ELLN_LAC_Facilitators_LacF_Guide.pdf

Technology Supported Teacher Professional Development
in Early Language, Literacy, and Numeracy for K to 3 Teachers
(ELLN Digital)
LAC Facilitator’s (LacF) Guide
1.0 What is ELLN Digital? 3
1.1 The ELLN Digital courseware 3
1.2 Collaborative learning in LACs 4
1.3 Assessment of learning and program monitoring and evaluation 4
1.4 ELLN Digital course schedule 4
2.0 What are LACs? 5
2.1 How are LACs formed? 5
2.2 What happens during a LAC session? 6
2.2.1 Components of the LAC session 6
2.2.2 Norms for LAC sessions 11
2.3 How will we gather feedback on the LAC sessions? 14
3.0 Facilitating ELLN Digital LAC sessions 15
3.1 General principles for facilitating teacher professional learning 15
3.2 Guide to facilitating each ELLN Digital LAC session 18
3.2.1 Guide to LAC Session 2 (on Module 1 Lesson 1) 19
ELLN DIGITAL (LAC FACILITATOR'S GUIDE) /
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4.0 Monitoring and getting feedback from the LAC sessions 63
4.1. LAC Group Profile 63
4.2. LAC Facilitator Information Sheet 64
4.3. LAC Session Report 66
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1.0 What is ELLN Digital?
ELLN Digital is a blended course on early literacy and numeracy instruction for Kindergarten
to Grade 3 (K-3) teachers. It 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).
After completing the course, the K-3 teachers are expected to be able to:
• Explain the principles of early language, literacy, and numeracy development and
instruction
• 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 the K-3 teachers to develop reading and
writing skills, critical thinking, and problem-solving skills in K-3 learners.
The course has two main components:
1) Self-study of an interactive multimedia courseware
2) Collaborative learning in school-based Learning Action Cells (LACs)
1.1 The ELLN Digital courseware
The ELLN Digital interactive multimedia courseware consists of 15 lessons grouped into 5
modules, based on the DepEd's 10-day live-in training course for K-3 teachers covering early
language, literacy, and numeracy instruction.
Each lesson in the courseware has the following features:
• A structured discussion of key concepts, principles, and teaching approaches and
strategies
• Video and audio demonstrations and examples
• Exercises to develop mastery of the key concepts
• Handouts, templates, and worksheets
• Activities and assignments for skills practice, and the application of the principles and
strategies taught
The courseware is designed for teacher-participants to study on their own. Each lesson is self-
contained and can be completed in 1-2 hours of study time. A teacher-participant may study a
lesson in one sitting, or in several short sessions over the week (studying the lesson one topic
at a time). He/she may also go through the lesson or parts of the lesson more than once, or as
often as necessary for him/her to master the lesson.
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The courseware comes with a course guide which provides the teacher-participants with an
overview of the ELLN Digital course objectives, mode of delivery, schedule of learning
activities, and requirements for program completion.
1.2 Collaborative learning in LACs
While the lessons in the courseware are intended for independent study, the teacher
participants are given an opportunity to engage in collaborative learning through school-based
Learning Action Cells (LACs). In each of the participating schools, the K-3 teachers who are
part of the ELLN Digital program will form 1 or more LACs (each LAC should have a
maximum of 15 teachers). Each LAC will be supported by a LAC facilitator (that’s you!). In
turn, LAC facilitators, or LacFs (pronounced as Lac-eFs), will be supported by their School
Heads.
Further details about the LAC and your role in it are provided in section 2 of this guide.
1.3 Assessment of learning and program monitoring and evaluation
To help teachers learn better from the courseware, activities and assignments are built into the
course. All participants are expected to perform all the activities and assignments, as well as
assess their learning and the LAC sessions via:
• guided self-assessment of the assignments
• accomplishing the Teacher Engagement Report
These assessment and evaluation activities are intended to collect information that will guide
the teachers, the LacFs, and their School Heads to better direct and support the teachers’
professional development in early literacy instruction. The results will not affect your teaching
performance rating.
1.4 ELLN Digital course schedule
The ELLN Digital course is expected to run for a total of 18 weeks, provided that the LACs
meet at least once a week. Table 1 below presents the proposed schedule of LAC sessions.
This schedule is also spelled out in both the course guide for the participating teachers and the
LAC Facilitators’ Guide.
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2.0 What are LACs?
DepEd Order (DO) No. 35, s. 2016 defines a LAC as “a group of teachers who engage in
collaborative learning sessions to solve shared challenges encountered in the school, facilitated
by the school head or a designated LAC Leader. LACs [are] school-based communities of
practice that are positive, caring, and safe spaces.”
DO 35, s. 2016 lists the following objectives for conducting LAC sessions:
• To improve the teaching-learning process to improve learning among students
• To nurture successful teachers
• To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
• To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
2.1 How are LACs formed?
LACs can be formed based on learning area, grade level, key stage, teaching experience, or
other considerations. In the ELLN Digital LACs, the LAC members include all of the
Kindergarten to Grade 3 teachers who are participating in the ELLN Digital course. To make
the LACs manageable, it is recommended that each LAC have 5-15 members only. If there are
more than 15 K-3 teachers in the school, then the LAC head can split the group into 2 or more
LACs.
Typically a LAC is composed of:
• A LAC leader who is usually the School Head
• A LAC facilitator (LacF) who may be the school head or someone designated by the
school head
• LAC members
• A LAC documenter
Annex 2 of D.O. 35, s. 2016. lists the Terms of Reference for each of the LAC participants. As
LAC Facilitator for an ELLN Digital LAC, your duties and responsibilities are as follows:
• Convene the LAC team meetings
• Check and monitor the attendance of the members, and the submission of assignments
and reports
• See to it that team meetings start and end on time, and that the agendas for the meeting
are covered
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• Encourage active engagement and participation of members
• Report regularly to the LAC leader on LAC progress
• Study the session plan (found in this LAC Facilitator’s Guide)
• Ensure that the venue and equipment are available, and prepare the necessary learning
materials such as reading materials and videos
• Announce the LAC session, including the topic, time, venue, and other matters that the
group should know
• Run and facilitate the session based on the plan, and ensure that the agreed norms of
behavior are observed and that the objectives of the session are achieved
2.2 What happens during a LAC session?
You and the members of your LAC are expected to have LAC sessions at least twice a month,
during which you will share your insights on the ELLN Digital lesson for the week.
2.2.1 Components of the LAC session
Each ELLN Digital LAC session consists of four components or segments:
(1) getting started
(2) sharing of assignments
(3) big-group discussion
(4) looking forward to the next session
Details about each component are presented in Table 1 below.
Activity 1. Forming LACs
1. The school head should lead in organizing the K-3 teachers in your school into the ELLN
Digital LACs. To do this, the School Head can go through a list of the K-3 teachers in the
school and identify the LAC groups. Each LAC should not have more than 15 members,
including the LacF, LAC leader and documenter.
2. Once you know the LAC group assigned to you as LACF, fill in the ELLN Digital LAC
group profile form (included in section 4 of this guide).
3. Please also fill in the LAC Facilitator’s Information Sheet (included in section 4 of this
guide).
4. Submit a copy of the completed forms to your School Head.
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Table 1. Components of the LAC session
Component Time Allotment What happens
Getting started 5 minutes •The LacF will lead a quick review of
the topic discussed and action steps
agreed upon in the previous LAC
session.
•The LacF will introduce the topic for
the current LAC session.
Sharing and discussion of
assignments (in small groups)
25-30 minutes •In pairs or triads, the LAC members
will share their assignment outputs.
The LacF will pose guide questions for
the small-group discussion.
•Each pair or triad will select one
assignment to share during the big-
group/ plenary discussion.
NOTE: If the LAC group is small (i.e.,
with five members or less), you can
proceed immediately to the big-group
or plenary discussion where all LAC
members can share their assignment
outputs.
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Table 2. What to do before, during, and after each LAC session
LAC Facilitator LAC Members
BEFORE the LAC Session
Study the lesson in the courseware and the
LAC Facilitator’s Guide.
Complete the lesson activities and
assignment.
Prepare the necessary materials and resources
(LAC session venue, snacks, materials for
plenary discussion, forms, etc.).
Study the lesson in the courseware.
Complete the lesson activities and
assignment.
DURING the LAC Session
Facilitate the sharing of assignments and the
discussion of the lesson of the week.
Encourage everyone to participate actively.
Summarize and note down key discussion
points, as well as points for clarification or
further discussion.
Make sure the LAC members accomplish the
Teacher Engagement Report form, and submit
this to you.
Remind the LAC members to prepare for the
next LAC session.
Share assignments, listen to colleagues, and
actively participate in the discussion.
Reflect on the ideas discussed and insights
shared, and how these can be applied in your
classroom.
Note down personal and group action points
that arise from the discussion.
Complete the Teacher Engagement Report
and submit these to the LacF.
AFTER the LAC Session
Read the Teacher Engagement Reports and
accomplish the LAC Session Report.
Submit the completed Teacher Engagement
Reports and the LAC Session Report to the
School Head.
Implement personal and group action plans,
and be ready to share insights gained in the
next LAC session.

Table 1. Components of the LAC session
Component Time Allotment What happens
Getting started 5 minutes •The LacF will lead a quick review of
the topic discussed and action steps
agreed upon in the previous LAC
session.
•The LacF will introduce the topic for
the current LAC session.
Sharing and discussion of
assignments (in small groups)
25-30 minutes •In pairs or triads, the LAC members
will share their assignment outputs.
The LacF will pose guide questions for
the small-group discussion.
•Each pair or triad will select one
assignment to share during the big-
group/ plenary discussion.
NOTE: If the LAC group is small (i.e.,
with five members or less), you can
proceed immediately to the big-group
or plenary discussion where all LAC
members can share their assignment
outputs.
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Big-group / Plenary discussion 45-50 minutes • Small-group representatives will take
turns to briefly to present the selected
assignment based on the guide
questions.
NOTE: If there are more than three
small groups, the LacF can select two to
three groups to share their selected
assignment. The LacF should make sure
that the rest of the groups get a chance
to share or present in later sessions.
• After the presentation of selected
assignments, the LacF will invite LAC
members to share their insights on the
lesson and sharing of assignments,
including insights into how to apply
the knowledge gained in their
classroom.
•Working by grade level or in pairs,
LAC members will come up with
resolutions or action points based on
what they learned from the lesson (e.g.,
they can resolve to integrate what they
learned in their lesson plans, modify
activity sheets, or plan a lesson
together).
Looking forward to the next
session
5 minutes The LacF will introduce the next lesson
and clarify assignments.
Accomplish forms 10-15 minutes The LAC members will complete the
Teacher Engagement Report and
submit these to the LacF. The LacF
should compile the LAC Session
Report.
Total Time 90-105 minutes
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2.2.2 Norms for LAC sessions
To ensure that your sessions are efficient and fruitful, here are tasks for you to undertake
before, during, and after each LAC session (see Table 2 below):
Activity 2. Introductory LAC Session (LAC Session 1)
Hold an introductory LAC session with your LAC members. The objective of this first LAC
session is to establish general rules of conduct for your LAC. These “rules” or norms can be
implemented more easily if they are formulated by all group members. Follow the guide for
LAC Session 1 below.
NOTE: Before the introductory LAC session, you may wish to read Annex 1: Team to Teach by Anne
Jolly.
Chapter 4 of this resource is a useful reference for LAC Session 1. The reference explains why norms
have to be created by the group, and how they can be more effectively enforced and reviewed or evaluated
at certain times. It also provides a list of sample norms that can be a starting point for discussion, as
well as templates to help the group arrive at a consensus. forms are presented in Section 4 of this
document. The eLFs will use the feedback gathered from these reports to identify issues and concerns
encountered in the conduct of LAC sessions, so they can provide support and assistance as needed.
LAC Session 1: Getting Organized
LAC Component Tasks
Getting Started 1. Welcome everyone to the session and introduce yourselves
to each other.
2. Briefly introduce the ELLN Digital program, its objectives,
features, and the course package. This information can be
found in the course guide.
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Sharing and discussion (in
small groups)
1. Ask the teachers to form pairs or triads and answer the
following questions together:
a. What outcomes do we expect from our ELLN Digital
LAC sessions?
b. What do you think are the key characteristics of strong
and effective LAC sessions?
c. What forms of support will teachers need in order to
participate effectively in LACs?
2. Ask each pair or triad to prepare a consolidated output
(i.e., their group’s answers to the questions) to share with
the big group.
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Big-group/plenary
discussion
1. Have the small-group representatives present their
consolidated outputs.
2. After listening to the small-group presentations, pose the
following questions for discussion:
a. What was the value added by discussing the questions
with others?
b. What might be the value of regularly working with a
group of teachers to improve instructional practices
3. Synthesize the key points highlighted during the
discussion.
4. Discuss and agree on the following about the conduct of
your ELLN Digital LAC sessions:
a. Time and venue: What days and where do we meet
for LACs?
b. Participation: Will there be an attendance policy?
What will we do if a member constantly misses
meetings?
c. Groupings: Since the group will be divided into
smaller groups during sharing sessions, will the
small groups be permanent (the same for every LAC
session), or flexible?
d. Sharing: How will “sharers” or presenters for the
plenary discussion be chosen?
e. Listening: How will we listen to our peers to ensure
that we learn from each other?
f. Feedback: How will the LAC facilitator and peers
provide feedback on the assignments or sharing
sessions?
g. Discussion: How do we keep communication lines
open? How do we ensure openness and critical
feedback among LAC members?
h. Submission of assignments and other forms: When
should assignments be completed?
Emphasize that assignments must be done prior to
the LAC session, as the LAC sessions are for
discussing what has been learned from the lesson
and from doing the assignments. You may also
mention that assignment outputs will be presented
and shared at each LAC session.
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2.3 How will we gather feedback on the LAC sessions?
Continuous monitoring will be done by collecting feedback on each session from the LAC
members. The Teacher Engagement Reports will be collected from each LAC member, and a
LAC Session Report will be collected from the LacF to find out whether the LAC sessions are
conducted regularly and efficiently as planned; and that there is an open sharing of ideas,
experiences, and reflections on the lessons during the LAC sessions. Successes and challenges
in the conduct of the LAC sessions should be reported in the LAC Session Reports.
LacFs are required to submit LAC Session Reports to the School Head, after each session is
completed. The School Heads will use the feedback gathered from these reports to identify
issues and concerns encountered in the conduct of LAC sessions, so that they can provide
support and assistance as needed. School Heads are also instructed (via the School Head’s
Guide) to synthesize LAC Session Reports, using the ELLN Digital School Report template.
They will in turn, submit the School Report to the assigned Division-based Education
Supervisors.
The activities, assignments, and assignment self-assessments are in order for the LAC
members to better understand the course content and provide opportunities to apply and
show what they have been learning from the course. These also determine the impact of the
course on the teachers’ knowledge and skills in early literacy and numeracy instruction, as
well as their independent and collaborative learning skills.
i. Materials and resources: What will LAC members
bring to each session? Who will be in charge of
preparing snacks and refreshments? What about
other materials needed by the LAC members (e.g.,
paper, pen, materials for creating instructional
materials) during the sessions?
5. Have the LAC group work together to create a poster
where the agreements are listed. The poster can be
displayed in the LAC session venue for easy reference.
Looking forward to the next
session
Remind the teachers to study Lesson 1 of Module 1 and do the
lesson assignment before the next LAC session.
Complete forms Complete your LAC Session Report, and submit the
completed report and a copy of your LAC group norms to
your School Head.
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3.0 Facilitating ELLN Digital LAC sessions
The courseware is designed to be self-instructional. The LAC members will study the
courseware and undertake the indicated activities and assignments on their own. However,
learning is optimized when the teachers come together during the LAC sessions to talk about
what they have learned and done. The role of the LAC facilitator in guiding the LAC members,
as they share and reflect on what they have learned, is crucial. The LAC facilitator directs and
guides the discussion to ensure that each LAC session is productive and effective.
3.1 General principles for facilitating teacher professional learning
(NOTE: This section is adapted from The Community Tool Box is a service of the Center for
Community Health and Development at the University of Kansas. http://ctb.ku.edu/en/
table-of-contents/leadership/groupfacilitation/facilitation-skills/main.)
Facilitation has three basic principles:
1. Facilitation has three basic principles:
2. A facilitator is a guide to help people move through a process together, and not the seat
of wisdom and knowledge. This means that a facilitator is not there to give opinions but
to draw out the opinions and ideas of the group members.
3. Facilitation focuses on how people participate in the process of learning or planning,
not just on what gets achieved.
4. A facilitator is neutral and never takes sides.
The LAC facilitator should not feel that he/she has all of the answers and/or that he/she
should talk all the time. Focus on how the meeting is structured and run to make sure that
everyone can participate. This requires you to do the following:
• Listen well and ask the right questions to draw out relevant ideas and insights.
• Make sure everyone feels comfortable participating. Encourage the shy and quiet
members to speak out, and ensure that domineering people don’t monopolize the
session or ridicule the ideas of others. Remind everyone to listen respectfully to each
other.
• Validate understanding and capture the highlights of the discussion. Bring closure to
each item by summarizing (or asking a group member to summarize) the points of
agreement, and then move forward.
• Stick to the agenda and keep track of the time. But be flexible as well – especially when
important issues come up and take much more time than you thought. Be prepared to
restructure the agenda, dropping some items if necessary.
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• Make members feel good about their contribution to the meeting, and ensure that the
group feels that ideas and decisions are theirs and not just the leader’s. Support
everyone's ideas and do not criticize anyone for what he/she has said.
Some general tips for facilitating LAC sessions are provided in Box 1 below.
Box 1. Tips for facilitating LAC sessions
Don’t memorize a script. Even with a well-prepared agenda and key points, you need to be
flexible and natural. If people sense that you are reading memorized lines, they will feel like
they are being talked down to, and won't respond freely.
Watch the group’s body language. Are people shifting in their seats? Are they bored? Tired?
Looking confused? If folks seem restless or in a haze, you may need to take a break, or
speed up or slow down the pace of the meeting. And, if you see confused looks on too many
faces, you may need to stop and check in with the group, to make sure that everyone knows
where you are in the agenda and that the group is with you.
Always check back with the group. Check back after each major part of the process to see if
there are questions and that everyone understands and agrees with decisions that were
made.
Summarize and pause. When you finish a point or a part of the process, sum up what was
done and decided, and pause for questions and comments before moving on. Learn to "feel
out" how long to pause — too short, and people don't really have time to ask questions; too
long, and folks will start to get uncomfortable from the silence.
Be aware of your own behavior. Take a break to calm down if you feel nervous or are losing
control. Watch that you're not repeating yourself, saying "ah" between each word, or
speaking too fast. Watch your voice and physical manner. (Are you standing too close to
folks so that they feel intimidated? Are you making eye contact so that people feel
engaged?) How you act makes an impact on how participants feel.
Watch your speech. Be careful you are not offending or alienating anyone in the group.
Use body language of your own. Using body language to control the dynamics in the room
can be a great tool. Moving up close to a shy, quiet participant and asking them to speak
may make them feel more willing, because they can look at you instead of the big group and
feel less intimidated. Also, walking around engages people in the process. Don't just stand
in front of the room for the entire meeting.
Don’t talk to the paper in your hand, or the blackboard or walls. Always wait until you
have stopped writing and are facing the group to talk.
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In Box 2 below are links to additional readings or online articles that you can study to help you
develop better facilitation skills.
Box 2. Online references for developing your facilitation skills
These additional LACF resources are available in the LACF Resources folder that is included in the
Guides to ELLN Digital CD.
Community Tool Box Chapter 16: Section 2: Developing Facilitation Skills
(source: http://ctb.ku.edu/en/table-of-contents/leadership/group-facilitation/
facilitationskills/main)
The latter part of this online article presents useful information on “dealing with disrupters.”
Facilitation Skills for Teacher Leaders
(source: http://www.nesacenter.org/uploaded/conferences/wti/2013/handouts/
gipsonhandout.pdf)
This resource differentiates facilitation from other leadership roles such as consulting, coaching, and
presenting. It also discusses key qualities of good facilitators, and the different ways by which group
members talk, discuss, or dialogue effectively, in order to enable better collaboration within the group.
Facilitation Skills: Developing Facilitative Leadership
(source: http://www.ilj.org/publications/docs/
Facilitation_Skills_Developing_Facilitative_Leadership.pdf)
This 12-page handout provides useful tips for facilitators to enable them to communicate productively
with the group. It also describes different “troublesome” team members and discusses how facilitators
can best deal with each type.
Team to Teach: A Facilitator’s Guide to Professional Learning Teams
(source: https://learningforward.org/docs/default-source/docs/teamtoteach-tools.pdf)
This 100+page resource is packed with different tools, checklists, and resources for facilitators of
professional learning teams, such as our LACs. Chapter 10, in particular, talks about the role of the
facilitator, and provides a number of ideas that facilitators can implement to improve relationships
within the group and, subsequently, produce successful teams.
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3.2 Guide to facilitating each ELLN Digital LAC session
In general, each of the LAC sessions focuses on one lesson in the courseware. To provide a
structure to each session, the initial entry point is the assignment that the teachers should
complete at the end of each lesson (before the LAC session on that lesson).
Before we go into the facilitation guide for each LAC session on each lesson, review the
schedule of LAC sessions in Table 3 below. The table also includes ELLN Digital activities that
participating schools and teachers will engage in, other than the LAC sessions.
Table 2. Schedule of ELLN Digital LAC sessions
Week No.
Inclusive Dates
(to be agreed upon per school)
ELLN Digital Module and
Lesson Focus
1
LAC Session 1: Getting Organized;
Distribution of ELLN Digital course
package to participating teachers
2 LAC Session 2: Module 1 Lesson 1
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3.2.1 Guide to LAC Session 2 (on Module 1 Lesson 1)
The focus of this session is the lesson on “The K-3 Learner: Who are we teaching?” (Lesson 1 of
Module 1). The assignment for this lesson is as follows:
Before the LAC session, prepare a printout or hard copy of the developmental checklists for all
of the four grade levels (Kindergarten to Grade 3) and post them on the board for discussion.
Use the guide below in conducting the LAC session.
Assignment 1
Congratulations! You have finished the first lesson of this module. It is now time for you to
apply what you have learned.
A. Here are the checklists of developmental behaviors of children from Kinder to Grade 3.
Download and study the checklist for the grade level that you teach.
Checklist of Kinder Developmental Behaviors
Checklist of Grade 1 Developmental Behaviors
B. Observe and describe the literacy behaviors of one of your students using the checklist
and answer the following questions:
1) Which behaviors does your student exhibit?
2) Which of your student’s behaviors do you think shows the greatest evidence of
being literate?
Note: This is an open-ended assignment with no "correct" answers. This assignment can
help you become more aware of the different developmental behaviors that young learners
display. To maximize the use of these checklists, you can:
• Observe some learners over a period of time (monthly, quarterly, etc.) to see
whether they are displaying more of these behaviors over time;
• Think about activities that you can plan and implement in class, to provide more
opportunities for learners to display these behaviors; and
• Study the behavioral expectations of learners one grade level above and one
grade level below the grade level you are teaching, to see whether you can help
bridge gaps, if any.
C. Discuss your observations with your colleagues during your first LAC session.
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Component Points for Discussion
Getting started Do a quick review of the LAC implementation norms agreed upon at
the previous session. Introduce the focus of the current LAC session as
follows: Today we will discuss what we learned from the first lesson of the
course.
Sharing and
discussion of
assignments (small
groups)
Have the teachers form pairs or triads. Teachers teaching the same
grade-level should work together. Partners or triad members should
take turns sharing their assignment outputs. They should do the
following:
•Report the total number of students observed
•Take note of the similarities and differences in their assignment output
(i.e., similar and/or distinct behaviors noted)
•Discuss their answers to question 2 in Assignment 1:
- Which behaviors do you think show the greatest evidence of being
literate?
•Discuss these additional questions:
- Do you provide time and activities to help your pupils display or
demonstrate these literacy behaviors?
- What are some class activities where you can observe these behaviors?
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Big group/ Plenary
Discussion
Moving from Kindergarten to Grade 3, ask a representative of each
small group to share what they discussed. As each group reports, take
note of the most commonly observed and the least commonly observed
developmental behaviors, and the teachers’ answers to which of these
show the greatest evidence of being literate. Write your notes in the
matrix below and then put a check next to the development behaviors
that were identified as literacy behaviors.
Most Commonly Observed Least Commonly Observed
Developmental Behaviors Developmental Behaviors
Kinder
Grade 1
Grade 2
Grade 3
Lead a big group discussion focusing on the following questions:
•What can you say about the checklist? Are these the behaviors that you expect
to see in the pupils that you teach?
•Were there some behaviors that you were surprised to see in the checklist for
your grade level and/or observe among the pupils in your grade level?
Emphasize that the developmental checklists provided serve as a guide
only. Children develop differently depending on internal and external
factors like health, environment, and socio-cultural factors. Together,
study the developmental expectations across the grade levels and
discuss:
• Looking at the checklists of literacy behaviors from Kindergarten to Grade 3,
do you see the progression of literacy behaviors from simple to complex both
within and across grade levels?
• Which for you are the more simple behaviors and which ones are the more
complex?
Action points/next steps: Ask everyone to study the checklists for the
grade level below and above theirs, and think about how they can
“bridge” expected literacy behaviors from one grade level to another.
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The focus of this session is the lesson on “The Domains of Literacy: What do we
teach?” (Lesson 2 of Module 1). The assignment for this lesson is as follows:
Before the LAC session, prepare the equipment needed for the LAC to view the video together
if necessary.
Introduce the next
lesson
Remind the LAC members that in the next LAC session you will be
talking about the 14 domains of literacy (Module 1 Lesson 2). The
teachers must study the lesson and complete the lesson assignment
before the next LAC session, and they should be ready to share their
assignment outputs and insights at the next LAC session.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
Collect the completed Teacher Engagement Reports and complete your
LAC Session report.
Assignment 2
Watch the demonstration video and observe the activities that the teacher and students are
doing.
Then answer the following questions:
1. What activities did the teacher undertake with the students?
2. Which of the literacy domains discussed were targeted in each activity?
3. Does one activity address only one domain at a time? Is it necessary to have one
activity for each domain?
Be ready to share your reflection and insights at your next LAC session.
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Getting started Briefly review the previous lesson by asking the teachers the following:
In the previous lesson, we learned about the importance of getting to know our
learners through careful observation, and during our LAC session we talked
about the developmental behaviors expected at each grade level. Were you able
to observe and get to know more students in your class this week?
Introduce the focus of the current LAC session:
Today we will discuss the domains of literacy that we are tasked to develop in
the grade level that we teach.
Sharing and
discussion of
assignments (small
groups)
(OPTIONAL) Watch the video for the assignment together.
Have the teachers get into their small groups (pairs or triads) and take
turns sharing their assignment outputs.
Ask the teachers to do and discuss the following:
• How are your answers similar to, or different from, the provided answer
key?
• Are all 14 domains necessarily developed in Kindergarten? In Grade 1? In
Grade 2? In Grade 3? Think about the domains you should focus on at
your grade level. Are there domains that you seem to be neglecting to
develop among your students?
• With teachers teaching the same grade level, go over your Teacher Guides
and lesson plans for the following week, note the activities that you have
planned for your class, and identify the literacy domains that you will be
developing in those activities.
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Big-group /
plenary discussion
Ask members of the group to share their insights from studying the
lesson, doing the assignment, and discussing their assignment output
with peers.
Synthesize the discussion by highlighting key points. State that this
week’s lesson only introduces the 14 domains of literacy, and the
teaching strategies to develop each domain will be discussed in the
subsequent lessons in the courseware. For now, it is important for the
teachers to be aware of the need to develop these literacy skills among
their students.
Ask some members of the group to share any changes that they have
made or will make to their Teacher Guides or lesson plans based on
what they have learned in Module 1 Lesson 2.
Introduce the next
lesson
Introduce the next lesson as follows:
Lesson 3 of Module 1 talks about four very important concepts for early grades
instruction: (1) bridging across languages, (2) balanced literacy instruction,
(3) developmentally appropriate practice, and (4) the role of play in literacy
development. You will be asked to reflect on your class activities or observe
your colleague’s class to see whether you are applying developmentally
appropriate teaching strategies. It is recommended that you do peer observation
if possible. Talk to a peer now and agree on an observation schedule.
NOTE: The worksheet to be completed in the assignment can be
presented at this point (i.e., show the assignment page in the
courseware). Mention that when completing the third column, they
should indicate whether the activity is one that they observed, recalled,
or plan to implement in the future.
LAC Session report.
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The focus of this session is the lesson on “Early Literacy Instruction: How do we
teach?” (Lesson 3 of Module 1). The assignment for this lesson is as follows:
Use the guide below in conducting the LAC Session.
Assignment 3
1. Analyze your own class session OR observe a colleague's language and literacy class (i.e.,
MT, Filipino, or English class)
2. Download and print Assignment 3 Worksheet
3. Table 1, Column 1 lists some of the features of developmentally appropriate practices that
help develop early literacy skills in young learners. Based on your recollection of your
chosen class session or your observation of your colleague's class, accomplish the table in
the worksheet.
4. If your answer to a question is yes, provide a specific example from the class session you
chose to recall or observe for this activity. If your answer to a question is no, provide a
specific example that you can implement in your next class.
5. Accomplish Table 2 and reflect on your answers.
NOTE: This is an assignment with no “correct” answer. As a teacher, you are encouraged to
reflect on your teaching practices in the classroom.
Have you implemented some changes in your lesson plans based on your
deeper understanding of the 14 domains of literacy? Can any of you share an
activity that you did in class which targeted two or more literacy domains at
once?
Introduce the focus of the current LAC session:
Today we will discuss some key principles and approaches to developing
literacy skills in young children.
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Sharing and
discussion of
assignments (small
groups)
For this discussion, LAC members may be grouped by grade level OR
by learning area, depending on the class that they observed. For
example, those who reflected on or observed Filipino classes can form
one group.
In their small group, the teachers should take turns sharing their
assignment output. For each of the six questions listed in the
assignment, the group should tally the “Yes” answers and “No”
answers.
Based on the assignments shared, the teachers should discuss the
following:
• Which activities of the six mentioned in the assignment are the most
common within your small group? Which activities are less common?
Why do you think this is the case?
• Discuss specific examples of each of the six activities that you plan to
implement in your next class, based on what you have learned from
your colleagues.
• Share insights that you have gained from completing this assignment.
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Big-group/plenary
discussion
Ask the group representatives to share which of those activities listed
in the assignment were common to all or most in their group, and
which activities were less common. As they do so, take note of trends
by grade level or learning area (depending on how you grouped the
LAC members for the small-group discussion).
Lead a discussion of the following:
• Which activities of the six mentioned in the assignment are the most
commonly practiced by LAC members? Which activities are less
common?
• Are certain activities or opportunities more frequently observed in
younger or older grade levels, or in specific learning areas? What are
the implications of this?
• Which of the less common activities do you plan to implement in
your classes in the near future? Why do you think is it necessary to do
so?
Ask the teachers to write a “pledge” to provide more opportunities for
literacy development in the classes they are handling.
Introduce the next
lesson
Next week we will be starting Module 2. In the first lesson of Module 2 we will
get to know different types of children’s literature and why we should use them
in class.
The courseware will introduce some locally published children’s books. It would
be best to go to the nearest library hub or bookstore to browse/read the books
introduced, or get acquainted with other books that you can use in class and in
accomplishing lesson activities. If possible, bring a copy of the children’s books
that you have read to the next LAC session.
The assignment for Module 2 Lesson 1 requires you to evaluate a story book. A
specific title is assigned for each grade level. Make sure to get a copy of the
story book assigned to your grade level.
Aside from the story book in the list, you can bring to our next LAC session
another story book that you have used or are planning to use in your class.
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The focus of this session is the lesson on “Children’s Literature in the K-3 Classroom” (Lesson
1 of Module 2). The assignment for this lesson is as follows:
Use the guide below in conducting the LAC Session.
LAC Session report.
Assignment 4
1. Read the story indicated in the list below for the grade level that you are teaching.
Kindergarten: Si Pilong Patago-Tago
Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times
2. Answer the following questions:
a. What specific qualities of the book/text do you think will appeal to your students?
Use Table 1 of the worksheet as your guide.
b. What benefits will the book/text provide for your students? Use Table 2 of the
worksheet as your guide in identifying the possible benefits.
3. Assess how well you did the assignment. Use Table 3 as your guide for self-assessment.
4. Share your answers at your next LAC session.
NOTE: The assignment has no “correct” answer. Answers will depend on your particular
set of learners. This exercise serves to help you develop an eye for good quality children’s
literature that you can use in your classes.
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Have you implemented some changes in your lesson plans based on your
deeper understanding of developmentally appropriate practice and balanced
literacy instruction? Can any of you share an activity that you implemented in
your class recently which would show any of the developmentally appropriate
practices that we discussed?
Introduce the focus of the current LAC session as follows:
Today we will discuss the first lesson in using children’s literature to develop
literacy skills.
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Sharing and
discussion of
assignments (small
groups)
For this discussion, LAC members should be grouped by grade level:
teachers who read and evaluated the same title should be grouped
together.
In their small group, the members should take turns sharing their
assignment outputs. They should also take note of similarities and
differences in their evaluation of the book they chose for this
assignment.
After the sharing, the small groups should discuss the following:
•Did you cite the same book qualities that would appeal to your
learners? What do you think would account for the differences in your
answers?
•Did you cite the same benefits that the book will provide for your
students? What do you think would account for the differences in your
answers?
•Does the book have to meet all of the requirements listed in the
checklist (Questions for Evaluating Children’s Stories) before we decide
that it is good to use in class? Why or why not?
•Work together and prepare an “advertisement” for the book assigned
to you/your grade level. Complete the following statements:
The (book title) is about ….
We think that (Grade level) students will like the book because … (give
the top three reasons)
Optional (book talk session):
LAC members might also wish to share in their small groups another
story book that they have used or will use in their class, and why they
chose this story book. As you have reminded them in the previous LAC
session, they can show a copy of the book in this LAC session.
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Big-group/plenary
discussion
Ask a representative of each grade level to present their storybook
“advertisement” to the rest of the group.
Lead the sharing of insights gained from this week’s lesson and the
sharing of assignments. Use the following discussion questions:
• How would you evaluate your use of children’s literature in
your class?
• How can you incorporate the use of more children’s literature in
your classes? Share your plans with the group.
Introduce the next
lesson
In the next lesson, we will learn how children’s books can be used in class. You
will be asked to read aloud a book to your class. Prior to the read-aloud session,
you will need to prepare a lesson plan detailing activities that you will do prior
to the read-aloud session (these are known as pre-reading activities). You can
work on the lesson plan with a colleague. Be ready to share your read-aloud
experience in the next LAC session.
LAC Session report.
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The focus of this session is the lesson on “Developing in the Learner a Love for Story” (Lesson
2 of Module 2). The assignment for this lesson is as follows:
Assignment 5
In this assignment you will do a read-aloud or shared reading session with your class. You
can do this individually or with colleagues. Follow the steps below.
A. Preparing for the read-aloud or shared reading session
(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the
same grade level.)
1. Reread the story you chose for Activity 2 and Activity 3.
2. Plan the pre-reading session for the purpose of preparing your students for the story —
that is, identify the difficult words and concepts and plan how you will unlock them with
your students. Formulate your motivation question and motive question.
3. Practice reading the story aloud. Apply what we have discussed with regard to
enlivening the story, and plan what questions to pose to monitor comprehension.
B. Doing the read-aloud or shared reading session
4. Implement the pre-reading activity you prepared in your class.
5. Do the read-aloud or shared reading session with your class.
(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud
session and give you feedback based on what you have learned in this lesson. If you worked
with a group in preparing for the read-aloud or shared reading session, you can then agree
to be each other's observer/s. If you worked on steps 1-3 by yourself, you can still pair up
with a colleague who is studying this module (he/she does not need to be teaching the
same grade level) and observe and give feedback on each other's sessions.
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Assignment 5 (continued)
C. Reflecting on your read-aloud or shared reading session
6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for
Item #9)
1. Did I reread the story in preparation for the read-aloud session?
2. Did I choose difficult words to unlock, taking into account my student’s
background?
3. Were the methods that I chose to unlock those words appropriate for the type of
words they were?
4. Did I choose a motivation question that students can easily answer based on their
prior knowledge or previous experience?
5. Did I choose a motive question parallel to the motivation question?
6. Did I choose a motive question that students can answer when they listen to the
read-aloud session?
7. Did I practice reading aloud the story prior to the session?
8. Were all materials necessary for unlocking vocabulary prepared prior to the
session?
9. During the read-aloud, did I —
a. Change my voice and used sound effects as necessary or appropriate?
b. Ask my students recall questions?
c. Ask my students inferential questions?
d. Ask my students to predict what will happen next at certain parts of the
story?
10. Was I able to sustain my students’ attention throughout the story reading session?
Share your observations and reflections at your next LAC session.
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Getting started Briefly review the previous lesson as follows:
In the previous LAC session, we discussed the different types of children’s
literature, and we each made our own plans to use more children’s books in our
classes. I hope that you will continue to explore the different literary pieces that
are available to and appropriate for your students.
Today we will discuss how to do a read-aloud or shared-reading session.
Sharing and
discussion of
assignments (small
groups)
Options for grouping:
A. All teachers who used the same book can be grouped together.
This means that everyone in the group will be familiar with the
story, and similarities and differences in their read-aloud experience
can be discussed.
B. Teachers from different grade levels can be grouped together so
that each one can listen to the read-aloud experience by grade level/
story title.
In their small groups, the teachers should take turns sharing their read
aloud experiences, focusing on the following questions:
• What do you think worked well in your read-aloud or shared-
reading session? Why do you think it worked well?
• What did you find challenging or difficult about the read-aloud
activity? Why?
• What would you do differently if you were to do the read-aloud
activity again? Why?
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Big-group/ plenary
discussion
Lead a big-group discussion where the teachers will share their insights
from their own read-aloud experience or a colleague’s read-aloud
session that they observed.
Ask the teachers to work in pairs or triads (composed of teachers
teaching the same grade level) to develop another lesson plan for pre-
reading activities using a different story or book. The story or book can
be any title introduced in the Learner Materials, or any title available in
the library hub or school library.
If there is time left, groups can exchange outputs and provide feedback
on each other’s work.
Introduce the next
lesson
In Lesson 3 of Module 2 we will find out about how to help our students
comprehend the texts they listen to or read by asking them good questions. You
will be asked to undertake a number of activities, so make sure that you are able
to set aside some time this week in order to do the courseware activities and
assignment.
Completed forms Ask the teachers to complete the Teacher Engagement Report.
LAC Session report.
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The focus of this session is the lesson on “Developing Comprehension” (Lesson 3 of Module
2). The assignment for this lesson is as follows:
Assignment 6
For the story you selected in Activity 2, plan a GPU discussion by formulating a set of
literal, inferential, critical, application or integrative, and creative questions about the story.
On the GPU template, write your discussion questions in logical sequence, write the
possible answers to each question, and identify the type of question. Don't forget to base
your discussion plan on the expressive and instructional objectives that you have set out to
achieve.
Download your GPU template.
Self-evaluation
Give yourself 2 points for every "resounding yes" answer, 1 point for a "somewhat yes"
answer, and 0 points for every "no" answer to each of the following questions:
1. The GPU starts with the answering of the Motive Question asked before the story is
read.
2. The questions are sequenced in a logical manner. The answer to the question triggers
the next question to be asked.
3. Different types of comprehension questions are asked throughout the GPU.
4. The questions in the GPU help achieve the stated objectives of the lesson.
5. Bonus: Can some of the engagement and enrichment activities that you thought of in
Activity 6 take the place of some of your questions in the GPU?
If you scored
8 points and above = Excellent work!
4-6 points = Good enough. You can still tweak your GPU to make it better.
3 and below = Please review the relevant parts of the lesson and revise your assignment
output as needed.
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In the previous LAC session, we discussed the different pre-reading activities
that will help ensure that our students are ready to listen to or read a story.
Have you tried applying some of the pre-reading strategies we discussed in
your classes? (Allow one to two responses.)
Today we will discuss strategies for developing reading comprehension.
Sharing and
discussion of
assignments (small
groups)
Teachers who worked on the same title should be grouped together.
In their small groups, the teachers should take turns sharing their
assignment outputs. They should then come up with a consolidated list
of GPU questions, sequenced correctly, to be shared in the plenary
discussion.
Big-group/ plenary
discussion
Ask each group to present their group output.
Invite the other groups to provide feedback on the outputs presented,
using the following guide questions. Call on a different group or
teacher to answer each question.
• Are the questions logical, relevant, and well-sequenced?
• Is there a balance between the different types of comprehension
questions?
• Will the questions promote comprehension of the story? Will they
make the students reflect on the story or appreciate the story better?
• What questions can be added? Which questions can be deleted?
Ask the teachers to share what they found difficult or challenging about
planning a GPU discussion, and what they found easy. Is there a
consensus among the group regarding which is the most difficult and
which is the easiest? You might want to devote some time to discussing
how developing comprehension by asking questions can be made
easier.
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The focus of this session is the lesson on “Language Learning” (Lesson 1 of Module 3). The
assignment for this lesson is as follows:
Introduce the next
lesson
Today we discussed the last lesson of Module 2. Next week we will be starting
Module 3 which is about “Developing Skills Through Explicit Instruction.” In
the first lesson of Module 3 we will focus on teaching language using explicit
instruction.
LAC Session report.
Assignment 7
Using the story assigned to your grade level, plan a literature-based language lesson using
the explicit instruction framework. Aside from focusing on the grammar lesson, don’t forget
to formulate an objective that focuses on the language function.
In the previous LAC session, we discussed the different strategies that can help
us to develop listening and/or reading comprehension in our students. Have
you tried applying some of the strategies we have learned in your classes? How
did it go? (Allow one to two responses.)
Introduce the focus of the current LAC session.
Today we will talk about how we can teach language lessons using the Explicit
Instruction framework.
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Sharing and
discussion of
assignments (small
groups)
Invite each small group to choose a lesson plan to present to the
plenary. Alternatively, each small group can work together to come up
with a consolidated lesson plan (combining ideas from their individual
assignment outputs) to present to the plenary.
The small group should discuss the insights gained and challenges
encountered in accomplishing the lesson activities and assignment.
Big-group /plenary
discussion
Ask each group to present an exemplary lesson plan OR a consolidated
lesson plan.
Invite the other groups to provide feedback on the lesson plans
presented. The teachers can also be asked to suggest alternative
activities for the different portions of the lesson plan focusing on the
same instructional objective.
Ask the teachers to share what they found difficult or challenging about
the lesson, and what they found easy. Is there a consensus in the group
regarding which is the most difficult and the easiest? You might want to
devote some time to discussing how it can be made easier (e.g., group
study time or more practice exercises).
Encourage the teachers to try out the lesson plan and be ready to share
their experiences at the next LAC session.
Introduce the next
lesson
In the next lesson, we will find out how reading (specifically decoding and
phonics) is taught using the explicit instruction framework. Your experiences
and insights in using the explicit instruction framework for a language and
grammar lesson will help you as you plan for and implement reading lessons in
your class, using the explicit instruction framework.
The next assignment calls for you to plan, prepare, implement, and reflect on a
lesson plan that applies the principles and strategies for differentiated
instruction. You can discuss with your seatmate whether you want to plan a
lesson plan together, or be each other’s observer during the implementation of
the lesson plan.
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The focus of this session is the lesson on “Teaching Phonics” (Lesson 2 of Module 3).
The assignment for this lesson is as follows:
LAC Session report.
Assignment 8
In this assignment you will try a differentiated-reading session with your class. You can do
this individually or with a colleague. Follow the steps below.
A. Preparing for the differentiated-reading session
1. Survey the abilities of the students in your class. You may use data from observations,
worksheets, and exams. If you have the time, you can design activities that will help you
determine the reading abilities of your students.
2. Analyze the data that you gathered. Group your students according to their abilities. Start
with at least two groups. Determine the learning profiles of each group, and then plan
learning activities for each group.
3. Draw up the schedule of learning activities. The teacher usually meets the group that
needs more supervision first.
4. Prepare the materials for each learning activity. Make sure to prepare worksheets for the
group to be assigned seatwork while you are doing oral reading work with the first group.
The seatwork should be based on the students’ independent reading level. These waiting
activities could serve as a review and reinforcement of the previous lessons.
B. Doing the differentiated-reading session
1. Give the worksheets to the group that is scheduled to have their independent practice.
2. Call the group that will have their instruction time with the teacher and teach the target
skill using direct instruction to this group.
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Assignment 8 (continued)
(OPTIONAL)
Ask a colleague who is also studying this module to observe your differentiated-reading
session and give you feedback based on what you have learned in this lesson. If you worked
with a colleague in preparing your differentiated-reading session, then you can serve as
each other’s observer/s.
If you worked on steps 1-3 by yourself, video-record the session and ask a colleague who is
studying this module to view it and give feedback. (Your colleague does not need to be
teaching the same grade level.)
C. Reflecting on the differentiated-reading session
1. Reflect on your experience using the following questions as a guide:
a) What do you think worked well in your differentiated-reading session? Why do
you think did it work well?
b) What did you find challenging or difficult about the activity? Why?
c) What would you do differently if you were to do this activity again? Why?
2. Share your observations and reflections in your next LAC session.
Can anyone enumerate the components of the explicit instruction framework?
Have you implemented your explicit instruction lesson plans for language or
reading lessons in your class? How did it go? (Allow one to two responses.)
Today we will talk about implementing differentiated lessons in phonics
instruction.
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Sharing and
discussion of
assignments (small
groups)
Here are some guide questions for the small group discussion.
On preparation and planning:
• What data (e.g., test results, observations, written outputs) did
you use to help you determine the groupings in your class?
• How long did it take you to plan and prepare the materials
needed for your lesson?
• What tips or strategies can you share to help other teachers in
planning and preparing for a differentiated lesson?
On the actual implementation:
• Did the groups (i.e., those doing independent practice and those
with direct instruction with the teacher) finish their assigned tasks
during the allotted time? If not, what did the students who finished
early do while the others were still working?
• What feedback did your colleague give you as he/she observed
you?
• What do you think worked well in your lesson? Why do you think
it worked well?
• What did you find challenging or difficult about the activity?
Why?
• What tips or strategies can you share to help other teachers
implement their differentiated lesson?
Big-group/ plenary
discussion
Call on two volunteers to share or narrate their experience. Ensure that
they also share their answers to the guide questions for the small-group
sharing.
As a group, discuss the answers to the following guide questions:
• Now that you have experienced implementing a differentiated
lesson in your class, would you say that differentiating instruction is
helpful or beneficial to your class? Why or why not?
• If we were to help novice teachers plan and implement a
differentiated lesson, what advice can we give them? (Solicit
answers shared during the small-group discussion.) Let us make a
list of our tips or advice in a chart (or on the board).
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Introduce the next
lesson
In the next lesson, we will find out how young learners develop writing skills,
and how we can teach writing through modeling and explicit instruction. The
assignment again calls for you to plan, prepare, implement, and reflect on a
lesson plan that applies developmental writing principles and strategies. You
can discuss with your seatmate whether you want to plan a lesson plan
together, or be each other’s observer during the implementation of the lesson
plan. Bring examples of your students’ writing outputs to the next LAC
session.
LAC Session report.
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The focus of this session is the lesson on “Teaching Writing” (Lesson 3 of Module 3).
The assignment for this lesson is as follows:
Assignment 9
In this assignment you will have a writing session with your class. You can do this
individually or with a colleague. Follow the steps bellow.
A. Preparing for the writing session
1. Review the writing activity that you thought of for the story assigned to your grade level.
2. Plan the lesson carefully. Make sure your plan includes you modeling the skill before
asking the students to engage in their own writing.
3. Prepare the materials for the lesson.
B. Doing the writing session
1. Use the story as a springboard for your writing activity.
2. Implement the writing activity that you have prepared for your class.
3. Share the writing outputs of your students.
(OPTIONAL)
Ask a colleague who is also studying this module to observe your writing session and give
you feedback based on what you have learned in this lesson. If you worked with a group in
preparing for the writing session, then you can agree to be each other's observer/s.
If you worked on steps 1-3 by yourself, you can video record your session with your class
and ask a colleague who is studying this module (he/she does not need to be teaching the
same grade level) to view the video and give you feedback.
C. Reflecting on the writing session
1. Reflect on your experience using the following questions as a guide:
a) What do you think worked well in your writing session? Why did it work well?
b) What did you find challenging or difficult about the activity? Why?
c) What would you do differently if you were to do this activity again? Why?
2. Share your observations and reflections in your next LAC session.
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In the previous LAC session, we discussed how we implemented a
differentiated lesson on reading. Have any of you implemented a differentiated
lesson this week? Please tell us about your experience and/or your insights.
(Allow one to two responses.)
Today, we will discuss how writing is taught by sharing how your writing
lessons went.
Sharing and
discussion of
assignments (small
groups)
Ask the teachers to share their experiences in implementing the writing
lesson, focusing on the following reflection questions:
• What do you think worked well in your writing session? Why did
it work well?
• What did you find challenging or difficult about the activity?
Why?
• What would you do differently if you were to do this activity
again? Why?
Ask the teachers to share their students’ writing outputs, and the
insights that they gained from assessing their students’ writing skills.
Big-group /plenary
discussion
Post students’ writing outputs on the walls and ask the LAC members
to group the outputs by grade level or by the developmental stage of
writing. If the teachers use a rubric for evaluating students’ writings,
request that they post the rubrics beside the outputs.
Ask the teachers to share some tips or strategies in implementing
writing lessons. These can be gleaned from the small-group discussion
or teacher’s self-reflections.
Hand out small meta-cards with this sentence starter: “Over the next
week or two, I pledge to ___________________.” (In the blank, state
what action steps you plan to apply in your class, and what you have
learned about writing.)
Invite teachers to share their pledges with the group.
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The focus of this session is the lesson on “Making Curriculum Connections” (Lesson 4 of
Module 3). The assignment for this lesson is as follows:
Introduce the next
lesson
Over the past few lessons, we have used children’s literature as a springboard
for lessons on language, decoding or phonics, and writing. The next lesson in
the module focuses on using literature to teach other subject areas such as
Araling Panlipunan, Edukasyon sa Pagpapakatao, and Math.
Once again, the assignment calls for the preparation of a lesson plan, but this
time for other subjects. Bring your assignments to our next LAC session.
LAC Session report.
Assignment 10
Choose whether you want to
A. Create a lesson plan for a subject area (like Math, Science, or Araling Panlipunan) using
your chosen selection as a springboard OR
B. Integrate a content area subject within a language and literacy class
If you choose A, pick one subject that you would like to use as a starting point for a lesson.
Follow the steps in explicit instruction in planning the lesson. Write the lesson plan in the
Lesson Plan Template.
If you choose B, use the Lesson Objectives and Activities Form to plan your lesson. For the
expressive and instructional objectives in the lesson plan that you have completed, add
activities that will either tap into a related content area (e.g., Social Studies, Science, Math)
or a branch of the arts (e.g., performing arts, dancing, singing, drawing).
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In the previous LAC session, we discussed how writing develops among K-3
learners, and we shared our pledges for developing writing in our respective
classrooms. Who would like to share their experience in trying out a new
writing activity or strategy in their classroom? (Allow one to two responses.)
Today’s discussion revolves around the use of literature across the curriculum,
to help develop not just literacy skills, but other subject areas too.
Sharing and
discussion of
assignments (small
groups)
Group teachers according to the subject area of the lesson plans they
drew up (e.g., all teachers who made lesson plans for Math should
work together).
Have the teachers share their assignment outputs in their small groups,
using the following guide questions:
• How did you come up with the topic and objectives for the lesson?
• How long did it take you to complete the lesson plan?
• Which part of the lesson is easiest and/or most difficult to
formulate?
The other teachers can share their critique of the lesson using the
following questions:
• What part of the lesson plan did you like the most?
• If you were to implement the lesson plan, what difficulties do you
anticipate and how would you address these?
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Assignment 11 for Kinder and Grade 1 teachers
You have pre-tested your teacher-made tests by administering them to a small group of
students. You have refined your tools by incorporating changes based on your insights and
observations during pre-test. It may also have helped if you have conferred with a colleague
(teaching at the same grade level) to check the appropriateness of the items you included in
your tests. It is now time to put together all these classroom-based assessment tools to
describe the literacy skills of a student.
Do the following:
1. Prepare all the test materials and necessary paraphernalia.
2. Identify a Grade 1 student whom you think is at-risk for reading difficulties. The student
should have had at least a year of literacy instruction (i.e., has completed the Kinder
program), but is not performing as well as expected in terms of literacy. If you are a Kinder
teacher, please ask a Grade 1 teacher to refer you to a student.
3. Orient the student to whom you will administer the test and establish rapport.
4. Administer all the literacy assessment tools you have prepared.
5. Based on the results of the assessment, prepare a short description of the child’s current
literacy skills. The description can contain a list of literacy skills and competencies that he/
she already knows (strengths), is currently still developing, and possible targets for future
literacy instruction.
Tests Materials (include pen, and clock/timer)
Book and Print Knowledge Test Books, recording sheet
Phonological Awareness Test:
Syllable Counting
Phoneme Counting
Pictures of words in the word lists,
recording sheet, manipulatives or
counters (optional)
Alphabet Knowledge Test Alphabet flashcards, recording sheet
Familiar Word Reading Test
Student’s copy of word list, teacher’s
recording sheet
Non-word Decoding Test
Student’s copy of word list, teacher’s
recording sheet

Big-group /plenary
discussion
Choose two lesson plans to share with the big group. If possible,
present one LP from those who chose Option A, and another LP from
those who chose Option B.
Ask the teachers to share the insights they gained from completing the
assignment.
Ask the teachers:
• Why do we need to learn about integration or making
connections? How does this benefit our learners?
• Make a list of other titles (from the school or classroom library)
that lend themselves to making curriculum connections easily.
Specify how these titles can be linked to, or used in, other subject
areas/ topics.
Introduce the next
lesson
We finished four lessons under Module 3. The next module will cover
assessment. To prepare for the next lesson, think about the different ways you
assess your learners. Do you use specific tools or tests? Do you do systematic
observation of their skills or performance? You might wish to review the
relevant DepEd orders on assessment, namely, D.O. 8, s. 2015 (for Grade
school learners) and D.O. 47, s. 2016 (for Kindergarten learners).
LAC Session report.
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The focus of this session is the lesson on “Assessing Reading Performance Using Classroom-
Based Assessment Tools” (Lesson 1 of Module 4). The assignment for this lesson is as follows:
Assignment 11 for Grades 2 and 3 teachers
Conduct an oral reading comprehension in English individualized assessment with a Grade
3 student. (If you are not handling Grade 3, you may ask the Grade 3 teacher/adviser to
recommend an average-performing students to be assessed for this exercise.)
Do the following:
1. Print and go over the grade level texts in the downloadable Phil-IRI English pre-test
recording sheets. Choose the passage for Grade 1.
Also review the pre-test as outlined in page 16 of Module 4 Lesson 1.
2. Orient the student to whom you will administer the test and establish rapport.
3. Ask the motivation and motive questions and record the student’s responses in the
recording sheet.
4. Give the student a copy of the graded passage. Let the student read the selection. As you
listen to the oral reading, record the reading miscues, if any, in the teacher's recording
sheet--that is, mark the miscues in the relevant parts of the text.
5. After the student has read the selection, read aloud each of the multiple choice items to
the student and record his/her answers.
6. Based on the results you recorded in #4 above, fill in an oral reading observation checklist
(download and print it from the link below), compute the student’s oral reading score and,
determine his/her reading level using the Table of Oral Reading Profiles (on page 22 of this
lesson) as guide.
Depending on the assessment results, you can decide to further assess the same student
using the grade level passage for the grade above or below Grade 1. Or you can do the
assessment with another student.
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In the previous LAC session, we completed the last lesson of Module 3 on
integrating language and literacy with other subject areas. Did any of you
explore or use other picture books or storybooks for other subject areas? If yes,
can you tell us about your experience/s?
Assessment and instruction should always go hand in hand. Today, we will be
talking about ways we can assess our students’ literacy skills in our
classrooms.
Sharing and
discussion of
assignments (small
groups)
Teachers who teach the same grade level may be grouped together.
The teachers should discuss their experience of completing Assignment
11 (individualized reading assessment). The following guide questions
can be posed to the small groups:
• How did you prepare for the assignment?
• How long did it take you to conduct the assessment?
• Which part of the assignment was the easiest and why? Which
part was the most challenging?
• What insights have you gained from doing the assignment?
50 68

Big-group/ plenary
discussion
Pose the following questions to the group:
• Among the Grade 3 students who were assessed, what are the
most common types of miscues that you recorded? What are the
implications of this on classroom instruction and on individualized
instruction?
• In your small-group sharing, what were the most common
challenges encountered during the conduct of the assessment and
how were these addressed or resolved?
• For those teaching Kindergarten to Grade 1, did you come up with
other literacy tasks or activities that will help you to assess your
students’ current literacy levels? (NOTE: List the literacy tasks/
activities shared in a chart for everyone to see, and then invite the
teachers to try out these activities in their classes, and to share their
experiences in the next LAC session.)
• Why is it important for K-3 teachers to know how to conduct
informal literacy assessment?
Introduce the next
lesson
In the next lesson, we will find out how to use reading assessment results to
plan or design classroom and/or remedial instruction. You may need to review
the domains of literacy or refer to the curriculum standards for Grade 3, in
order to come up with appropriate instructional objectives for your target
students. You can work in pairs on the next assignment.
NOTE: You can assign teachers to work as partners OR teachers can choose
their own partners.
LAC Session report.
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The focus of this session is the lesson on “Planning for Specialized Literacy
Instruction” (Lesson 2 of Module 4). The assignment for this lesson is as follows:
Assignment 12
This assignment is a continuation of Assignment 11 in Module 4 Lesson 1. Based on the
results of the Phil-IRI Group Screening Test and individualized assessment that you
conducted in a Grade 3 class in your school, design a remedial program for a student whose
reading profile is at frustration level.
1. Prepare your Remedial Lesson Plan (Use the remedial lesson plan template to plan your
lesson).
a) Identify the skills and competencies (per literacy domain) that the learner needs to
develop.
b) Identify instructional objectives for one session/lesson anchored on the skills that the
student needs to develop.
c) Try to keep your plan within 30-45 minutes.
NOTE: You may refer to Appendix H of the Phil-IRI Manual 2018 to come up with
appropriate strategies for your learner’s needs. The appendix contains sample case
studies and recommended intervention. It also lists down teaching strategies to develop
certain literacy domains/skills.
If this is your first time to plan a remedial reading lesson, you may want to consult or
work with a colleague. (Two heads are better than one!)
2. Prepare all the necessary materials for your remedial reading session.
3. Implement the lesson. Note down the number of minutes it takes to complete each
component in your LP.
4. Reflect on your lesson / session.
a) Did you complete the lesson within the suggested time frame?
b) What went well? Which lessons/activities did the student enjoy the most? Which did
he learn from the most?
c) What portion(s)of the lesson need(s) to be improved? Which lesson objectives were
not met?
5. Share your insights and observations in the next LAC session.
52 68

In the previous LAC session, we discussed our experiences in conducting an
individualized reading assessment with selected students. Our discussion
focused on the importance of knowing where the students are so that we can
tailor instruction to their needs and help them reach grade-level standards.
How did you assess your students this past week? Please share your
assessment activities and insights with the group.
Today’s discussion focuses on how assessment results are used to plan for
remedial lessons.
Sharing and
discussion of
assignments (small
groups)
Have teachers work in pairs. They will take turns presenting their
assignment and insights gained from doing the assignment.
The sharing should answer the following questions:
• What was the most difficult part in the preparation for the
remedial lesson session? How did you resolve the difficulties?
• Which part of the assignment was the easiest and why? Which
part was the most challenging?
• What insights have you gained from doing the assignment?
Big-group/ plenary
discussion
Pose the following questions and facilitate the discussion:
• What knowledge, skills, and attitudes are required of K-3 teachers
in order for them to come up with appropriate remedial lesson plans
for struggling learners?
• How many of you are currently implementing remedial lessons
for struggling learners in your classes? What do you think are the
most challenging aspects of conducting remedial lessons for your
students? What help/resources/support (from your school head,
grade-level coordinator, etc.) do you think can help ease these
challenges?
• What insights from the courseware lesson and from this
assignment will help you in implementing remedial reading
instruction?
53 68

The focus of this session is the lesson on “How K-3 Children Learn Math” (Lesson 1 of Module
5). The assignment for this lesson is as follows:
Introduce the next
lesson
Conclude the session as follows:
This LAC session concludes the Early Language and Literacy segment of the
ELLN Digital program. The next module will focus on numeracy instruction
for K-3 learners. To prepare for the next session, try listing any question you
may have about teaching Math in your class. Is teaching Math easier or more
challenging than teaching Language and Literacy?
LAC Session report.
Assignment 13
Reflect on the way you teach Math or observe a Math class in your grade level. Answer the
following questions based on your reflection or observations:
1. What approach or method did you or the teacher you observed use in teaching Math?
How effective is this method for the particular set of learners being taught?
2. What learning materials did you or the teacher you observed use? How appropriate are
these learning materials for the Math concept, and for the particular set of learners being
taught?
3. If given the opportunity to redo the lesson, how else would you teach the same topic to
the same class?
Be ready to share your answers at your next LAC session.
54 68

In the last lesson, we talked about our successes and challenges in
implementing remedial reading lessons. Would any of you be willing to share
additional insights on the conduct of remedial lessons with students who have
difficulties in reading?
Modules 1-4 discussed literacy learning among our K-3 students.
Module 5 focuses on early numeracy, which is just as important as early
literacy.
Sharing and
discussion of
assignments (small
groups)
Ask the teachers to compare their assignment outputs in pairs or triads.
Teachers teaching the same grade level should be grouped together.
In each pair or triad teachers should take turns sharing their assignment
outputs. They should do the following:
• Determine the total number of Math classes observed by each teacher.
• Write down the similarities and differences in their assignment
outputs (i.e., tally the number of times each approach or method was
observed/used for a particular lesson or topic.)
Grade level Math topic / lesson Approach or
Methods used (i.e., situated learning, problem-solving, inquiry-based
approach) Materials used
• Discuss their answers to question 3 in Assignment 13: If given the
opportunity to redo the lesson, how else would you teach the same
topic to the same class?
55 68

Big-group/ plenary
discussion
Moving from Kindergarten to Grade 3, ask a representative of each
small group to share what they discussed.
Synthesize the discussion, noting, for example, whether LAC members
use all three approaches or favor one approach over the others.
As a next step or action plan, ask the teachers to reflect on their teaching
styles. Do they provide varied learning activities that are suitable for
their students? Challenge the teachers to come up with a learning
activity that would address the needs of their particular group of
students.
Introduce the next
lesson
In the next LAC session, we will discuss fundamental Math skills and concepts
and how they are best taught. Remember to do the activities and assignment,
and be ready to discuss your insights at the next LAC session.
LAC Session report.
56 68

The focus of this session is the lesson on “Teaching K-3 Math” (Lesson 2 of Module 5). The
assignment for this lesson is as follows:
Assignment 13
A. Observe a Math class in your grade level and then answer the following questions:
1. What Math concept or skill did the teacher introduce?
2. How did the teacher introduce the concept?
3. What activities did the teacher give?
4. What materials did the teacher use?
5. What comments and suggestions do you have regarding the teacher's lesson?
B. Based on your observation of the Math class (in A above), reconstruct and revise the
lesson plan for the class, as needed, following this format:
a. Objectives
b. Materials
c. Procedure
i. Introduction
ii. Guided Practice
iii. Individual Practice
We ended our last LAC session with the challenge for you to come up with an
activity that will address the needs of your particular group of students.
Would anyone like to share with the rest of the group the class activity they
implemented?
57 68

Sharing and
discussion of
assignments (small
groups)
Ask the teachers to compare their assignment outputs. Teachers
teaching the same grade level should be grouped together.
In each pair or triad, members should take turns presenting their
assignment and providing feedback on each other’s work. The feedback
should consider the following aspects of the reconstructed/revised
lesson plan:
• Are the target concepts/skills appropriate for the grade level?
• Are the introductory activity and materials suitable and engaging
for the target learners?
• Do the practice activities reinforce the target concept/skill? What
other materials might work for the lesson?
• Do you think the lesson will be effective? Why or why not?
Each pair or triad should decide which assignment output (i.e., lesson
plan) can be shared with the big group. The sharing should focus on
whether the lesson will be effective as is or whether there are changes
that they think should be made to the lesson.
Big-group/ plenary
discussion
Moving from Kindergarten to Grade 3, ask a representative from each
small group to share a reconstructed/revised lesson plan.
Ask all LAC members to fill out a 3-2-1 worksheet as they listen to the
presentation of the different lesson plans. This is a worksheet where
they can note:
• 3 things I liked about the lesson plans presented
• 2 things I will try in my class
• 1 clarification/question I have in mind
Pose the following reflective questions to the group:
• What insights from the courseware helped you to develop your
lesson plan?
• What insights did you get from discussing your lesson plan with
your group mates?
As an action point or next step, encourage the teachers to implement
their lesson plans, and take note of the successes and challenges in the
implementation.
58 68

The focus of this session is the lesson on “Assessing and Addressing Children's Needs in
Math” (Lesson 3 of Module 5). The assignment for this lesson is as follows:
Introduce the next
lesson
At the next LAC session, we will discuss the third and final lesson of Module
5, which focuses on assessment and differentiated instruction in early
numeracy. The assignment is for you to design a differentiated lesson for your
class. You might want to work with a partner on this next assignment.*
*NOTE: This is an option for schools with more than one teacher per grade
level.
LAC Session report.
59 68

Assignment 13
Congratulations! You have finished the third and last lesson of Module 5! It's now time for
you to apply what you have learned in this lesson.
A. Choose a Math topic for your class and plan a pre-assessment activity that will give you
an idea of your students' preliminary understanding of the topic. Use the following outline:
Grade level:
Math topic:
Number of students in class:
Pre-assessment activity:
Pre-assessment results:
B. Based on the results of the pre-assessment activity, plan a differentiated lesson for your
class. Use the planning questions below.
1. How will you present your topic?
2. How are you going to group your students? What is your basis for this grouping?
3. What will be differentiated -- the content, process, or product?
4. What are the learning activities for each group?
5. What are the formative assessment activities for each group?
6. What will be the summative assessment? Explain the mechanics.
Be ready to discuss your assignment at your next LAC session.
Were you able to implement your lesson plan last week? Which parts of the
implementation did you like best? What changes will you make when you
implement the lesson plan in another class?
60 68

Sharing and
discussion of
assignments (small
groups)
Working in pairs or triads, LAC members should take turns presenting
their assignments and providing feedback on each other’s work. If the
teachers worked on their assignments in pairs, they should share their
assignment output as a pair.
The feedback should consider the following aspects of the lesson plan:
• Are the target concepts/skills appropriate for the grade level?
• Is the lesson objective based on the results of the pre-assessment
activity?
• Is the basis for grouping clear and reasonable?
• Do the different learning and assessment activities take into
consideration the varying skill levels in the class?
• Is the summative assessment activity clear and doable within the
given time frame?
Each small group should discuss which lesson plan they think should
be shared with the big group. They should be ready to discuss why they
think the lesson will be effective and/or whether there are changes that
they will make to the lesson.
61 68

Big-group /plenary
discussion
Ask a representative from each small group to share one of the
differentiated instructional plans they discussed. Ask the reporter to
also present the pre-assessment results.
Have all LAC members fill out a 3-2-1 worksheet as they listen to the
presentation of the different lesson plans. They should note the
following:
• 3 things I liked about the instructional plans
• 2 things I will try in my class
• 1 clarification/question I have in mind
Ask some volunteers to share their 3-2-1 worksheet answers with the
group.
Pose the following reflection questions to the group:
• Prior to this lesson/LAC session, what did differentiation mean to
you? After today’s discussion, what does differentiation mean to
you?
• Assessment is more effective when students are given feedback on
how they performed. How will you ensure that students are given
feedback based on the different assessment activities that you have
planned?
Looking forward to
the next LAC
session
We can discuss lessons learned from the implementation of your differentiated
instructional plans in the next LAC session. Remember that lesson plans are
not set in stone. Reflection and evaluation activities after implementation help
us to improve our instructional plans.
LAC Session report.
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4.0 Monitoring and getting feedback from the LAC
sessions
Use the forms below to record essential information about your LAC and to get feedback from
the various LAC sessions.
4.1. LAC Group Profile
Schools Division: District:
School: School Head:
LAC ID (can be a number or name): Number of LAC members:
LAC Facilitator: Designation/Position:
LAC members:
Name Designation/Position Grade level taught
Years of teaching
experience
63 68

ELLN_LAC_Facilitators_LacF_Guide.pdf

ELLN_LAC_Facilitators_LacF_Guide.pdf

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