Lito takes a tricycle to school which makes a "brrroom, brrroom, brrroom" sound. On the way, Lito hears many other transportation sounds like cars, jeeps, trucks and buses. When Lito arrives at school, he thanks the tricycle driver Kuya Ben and says he will see him again at noon. The document provides lessons and activities to teach students about recognizing and classifying different sounds like transportation, animal and musical instrument sounds. Students are asked to identify whether the sounds are loud or soft, and for musical instruments, whether the sounds are high or low.
The Fuller Approach is a method for teaching word recognition that combines alphabet, phonics, and whole word instruction. It involves first teaching letter names and sounds in a specific sequence, starting with M, S, L, etc. Students then learn to blend letter sounds to form words. Words are grouped into "word families" with similar endings to make patterns easier to recognize. The method progresses from individual letter and sound instruction to blending, sight words, phrases, sentences, and basic reading comprehension.
This document outlines an agenda for a Learning Action Cell (LAC) session on early language, literacy, and numeracy instruction for K-3 teachers. The session objectives are to explain principles of early learning, discuss balanced literacy and numeracy components, and plan lessons. Teachers will study lesson materials before the next session. This session includes introducing the course, forming groups to discuss expectations and guidelines, and creating a poster of agreed norms. Teachers will submit engagement reports after each session.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
The document summarizes the key elements of a story called "The Tenth Hen" and identifies the structure of a story. It explains that a story contains setting, characters, a problem, a solution, and an ending. It provides the specific setting (Ben's house), characters (Ben, Tem, Ren-ren and other hens), problem (Ren-ren was missing), solution (Father told Ben where to find Ren-ren), and ending (Ben completed the ten hens) for the story "The Tenth Hen".
This document outlines a lesson plan for teaching CVC words to 1st grade students. The plan includes introducing CVC words using a smartboard lesson, singing a CVC song while adding motions, having students work individually and in groups on whiteboards and the smartboard, and concluding with a CVC worksheet. The lesson incorporates multiple methods of teaching like singing, movement, speaking, writing, and visuals to engage different types of learners and represent the words in various forms.
Lito takes a tricycle to school which makes a "brrroom, brrroom, brrroom" sound. On the way, Lito hears many other transportation sounds like cars, jeeps, trucks and buses. When Lito arrives at school, he thanks the tricycle driver Kuya Ben and says he will see him again at noon. The document provides lessons and activities to teach students about recognizing and classifying different sounds like transportation, animal and musical instrument sounds. Students are asked to identify whether the sounds are loud or soft, and for musical instruments, whether the sounds are high or low.
The Fuller Approach is a method for teaching word recognition that combines alphabet, phonics, and whole word instruction. It involves first teaching letter names and sounds in a specific sequence, starting with M, S, L, etc. Students then learn to blend letter sounds to form words. Words are grouped into "word families" with similar endings to make patterns easier to recognize. The method progresses from individual letter and sound instruction to blending, sight words, phrases, sentences, and basic reading comprehension.
This document outlines an agenda for a Learning Action Cell (LAC) session on early language, literacy, and numeracy instruction for K-3 teachers. The session objectives are to explain principles of early learning, discuss balanced literacy and numeracy components, and plan lessons. Teachers will study lesson materials before the next session. This session includes introducing the course, forming groups to discuss expectations and guidelines, and creating a poster of agreed norms. Teachers will submit engagement reports after each session.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
The document summarizes the key elements of a story called "The Tenth Hen" and identifies the structure of a story. It explains that a story contains setting, characters, a problem, a solution, and an ending. It provides the specific setting (Ben's house), characters (Ben, Tem, Ren-ren and other hens), problem (Ren-ren was missing), solution (Father told Ben where to find Ren-ren), and ending (Ben completed the ten hens) for the story "The Tenth Hen".
This document outlines a lesson plan for teaching CVC words to 1st grade students. The plan includes introducing CVC words using a smartboard lesson, singing a CVC song while adding motions, having students work individually and in groups on whiteboards and the smartboard, and concluding with a CVC worksheet. The lesson incorporates multiple methods of teaching like singing, movement, speaking, writing, and visuals to engage different types of learners and represent the words in various forms.
The Fuller Approach is a method for teaching reading that combines alphabet, phonics, and whole word instruction. It involves first teaching letter sounds and formation. New letters are then practiced through words beginning with that letter. Words are grouped by families to reinforce patterns. Mastery is achieved through games, exercises and contests to keep learning fun for children. Guidelines include introducing word families, using pictures, substituting letters, and independent reading practice. Post-instruction includes spelling, worksheets, and meaningful activities to apply learning.
The document outlines the Fuller Technique for teaching word recognition to struggling readers. It involves teaching consonant and vowel sounds in isolation before combining them into words. Words are grouped into families based on rhyming endings (e.g. cat, fat, hat) and taught sequentially from short vowel words to long vowel words to blends and digraphs. The technique provides structured lessons and assessments to ensure mastery before moving to new sounds. Teachers are guided to present the word families in a systematic, multisensory manner to help students recognize word patterns.
The document summarizes a school-based reading initiative called Project Kumustahan sa Pagbasa at Guinoman NHS for the 2022-2023 year. The project aims to improve students' reading abilities, develop reading habits, and nurture a reading culture at home. Literacy is important for a country's progress, but many Filipinos struggle with literacy skills. The project implemented pre-reading tests, distributed materials, and had parents guide reading for 30 minutes daily. It also engaged community volunteers to help create a reading community. Progress reports were used to evaluate reading performance.
This document discusses the difference between sentences and non-sentences. It notes that a sentence is a group of words that expresses a complete thought or idea by being able to answer who, what, where, when, or why questions. A sentence begins with a capital letter and ends with punctuation. In contrast, a non-sentence or phrase is a group of words that does not tell a complete thought because it is missing important details like subjects or verbs and does not include ending punctuation.
Managing blocks of time in a kindergarten class made easy and clear for kindergarten teachers to facilitate the class systematically from arrival time up to dismissal time. Making your class fun and enjoyable makes learning effective.
ELLN Digital is a blended professional development course for K-3 teachers that combines self-paced online modules with collaborative learning sessions. The collaborative sessions take place in Learning Action Cells (LACs), which are school-based groups of teachers facilitated by a leader. LAC sessions focus on improving literacy and numeracy instruction through discussion of teaching strategies and children's books. Successful LAC meetings depend on factors like timely participation, group discussion, and submission of assignments.
Ana bought a cabbage and her mother cut it into two equal halves. She used one half for a beef dish for dinner and the other half for a vegetable dish the next day. The lesson teaches that when a whole is divided into two equal parts, each part is one-half, and when divided into four equal parts, each part is one-fourth. Students are asked to name fractions such as one-half and one-fourth.
This document is a teacher's guide for grade 3 English that provides the scope and sequence of integrating values, traits, and content areas like science, mathematics, and social studies into the lessons for each quarter. The guide outlines the themes, sample lesson titles, values to be infused, and content areas to be integrated for each week of each quarter. It also provides the grade level standards and articulates the learning competencies for English for each week of the quarters to guide lesson planning.
This document provides a summary of a study that evaluated the effectiveness of a blended learning teacher professional development program called ELLN Digital for early childhood literacy teaching in the Philippines. Quantitative and qualitative data were collected through assessments, surveys, interviews and observations. The findings indicate that while teachers found the program valuable and reported improved teaching practices, some shortcomings in implementation meant that not all teachers could fully engage with the self-paced online courseware or apply their learning due to lack of classroom resources. However, participating teachers' pedagogical and content knowledge significantly improved overall, with rural teachers and those with higher qualifications demonstrating larger gains. Recommendations focus on ensuring ongoing access to resources and adjusting time commitments to support deeper learning.
The Fuller Approach is a method for teaching reading that combines alphabet, phonics, and whole word instruction. It involves first teaching letter sounds and formation. New letters are then practiced through words beginning with that letter. Words are grouped by families to reinforce patterns. Mastery is achieved through games, exercises and contests to keep learning fun for children. Guidelines include introducing word families, using pictures, substituting letters, and independent reading practice. Post-instruction includes spelling, worksheets, and meaningful activities to apply learning.
The document outlines the Fuller Technique for teaching word recognition to struggling readers. It involves teaching consonant and vowel sounds in isolation before combining them into words. Words are grouped into families based on rhyming endings (e.g. cat, fat, hat) and taught sequentially from short vowel words to long vowel words to blends and digraphs. The technique provides structured lessons and assessments to ensure mastery before moving to new sounds. Teachers are guided to present the word families in a systematic, multisensory manner to help students recognize word patterns.
The document summarizes a school-based reading initiative called Project Kumustahan sa Pagbasa at Guinoman NHS for the 2022-2023 year. The project aims to improve students' reading abilities, develop reading habits, and nurture a reading culture at home. Literacy is important for a country's progress, but many Filipinos struggle with literacy skills. The project implemented pre-reading tests, distributed materials, and had parents guide reading for 30 minutes daily. It also engaged community volunteers to help create a reading community. Progress reports were used to evaluate reading performance.
This document discusses the difference between sentences and non-sentences. It notes that a sentence is a group of words that expresses a complete thought or idea by being able to answer who, what, where, when, or why questions. A sentence begins with a capital letter and ends with punctuation. In contrast, a non-sentence or phrase is a group of words that does not tell a complete thought because it is missing important details like subjects or verbs and does not include ending punctuation.
Managing blocks of time in a kindergarten class made easy and clear for kindergarten teachers to facilitate the class systematically from arrival time up to dismissal time. Making your class fun and enjoyable makes learning effective.
ELLN Digital is a blended professional development course for K-3 teachers that combines self-paced online modules with collaborative learning sessions. The collaborative sessions take place in Learning Action Cells (LACs), which are school-based groups of teachers facilitated by a leader. LAC sessions focus on improving literacy and numeracy instruction through discussion of teaching strategies and children's books. Successful LAC meetings depend on factors like timely participation, group discussion, and submission of assignments.
Ana bought a cabbage and her mother cut it into two equal halves. She used one half for a beef dish for dinner and the other half for a vegetable dish the next day. The lesson teaches that when a whole is divided into two equal parts, each part is one-half, and when divided into four equal parts, each part is one-fourth. Students are asked to name fractions such as one-half and one-fourth.
This document is a teacher's guide for grade 3 English that provides the scope and sequence of integrating values, traits, and content areas like science, mathematics, and social studies into the lessons for each quarter. The guide outlines the themes, sample lesson titles, values to be infused, and content areas to be integrated for each week of each quarter. It also provides the grade level standards and articulates the learning competencies for English for each week of the quarters to guide lesson planning.
This document provides a summary of a study that evaluated the effectiveness of a blended learning teacher professional development program called ELLN Digital for early childhood literacy teaching in the Philippines. Quantitative and qualitative data were collected through assessments, surveys, interviews and observations. The findings indicate that while teachers found the program valuable and reported improved teaching practices, some shortcomings in implementation meant that not all teachers could fully engage with the self-paced online courseware or apply their learning due to lack of classroom resources. However, participating teachers' pedagogical and content knowledge significantly improved overall, with rural teachers and those with higher qualifications demonstrating larger gains. Recommendations focus on ensuring ongoing access to resources and adjusting time commitments to support deeper learning.
2. Session Goals
• Gain knowledge in teaching struggling
readers
in Filipino using Marungko Approach
• Make words, phrases, sentences and
short stories using the letters learned
3. Ang Marungko Approach ay gumagamit ng
28 titik ng makabagong Alpabeto ng Filipino
na itinuturo sa ganitong pagkakasunod-
sunod:
4. Sa Marungko Approach,
maaari na ang batang
magbasa ng maikling salita
sa ikatlong leksyon. Ang
mga salita ay binubuo ng
mga titik na napag-aralan na.
5. Ang mga tunog ng isang wika ay mga
pasalitang simbolo na maaaring
maging titik o simbolong pasulat.
Nagiging pasalitang simbolo ang mga
simbolong pasulat kung ating
binabasa ang mga ito. Ibig sabihin
lamang na ang isang tunog ay
kumakatawan sa isang titik at ang
isang titik ay may sariling tunog.
6. Mga Hakbang sa Unang Antas ng
Pagbasa
• pagpapakilala ng mga larawan ng mga bagay na
nagsisimula sa tunog na pag-aaralan
• pagpapakilala ng tunog
• pagpapakita ng hugis ng tunog
• pagpapakilala ng titik
• pagsusulat ng hugis sa hangin, sa sahig, sa
palad etc.
• pagsusulat ng hugis ng titik sa papel
• Pagsusulat ng simulang titik
19. Ikalawang Antas ng Pagbasa
• Pagsasama ng mga tunog upang
makalikha ng isang makabuluhang
salita
m- a m-a ma ma
a- m a-m am am
ma ma ma ma
am am am am
a-ma a-ma ama ama
ma-ma ma-ma mama mama
20. Ikatlong Antas ng Pagbasa
• Pagpapakilala ng mga
pantulong na kataga
si ni ang mga ay
sa ito ng at kay
21. Ikaapat na Antas ng Pagbasa
• Pagbubuo ng mga parirala at
pangungusap
si mama si ama
ang mga mama ang mga ama
ang mama ay may ama
ang ama ay may mama
22. • Pagbasa nang paulit-ulit sa mga
salita, parirala,at pangungusap.
• Pagsagot sa tanong tungkol sa
mga pangungusap.
23. • Pagbasa ng maikling kuwento
• Pagsagot ng mga tanong
tungkol sa kuwento
37. • Nasa mesa ang mga handa sa kaarawan ni Beth.
• Anu-ano ang nasa mesa? Sasabihin natin ang mga
pangalan.
“May piniritong manok, hiniwang melon, nilagang mani
at inihaw na mais.”
• Sasabihin ng guro: “Ituro ang larawan ng hiniwang
melon. . .”
38.
39. “Pakinggan natin ang tunog ng M. Ito ay
tunog na sinasabi natin kapag may naamoy
tayong masarap sa mesa.”
“Tunugin natin ang M.”
Papakinggan ng guro ang bawat
pangkat/hanay/bata sa pagtunog ng M.
40.
41.
42. “Sabihin natin ang pangalan ng bawat
larawan dito sa tsart.”
(medyas at sapatos; mangga at atis;
mansanas at ubas; lagare at martilyo)
Itatanong: “Alin ang mga larawan na
nag-uumpisa sa m ang pangalan?
Bilugan.”
43.
44. b. Ipakita ang mga larawan ng atis, aso, anino,
alimango, apoy, abaniko at apa.
c. Sabihin: tingnan ninyo ang maaari pang
makausap ni Bilog. Sabihin ninyo ang mga
pangalan nila.”
d. Maaaring magkaroon ng laro para matutuhan ang
mga panagalan ng larawan.
71. Mahaba ang buntot ng
kuneho.
Mahaba ang paa ng
kuneho.
Mahaba ang tainga ng
kuneho.
72. Prepare sets of words, phrases, and sentences
for the group of letters assigned to you
• Group-I m s a i o
• Group-II b e u t k
• Group-III l y n g ng
• Group-IV p r d h w
• Group-V c f j n q v x