Foundational Skills Development to Support Reading for Understanding in Grade 2

The author is Teacher I at Sta. Tereza 2nd High School Venus B. Diorda

Distance education presents a significant challenge to educators today, particularly given the focus on reading skill development. Among these difficulties are those relating to their reading practices and exercises, since teachers were unable to visit their homes as often as they would have liked owing to physical limitations caused by the illness. It is also difficult to evaluate students' reading skills since teachers cannot be there to see how far they have progressed. Second graders should have their reading abilities reinforced skillfully at this level, or they will lose out on the opportunity to be excellent readers in subsequent years. Reading abilities acquired at the lower levels, such as in their first or second year of school, are thought to have a major influence on their subsequent academic endeavors. As a result, teachers and parents should work together to ensure that second graders get the most out of their reading experiences throughout the year. Reading and recital of rhymes and short poems, reading short stories and dramatizing the parts that they like best, reading passages and identifying the specific parts of speech used, such as nouns, verbs, adjectives, adverbs, and so on, reading contests that can be done through videos with an emphasis on the proper gesture, facial expression, and so on, are some reading activities that can be done for second graders. Everything may be done to complement their reading abilities as long as the activity we intend to do is of interest and level to them. If students love reading as part of their academic lives in second grade, the subsequent grade levels will be simpler and more interesting for them since they can already read with meaning. Reading with meaning is a prerequisite for academic advancement. Even if they do not have someone to assist them, such as a teacher, if the learners can read and comprehend what they read, they will be able to complete the learning activities with pleasure and confidence. The capacity to read with meaning is also indicative of long-term academic engagement and discovery. As a result, we must do all necessary to make this vision a reality, to create Filipinos who can read and comprehend the difference between what is right and what is wrong, as well as what is good and what is evil.