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PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS ABC+: Advancing Basic Education in the Philippines
Learning Recovery Program February 2021 2 ABC+: Advancing Basic Education in the Philippines PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS Differentiated Instruction
Differentiated Instruction February 2021 3 ABC+: Advancing Basic Education in the Philippines This is the instructional approach used in the 8-week Learning Recovery Curriculum where learners are grouped according to the results of the assessment: FI, MI, LI, and GR. These ability groups receive different lessons during direct instruction base on their learning needs.
Differentiated Learning Activities February 2021 4 ABC+: Advancing Basic Education in the Philippines These refer to the activities conducted during guided and independent practice when learners are grouped according to their ability, the basis of which is the assessment.
5 CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS Ability Groups with Differentiated Learning Activities The class will be divided into 3 to 4 ability groups. Differentiated instruction will be given to the ability groups
The Learning Recovery Program Routine & Components 6 TIME (minutes) ROUTINE COMPONENTS 30 Learning Center Activities READING: word, phrase, sentence reading, book reading, missing letter sound,putting together letter sounds WRITING: Tracing sand paper letters, writing own name, lettersm sight words LISTENING: listening the stories Speaking :role playing 60 Differentiated Learning Activities ● Teacher-Directed Instruction ● Guided Practice ● Independent Practice ● Evaluation Reading Writing Listening Speaking 15 Guided Practice 5 Synthesis/ Transition/ Closing PER SUBJECT (English)
7 Teacher’s Direct Instruction and Differentiated Learning Activities for Ability Groups Meeting Area Work Area
Description of Differentiated Learning Activities 8 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Guided Practice Independent Practice Evaluation
Description of Differentiated Learning Activities 9 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Independent Practice Evaluation
Description of Differentiated Learning Activities 10 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Guided Instruction ❏ “We do it!” The teacher helps the students work on their activities. Independent Practice Evaluation
Description of Differentiated Learning Activities 11 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Guided Instruction ❏ “We do it!” The teacher helps the students work on their activities. Independent Practice Independent ❏ “You do it alone.” Students work on their activity on their own. Evaluation
Description of Differentiated Learning Activities 12 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Guided Instruction ❏ “We do it!” The teacher helps the students work on their activities. Independent Practice Independent ❏ “You do it alone.” Students work on their activity on their own. Evaluation Independent ❏ “You do it alone.” Daily assessment of current and past lessons.
Process for a four-group class February 2021 13 ABC+: Advancing Basic Education in the Philippines CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS • Full Intervention • Moderate Intervention • Light Intervention • Grade Ready
14 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 15 mins Evaluation Evaluation Evaluation Teacher-directed instruction (Demo-Teaching & Guided Practice) 1 2 3 4 Flow
15 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins 15 mins 15 mins 1 2 3 4 Flow
16 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 1 2 3 4 Flow
17 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 1 2 3 4 Flow
18 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 15 mins Evaluation Evaluation Evaluation Teacher-directed instruction (Demo-Teaching & Guided Practice) 1 2 3 4 Flow
19 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Kilalanin ang itsura at pangalan ng Ss. Bigkasin ang tunog ng Ss, /s/. Ibigay ang unang tunog na /s/ sa pangalan ng mga larawan. Kilalanin ang mga salitang nagsisimula sa tunog /s/. sako sama sasama sapa sana sukli saging sampalok Ibigay ang pangalan ng mga larawang nagsisimula sa /s/. Ibigay ang kahulugan ng mga salitang nagsisimula sa /s/ ● Marungko ● Application of Dale’s Cone of Experiences: o Use of concrete objects o Use of pictures ● Marungko Letter-Picture Chart ● Playdough Letters with Letter Mats ● Letter Blocks ● Listening to audio stories ● Using puppets to communicate how the pupils feel and what they think of meeting the teacher and friends face to face. Independent Practice FIL-WR-001A Independent Practice FIL-PSRC-001 Independent Practice FIL-SRC-001 15 mins Independent Practice FIL-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Kilalanin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang pangalan ng mga larawang may pinagsama-samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang kahulugan ng mga salitang may pinagsama-samang tunog /m/, /s/, /a/, at /i/ isa misa Sima iisa mami Sisa isa-isa mais sisi isama asim isisi isasama maasim masisi ● Marungkol ● Realia, Picture Clues, Gestures and Actions ● Application of Dale’s Cone of Experiences: ● The Magic Finger ● Rereading Independent Practice/ Application FIL-PSRC-001 Independent Practice/ Application FIL-SRC-001 15 mins Independent Practice/ Application FIL-AK-001B Independent Practice/ Application FIL-WR-001B Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Evaluation FIL-SRC-001 15 mins Evaluation FIL-AK-001A and 001B Evaluation FIL-WR-001A and 001B Evaluation FIL-PSRC-001 Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang kwentong,“ Masasama sa Misamis si Sisa”, na may mga salitang pinagsama-samang tunog na /m/,/s/, /a/,/i/ at pantulong na katagang ang at ay Sagutin ang mga tanong tungkol sa kwento. ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema ● Animated Punctuation Marks Sample Intervention Plan
Process for a three-group class February 2021 20 ABC+: Advancing Basic Education in the Philippines CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS • Full Intervention • Moderate Intervention • Light Intervention & Grade Ready
21 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 1 2 3 Flow
22 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 1 2 3 Flow
23 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 1 2 3 Flow
24 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 1 2 3 Flow
25 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 1 2 3 Flow
26 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Identify the name of the letter Mm Produce the sound of the letter Mm /m/ Identify words that begin with /m/ Identify the first sound /m/ in words Match the capital Letter M with the small m Write the capital M Write the small letter m. Give the meaning of the words that begin with /m/. ● Multi-sensorial (I see. I feel, I hear) Using songs, poems, or stories and flashcards Fuller Approach Independent Practice FIL-WR-001A Independent Practice FIL-PSRC-001 20 mins Independent Practice ENG-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Kilalanin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang pangalan ng mga larawang may pinagsama-samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang kahulugan ng mga salitang may pinagsama-samang tunog /m/, /s/, /a/, at /i/ isa misa Sima iisa mami Sisa isa-isa mais sisi isama asim isisi isasama maasim masisi ● Marungkol ● Realia, Picture Clues, Gestures and Actions ● Application of Dale’s Cone of Experiences: ● The Magic Finger ● Rereading Independent Practice/ Application FIL-PSRC-001 20 mins Independent Practice/ Application ENG-AK-001B Independent Practice/ Application FIL-WR-001B Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Sample Intervention Plan Identify the name of the letter Mm Produce the sound of the letter Mm /m/ Identify words that begin with /m/ Identify the first sound /m/ in words Match the capital Letter M with the small m Write the capital M Write the small letter m. Give the meaning of the words that begin with /m/. ● Multi-sensorial (I see. I feel, I hear) Using songs, poems, or stories and flashcards Fuller Approach ●
27 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Kilalanin ang itsura at pangalan ng Ss. Bigkasin ang tunog ng Ss, /s/. Ibigay ang unang tunog na /s/ sa pangalan ng mga larawan. Kilalanin ang mga salitang nagsisimula sa tunog /s/. sako sama sasama sapa sana sukli saging sampalok Ibigay ang pangalan ng mga larawang nagsisimula sa /s/. Ibigay ang kahulugan ng mga salitang nagsisimula sa /s/ ● Marungko ● Application of Dale’s Cone of Experiences: o Use of concrete objects o Use of pictures ● Marungko Letter-Picture Chart ● Playdough Letters with Letter Mats ● Letter Blocks ● Listening to audio stories ● Using puppets to communicate how the pupils feel and what they think of meeting the teacher and friends face to face. Independent Practice ENG-WR-001 Independent Practice FIL-PSRC-001 20 mins Independent Practice ENG-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Read words that end with -et Identify words that end with -et Identify the picture that matches the words that belong to the –et family Give the meaning of the words in the –et family. Use words that end with –et in a sentence through oral expression Use words that end with –et in a sentence through written expression. ● Application of Dale’s Cone Fuller Approach Word Routine: Give the meaning of the word, use it in a sentence Word Map Sandwiching Independent Practice/ Application FIL-PSRC-001 20 mins Independent Practice/ Application ENG-AK-001B Independent Practice/ Application ENG-WR-001TM (Teacher –made) Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Sample Intervention Plan Teacher-directed instruction (Demo-Teaching & Guided Practice) Read words that end with -et Identify words that end with -et Identify the picture that matches the words that belong to the –et family Give the meaning of the words in the –et family. Use words that end with –et in a sentence through oral expression Use words that end with –et in a sentence through written expression. ● Application of Dale’s Cone Fuller Approach Word Routine: Give the meaning of the word, use it in a sentence Word Map Sandwiching
28 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Kilalanin ang itsura at pangalan ng Ss. Bigkasin ang tunog ng Ss, /s/. Ibigay ang unang tunog na /s/ sa pangalan ng mga larawan. Kilalanin ang mga salitang nagsisimula sa tunog /s/. sako sama sasama sapa sana sukli saging sampalok Ibigay ang pangalan ng mga larawang nagsisimula sa /s/. Ibigay ang kahulugan ng mga salitang nagsisimula sa /s/ ● Marungko ● Application of Dale’s Cone of Experiences: o Use of concrete objects o Use of pictures ● Marungko Letter-Picture Chart ● Playdough Letters with Letter Mats ● Letter Blocks ● Listening to audio stories ● Using puppets to communicate how the pupils feel and what they think of meeting the teacher and friends face to face. Independent Practice ENG-WR-001 Independent Practice FIL-PSRC-001 20 mins Independent Practice ENG-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Read words that end with -et Identify words that end with -et Identify the picture that matches the words that belong to the –et family Give the meaning of the words in the –et family. Use words that end with –et in a sentence through oral expression Use words that end with –et in a sentence through written expression. ● Application of Dale’s Cone Fuller Approach Word Routine: Give the meaning of the word, use it in a sentence Word Map Sandwiching Independent Practice/ Application FIL-PSRC-001 20 mins Independent Practice/ Application ENG-AK-001B Independent Practice/ Application ENG-WR-001TM (Teacher –made) Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Sample Intervention Plan Teacher-directed instruction (Demo-Teaching & Guided Practice) Read phrases, sentence, and stories with /et/ family and the, is , his, a sight words Give the meaning of the words that begin with – et words Identify the picture that matches the phrases and sentence with –et words Answer literal question from text at sentence level correctly. Write the sight words: the, is, his, and a ● Fuller Approach The Magic Finger Word Routine Visualization Rereading Look-back Using the Reading Fluency Rubric
The Learning Recovery Program Routine & Components 29 TIME (minutes) ROUTINE COMPONENTS 30 Learning Center Activities READING: word, phrase, sentence reading, book reading, missing letter sound,putting together letter sounds WRITING: Tracing sand paper letters, writing own name, lettersm sight words LISTENING: listening the stories Speaking :role playing 60 Differentiated Learning Activities ● Teacher-Directed Instruction ● Guided Practice ● Independent Practice ● Evaluation Reading Writing Listening Speaking 15 Guided Practice 5 Synthesis/ Transition/ Closing PER SUBJECT (eNGLSH)
30 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 15 mins Evaluation Evaluation Evaluation Teacher-directed instruction (Demo-Teaching & Guided Practice) 15 mins Guided Practice Guided Practice Guided Practice Guided Practice 1 2 3 4 5 Flow
31 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 15 mins Guided Practice Guided Practice Guided Practice 1 2 3 4 Flow
The Learning Recovery Program Routine & Components 32 TIME (minutes) ROUTINE COMPONENTS 30 Learning Center Activities READING: word, phrase, sentence reading, book reading, missing letter sound,putting together letter sounds WRITING: Tracing sand paper letters, writing own name, lettersm sight words LISTENING: listening the stories Speaking :role playing 60 Differentiated Learning Activities ● Teacher-Directed Instruction ● Guided Practice ● Independent Practice ● Evaluation Reading Writing Listening Speaking 15 Guided Practice 5 Synthesis/ Transition/ Closing PER SUBJECT (Math)
Summary of Errors of Ability Groups - (Grade 3) List ALL the errors asked for in all the tests of ALL the members of each group. ASSESSMENT TOOLS Full Intervention Moderate Intervention Light Intervention Grade Ready Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential Reading Fluency (words and punctuation marks read incorrectly, average speed in reading, & other observations) Sentence Reading (words and punctuation marks read incorrectly Sentence Comprehension (type of question with more errors) Word Reading: Word Families/ Pinagsama-samang Tunog (words read incorrectly) bet, hat, cot, fit, tub bet, cot, fit, tub cot, tub, bet bet Word Reading: Sight Words/ Mga Pantulong na Kataga (words read incorrectly) the, you, and , today, sunny the, and , today, sunny today, the the Word Reading: Non-words (read incorrectly) feg, ross, dack, lut feg, ross, dack, lut, id lut, dack None Alphabet Knowledge- Letter Names (named incorrectly) B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z None None None Alphabet Knowledge- Letter Sounds (sounds produced incorrectly) All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ None None
34 CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS Group Practice: Make a sample intervention plan based from the presented summary of errors of ability.
Summary of Errors of Ability Groups - (Grade 3) List ALL the errors asked for in all the tests of ALL the members of each group. ASSESSMENT TOOLS Full Intervention Moderate Intervention Light Intervention Grade Ready Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential Reading Fluency (words and punctuation marks read incorrectly, average speed in reading, & other observations) Sentence Reading (words and punctuation marks read incorrectly Sentence Comprehension (type of question with more errors) Word Reading: Word Families/ Pinagsama-samang Tunog (words read incorrectly) bet, hat, cot, fit, tub bet, cot, fit, tub cot, tub, bet bet Word Reading: Sight Words/ Mga Pantulong na Kataga (words read incorrectly) the, you, and , today, sunny the, and , today, sunny today, the the Word Reading: Non-words (read incorrectly) feg, ross, dack, lut feg, ross, dack, lut, id lut, dack None Alphabet Knowledge- Letter Names (named incorrectly) B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z None None None Alphabet Knowledge- Letter Sounds (sounds produced incorrectly) All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ None None
36 CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS Demo – Teaching
Exit Ticket: 3-2-1 • On a sheet of paper, write: – 3 most significant insights you gained today – 2 things you need to do to apply what you learned – 1 question or topic that is still not clear to you 37
PHOTO: KAYE SUCGANG FOR USAID BASA PILIPINAS 6/16/2020 38 Thank you! ABC+: Advancing Basic Education in the Philippines

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5 -Differentiated Activities.pptx

  • 2. Learning Recovery Program February 2021 2 ABC+: Advancing Basic Education in the Philippines PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS Differentiated Instruction
  • 3. Differentiated Instruction February 2021 3 ABC+: Advancing Basic Education in the Philippines This is the instructional approach used in the 8-week Learning Recovery Curriculum where learners are grouped according to the results of the assessment: FI, MI, LI, and GR. These ability groups receive different lessons during direct instruction base on their learning needs.
  • 4. Differentiated Learning Activities February 2021 4 ABC+: Advancing Basic Education in the Philippines These refer to the activities conducted during guided and independent practice when learners are grouped according to their ability, the basis of which is the assessment.
  • 5. 5 CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS Ability Groups with Differentiated Learning Activities The class will be divided into 3 to 4 ability groups. Differentiated instruction will be given to the ability groups
  • 6. The Learning Recovery Program Routine & Components 6 TIME (minutes) ROUTINE COMPONENTS 30 Learning Center Activities READING: word, phrase, sentence reading, book reading, missing letter sound,putting together letter sounds WRITING: Tracing sand paper letters, writing own name, lettersm sight words LISTENING: listening the stories Speaking :role playing 60 Differentiated Learning Activities ● Teacher-Directed Instruction ● Guided Practice ● Independent Practice ● Evaluation Reading Writing Listening Speaking 15 Guided Practice 5 Synthesis/ Transition/ Closing PER SUBJECT (English)
  • 7. 7 Teacher’s Direct Instruction and Differentiated Learning Activities for Ability Groups Meeting Area Work Area
  • 8. Description of Differentiated Learning Activities 8 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Guided Practice Independent Practice Evaluation
  • 9. Description of Differentiated Learning Activities 9 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Independent Practice Evaluation
  • 10. Description of Differentiated Learning Activities 10 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Guided Instruction ❏ “We do it!” The teacher helps the students work on their activities. Independent Practice Evaluation
  • 11. Description of Differentiated Learning Activities 11 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Guided Instruction ❏ “We do it!” The teacher helps the students work on their activities. Independent Practice Independent ❏ “You do it alone.” Students work on their activity on their own. Evaluation
  • 12. Description of Differentiated Learning Activities 12 ABC+: Advancing Basic Education in the Philippines Demo- Teaching Focus Lesson/ Teacher-directed Instruction ❏ “I do it!” The teacher presents the concepts and demonstrates the skills. S/he also gives ample examples and other needed information. Guided Practice Guided Instruction ❏ “We do it!” The teacher helps the students work on their activities. Independent Practice Independent ❏ “You do it alone.” Students work on their activity on their own. Evaluation Independent ❏ “You do it alone.” Daily assessment of current and past lessons.
  • 13. Process for a four-group class February 2021 13 ABC+: Advancing Basic Education in the Philippines CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS • Full Intervention • Moderate Intervention • Light Intervention • Grade Ready
  • 14. 14 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 15 mins Evaluation Evaluation Evaluation Teacher-directed instruction (Demo-Teaching & Guided Practice) 1 2 3 4 Flow
  • 15. 15 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins 15 mins 15 mins 1 2 3 4 Flow
  • 16. 16 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 1 2 3 4 Flow
  • 17. 17 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 1 2 3 4 Flow
  • 18. 18 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 15 mins Evaluation Evaluation Evaluation Teacher-directed instruction (Demo-Teaching & Guided Practice) 1 2 3 4 Flow
  • 19. 19 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Kilalanin ang itsura at pangalan ng Ss. Bigkasin ang tunog ng Ss, /s/. Ibigay ang unang tunog na /s/ sa pangalan ng mga larawan. Kilalanin ang mga salitang nagsisimula sa tunog /s/. sako sama sasama sapa sana sukli saging sampalok Ibigay ang pangalan ng mga larawang nagsisimula sa /s/. Ibigay ang kahulugan ng mga salitang nagsisimula sa /s/ ● Marungko ● Application of Dale’s Cone of Experiences: o Use of concrete objects o Use of pictures ● Marungko Letter-Picture Chart ● Playdough Letters with Letter Mats ● Letter Blocks ● Listening to audio stories ● Using puppets to communicate how the pupils feel and what they think of meeting the teacher and friends face to face. Independent Practice FIL-WR-001A Independent Practice FIL-PSRC-001 Independent Practice FIL-SRC-001 15 mins Independent Practice FIL-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Kilalanin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang pangalan ng mga larawang may pinagsama-samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang kahulugan ng mga salitang may pinagsama-samang tunog /m/, /s/, /a/, at /i/ isa misa Sima iisa mami Sisa isa-isa mais sisi isama asim isisi isasama maasim masisi ● Marungkol ● Realia, Picture Clues, Gestures and Actions ● Application of Dale’s Cone of Experiences: ● The Magic Finger ● Rereading Independent Practice/ Application FIL-PSRC-001 Independent Practice/ Application FIL-SRC-001 15 mins Independent Practice/ Application FIL-AK-001B Independent Practice/ Application FIL-WR-001B Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Evaluation FIL-SRC-001 15 mins Evaluation FIL-AK-001A and 001B Evaluation FIL-WR-001A and 001B Evaluation FIL-PSRC-001 Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang kwentong,“ Masasama sa Misamis si Sisa”, na may mga salitang pinagsama-samang tunog na /m/,/s/, /a/,/i/ at pantulong na katagang ang at ay Sagutin ang mga tanong tungkol sa kwento. ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema ● Animated Punctuation Marks Sample Intervention Plan
  • 20. Process for a three-group class February 2021 20 ABC+: Advancing Basic Education in the Philippines CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS • Full Intervention • Moderate Intervention • Light Intervention & Grade Ready
  • 21. 21 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 1 2 3 Flow
  • 22. 22 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 1 2 3 Flow
  • 23. 23 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 1 2 3 Flow
  • 24. 24 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 1 2 3 Flow
  • 25. 25 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 1 2 3 Flow
  • 26. 26 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Identify the name of the letter Mm Produce the sound of the letter Mm /m/ Identify words that begin with /m/ Identify the first sound /m/ in words Match the capital Letter M with the small m Write the capital M Write the small letter m. Give the meaning of the words that begin with /m/. ● Multi-sensorial (I see. I feel, I hear) Using songs, poems, or stories and flashcards Fuller Approach Independent Practice FIL-WR-001A Independent Practice FIL-PSRC-001 20 mins Independent Practice ENG-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Kilalanin ang mga salitang may pinagsama- samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang pangalan ng mga larawang may pinagsama-samang tunog. /m/, /s/, /a/, at /i/ Ibigay ang kahulugan ng mga salitang may pinagsama-samang tunog /m/, /s/, /a/, at /i/ isa misa Sima iisa mami Sisa isa-isa mais sisi isama asim isisi isasama maasim masisi ● Marungkol ● Realia, Picture Clues, Gestures and Actions ● Application of Dale’s Cone of Experiences: ● The Magic Finger ● Rereading Independent Practice/ Application FIL-PSRC-001 20 mins Independent Practice/ Application ENG-AK-001B Independent Practice/ Application FIL-WR-001B Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Sample Intervention Plan Identify the name of the letter Mm Produce the sound of the letter Mm /m/ Identify words that begin with /m/ Identify the first sound /m/ in words Match the capital Letter M with the small m Write the capital M Write the small letter m. Give the meaning of the words that begin with /m/. ● Multi-sensorial (I see. I feel, I hear) Using songs, poems, or stories and flashcards Fuller Approach ●
  • 27. 27 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Kilalanin ang itsura at pangalan ng Ss. Bigkasin ang tunog ng Ss, /s/. Ibigay ang unang tunog na /s/ sa pangalan ng mga larawan. Kilalanin ang mga salitang nagsisimula sa tunog /s/. sako sama sasama sapa sana sukli saging sampalok Ibigay ang pangalan ng mga larawang nagsisimula sa /s/. Ibigay ang kahulugan ng mga salitang nagsisimula sa /s/ ● Marungko ● Application of Dale’s Cone of Experiences: o Use of concrete objects o Use of pictures ● Marungko Letter-Picture Chart ● Playdough Letters with Letter Mats ● Letter Blocks ● Listening to audio stories ● Using puppets to communicate how the pupils feel and what they think of meeting the teacher and friends face to face. Independent Practice ENG-WR-001 Independent Practice FIL-PSRC-001 20 mins Independent Practice ENG-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Read words that end with -et Identify words that end with -et Identify the picture that matches the words that belong to the –et family Give the meaning of the words in the –et family. Use words that end with –et in a sentence through oral expression Use words that end with –et in a sentence through written expression. ● Application of Dale’s Cone Fuller Approach Word Routine: Give the meaning of the word, use it in a sentence Word Map Sandwiching Independent Practice/ Application FIL-PSRC-001 20 mins Independent Practice/ Application ENG-AK-001B Independent Practice/ Application ENG-WR-001TM (Teacher –made) Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Sample Intervention Plan Teacher-directed instruction (Demo-Teaching & Guided Practice) Read words that end with -et Identify words that end with -et Identify the picture that matches the words that belong to the –et family Give the meaning of the words in the –et family. Use words that end with –et in a sentence through oral expression Use words that end with –et in a sentence through written expression. ● Application of Dale’s Cone Fuller Approach Word Routine: Give the meaning of the word, use it in a sentence Word Map Sandwiching
  • 28. 28 NO. OF MIN FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Kilalanin ang itsura at pangalan ng Ss. Bigkasin ang tunog ng Ss, /s/. Ibigay ang unang tunog na /s/ sa pangalan ng mga larawan. Kilalanin ang mga salitang nagsisimula sa tunog /s/. sako sama sasama sapa sana sukli saging sampalok Ibigay ang pangalan ng mga larawang nagsisimula sa /s/. Ibigay ang kahulugan ng mga salitang nagsisimula sa /s/ ● Marungko ● Application of Dale’s Cone of Experiences: o Use of concrete objects o Use of pictures ● Marungko Letter-Picture Chart ● Playdough Letters with Letter Mats ● Letter Blocks ● Listening to audio stories ● Using puppets to communicate how the pupils feel and what they think of meeting the teacher and friends face to face. Independent Practice ENG-WR-001 Independent Practice FIL-PSRC-001 20 mins Independent Practice ENG-AK-001A Teacher-directed instruction (Demo-Teaching & Guided Practice) Read words that end with -et Identify words that end with -et Identify the picture that matches the words that belong to the –et family Give the meaning of the words in the –et family. Use words that end with –et in a sentence through oral expression Use words that end with –et in a sentence through written expression. ● Application of Dale’s Cone Fuller Approach Word Routine: Give the meaning of the word, use it in a sentence Word Map Sandwiching Independent Practice/ Application FIL-PSRC-001 20 mins Independent Practice/ Application ENG-AK-001B Independent Practice/ Application ENG-WR-001TM (Teacher –made) Teacher-directed instruction (Demo-Teaching & Guided Practice) Basahin ang mga parirala at pangungusap na may pinagsama- samang tunog./m/, /s/,/a/,/i/ at ang katagang ang at ay Isulat ang nawawalang salita upang mabuo ang pangungusap Sagutin ang mga tanong tungkol sa pamhumhusap. Pagbasa ng mga parirala ● Marungko ● Muling pagbasa ng mga parirala ● Biswalisasyon ● Look-back ● Paggamit ng schema Sample Intervention Plan Teacher-directed instruction (Demo-Teaching & Guided Practice) Read phrases, sentence, and stories with /et/ family and the, is , his, a sight words Give the meaning of the words that begin with – et words Identify the picture that matches the phrases and sentence with –et words Answer literal question from text at sentence level correctly. Write the sight words: the, is, his, and a ● Fuller Approach The Magic Finger Word Routine Visualization Rereading Look-back Using the Reading Fluency Rubric
  • 29. The Learning Recovery Program Routine & Components 29 TIME (minutes) ROUTINE COMPONENTS 30 Learning Center Activities READING: word, phrase, sentence reading, book reading, missing letter sound,putting together letter sounds WRITING: Tracing sand paper letters, writing own name, lettersm sight words LISTENING: listening the stories Speaking :role playing 60 Differentiated Learning Activities ● Teacher-Directed Instruction ● Guided Practice ● Independent Practice ● Evaluation Reading Writing Listening Speaking 15 Guided Practice 5 Synthesis/ Transition/ Closing PER SUBJECT (eNGLSH)
  • 30. 30 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION GRADE READY 15 mins Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice Independent Practice Independent Practice 15 mins Independent Practice Teacher-directed instruction (Demo-Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 15 mins Independent Practice/ Application Independent Practice/ Application Teacher-directed instruction (Demo-Teaching & Guided Practice) Evaluation 15 mins Evaluation Evaluation Evaluation Teacher-directed instruction (Demo-Teaching & Guided Practice) 15 mins Guided Practice Guided Practice Guided Practice Guided Practice 1 2 3 4 5 Flow
  • 31. 31 NO. OF MINUTES/ ABILITY GROUP FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY 20 mins Teacher-directed instruction (Demo- Teaching & Guided Practice) Independent Practice/ Application Independent Practice/ Application 20 mins Independent Practice/ Application Teacher-directed instruction (Demo- Teaching & Guided Practice) Evaluation 20 mins Evaluation Evaluation Teacher-directed instruction (Demo- Teaching & Guided Practice) 15 mins Guided Practice Guided Practice Guided Practice 1 2 3 4 Flow
  • 32. The Learning Recovery Program Routine & Components 32 TIME (minutes) ROUTINE COMPONENTS 30 Learning Center Activities READING: word, phrase, sentence reading, book reading, missing letter sound,putting together letter sounds WRITING: Tracing sand paper letters, writing own name, lettersm sight words LISTENING: listening the stories Speaking :role playing 60 Differentiated Learning Activities ● Teacher-Directed Instruction ● Guided Practice ● Independent Practice ● Evaluation Reading Writing Listening Speaking 15 Guided Practice 5 Synthesis/ Transition/ Closing PER SUBJECT (Math)
  • 33. Summary of Errors of Ability Groups - (Grade 3) List ALL the errors asked for in all the tests of ALL the members of each group. ASSESSMENT TOOLS Full Intervention Moderate Intervention Light Intervention Grade Ready Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential Reading Fluency (words and punctuation marks read incorrectly, average speed in reading, & other observations) Sentence Reading (words and punctuation marks read incorrectly Sentence Comprehension (type of question with more errors) Word Reading: Word Families/ Pinagsama-samang Tunog (words read incorrectly) bet, hat, cot, fit, tub bet, cot, fit, tub cot, tub, bet bet Word Reading: Sight Words/ Mga Pantulong na Kataga (words read incorrectly) the, you, and , today, sunny the, and , today, sunny today, the the Word Reading: Non-words (read incorrectly) feg, ross, dack, lut feg, ross, dack, lut, id lut, dack None Alphabet Knowledge- Letter Names (named incorrectly) B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z None None None Alphabet Knowledge- Letter Sounds (sounds produced incorrectly) All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ None None
  • 34. 34 CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS Group Practice: Make a sample intervention plan based from the presented summary of errors of ability.
  • 35. Summary of Errors of Ability Groups - (Grade 3) List ALL the errors asked for in all the tests of ALL the members of each group. ASSESSMENT TOOLS Full Intervention Moderate Intervention Light Intervention Grade Ready Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential Reading Fluency (words and punctuation marks read incorrectly, average speed in reading, & other observations) Sentence Reading (words and punctuation marks read incorrectly Sentence Comprehension (type of question with more errors) Word Reading: Word Families/ Pinagsama-samang Tunog (words read incorrectly) bet, hat, cot, fit, tub bet, cot, fit, tub cot, tub, bet bet Word Reading: Sight Words/ Mga Pantulong na Kataga (words read incorrectly) the, you, and , today, sunny the, and , today, sunny today, the the Word Reading: Non-words (read incorrectly) feg, ross, dack, lut feg, ross, dack, lut, id lut, dack None Alphabet Knowledge- Letter Names (named incorrectly) B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z None None None Alphabet Knowledge- Letter Sounds (sounds produced incorrectly) All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ None None
  • 37. Exit Ticket: 3-2-1 • On a sheet of paper, write: – 3 most significant insights you gained today – 2 things you need to do to apply what you learned – 1 question or topic that is still not clear to you 37