Ang ug Ang mga
Ang “ang” gamiton kung ang gihisgutan
nga pungan sa pulong usa lamang.
Ang “ang mga” gamiton kung ang
gihisgutan nga pungan sa pulong duha
o sobra pa.
The document discusses the Phil-IRI, a classroom-based reading assessment tool used in the Philippines. It assesses students' reading abilities through oral reading, listening comprehension, and silent reading tests. The Phil-IRI identifies reading difficulties and informs teachers to design appropriate interventions. It analyzes reading skills like decoding, fluency, and comprehension. Results are used to determine students' independent, instructional, or frustration reading levels to guide instruction.
The Fuller Approach is a method for teaching reading that combines alphabet, phonics, and whole word instruction. It involves first teaching letter sounds and formation. New letters are then practiced through words beginning with that letter. Words are grouped by families to reinforce patterns. Mastery is achieved through games, exercises and contests to keep learning fun for children. Guidelines include introducing word families, using pictures, substituting letters, and independent reading practice. Post-instruction includes spelling, worksheets, and meaningful activities to apply learning.
This document provides an overview of different techniques and materials for teaching reading to non-readers, including in Filipino and English. It discusses techniques such as Marungko, Claveria/ABAKADA, developing reading skills, Fuller technique, phonics, L.E.T.S. Read, and developing reading power. It also lists various reading materials that can be used such as reading charts, books, phonics songs, alphabet cards, and more. The document serves as a guide for teachers on approaches and resources for teaching foundational reading skills.
The Fuller Approach is a method for teaching word recognition that combines alphabet, phonics, and whole word instruction. It involves first teaching letter names and sounds in a specific sequence, starting with M, S, L, etc. Students then learn to blend letter sounds to form words. Words are grouped into "word families" with similar endings to make patterns easier to recognize. The method progresses from individual letter and sound instruction to blending, sight words, phrases, sentences, and basic reading comprehension.
The Fuller technique is a method for teaching reading that combines alphabet, phonics, and whole word instruction. It involves first teaching letter names and sounds. Consonant sounds are introduced along with pictures of words starting with that sound. Students blend sounds into word families with similar endings, like "get" and "pet." They then combine word families into phrases and sentences. New concepts are introduced sequentially, starting with short vowel words, then consonant blends, digraphs, long vowels, vowel combinations, and homonyms. The goal is to build reading skills systematically from individual sounds to connected text.
The document discusses the Phil-IRI, a classroom-based reading assessment tool used in the Philippines. It assesses students' reading abilities through oral reading, listening comprehension, and silent reading tests. The Phil-IRI identifies reading difficulties and informs teachers to design appropriate interventions. It analyzes reading skills like decoding, fluency, and comprehension. Results are used to determine students' independent, instructional, or frustration reading levels to guide instruction.
The Fuller Approach is a method for teaching reading that combines alphabet, phonics, and whole word instruction. It involves first teaching letter sounds and formation. New letters are then practiced through words beginning with that letter. Words are grouped by families to reinforce patterns. Mastery is achieved through games, exercises and contests to keep learning fun for children. Guidelines include introducing word families, using pictures, substituting letters, and independent reading practice. Post-instruction includes spelling, worksheets, and meaningful activities to apply learning.
This document provides an overview of different techniques and materials for teaching reading to non-readers, including in Filipino and English. It discusses techniques such as Marungko, Claveria/ABAKADA, developing reading skills, Fuller technique, phonics, L.E.T.S. Read, and developing reading power. It also lists various reading materials that can be used such as reading charts, books, phonics songs, alphabet cards, and more. The document serves as a guide for teachers on approaches and resources for teaching foundational reading skills.
The Fuller Approach is a method for teaching word recognition that combines alphabet, phonics, and whole word instruction. It involves first teaching letter names and sounds in a specific sequence, starting with M, S, L, etc. Students then learn to blend letter sounds to form words. Words are grouped into "word families" with similar endings to make patterns easier to recognize. The method progresses from individual letter and sound instruction to blending, sight words, phrases, sentences, and basic reading comprehension.
The Fuller technique is a method for teaching reading that combines alphabet, phonics, and whole word instruction. It involves first teaching letter names and sounds. Consonant sounds are introduced along with pictures of words starting with that sound. Students blend sounds into word families with similar endings, like "get" and "pet." They then combine word families into phrases and sentences. New concepts are introduced sequentially, starting with short vowel words, then consonant blends, digraphs, long vowels, vowel combinations, and homonyms. The goal is to build reading skills systematically from individual sounds to connected text.
This document outlines the action plan for Sta. Isabel Elementary School in Nueva Ecija, Philippines for the 2015-2016 school year. The plan focuses on 6 areas: pupil development, staff development, curriculum development, physical facilities, finance, and special projects. For pupil development, the school will administer English tests and hold quiz bees to identify student strengths and weaknesses. Staff will receive trainings to improve English skills. The curriculum will provide reading materials to maintain student interest. A library will be established to support materials. Funds will be used for English contests. And daily English-only sessions in class aim to develop speaking skills. The plan details objectives, strategies, responsibilities, timelines, and expected outputs for each
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document summarizes reading assessment results from several schools in the Philippines and outlines plans to improve reading performance. It provides results of Oral Reading Assessments conducted in grades 1-3, which determine if students are non-readers, syllabic readers, word readers, or fragment readers. Most students were found to be fragment or word readers. The document then proposes activities to enhance the implementation of reading intervention programs, including finding appropriate reading materials and providing teacher training. It aims to improve students' reading ability, with the goal of all students in grades 1-3 being able to read by the end of the school year.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
The document summarizes changes made to several School Forms based on DepEd Memorandum no. 14, s. 2021. Specifically, it outlines adjustments made to SF8, SF9, and SF10. For SF8, it notes parents can submit height and weight measurements but it is only required for recipients of health programs. For SF9, it adds that learning modality must be indicated and character traits are not required. It also summarizes general amendments made such as adding learning modality and adjusting submission timelines.
This document is a science lesson plan for 5th grade students on properties of materials and how they can be used to minimize waste. It includes learning objectives, content standards, and activities for students to identify materials' characteristics that make them useful or harmful. Students will explore examples of materials found at home and in the classroom, explain why certain materials are used for different purposes, and evaluate their understanding of how materials' properties determine their uses.
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
This document provides guidance for teaching beginning reading in English, outlining stages that develop reading readiness skills through oral language activities, then introduce basic decoding and word recognition techniques like phonics before progressing to guided reading of short texts with comprehension questions. It emphasizes establishing familiarity with English sounds, structures, and sight words as prerequisites for pupils to start learning to read in their new language.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
The document discusses copyright policies for materials in DepEd textbooks. It states that works produced by the Philippine government are not copyrighted, but commercial use requires approval. Borrowed materials from other copyright holders are used with permission. Only publishers with FILCOLS agreements may copy materials, and others must contact the copyright owners directly. It provides publishing details for the English Grade 4 Learner's Material.
This document contains daily lesson logs from a Grade 5 teacher in the Bacnotan Central School. It includes lessons taught in Esp, Science, and English on various dates from July 11 to July 20. The logs document the learning competencies, resources, strategies and procedures used in lessons on topics like honesty, the 5Rs in waste management, physical changes in matter, and figures of speech. Assessments are conducted at the end of each lesson and typically include exercises to check understanding.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
This document outlines the action plan for Sta. Isabel Elementary School in Nueva Ecija, Philippines for the 2015-2016 school year. The plan focuses on 6 areas: pupil development, staff development, curriculum development, physical facilities, finance, and special projects. For pupil development, the school will administer English tests and hold quiz bees to identify student strengths and weaknesses. Staff will receive trainings to improve English skills. The curriculum will provide reading materials to maintain student interest. A library will be established to support materials. Funds will be used for English contests. And daily English-only sessions in class aim to develop speaking skills. The plan details objectives, strategies, responsibilities, timelines, and expected outputs for each
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document summarizes reading assessment results from several schools in the Philippines and outlines plans to improve reading performance. It provides results of Oral Reading Assessments conducted in grades 1-3, which determine if students are non-readers, syllabic readers, word readers, or fragment readers. Most students were found to be fragment or word readers. The document then proposes activities to enhance the implementation of reading intervention programs, including finding appropriate reading materials and providing teacher training. It aims to improve students' reading ability, with the goal of all students in grades 1-3 being able to read by the end of the school year.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
The document summarizes changes made to several School Forms based on DepEd Memorandum no. 14, s. 2021. Specifically, it outlines adjustments made to SF8, SF9, and SF10. For SF8, it notes parents can submit height and weight measurements but it is only required for recipients of health programs. For SF9, it adds that learning modality must be indicated and character traits are not required. It also summarizes general amendments made such as adding learning modality and adjusting submission timelines.
This document is a science lesson plan for 5th grade students on properties of materials and how they can be used to minimize waste. It includes learning objectives, content standards, and activities for students to identify materials' characteristics that make them useful or harmful. Students will explore examples of materials found at home and in the classroom, explain why certain materials are used for different purposes, and evaluate their understanding of how materials' properties determine their uses.
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
This document provides guidance for teaching beginning reading in English, outlining stages that develop reading readiness skills through oral language activities, then introduce basic decoding and word recognition techniques like phonics before progressing to guided reading of short texts with comprehension questions. It emphasizes establishing familiarity with English sounds, structures, and sight words as prerequisites for pupils to start learning to read in their new language.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
The document discusses copyright policies for materials in DepEd textbooks. It states that works produced by the Philippine government are not copyrighted, but commercial use requires approval. Borrowed materials from other copyright holders are used with permission. Only publishers with FILCOLS agreements may copy materials, and others must contact the copyright owners directly. It provides publishing details for the English Grade 4 Learner's Material.
This document contains daily lesson logs from a Grade 5 teacher in the Bacnotan Central School. It includes lessons taught in Esp, Science, and English on various dates from July 11 to July 20. The logs document the learning competencies, resources, strategies and procedures used in lessons on topics like honesty, the 5Rs in waste management, physical changes in matter, and figures of speech. Assessments are conducted at the end of each lesson and typically include exercises to check understanding.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
2. Setting of Standards
Pamati o
Maminaw sa
Maestra
Pindota ang Raise
Hand Button kung
ikaw gusto mu
tubag
Palihog I Mute
ang Microphone
I open ang
camera
Pamati o
Maminaw sa
Maestra
23. Ang “ang” atong gamiton kon usa ka
Tawo o butang ang atong gihisgutan.
Ang “ang mga” atong gamiton kon
Duha o daghan ang tawo o butang
Na atong gihisgutan.
24. Tan-awa ang mga hulagway.
Kompletuha ang mga pulong pinaagi
sa pagsulat og “ang” o “ang mga” sa
kal-ang.
Nagkanta _______ bata.
_______ pulis nagbantay sa .