The document provides information about a session guide for a Learning Action Cell on training the ELLN Digital Courseware. It outlines the following key details: 1. The session will train Kindergarten to Grade 3 teachers on the ELLN Digital Courseware, which is an online professional development program that teaches balanced literacy and numeracy instruction. 2. The courseware has self-study lessons and collaborative learning sessions to help teachers develop reading, writing, critical thinking and problem-solving skills in their students. 3. The session guide details the objectives, activities, discussions and action planning that teachers will do both individually in the courseware and collectively in the Learning Action Cell meetings.

1. Republic of the Philippines
Department of Education
Region III – Central Luzon
Tarlac City Schools Division
District II – Tarlac Central B
DOÑA ARSENIA ELEMENTARY SCHOOL
S.Y. 2019-2020
SESSION GUIDE FOR LEARNING ACTION CELL
Session No. & Title Training ELLN Digital Courseware
Duration February 7 & 28, 2020 ( Friday @ 3:30 PM – 4:30 PM )
Target Participants Kindergarten to Grade 3 Teachers
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topic
The Every Child A Reader Program (ECARP) is a national
program that addresses the thrust of DepEd to make every
Filipino child a reader at his/her own level. It is designed to
equip elementary pupils with strategic reading and writing
skills to make them independent young readers and writers.
The teachers as facilitators of learning are expected to be well
equipped with the necessary knowledge and skills in teaching
beginning reading to their pupils. Thus, different seminars and
trainings have been conducted to make teachers more
efficient and effective facilitators of learning.
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Contribution of the
session
To the learning
outcomes
The courseware is designed for self-study — that is, you can
go through each lesson on your own, without a trainer or
instructor to assist you. Each lesson is self-contained and can
be completed in 1-2 hours of study time. You can study a
lesson in one sitting or in several short sessions over the week
(studying the lesson one topic at a time). You can also go
through the lesson or parts of the lesson more than once, or as
often as necessary for you to master the lesson. Some of the
lessons in the courseware will require you to use a storybook.
You will need a copy of those storybooks, along with the
courseware, for your use in this course.
Learning Objective The ELLN Digital is a blended course on early language,
literacy, and numeracy instruction for Kindergarten to Grade
3 (K-3) teachers in the Philippines. The course is a teacher
professional development (TPD) initiative in support of the
Department of Education’s Early Language, Literacy, and
Numeracy (ELLN) program under the Every Child a Reader
Program (ECARP). The course has two main components:
1) Self-study of an interactive multimedia courseware
2) Collaborative learning in school-based Learning Action
Cells (LACs)
These course components are described in the relevant

2. sections of this course guide.
The objectives of the courseware are as follows:
• Discuss the components of balanced literacy and numeracy
instruction.
• Plan and implement balanced literacy and numeracy
instruction for K-3 learners.
Achieving these course objectives should enable one to
develop reading and writing skills, critical thinking, and
problem-solving skills in K-3 learners.
Key Understanding ECARP
ELLN Digital courseware
References Project ‘ECARP’ or Every Child a Reader Program
ELLN Dap Digital courseware
Stages and Methodology Key Points Tools/Resourc
es/Materials
Time
Allotment
Introduction
Overview of ELLN Dap Digital
Courseware
Laptop and
Projector
10
minutes
Activity
The teachers are expected to
complete an assignment at the
end of each lesson in the
courseware. It’s an activity where
the teachers will apply, in their
own context, the key concepts and
pedagogical principles and/or
strategies discussed in the lesson.
Laptop and
Projector
30
minutes
Analysis
1. There is scope for the
provision of more quality
formative feedback throughout
the course so that teachers can
monitor their own learning in an
informed way.
2. Teachers were unable to
engage in the courseware in a
genuinely flexible, self-paced
fashion.
Laptop and
Projector
20
minutes
Abstraction
Brainstorming on common issues
and ways to resolve them
Laptop and
Projector
20
minutes

3. Republic of the Philippines
Department of Education
Region III – Central Luzon
Tarlac City Schools Division
District II – Tarlac Central B
DOÑA ARSENIA ELEMENTARY SCHOOL
S.Y. 2019-2020
Lecture Discussion DO:
Before each LAC session, the
teachers will:
• Study the lesson in the
courseware.
• Complete the lesson activities
and assignment.
During each LAC session, the
teachers will:
• Share assignments with each
other and discuss what they have
learned.
• Reflect on the ideas discussed
and insights shared and how they
can apply them in their own
classroom.
• Formulate personal and group
action plans based on the
discussion, for implementation
after the LAC session.
• Complete the Teacher
Engagement Report and submit
this to the LacF .
After each LAC session, the
teachers will:
• Implement their personal and
group action plans, and be ready
to share insights gained at the
next LAC session.
Laptop and
projector
30
minutes
Synthesis/Application Table Conference
on the construction of specialized
reading intervention materials
Bond paper,
pen,
Laptop
60
minutes
Closure The Need for Specialized Literacy Laptop and 10

4. Reading skills committee /TWG projector minutes
TOTAL 180
minutes
Proponent:
MARIA CARMELA D. PANGANIBAN
School English Focal Person
Approved:
ROSALIE S. CABARIOS
Principal I
Noted:
LUTGARDA M. VITUG, Ed.D.
District Supervisor