column Notes
WHAT TO DO?
Students identify the main ideas and important information of a topic, a prerequisite to
developing insight, by writing the main points in one column and supporting or essential
details in a second column. Underneath these columns students then write a one or
two sentence summary to encapsulate the main ideas.
HOW TO DO IT?
1. Prepare a reading text for the learners. After reading the text, ask the learners to
take down notes using the Cornell Two-Column Notes.
2. Guide the learners in doing the activity. Ask them to divide the notes into three (3)
parts.
3. Let the learners keep the general idea or the most important ideas in the right
column and use the left column to complement the general idea.
4. Tell the learners to write notes in the margin to understand and relate each part.
5. Instruct them to prepare a brief summary of the key points that will serve as a
reflection of the notes.
6. Process the learners' answers and check if they got it correctly.
7. Do some clarifications of the activity to ensure that learners have a full grasp of
the activity.
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Please see sample below
Cornell Two-Column Notes

Notes:
Keywords:

Topic: _____________

Keyword 1 1. ______________

A. _____________

B. _____________

C. ____________

2. ____________
Keyword 2

A. __________

B. __________

C. ____________

3. _________
Keyword 3

A. ___________

B. ___________

C. ___________

Summary:
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Activity 2: Note Taking using Graphic Organizer

WHAT TO DO?
Graphic Organizers are useful educational tools in any subject area. They help learners
organize their thoughts and ideas for answering questions, function as a pre-writing
tool for essays, and provide a visual display of information. The teacher will ask the
learners to do a note taking on the important events in the text read using the graphic
organizers.
HOW TO DO IT?
1. Choose an expository text suitable for the level of the learners.
2. Decide on a graphic organizer to be used for the chosen text. Remember that
there are graphic organizers more appropriate for a particular text.
Example: venn diagram for texts comparing and contrasting
flowchart for texts discussing procedures / steps
t-chart for texts talking about causes and effects
semantic details for texts that give descriptions / details
3. Be sure to discuss how to use the graphic organizer to the learners before
asking them to answer it.
4. Distribute the copy of the text to the learners and the graphic organizer.
5. After reading the text, ask the learners to record the important information
gathered from the text with the use of a note taking organizer.
6. Process the learners' answers and check if the learners got it correctly.
7. Do some clarifications of the activity to ensure that learners have a full grasp of
the activity.

Please see samples below.

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C. Main Idea & Supporting Details

Activity 1: Mystery Bag/Box
WHAT TO DO?
Mystery Bag/Box is a fun activity to teach the main idea in a backward way. Several
items are placed inside a bag (or box) with the majority of the objects, when put
together, implies one specific idea.
For example, objects in the bag include - spoon, fork, plate, bowl, glass, mixed with
pail, shovel, and leaves (real items may be replaced with pictures). Learners need to
select the items that go together and eliminate those that do not belong. Then, they will
come up with a term to name those objects that were grouped together.
This strategy not only helps the learners find connections between the items but also
stimulates their skills in classification and generating ideas.

HOW TO DO IT?
1. Prepare several mystery bags/boxes according to the expected number of
groupings of learners in the class.
2. Fill each mystery bag/box with eight to ten objects (real or photos) with the
majority of the objects related to one another (5 out ot 8 / 7 out of 10). Ensure that
the level of difficulty for grouping the objects with shared connections is within the
level of the learner and simple enough for them to figure out. Avoid including
objects that would further confuse the learners.
3. Create a recording sheet with corresponding letters to the bags, so learners can
list the objects and eventually identify the main idea.
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4. Before distributing the mystery bags/boxes to the groups, explain step-by-step
what the learners are expected to do. For clarity, the teacher may demonstrate
first how to do it. Remind also the learners of the proper behavior during the
activity.
5. Then, distribute the mystery bags/boxes to each group. Give them ample time to
bring out each object and study them carefully until they find the connection.
6. Allow them to discuss among themselves which objects are related to each other
and figure out the specific idea that these objects point to. Then, they can decide
which objects should be removed. Have them complete the record sheet.
7. During the activity, it is imperative that the teacher oversees the processing of the
learners so that when learners are having difficulty in determining relationships,
the teacher may approach the group and provide guidance.
8. At the end of the activity, the teacher will process the learners' answers and check
if the learners got it correctly.
● The teacher will use the art of questioning to learners where they will be
given an opportunity to express their opinions about the objects in their
mystery bag/ box.
● Then, the teacher may further discuss the concept skill to learners and
clarify issues to further enhance learning.

Activity 2: Main Idea Picture Analysis

WHAT TO DO?
Main Idea Picture Analysis or imagery analysis is the extraction of meaningful
information from images; mainly from digital images by means of digital images
processing techniques.

HOW TO DO IT?
1. Gather images from a variety of online resources, which depicts different
scenarios and establishes a specific context and players within the interaction for
analysis.
2. Put on the side the choices that a learner can choose from to describe the
pictures.
3. Ask the learners to study the pictures / images carefully and decide which from
the options tell about what is shown in the pictures.
4. Process the learners' answers and check if the learners got it correctly.
● The teacher will use the art of questioning to learners where they will be
given an opportunity to express their opinions about the text read.
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● Discussion of the concept skill to learners and clarify issues to further
enhance learning.

Please see sample below:

Choose the letter that tells about the major point / key theme the pictures are about.
Write your answer on the space provided before each number.

_____ 1. A. Boys play basketball and girls play volleyball.

B. The ball games children can play.
C. The children are playing outside.

_____ 2. A. Children love to read books

B. Children can sing and dance
C. Children do different activities to learn

SUGGESTED ASSESSMENT STRATEGIES

A. Four Corners
WHAT TO DO?
Four Corners is an activity that allows mobility in the classroom while sharpening their
listening skills. The teacher reads a short expository text to the learners and then asks
questions about it after. To answer, the learners will go to the corners in the room
marked with letters A, B,C, & D.

HOW TO DO IT?
1. Look for brief expository text to read aloud and prepare at least five questions with
choices about the text.
2. Before the activity starts, explain clearly what the learners are expected to do and
remind them of the proper attitude and behavior / or classroom etiquette (e.g. no
pushing, be honest, etc.).
3. Begin the activity by reading the text aloud to the learners twice.
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4. After reading the text, read aloud the questions twice. After the second reading,
signal the learners to move towards the corner of the classroom which represents
their answers.
5. When all learners have chosen their corners, give the correct answer. Learners with
wrong answers will be asked to sit down. They may continue answering the
questions, but instead of standing in a corner, they have to write their answers in
their notebooks.
6. Read aloud all the questions and options until everything has been asked and
answered. Learners who remain standing means they were able to listen well and
understand the text listened to; thus, getting all answers correctly.

B. Show-Me Board
WHAT TO DO?
Show-Me Board is a strategy that prompts learners to write their answers on a board
and raise it to show to the teacher after the given time. It is also a test of their listening
skills since they are expected to listen well to the text and the questions so that they
can write the correct answers.

HOW TO DO IT?
1. Look for brief expository text to read aloud and prepare at least five questions with
choices about the text. The answers to the questions should be short and simple
enough for the learners to write or the teacher may include options so that learners
will only write the letter of their answer.
2. Explain what the learners are expected to do. Remind them to avoid looking at the
answer of their classmates.
3. Read the text clearly and carefully. Then, read the questions and options twice (if
there is)before letting the learners write their answers.
4. After the specified time, ask the learners to raise their boards to show their answers.
Take note of the learners who got the answers correctly and incorrectly.
5. Repeat this until all questions have been asked and answered.

C. Graphic Organizers
WHAT TO DO?
Graphic organizers, aside from its use as a visual learning tool to aid learners in
organizing their ideas, it may also be used as a form of assessment to evaluate
learners’ understanding of a text read. As an assessment tool, a graphic organizer will
demonstrate how a learner processes the details found in the text to distinguish its
distinct structure and eventually determine its main idea.
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HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Instruct them to read the text thoroughly and complete the given graphic organizer.
3. Allow ample time for them to finish working on the text.

D. Restating Information
WHAT TO DO?
Restating information is an effective assessment strategy to gauge the extent of
comprehension a learner has for a text and determine if higher order thinking skills
were utilized to process the text. Using this strategy, the learner will have to say what
the text is all about using different words. It may be done orally or in writing.

HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. After giving them enough time to read, retrieve the copy of the text and ask them to
restate the information based on their understanding. Prompt questions may be
given such as:
➢ What did you understand about the text?
➢ What is the text talking about?
3. To restate the information, the teacher may ask the learners to write it down on a
piece of paper, which may be done as an individual or whole class activity.
*If restating will be done orally, there might be a need to provide a different text for
each learner.

E. Writing (Essay)
WHAT TO DO?
Writing an essay is a focused piece of writing that develops an idea or argument using
evidence, analysis and interpretation. Learners will write a paragraph containing
important details about the topic and its main idea. Essays respond to a writing prompt
or writing topic.

HOW TO DO IT?
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1. Discuss the rules and guidelines in writing an essay.

2. Set goals and expectations in the writing activity.
3. Present the rubrics before the activity, so that the participants will be able to
check how they will be graded in their writing activity.
4. Writing: Set out your argument in the introduction, develop it with evidence in the
main body, and wrap it up with a conclusion.
5. Revision: Check the content, organization, grammar, spelling, and formatting of
your essay.
6. Final Draft- for submission

OTHER SUGGESTED ACTIVITIES:

Below are other ways to assess the learners. The teacher will give instruction to
learners on what to do on the following suggested activities.

A. Complete the Lyrics

WHAT TO DO?
Complete the Lyrics is an activity that tests the auditory skills of learners by listening to
familiar songs and completing the lyrics. By using familiar songs with simple lyrics, learners
could use their listening skills to capture the missing words.
HOW TO DO IT?
1. Choose a familiar song for the learners and select a part of the song (1 - 2 stanzas +
chorus)
2. Remove significant words from the lyrics and replace them with blanks. The words
should be common and can easily be spelled by the learners.
3. Give a copy of the incomplete lyrics to the learners.
4. Instruct the learners to write the missing words on the blank as they listen to the song.
5. Play the song twice and let the learners complete the lyrics of the song.
6. To end the activity, the whole class may be asked to sing the song all together using
their copies of the lyrics as guide.

B. Worksheets
WHAT TO DO?
Worksheets are learning resources that may be used to reinforce skills that require
practice for mastery. These are common pen-and-paper activities that provide enrichment
exercises to help learners attain mastery of the target skill.
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HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Based from the text, prepare a set of activities that provides practice for learners in
noting details and identifying main ideas. Learners may write the letter of the correct
answer or draw their response to the question.

C. Color-coded Reading
WHAT TO DO?
Color-coded Reading is a good activity that tests the skills of learners in identifying the
main idea and the supporting details in a given text. The learners are tasked to use a
specific color to highlight sentences / phrases in the text that contains the main idea and
details.
HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Instruct the learners to read the text carefully and look for the main idea and supporting
details.
3. Have them color the main idea red and the supporting details blue.
4. They may also be asked to color the title of the text yellow and the name of the author
(if any) green.

Example:
Swimming is one thing that can be done at the beach. Snorkeling is another thing that can
detail detail

be enjoyed. Playing beach volleyball can be a lot of fun. It is also fun to look for shells.
detail detail

Some people simply like to sunbathe. There are really many fun things to do at the beach.
detail main idea

D. Working Backwards (Details to Main Idea)

WHAT TO DO?
Working Backwards is an activity that asks the learners to start from the details before
arriving at the main idea. The teacher will provide details about the topic one by one, which
will serve as clues for the learners. Their task is to be able to guess what the topic would
be about before all the clues have been given out by the teacher.
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HOW TO DO IT?
1. Give clues about the target topic and ask the learners to identify the main topic of the
text.
2. Using a semantic web, write the details of the selection in the outer bubbles one by
one. As one detail is added, pause, and ask the learners if they could guess what the
main topic would be. Continue to do this (add detail, pause, and ask) until the last detail
has been added.
3. When all details have been place, let the learners guess the topic and discuss it among
themselves. It is possible that learners may guess what the topic is even before all
details have been added.

Example:

Detail #1:
exercise
daily
Detail #5:
eat fruits

Detail #2:
drink
plenty of
Detail #5:
TOPIC: Ways to Stay Healthy water
eat vegetables

Detail #3:
wash
Detail #4: get hands
enough rest frequently
and sleep

E. Does It Belong
WHAT TO DO?
Does It Belong is an activity that reinforces the concept of determining whether a specific
detail supports the main idea or not. After reading the text, the main idea is identified.
Then, different sentences containing details are presented to the learners. They have to
determine if that detail supports the main idea or not.
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HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Give the learners enough time to read the text or let them listen to the text twice.
3. After reading the text, prepare statements / sentences about the text read / listened to.
4. Have the learners go through the sentences and decide whether they contribute to the
main idea or not.
5. Ask the learners to give thumbs up/down to tell whether the detail belongs or not.
6. A variation of the activity is asking the learners to add more details that will support the
main idea.

PROFESSIONAL DEVELOPMENT PLAN

After exploring this module, you now have a better appreciation of the indicator. Based on
your professional reflection, think of ways on what you can do to further enhance your
knowledge, skills and attitudes in this indicator. Fill in the personal action plan below.

STRENGTHS DEVELOPMENT ACTION PLAN TIMELINE RESOURCE

What are the skills NEEDS What can you When will NEEDED
you are good at? What are the recommend for you What
skills you need to your implement assistance/
improve? development your plan? resources do
intervention? you need to
implement the
plan?

Happy Planning!
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Resource Library
10 GREAT Activities to Teach Main Idea and Details. (16 November 2017). Retrieved from
https://educationtothecore.com/2019/11/10-great-activities-to-teach-main-idea-and-details/

Adams, Grace. (2021). Wh- Questions and Why They’re Important. Retrieved from
https://www.learninglinks.org.au/wh-questions/

Expository Text : Worksheet for Second Grade English Language Arts. (2015). Retrieved from
https://www.biglearners.com/?blKey=showWSPDFOnPage&wsCatCode=6ae96ef7c7708301133cf
d22be4e54f2

Peekaboo Kidz. (n.d.). What If We Stop Brushing Teeth?. Retrieved from

https://youtu.be/XbxsdbisXzU

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