DAY 2 - Slides On Marungko, Fuller, and Math Approaches

PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS
ABC+: Advancing Basic Education in the Philippines

CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS
Welcome to Day 2!
●Strategies for Literacy Development across

Languages (with return demo)
● Assessment Results to Lesson Maps in Filipino
and English
● Strategies for Numeracy Development (with
return demo)
●Assessment Results to Lesson Maps In Math
February 2021 ABC+: Advancing Basic Education in the Philippines 2

OBJECTIVES:
1. Demonstrate teaching strategies for developing literacy and
numeracy skills (MT, Fil, Eng, Math)
2. Plan the Lesson Map based on Assessment Results

Learning Recovery Program
Topic 1:
Strategies for
Teaching Reading
(Filipino and Mother
Tongue)

Syllable Clapping
PHONOLOGICAL
AWARENESS
Clap the syllables in words.
Phoneme
Tapping
PHONOLOGICAL
AWARENESS
Tap the phonemes in words.
Multi-sensorial
ALPHABET
KNOWLEDGE
Use materials that appeal to the
senses
Using Edgar
Dale’s Cone of
Experiences
VOCABULARY
1. Use of concrete objects
2. Use of pictures
3. Acting it out/ Demonstrating
4. Use of video clips
5. Use of audio clips

Alphabet Knowledge in MT, Fil, and Eng
• Since Filipino children are usually multilingual, we don’t introduce
the letter sounds over and over again in MT, L1, and L2
• After introducing the letters in MT, we then bridge those sounds
to L1 and L2 and focus and other sounds and letters
• There are many ways to teach the sequence of letters.
• The sequence in your mother tongue is based on studies of the
Philippine language in your context. Usually, be begin with letters
that are used often in the language. Check the sequence of your
place.
Sequence of letters in Filipino
• The Marungko sequence is arranged according to the most frequent to the least occurring
letters in the Filipino language. The sequence of letter-sounds taught in the Marungko
approach is as follows:
• m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j, ñ, q, v, x, z
• With this sequence, students can form words even just after 3 letters such after teaching
m,s,a such as “masa”, “sama” etc. Short phrases can even be formed mixed with sight words:
ex. sasama si mama
• So after teaching the letter sounds of m, s, a, i, o, b, e, u, students will already be able to read:
bibe, ubo, uso, sabi, mama. They can even create sentences: Sasama si mama sa bus
Mga Antas ng Pagbasa sa Marungko:
Marungko
A. Unang Antas ng Pagbasa-
ALPHABET
KNOWLEDGE 1. Pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa
WORD READING tunog na pinag-aaralan.
READING 2. Pagpapakilala ng Tunog (may mungkahing
COMPREHENSION
pagkakasunud-sunod ng mga tunog ayon sa gaano ito kadalas lumabas
sa wika)
3. Pagpapakilala ng hugis ng tunog.
4. Pagpapakilala ng titik.
5. Pagbibigay ng bagay na nagsisimula sa tunog
6. Pagsulat ng hugis sa hangin, sa sahig, sa palad, atbp.
7. Pagsulat ng hugis ng titik sa papel
Mm
Mm /m/
mangga
prutas na matamis at dilaw kapag hinog
B. Ikalawang Antas ng Pagbasa-
Marungko
Pagsasama-sama ng mga tunog upang makalikha ng isang
ALPHABET
KNOWLEDGE makabuluhang salita (Show Successive Blending on the
WORD READING board.)
READING
COMPREHENSION
GRADUAL RELEASE OF RESPONSIBILITY
TEACHER RESPONSIBILITY
FOCUS LESSON TE
Modeled Instruction
A I do it (you watch)
C
Shared H
Instruction We do it (together)
Guided
Practice
COLLABORATIVE You do it (I watch/guide)
Independent
Practice
INDEPENDENT You do it alone (Reflect)
STUDENT RESPONSIBILITY
6/16/2020 ABC+: Advancing Basic Education in the Philippines 15

Mga Salita Mula sa Pinagsama-samang Tunog:
asa masa
aasa sama
asam sama-sama
ama sasama
Ma masama
Mama masasama
mama mamasa-masa 16
Marungko
ALPHABET
KNOWLEDGE makabuluhang salita (Successive Blending)
WORD READING C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng mga
READING pantulong na kataga
COMPREHENSION
Mga Pantulong na Kataga:
ang
Ang
18
Marungko
ALPHABET
WORD READING C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng mga pantulong na
READING kataga
COMPREHENSION
D. Ika-apat na Antas-
1. Pagbuo ng mga parirala at pangungusap
2. Pagbasa ng mga parirala, at pangungusap
3. Pagkilala ng mga detalye
Mga Parirala: Mga Pangungusap at
ang ama Tanong:
ang aasa Aasa ang ama.
ang mama Sino ang aasa?
ang masa
ang sasama Mamasa-masa ang masa.
Ano ang mamasa-masa?
Sasama ang Mama.

Sino ang sasama?
20
Marungko
ALPHABET
WORD READING C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng mga pantulong na
READING kataga
COMPREHENSION
D. Ika-apat na Antas-
1. Pagbuo ng mga parirala at pangungusap
2. Pagbasa ng mga parirala, at pangungusap
E. Ikalimang Antas-
1. Pagbasa ng maikling kwento
Activating the
Schema
LISTENING/ READING
COMPREHENSION
Making Predictions
Using the Book
Title and Cover
Illustration
LISTENING/ READING
COMPREHENSION
Do this before reading the
selection and model it first.
24
Animated
Punctuation
Marks
READING FLUENCY
26
Reading Fluency Rubric
Using the
Reading Fluency
Rubric
Obserbasyon
⭐ Remarks
READING FLUENCY 1. Tama ba ang pagbabasa ko ng

mga salita?
2. Tama ba ang bilis ng aking
pagbabasa? Hindi masyado
mabilis at hindi rin masyado
mabagal.
3. Sinunod ko ba ang mga
bantas?
4. Naipakita ko ba ang tamang
pakiramdam habang nagbabasa?
5. Naintindihan ko ba ang binasa
ko?
28
Reading Fluency Rubric
Using the
Reading Fluency
Rubric
Obserbasyon
⭐ Remarks
READING FLUENCY 1. Tama ba ang pagbabasa ko ng

mga salita?
2. Tama ba ang bilis ng aking
pagbabasa? Hindi masyado
mabilis at hindi rin masyado
mabagal.
3. Sinunod ko ba ang mga
bantas?
4. Naipakita ko ba ang tamang
pakiramdam habang nagbabasa?
5. Naintindihan ko ba ang binasa
ko?
Look-backs
READING
COMPREHENSION
Tap the phonemes in words.
Ang Ama, ang Mama, Masasama?
1. Sinu-sino ang mga sasama?
a. Ama at Mama
b. Ana at Mima
1. Masasama ang ama?

a. Opo
b. Hindi Po
1. Masasama ang Mama?

a. Opo
b. Hindi Po
4. Saan kaya sila sasama?

31
Using Background
Knowledge &
Information from
Text
READING
COMPREHENSION
Ang Ama, ang Mama, Masasama?
1. Sinu-sino ang mga sasama?
a. Ama at Mama
b. Ana at Mima
1. Masasama ang ama?

a. Opo
b. Hindi Po
1. Masasama ang Mama?

a. Opo
b. Hindi Po
4. Saan kaya sila sasama?

33
Your turn!
Return-
Demo
34
Mga Antas ng Pagbasa sa Marungko: MARUNGKO
ALPHABET KNOWLEDGE
A. Unang Antas ng Pagbasa- WORD READING
READING COMPREHENSION
1. Pagpapakilala ng mga larawan ng mga bagay
na nagsisimula sa tunog na pinag-aaralan.
Pagsasama-sama ng mga tunog upang makalikha ng
2. Pagpapakilala ng Tunog (may mungkahing
isang makabuluhang salita (Successive Blending)
pagkakasunud-sunod ng mga tunog ayon sa gaano ito
C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng
kadalas lumabas sa wika) mga pantulong na kataga
3. Pagpapakilala ng hugis ng tunog. D. Ika-apat na Antas-
4. Pagpapakilala ng titik. 1. Pagbuo ng mga parirala at pangungusap
5. Pagbibigay ng bagay na nagsisimula sa tunog 2. Pagbasa ng mga parirala, at pangungusap
6. Pagsulat ng hugis sa hangin, sa sahig, sa palad,
E. Ikalimang Antas-
atbp.
1. Pagbasa ng maikling kwento
7. Pagsulat ng hugis ng titik sa papel 2. Pagkilala ng mga detalye
How did you do in the demo?
REFRESHED WARMED
LET’S AND UP AND
DO THIS! READY! READY!
success with a few success with a fair
success, following
steps correct number steps
correct the sequence
36
Topic 2:
Strategies for
Teaching Reading
(English)

One way to sequence the letters in English is using the Fuller Technique that
suggests the sequence of the consonant sounds
1. Mm 7. Cc (k) 13. Dd
Teach the letters of
the alphabet. 2. Ss 8. Rr 14. Jj
Learners should be 3. Ll 9. Nn 15. Ww
able to name, sound
out, and form the
4. Ff 10. Bb 16. Vv
letters. 5. Tt 11. Gg 17. Zz
6. Hh 12. Pp 18. Yy
* Consonants K, X, and Q are not taught in isolation.

* Short vowel sounds: e, a, i, o, u
When introducing the alphabet, you can integrate decoding
words or word recognition and Storytelling or read-alouds.
Here’s a sample sequence.
1. Introduce a story, poem or song where most words start with the target letter
2. Vocabulary Development
3. Review the letter sound and name
4. Review the letter form
5. Introduce exercises/drills
1. Introduce a story, poem or song where most words start with the target
letter
Sing the Song:
C is for Cookie
C is for cookie that's good
enough for me
enough for me
enough for me
Oh, cookie, cookie, cookie
starts with C.
2. Vocabulary Development
Show pictures starting with Cc.
corn cat canteen carrot

Let's replace the word cookie with the other food that starts with Cc.
Sing the Song:

C is for Carrot
C is for carrot that's good
enough for me
enough for me
enough for me
Oh, carrot, carrot, carrot
starts with C.
Let’s look at other pictures and name them.
cabbage can
cop
Cc cab cut
3. Review the letter sound and the letter name
“The names of the pictures begin with /c/. Let us sound it. /k/ /k/ /k/
Say the names of the pictures. Sound the C at the beginning:
corn, cat, canteen, carrot, cabbage, cop, can, cab, cut
The name of the sound /k/ is C (as in see).”
4. Review the letter form
“Let us write the big C.”
“Let us write the small c.”

Cc
5. Introduce exercises/drills
•Name each picture. Write the letter that begins

its name.
•Name each picture. Write the missing letter.
•Name each picture. Complete its name with the
beginning and ending letters.
Color the picture whose name starts with the letter Cc.
Cc
Name the pictures. Encircle the starting letter of
its name.
s l f h c t
m f h
5 l t f
Then you can move to teaching word
families using the Fuller Technique. The Fuller Technique
1. Introduce the rime of the word family:
a. Present the rime.
b. Sound out each letter of the rime.
c. Practice reading the rime.
1. One by one, present the words of the word family by adding a consonant (onset) to the beginning of
the rime.
b. Identify the name and the sound of the onset.
c. Add the onset to the rime and read the word.
d. Practice reading the word fast.
e. Show pictures of the words.
f. Ask learners to match the word and the picture. (Vocabulary development)
1. Do the practice activity:

c. Present the word list without the onset
d. Show a picture and ask the learners to name it by filling in the missing onset of the word.
e. Ask learners to read the word.
The Fuller Technique
4. Practice reading the completed list of words in the word family:
a. Model reading the words.
b. Read the list of words with the learners.
c. Ask the learners to read the words on their own.
5. Introduce phrases by combining sight words and the words in the word family:
a. Introduce the sight word/s.
b. Model reading the phrases, composed of sight word/s and word family.
c. Read the phrases with the learners.
d. Ask the learners to read the phrases.
6. Introduce sentences that use sight words and the word family.
a. Model reading the sentences.
b. For each sentence, show a picture. (Vocabulary development)
c. Read the sentences with the learners.
d. Ask the learners to read the sentences.
e. Ask one or two comprehension questions about the sentence. (Reading comprehension)
7. Introduce a story using the sentences and words presented earlier.
a. Model reading the story.
b. Show a picture/s of the story.
c. Read the story with the learners.
d. Ask the learners to read the story.
e. Ask comprehension questions about the story. (Reading comprehension)
Let’s try it!
1. Introduce the rime of the word
family:
a. Present the rime.
en
b. Sound out each letter of
the rime.
c. Practice reading the rime.
en
Let’s try it!
t
2. One by one, present the words of the
word family by adding a consonant (onset)
to the beginning of the rime.
m
a. Identify the name and the sound
of the onset.
b. Add the onset to the rime and
p en
h
read the word.
c. Practice reading the word fast.
d. Show pictures of the words.
e. Ask learners to match the word
and the picture. (Vocabulary
development) B
d
10
Pictures from: freepik.com

Let’s try it!
3. Do the practice activity:

a. Present the word list
without the onset
b. Show a picture and ask the
__en
learners to name it by filling
in the missing onset of the
word.
c. Ask learners to read the
word.
10 __en
10 ten
__en
pen
__en
men
__en
hen
__en
pen
__en
Ben
__en
den
The Fuller Technique ten Let’s try it!
4. Practice reading the completed list of

words in the word family:
a. Model reading the words.
men
b. Read the list of words with
the learners.
c. Ask the learners to read the
pen
hen
words on their own.
en Ben
den
en
den
ten 10
men
pen
hen
Ben

ten
men
pen
hen
Ben
den
Let’s try it!
5. Introduce phrases by combining sight
words and the words in the word family:
a. Introduce the sight word/s.
the
b. Model reading the phrases, composed
of sight word/s and word family.
c. Read the phrases with the learners.
d. Ask the learners to read the phrases.
a
in
is
the in
a is
the pen
the the hen
the men
a hen
a a pen

in in the pen
in a den

is a hen
is is in the pen
is wet
Let’s try it!
6. Introduce sentences that use
sight words and the word family.
a. Model reading the sentences.
b. For each sentence, show a
picture. (Vocabulary
development)
c. Read the sentences with the
learners.
d. Ask the learners to read the
sentences.
e. Ask one or two The hen is in the pen.
comprehension questions
about the sentence. (Reading
comprehension)

Ben’s pet is a hen.

The hen is in the pen.

The pen is wet.

The hen is wet.

Get the hen.

Let’s try it!
7. Introduce a story using the
sentences and words presented Ben’s Pet Hen
earlier.
a. Model reading the story.
b. Show a picture/s of the story.
c. Read the story with the
learners.
d. Ask the learners to read the
story.
e. Ask comprehension questions
about the story. (Reading
comprehension)

Ben’s Pet Hen
by: Lei Rabajante

Ben’s Pet Hen
by: Lei Rabajante

The pen is wet.
Is the hen wet?

The hen is wet!

Ben, get the hen!
Get the hen in the pen!
Ben’s Pet Hen
by: Lei Rabajante

The pen is wet.

Is the hen wet?
The hen is wet!
Ben, get the hen!

Get the hen in the pen!
Questions:
1. What animal is Ben’s pet?
2. Where is Ben’s pet?
3. What happened to the pen?
4. What happened to the hen?
5. Why do you think is the pen wet?
6. Why did the hen get wet?
7. Who do you think told Ben to get the hen
in the pen?
8. Why should Ben get the hen in the pen?
1. SHORT MEDIAL VOWEL 3. CONSONANT BLENDS 5.VOWEL DIPHTHONGS
WORDS - CVC
(Word Families) Initial Blends oi (oil)
cl (class) cr (crab) oy (toy)
short e (set) sw (swim) au (taught)
short a (cat) aw (saw)
short i (pin) Final Blends ou (out)
short o (mop) nt (went) st (nest) ow (how)
short u (bug) lt (belt) ft (lift)
mp (jump)
6.VOWEL DIGRAPHS
2. CONSONANT
DIGRAPHS 4. LONG VOWEL SOUNDS oa (goat)
ee (sheep)
ch (chin, catch) long a (bake) ea (beat)
sh (ship, fish) long i (hide) ai (pail)
long o (rose) ay (bay)
long u (cube)
Your turn!
Return-
Demo
95
ed Sight words: on, has
Story:
Phrases:
bed ● has a bed Ned has a bed.
● has a pet
red ● on the bed The bed is red.
● on a pen Ned, get on the bed!
fed Ned is on the red bed.
Sentences:
wed ● Ned has a bed.
● The bed is red.
Ned ● Get on the bed!
96
Instructions:
1. Cut out the cards in the practice

sheet (ed word family).
2. List comprehension questions for
each of the practice sentences.
3. List comprehension questions for
the selection.
4. Demonstrate the process of
teaching reading following the
Fuller Approach.
97
How did you do in the demo?
REFRESHED WARMED
LET’S AND UP AND
DO THIS! READY! READY!
success with a few success with a fair
success, following
steps correct number steps
correct the sequence
98
CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS
Lunch Break

PILIPINAS
PHOTO: HARRY JAMES CREO FOR USAID BASA
Topic 3:
From Results of the
Assessment to Using
the Lesson Map

RTOT Return-Demo Participants
Observers Demo Teachers (RTs) Documenters
CREDIT: HARRY JAMES CREO FOR

USAID BASA PILIPINAS
Observers Demo Teachers
- Give the rules/ reminders Documenters
- Give signals to (Regional - They will take
communicate- GO, LAST Trainers) photos and short
5 MIN, and STOP clips of ythe demo
- Prepare the materials teachers in action..
- Give feedback to all the - Practice his/ her
RTs at the end of all the return-demo
return-demos - Conduct a 10-15min
- Lead the group back to
return demo
the hotel
101
Instructions for Return-Demo on Saturday, July 23, 2022
1. Find your partner who was randomly assigned to you within your division.
2. You will be assigned to a room, a subject area, and cases for your class’ ability groups.
3. Determine the first lesson in the Lesson Map based on the results of the assessment (Summary
of Errors). Refer to “Where to Start Using the Assessment Results” and “Lesson Map Guide”
for your guidance.
4. Prepare the materials for the learning centers. Remember the learning centers of Mother
Tongue, Filipino, and English are Reading, Writing, Listening, and Speaking. For Math, the learning
centers are Numbers, Addition, Subtraction and Multiplication/ Division..
5. Prepare also the materials for your directed instruction during the differentiated learning
activities. The worksheets for each groups have already been prepared for you.
6. You are highly encouraged to get the materials from the existing sample teacher-made
materials.You may create your own if you prefer that but it’s better to spend your time
preparing for your return-demo.
7. You AND your partner/s will be given a total of 30 min to conduct your return-demo. The
observer will be given 10-15 min. to give his/ her feedback.
8. We will leave the hotel at 1PM. We need to be at the Albay Central School by 1:15PM to set-up
so we can start by 1:30PM and be back at the plenary hall by 4PM for the closing program.
102
Assessment of Strengths and Weaknesses of the FI (Grade 3)
Put a ✔ under strength if the child’s score in the test is ⅗, 7/10, 8/12, 14/20, 18/ 26, or 19/ 28 and above. Put a ✔ under weakness if the child’s score is below the
score mentioned. Write/ Type NA if the test is not applicable.
ASSESSMENT TOOLS Strength Weakness
Listening Comprehension ✔
Reading Fluency and Comprehension NA
Sentence Reading and Comprehension NA
Word Reading (Word Families/ Pinagsama-samang ✔

Tunog)
Word Reading (Sight Words/ Mga Pantulong na ✔

Kataga)
Word Reading (Non-words) ✔
Phonological Awareness- Syllable Analysis ✔
Phonological Awareness- Phoneme Analysis NA
Phonological Awareness- First Sound ✔
Phonological Awareness- Last Sound NA
Alphabet Knowledge ✔
Assessment of Strengths and Weaknesses of the MI (Grade 3)
Word Reading (Word Families/ Pinagsama-samang ✔

Tunog)
Word Reading (Sight Words/ Mga Pantulong na ✔

Kataga)
Phonological Awareness- Phoneme Analysis ✔
Phonological Awareness- Last Sound ✔
Assessment of Strengths and Weaknesses of the LI (Grade 3)
Sentence Reading and Comprehension ✔
Word Reading (Word Families/ Pinagsama-samang NA

Tunog)
Word Reading (Sight Words/ Mga Pantulong na NA

Kataga)
Word Reading (Non-words) NA
Phonological Awareness- Syllable Analysis NA
Phonological Awareness- First Sound NA
Alphabet Knowledge NA
Assessment of Strengths and Weaknesses of the GR (Grade 3)
Reading Fluency and Comprehension NA (CRLA)
Word Reading (Word Families/ Pinagsama-samang NA

Tunog)
Word Reading (Sight Words/ Mga Pantulong na NA

Kataga)
Summary of Errors of Ability Groups- (Grade 3)
List ALL the errors asked for in all the tests of ALL the members of each group.
ASSESSMENT TOOLS Full Intervention (FI) Moderate Intervention (MI) Light Intervention (LI) Grade Ready (GR)
Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential
Reading Fluency (words and punctuation marks read NA NA NA NA

incorrectly, average speed in reading, & other observations)
Sentence Reading (words and punctuation marks read NA NA kaarawan none

incorrectly
Sentence Comprehension (type of question with more errors) NA NA Inferential & Literal Inferential
Word Reading: Word Families/ Pinagsama-samang Tunog asam, isamo, masebo (stopped tanong, bisikleta, langgam, NA NA
(words read incorrectly) after word #3) hagdanan
Word Reading: Sight Words/ Mga Pantulong na Kataga (words ay, ang, mga (stopped after word ang, mga, ng NA NA
read incorrectly) #3)
Word Reading: Non-words (read incorrectly) masi, oka, iliw (stopped after masi, oka, iliw (stopped at item #3) NA NA
word #3)
Alphabet Knowledge- Letter Names (named incorrectly) All except Mm

None NA NA
Alphabet Knowledge- Letter Sounds (sounds produced All except /m/ /None NA NA
incorrectly)
Where to Start Using the Result of the Assessment?
1. Based on the Summary of Errors, get the baseline (minimum starting point) for each group. Do this
for each domain- naming letters, producing letter sounds, syllable or phoneme analysis, final or last
sound, word reading, sentence reading.
2. All the letters that the members made a mistake will be the starting point for the lesson on
Alphabet Knowledge for both the directed instruction, worksheets, and learning centers.
3. The directed instruction will also focus on the words where the students in the group made the
most mistakes. The word families/ pinagsama-samang tunog as well as pantulong na kataga and sight
words that all the students can already read may be part of the words for review.
4. To develop reading fluency, the lesson will target the words that the students in the group read
incorrectly and based on observations, the teacher will know if the child will need help in observing
the punctuation marks, reading with proper emotion and speed.
5. The type of questions where mosts errors were committed will also be the focus of the
intervention- is on inferential level of questions or literal level of questions first before working on
answering inferential level of questions?
6. The components which are concluded as the weaknesses of the group will be the focus of the
learning centers While the strengths will be used for the guided practice activities or review during
teacher-directed instruction and worksheets.
Summary of Errors of Ability Groups
ASSESSMENT TOOLS Full Refresher Moderate Refresher Slight Refresher Grade Ready
Listening Comprehension (type of question with more errors)
Reading Fluency (words and punctuation marks read

Sentence Reading (words and punctuation marks read

incorrectly
Sentence Comprehension (type of question with more errors)
Word Reading: Word Families/ Pinagsama-samang Tunog

(words read incorrectly)
Word Reading: Sight Words/ Mga Pantulong na Kataga (words

read incorrectly)
Word Reading: Non-words (read incorrectly)
Alphabet Knowledge- Letter Names (named incorrectly)
Alphabet Knowledge- Letter Sounds (sounds produced

incorrectly)
1. Based on the Summary of Errors, get the baseline (minimum starting point) for each
group. Do this for each domain- naming letters, producing letter sounds, syllable or
phoneme analysis, final or last sound, word reading, sentence reading.


incorrectly
Word Reading: Sight Words/ Mga Pantulong na Kataga (words ay, ang, mga (stopped at word ang, mga, ng, ikaw NA NA
Word Reading: Non-words (read incorrectly) masi, oka, iliw (stopped at word masi, oka, iliw (stopped at item #3) NA NA
#3)
Alphabet Knowledge- Letter Names (named incorrectly) All except Aa

Q,G,F,J,X,Z, Ñ, NG NA NA
Alphabet Knowledge- Letter Sounds (sounds produced All except /a/ /u/, /ñ/, /ng/,/q/, /x/, f/, /v/, /z/ NA NA
incorrectly)
2. All the letters that the members made a mistake will be the starting point for the
lesson on Alphabet Knowledge for both the directed instruction, worksheets, and
learning centers.
3.The directed instruction will also focus on the words where the students in the group
made the most mistakes.The word families/ pinagsama-samang tunog as well as
pantulong na kataga and sight words that all the students can already read may be part
of the words for review.
4.To develop reading fluency, the lesson will target the words that the students in the
group read incorrectly and based on observations, the teacher will know if the child will
need help in observing the punctuation marks, reading with proper emotion and speed.
5.The type of questions where mosts errors were committed will also be the focus of
the intervention- is on inferential level of questions or literal level of questions first
before working on answering inferential level of questions?
5. The type of questions where mosts errors were committed will also be the focus of the
intervention- is on inferential level of questions or literal level of questions first before working on
answering inferential level of questions?
6.The components which are concluded as the weaknesses of the group will be the focus
of the learning centers While the strengths will be used for the guided practice activities
or review during teacher-directed instruction and worksheets.
Lesson Map Guidelines
This is the set of guidelines on how to use the Lesson Map for the Learning Recovery Program- how to find
the strategies and materials (learning center activities and worksheets) that you will use for each ability
group.
1. The result of the assessment will give you information on where to start. Find the areas where
intervention is needed (see “Where to Start” in the Assessment Guidelines).
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on the result
of the Assessment, look for the lowest level (baseline) where intervention is needed in each domain.
3. Once you find the baseline, you will be able to match the skills with the strategies that you may use
when you teach, the activities for the learning centers, and the worksheets to develop the target
skills.The areas where the groups is weak will be the focus of the directed instruction by the teacher
and worksheets.
4. Identify all the skills that need intervention and identify their matching strategies, learning center
activities, and worksheets to be given to the students. This will be part of the intervention plan.
5. You will also find the skills that the students in the group already know but would need review and
more practice. Match these skills with the activities in the learning centers. The activities in the learning
centers are meant to be accomplished at independent level, in collaboration with other students, and
with guidance by the teacher.
This is the set of guidelines on how to use the Lesson Map for the Learning Recovery Program- how
to find the strategies and materials (learning center activities and worksheets) that you will use for
each ability group.
1. The result of the assessment will give you information on where to start. Find the
areas where intervention is needed (see “Where to Start” in the Assessment
Guidelines).


incorrectly
#3)

incorrectly)
each ability group.
2. The skills in the Lesson Map are placed under the literacy domains/ maths
domains. Based on the result of the Assessment, look for the lowest level (baseline)
where intervention is needed in each domain.


incorrectly
#3)

incorrectly)
each ability group.
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on
the result of the Assessment, look for the lowest level (baseline) where intervention is needed
in each domain.
3. Once you find the baseline, you will be able to match the skills with the strategies
that you may use when you teach, the activities for the learning centers, and the
worksheets to develop the target skills.The areas where the groups is weak will be
the focus of the directed instruction by the teacher and worksheets.
F
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each ability group.
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on
the result of the Assessment, look for the lowest level (baseline) where intervention is needed
in each domain.
3. Once you find the baseline, you will be able to match the skills with the strategies that you may
use when you teach, the activities for the learning centers, and the worksheets to develop the
target skills.The areas where the groups is weak will be the focus of the directed instruction by
the teacher and worksheets.
4. Identify all the skills that need intervention and identify their matching strategies,
learning center activities, and worksheets to be given to the students.This will be
part of the intervention plan.
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M
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L
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G
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group.
and worksheets.
5. You will also find the skills that the students in the group already know but would need
review and more practice. Match these skills with the activities in the learning centers.
The activities in the learning centers are meant to be accomplished at independent level,
in collaboration with other students, and with guidance by the teacher.
F
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Learning Center
Activity Map
137
Let’s try it out…
What is the
Grade 3 English first lesson of
each ability
group?
138
Put a ✔ under strength if the child’s score in the test is ⅗, 7/10, 8/12, 14/20, 18/ 26, or 19/ 28 and above. Put a ✔ under weakness if the child’s score is below the score mentioned.
Write/ Type NA if the test is not applicable.
Word Reading (Word Families/ Pinagsama-samang Tunog) ✔
Word Reading (Sight Words/ Mga Pantulong na Kataga) ✔
Reading Fluency and Comprehension ✔
Word Reading (Word Families/ Pinagsama-samang Tunog) NA
Word Reading (Sight Words/ Mga Pantulong na Kataga) NA
Summary of Errors of Ability Groups - (Grade 3)
ASSESSMENT TOOLS Full Intervention Moderate Intervention Light Grade Ready

Intervention
Reading Fluency (words and punctuation marks NA NA phonetic reading, frequent

read incorrectly, average speed in reading, & other frequent pauses, pauses,
observations) question mark question mark
Sentence Reading (words and punctuation marks NA NA question mark, None

read incorrectly words: might,
goes, stairs
Sentence Comprehension (type of question with NA NA Inferential & Inferential

more errors) Literal
Word Reading: Word Families/ Pinagsama-samang bet, hat, cot, fit, tub, nun, leg, rid, jam, top hat, cot, fit, tub, nun, leg, cot, top, nun NA
Tunog (words read incorrectly) rid, jam, top
Word Reading: Sight Words/ Mga Pantulong na the, you, of, to, and, I, an, is, he, in, was, they, for, and, was, they, that, with, with, they NA
Kataga (words read incorrectly) on, that, with, are, his, this, it this, are, for
Word Reading: Non-words (read incorrectly) for, solar, jore, umti, nide, vay, if, kee, plom, ning umti, jore, nice, vay, plom umti, vay NA
Alphabet Knowledge- Letter Names (named B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z None NA NA

incorrectly) b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z
Alphabet Knowledge- Letter Sounds (sounds All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ NA NA
produced incorrectly)
Lesson Map Checklist
Criteria YES or NO?
1. The baseline determined from the result of the assessment matches the starting
point in the Lesson Map.
2. All the skills that need intervention were identified in the Lesson Map for direct
instruction, Learning Center activities, and worksheet.
3. All the skills that need review and more practice are identified for the Learning
Center Activities.
4. The strategies correctly match the identified skills for intervention.
5. The learning center activities correctly match the identified skills for intervention and
review.
6. The worksheets correctly match the identified skills for intervention.

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G
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Summary of Errors of Ability Groups - (Grade 3)
ASSESSMENT TOOLS Full Intervention Moderate Intervention Light Grade Ready

Intervention
Reading Fluency (words and punctuation marks NA NA phonetic reading, frequent

read incorrectly, average speed in reading, & other frequent pauses, pauses,
observations) question mark question mark
Sentence Reading (words and punctuation marks NA NA question mark, None

read incorrectly words: might,
goes, stairs
Sentence Comprehension (type of question with NA NA Inferential & Inferential

more errors) Literal
Word Reading: Word Families/ Pinagsama-samang bet, hat, cot, fit, tub, nun, leg, rid, jam, top hat, cot, fit, tub, nun, leg, cot, top, nun NA
Tunog (words read incorrectly) rid, jam, top
Word Reading: Sight Words/ Mga Pantulong na the, you, of, to, and, I, an, is, he, in, was, they, for, and, was, they, that, with, with, they NA
Kataga (words read incorrectly) on, that, with, are, his, this, it this, are, for
Word Reading: Non-words (read incorrectly) for, solar, jore, umti, nide, vay, if, kee, plom, ning umti, jore, nice, vay, plom umti, vay NA
Alphabet Knowledge- Letter Names (named A, B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z None NA NA

incorrectly) b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z
Alphabet Knowledge- Letter Sounds (sounds All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ NA NA
produced incorrectly)
Lesson Map Checklist
Criteria YES or NO?
1. The baseline determined from the result of the assessment matches the starting
point in the Lesson Map.
2. All the skills that need intervention were identified in the Lesson Map for direct
instruction, Learning Center activities, and worksheet.
3. All the skills that need review and more practice are identified for the Learning
Center Activities.
4. The strategies correctly match the identified skills for intervention.
5. The learning center activities correctly match the identified skills for intervention and
review.
6. The worksheets correctly match the identified skills for intervention.

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G
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Training Proper
PILIPINAS
Topic 4:
Strategies for Math
Teaching and Learning

September 2021
• ABSTRACT
• PICTORIAL
• CONCRETE
CPA Approach
164
CREDIT:KAREN RIVERA FOR USAID BASA PILIPINAS

PHOTO: https://ph.usembassy.gov/wp-content/uploads/sites/82/2016/07/B51T0151.jpg
CPA Approach
Jerome Bruner (1966)
Modes of Representation
• Enactive (action-based)
• Iconic (image-based)
• Symbolic (language-based)
September 2021 165

CPA Approach
Jerome Bruner (1966)
Modes of Representation
• Enactive (action-based)
CONCRETE
• Iconic (image-based)
PICTORIAL
• Symbolic (language-based)
ABSTRACT
September 2021 166
CPA Approach
Helps learners:
• Understand the concept
• Analyze and reason
• “Solve the problem” in

different ways
September 2021 167

September 2021
NUMBERS
sweets are there?

CPA Approach
chocolates. How many

ADDITION OF 1-DIGIT
There are 7 candies and 5
168

CPA Approach
ADDITION OF 1-DIGIT NUMBERS
There are 7 candies and 5 chocolates. How many
sweets are there altogether?
5 and 7 make 12
September 2021
5 + 7 = 12 169
CPA Approach
There are 7 candies and 5 chocolates.
How many sweets are there altogether?
7 + 5 = 1 ten 2 ones
7 + 5 = 10 + 2 = 12
Tens Ones
+ 5
1 2
September 2021 170
September 2021
1
+
T
2
5
7
O
7 + 5 = 10 + 2 = 12
7 + 5 = 1 ten 2 ones
CPA Approach
Tens
Tens
Ones
Ones
171

September 2021
CPA Approach
sweets are there?
7 + 5 = 12
There are 7 candies and 5 chocolates. How many
172

September 2021
It’s your turn!
CPA Approach
173

CPA Approach
Grade 1: Subtraction of 1-digit numbers from
2-digit numbers without regrouping
17 - 5 = ____
• Present lesson using the C-P-A approach

• Use the following math manipulatives
(Concrete): counters, ten frames, base 10
blocks (longs and ones), place value chart
September 2021 174

CPA Approach
Grade 2: Addition of 2-digit numbers
with regrouping
35 + 88 = ____
• Present lesson using the C-P-A

approach
(Concrete): base 10 blocks (flats, longs
and ones), place value chart
September 2021 175

CPA Approach
Grade 3: Multiplication – Multiplying 4s
• Present lesson using the C-P-A

approach
(Concrete): counters, grouping plates,
ten frames
September 2021 176

September 2021
3
2
NUMBER BONDS
177

September 2021
NUMBER BONDS
178

NUMBER BONDS
Help learners:
• Understand a number
• Develop automaticity
(mental math)
179
NUMBER BONDS
Your turn!
What are the pairs of

numbers that make 6?
180
NUMBER BONDS
1 3
6 1 and 5 make 6 6 3 and 3 make 6
5 3
2 6
2 and 4 make 6 6 and 0 make 6
6 6
4 0
181
NUMBER BONDS
Find the sum of 58 and 16.
58 + 16
2 14
58 + 2 = 60
60 +14 = 74
182
NUMBER BONDS
YOUR TURN!
Find the sum of 64 and 29.

64 + 29 =
183
NUMBER BONDS
Find the difference
of 90 and 18.
90 - 18
70 20
20 - 18 = 2
90 - 18 = 70 + 2 = 72
184
NUMBER BONDS
YOUR TURN!
Find the difference

of 50 and 19.
50 - 19
185
September 2021
BAR MODELS
186

How will you solve this problem?
The difference between two numbers is 68.
If the smaller number is 153,
what is the bigger number?
September 2021 187

September 2021
BAR MODELS
188

BAR MODELS
Bar models are a way to represent situations in
word problems using diagrams, in particular, using
rectangles.
September 2021 189

BAR MODELS
Helps learners in
• Visualizing a problem
• Analyzing a problem
190
Type of problem:
Finding the total
A man sold 230 balloons at a fair in the morning. He sold another
86 balloons in the evening. How many balloons did he sell in all?
191
Type of problem:
Finding part of a whole
Mary made 686 biscuits. She sold some of them. If 298 were left
over, how many biscuits did she sell?
192
Type of problem:
Comparison of values
134 girls and 119 boys took part in an art competition. How many
more girls than boys were there?
193
BAR MODELS
Let’s work together!
Grade 1:
140 children took part in a swimming test. 23 of them failed the
test. How many children passed the test?
194
BAR MODELS
Your turn!
Grade 2:
David is 26 years old. Paul is 9 years older than David. Mary is 8
years older than Paul.
A) How old is Paul?
B) How old is Mary?
195
BAR MODELS
Your turn!
Grade 3:
Mina has 6 goldfish. She has 5 times as many guppies as goldfish. If
she puts her guppies equally into 3 tanks, how many guppies are in
each tank?
196
MATH GAMES
• Playing Cards
• Board Games
• Dominoes
• Group games (ex. Boat
is Sinking)
197
Addition Card Game
• 2 players
• Remove A, J, K, Q cards
• Shuffle your cards and place the
deck on the table
• Player 1 will get a card from the
deck and, without looking at it,
he/she will hold it up to his/her
forehead (like in “Heads Up” or
“Pinoy Henyo”)
• Player 2 will also get a card from the
deck and show it. He/she will
MENTALLY add the number from
Card 1 (from player 1) and the
number from Card 2 (what he/she is
holding) and will say the sum out
loud.
• Player 1 has to guess what his/her
card number is based on the sum.
198
Multiplication Card Game
• 2 players
• Remove A, J, K, Q cards
• Shuffle your cards and place the
deck on the table
• Player 1 will get a card from the
deck and, without looking at it,
he/she will hold it up to his/her
forehead (like in “Heads Up” or
“Pinoy Henyo”)
• Player 2 will also get a card from the
deck and show it. He/she will
MENTALLY multiply the number
from Card 1 (from player 1) and the
number from Card 2 (what he/she is
holding) and will say the producr out
loud.
• Player 1 has to guess what his/her
card number is based on the
product.
199
PILIPINAS
Topic 5:
From Results of the
Assessment to Using
the Lesson Map

group.
and worksheets.
5. You will also find the skills that the students in the group already know but would need review and
more practice. Match these skills with the activities in the learning centers. The activities in the learning
centers are meant to be accomplished at independent level, in collaboration with other students, and
with guidance by the teacher.
GRADE 3 SUMMARY OF ERRORS (WEAKNESSES) OF ABILITY GROUPS
Number Sense Skill FULL MODERATE LIGHT GRADE
INTERVENTION INTERVENTION INTERVENTION READY
1. UNDERSTANDING NUMBERS: Writing 3-digit

numbers in words and symbols
2. UNDERSTANDING NUMBERS: Ordinal numbers,

Ordering people - 1st to 10th
3. ADDITION: Adding 1-digit and 2-digit numbers,

Addition of money
4. ADDITION: Solving 1-step word problems, Addition of

3-digit and 2-digit numbers with regrouping

3-digit numbers with regrouping
6. SUBTRACTION: Solving 1-step word problems,

Subtraction of 3-digit numbers with regrouping
7. MULTIPLICATION: Writing equations
8. MULTIPLICATION: Solving 2-step word problems,

Multiplying 2s and 4s
9. MULTIPLICATION: Multiplying 2s and 3s
10. MULTIPLICATION: Solving 1-step word problems,

Multiplying 2-digit by 1-digit numbers
11. DIVISION: Dividing by 10s
12. DIVISION: Solving 1-step word problems, Dividing

3-digit by 1-digit numbers
13. DIVISION: Solving 2-step word problems using

money
14. MULTIPLICATION: Solving 2-step word problems

using money



Addition of money



Full Intervention
205
Full Intervention
REVIEW - what the

learner already knows
● Worksheet
● Differentiated
instruction
TEACH - next lesson in

the Lesson Map
206



Addition of money



Moderate Intervention
REVIEW - what the


the Lesson Map
208



Addition of money



Light Intervention
210
Light Intervention
REVIEW - what the


the Lesson Map
211



Addition of money



Grade Ready
REVIEW - what the


the Lesson Map
213
Grades 1- 3- Math Lesson Map Flow
Full Intervention Moderate Intervention Light Intervention Grade Ready
Understanding Numbers
Addition
Subtraction
Multiplication and Division (Grade 3 only)

Let’s practice!
Find the baseline from the summary of errors in each ability group
to determine the starting point of your intervention plan.
215
UNDERSTANDING NUMBERS: Grouping, visualizing

numbers 41-100
UNDERSTANDING NUMBERS: One more/add one to a

number
UNDERSTANDING NUMBERS: numbers 41-100,

grouping in tens, place value
UNDERSTANDING NUMBERS: Arranging numbers

(least to greatest)
UNDERSTANDING NUMBERS: Writing 2-digit numbers

in words and symbols
UNDERSTANDING NUMBERS: Place value (tens, ones)
UNDERSTANDING NUMBERS: Comparing numbers (<,

>, =)
UNDERSTANDING NUMBERS: Ordinal numbers,

Ordering objects - 1st to 10th
UNDERSTANDING NUMBERS: Counting and visualizing

amounts of money
ADDITION: Addition of 1-digit numbers up to 20
ADDITION: Adding 1-digit and 2-digit numbers, Addition

of money
ADDITION, SUBTRACTION: Inverse (relationship of

addition and subtraction)
SUBTRACTION: Solving 1-step word problems, numbers

up to 20
ADDITION, SUBTRACTION: Solving 2-step word

problems
DIVISION: Dividing into sets/groups, 5s
DIVISION: Dividing into sets/groups, 4s


Understanding Numbers
Counting Numbers: Counting forward
Counting Numbers: Counting backward
Reading Numerals
Writing Numerals
Matching Numerals and Sets
Ordering Numbers
Addition and Subtraction

Building and Changing Numbers
RTOT Return-Demo Participants
Observers Demo Teachers (RTs) Documenters
CREDIT: HARRY JAMES CREO FOR

USAID BASA PILIPINAS
Observers Demo Teachers
- Give the rules/ reminders Documenters
- Give signals to (Regional - They will take
communicate- GO, LAST Trainers) photos and short
5 MIN, and STOP clips of ythe demo
- Prepare the materials teachers in action..
- Give feedback to all the - Practice his/ her
RTs at the end of all the return-demo
return-demos - Conduct a 10-15min
- Lead the group back to
return demo
the hotel
219
Instructions for Return-Demo on Saturday, July 23, 2022
1. Find your partner who was randomly assigned to you within your division.
2. You will be assigned to a room, a subject area, and cases for your class’ ability groups.
3. Determine the first lesson in the Lesson Map based on the results of the assessment (Summary
of Errors). Refer to “Where to Start Using the Assessment Results” and “Lesson Map Guide”
for your guidance.
4. Prepare the materials for the learning centers. Remember the learning centers of English and
Filipino are Reading, Writing, Listening, and Speaking.
5. Prepare also the materials for your directed instruction during the differentiated learning
activities. The worksheets for each groups have already been prepared for you.
6. You are highly encouraged to get the materials from the existing sample teacher-made
materials.You may create your own if you prefer that but it’s better to spend your time
preparing for your return-demo.
7. You AND your partner/s will be given a total of 30 min to conduct your return-demo. The
observer will be given 10-15 min to give his/ her feedback.
8. We will leave the hotel at 1PM. We need to be at the Albay Central School by 1:15PM to set-up
so we can start by 1:30PM and be back at the plenary hall by 4PM for the closing program.
220
PHOTO: KAYE SUCGANG FOR USAID BASA PILIPINAS
Salamat!
6/16/2020 ABC+: Advancing Basic Education in the Philippines 221

DAY 2 - Slides On Marungko, Fuller, and Math Approaches

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DAY 2 - Slides On Marungko, Fuller, and Math Approaches

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PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS

ABC+: Advancing Basic Education in the Philippines

●Strategies for Literacy Development across

February 2021 ABC+: Advancing Basic Education in the Philippines 2

February 2021 ABC+: Advancing Basic Education in the Philippines 3

February 2021 ABC+: Advancing Basic Education in the Philippines 4

1. Use of concrete objects

3. Acting it out/ Demonstrating

4. Use of video clips

5. Use of audio clips

6/16/2020 ABC+: Advancing Basic Education in the Philippines 15

Sasama ang Mama.

READING FLUENCY 1. Tama ba ang pagbabasa ko ng

READING FLUENCY 1. Tama ba ang pagbabasa ko ng

1. Masasama ang ama?

1. Masasama ang Mama?

4. Saan kaya sila sasama?

1. Masasama ang ama?

1. Masasama ang Mama?

4. Saan kaya sila sasama?

February 2021 ABC+: Advancing Basic Education in the Philippines 37

* Consonants K, X, and Q are not taught in isolation.

3. Review the letter sound and name

4. Review the letter form

Show pictures starting with Cc.

corn cat canteen carrot

Sing the Song:

4. Review the letter form

“Let us write the big C.”

“Let us write the small c.”

•Name each picture. Write the letter that begins

1. Do the practice activity:

Pictures from: freepik.com

3. Do the practice activity:

4. Practice reading the completed list of

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Pictures from: freepik.com

Ben’s pet is a hen.

Is the hen wet?

The hen is wet!

Ben’s pet is a hen.

The pen is wet.

Ben, get the hen!

1. Cut out the cards in the practice

February 2021 ABC+: Advancing Basic Education in the Philippines 99

February 2021 ABC+: Advancing Basic Education in the Philippines 100

CREDIT: HARRY JAMES CREO FOR

ASSESSMENT TOOLS Strength Weakness

Reading Fluency and Comprehension NA

Sentence Reading and Comprehension NA

Word Reading (Word Families/ Pinagsama-samang ✔

Word Reading (Sight Words/ Mga Pantulong na ✔

Word Reading (Non-words) ✔

Phonological Awareness- Syllable Analysis ✔