ELLN LAC Facilitators (LacF) - Guide

Technology Supported Teacher Professional Development in
Early Language, Literacy, and Numeracy for K to 3 Teachers

(ELLN Digital)
LAC Facilitator’s (LacF) Guide
1.0 What is ELLN Digital? 3 1.1 The ELLN Digital courseware 3 1.2 Collaborative
learning in LACs 4 1.3 Assessment of learning and program monitoring and
evaluation 4 1.4 ELLN Digital course schedule 4
2.0 What are LACs? 5 2.1 How are LACs formed? 5 2.2 What happens during a
LAC session? 6
2.2.1 Components of the LAC session 6 2.2.2 Norms for LAC sessions 11 2.3 How
will we gather feedback on the LAC sessions? 14 3.0 Facilitating ELLN Digital
LAC sessions 15 3.1 General principles for facilitating teacher professional
learning 15 3.2 Guide to facilitating each ELLN Digital LAC session 18 3.2.1
Guide to LAC Session 2 (on Module 1 Lesson 1) 19 3.2.2 Guide to LAC Session 3
(on Module 1 Lesson 2) 22 3.2.3 Guide to LAC Session 4 (on Module 1 Lesson 3)
25 3.2.4 Guide to LAC Session 5 (on Module 2 Lesson 1) 28 3.2.5 Guide to LAC
Session 6 (on Module 2 Lesson 2) 32 3.2.6 Guide to LAC Session 7 (on Module 2
Lesson 3) 36 3.2.7 Guide to LAC Session 8 (on Module 3 Lesson 1) 38
ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 1/68

3.2.8 Guide to LAC Session 9 (on Module 3 Lesson 2) 40 3.2.9 Guide to
LAC Session 10 (on Module 3 Lesson 3) 44 3.2.10 Guide to LAC Session 11
(on Module 3 Lesson 4) 46 3.2.11 Guide to LAC Session 12 (on Module 4
Lesson 1) 49 3.2.12 Guide to LAC Session 13 (on Module 4 Lesson 2) 52
3.2.13 Guide to LAC Session 14 (on Module 5 Lesson 1) 54 3.2.14 Guide to

LAC Session 15 (on Module 5 Lesson 2) 57 3.2.15 Guide to LAC Session 16
(on Module 5 Lesson 3) 59
4.0 Monitoring and getting feedback from the LAC sessions 63 4.1. LAC Group
Profile 63 4.2. LAC Facilitator Information Sheet 64 4.3. LAC Session Report 66

1.0 What is ELLN Digital?
ELLN Digital is a blended course on early literacy and numeracy instruction for Kindergarten
to Grade 3 (K-3) teachers. It is a teacher professional development (TPD) initiative in support
of the Department of Education’s Early Language, Literacy, and Numeracy (ELLN) program
under the Every Child a Reader Program (ECARP).
After completing the course, the K-3 teachers are expected to be able to:
• Explain the principles of early language, literacy, and numeracy development and
instruction
• Discuss the components of balanced literacy and numeracy instruction • Plan
and implement balanced literacy and numeracy instruction for K-3 learners
Achieving these course objectives should enable the K-3 teachers to develop reading and
writing skills, critical thinking, and problem-solving skills in K-3 learners.
The course has two main components:

1) Self-study of an interactive multimedia courseware
2) Collaborative learning in school-based Learning Action Cells (LACs)
1.1 The ELLN Digital courseware
The ELLN Digital interactive multimedia courseware consists of 15 lessons grouped into 5
modules, based on the DepEd's 10-day live-in training course for K-3 teachers covering early
language, literacy, and numeracy instruction.
Each lesson in the courseware has the following features:

• A structured discussion of key concepts, principles, and teaching approaches and
strategies
• Video and audio demonstrations and examples
• Exercises to develop mastery of the key concepts
• Handouts, templates, and worksheets
• Activities and assignments for skills practice, and the application of the principles and
strategies taught
The courseware is designed for teacher-participants to study on their own. Each lesson is self
contained and can be completed in 1-2 hours of study time. A teacher-participant may study a
lesson in one sitting, or in several short sessions over the week (studying the lesson one topic
at a time). He/she may also go through the lesson or parts of the lesson more than once, or as
often as necessary for him/her to master the lesson.
The courseware comes with a course guide which provides the teacher-participants with an
overview of the ELLN Digital course objectives, mode of delivery, schedule of learning
activities, and requirements for program completion.
1.2 Collaborative learning in LACs

While the lessons in the courseware are intended for independent study, the teacher
participants are given an opportunity to engage in collaborative learning through school-based
Learning Action Cells (LACs). In each of the participating schools, the K-3 teachers who are
part of the ELLN Digital program will form 1 or more LACs (each LAC should have a
maximum of 15 teachers). Each LAC will be supported by a LAC facilitator (that’s you!). In
turn, LAC facilitators, or LacFs (pronounced as Lac-eFs), will be supported by their School
Heads.
Further details about the LAC and your role in it are provided in section 2 of this
guide. 1.3 Assessment of learning and program monitoring and evaluation
To help teachers learn better from the courseware, activities and assignments are built into the
course. All participants are expected to perform all the activities and assignments, as well as
assess their learning and the LAC sessions via:
• guided self-assessment of the assignments
• accomplishing the Teacher Engagement Report
These assessment and evaluation activities are intended to collect information that will guide
the teachers, the LacFs, and their School Heads to better direct and support the teachers’
professional development in early literacy instruction. The results will not affect your teaching
performance rating.
1.4 ELLN Digital course schedule
The ELLN Digital course is expected to run for a total of 18 weeks, provided that the LACs
meet at least once a week. Table 1 below presents the proposed schedule of LAC sessions.
This schedule is also spelled out in both the course guide for the participating teachers and the
LAC Facilitators’ Guide.

2.0 What are LACs?
DepEd Order (DO) No. 35, s. 2016 defines a LAC as “a group of teachers who engage in
collaborative learning sessions to solve shared challenges encountered in the school, facilitated
by the school head or a designated LAC Leader. LACs [are] school-based communities of
practice that are positive, caring, and safe spaces.”
DO 35, s. 2016 lists the following objectives for conducting LAC sessions: • To
improve the teaching-learning process to improve learning among students • To
nurture successful teachers
• To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
• To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
2.1 How are LACs formed?
LACs can be formed based on learning area, grade level, key stage, teaching experience, or
other considerations. In the ELLN Digital LACs, the LAC members include all of the
Kindergarten to Grade 3 teachers who are participating in the ELLN Digital course. To make
the LACs manageable, it is recommended that each LAC have 5-15 members only. If there are
more than 15 K-3 teachers in the school, then the LAC head can split the group into 2 or more
LACs.
Typically a LAC is composed of:

• A LAC leader who is usually the School Head
• A LAC facilitator (LacF) who may be the school head or someone designated by the
school head
• LAC members
• A LAC documenter
Annex 2 of D.O. 35, s. 2016. lists the Terms of Reference for each of the LAC participants. As
LAC Facilitator for an ELLN Digital LAC, your duties and responsibilities are as follows: •
Convene the LAC team meetings
• Check and monitor the attendance of the members, and the submission of assignments
and reports
• See to it that team meetings start and end on time, and that the agendas for the meeting
are covered
• Encourage active engagement and participation of members
• Report regularly to the LAC leader on LAC progress
• Study the session plan (found in this LAC Facilitator’s Guide)
• Ensure that the venue and equipment are available, and prepare the necessary learning
materials such as reading materials and videos
• Announce the LAC session, including the topic, time, venue, and other matters that the
group should know
• Run and facilitate the session based on the plan, and ensure that the agreed norms of
behavior are observed and that the objectives of the session are achieved
Activity 1. Forming LACs
1. The school head should lead in organizing the K-3 teachers in your school into the ELLN
Digital LACs. To do this, the School Head can go through a list of the K-3 teachers in the
school and identify the LAC groups. Each LAC should not have more than 15 members,
including the LacF, LAC leader and documenter.
2. Once you know the LAC group assigned to you as LACF, fill in the ELLN Digital LAC
group profile form (included in section 4 of this guide).
3. Please also fill in the LAC Facilitator’s Information Sheet (included in section 4 of this
guide).
4. Submit a copy of the completed forms to your School Head.
2.2 What happens during a LAC session?
You and the members of your LAC are expected to have LAC sessions at least twice a month,
during which you will share your insights on the ELLN Digital lesson for the week.
2.2.1 Components of the LAC session
Each ELLN Digital LAC session consists of four components or segments:

(1) getting started
(2) sharing of assignments
(3) big-group discussion
(4) looking forward to the next session
Details about each component are presented in Table 1 below.

Table 1. Components of the LAC session
Component Time Allotment What happens
Getting started 5 minutes •The LacF will lead a quick review of the topic discussed and
action steps
agreed upon in the previous LAC
session.
•The LacF will introduce the topic for
the current LAC session.
Sharing and discussion of immediately to the big-group

assignments (in small groups) or plenary discussion where all
•In pairs or triads, the LAC
LAC members can share their
25-30 minutes members will share their
assignment outputs.
assignment outputs. The LacF
will pose guide questions for
the small-group discussion.
•Each pair or triad will select
one assignment to share
during the big group/ plenary
discussion.
NOTE: If the LAC group is
small (i.e., with five members
or less), you can proceed
Table 2. What to do before, during, and after each LAC session LAC
Facilitator LAC Members BEFORE the LAC Session
Study the lesson in the courseware and the Prepare the necessary materials and resources
LAC Facilitator’s Guide. (LAC session venue, snacks, materials for
plenary discussion, forms, etc.).
Complete the lesson activities and Study the lesson in the courseware.
assignment.
Complete the lesson activities and assignment.
DURING the LAC Session
Facilitate the sharing of assignments and the next LAC session.

discussion of the lesson of the week. Share assignments, listen to colleagues, and
actively participate in the discussion.
Encourage everyone to participate actively.
Reflect on the ideas discussed and insights
Summarize and note down key discussion shared, and how these can be applied in your
points, as well as points for clarification or classroom.
further discussion.
Note down personal and group action points
Make sure the LAC members accomplish the that arise from the discussion.
Teacher Engagement Report form, and submit
this to you. Complete the Teacher Engagement Report
and submit these to the LacF.
Remind the LAC members to prepare for the
AFTER the LAC Session
Read the Teacher Engagement Reports and Reports and the LAC Session Report to the
accomplish the LAC Session Report. School Head.
Implement personal and group action plans,
Submit the completed Teacher Engagement and be ready to share insights gained in the
next LAC session.
Table 1. Components of the LAC session
Component Time Allotment What happens
Getting started 5 minutes •The LacF will lead a quick review of the topic discussed and
action steps
agreed upon in the previous LAC
session.
•The LacF will introduce the topic for
the current LAC session.
Sharing and discussion of immediately to the big-group

assignments (in small groups) or plenary discussion where all
•In pairs or triads, the LAC
LAC members can share their
25-30 minutes members will share their
assignment outputs.
assignment outputs. The LacF
will pose guide questions for
the small-group discussion.
•Each pair or triad will select
one assignment to share
during the big group/ plenary
discussion.
NOTE: If the LAC group is
small (i.e., with five members
or less), you can proceed
5 minutes
10-15 minutes
90-105 minutes
Big-group / Plenary discussion 45-50 minutes • Small-group representatives will take turns
to briefly to present the selected
assignment based on the guide
questions.
NOTE: If there are more than three
small groups, the LacF can select two to
three groups to share their selected
assignment. The LacF should make sure
that the rest of the groups get a chance
to share or present in later sessions.
• After the presentation of selected
assignments, the LacF will invite LAC
members to share their insights on the
lesson and sharing of assignments,
including insights into how to apply
the knowledge gained in their
classroom.
•Working by grade level or in pairs,
LAC members will come up with
resolutions or action points based on
what they learned from the lesson (e.g.,
they can resolve to integrate what they
learned in their lesson plans, modify
activity sheets, or plan a lesson
together).
Looking forward to the next session clarify assignments.

The LacF will introduce the next lesson and
Accomplish forms The LAC members will complete the Teacher Engagement Report and
submit these to the LacF. The LacF
should compile the LAC Session
Report.
Total Time

2.2.2 Norms for LAC sessions
To ensure that your sessions are efficient and fruitful, here are tasks for you to undertake
before, during, and after each LAC session (see Table 2 below):
Activity 2. Introductory LAC Session (LAC Session 1)
Hold an introductory LAC session with your LAC members. The objective of this first LAC
session is to establish general rules of conduct for your LAC. These “rules” or norms can be
implemented more easily if they are formulated by all group members. Follow the guide for
LAC Session 1 below.
NOTE: Before the introductory LAC session, you may wish to read Annex 1: Team to Teach by
Anne Jolly.
Chapter 4 of this resource is a useful reference for LAC Session 1. The reference explains why norms
have to be created by the group, and how they can be more effectively enforced and reviewed or evaluated
at certain times. It also provides a list of sample norms that can be a starting point for discussion, as
well as templates to help the group arrive at a consensus. forms are presented in Section 4 of this
document. The eLFs will use the feedback gathered from these reports to identify issues and concerns
encountered in the conduct of LAC sessions, so they can provide support and assistance as needed.
LAC Session 1: Getting Organized
LAC Component Tasks
Getting Started 1. Welcome everyone to the session and introduce yourselves to each
other.
2. Briefly introduce the ELLN Digital program, its objectives,

features, and the course package. This information can be
found in the course guide.
Sharing and discussion (in small groups) of strong and effective LAC sessions?
1. Ask the teachers to form pairs or triads and c. What forms of support will teachers need in
answer the following questions together: order to participate effectively in LACs?
a. What outcomes do we expect from our ELLN
Digital LAC sessions? 2. Ask each pair or triad to prepare a
b. What do you think are the key characteristics consolidated output (i.e., their group’s answers
to the questions) to share with the big group.

Big-group/plenary discussion 2. After listening to the small-group
1. Have the small-group representatives presentations, pose the following questions for
present their consolidated outputs. discussion:
a. What was the value added by discussing the e. Listening: How will we listen to our peers to
questions with others? ensure that we learn from each other?
b. What might be the value of regularly f. Feedback: How will the LAC facilitator and
working with a group of teachers to improve peers provide feedback on the assignments or
instructional practices 3. Synthesize the key sharing sessions?
points highlighted during the discussion. g. Discussion: How do we keep
4. Discuss and agree on the following about the communication lines open? How do we ensure
conduct of your ELLN Digital LAC sessions: openness and critical feedback among LAC
members?
a. Time and venue: What days and where do
h. Submission of assignments and other
we meet for LACs?
forms: When should assignments be
b. Participation: Will there be an attendance
completed?
policy? What will we do if a member
Emphasize that assignments must be done
constantly misses meetings?
prior to the LAC session, as the LAC sessions
c. Groupings: Since the group will be divided are for
into smaller groups during sharing sessions,
discussing what has been learned from the
will the small groups be permanent (the same
lesson and from doing the assignments. You
for every LAC session), or flexible?
may also
d. Sharing: How will “sharers” or presenters mention that assignment outputs will be
for the plenary discussion be chosen? presented and shared at each LAC session.
Looking forward to the next session materials) during the sessions?

i. Materials and resources: What will LAC
members bring to each session? Who will be in 5. Have the LAC group work together to create
charge of preparing snacks and refreshments? a poster where the agreements are listed. The
What about other materials needed by the LAC poster can be displayed in the LAC session
members (e.g., paper, pen, materials for venue for easy reference.
creating instructional
Remind the teachers to study Lesson 1 of the next LAC session.
Module 1 and do the lesson assignment before
Complete forms Complete your LAC Session Report, and submit the completed report
and a copy of your LAC group norms to
your School Head.
2.3 How will we gather feedback on the LAC sessions?
Continuous monitoring will be done by collecting feedback on each session from the LAC
members. The Teacher Engagement Reports will be collected from each LAC member, and a
LAC Session Report will be collected from the LacF to find out whether the LAC sessions are
conducted regularly and efficiently as planned; and that there is an open sharing of ideas,
experiences, and reflections on the lessons during the LAC sessions. Successes and challenges
in the conduct of the LAC sessions should be reported in the LAC Session Reports.
LacFs are required to submit LAC Session Reports to the School Head, after each session is
completed. The School Heads will use the feedback gathered from these reports to identify
issues and concerns encountered in the conduct of LAC sessions, so that they can provide
support and assistance as needed. School Heads are also instructed (via the School Head’s
Guide) to synthesize LAC Session Reports, using the ELLN Digital School Report template.
They will in turn, submit the School Report to the assigned Division-based Education
Supervisors.
The activities, assignments, and assignment self-assessments are in order for the LAC
members to better understand the course content and provide opportunities to apply and
show what they have been learning from the course. These also determine the impact of the
course on the teachers’ knowledge and skills in early literacy and numeracy instruction, as
well as their independent and collaborative learning skills.
3.0 Facilitating ELLN Digital LAC sessions
The courseware is designed to be self-instructional. The LAC members will study the
courseware and undertake the indicated activities and assignments on their own. However,
learning is optimized when the teachers come together during the LAC sessions to talk about
what they have learned and done. The role of the LAC facilitator in guiding the LAC members,
as they share and reflect on what they have learned, is crucial. The LAC facilitator directs and
guides the discussion to ensure that each LAC session is productive and effective.
3.1 General principles for facilitating teacher professional learning
(NOTE: This section is adapted from The Community Tool Box is a service of the Center for
Community Health and Development at the University of Kansas. http://ctb.ku.edu/en/
table-of-contents/leadership/groupfacilitation/facilitation-skills/main.)
Facilitation has three basic principles:

1. Facilitation has three basic principles:
2. A facilitator is a guide to help people move through a process together, and not the seat
of wisdom and knowledge. This means that a facilitator is not there to give opinions but
to draw out the opinions and ideas of the group members.
3. Facilitation focuses on how people participate in the process of learning or planning,
not just on what gets achieved.
4. A facilitator is neutral and never takes sides.
The LAC facilitator should not feel that he/she has all of the answers and/or that he/she
should talk all the time. Focus on how the meeting is structured and run to make sure that
everyone can participate. This requires you to do the following:
• Listen well and ask the right questions to draw out relevant ideas and insights. •
Make sure everyone feels comfortable participating. Encourage the shy and quiet
members to speak out, and ensure that domineering people don’t monopolize the
session or ridicule the ideas of others. Remind everyone to listen respectfully to each
other.
• Validate understanding and capture the highlights of the discussion. Bring closure to
each item by summarizing (or asking a group member to summarize) the points of
agreement, and then move forward.
• Stick to the agenda and keep track of the time. But be flexible as well – especially when
important issues come up and take much more time than you thought. Be prepared to
restructure the agenda, dropping some items if necessary.

• Make members feel good about their contribution to the meeting, and ensure that the
group feels that ideas and decisions are theirs and not just the leader’s. Support
everyone's ideas and do not criticize anyone for what he/she has said.
Some general tips for facilitating LAC sessions are provided in Box 1
below. Box 1. Tips for facilitating LAC sessions
Don’t memorize a script. Even with a well-prepared agenda and key points, you need to be
flexible and natural. If people sense that you are reading memorized lines, they will feel like
they are being talked down to, and won't respond freely.
Watch the group’s body language. Are people shifting in their seats? Are they bored?
Tired? Looking confused? If folks seem restless or in a haze, you may need to take a break,
or speed up or slow down the pace of the meeting. And, if you see confused looks on too
many faces, you may need to stop and check in with the group, to make sure that everyone
knows where you are in the agenda and that the group is with you.
Always check back with the group. Check back after each major part of the process to see if
there are questions and that everyone understands and agrees with decisions that were
made.
Summarize and pause. When you finish a point or a part of the process, sum up what was
done and decided, and pause for questions and comments before moving on. Learn to "feel
out" how long to pause — too short, and people don't really have time to ask questions; too
long, and folks will start to get uncomfortable from the silence.
Be aware of your own behavior. Take a break to calm down if you feel nervous or are losing
control. Watch that you're not repeating yourself, saying "ah" between each word, or
speaking too fast. Watch your voice and physical manner. (Are you standing too close to
folks so that they feel intimidated? Are you making eye contact so that people feel
engaged?) How you act makes an impact on how participants feel.
Watch your speech. Be careful you are not offending or alienating anyone in the group.
Use body language of your own. Using body language to control the dynamics in the room
can be a great tool. Moving up close to a shy, quiet participant and asking them to speak
may make them feel more willing, because they can look at you instead of the big group and
feel less intimidated. Also, walking around engages people in the process. Don't just stand
in front of the room for the entire meeting.
Don’t talk to the paper in your hand, or the blackboard or walls. Always wait until you
have stopped writing and are facing the group to talk.
In Box 2 below are links to additional readings or online articles that you can study to help you
develop better facilitation skills.
Box 2. Online references for developing your facilitation skills
These additional LACF resources are available in the LACF Resources folder that is included in the
Guides to ELLN Digital CD.
Community Tool Box Chapter 16: Section 2: Developing Facilitation Skills

(source: http://ctb.ku.edu/en/table-of-contents/leadership/group-facilitation/
facilitationskills/main)
The latter part of this online article presents useful information on “dealing with disrupters.”
Facilitation Skills for Teacher Leaders

(source: http://www.nesacenter.org/uploaded/conferences/wti/2013/handouts/
gipsonhandout.pdf)
This resource differentiates facilitation from other leadership roles such as consulting, coaching, and
presenting. It also discusses key qualities of good facilitators, and the different ways by which group
members talk, discuss, or dialogue effectively, in order to enable better collaboration within the
group.
Facilitation Skills: Developing Facilitative Leadership

(source: http://www.ilj.org/publications/docs/
Facilitation_Skills_Developing_Facilitative_Leadership.pdf)
This 12-page handout provides useful tips for facilitators to enable them to communicate productively
with the group. It also describes different “troublesome” team members and discusses how facilitators
can best deal with each type.
Team to Teach: A Facilitator’s Guide to Professional Learning Teams

(source: https://learningforward.org/docs/default-source/docs/teamtoteach-tools.pdf)
This 100+page resource is packed with different tools, checklists, and resources for facilitators of
professional learning teams, such as our LACs. Chapter 10, in particular, talks about the role of the
facilitator, and provides a number of ideas that facilitators can implement to improve relationships
within the group and, subsequently, produce successful teams.
3.2 Guide to facilitating each ELLN Digital LAC session
In general, each of the LAC sessions focuses on one lesson in the courseware. To provide a
structure to each session, the initial entry point is the assignment that the teachers should
complete at the end of each lesson (before the LAC session on that lesson).
Before we go into the facilitation guide for each LAC session on each lesson, review the
schedule of LAC sessions in Table 3 below. The table also includes ELLN Digital activities that
participating schools and teachers will engage in, other than the LAC sessions.
Table 2. Schedule of ELLN Digital LAC sessions
Week No. Inclusive Dates (to be agreed

upon per school)
ELLN Digital Module and Lesson Focus
LAC Session 1: Getting Organized;
Distribution of ELLN Digital course package to

participating teachers
2 LAC Session 2: Module 1 Lesson 1 4 LAC Session 3: Module 1 Lesson 2 6 LAC
Session 4: Module 1 Lesson 3 8 LAC Session 5: Module 2 Lesson 1 10 LAC Session
6: Module 2 Lesson 2
12 LAC Session 7: Module 2 Lesson 3 14 LAC Session 8: Module 3 Lesson 1 16
LAC Session 9: Module 3 Lesson 2 18 LAC Session 10: Module 3 Lesson 3
20 LAC Session 11: Module 3 Lesson 4 22 LAC Session 12: Module 4 Lesson 1 24
LAC Session 13: Module 4 Lesson 2 26 LAC Session 14: Module 5 Lesson 1 28
LAC Session 15: Module 5 Lesson 2 30 LAC Session 16: Module 5 Lesson 3

3.2.1 Guide to LAC Session 2 (on Module 1 Lesson 1)
The focus of this session is the lesson on “The K-3 Learner: Who are we teaching?” (Lesson 1 of
Module 1). The assignment for this lesson is as follows:
Assignment 1
Congratulations! You have finished the first lesson of this module. It is now time for you to
apply what you have learned.
A. Here are the checklists of developmental behaviors of children from Kinder to Grade 3.
Download and study the checklist for the grade level that you teach.
Checklist of Kinder Developmental Behaviors

Checklist of Grade 1 Developmental Behaviors
B. Observe and describe the literacy behaviors of one of your students using the checklist
and answer the following questions:
1) Which behaviors does your student exhibit?

2) Which of your student’s behaviors do you think shows the greatest evidence of
being literate?
Note: This is an open-ended assignment with no "correct" answers. This assignment can
help you become more aware of the different developmental behaviors that young learners
display. To maximize the use of these checklists, you can:
• Observe some learners over a period of time (monthly, quarterly, etc.) to see
whether they are displaying more of these behaviors over time;
• Think about activities that you can plan and implement in class, to provide more
opportunities for learners to display these behaviors; and
• Study the behavioral expectations of learners one grade level above and one
grade level below the grade level you are teaching, to see whether you can help
bridge gaps, if any.
C. Discuss your observations with your colleagues during your first LAC session.
Before the LAC session, prepare a printout or hard copy of the developmental checklists for all
of the four grade levels (Kindergarten to Grade 3) and post them on the board for discussion.
Use the guide below in conducting the LAC session.

Component Points for Discussion
Getting started Do a quick review of the LAC implementation norms agreed upon at the
previous session. Introduce the focus of the current LAC session as follows: Today we will
discuss what we learned from the first lesson of the
course.
Sharing and distinct behaviors noted)

discussion of •Discuss their answers to question 2 in
assignments (small groups) Assignment 1:
Have the teachers form pairs or triads. Teachers - Which behaviors do you think show the
teaching the same grade-level should work greatest evidence of being literate?
together. Partners or triad members should
•Discuss these additional questions:
take turns sharing their assignment outputs.
- Do you provide time and activities to help
They should do the following:
your pupils display or demonstrate these
•Report the total number of students observed literacy behaviors?
•Take note of the similarities and differences in - What are some class activities where you can
their assignment output (i.e., similar and/or observe these behaviors?
Big group/ Plenary Discussion checklist? Are these the behaviors that you expect to
Moving from Kindergarten to Grade 3, ask a see in the pupils that you teach?
representative of each small group to share
•Were there some behaviors that you were surprised
what they discussed. As each group reports,
to see in the checklist for your grade level and/or
take note of the most commonly observed and
observe among the pupils in your grade level?
the least commonly observed developmental
behaviors, and the teachers’ answers to which
Emphasize that the developmental checklists
of these show the greatest evidence of being
provided serve as a guide only. Children
literate. Write your notes in the matrix below
develop differently depending on internal and
and then put a check next to the development
external factors like health, environment, and
behaviors that were identified as literacy
socio-cultural factors. Together, study the
behaviors.
developmental expectations across the grade
Most Commonly Observed Least Commonly levels and discuss:
Observed Developmental Behaviors • Looking at the checklists of literacy behaviors from
Developmental Behaviors Kindergarten to Grade 3, do you see the
progression of literacy behaviors from simple to
Kinder
complex both within and across grade levels?
Grade 1 • Which for you are the more simple behaviors and
which ones are the more complex?
Grade 2
Action points/next steps: Ask everyone to study
Grade 3
the checklists for the grade level below and
above theirs, and think about how they can
Lead a big group discussion focusing on the “bridge” expected literacy behaviors from one
following questions: •What can you say about the grade level to another.

Introduce the next lesson the lesson assignment before the next LAC
Remind the LAC members that in the next LAC session, and they should be ready to share their
session you will be talking about the 14 assignment outputs and insights at the next
domains of literacy (Module 1 Lesson 2). The LAC session.
teachers must study the lesson and complete
Complete forms Ask the teachers to complete the Teacher Engagement Report.
Collect the completed Teacher Engagement Reports and complete your
LAC Session report.
The focus of this session is the lesson on “The Domains of Literacy: What do we
teach?” (Lesson 2 of Module 1). The assignment for this lesson is as follows:
Assignment 2
Watch the demonstration video and observe the activities that the teacher and students are
doing.
Then answer the following questions:
1. What activities did the teacher undertake with the students?

2. Which of the literacy domains discussed were targeted in each activity? 3. Does
one activity address only one domain at a time? Is it necessary to have one
activity for each domain?
Be ready to share your reflection and insights at your next LAC session.
Before the LAC session, prepare the equipment needed for the LAC to view the video together
if necessary.

Getting started Briefly review the previous lesson by asking the teachers the following:
In the previous lesson, we learned about the importance of getting to know our
learners through careful observation, and during our LAC session we talked
about the developmental behaviors expected at each grade level. Were you able
to observe and get to know more students in your class this week?
Introduce the focus of the current LAC session:
Today we will discuss the domains of literacy that we are tasked to develop
in the grade level that we teach.
Sharing and from, the provided answer key?

discussion of • Are all 14 domains necessarily developed in
assignments (small groups) Kindergarten? In Grade 1? In Grade 2? In Grade
(OPTIONAL) Watch the video for the 3? Think about the domains you should focus on at
assignment together. your grade level. Are there domains that you seem
to be neglecting to develop among your students?
Have the teachers get into their small groups
(pairs or triads) and take turns sharing their • With teachers teaching the same grade level, go
assignment outputs. over your Teacher Guides and lesson plans for the
following week, note the activities that you have
Ask the teachers to do and discuss the planned for your class, and identify the literacy
following: domains that you will be developing in those
• How are your answers similar to, or different activities.

Big-group / Introduce the next lesson

plenary discussion Ask members of the group to share their
insights from studying the lesson, doing the
assignment, and discussing their assignment
output with peers.
Synthesize the discussion by highlighting key bridging across languages, (2) balanced literacy
points. State that this week’s lesson only instruction, (3) developmentally appropriate
introduces the 14 domains of literacy, and the practice, and (4) the role of play in literacy
teaching strategies to develop each domain will development. You will be asked to reflect on your
be discussed in the subsequent lessons in the class activities or observe your colleague’s class to
courseware. For now, it is important for the see whether you are applying developmentally
teachers to be aware of the need to develop appropriate teaching strategies. It is recommended
these literacy skills among their students. that you do peer observation if possible. Talk to a
peer now and agree on an observation schedule.
Ask some members of the group to share any
changes that they have made or will make to NOTE: The worksheet to be completed in the
their Teacher Guides or lesson plans based on assignment can be presented at this point (i.e.,
what they have learned in Module 1 Lesson 2. show the assignment page in the courseware).
Mention that when completing the third
Introduce the next lesson as follows:
column, they should indicate whether the
Lesson 3 of Module 1 talks about four very activity is one that they observed, recalled, or
important concepts for early grades instruction: (1) plan to implement in the future.

LAC Session report.

The focus of this session is the lesson on “Early Literacy Instruction: How do we
teach?” (Lesson 3 of Module 1). The assignment for this lesson is as follows:
Assignment 3
1. Analyze your own class session OR observe a colleague's language and literacy class (i.e.,
MT, Filipino, or English class)
2. Download and print Assignment 3 Worksheet

3. Table 1, Column 1 lists some of the features of developmentally appropriate practices that
help develop early literacy skills in young learners. Based on your recollection of your
chosen class session or your observation of your colleague's class, accomplish the table in
the worksheet.
4. If your answer to a question is yes, provide a specific example from the class session you
chose to recall or observe for this activity. If your answer to a question is no, provide a
specific example that you can implement in your next class.
5. Accomplish Table 2 and reflect on your answers.
NOTE: This is an assignment with no “correct” answer. As a teacher, you are encouraged to
reflect on your teaching practices in the classroom.
Use the guide below in conducting the LAC Session.
Have you implemented some changes in your lesson plans based on your
deeper understanding of the 14 domains of literacy? Can any of you share an
activity that you did in class which targeted two or more literacy domains at
once?
Introduce the focus of the current LAC session:
Today we will discuss some key principles and approaches to developing

literacy skills in young children.

Sharing and depending on the class that they observed. For

discussion of example, those who reflected on or observed
assignments (small groups) Filipino classes can form one group.
For this discussion, LAC members may be
grouped by grade level OR by learning area, In their small group, the teachers should take
turns sharing their assignment output. For small group? Which activities are less common?
each of the six questions listed in the Why do you think this is the case?
assignment, the group should tally the “Yes”
answers and “No” answers. • Discuss specific examples of each of the six
activities that you plan to implement in your
Based on the assignments shared, the teachers next class, based on what you have learned
should discuss the following: from your colleagues.
• Which activities of the six mentioned in the • Share insights that you have gained from
assignment are the most common within your completing this assignment.

Big-group/plenary discussion Introduce the next lesson

Ask the group representatives to share which of
those activities listed in the assignment were
common to all or most in their group, and
which activities were less common. As they do
so, take note of trends by grade level or
learning area (depending on how you grouped
the LAC members for the small-group
discussion).
Lead a discussion of the following: Next week we will be starting Module 2. In the first
lesson of Module 2 we will get to know different
• Which activities of the six mentioned in the types of children’s literature and why we should use
assignment are the most commonly practiced them in class.
by LAC members? Which activities are less
common? The courseware will introduce some locally
published children’s books. It would be best to go to
• Are certain activities or opportunities more the nearest library hub or bookstore to browse/read
frequently observed in younger or older grade the books introduced, or get acquainted with other
levels, or in specific learning areas? What are books that you can use in class and in
the implications of this? accomplishing lesson activities. If possible, bring a
copy of the children’s books that you have read to
• Which of the less common activities do you
the next LAC session.
plan to implement in your classes in the near
future? Why do you think is it necessary to do The assignment for Module 2 Lesson 1 requires you
so? to evaluate a story book. A specific title is assigned
for each grade level. Make sure to get a copy of the
Ask the teachers to write a “pledge” to provide story book assigned to your grade level.
more opportunities for literacy development in
Aside from the story book in the list, you can bring
the classes they are handling.
to our next LAC session another story book that
Introduce the next lesson as follows: you have used or are planning to use in your class.


LAC Session report.
The focus of this session is the lesson on “Children’s Literature in the K-3 Classroom” (Lesson
1 of Module 2). The assignment for this lesson is as follows:
Assignment 4
1. Read the story indicated in the list below for the grade level that you are
teaching. Kindergarten: Si Pilong Patago-Tago
Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times
2. Answer the following questions:
a. What specific qualities of the book/text do you think will appeal to your students?
Use Table 1 of the worksheet as your guide.
b. What benefits will the book/text provide for your students? Use Table 2 of the
worksheet as your guide in identifying the possible benefits.
3. Assess how well you did the assignment. Use Table 3 as your guide for self-
assessment. 4. Share your answers at your next LAC session.
NOTE: The assignment has no “correct” answer. Answers will depend on your particular
set of learners. This exercise serves to help you develop an eye for good quality children’s
literature that you can use in your classes.
Use the guide below in conducting the LAC Session.

Have you implemented some changes in your lesson plans based on your
deeper understanding of developmentally appropriate practice and balanced
literacy instruction? Can any of you share an activity that you implemented in
your class recently which would show any of the developmentally appropriate
practices that we discussed?
Introduce the focus of the current LAC session as follows:
Today we will discuss the first lesson in using children’s literature to develop
literacy skills.

Sharing and turns sharing their assignment outputs. They

discussion of should also take note of similarities and
assignments (small groups) differences in their evaluation of the book they
For this discussion, LAC members should be chose for this assignment.
grouped by grade level: teachers who read and
evaluated the same title should be grouped After the sharing, the small groups should
together. discuss the following: •Did you cite the same
book qualities that would appeal to your
In their small group, the members should take learners? What do you think would account for
the differences in your answers? you/your grade level. Complete the following
•Did you cite the same benefits that the book statements: The (book title) is about ….
will provide for your students? What do you We think that (Grade level) students will like the
think would account for the differences in your book because … (give the top three reasons)
answers?
•Does the book have to meet all of the Optional (book talk session):
requirements listed in the checklist (Questions LAC members might also wish to share in their
for Evaluating Children’s Stories) before we small groups another story book that they have
decide that it is good to use in class? Why or used or will use in their class, and why they
why not? chose this story book. As you have reminded
•Work together and prepare an them in the previous LAC session, they can
show a copy of the book in this LAC session.
“advertisement” for the book assigned to

Big-group/plenary discussion week’s lesson and the sharing of assignments.

Use the following discussion questions:
• How would you evaluate your use of

children’s literature in your class?
• How can you incorporate the use of more

children’s literature in your classes? Share your
plans with the group.
Introduce the next lesson Introduce the next lesson as follows:

Ask a representative of each grade level to
present their storybook “advertisement” to the In the next lesson, we will learn how children’s
rest of the group. books can be used in class. You will be asked to read
aloud a book to your class. Prior to the read-aloud
Lead the sharing of insights gained from this session, you will need to prepare a lesson plan
detailing activities that you will do prior to the work on the lesson plan with a colleague. Be ready
read-aloud session (these are known as pre-reading to share your read-aloud experience in the next
activities). You can LAC session.

LAC Session report.

The focus of this session is the lesson on “Developing in the Learner a Love for Story” (Lesson
2 of Module 2). The assignment for this lesson is as follows:
Assignment 5
In this assignment you will do a read-aloud or shared reading session with your class. You
can do this individually or with colleagues. Follow the steps below.
A. Preparing for the read-aloud or shared reading session
(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the
same grade level.)
1. Reread the story you chose for Activity 2 and Activity 3.

2. Plan the pre-reading session for the purpose of preparing your students for the story —
that is, identify the difficult words and concepts and plan how you will unlock them with
your students. Formulate your motivation question and motive question.
3. Practice reading the story aloud. Apply what we have discussed with regard to
enlivening the story, and plan what questions to pose to monitor comprehension.
B. Doing the read-aloud or shared reading session
4. Implement the pre-reading activity you prepared in your class.
5. Do the read-aloud or shared reading session with your class.
(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud
session and give you feedback based on what you have learned in this lesson. If you worked
with a group in preparing for the read-aloud or shared reading session, you can then agree
to be each other's observer/s. If you worked on steps 1-3 by yourself, you can still pair up
with a colleague who is studying this module (he/she does not need to be teaching the same
grade level) and observe and give feedback on each other's sessions.

Assignment 5 (continued)
C. Reflecting on your read-aloud or shared reading session
6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for
Item #9)
1. Did I reread the story in preparation for the read-aloud session?

2. Did I choose difficult words to unlock, taking into account my student’s
background?
3. Were the methods that I chose to unlock those words appropriate for the type of
words they were?
4. Did I choose a motivation question that students can easily answer based on their
prior knowledge or previous experience?
5. Did I choose a motive question parallel to the motivation question?
6. Did I choose a motive question that students can answer when they listen to the
read-aloud session?
7. Did I practice reading aloud the story prior to the session?
8. Were all materials necessary for unlocking vocabulary prepared prior to the
session?
9. During the read-aloud, did I —
a. Change my voice and used sound effects as necessary or
appropriate? b. Ask my students recall questions?
c. Ask my students inferential questions?
d. Ask my students to predict what will happen next at certain parts of the
story?
10. Was I able to sustain my students’ attention throughout the story reading session?
Share your observations and reflections at your next LAC session.

Getting started Briefly review the previous lesson as follows:
In the previous LAC session, we discussed the different types of children’s

literature, and we each made our own plans to use more children’s books in our
classes. I hope that you will continue to explore the different literary pieces that
are available to and appropriate for your students.
Today we will discuss how to do a read-aloud or shared-reading session.
Sharing and title.

discussion of
assignments (small groups) In their small groups, the teachers should take
Options for grouping: turns sharing their read aloud experiences,
focusing on the following questions: • What do
A. All teachers who used the same book can be you think worked well in your read-aloud or
grouped together. This means that everyone in shared reading session? Why do you think it
the group will be familiar with the story, and
worked well?
similarities and differences in their read-aloud
experience can be discussed. • What did you find challenging or difficult
about the read-aloud activity? Why?
B. Teachers from different grade levels can be • What would you do differently if you were to
grouped together so that each one can listen to do the read-aloud activity again? Why?
the read-aloud experience by grade level/ story

Big-group/ plenary discussion Introduce the next lesson

Lead a big-group discussion where the teachers
will share their insights from their own read-
aloud experience or a colleague’s read-aloud
session that they observed.
Ask the teachers to work in pairs or triads

(composed of teachers teaching the same grade
level) to develop another lesson plan for pre
reading activities using a different story or Introduce the next lesson as follows:
book. The story or book can be any title
introduced in the Learner Materials, or any title In Lesson 3 of Module 2 we will find out about how
available in the library hub or school library. to help our students comprehend the texts they
listen to or read by asking them good questions. You
If there is time left, groups can exchange will be asked to undertake a number of activities, so
outputs and provide feedback on each other’s make sure that you are able to set aside some time
work. this week in order to do the courseware activities
and assignment.
Completed forms Ask the teachers to complete the Teacher Engagement Report.

LAC Session report.

The focus of this session is the lesson on “Developing Comprehension” (Lesson 3 of Module
2). The assignment for this lesson is as follows:
Assignment 6
For the story you selected in Activity 2, plan a GPU discussion by formulating a set of
literal, inferential, critical, application or integrative, and creative questions about the
story.
On the GPU template, write your discussion questions in logical sequence, write the
possible answers to each question, and identify the type of question. Don't forget to base
your discussion plan on the expressive and instructional objectives that you have set out to
achieve.
Download your GPU template.
Self-evaluation
Give yourself 2 points for every "resounding yes" answer, 1 point for a "somewhat yes"
answer, and 0 points for every "no" answer to each of the following questions:
1. The GPU starts with the answering of the Motive Question asked before the story is
read.
2. The questions are sequenced in a logical manner. The answer to the question triggers
the next question to be asked.
3. Different types of comprehension questions are asked throughout the GPU. 4. The
questions in the GPU help achieve the stated objectives of the lesson. 5. Bonus: Can
some of the engagement and enrichment activities that you thought of in Activity 6 take
the place of some of your questions in the GPU?
If you scored
8 points and above = Excellent work!
4-6 points = Good enough. You can still tweak your GPU to make it better.
3 and below = Please review the relevant parts of the lesson and revise your assignment
output as needed.

In the previous LAC session, we discussed the different pre-reading activities

that will help ensure that our students are ready to listen to or read a story.
Have you tried applying some of the pre-reading strategies we discussed in
your classes? (Allow one to two responses.)
Today we will discuss strategies for developing reading comprehension.
Sharing and • Are the questions logical, relevant, and well-

discussion of sequenced? • Is there a balance between the
assignments (small groups) different types of comprehension questions?
• Will the questions promote comprehension of
the story? Will they make the students reflect
Big-group/ plenary discussion
Teachers who worked on the same title should on the story or appreciate the story better? •
be grouped together. What questions can be added? Which questions
can be deleted?
In their small groups, the teachers should take
turns sharing their assignment outputs. They
Ask the teachers to share what they found
should then come up with a consolidated list
difficult or challenging about planning a GPU
of GPU questions, sequenced correctly, to be
discussion, and what they found easy. Is there a
shared in the plenary discussion.
consensus among the group regarding which is
Ask each group to present their group output. the most difficult and which is the easiest? You
might want to devote some time to discussing
Invite the other groups to provide feedback on
how developing comprehension by asking
the outputs presented, using the following
questions can be made easier.
guide questions. Call on a different group or
teacher to answer each question.

Introduce the next lesson about “Developing Skills Through Explicit

Introduce the next lesson as follows: Instruction.” In the first lesson of Module 3 we will
focus on teaching language using explicit
Today we discussed the last lesson of Module 2. instruction.
Next week we will be starting Module 3 which is

LAC Session report.
The focus of this session is the lesson on “Language Learning” (Lesson 1 of Module 3). The
assignment for this lesson is as follows:
Assignment 7
Using the story assigned to your grade level, plan a literature-based language lesson using
the explicit instruction framework. Aside from focusing on the grammar lesson, don’t forget
to formulate an objective that focuses on the language function.
In the previous LAC session, we discussed the different strategies that can help
us to develop listening and/or reading comprehension in our students. Have
you tried applying some of the strategies we have learned in your classes? How
did it go? (Allow one to two responses.)
Introduce the focus of the current LAC session.
Today we will talk about how we can teach language lessons using the
Explicit Instruction framework.

Sharing and Big-group /plenary discussion

discussion of
assignments (small groups)
Introduce the next lesson the group regarding which is the most difficult
Teachers who worked on the same title should and the easiest? You might want to devote
be grouped together. some time to discussing how it can be made
easier (e.g., group study time or more practice
Invite each small group to choose a lesson plan
exercises).
to present to the plenary. Alternatively, each
small group can work together to come up Encourage the teachers to try out the lesson
with a consolidated lesson plan (combining plan and be ready to share their experiences at
ideas from their individual assignment the next LAC session.
outputs) to present to the plenary.
The small group should discuss the insights
In the next lesson, we will find out how reading
gained and challenges encountered in
(specifically decoding and phonics) is taught using
accomplishing the lesson activities and
the explicit instruction framework. Your
assignment.
experiences and insights in using the explicit
Ask each group to present an exemplary lesson instruction framework for a language and grammar
plan OR a consolidated lesson plan. lesson will help you as you plan for and implement
reading lessons in your class, using the explicit
Invite the other groups to provide feedback on
instruction framework.
the lesson plans presented. The teachers can
also be asked to suggest alternative activities The next assignment calls for you to plan, prepare,
for the different portions of the lesson plan implement, and reflect on a lesson plan that applies
focusing on the same instructional objective. the principles and strategies for differentiated
instruction. You can discuss with your seatmate
Ask the teachers to share what they found
whether you want to plan a lesson plan together, or
difficult or challenging about the lesson, and
be each other’s observer during the implementation
what they found easy. Is there a consensus in
of the lesson plan.


LAC Session report.

The focus of this session is the lesson on “Teaching Phonics” (Lesson 2 of Module
Assignment 8
In this assignment you will try a differentiated-reading session with your class. You can do
this individually or with a colleague. Follow the steps below.
A. Preparing for the differentiated-reading session
1. Survey the abilities of the students in your class. You may use data from observations,
worksheets, and exams. If you have the time, you can design activities that will help you
determine the reading abilities of your students.
2. Analyze the data that you gathered. Group your students according to their abilities. Start
with at least two groups. Determine the learning profiles of each group, and then plan
learning activities for each group.
3. Draw up the schedule of learning activities. The teacher usually meets the group that
needs more supervision first.
4. Prepare the materials for each learning activity. Make sure to prepare worksheets for the
group to be assigned seatwork while you are doing oral reading work with the first group.
The seatwork should be based on the students’ independent reading level. These waiting
activities could serve as a review and reinforcement of the previous lessons.
B. Doing the differentiated-reading session
1. Give the worksheets to the group that is scheduled to have their independent practice.
2. Call the group that will have their instruction time with the teacher and teach the target
skill using direct instruction to this group.

Assignment 8 (continued)
(OPTIONAL)
Ask a colleague who is also studying this module to observe your differentiated-reading
session and give you feedback based on what you have learned in this lesson. If you worked
with a colleague in preparing your differentiated-reading session, then you can serve as
each other’s observer/s.
If you worked on steps 1-3 by yourself, video-record the session and ask a colleague who is
studying this module to view it and give feedback. (Your colleague does not need to be
teaching the same grade level.)
C. Reflecting on the differentiated-reading session
1. Reflect on your experience using the following questions as a guide:

a) What do you think worked well in your differentiated-reading session? Why do
you think did it work well?
b) What did you find challenging or difficult about the activity? Why?
c) What would you do differently if you were to do this activity again?
Why? 2. Share your observations and reflections in your next LAC session.
Can anyone enumerate the components of the explicit instruction framework?

Have you implemented your explicit instruction lesson plans for language or
reading lessons in your class? How did it go? (Allow one to two responses.)
Today we will talk about implementing differentiated lessons in phonics

instruction.

Sharing and discussion of

assignments (small groups) differentiated lesson?
On the actual implementation:
• Did the groups (i.e., those doing independent

practice and those with direct instruction with
the teacher) finish their assigned tasks during
the allotted time? If not, what did the students
who finished early do while the others were
still working?
• What feedback did your colleague give you
as he/she observed you?
• What do you think worked well in your
lesson? Why do you think it worked well?
• What did you find challenging or difficult
about the activity? Why?
• What tips or strategies can you share to help
other teachers implement their differentiated
lesson?
Call on two volunteers to share or narrate their

experience. Ensure that they also share their
answers to the guide questions for the small-
group sharing.
Teachers who worked on the same title should
As a group, discuss the answers to the
be grouped together. Here are some guide
following guide questions:
questions for the small group discussion. On • Now that you have experienced
implementing a differentiated lesson in your
preparation and planning:
class, would you say that differentiating
instruction is helpful or beneficial to your
• What data (e.g., test results, observations,
class? Why or why not?
written outputs) did you use to help you
determine the groupings in your class? • How • If we were to help novice teachers plan and
implement a differentiated lesson, what advice
long did it take you to plan and prepare the
can we give them? (Solicit answers shared
materials needed for your lesson?
during the small-group discussion.) Let us
• What tips or strategies can you share to help make a list of our tips or advice in a chart (or
other teachers in planning and preparing for a on the board).
Introduce the next lesson plan, prepare, implement, and reflect on a lesson
Introduce the next lesson as follows: plan that applies developmental writing principles
and strategies. You can discuss with your seatmate
In the next lesson, we will find out how young whether you want to plan a lesson plan together, or
learners develop writing skills, and how we can be each other’s observer during the implementation
teach writing through modeling and explicit of the lesson plan. Bring examples of your students’
instruction. The assignment again calls for you to writing outputs to the next LAC session.

LAC Session report.

The focus of this session is the lesson on “Teaching Writing” (Lesson 3 of Module
Assignment 9
In this assignment you will have a writing session with your class. You can do this
individually or with a colleague. Follow the steps bellow.
A. Preparing for the writing session
1. Review the writing activity that you thought of for the story assigned to your grade level.
2. Plan the lesson carefully. Make sure your plan includes you modeling the skill before
asking the students to engage in their own writing.
3. Prepare the materials for the lesson.
B. Doing the writing session
1. Use the story as a springboard for your writing activity.
2. Implement the writing activity that you have prepared for your
class. 3. Share the writing outputs of your students.
(OPTIONAL)
Ask a colleague who is also studying this module to observe your writing session and give
you feedback based on what you have learned in this lesson. If you worked with a group in
preparing for the writing session, then you can agree to be each other's observer/s.
If you worked on steps 1-3 by yourself, you can video record your session with your class
and ask a colleague who is studying this module (he/she does not need to be teaching the
same grade level) to view the video and give you feedback.
C. Reflecting on the writing session
1. Reflect on your experience using the following questions as a guide:

a) What do you think worked well in your writing session? Why did it work
well? b) What did you find challenging or difficult about the activity? Why?
c) What would you do differently if you were to do this activity again? Why?
2. Share your observations and reflections in your next LAC session.
In the previous LAC session, we discussed how we implemented a

differentiated lesson on reading. Have any of you implemented a differentiated
lesson this week? Please tell us about your experience and/or your insights.
(Allow one to two responses.)
Today, we will discuss how writing is taught by sharing how your writing
lessons went.
Sharing and do this activity again? Why?

discussion of
assignments (small groups) Ask the teachers to share their students’ writing
outputs, and the insights that they gained from
assessing their students’ writing skills.
Post students’ writing outputs on the walls and

ask the LAC members to group the outputs by
grade level or by the developmental stage of
writing. If the teachers use a rubric for
evaluating students’ writings, request that they
post the rubrics beside the outputs.
Big-group /plenary discussion
Ask the teachers to share their experiences in Ask the teachers to share some tips or strategies
implementing the writing lesson, focusing on in implementing writing lessons. These can be
the following reflection questions: gleaned from the small-group discussion or
teacher’s self-reflections.
• What do you think worked well in your
writing session? Why did it work well? Hand out small meta-cards with this sentence
• What did you find challenging or difficult starter: “Over the next week or two, I pledge to
about the activity? Why? ___________________.” (In the blank, state
• What would you do differently if you were to what action steps you plan to apply in your
class, and what you have learned about
writing.) Invite teachers to share their pledges with the
group.
Introduce the next lesson subject areas such as Araling Panlipunan,

Introduce the next lesson as follows: Edukasyon sa Pagpapakatao, and Math.
Over the past few lessons, we have used children’s Once again, the assignment calls for the preparation
literature as a springboard for lessons on language, of a lesson plan, but this time for other subjects.
decoding or phonics, and writing. The next lesson in Bring your assignments to our next LAC session.
the module focuses on using literature to teach other

LAC Session report.
The focus of this session is the lesson on “Making Curriculum Connections” (Lesson 4 of
Module 3). The assignment for this lesson is as follows:
Assignment 10
Choose whether you want to
A. Create a lesson plan for a subject area (like Math, Science, or Araling Panlipunan) using
your chosen selection as a springboard OR
B. Integrate a content area subject within a language and literacy class
If you choose A, pick one subject that you would like to use as a starting point for a lesson.
Follow the steps in explicit instruction in planning the lesson. Write the lesson plan in the
Lesson Plan Template.
If you choose B, use the Lesson Objectives and Activities Form to plan your lesson. For the
expressive and instructional objectives in the lesson plan that you have completed, add
activities that will either tap into a related content area (e.g., Social Studies, Science, Math)
or a branch of the arts (e.g., performing arts, dancing, singing, drawing).

Assignment 11 for Kinder and Grade 1 teachers
You have pre-tested your teacher-made tests by administering them to a small group of
students. You have refined your tools by incorporating changes based on your insights and
observations during pre-test. It may also have helped if you have conferred with a colleague
In the previous LAC session, we discussed how writing develops among K-3
(teaching at the same grade level) to check the appropriateness of the items you included in
learners, and we shared our pledges for developing writing in our respective
your tests. It is now time to put together all these classroom-based assessment tools to
classrooms. Who would like to share their experience in trying out a new
describe the literacy skills of a student.
writing activity or strategy in their classroom? (Allow one to two responses.)
Do the following: Introduce the focus of the current LAC session.
1. Prepare all the test materials and necessary paraphernalia.

Today’s discussion revolves around the use of literature across the
curriculum, to help develop not just literacy skills, but other subject areas
too.
Test:Syllable manipulatives or using the follow
CountingPhoneme (option
Sharing and Tests Counting

Group teachers according to the subject area of the
Alphabet Knowledge• How did you come up with th
lesson plans they Materials (include pen, and
lesson?Alphabet flashcards, recor
clock/timer) take you to complete
drew up (e.g., all teachers who made lesson plans for
work • Which part of the lesson is easiest
discussion of assignments Familiar Word Reading
formulate?
together).
Math should
Books, recording sheet Student’s copy of word list, teach
(small Book and Print
Non-word DecodingThe other
following
teachers can share their c
Knowledge Test
questions:
groups) Student’s copy of wo
Pictures of words in the word lists, Have the teachers share their
Phonological Awarenessassignment outputs in their small groups, recording sheet, teacher’s recording s
• What part of the lesson plan did you like the
most?
• If you were to implement the lesson plan, what difficulties do you

2. Identify a Grade 1 student whom you think is at-risk for reading difficulties. The student
anticipate and how would you address these?
should have had at least a year of literacy instruction (i.e., has completed the Kinder
program), but is not performing as well as expected in terms of literacy. If you are a Kinder
teacher, please ask a Grade 1 teacher to refer you to a student.
3. Orient the student to whom you will administer the test and establish
rapport. 4. Administer all the literacy assessment tools you have prepared.
5. Based on the results of the assessment, prepare a short description of the child’s current
literacy skills. The description can contain a list of literacy skills and competencies that he/
she already knows (strengths), is currently still developing, and possible targets for future
literacy instruction.

Big-group /plenary discussion Introduce the next lesson

Choose two lesson plans to share with the big
group. If possible, present one LP from those
who chose Option A, and another LP from
those who chose Option B.
Ask the teachers to share the insights they

gained from completing the assignment.
Ask the teachers: Introduce the next lesson as follows:
• Why do we need to learn about integration or We finished four lessons under Module 3. The next
making connections? How does this benefit module will cover assessment. To prepare for the
our learners? next lesson, think about the different ways you
• Make a list of other titles (from the school or assess your learners. Do you use specific tools or
classroom library) that lend themselves to tests? Do you do systematic observation of their
making curriculum connections easily. Specify skills or performance? You might wish to review the
how these titles can be linked to, or used in, relevant DepEd orders on assessment, namely, D.O.
other subject areas/ topics. 8, s. 2015 (for Grade school learners) and D.O. 47,
s. 2016 (for Kindergarten learners).

LAC Session report.

The focus of this session is the lesson on “Assessing Reading Performance Using Classroom
Based Assessment Tools” (Lesson 1 of Module 4). The assignment for this lesson is as
follows:
Assignment 11 for Grades 2 and 3 teachers

Conduct an oral reading comprehension in English individualized assessment with a Grade
3 student. (If you are not handling Grade 3, you may ask the Grade 3 teacher/adviser to
recommend an average-performing students to be assessed for this exercise.)
Do the following:
1. Print and go over the grade level texts in the downloadable Phil-IRI English pre-test
recording sheets. Choose the passage for Grade 1.
Also review the pre-test as outlined in page 16 of Module 4 Lesson 1.
2. Orient the student to whom you will administer the test and establish rapport.
3. Ask the motivation and motive questions and record the student’s responses in the
recording sheet.
4. Give the student a copy of the graded passage. Let the student read the selection. As you
listen to the oral reading, record the reading miscues, if any, in the teacher's recording
sheet--that is, mark the miscues in the relevant parts of the text.
5. After the student has read the selection, read aloud each of the multiple choice items to
the student and record his/her answers.
6. Based on the results you recorded in #4 above, fill in an oral reading observation checklist
(download and print it from the link below), compute the student’s oral reading score and,
determine his/her reading level using the Table of Oral Reading Profiles (on page 22 of this
lesson) as guide.
Depending on the assessment results, you can decide to further assess the same student
using the grade level passage for the grade above or below Grade 1. Or you can do the
assessment with another student.

In the previous LAC session, we completed the last lesson of Module 3 on

integrating language and literacy with other subject areas. Did any of you
explore or use other picture books or storybooks for other subject areas? If yes,
can you tell us about your experience/s?
Assessment and instruction should always go hand in hand. Today, we will

be talking about ways we can assess our students’ literacy skills in our
classrooms.
Sharing and questions can be posed to the small groups:

discussion of
assignments (small groups) • How did you prepare for the assignment?
Teachers who teach the same grade level may • How long did it take you to conduct the
be grouped together. assessment? • Which part of the assignment
was the easiest and why? Which part was the
The teachers should discuss their experience of
completing Assignment 11 (individualized most challenging?
reading assessment). The following guide • What insights have you gained from doing
the assignment?


Pose the following questions to the group:
• Among the Grade 3 students who were

assessed, what are the most common types of session.)
miscues that you recorded? What are the • Why is it important for K-3 teachers to know
implications of this on classroom instruction how to conduct informal literacy assessment?
and on individualized instruction?
• In your small-group sharing, what were the
most common challenges encountered during In the next lesson, we will find out how to use
the conduct of the assessment and how were reading assessment results to plan or design
these addressed or resolved? classroom and/or remedial instruction. You may
• For those teaching Kindergarten to Grade 1, need to review the domains of literacy or refer to the
did you come up with other literacy tasks or curriculum standards for Grade 3, in order to come
activities that will help you to assess your up with appropriate instructional objectives for
students’ current literacy levels? (NOTE: List your target students. You can work in pairs on the
the literacy tasks/ activities shared in a chart for next assignment.
everyone to see, and then invite the teachers to
NOTE: You can assign teachers to work as partners
try out these activities in their classes, and to
OR teachers can choose their own partners.
share their experiences in the next LAC

LAC Session report.

The focus of this session is the lesson on “Planning for Specialized Literacy
Instruction” (Lesson 2 of Module 4). The assignment for this lesson is as
follows:
Assignment 12
This assignment is a continuation of Assignment 11 in Module 4 Lesson 1. Based on the
results of the Phil-IRI Group Screening Test and individualized assessment that you
conducted in a Grade 3 class in your school, design a remedial program for a student whose
reading profile is at frustration level.
1. Prepare your Remedial Lesson Plan (Use the remedial lesson plan template to plan your
lesson).
a) Identify the skills and competencies (per literacy domain) that the learner needs to
develop.
b) Identify instructional objectives for one session/lesson anchored on the skills that the
student needs to develop.
c) Try to keep your plan within 30-45 minutes.
NOTE: You may refer to Appendix H of the Phil-IRI Manual 2018 to come up with
appropriate strategies for your learner’s needs. The appendix contains sample case
studies and recommended intervention. It also lists down teaching strategies to develop
certain literacy domains/skills.
If this is your first time to plan a remedial reading lesson, you may want to consult or
work with a colleague. (Two heads are better than one!)
2. Prepare all the necessary materials for your remedial reading session.
3. Implement the lesson. Note down the number of minutes it takes to complete each
component in your LP.
4. Reflect on your lesson / session.
a) Did you complete the lesson within the suggested time frame?
b) What went well? Which lessons/activities did the student enjoy the most? Which did
he learn from the most?
c) What portion(s)of the lesson need(s) to be improved? Which lesson objectives were
not met?
5. Share your insights and observations in the next LAC session.

In the previous LAC session, we discussed our experiences in conducting an

individualized reading assessment with selected students. Our discussion
focused on the importance of knowing where the students are so that we can
tailor instruction to their needs and help them reach grade-level standards.
How did you assess your students this past week? Please share your
assessment activities and insights with the group.
Today’s discussion focuses on how assessment results are used to plan for
remedial lessons.
Sharing and • What insights have you gained from doing

discussion of
the assignment? Pose the following questions
assignments (small groups)
and facilitate the discussion:
• What knowledge, skills, and attitudes are

required of K-3 teachers in order for them to
come up with appropriate remedial lesson
plans for struggling learners?
Big-group/ plenary discussion • How many of you are currently
Have teachers work in pairs. They will take implementing remedial lessons for struggling
turns presenting their assignment and insights learners in your classes? What do you think are
gained from doing the assignment. the most challenging aspects of conducting
remedial lessons for your students? What
The sharing should answer the following
help/resources/support (from your school head,
questions:
grade-level coordinator, etc.) do you think can
• What was the most difficult part in the help ease these
preparation for the remedial lesson session? challenges?
How did you resolve the difficulties? • Which • What insights from the courseware lesson
part of the assignment was the easiest and and from this assignment will help you in
why? Which part was the most challenging? implementing remedial reading instruction?

Introduce the next lesson This LAC session concludes the Early Language
Conclude the session as follows: and Literacy segment of the ELLN Digital
program. The next module will focus on numeracy about teaching Math in your class. Is teaching Math
instruction for K-3 learners. To prepare for the next easier or more challenging than teaching Language
session, try listing any question you may have and Literacy?

LAC Session report.
The focus of this session is the lesson on “How K-3 Children Learn Math” (Lesson 1 of Module
Assignment 13
Reflect on the way you teach Math or observe a Math class in your grade level. Answer the
following questions based on your reflection or observations:
1. What approach or method did you or the teacher you observed use in teaching Math?
How effective is this method for the particular set of learners being taught?
2. What learning materials did you or the teacher you observed use? How appropriate are
these learning materials for the Math concept, and for the particular set of learners being
taught?
3. If given the opportunity to redo the lesson, how else would you teach the same topic to
the same class?
Be ready to share your answers at your next LAC session.


In the last lesson, we talked about our successes and challenges in
implementing remedial reading lessons. Would any of you be willing to share
additional insights on the conduct of remedial lessons with students who have
difficulties in reading?
Modules 1-4 discussed literacy learning among our K-3 students.

Module 5 focuses on early numeracy, which is just as important as early
literacy.
Sharing and • Write down the similarities and differences in

discussion of their assignment outputs (i.e., tally the number
assignments (small groups) of times each approach or method was
Ask the teachers to compare their assignment observed/used for a particular lesson or topic.)
outputs in pairs or triads. Teachers teaching
the same grade level should be grouped Grade level Math topic / lesson Approach or
together.
Methods used (i.e., situated learning, problem-
solving, inquiry-based approach) Materials
In each pair or triad teachers should take turns
used
sharing their assignment outputs. They should
do the following:
• Discuss their answers to question 3 in
Assignment 13: If given the opportunity to
• Determine the total number of Math classes
observed by each teacher. redo the lesson, how else would you teach the
same topic to the same class?


Moving from Kindergarten to Grade 3, ask a
representative of each small group to share
what they discussed. their students? Challenge the teachers to come
up with a learning activity that would address
Synthesize the discussion, noting, for example, the needs of their particular group of students.
whether LAC members use all three
approaches or favor one approach over the Conclude the session as follows:
others.
In the next LAC session, we will discuss
As a next step or action plan, ask the teachers to fundamental Math skills and concepts and how
reflect on their teaching styles. Do they provide they are best taught. Remember to do the activities
varied learning activities that are suitable for and assignment, and be ready to discuss your
insights at the next LAC session.

LAC Session report.

The focus of this session is the lesson on “Teaching K-3 Math” (Lesson 2 of Module 5). The
assignment for this lesson is as follows:
Assignment 13
A. Observe a Math class in your grade level and then answer the following questions:
1. What Math concept or skill did the teacher introduce?

2. How did the teacher introduce the concept?
3. What activities did the teacher give?
4. What materials did the teacher use?
5. What comments and suggestions do you have regarding the teacher's lesson? B.
Based on your observation of the Math class (in A above), reconstruct and revise the
lesson plan for the class, as needed, following this format:
a. Objectives
b. Materials
c. Procedure
i. Introduction
ii. Guided Practice
iii. Individual Practice
We ended our last LAC session with the challenge for you to come up with an
activity that will address the needs of your particular group of students.
Would anyone like to share with the rest of the group the class activity they
implemented?

Sharing and work for the lesson?
discussion of • Do you think the lesson will be effective?
assignments (small groups) Why or why not? Each pair or triad should
decide which assignment output (i.e., lesson
plan) can be shared with the big group. The
sharing should focus on whether the lesson
will be effective as is or whether there are
changes that they think should be made to the
lesson.
Moving from Kindergarten to Grade 3, ask a

representative from each small group to share
a reconstructed/revised lesson plan.
Ask all LAC members to fill out a 3-2-1

worksheet as they listen to the presentation of
the different lesson plans. This is a worksheet
where they can note:
Ask the teachers to compare their assignment
outputs. Teachers teaching the same grade • 3 things I liked about the lesson plans
level should be grouped together. presented
• 2 things I will try in my class
In each pair or triad, members should take
turns presenting their assignment and • 1 clarification/question I have in mind
providing feedback on each other’s work. The Pose the following reflective questions to the
feedback should consider the following aspects group:
of the reconstructed/revised lesson plan:
• What insights from the courseware helped
• Are the target concepts/skills appropriate for you to develop your lesson plan?
the grade level? • Are the introductory activity • What insights did you get from discussing
and materials suitable and engaging for the your lesson plan with your group mates?
target learners? As an action point or next step, encourage the
• Do the practice activities reinforce the target teachers to implement their lesson plans, and
concept/skill? What other materials might take note of the successes and challenges in the
implementation.

Introduce the next lesson numeracy. The assignment is for you to design a
Conclude the session as follows: differentiated lesson for your class. You might want
to work with a partner on this next assignment.*
At the next LAC session, we will discuss the third
and final lesson of Module 5, which focuses on *NOTE: This is an option for schools with more
assessment and differentiated instruction in early than one teacher per grade level.

LAC Session report.
The focus of this session is the lesson on “Assessing and Addressing Children's Needs in
Math” (Lesson 3 of Module 5). The assignment for this lesson is as follows:

Assignment 13
Congratulations! You have finished the third and last lesson of Module 5! It's now time for
you to apply what you have learned in this lesson.
A. Choose a Math topic for your class and plan a pre-assessment activity that will give you
an idea of your students' preliminary understanding of the topic. Use the following
outline:
Grade level:
Math topic:
Number of students in class:
Pre-assessment activity:
Pre-assessment results:
B. Based on the results of the pre-assessment activity, plan a differentiated lesson for your
class. Use the planning questions below.
1. How will you present your topic?

2. How are you going to group your students? What is your basis for this
grouping? 3. What will be differentiated -- the content, process, or product?
4. What are the learning activities for each group?
5. What are the formative assessment activities for each group?
6. What will be the summative assessment? Explain the mechanics.
Be ready to discuss your assignment at your next LAC session.
Were you able to implement your lesson plan last week? Which parts of the
implementation did you like best? What changes will you make when you
implement the lesson plan in another class?

Sharing and on the results of the pre-assessment activity?

discussion of • Is the basis for grouping clear and
assignments (small groups) reasonable?
Working in pairs or triads, LAC members
• Do the different learning and assessment
should take turns presenting their assignments
activities take into consideration the varying
and providing feedback on each other’s work.
skill levels in the class?
If the teachers worked on their assignments in
pairs, they should share their assignment • Is the summative assessment activity clear
output as a pair. and doable within the given time frame?
Each small group should discuss which lesson
The feedback should consider the following plan they think should be shared with the big
aspects of the lesson plan: group. They should be ready to discuss why
they think the lesson will be effective and/or
• Are the target concepts/skills appropriate for
whether there are changes that they will make
the grade level? • Is the lesson objective based
to the lesson.

Big-group /plenary discussion Looking forward to the next LAC

session • Prior to this lesson/LAC session, what did
Ask a representative from each small group to differentiation mean to you? After today’s
share one of the differentiated instructional discussion, what does differentiation mean to
plans they discussed. Ask the reporter to also you?
present the pre-assessment results.
• Assessment is more effective when students
are given feedback on how they performed.
Have all LAC members fill out a 3-2-1
How will you ensure that students are given
worksheet as they listen to the presentation of
feedback based on the different assessment
the different lesson plans. They should note the
activities that you have planned?
following:
Conclude the session as follows:
• 3 things I liked about the instructional plans
• 2 things I will try in my class We can discuss lessons learned from the
implementation of your differentiated instructional
• 1 clarification/question I have in mind
plans in the next LAC session. Remember that
Ask some volunteers to share their 3-2-1
lesson plans are not set in stone. Reflection and
worksheet answers with the group.
evaluation activities after implementation help us
Pose the following reflection questions to the to improve our instructional plans.
group:

LAC Session report.
4.0 Monitoring and getting feedback from the LAC

sessions
Use the forms below to record essential information about your LAC and to get feedback from
the various LAC sessions.
4.1. LAC Group Profile

Schools Division: District:
School: School Head:

LAC ID (can be a number or name): Number of LAC members:
LAC Facilitator: Designation/Position:
LAC members:
Name Designation/Position Grade level taught Years of teaching experience

4.2. LAC Facilitator Information Sheet
Schools Division: District:
School: School Head:
LAC Facilitator: Gender: M F

Date of Birth: Age:
Contact Details: Email address:
Phone Number
Facebook name:
Mobile Number
Home Address
What is the best way to reach you? Please Do you have easy access to the Internet? (i.e.,
rank according to preference: It is easy for you to send and receive email,
____ Personal Mobile check FB, etc.)
____ Phone (landline)
____ Email ___ Yes
____ FB message ___ No
____ Others, please specify
_________________
Course(s)/Degree(s) completed: (please
Highest Educational Attainment: (check one)
specify)
__ College
__ With MA units
__ Master’s Degree
__ With PhD units
__ PhD Degree
Teacher Rank:
Designation/Assignments (please check all ___ Teacher I
that apply): ___ Teacher II
___ Subject Teacher ___ Teacher III
___ Class Adviser ___ Master Teacher I
___ Administrator/Head Teacher ___ Master Teacher II
___ Grade Level Coordinator: ___ Others (please specify):
___ Others: (please specify): ________________
________________

Grade Levels Currently Taught: ___ Kindergarten
___ Grade 1 ___ 1-5 years
___ Grade 2 ___ 6-10 years
___ Grade 3 ___ 11-15 years
___ Grade 4 - 6 ___ 16-20 years
___ Junior HS ___ 21 years and above
___ Senior HS
Number of years of teaching experience: ___
Previous grade levels taught: Less than a year ___ 11-15 years ___ 1-5 years
___ K to 3 ___ 16-20 years ___ 6-10 years ___ 21 years and
___ Grade 4 to 6 above
___ Grade 7 to 10
Have you attended training on early literacy
Does your school have LACs other than the and numeracy instruction? If yes, please
ELLN Digital LAC? specify the training program and the length
___ Yes (duration) of the program
___ No ___ Yes
Length of time teaching the present grade ________________________________________
level:
___ Less than a year ___ No

4.3. LAC Session Report
LAC Facilitator: LAC Session Number: ____
ELLN Digital Module: ____ Lesson: ____
School: Division:
Date, time, and venue of LAC session: Number of teachers present: ___
*(attach copy of attendance sheets)
Materials and resources:

___ LCD projector
___ Hard of copy of assignment per teacher
___ Blackboard / Whiteboard / Manila paper (to write on)
___ Tools for writing (chalk/whiteboard marker/permanent marker)
___ Book / Text to be discussed
___ Courseware + computer
___ LAC Facilitator Guide
___ Others, please specify ____________________________________________
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
SD D N A SA Comments / Remarks
(For example, if you
disagree or strongly
disagree, please indicate
why.)
Teacher Participation
1. The teachers came

prepared for the LAC
session.
2. All of the teachers had

an opportunity to share
and
discuss their assignment,
and insights and ideas.
3. The teachers listened to

and considered each other’s
insights and ideas.
4. The teachers’
assignments showed an
understanding of the
lesson(s) or topic(s)
discussed in the courseware.
5. The teachers
demonstrated engagement
in and/or
enthusiasm for the
learning tasks during the
session
(including providing
feedback on each other’s
assignment).
Facilitation
6. I managed the sharing

and discussion during the
LAC session by keeping
the
discussion focused on
the lesson or topic.
7. I encouraged all the

teachers to actively
participate in the LAC
session (i.e., for the
teachers to share their
work and ideas/
insights).
8. I provided useful
feedback on the teachers’
assignments.

Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):
2. Problems or challenges encountered and how they were resolved:
3. Other topics discussed apart from the recommended topics, if any:
4. Recommendations/Plans for next LAC session:


ELLN LAC Facilitators (LacF) - Guide

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Technology Supported Teacher Professional Development in

Early Language, Literacy, and Numeracy for K to 3 Teachers

learning in LACs 4 1.3 Assessment of learning and program monitoring and

evaluation 4 1.4 ELLN Digital course schedule 4

LAC sessions 15 3.1 General principles for facilitating teacher professional

Lesson 3) 36 3.2.7 Guide to LAC Session 8 (on Module 3 Lesson 1) 38

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 1/68

LAC Session 10 (on Module 3 Lesson 3) 44 3.2.10 Guide to LAC Session 11

(on Module 3 Lesson 4) 46 3.2.11 Guide to LAC Session 12 (on Module 4

Lesson 1) 49 3.2.12 Guide to LAC Session 13 (on Module 4 Lesson 2) 52

3.2.13 Guide to LAC Session 14 (on Module 5 Lesson 1) 54 3.2.14 Guide to

(on Module 5 Lesson 3) 59

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 2/68

The course has two main components:

1.1 The ELLN Digital courseware

Each lesson in the courseware has the following features:

1.2 Collaborative learning in LACs

guide. 1.3 Assessment of learning and program monitoring and evaluation

1.4 ELLN Digital course schedule

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 4/68

2.1 How are LACs formed?

Typically a LAC is composed of:

Activity 1. Forming LACs

2.2 What happens during a LAC session?

2.2.1 Components of the LAC session

Each ELLN Digital LAC session consists of four components or segments:

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 6/68

Component Time Allotment What happens

Sharing and discussion of immediately to the big-group

Facilitator LAC Members BEFORE the LAC Session

DURING the LAC Session

Facilitate the sharing of assignments and the next LAC session.

AFTER the LAC Session

Component Time Allotment What happens

Sharing and discussion of immediately to the big-group

Looking forward to the next session clarify assignments.

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 10/68

LAC Session 1: Getting Organized

LAC Component Tasks

2. Briefly introduce the ELLN Digital program, its objectives,

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 12/68

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 13/68

Looking forward to the next session materials) during the sessions?

2.3 How will we gather feedback on the LAC sessions?

3.1 General principles for facilitating teacher professional learning

Facilitation has three basic principles:

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 15/68

Community Tool Box Chapter 16: Section 2: Developing Facilitation Skills

Facilitation Skills for Teacher Leaders

Facilitation Skills: Developing Facilitative Leadership

Team to Teach: A Facilitator’s Guide to Professional Learning Teams

Table 2. Schedule of ELLN Digital LAC sessions

Week No. Inclusive Dates (to be agreed

ELLN Digital Module and Lesson Focus

LAC Session 1: Getting Organized;

Distribution of ELLN Digital course package to

2 LAC Session 2: Module 1 Lesson 1 4 LAC Session 3: Module 1 Lesson 2 6 LAC

Session 4: Module 1 Lesson 3 8 LAC Session 5: Module 2 Lesson 1 10 LAC Session

12 LAC Session 7: Module 2 Lesson 3 14 LAC Session 8: Module 3 Lesson 1 16

LAC Session 9: Module 3 Lesson 2 18 LAC Session 10: Module 3 Lesson 3

ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 18/68

Checklist of Kinder Developmental Behaviors

1) Which behaviors does your student exhibit?