Leyte Normal University

National Service Training Program

FD 503:
NSTP 102:OF
FOUNDATIONS
LTS PROGRAM OF INSTRUCTION
EDUCATION
COURSE
COURSEMODULE
MODULE
JANET P. ESPADA, PhD

MA. VENUS G. ESTOJERO

i
THE AUTHOR. Ma. Venus Estojero is a Bachelor of Special Needs Education and
Professional Education faculty of Leyte Normal University. She graduated Bachelor
of Elementary Education with specialization in Special Education at LNU and
completed her Master of Arts in Education major in Special Education at Cebu
Technological University.

THE COVER. LNU's iconic College Building speaks about a -established and noble
educational institution approaching its 100 years of service to the people in the
region. (Photo by Mark Joshua Tan Photography)

LEYTE NORMAL UNIVERSITY PRESS

Paterno St., Tacloban City, Philippines 6500
ISBN ……………………………………….

© Leyte Normal University 2020

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appropriate.

ii
Learning Guide

This module presents the importance of teaching literacy and numeracy skills,
disaster risk reduction management, rights and laws related to children, and providing
motivational activities for learners.
This module is designed to train students to become functional literacy and
numeracy skills development advocates to children, out-of-school youth and others
who need much of this service.
Enjoy reading!

68
LNU VISION

A leading university of education and diverse disciplines attuned to local and global
development needs

LNU MISSION

To produce world class performing professionals equipped to engage on knowledge

and technology production so necessary to develop a sustainable society

NATIONAL SERVICE TRAINING PROGRAM (NSTP) GOALS

This program aims to promote the role of the youth in nation-building. As such, it aims
to encourage the youth to become civic and/or military leaders and volunteers whom
could be called upon by the nation in cases their services are needed.

NSTP COMPONENTS
The National Service Training Program is composed of different components.
The Civic Welfare Training Service is geared towards activities that have social impact
through activities that could contribute to “health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry”, thus the CWTS
component of the NSTP stressed the importance of youth involvement in broad
programs or activities that will benefit the people. While the CWTS focused on
programs to enhance the living conditions of the people, the Literacy Training Service
has a more limited yet equally useful objective that is to “train students to become
teachers of literacy and numeracy skills to school children, out of school youth, and
other segments of society in need of their service”. LTS thus specializes in the
education of the people, strengthening the education sector to empower the people
through education.
Meanwhile, Reserve Officers’ Training Corps, while deemed equally important by the
NSTP law (it maintained its existence and nature mentioned in RA 7077 having the
primary objective to prepare the youth in national defense, became merely a
component of the program.

The NSTP required male and female students to undergo the program they have
chosen for two (2) semesters or one (1) academic year in contrast with the ROTC
which required males to take military training for four (4) semesters or two (2)
academic years. Students taking NSTP will get three (3) units from taking the program;
equivalent of 3.0 units every semester. Thus, in contrast to the mandatory – yet free
– ROTC, students will now have to pay for their NSTP. This included the former cadets

iv
of the ROTC who enjoyed the free reservist program. Also, the law states that private
learning institutions could offer one of the three options but required state colleges
and universities to maintain their ROTC units together with an alternative unit from the
two other options. The law also limited the existence of the ROTC in private and
vocational institutions requiring it to have 350 cadets for it to be called a unit, otherwise
– and considering other factors such as insufficient cadet number, lack of logistics to
support ROTC program of instruction (POI), etc. – cross-enrolling the students to other
schools for their NSTP is an option.

The goal of the law and of the program is to harness the strength and capacity of the
youth to contribute to nation-building, thus the National Service Reserve Force was
created to enlist CWTS and LTS graduates which is also equivalent to the Citizen
Armed Force of the ROTC. In the event that the state will need people for its civic and
literacy activities, it will merely utilize the personnel of the reserve force, the student
volunteers the NSTP-CWTS and the NSTP-LTS has produced. As with the need of
the Armed Forces for additional force for its defense campaigns, it can easily use its
body of reservists in the Reserve Command.

v
COURSE SYLLABUS

COURSE CODE: NSTP 102

COURSE TITLE: LTS PROGRAM OF INSTRUCTION
COURSE CREDIT: 3 Units
PREREQUISITE COURSE: NSTP 101

Course Description

The Literacy Training 2 (LTS 2) is one of the three (3) component of the National
Service Training Program (NSTP), a civic education and defense preparedness
program for higher and vocational education students in the Philippines. The LTS is
“a program designed to train students to become teachers of literacy and numeracy
skills to school children, out of school youth, and other segments of society”.

Course Outcomes

At the end of the semester, the students of NSTP are expected to do the
following:

CO1 apply demonstrable knowledge and understanding of the literacy and

numeracy skills

CO2 demonstrate knowledge and understanding of the community-based

disaster risk reduction management training
CO3 show ICT skills in the selection, development and use of materials in
teaching children and out-of-school youth with literacy and numeracy as
well as action songs and other forms of icebreakers

CO4 Demonstrate an understanding of knowledge of learning environments that

are responsive to community contexts

CO5 demonstrate behaviors that uphold the dignity of Filipino citizens by

exhibiting qualities such as caring attitude, respect and integrity in the
conduct of one’s duties as a nation builder

CO6 demonstrate knowledge and understanding of children’s right and laws in

the community

vi
Institutional Outcomes

Graduates who are:

1. Critical thinkers
2. Effective communicators
3. ICT competent
4. Professionally competent
5. Value-laden leaders

Course Outline

MODULE I: TEACHING LITERACY AND NUMERACY SKILLS

MODULE II: COMMUNITY-BASED DISASTER RISK REDUCTION AND

MANAGEMENT (DRRM)

MODULE III: RIGHTS AND GOVERNING LAWS OF CHILDREN IN THE

COMMUNITY

MODULE IV: ACTION SONGS AND OTHER FORMS OF ICEBREAKERS

vii
Module 1 TEACHING LITERACY AND NUMERACY
SKILLS

Overview

This module provides the background of literacy and numeracy skills. It gives
importance of these skills in developing potentials and possibilities. Through
this lesson, it will enlighten the minds of NSTP students to have concern and
care for children, out-of-school or any member in the society who need most
of literacy and numeracy skills.

Objectives

In this lesson, I challenge myself to:

1. develop understanding about the literacy and numeracy skills;

2. determine strategies in numeracy and literacy development;
3. respond to issues and concerns about illiteracy in our society.

Activity
1. Indicate the numbers 1 to 8 inside the box in which no two consecutive numbers
shall be adjacent. In other words, 1 & 2 should not be placed in which they share the
same side or corner, same with 2 & 3, 3 & 4, 4 & 5, 5 & 6, 6 & 7, or 7 & 8.

68
2. Read the typoglycemia:
Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t
mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt
tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset
can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs
is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but
the wrod as a wlohe.

Analysis

A strong foundation in literacy and numeracy is vital for every child and youth,
and underpins their ability to engage in education, reach their potential, and to
participate fully in the community. This contributes to a virtuous circle, in which
characteristics such as the ability to reason critically, to experiment, and to be resilient
and persistent also support the development of literacy and numeracy.

This is why strong literacy and numeracy outcomes for all children and young
people are a key part of our educational system. It enables them to learn for life and
break the link, support to become happy, health and resilience, and to have pride and
confidence in schools and community.

Children and young people need increasingly sophisticated levels of language

and mathematics in order to take care of their health and well-being, participate in the
workforce and make a positive contribution to a democratic society. Mathematics
supports us to analyze and reason about the nature of the world. Language enables
us to communicate effectively, which is vital to feeling connected to the people around.

Literacy and numeracy underpin the acquisition of more complex skills. For
example making the transition from “learning to read” to “reading to learn” provides
children with opportunities to engage with the entire school curriculum, including
critical and creative thinking, social sciences, STEM subjects, and the arts. This is also
the case for children who make the transition from “learning to write” to “writing for
academic success.” An understanding of numbers and a robust knowledge of
mathematical concepts enables children and young people to make connections
between related ideas to progressively apply their understanding in new and unfamiliar
contexts.

Today, more than ever before the consequences of not having strong literacy
and numeracy are substantial. The ability to tell opinion from fact, to understand a
changing environment, to connect with others within and beyond our community, and
to do a meaningful work in global and increasingly automated economy – all require a
citizenry with higher levels of literacy and numeracy.
 Abstraction

DEFINITION

Literacy is defined as students’ ability to interpret and create texts with

appropriateness, accuracy, confidence, fluency, and efficacy for learning in and out of
school, and for participating in the workplace and community. Texts include media
texts, everyday texts and workplace texts from increasingly complex and unfamiliar
settings, ranging from the everyday language of personal experience to more abstract,
specialized and technical language, including the language of schooling and academic
study. Students learn to adapt language to meet the demands of more general or more
specialized purposes, audiences and contexts. They learn about the different ways in
which knowledge and opinion are represented and developed in texts, and abut how
more or less abstraction and complexity can be shown through language and through
multimodal representations. This means that print and digital contexts are included,
and that listening, viewing, reading, speaking, writing, and creating are all developed
systematically and concurrently.

Numeracy is the knowledge, skills, behaviors, and dispositions that students

need in order to use mathematics in a wide range of situations. It involves recognizing
and understanding the role of role of mathematics in the world and having the
dispositions and capacities to use mathematical knowledge and skills purposefully.
Number, measurement and geometry, statistics and probability are common aspects
of most people’s mathematical experience in everyday personal, study and work
situations. Equally important are the essential roles that algebra, functions and
relations, logic, mathematical structure and working mathematically play in people’s
understanding of the natural and human worlds, and the interaction between them.
Students are exposed to increasingly sophisticated and refined mathematical
understanding, fluency, reasoning, modelling and problem-solving. These capabilities
enable students to respond to familiar and unfamiliar situations by employing
mathematics to make informed decisions and solve problems efficiently. There is now
also good evidence that other areas of development – such as resilience and
perseverance – support achievement in numeracy as well.

LITERACY AND NUMERACY STRATEGY

At its core, the literacy and numeracy strategy aims to lift literacy and numeracy
across Philippines, in every government school, in every classroom, and for every
student.

For this to happen, every level of the system will need to focus on achieving
teaching and learning excellence in literacy and numeracy. The strategy aims to
empower and support schools to identify and implement strategies to improve literacy
and numeracy teaching and learning, based on their own particular circumstances and
needs.

The strategy recognizes that schools are in different places and have different
circumstances. Many schools are doing excellent work to achieve outstanding
outcomes for their students. Other schools are on a strong improvement pathway.
There are also some schools that are not currently achieving the growth in student
outcomes that they, their school communities, and students would hope for.
Regardless of the starting point, every school and every teacher can continue to build
on their practice. This strategy aims to support every school and every teacher to do
this.

The strategy also aims to improve outcomes for all students, irrespective of
their current level of achievement. This includes students who are achieving well
above their expected level, those who are achieving at expected levels, and those who
are not achieving at expected levels. We know students have the potential to achieve
regardless of their background. Students with children from low socioeconomic
families, culturally and linguistically diverse backgrounds and young people have
just as much potential to be high achievers as their peers.

The strategy is underpinned by the following key principles which are expanded
on below:

❖ Every level of the system supports high quality literacy and numeracy
classroom practice;
❖ High expectations for all;
❖ Access to high quality, detailed guidance on literacy and numeracy
improvement;
❖ Supporting teachers, middle leadership and principals;
❖ Lifting literacy and numeracy outcomes is central to what we do – every day;
and
❖ Focused support for schools to maximize outcomes for all students.

1. Every level of the system supports high quality literacy and numeracy
classroom practice

The strategy has a focus on excellent teaching and learning in literacy and numeracy,
enabled by high quality and professional leadership.
2. High expectations for all

While we have different roles and responsibilities at each level of the education
system, our shared focus is on supporting teachers in their daily practice to lift literacy
and numeracy achievement for all children and young people.
Students
• Every student can expect that they will have the teaching they need to achieve
success in literacy and numeracy – regardless of their background or prior
achievement.
• Every student can expect to be engaged in their learning, including working with
their teachers to set their own immediate and longer term literacy and numeracy
goals, and have their voice heard in designing their own learning.
Teachers

• Routinely reflect on formative, summative and diagnostic assessment to identify

what students know and can do, and on the impact of their teaching on individual
student learning progress; set goals with students, and tailor teaching using
evidence-based strategies.
• Actively engage in collaborative, evidence-based professional learning, within
the school and beyond it, about literacy and numeracy curriculum, pedagogy
and assessment.
• Build relationships with families that encourage positive dialogue and establish
a sense of partnership around the learner.

School middle leadership

• Take an instructional leadership role based on deep content knowledge about
the curriculum, formative, summative and diagnostic assessment, moderation
and pedagogy of literacy and numeracy.
• Maintain a focus on instructional coaching.

Principals and School Improvement Teams

• Deeply understand their school’s performance, including in literacy and
numeracy, through assessment and evidence of students’ learning.

• Focus on instructional leadership, including driving strong literacy and numeracy

practice in every classroom and strong literacy and numeracy outcomes for
every student.

• Build the capacity of their school community to collectively strive for teaching
and learning excellence.
• Establish a sharp, targeted and explicit improvement agenda and align
professional learning, guides and advice to deliver high quality teaching and
learning.
• Encourage and support parents and carers to engage with their children’s
literacy and numeracy – including reading and counting at home in the early
 years, and sending the message that, with persistence, their child can achieve
in literacy and numeracy.
• Build partnerships with families and explore opportunities for formalized
school/community partnerships.
Network leaders

• Drive system improvement through Communities of Practice, including a focus

on literacy and numeracy achievement.
Regional leaders

• Understand the literacy and numeracy performance of schools under their remit,
what it takes to lift performance, and consistently embed literacy and numeracy
goal-setting and improvement into discussions with school leadership and
network leaders.
• Differentiate engagement with schools in a tailored way to support a trajectory
of improvement, including connecting schools with different modes of support to
capitalize on strengths and achieve higher levels of literacy and numeracy for all
students.
• Provide opportunities for schools to share and learn from each other within and
beyond networks facilitated by regional leaders in education, superintendents
and education programs supervisors.

Central office leaders

• Ensure coherence in policy and implementation planning.
• Provide a clearly articulated approach to school leadership of literacy and
numeracy improvement, including data and support to diagnose current school
performance.
• Provide clearly articulated and precise guidance to teachers about how
language and numbers work, how to identify what children and young people
know and can do in literacy and numeracy, how to teach literacy and numeracy
effectively, and how to evaluate what is working.

• Provide support for every government school, with additional support for some
schools, based on their circumstances and needs.

3. Access to high quality, detailed guidance on literacy and numeracy

improvement
Comparable school systems that have lifted literacy and numeracy
performance offer a detailed and evidence- based approach to the fundamentals of
literacy and numeracy teaching and learning, across curriculum, assessment
(including formative assessment) and pedagogy.
4. Supporting teachers, middle leadership and principals
We will work with school leadership teams to provide more support to teachers
and middle leaders – including detailed, evidence-based guides to all aspects of
literacy and numeracy improvement, as well as opportunities for literacy or numeracy
leaders and coordinators at each school to attend regional conferences to build their
knowledge and share experiences.
5. Lifting literacy and numeracy outcomes is central to what we do – every day
Providing literacy and numeracy guides is a key enabler, but will not be enough on its
own. To succeed, literacy and numeracy outcomes must be central to what we do,
across all levels of the system, every day.
Literacy and numeracy need to be given consistent time in the classroom. They
need to be talked about in the staff room, in professional learning communities within
the school, in communities of practice, and other education programs, in setting
SMART goals in out-reach program and planning for improvement, in determining the
best ways to use school resources and use professional development opportunities,
and in exploring opportunities for schools to partner with others to share and learn.
Achievement in literacy and numeracy supports students to achieve in all of the
targets and education for all.
6. Focused support for schools to maximize outcomes for all students

This strategy is for all schools, and contains support for all (for example,
provision of high quality literacy and numeracy guides), as well as additional elements
that some schools will receive in any given year. Different schools will be provided with
different levels of support, recognizing and drawing on the excellent work going on in
many schools across the country, which is leading to measurable lifts in outcomes.
 Application

Literacy and numeracy are basic academic and life skills that every person must
develop. Unfortunately, there are some people in our communities who struggle on
this type of knowledge and therefore require an assistance.
Supposing you notice that in your own community, there are 20 out-of-school
youth who are considered as illiterate – lack of knowledge both literacy and numeracy.
In what way are you going to help them? Listed below are guide questions in order to
determine your ways in reaching out these people. Please answer truthfully and
sincerely the following questions.
1. How will you call your activities/program? State the reason why you choose that
title.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How are you going to conduct a literacy program for out-of-school youth?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Who are the persons that you will contact/tap to assist your activities?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What activities are you going to implement? Please enumerate.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What is the time duration of your activities? State the target start and end date of
program.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What materials and are you going to prepare?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

7. How will you assess your learners (the out-of-school youth) if they have learned
from your activities/program?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

8. What supports will you need of help? How will you obtain such support?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. What challenges do you think will you encounter while having the activities?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. What possible solutions will you make to resolve those challenges?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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 Assessment
Directions: Answer the following questions comprehensively. You may
provide an example if necessary.

1. Why are literacy and numeracy skills important?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________

2. What can you say to the practice during election about assisting an illiterate voter?
Do you agree that they should be assisted? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. If you were an illiterate person at your age right now, what would you do? How
would you feel about it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What opportunities do you think are provided to people who lack literacy and
numeracy skills in the field of work and search for a job?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. If you were the Secretary of Education, what programs and projects will you
implement to support the literacy and numeracy of students, out-of-school youth and
other members in the society?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Scoring Rubric

4 – Above 3 – Meets 2 – Approaching 1 – Below

Category Standards Standards Standards Standards
Sentence All sentences Most Most sentences Most sentences
Structure are well- sentences are are well are not well-
constructed well- constructed, but constructed or
with varied constructed there is no varied.
structure. and there is variation is
some varied structure.
sentence
structure in the
essay.
Accuracy All supportive Almost all Most supportive Most supportive
facts and supportive facts and facts and
statistics are facts and statistics are statistics were
reported statistics are reported inaccurately
accurately. reported accurately. reported.
accurately.

Evidence All of the Most of the At least one of Evidences and

and evidences and evidences and the pieces of examples are
Examples examples are examples are evidence and NOT relevant
specific, specific, examples is and/or are not
relevant and relevant and relevant and explained.
explanations explanations has an
are given that are given that explanation that
show how each show how each shows how that
piece of piece of piece of
evidence evidence evidence
supports the supports the supports the
claim. claim. claim.
 Additional Activities
1. Read about Zaner-Bloser Handwriting. On a Grade 3 writing pad, write the alphabet
both small and capital letters in manuscript. On the second paper, write the alphabet
both small and capital letters in cursive handwriting. On the third paper, write a two-
paragraph reflection about your realization during pandemic. Use a manuscript
handwriting, and rewrite your reflection using a cursive manner. If there is no available
Grade 3 papers, you may use Grade 1 or 2 writing pads.

2. Below are the complete lists of the Dolch’s sight words. These words are needed to
be familiar with of a child on his/her specific grade level. If these words are recognized
by a child, then he/she can be a good reader, similar to those who don’t know yet how
to read. What you are going to do is to make a flashcard for each word in the Dolch’s.
You may use cardboards, boxboards, used folders or any paper materials with at least
as thick as the cover of your notebook. Make sure that your flashcards are of equal
sizes. Use the Zaner-Bloser manuscript in writing the words. Place these 220
flashcards in a box. Indicate labels: Pre-Primer, Primer, First Grade, Second Grade,
and Third Grade to make it more organized.

Pre-Primer Primer First Grade Second Grade Third Grade

the he of would If
to was his very Long
and that had your about
a she him its got
I on her around six
you they some don't never
it but as right seven
in at then green eight
said with could their today
for all when call myself
up there were sleep much
look out them five keep
is be ask wash try
go have an or start
we am over before ten
little do just been bring
down did from off drink
can what any cold only
see so how tell better
not get know work hold
one like put first warm
my this take does full
me will every goes done
big yes old write light
come went by always pick
blue are after made hurt
red now think gave cut
where no let us kind
jump came going buy fall
away ride walk those carry
here into again use small
help good may fast own
make want stop pull show
yellow too fly both hot
two pretty round sit far
play four give which draw
run saw once read clean
find well open why grow
three ran has found together
funny brown live because shall
eat thank best laugh
who upon
new these
must sing
black wish
white many
soon
our
ate
say
under
please