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  • Advancing Basic Education in The Philippines: Day 3 Assignment: Practice A Teacher Read Aloud, Peer Evaluate

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    This document contains an assignment sheet for teachers participating in training on using supplementary reading materials. The assignment requires teachers to practice doing a teacher read aloud and have a peer evaluate their performance. The evaluation criteria cover selecting an appropriate text, reading fluency, introducing the book, engaging questioning during the read aloud, and linking the text to social-emotional learning or gender and social inclusion. Teachers are asked to record their name, date, group number, school information and title of the story they will read aloud. They will then be evaluated by a peer using a checklist that rates their performance on the criteria.

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    MARMOL, LEA_Day3Assignment

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    This document contains an assignment sheet for teachers participating in training on using supplementary reading materials. The assignment requires teachers to practice doing a teacher read aloud and have a peer evaluate their performance. The evaluation criteria cover selecting an appropriate text, reading fluency, introducing the book, engaging questioning during the read aloud, and linking the text to social-emotional learning or gender and social inclusion. Teachers are asked to record their name, date, group number, school information and title of the story they will read aloud. They will then be evaluated by a peer using a checklist that rates their performance on the criteria.

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    7 views3 pages

    Advancing Basic Education in The Philippines: Day 3 Assignment: Practice A Teacher Read Aloud, Peer Evaluate

    Uploaded by

    Christine Anlueco
    This document contains an assignment sheet for teachers participating in training on using supplementary reading materials. The assignment requires teachers to practice doing a teacher read aloud and have a peer evaluate their performance. The evaluation criteria cover selecting an appropriate text, reading fluency, introducing the book, engaging questioning during the read aloud, and linking the text to social-emotional learning or gender and social inclusion. Teachers are asked to record their name, date, group number, school information and title of the story they will read aloud. They will then be evaluated by a peer using a checklist that rates their performance on the criteria.

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    © All Rights Reserved
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    of 3

    ABC+: Advancing Basic Education in the Philippines

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

    Name: LEA B. MARMOL Date: JUNE 16, 2021 Group #: 39


    Region: V Division: ALBAY School: CARACARAN ELEMENTARY SCHOOL

    Title of the story: BEAUTY AND THE BEAST Date evaluated: JUNE 16, 2021
    Author: GABRIELLE-SUZANNE BARBOT DE VILLENEUVE 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 /

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

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


    ABC+: Advancing Basic Education in the Philippines

    Name: LEA B. MARMOL Date: JUNE 16, 2021 Group #: 39


    Region: V Division: ALBAY School: CARACARAN ELEMENTARY SCHOOL

    Title of the story: BEAUTY AND THE BEAST

    Author: GABRIELLE-SUZANNE BARBOT DE VILLENEUVE Illustrator:

    Evaluated by: JOANNA TORRE Date evaluated: JUNE 16, 2021

    Peer Evaluation Checklist for Teacher Read Aloud

    Yes No Remarks
    1. Selects a text that is appropriate for the / The story used is appropriate
    reading strategy and students’ level. for the reading strategy and
    students ‘level.

    2. Models fluency. Reads aloud clearly at an / The teacher reads the story
    appropriate speed and with expression. fluently with appropriate
    speed and expression.
    3. Introduces the book before reading. / Before reading the book, she
    introduced the title of the
    story.

    4. Asks appropriate questions to engage / She asked questions to engage


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

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


    ABC+: Advancing Basic Education in the Philippines

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

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