ABC+: Advancing Basic Education in the Philippines

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

Day 3 Assignment:
Practice a Teacher Read Aloud, Peer Evaluate

Name: ______________________________________ Date: _________________ Group #: ___________

Region: ______ Division: _____________________ School: _____________________________________

Note: This assignment has 2 parts. Please read the instructions carefully. This is a paired activity.

Task 1: Practice a teacher read-aloud using one of the digital supplementary reading materials provided
to you or a printed book you have. Record a video demonstrating the read-aloud strategy.

A. Criteria: Be guided by the rubric below

Day 3 Video Presentation Rubric: Teacher Read Aloud SCORE: /16

Excellent Good Fair Needs Improvement

4 points 3 points 2 points 1 point

Book selection Selects a text Selects a text Selects a text Does not select a
that is that is that is somewhat text that is
appropriate for appropriate for appropriate for appropriate for
learners age, learners age, the learners age, the learners age,
level, and level, and level, and level, and
interests with interests with a interests interests
links to SEL + link to SEL + GESI
GESI that
conveys positive
visual messages

Reading aloud Models fluency Models fluency Reads aloud with Does not read
by reading aloud by reading aloud fluency but may fluently and
clearly at an clearly at an make some makes multiple
appropriate appropriate errors such as errors when
speed and uses speed and with reading too reading aloud
expression to expression that slowly/quicky or

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 1

 ABC+: Advancing Basic Education in the Philippines

bring the book to matches the reading without

life for learners punctuation much expression

Introduces the Introduces the Introduces the Does not introduce

Presentation of book by showing book by showing book by showing all the key features
text the cover, title, the cover, title, the cover, title, (cover, title, author,
author, and author, and author, and illustrator) of the
illustrator, illustrator and illustrator book to learners
(includes the holds it so that
publishing date if learners can see
possible) and holds the cover
the book/ moves
the book so that all
learners can see it
while reading

Questioning Asks before, during Asks before, during Asks some before, Does not ask
and after reading and after reading during or after question before,
questions which questions that help reading questions during and after
include a mix of develop learners’ but not many reading
literal, inferential comprehension
and evaluative
questions

SEL / GESI Asks questions and Asks questions and Makes at least one Does not make SEL/
encourages encourages SEL/GESI GESI connections
discussion of discussion of connection
SEL/GESI themes in SEL/GESI themes in
the book and the book
connects them to
learners’
experiences

B. Instructions
● Select one of the digital samples of supplementary reading materials which is suitable for your
students and links to SEL or GESI. You may also select a book you currently have. Read the
considerations for book selection again to help you choose.
● Practice reading the text on your own. Introduce the book by showing the cover, mention the
title, the author and illustrator, and include the publishing date or the “birthday” of the book if
possible. Then read the story.

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 2

 ABC+: Advancing Basic Education in the Philippines

● When you are ready, take a video of yourself showing read-aloud strategy. You may read the
entire story if it is short. Take note of the length of the book for each grade level. Remember:
the younger the student, the shorter the book.

C. Submission of output
 The video is due at the end of Day 3 or on the day it has been agreed upon by your training
group. You must upload your video to the Google Classroom. Contact your facilitator or ICT
support for assistance in uploading your output. They can also help you plan an alternative
option for submission if needed.
 If making a video and uploading it to the Google classroom is challenging due to technological
limitations and unstable internet connection, you can opt to practice the strategy live with a
colleague. Then submit the template of the rubric completed with a rubric score as MOV. Refer
to the template attach to this assignment sheet.
 Name your rubric file as such: District_training group_Surname_First name_Day3rubricscore
(Talisay1_mG23_Reyes_Lucas_Day3rubricscore).

D. Campaign: Join our collective effort or campaign to build local resources for teachers!
● You may choose to contribute your video to ABC+’s campaign to put together local video
resources to be shared back with you and other teachers.
● Joining the campaign is voluntary. If you wish to make a contribution, please fill out the waiver
attached to this assignment sheet, and then upload it in the Google classroom together with
your video. Name the video file as such: District_training
group_Surname_Name_videocampaign (Talisay1_mG34_Reyes_Anne_videocampaign)
● If there are children in your video, kindly ask their parents or legal guardians to sign the consent
form attached to this assignment sheet and upload it together with your entry.

Task 2: Peer evaluation of your video demonstrating the read aloud strategy or live teaching demo.

A. Checklist: The read aloud strategy video or the live teaching demo will have to demonstrate the
following. Use the checklist for the Teacher Read Aloud. Make sure to have someone evaluate
you and then evaluate one of your peers.

Peer Evaluation Checklist for Teacher Read Aloud

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 3

 ABC+: Advancing Basic Education in the Philippines

Yes No Remarks
1. Selects a text that is appropriate for the
reading strategy and students’ level.
2. Introduces the book before reading.
3. Models fluency. Reads clearly at an
appropriate speed and with expression.
4. Asks appropriate questions to engage
students with the text and check for
understanding during reading.
5. Links the text to SEL or GESI through
discussion and questioning after reading.

B. Instructions
● Show your video to a fellow participant and have her or him evaluate your video, your book
choice, and the questions you asked. If allowed by IATF, another option is to do this activity face
to face and demonstrate how to conduct ‘’teacher read aloud” with a co-teacher.
● Make sure to follow IATF protocols of small groups, social distancing, and always wearing of face
mask and face shield. Then, have your partner evaluate you and vice versa.
● Use the checklist for peer evaluation. You will have to use this sheet twice - one as being
evaluated and another as a peer evaluator. Refer to the template.

C. Submission of output
 The peer evaluation file is due at the end of Day 3 or on the day it has been agreed upon by
your training group. You must upload your output to the Google Classroom.
 Contact your facilitator or ICT support for assistance in uploading your peer evaluation. They can
also help you plan an alternative option for submission if needed.
 Upload your peer evaluation/s to the Google classroom.
 Name your peer evaluation file as such: District_training group_Surname_First
name_Day3PeerEval (Talisay1_mG23_Reyes_Lucas_Day3PeerEval)

Day 3 Assignment:
Practice a Teacher Read Aloud, Peer Evaluate

Name: ______________________________________ Date: _________________ Group #: ___________

Region: ______ Division: _____________________ School: _____________________________________

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 4

 ABC+: Advancing Basic Education in the Philippines

Title of the story: ______________________________________________________________________

Author: _____________________________________ Illustrator: ______________________________

Instructions: Put a check mark under the appropriate criteria and then write your score in the upper
right corner of the table.

Day 3 Video Presentation Rubric: Teacher Read Aloud* SCORE: /16

Excellent Good Fair Needs

4 points 3 points 2 points Improvement
1 point

Book selection

Reading aloud

Presentation of
Text

Questioning

SEL/ GESI

*Only use this as MOV if you are unable to create a video of the teacher read aloud strategy due to
technological limitations or unstable internet connection and decided to conduct a live teaching demo
with a colleague.

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 5

 ABC+: Advancing Basic Education in the Philippines

Day 3 Assignment:
Practice a Teacher Read Aloud, Peer Evaluate

Name: ______________________________________ Date: _________________ Group #: ___________

Region: ______ Division: _____________________ School: _____________________________________

Title of the story: ______________________________________________________________________

Author: _____________________________________ Illustrator: ______________________________

Evaluated by: ________________________________ Date evaluated: __________________________

Peer Evaluation Checklist for Teacher Read Aloud

Yes No Remarks
1. Selects a text that is appropriate for the
reading strategy and students’ level.

2. Models fluency. Reads aloud clearly at an

appropriate speed and with expression.
3. Introduces the book before reading.

4. Asks appropriate questions to engage

‘students’ with the text and check for
understanding during reading.
5. Links text to SEL or GESI through
discussion and questioning after reading.

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 6

 ABC+: Advancing Basic Education in the Philippines

CONSENT AND RELEASE FORM

I agree that Research Triangle Institute, and any Research Triangle Institute project or project partner
(together “RTI”), may photograph or record me and/or the child or children listed below, and that I have
the right to grant this consent. RTI will be the exclusive owner of the pictures or recordings and may use
them, as well as our names and likenesses, for any purpose, in any medium, in any place, at any time.

I understand and agree that the pictures or recordings may be edited or used in any way without my
knowledge or approval. My participation is voluntary and neither I nor any child listed below will receive
financial compensation of any type now or in the future.

I release RTI and any related entity or individual from any and all liability relating to these pictures or
recordings for me and any children listed below. I also waive any moral rights, privacy rights, or similar
rights that may apply.

Your name: ___________________________________________________________________________

Signature: ____________________________________________________________________________

Phone number and email address: ________________________________________________________

_____________________________________________________________________________________

Name of child or children: _______________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Training on Use of Supplementary Reading Materials Day 3 Assignment Sheet 7