instructional supervisors development program

1. Instructional
Supervisors’
Professional
Development
Program

2. CREDIT:
FREESVG.ORG
2
ABC+: Advancing Basic Education in the Philippines MODULE 3
MODULE 3
DAY
4
Developing
Literacy Leadership

3. 3
ABC+: Advancing Basic Education in the Philippines MODULE 3
Developing
Literacy Leadership
MODULE 3
SESSION 3.1
SESSION 3.2
Qualities of a Literacy
Leader
GESI as one of the
conditions for Literacy
Instruction

4. •
PHOTO:
RTI
INTERNATIONAL
FOR
USAID
SESSION
OBJECTIVES
At the end of the session 3.1 participants
should be able to:
▪ Discuss the results from the baseline study
conducted by ABC
▪ Discuss the qualities of effective literacy leaders
▪ Review the domains of literacy development and
corresponding effective literacy strategies
▪ Discuss DepEd’s approach to literacy instruction
▪ Explain the balanced literacy approach as a
framework for Literacy Instruction
▪ Explain the use of the LEA strategy in the K-3
classroom

5. NCR grade 3 levels on English literacy (September 2022) using
The Rapid Literacy Assessment –English (RLA-E)
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

6. NCR grade 3 levels on Filipino literacy (September 2022) using
The Rapid Literacy Assessment – Filipino (RLA-F)
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

7. Region 4A grade 3 levels on English literacy (September 2022) using
The Rapid Literacy Assessment –English (RLA-E)
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

8. Region 4A grade 3 levels on Filipino literacy (September 2022) using
The Rapid Literacy Assessment – Filipino (RLA-F)
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

9. Region 10 grade 3 levels on English literacy (September 2022) using
The Rapid Literacy Assessment –English (RLA-E)
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

10. Region 10 grade 3 levels on Filipino literacy (September 2022) using
The Rapid Literacy Assessment – Filipino (RLA-F)
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

11. Understand the underlying skills before intervention

12. Status of learners
In Region 5, the grade 1 to grade 3 learners
were assessed using the Comprehensive Rapid
Literacy Assessment provided by the ABC+
and USAID.
The assessment results showed that about
● 65.5% of the grade 1 learners are in the
full refresher level (able to identify letters
only)
● 52% of the grade 2 and 18%-28%% of the
grade 1 learners are still in the full
refresher level

13. 1
3
REGION 5
INSTRUCTIONAL IMPLICATIONS
REGION 6
INSTRUCTIONAL IMPLICATIONS
LEARNERS are reading moderately well on
average but generally below expectations
(at least 40 to 50 correct words per
minute for Grade 2)
10% of learners are non-readers, and
nearly 25% of Central Bikol speakers are
not able to understand simple text
Comprehension and decoding skills are
under-developed for grade 2 learners
Children who are reading fluently and with
comprehension in the MT are transitioning
well to Filipino
Systemic inequities persist between boys
and girls, urban and rural learners
Learners are reading moderately well on
average but generally below expectations
(at least 40 to 50 correct words per
minute for Grade 2)
10% of learners are non-readers, and
nearly 20% are not able to understand
simple text
Comprehension and decoding skills are
under-developed for grade 2 learners
Children who are reading fluently and with
comprehension in the MT are transitioning
well to Filipino
Systemic inequities persist between boys
and girls, urban and rural learners

14. REGION 5 & 6-POLICY IMPLICATIONS
The most effective instructional strategies are the most
underperformed by teachers across all domains of practice
Hiligaynon classrooms especially are struggling to provide
supplemental reading materials to their children
School leaders’ support practices are not translating especially
well to instructional practice or use of materials in classrooms
14
ABC+: Advancing Basic Education in the Philippines MODULE 3

15. 15
ABC+: Advancing Basic Education in the Philippines MODULE 3
“Academically, children who
are not reading on grade
level by the end of third
grade struggle in every class,
year after year, because
over 85 percent of the
curriculum is taught by
reading. Reading is the skill
by which students get
information from books,
computers, worksheets and
boards to learn math,
science, literature, social
studies and more.”
(www.readingfoundation.org)

16. 16

18. What does the
principal need to do to
foster a climate of
learning to improve
literacy instruction in
the school
community?
18
ABC+: Advancing Basic Education in the Philippines MODULE 3

19. What do you think can a principal achieve when these
qualities are manifested in their current leadership
practice? Let’s share our ideas.

21. 21
ABC+: Advancing Basic Education in the Philippines MODULE 3
Domain 1: Leading
Strategically
Domain 2: Managing School
Operations and Resources
Domain 3: Focusing on
Teaching and Learning
Domain 4:Developing Self and
Others
Domain 5:Building Connection
PHILIPPINE PROFESSIONAL STANDARDS FOR SCHOOL HEADS

24. As Literacy leaders we
must be proficient in all
of the literacy
domains to create
relevant literacy
instructional strategies
that will ensure the
development of literacy
skills among the students.
24
ABC+: Advancing Basic Education in the Philippines MODULE 3

25. Alignment of the Language & Literacy Domains with the 5 sub-strands

35. DOMAIN Definition
Oral Language
the system through which we use spoken words to express, knowledge, ideas,
and feelings to communicate with each other.
Phonological
Awareness
refers to the relationships between the letters (graphemes) of written language
and the individual sounds (phonemes) of spoken language. Phonological awareness
refers to the ability or skill to hear, identify, and manipulate sounds of speech.
Phonics and Word
Recognition
refers to the sounds in spoken words relate to the patterns of letters in written
words in predictable and often generalized ways. Phonics involves teaching the
relationship between letters of written language and the sounds of spoken
language.
Listening
Comprehension
refers to the ability to make sense of spoken language. It involves several
processes like recognizing speech sounds, understanding what words mean,
understanding sentence structures, and making sense of what is heard.
Vocabulary refers to the words we must understand to communicate effectively.
Fluency The ability to read orally with speed, with accuracy and proper expression
Writing and
Composing
Formulate ideas into texts and represent them in the conventional orthographic
patterns of written language

36. Match the proficiency levels with the interventions
Proficiency Level Strategies
Non-reader ∙ Phonics, Marungko
∙ Home learning support: Use flashcards showing letters and CV/VC
blends
Beginning Readers ∙ Left to right decoding
∙ Phonics pattern (Fuller model)
∙ Stretch the word (additional blends)
∙ Successive blending
∙ Illustrating/check for meaning
Emerging Reader ∙ Guided reading
∙ Language experience approach
∙ Pre-reading tasks (brainstorming, topic discussion)
∙ During reading tasks (think alouds)
∙ Post-reading tasks (summarizing, illustrating, mapping)
Full Reader ∙ Metacognitive comprehension strategies
∙ Introduce informative text for reading
∙ Writing generated ideas
Cannot identify alphabet
Can identify letters and
sounds
Can blend letters and
recognize words
Can read with
comprehension

37. Literacy Domain Literacy Teaching Strategies How does it look like?
Oral Language
Development and
MT to MoTL
(Top-Down)
LEA Talk about experience, draw it, write it, read
it
5 Ws and H Exchanging questions with learners while
reading a text
Sketch to Stretch illustrating/drawing what learners
understood from what was read to them
Bridging strategies Sandwiching and comparing mother tongue
with MoTL at sound level, word level and
sentence level
Comprehension
(Top down)
LEA, Predicting, inferring, retelling Students making predictions about what will
happen next, answering inferential questions,
retelling the story in own words.
Vocabulary (Top
Down)
LEA, (Dolch) Sight word list,
sketch to stretch, labeling
Exposing students to sight word lists

38. 3
8
Literacy Domain Teaching
Strategies
How does it look like?
Phonological Awareness
(Bottom Up)
LEA, Rhyming,
alliteration, poems and
songs
Singing with the learners and teaching them
rhymes and poems
Phonics/word recognition
Decoding
(Bottom Up)
Elkonin Boxes Segmenting words into its individual sounds
LEA, Concept sorts Placing words into categories
Marungko, Abakada,
Fuller
Use of a specific sequence in the introduction of
letter sounds and word families
Fluency
(Bottom Up and Top
Down)
Choral reading,
shared/buddy reading,
independent reading,
LEA
Students and teachers reading aloud
stories/passages together
Writing and Composing
(Bottom Up and Top
Down)
LEA, labeling,
interactive writing
Labeling the student’s drawings, teacher and
student collaborating on composing text together

39. 39

40. 40

41. LITERACY
INSTRUCTION
41
ABC+: Advancing Basic Education in the Philippines MODULE 3

42. TOP-DOWN APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers
THE BALANCED LITERACY APPROACH
42
ABC+: Advancing Basic Education in the Philippines MODULE 3

43. TOP-DOWN APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers
THE BALANCED LITERACY APPROACH
43
ABC+: Advancing Basic Education in the Philippines MODULE 3

44. Reflect on your situation
1. Which of the approaches
may be applied to your
current situation?
2. Which approach is
dominant that may
account for the low
performance?
TOP-DOWN
APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP
APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers
44
ABC+: Advancing Basic Education in the Philippines MODULE 3

45. Reflect on your situation
3. Which of the
approaches are
neglected?
4. How can you
bring a balance?
TOP-DOWN
APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP
APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers
45
ABC+: Advancing Basic Education in the Philippines MODULE 3

46. Teacher
MODELS (I do)
Teacher
SUPPORTS
learners as they
practice it (we do)
Learners WORK
INDEPENDENTLY
(you do)

47. Why is the Balanced
Literacy Approach used in
the K-3 classrooms?
Why do you think it is
effective?
47
ABC+: Advancing Basic Education in the Philippines MODULE 3

48. 4 reasons to select the balanced literacy approach:
1. It follows a gradual release of responsibility model

49. ABC+: Advancing Basic Education in the
Philippines
TOP-DOWN APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers
4 reasons to select the balanced literacy approach:
2. It’s the best of both worlds

50. 4 reasons to select the balanced literacy approach:
3. It doesn’t force the teacher to “fit it all in”

51. 5
1
4 reasons to select the balanced literacy approach:
4. It allows the teacher to do differentiate learning

52. TOP-DOWN
APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP
APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers
4 reasons to select the
balanced literacy
approach:
1. It follows a gradual release
of responsibility model
2. It’s the best of both worlds
3. It doesn’t force the
teacher to “fit it all in”
4. It allows the teacher to
differentiate learning
52
ABC+: Advancing Basic Education in the Philippines MODULE 2

53. 53
ABC+: Advancing Basic Education in the Philippines MODULE 2
When do you think is the most
appropriate time to use the
balanced literacy approach?
NOW!
✔ Teaching children HOW to read
✔ For use in the first couple of years of
schooling for beginning readers (k-3).

54. ABC+: Advancing Basic Education in the
Philippines
6/16/2020
54
ABC+: Advancing Basic Education in the Philippines MODULE 3
TOP-DOWN APPROACH
• Authentic experiences in
reading and writing
• Background Knowledge
• Predict and guess words and
meaning
BOTTOM-UP APPROACH
• Alphabet knowledge
• Phonics
• Decoding
• Spelling
• Levelled readers

55. What is an effective way to integrate
the different aspects of language?

56. Language Experience Approach (LEA)
Read
the text.
Write
about the
experience.
Talk
about the
experience.
Identify/
create an
experience.
QUESTIONING
56
ABC+: Advancing Basic Education in the Philippines MODULE 2

57. • used with first language learners (mother tongue)
• to teach students to read and write in any language
• using first hand experiences of children
• when teachers want to integrate speaking, reading,
writing and grammar into one lesson.
When do you think is the most appropriate
time to use LEA?

58. STRATEGIES FOR DEVELOPING LISTENING
COMPREHENSION, ORAL LANGUAGE AND
WRITING
LEA as an Overall Approach to
Language Learning and Development
Read
the
text.
Write
about the
experience.
Talk
about the
experience.
Identify/
create an
experience.

59. LEA IN ACTION: Hinagaran I Sample PIP (program)

60. 60

63. ✔ Provide a system of
support for the HLPs who
will be using the literacy
strategies at home,
especially LEA
✔ Optimize the flexibility of
LEA as it ensures a
Balanced Approach by
promoting both Top
Down and Bottom Up
skills while being easily
adaptable for home use.
2 Things to Remember:

64. Literacy leaders are learning leaders
first, adopting a culture of
collaboration, accountability, and
reinforcing practices that advance
learning and literacy.

65. 65
ABC+: Advancing Basic Education in the Philippines MODULE 3
Developing
Literacy Leadership
MODULE 3
SESSION 3.1
Qualities of a Literacy
Leader
SESSION 3.2
GESI and Literacy
Instruction

66. •
PHOTO:
RTI
INTERNATIONAL
FOR
USAID
SESSION
OBJECTIVES
At the end of the session 3.2 participants
should be able to:
▪ Unlock and Understand GESI principles in
creating a positive learning environment as
one of the conditions for literacy
▪ Discuss the GESI guidelines for learning
materials, their connection to literacy
instruction, in particular to LEA strategy.
▪ Use GESI guidelines in identifying
appropriate literacy materials.
▪ Discuss the importance of literacy leadership

67. GENDER EQUALITY
What is your understanding of the term GESI?
CREDIT:
FREEPIK.COM

68. PRINCIPLES
GESI
• Gender Equality
• Avoidance of gender bias and stereotypes
• Modeling positive reaction to gender
exploration
• Acceptance of diverse gender expression
• Social Inclusion –
awareness and acceptance of:
• People with special needs
• People with disabilities
• People with different races
• People with different social classes
• People with different religion and culture

71. Video

73. Social Inclusion is
defined as “the process
of improving the terms
of participation in
society, particularly for
people who are
disadvantaged, through
enhancing
opportunities, access
to resources, voice,
and respect for rights”
(United Nations)

76. What are some actions then that
school heads and supervisors can do
to ensure GESI in their schools?
SCHOOL
76
ABC+: Advancing Basic Education in the Philippines MODULE 3

77. Ensure teachers and HLPs use
children’s literature which challenge
gender stereotypes.
Ensure girls' participation and
success
Ensure equity in schools Ensure boys are motivated to learn
Ensure teachers, staff, school heads
address negative stereotypes.
Raise awareness about gender
stereotypes, equity etc. and then
work towards change in attitudes
and behaviors
Celebrate girls' strong identity.
Respect for different cultures,
ethnicities, religions etc.

78. (SABI 2017)
http://sabi-sl.org/wp-content/uploads/2018/02/SABI-GESI-
Strategy-SDDirect_toDFID_Dec17.pdf
What are your new
understandings of
Gender Equity and
Social Inclusion (GESI)?
How can you support
teachers or school
heads to infuse GESI
strategies in teaching
and learning in schools?

79. Teachers’ actions and words
help shape the classroom
culture and tell children how
teachers feel about gender
and social barriers
(Cahill & Theilheimer 1999).

80. Does this book
adhere to GESI
principles?
Let’s find out?
80
ABC+: Advancing Basic Education in the Philippines MODULE 3

81. Use the tool below to determine if it complies with the
standards of GESI, write yes or no in the chat box
YES NO
Do the characters in the illustrations reflect society’s diversity?
Did the illustrations represent all social subgroups—whether
characterized by sex, religious or ethnic backgrounds, or
presence or absence of disabilities—with the frequency in which
they occur in the population and in positive, empowering ways
Was the language used in the illustrations use words/pronouns
that refer to mixed-sex groups of individuals.
Were Girls and women portrayed in the illustrations home-
based or reproductive roles, while boys and men were portrayed
in more socially productive roles?

83. Do the characters
in the illustrations
reflect society’s
diversity?
83
ABC+: Advancing Basic Education in the Philippines MODULE 3

84. Did the illustrations
represent all social
subgroups—whether
characterized by sex,
religious or ethnic
backgrounds, or
presence or absence of
disabilities—with the
frequency in which they
occur in the population
and in positive,
empowering ways
84
ABC+: Advancing Basic Education in the Philippines MODULE 3

85. Was the language
used in the
illustrations use
words/pronouns
that refer to mixed-
sex groups of
individuals.
85
ABC+: Advancing Basic Education in the Philippines MODULE 3

86. Were Girls and
women portrayed in the
illustrations home-based
or
reproductive roles, while
boys and men were
portrayed in more socially
productive roles?
86
ABC+: Advancing Basic Education in the Philippines MODULE 3

87. If you will use this tool to check the learning materials used for
the students in the school , what do you think will be the results?
YES NO
Do the characters in the illustrations reflect society’s diversity?
Did the illustrations represent all social subgroups—whether
characterized by sex, religious or ethnic backgrounds, or presence
or absence of disabilities—with the frequency in which they occur
in the population and in positive, empowering ways
Was the language used in the illustrations use words/pronouns that
refer to mixed-sex groups of individuals.
Were Girls and women portrayed in the illustrations home-based
or reproductive roles, while boys and men were portrayed in more
socially productive roles?

89. Equal Frequency of
Representation
4 Factors that will guide us to determine appropriate
GESI learning materials
89
ABC+: Advancing Basic Education in the Philippines MODULE 3

90. Gender Equitable
and Inclusive
Illustrations
4 Factors that will guide us to determine appropriate
GESI learning materials

91. Gender Equitable
and Inclusive
Language
4 Factors that will guide us to determine appropriate
GESI learning materials

92. Gender Equitable and
Transformational Roles
4 Factors that will guide us to determine appropriate
GESI learning materials

93. SAMPLE PIP PRESENTATION BY
THE CO-FACIS
TARGETING LITERACY DOMAINS
AND USING LITERACY
STRATEGIES FOR INTERVENTION

94. Teaching and learning materials are
powerful role models for children,
because the images and language with
which children interact can impact their
understanding of the world. Therefore, it
is crucial that materials children are
exposed to reflect empowered
individuals from all areas of society, and
especially from those areas that are
marginalized, disadvantaged, and/or
underrepresented.

95. Shared Vision, Personal Mastery, Mental Models,
Systems Thinking, Team Learning
SOCIAL-
EMOTIONAL
LEARNING
(SEL)
GESI
Well Being
● Capacity to
Care
● Sense of
Belonging
● Growth Mindset
● Collaborative
Problem-Solving
Literacy Leadership
SCHOOL
LEARNING ORGANIZATION
5 DISCIPLINES

96. 4 Reasons Literacy Leadership Matters
School Leaders
Directly Impact
Student
Achievement
School Leaders
Promote Equitable
Outcomes
School Leaders
Build Strong
Literacy Teams
School Leaders are
Instructional
Leaders

97. CREDIT:
HARRY
JAMES
CREO
FOR
USAID
BASA
PILIPINAS
Key Messages
97
ABC+: Advancing Basic Education in the Philippines MODULE 3

98. CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS
To be an effective literacy leader, one needs
to be familiar with all the literacy domains,
literacy approaches, and strategies that will
be used to teach the learners. A balance of
top down and bottom up approaches must be
utilized in order to achieve the full scale of
foundational literacy skills that learners in the
K-3 need for the future.
Literacy leaders develop challenging literacy
programs for the learners, by clearly
communicating to the teachers what
learner’s competencies should be targeted
and by ensuring a culture of feedback to
further improve the delivery of literacy
programs.

99. CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS
Literacy leaders must model the use of
GESI principles in instruction and ensure
equitable practices that nurture students’
self-efficacy and lead to comparable
academic outcomes.
Literacy leaders are learning leaders first,
adopting a culture of collaboration,
accountability, and reinforcing practices
that advance learning and literacy. Literacy
Leaders are responsible for setting high
literacy expectations and engaging
colleagues in reflective conversations about
instructional practices and student learning.

100. Any questions?
Key take away?

101. A readership crisis is really a
leadership crisis. And for people who
know how to respond, crisis is just
another way of saying opportunity for
continuous literacy improvement.

102. PHOTO:
KAYE
SUCGANG
FOR
USAID
BASA
PILIPINAS
102
ABC+: Advancing Basic Education in the Philippines
SALAMAT!