The document provides information about literacy training service (LTS) as a component of the National Service Training Program (NSTP) in the Philippines. It discusses LTS's role in training students to teach literacy and numeracy skills to children and out-of-school youth. It also outlines key elements of effective lesson planning such as objectives, teaching strategies, and evaluation tools. Emergent literacy approaches are recommended, including developing print motivation, vocabulary, and phonological awareness. Suggested community outreach activities are talking, singing, reading, and writing activities to help children develop early literacy skills.

1. Module6: T
oolsin
Community/
LiteracyService

3. ICEBREAKER
URTMCPOE ADN YTELNOHGCO

4. Module6: T
oolsin
Community/
LiteracyService

6. Literacy traditionally means the ability to read and write.
The modern term’s meaning has been expanded to include
the ability to use language, numbers, images, computers,
and any other basic means to understand, communicate,
gain useful knowledge,solvemathematicalproblems,and
usethe dominant symbolsystemsof aculture
INTRODUCTION

7. In a civilized like the Philippines, every
citizen should be able to read and write. If
not,hewill becounted among thoselabeled as
illiterates.
INTRODUCTION

8. As an illiterate person, one has to
endure realistic complexities and
intricacies in life. If one is unable to
read and write, he cannot compute his
own income and expenses, not
preserve his own financial records. It
other words, an illiterate person feels
unconfident and frail; hence, he suffers
from an unrealistic feeling of general
inadequacy.

9. When RA9163 or the
NSTPAct of 2001 was
enacted into law,
students in tertiary
schools enrolled in any
of the three (3)
components of NSTP
somewhat contributed
to the betterment of
the community.

10. LiteracyTraining Service (LTS)
Literacy Training service (LTS),as one
component that is designed to train
students in teaching literacy and
numeracy skills to school children
and out-of-school youth, readily
conducts programs and advocacies
that will enhance the learning of
children within the partner
communities.

11. Basic
Lesson
Planning
(Lesson Proper)

12. An effective LTS usually refers starts with the proper
profiling of children and out- of-school youth in
partner communities. This will be the basis of NSTP
students on what approach to utilize in their
community outreach activities. On the other hand, it is
necessary for these NSTP students to be acquainted
with the basics of lesson planning that will serve as
guide in their instruction.
Basic lesson Planning

13. The Department of Education recognizes that
instructional planning is essential to successful teaching
and learning (Enclosure to DepEd Order No.42,s2016).The
legalbasisof which is Article IV, Section 2 of the Code of
Ethics for Professional Teachersadoptedin 1997through
BoardResolution No. 435by the Board of Professional
Teachers stating that,“Every teacherthehigheststandards
of quality education,shall makethebestpreparations for
thecareerof teaching,and shall beathis bestat all timesin
thepractice of his profession.”
Basic Lesson
Planing

14. INSTRUCTIONAL
PLANNING
The process of determining what learning opportunities
students in school will have by:
1. Planning the content of instruction
2. Selecting teaching materials
3. Designing the learning activities and grouping methods
4. Deciding on the pacing and allocating of instructional time

15. BENEFITS OF INSTRUCTIONAL PLANNING:
1. Increase teacher’s chance of carrying out of a lesson successfully.
2. Allow teachers to be more confident before starting a lesson.
3. Inculcates reflective practice as it allows teachers to think about their
teaching.
4. Facilitates learning and responds to learner’s need inside the classroom.
5. Helps teachers have mastery of learning and responds to learner’s
needs inside classroom.
6. Helps teachers relearn what they need to teach.
7. Helps teachers know their learners, teach what students need to learn –
ensures curriculum coverage.
8. Helps teachers identify expectations for learners, choose the materials,
and organize the sequential activities.

16. LESSON PLANNING
The following are the detailed discussion of lesson planning as indicated
in enclosure to DepEd No. 42, s. 2016:
 Lesson planning is one way of planning instruction.
 Lesson planning is a way of visualizing a lesson before it is taught.
 According to Scrivener (2005), planning a lesson entails “prediction,
anticipation, sequencing, and simplifying.”
 Lesson planning is a critical part of teaching and learning process.
 Lesson planning helps teachers set learning targets. It also helps
teachers guarantee that learners reach those targets.
 By planning lessons, teachers are able to see to it that daily activities
inside the classroom lead to learner progress and achievement or the
attainment of learning outcomes.

17. ELEMENTS OF A LESSON
PLAN
A. What should be taught?
B. How should it be taught?
C. How should learning be assessed?

18. Teaching Strategies
•An instructional strategy is what a
teacher uses in the classroom to
achieve the objectives of a lesson. A
teacher can use a strategy or a
combination of strategies.

19. Evaluation Tools
• Evaluation tools are necessary to assist
teachers, specifically NSTP students, assess
engagement practices and evaluate the
progress of the children being taught. This will
also enable them to implement strategies to
further strengthen their engagement.

20. EMERGENT LITERACY
Considering that most of the children being taught in partner communities are a
street children and/ or those who have not attended a formal school yet, it is
important to understand the concept of emergent literacy, which is an
appropriate approach in the conduct of Literacy Training Services.

21. WHAT IS EMERGENT LITERACY?
Emergent literacy is defined as the developmental steps a young child takes prior
to actually reading a text, including interacting with a book, responding to texts,
and pretending at reading or writing before actually being able to do so. A
student who has achieved emergent literacy has oral language skills, phonological
awareness, print awareness, and letter awareness. Emergent Literacy builds future
reading and vocabulary skills. Required Skills and Knowledge for Emergent
Literacy A number of skills and abilities define a student’s acquisition of
emergent literacy. To successfully achieve this, a student should manifest:

22. 1. PRINT MOTIVATION
Print motivation is the first step of emergent literacy. Through this step, children
become interested in print materials because this step occurs the child can
actually read or write. The child’s interest is seen through the enjoyment of being
read to, playing with books, and pretending to read and write.

23. 2. VOCABULARY
Vocabulary development is a significant predictor to a child’s overall academic
achievement. Vocabulary can be measured or seen as a child’s ability to know to
read or write.

24. 3. PRINT AWARENESS
Print Awareness is the step in which children learn how to handle a book and
begin to recognize the differences between letters and words. During this step
children also learn how texts are organized, realizing that reading is completed
from left to right and from the top of the page to the bottom of the page.

25. 4. NARRATIVE SKILLS
Narrative skills refer to the literacy step when children develop the ability to tell a
story or describe a sequence of events.

26. 5. LETTER AWARENESS
Letter awareness occurs when children understand that letters are unique from
each other and begin to recognize different letters and their sounds.

27. 6. PHONOLOGICAL AWARENESS
Phonological awareness is the process by which children begin to understand
that words are made up of different sounds or phonemes, and that stringing
these sounds together creates words and results in meaning.

28. Numeracy Training
Course
The development of numeracy skills involves the act of
teaching children the concepts and skills in ways that
relationships and connections are formed and apply
them meaningfully in their daily experiences.

29. Numeracy in the Early Years
Children’s thinking in the early years is naturally dominated by their perception or what
their senses tell them. To help them in the learning and development of various abstract
numeracy concepts, teachers must provide them with opportunities to:
• explore with objects
• hear the sounds of the words representing the objects
• look at pictures of the objects
• recognize written words or symbols in their daily play experiences
• talk about their solutions when solving problems

30. Computer-Based Literacy
- A computer-based literacy training course is a comprehensive series of training
courses that teaches the essential computer concepts and skills needed in today’s
digital world.
- The computer literacy training course is the basis for lifelong learning. This is
especially applicable to children in an environment that is full of information
from multiple technologies. In other words, this course is a set of cognitive and
practical skills with a proper for a better appreciation of the intended recipients.

31. Some of the topics in the computer literacy training course are the following:
• basic computer skills
• surfing the internet
• email
• Microsoft office

32. Suggested Community
Outreach Activities for LTS

33. Suggested Community Outreach Activities
for LTS
• Talking, singing, playing sound and word games, reading, writing, and
drawing with children are great ways to set a good literacy
foundation.

34. Phonological Awareness – Hear and Know
Sounds in Words
When children recognize rhymes, syllables and beginning
sounds in words, they can figure out how to break words
into parts when trying to sound them out.

35. Talking and Singing
Talking and singing with young children helps them to develop listening and
speaking skills. Here are some ideas to get you started:
A. Use rhyme whenever you can
B. Sing nursery rhymes
C. Repeat sounds your child makes
D. At mealtimes, talk about the food you’re preparing
E. Talk about objects inside and outside the house
F. Play games like ‘I spy’

36. To help children hear and know the sounds in words, read
•Stories with rhyming words.
•Songs written in a book’s format.
•Poetry or nursery rhymes.
•Books with alliteration (where the first letter in words begin
with the same letter).
•Books featuring different sounds (animals, instruments,
etc.).

37. Put literacy into motion to help children
develop phonological awareness:
READ
Poems
and
Mother
Goose
rhymes.
TALK
About
rhymes
and
beginnin
g
sounds.
SING
Songs
with
animal
sounds
WRIT
E
a book with
children that
contain
pictures and
words of
objects that
rhyme or
have the
same
beginning
sound
PLAY
A variety
of
games

38. Instructional
Materials

39. Learning materials in teaching are
crucial to the success of student
achievement. The instructional
components of lesson planning in
teaching depend on the selection of
teaching materials.

40. “Teaching materials” is a
generic term used to describe
the resources teachers use to
deliver instruction

41. Teaching materials can support
student learning and increase
student success. Ideally, the
teaching materials will be tailored
to the content in which they’re
being used, to the student’s in
whose class they are being used,
and the teacher.

42. Teaching materials come in
many shapes and sizes, but
they all have in common the
ability to support student
learning.
.

43. Teaching materials can refer to a
number of teacher resources; however, the
term usually refers to concrete examples
such as worksheets or manipulative.
Learning tools or games help students to
develop new knowledge. As students
develop new learning skills, they practice
with new learning tools.

44. Teaching materials can support
student learning and increase
student success. Ideally, the
teaching materials will be tailored
to the content in which they’re
being used, to the student’s in
whose class they are being used,
and the teacher.

45. Thank
you!