00 TT1 Modular Participant - S Manual v3. 030721

STRATEGIES FOR LANGUAGE LEARNING AND TRANSITION:
IMPROVING EARLY GRADE LITERACY IN SCHOOL AND AT HOME
PARTICIPANT’S MANUAL
This training manual is made possible by the generous support of the American people through the U.S Agency for International
Development (USAID). The authors’ views expressed in this publication do not necessarily reflect the views of USAID or the United States
Government.
v3. 030721
Reviewed by the Department of Education (DepEd) – Region V and Region VI Offices
First Edition, 2020 by the U.S. Agency for International Development (USAID) through the
ABC+: Advancing Basic Education in the Philippines Project
ABC+ is a partnership of USAID and the Department of Education (DepEd), implemented by RTI International
together with The Asia Foundation, SIL LEAD and Florida State University.
Prepared by RTI International. RTI International is a registered trademark and a trade name of Research Triangle Institute.
Except as otherwise noted, this work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). To view a copy of this license, visit
https://creativecommons.org/licenses/by-nc/4.0/.
Under the Creative Commons Attribution-NonCommercial 4.0 International license, you are free to copy, distribute, transmit, and adapt this work but not for commercial purposes, with
the following conditions:
Attribution - If you copy and distribute this work in its entirety, without making changes to content or illustrations, please label the work as follows: “Reproduced on the basis of an original
work developed under the USAID ABC+: Advancing Basic Education in the Philippines project and licensed under the Creative Commons Attribution-NonCommercial 4.0 International
License.”
Translations - If you create a translation of this work, please use the following label on your work: “Translated from an original work developed under the USAID ABC+: Advancing Basic
Education in the Philippines project and licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.”
Adaptations - If you create an adaptation of this work, please use the following label on your work: “This is an adaptation of an original work developed under the USAID ABC+: Advancing
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All content not licensed under a Creative Commons license is all rights reserved, and you must request permission from the copyright owner/s to use this material.
v3. 030721
2 ABC+: Advancing Education in the Philippines
PARTICIPANT’S MANUAL
This Manual belongs to:
_________________________________
Division/ District/ School:
_________________________________
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Strategies in Language Learning and Transition 3
Acknowledgements
This training manual was developed under the ABC+:Advancing Basic Education in the Philippines with the generous support of the U.S.Agency
for International Development (USAID) and the technical guidance of the Department of Education (DepEd) Region V (Bicol) and Region VI
(Western Visayas) Offices.
Region V
Dr. Joyce R. Loma, Education Program Supervisor, Schools Division Office of Albay City
Dr. Grace U. Rabelas, Education Program Supervisor-Learning Resources Management and Development System, DepEd V Regional Office
Region VI
Celestino S. Dalumpines, Education Program Supervisor, DepEd VI Regional Office
Dr. Kyzil D. Lipar, Education Program Supervisor, Schools Division Office of Aklan
Dr. Rowena S. Carillo, Education Program Supervisor, Schools Division Office of Guimaras City
ABC+ also acknowledges the technical inputs and feedback from the Habi Education Lab, Community of Learners and ABC+’s cadre of early
education and literacy training consultants, namely: Gina Bonior, Donna Carmina Castelo, Anne Shiela Tan-Choi, John Michael dela Paz, Jamie
Lourds Donato, Margaret Mary Rosary Carmel Espenilla-Fua, Josephine Gayl Laurel, Elma Marie Miller, Carmencita Nolasco, Joyce Orillosa,
Camille Quiambao, Dorothy Joann Lei Rabante, Jonellie Reynes-Santos and Patience Sowa. Their contributions have helped shape the design
of the training to make it more context-relevant and responsive to the needs and realities of teachers, parents/caregivers and learners in the
time of COVID-19.
ABC+’s teacher professional development program is directly aligned with DepEd’s K to 12 Mother Tongue-based Multilingual Education (MTB-
MLE) and Early Language, Literacy and Numeracy program and will strengthen instructional practices for early grades literacy including the
transition across languages of instruction.
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STRATEGIES FOR LANGUAGE LEARNING AND TRANSITION:
IMPROVING EARLY GRADE LITERACY IN SCHOOL AND AT HOME
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NOTES
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Table of Contents
Title Page
Welcome 9
ABC+ Project Overview 10
Schedule and Training Topics 11
Daily routine 12
Ways to connect 12
Day 1 Module 13
Day 2 Module 27
Day 3 Module 43
Day 4 Module 59
Day 5 Module 63
Day 6 Module 78
Day 7 Module 91
Day 8 Module 109
Day 9 Module 126
Day 10 Module 139
Appendix 145
Answer Sheets 146
References Guide for
155
Activity Sheets
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We made sure that this Training Course Pack has all the information you will need. For
questions and clarifications, or for assistance in all matters about this training, please
reach out to your Training Facilitators and ABC+ Training Staff. Make sure to write their
information here:
Training Facilitator’s Name: _______________________________________________
Email: _____________________________ Phone: _______________________________
Training Facilitator’s Name: _______________________________________________
Email: _____________________________ Phone: _______________________________
ABC+ Training Staff Name: ________________________________________________
Email: _____________________________ Phone: _______________________________
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TRAINING ON LANGUAGE TRANSITION AND LEARNING
Modular Teacher Professional Development Approach
Training Course Pack
Welcome,Teacher! This Teacher Professional Development Training on Language Transition and Learning will be implemented using
a blend of distance learning tools and techniques. This is your Training Course Pack and everything you need to know, learn, and do
for this training is detailed here.
How will this training happen?
Training Modules - You will receive printed modules to work

Training Groups - You will be assigned in a training group, with on. You will work on Activity Sheets and Assignment Sheets to
a Training Facilitator and ABC+ Training Staff. You will work to- learn and apply the content and strategies in this training. You
gether to navigate through the training successfully! work by yourself and there are activities where you will be
asked to work with a partner or a small group.
Digital and online materials - You will get a copy of all audio Online - Your training facilitator will connect with you daily
and video files you will need in the training through a flash drive. through Zoom, messaging, or phone calls. She/he will give you
These same materials will also be uploaded in a Google drive instructions and add information in your short meetings. She/
for online access. he will also be available for consultation.
Google Classroom - You will submit your assignments online

through Google Classroom. The option to submit hard
PDIS NEAP Professional Development Information System
(PDIS) – You will be using the PDIS to register for the training,
copies of your assignments can be arranged with your training check-in, and check-out of the sessions, take the pre-test and
facilitators. post-test, complete the evaluation forms, and receive your Cer-
tificate of Participation. ICT Coordinators and ITOs will pro-
Decompressed 10-day schedule - You will have a light vide support to you and the training team to ensure the use of
work schedule that is spread over 10 days. Every day, you the system goes smoothly.
will have one online check-in with your training group which
will be 30-45 minutes total. Training activities will involve pair
and group work. Your independent work will be about 2.5
hours which you can schedule as best fits your day.
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Overview of the ABC+ Project
ABC+: Advancing Basic Education in the Philippines is a five-year project of the Department of Education (DepEd) in partnership
with the U.S. Agency for International Development or USAID that focuses on improving the quality of instruction and learning
outcomes in Kindergarten through Grade 3 (K–3) in early literacy, foundational math, and social and emotional learning (SEL). The
project is implemented by RTI International together with The Asia Foundation, SIL LEAD, and Florida State University.
ABC+ supports DepEd’s innovative thrust of Sulong EduKalidad, which seeks to advance the quality of basic education in the coun-
try with the goal of producing a new breed of learners and teachers for the 21st century.This aligns with USAID’s education strategy
where quality education is seen as the foundational driver of development and self-reliance that leads to greater economic growth,
improved health outcomes, sustained democratic governance, and more peaceful and resilient societies.
Though significant strides have been made following the implementation of the K to 12 program, critical challenges remain.
National assessments conducted by DepEd indicate that many learners in the early grades are struggling to meet the minimum
proficiency standards in language, literacy, and numeracy. Additionally, the assessments reveal that learners cannot read and com-
prehend word problems in Science and Mathematics written in English. Learners in upper primary and high school also struggle to
meet standards in languages and content area subjects.
With these challenges in mind, ABC+ will provide targeted training to teachers and school administrators in regions and school
divisions to improve instruction in K-3 classrooms. The project will therefore align all teacher training for teachers with DepEd’s
approach to helping learners bridge from their mother tongue to Filipino and English. Consequently, the first training for teachers
will seek to improve teacher instructional practice in schools, and the second training will support the use of supplementary reading
materials in selected media of teaching and learning (MoTL) that are widely used.
Specifically, this first ten-day training on instructional strategies supports DepEd’s efforts to ensure that every learner is a proficient
reader, through the Every Child a Reader Program (ECARP) and the program’s aims of:
1. Equipping learners with reading skills to make them proficient and independent readers in their grade level.
2. Capacitating teachers to become effective reading teachers; and
3. Nurturing a culture of reading in schools, communities, and levels of educational governance.
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10 - Day Decompressed Training Schedule
Day 1 - Online and Module Day 2 - Module and Online Day 3 - Module and Online Day 4 - Online session
Opening Ceremonies check-in check-in
Group Wellness
Topic 1: DepEd in the New Topic 1: Balanced Literacy Sharing of Learning Activity Sheet #1
Topic 1: Domain: Oral Language
Normal Approach Question and Answer session
Topic 2: Language Experience
Topic 2: The K-3 Child Output: Topic 2: Gradual Release of
Approach
Mantra Responsibility
Topic 3: 5Ws + H Strategy
Topic 3: Bridging Languages
Output: Quiz
Topic 4: Domains of Literacy
Output: Learning Activity
Output: Completion of Venn
Sheet #1
Diagram on Language
Experience Approach
Day 5 - Module and Online Day 6 - Module and Online Day 7 - Module and Online Day 8 - Module and Online
check-in check-in check-in check-in
Topic 1: Listening Topic 1: Language Experience Topic 1: Phonological Awareness Topic 1: Phonics
Comprehension Approach and Writing Topic 2: Concept Sorts Topic 2: Bridging at the sound, Word,
Topic 2: Sketch to Stretch Topic 2: Writing and Composing Topic 3: Elkonin Boxes and Phrase/Sentence
Strategy Topic 3: Interactive Writing Strategy Output: Learning Activity Sheet #3 Level
Topic 3: Sandwiching Strategy Output: Learning Activity Sheet #2.2 Output: Quiz
Output: Learning Activity
Sheet #2.1
Day 9 - Module and Online Day 10 - Online Session

check-in
Group Wellness
Topic 1: Giving Formative
Sharing of Learning Action Plan
Feedback
Output: Post-Test
Topic 2: RIMSI Strategy
Output: Training Evaluation
Topic 3: Using Formative
Closing ceremonies
Feedback in the Home
Topic 4: Non-verbal Cues for
Feedback
Output: Learning Action Plan
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What will your day look like?
All your Module and Online Check-In sessions will follow this routine:
Time K-3 Teachers’ Tasks

Check in via Zoom (Day 1, Day 4 and Day 10), FB Messenger or SMS on other days.
30 mins Log in to answer the check in prompt from the training facilitator. Get other instructions or
information for the day. SMS your facilitator if internet is unstable.
Independent (and Collaborative) Work
Work on your Training Course Packs. There will be opportunities to work collaboratively with
90 mins your colleagues.
You can connect with your training facilitator online from 2:00-4:00 PM or any other time desig-
nated by the facilitator.
Check out. When you inish your Independent Work, go to your online messaging group to an-
10 mins
swer the Learning Log prompt, and get the Key Messages for the day from the training facilitator.
Portfolio Work. Complete and then submit your portfolio assignments to Google Classroom,
80 mins
by the deadline designated by your training facilitator
What are the different ways you can connect to your Training Group?
@ Messaging App: Your training group will be connected through a messaging app, which you should use
to communicate with your participants. This is also where all Check-out messages and links to quizzes will
be sent.
@ Zoom: Online sessions for Day 1, Day 4 and Day 10 will be held via Zoom meetings.
@ Google Classroom: All assignments are uploaded through Google Classroom.
@ Email: Participants who struggle with Google Classroom can opt to email their completed assignments.
@ Phone: Participants can use text messaging or calls if using messaging apps is challenging because of
internet connectivity.
@ Other options: If internet connectivity and cell phone signals are poor in the participants’ area, you can
make other arrangements with your Training Facilitator, mail, drop off at school, or district/division
offices.
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Day 1 Module
Flexible Learning Options
and The K-3 Child
CHECK-IN! (30 mins)
Welcome to Day 1! You will participate in a brief activity, and your facilitator will
go over the day’s topics, activities and required assignments. If there are internet
issues today, you can SMS your facilitator to check-in. After your check-in, you may LEARNING TIP
proceed with the rest of this module.
When doing remote learning
using modules, it is important to
create a “study space” for your-
LEARNING TARGETS
self. Do this so that your mind is
Welcome to Day 1 of “Training on Strategies for Language Learning and Transitions:
set for studying every time you
Improving Early Grade Literacy in School and at Home”. By the end of this training, you
need to dive into the modules.
should be able to recognize the importance of various learning modalities and how you
can implement the K-3 literacy strategies to ensure learning continuity from school to
home learning. For today, we will be focusing on Flexible Learning and the K-3 Child.
Day 1 Activities:
At the end of Day 1, you will be able to: 1. Activity 1: Visioning Experience
• Recognize the collaborative role of teachers, parents and 2. Topic 1: DepEd in the new
caregivers in ensuring learning continuity at home. Normal
3. Activity 2: Think about your
• Identify characteristics of five to eight year old children.
Role
• Create a teaching mantra on your role as a teacher in this new
4. Activity 4: Make a list
normal
5. Topic 2: The K-3 child
6. Check for understanding
MATERIALS NEEDED
Pen, laptop, or smart device with Internet connection
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Remember to read instructions and information carefully. Follow the sequence of tasks in the module to get the most out of the learning ex-
perience embedded in the design of this module. And, if you have questions and clarifications about the topic or the activities, consult with
your Training Facilitator via SMS, Facebook Messenger groups,, etc.
Let’s Start!
15 mins ACTIVITY 1:Visioning Experience
How should learning happen at this time? On a piece of paper, draw two columns.
Draw your ideas on how ideal learning should happen in the new normal in the first column.
In the second column, assess your context and illustrate the reality of learning currently.
Give yourself two (2) minutes to do this.
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Learning Together
Discuss: Are you ready to share your vision? Share your
drawings with a partner or with a small group. After shar-
What do you think should help us reach the
ing your drawings, briefly answer the guide questions below.
ideal state from our current state?
Write down your answers, then share them with your part-
ner or group.
__________________________________
__________________________________
__________________________________
What are some common responses on your ideas of ideal learning?
__________________________________
How about our reality of learning at this time?
__________________________________
_________________________________________________________
__________________________________
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__________________________________
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__________________________________
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__________________________________
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_________________________________________________________
In the occurrence of the pandemic,

What simple things can you do to create
our lives as teachers and that of our
small steps towards ideal learning?
students are really affected. Sudden-
ly, students cannot go to school and
____________________________________________
____________________________________________
teachers like you need to complete
____________________________________________ several learning modules. For you to
____________________________________________ have a clearer understanding of your
____________________________________________ role as a teacher in this new nor-
____________________________________________ mal as well as DepEd’s response to
____________________________________________ COVID-19, read through the short
____________________________________________ article on the next page.
____________________________________________
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15-20 mins Directed Reading
Read and understand these notes on “DepEd in the New Normal”.
If you have questions, clarifications, or ideas to share, remember to consult with your Training Facilitator.
Topic 1: DepEd in the New Normal

DepEd’s Response to the New Normal
T
he global outbreak of the highly contagious COVID-19 virus continues to pose unique challenges for teach-
ing and learning in the Philippines. For the Department of Education (DepEd), this meant the cancellation
of classes and other school activities for the remaining weeks of SY 2019-2020. For SY 2020-2021, schools
must find ways for learning to continue amidst the threat and uncertainties brought about by COVID-19, while
ensuring the health, safety, and well-being of all learners, teachers, and personnel of the Department.
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The key elements of DepEd’s response to the “new normal” are the streamlining of the K to 12 Curriculum into the Most Essen-
tial Learning Competencies (MELCs), and allowing of multiple learning delivery modalities such as distance learning and blended
learning, either in addition to or in place of face-to-face learning delivery modality. To prepare the teachers and school leaders
for multiple learning delivery modalities, they need to be capacitated to implement the learning delivery system, consistent with
DepEd’s professional development framework and professional standards, and the transformation of the National Educators
Academy of the Philippines (NEAP). They will be introduced to learning delivery modalities that they can readily use depending
on community context, and be provided with tools and mechanisms to inform their decision-making.
The Roles of Teachers in the New Normal
For teachers, what is first and foremost required in this transition is an openness and
willingness to try new things and learn from mistakes along the way. The teachers will
need to reflect on their existing lesson plans and redesign them according to the limits
and/or possibilities of the new environment. It is important that teachers also recognize
that their other roles--being coaches, mentors, and second parents--still operate in this
new environment. Teachers should think about how they can continue carrying out these
roles --- particularly making sure that learning happens at home and is extended at home.
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The Active Participation of the Home Partners
F
or parents and caregivers, an openness to change is also required. The school might have to help parents and care-
givers by providing them with a comprehensive orientation on the demands of the new learning environment - having
students use more technology and modules at home also means more parent or guardian participation.These home
learning partners will have to learn how to be “teachers' assistants” at home by helping children establish a routine, as-
sisting in advancing learning objectives, as well as performing simple troubleshooting.
Home learning partners will also help their children set

up a dedicated space for doing home learning and help
them manage a schedule that is conducive and sensitive to
their needs as children. Partners are also valuable sources
of feedback for the school. It is important for teachers
to ensure that students have support at home, be it from
parents, adult caregivers, or an older sibling.
“Partners are also

valuable sources of
feedback for the
school.”
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10 -15 mins ACTIVITY 2a:Think About Your Role
Let us take a few minutes to reflect on what you have just read by writing down your answers to the
follow-ing reflection questions.
1. Why should learning continue?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. What characteristics should teachers have during the “new normal”?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What have you done so far to ensure that learning should continue?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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ACTIVITY 2b:Think About Your Role
Give a specific example of how you can continue to perform the following roles:
How can I continue being a teacher and a …

Mentor Second parent
1 min ACTIVITY 3: Make a List

Set the timer of your phone or your watch to
In the next few days, we will be diving
1 minute - or ask someone near you to time
deeper into research-based strategies
you for 60 seconds. In 60 seconds, say as many
that we can use in the classrooms to help
characteristics as possible and traits of five- to
develop language and literacy in the K-3
eight-year-old children. There is no need to
classroom. We will also be deliberately
write down your answers. Are you ready?
designing learning tasks for the home. As
teachers, knowing who our students are
Sixty seconds! Go!
helps us design better and more effective
learning experiences. So, let us take this
How many characteristics and traits were you time now to remind ourselves of who our
able to give in 1 minute? K-3 learners are.
Write it here: ___
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Read and understand these notes on “The K-3 Child”. If you have questions or clarifications, remember to consult
with your Training Facilitator.
Topic 2:The K-3 Child
T
he K-3 child is at a very exciting time of development. They are very interested in everything - therefore
learning is very natural to them. They bring with them their experiences from their families and commu-
nities. They are like sponges - listening and seeing everything that is happening around them, and actively
trying to make sense of the world around them.
The K-3 child is also very actively trying out things. What we see as playing around is actual experience that builds
physical, socioemotional, and cognitive skills. It is on us, K-3 teachers, to be conscious about the developmental
characteristics of our learners to design learning experiences that maximize these characteristics to ensure learn-
er success and continued motivation.
THE K-3 CHILD

Competence for the K-3 child is
encouraged by interaction, interest,
opportunities, and signs of affection.
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CHARACTERISTICS OF K-3 CHILDREN
5 – 6 year old 6 – 7 year old 7 – 8 year old
• Very eager • Understand language better • Enjoy games; like to compete

• Concrete and hands-on learners than they speak it • Like to problem-solve
(like to learn with what they can • Ask many questions • Improved reasoning abilities
see, hear, touch, smell, etc.) • Need adult supervision for • Improvement in fine motor skills
• Physically active new tasks • More coordinated in movement
• Need frequent rests • Can be easily frightened by • Like to talk
• Big muscles are more developed strange or new things • Like responsibilities
than small muscles • Becoming more self-directed
• Developing eye-hand coordination • Can sit and pay attention to something that
interests them for at least 30–45 minutes
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Now that we know some of the characteristics of our learners, what do we need to take into consideration when
creating fun and meaningful learning experiences for them? Read on for some tips for teaching!
Characteristics of 5 to 8 Tips for Teaching

Year Old Children
K-3 children are very concrete learners. • Use physical objects and real experiences in their learning.
• Demonstrate activities rather than just saying the instructions
verbally.
• Give clear, specific, and step by step instructions.
They are very curious and eager. • Give them opportunities to explore, and to participate in a
variety of activities.
They are still trying to master how their • Plan lots of physical and movement activities.
bodies work and move. Their large mus- • Plan activities using large motor skills and introduce fine motor
cles are easier to control than their small skills one at a time, especially in younger children.
ones.
They build on skills and relate to previ- • Tasks need to start from simple before they get complex.
ous experiences. • Plan on activities that they can accomplish (i.e., short activities)
and connect with previous experiences.
They want to be liked and like to please. • Praise their efforts and give them specific feedback to keep
them motivated.
They are just learning how to make • Include small group activities in your learning design.
friends.
They like playing games. • Make learning fun by incorporating a variety of games.
They like stories and repeating stories. • Do read-aloud and storytelling sessions.
They have a short attention span. • Be flexible in varying the length of activities.
They like to talk. • So, let them talk!
• Give them opportunities to express themselves freely and to
practice oral language development.
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10 mins Check for Understanding
Let us see if you truly know your K-3 learner! Answer true or false to the following statements in the numbered
items below. Circle true if the statement is correct. Circle false if the statement is incorrect.
1. K-3 children can do some abstract thinking but learn best through active and True False
concrete methods.
2. K-3 teachers should plan activities using large motor skills and introduce True False
fine motor skills one at a time especially for younger children.
3. K-3 learning activities are only composed of paper and pencil activities that True False
require writing.
4. As the K-3 child gets older, they can communicate and reason better. True False
5. Instructions should only be given verbally. True False
6. Limiting the K-3 learner’s opportunities to talk and to communicate is con- True False
ducive for learning.
7. Tasks need to start from simple before it gets complex. True False
8. Provide immediate and positive encouragement and feedback. True False

9. Reading stories are effective and enjoyed by the K-3 child. True False
10. Competence for the K-3 child is encouraged by interaction, interest, oppor- True False
tunities, and signs of affection.
Check your answers against the answer key found at the end of this module.
Write your score here: _________
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Wrap Up
It is important that you and your home partners (parents/ guardians) think about
how you can work more together and embrace your partnership to ensure
learning continuity.
As teachers, you must encourage the K-3 child by interaction,

tapping into his interest, and showing signs of affection.
K-3 teachers should take into consideration the learning characteristics of your
learners to plan for learning experiences that maximizes these characteristics,
so success and continued motivation is ensured.
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15-20 mins LEARNING LOG
Reflection: What help can teachers give to home partners to support the learning of K-3 children at home?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
10 mins CHECK-OUT!
You are done with learning the content for Day 1! Congratulations! Connect to your Facebook Messenger Group
for today’s check out. If there are internet connection issues today, please coordinate with your Facilitator through
call or SMS.
Homework: My Teaching Mantra in the New Normal (50 mins)

Make a 30-second Vlog or a Digital Poster (photo with caption) on how your role as a teacher will evolve in these
times of great change. What mantra/s will you use as motivation for your work? In the appendix, check the Day 1
Assignment sheet for more details about this homework.
TO DO’s: For Day 1, you need to do the following:

• Learning Log – answer the reflection question
• Vlog or Digital Poster - My Teaching Mantra in the New Normal
You are done with Day 1 Module!

After you take a break, you can now proceed to do the Day 1 Assignment and upload it to
Google Classroom by the deadline designated by your Facilitator.
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Day 2 Module
Framework for
Effective Literacy Instruction
CHECK-IN! (30 mins)
Welcome to Day 2! Log-in to FB Messenger group for a quick check in with your facilitator. You
will participate in a brief activity, and your facilitator will go over the day’s topics, activities and
required assignments. If there are internet issues today, you can SMS your facilitator to check-in.
After your check-in, you may proceed with the rest of this module. LEARNING TIP
Answering a module can take time
especially if there are many distractions
LEARNING TARGETS around. To maximize your time, try mini-
Yesterday, we learned about our role as teachers in the new normal and that includes en- mizing the distractions around you. Make
sure that the lighting and ventilation are
gaging the parents and caregivers to have an active participation in their children’s learning.
right for you. Find a spot where you can
Today, we will review the Frameworks for Literacy that, according to research, are effec- comfortably read, write, and work on
tive in developing the literacy skills of K-3 learners: Balanced Literacy Approach, Gradual this module. Take note of questions that
Release of Responsibility, Bridging Languages, and the Domains of Literacy. These will guide you may have to ask your Facilitator.
us in making sure that learning happens continuously at home.
Day 2 Activities:
At the end of Day 2, you will be able to:
1. Activity 1: Pop Quiz
• Understand the literacy framework to be used in the training.
2. Topic 1: Balanced Literacy Ap-
• Explain the importance of each domain of literacy in building learners’ foundational oral lan-
proach
guage, reading, and writing skills.
3. Topic 2: Gradual Release of
• Determine how the literacy domains contribute to improving learners’ ability to learn languag-
Responsibility
es and literacy.
4. Topic 3: Bridging languages
5. Topic 4: Domains of Literacy
6. Homework: complete the Venn
diagram to compare and
MATERIALS NEEDED contrast teaching of Teacher
Pen, a piece of paper, laptop, or any smart device with Internet connection Michelle and Teacher Erin
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your Training Facilitator via SMS, Facebook groups, etc.
Let’s Start!
5 mins
ACTIVITY 1: Pop Quiz
Before reading about the Frameworks for Literacy, please do the activity below. Read the statements and determine
if they are true or false by circling your answer. Do not worry about getting a right or wrong answer; this is not
graded! Just answer based on what you know. Let’s go!
Statement
1. In the Balanced Literacy Approach, beginning readers are taught how to properly de- Yes No
code words, but they are also given opportunities to read books even if they are just
guessing many of the words.
2. After modeling to learners how to write a friendly letter, the next step is to ask the Yes No
learners to write their own letter by themselves.
3. Teachers always need to correct the grammar and pronunciation of the learners Yes No
when they are speaking.
4. Phonological awareness includes looking at the letters and reading the words. Yes No
5. Listening is a passive process. Yes No
6. Composing is different from copying. Yes No
Great! Now, let’s find out what research says about these statements. Read through the different components of
an effective literacy instruction – balanced literacy approach, gradual release of responsibility, bridging languages
and the different domains of literacy.
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15 mins
Directed Reading
Read and understand the following notes on “Balanced Literacy Approach”, one of the components of an effective
literacy frameworks. If you have questions or clarifications about the topic, you may consult with your Training Facili-
tator. Be ready to answer the questions too.You will also share your answers during the LAC session.
Topic 1: Balanced Literacy Approach
T
he Balanced Literacy Approach combines two instructional frameworks
in literacy learning - 1) learning through direct instruction of phonics
(bottom-up approach) and 2) learning through whole language experi- • Highlight or underline main
ences (top-down approach). In the bottom-up approach, the teacher explicitly ideas.
teaches alphabet knowledge, phonics, and spelling among others. Skills such as
blending sounds, decoding, and spelling must be taught intentionally. • Encircle important terms.
• Use the margins to write your
On the other hand, in the top-down approach, the teacher leads the learner in thoughts as you read.
au-thentic language experiences where the learner uses his or her background
knowl-edge when reading, writing, speaking, and listening. In this approach, • Answer the questions in the
teachers give a variety of books to early graders although these learners are boxes beside the concept
still starting to read because they can already infer what the story is about notes.
based on the illustra-tions. They use their experiences to relate to the
characters.
The balanced literacy approach “balances” these two: teachers directly teach reading skills through components like learning
let-ters, learning sounds, and learning to blend and also provide experiences for students to work with authentic texts. Here
they can learn to read words as wholes. Reading skills are always taught in the con-text that is meaningful and relatable to the
child.
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Now, let’s see your answer to the pop quiz.
The first statement is: In the Balanced Liter-
acy Approach, beginning readers are taught
how to properly decode words, but they are
also given opportunities to read books al-
ready even if they are just guessing at many
of the words. The correct answer is Yes! A
balanced approach to literacy combines ex-
plicit instruction in reading skills with holistic
reading and writing experiences for learners
(Pressley & Allington, 2015). In this balanced
approach, development of the foundational
reading skills is coupled with an appreciation
for instruction and practice with compre-
hension and meaning-making.
Let us try to answer this question:

What are examples of your own teaching practices that reflect the Balanced Literacy Approach?
Write your answer in the space below.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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10 mins Directed Reading
Read and understand the following notes on Gradual Release of Responsibility - "I do, we do, you do". If you have
questions or clarifications about the topic, you may consult with your Training Facili-tator. Be ready to answer the
questions too.
Topic 2: Gradual Release of Responsibility
A
nother framework for effective literacy instruction is the Gradual Release of Responsibility (GRR). Teaching
reading and writing starts off with the teacher modeling how to do a task while the learner observes and
listens. Slowly, the amount of support to the learners is lessened as the lesson progresses. In GRR, the
guidance of the teacher progressively decreases as learners become more independent.
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For example, for a writing class, the teacher wants to teach the learners how to write a letter. Following GRR, the teacher first demon-
strates how to write a letter as he or she thinks aloud and talks about its parts while the learners observe (modeled instruction).
Next, the teacher then leads the learners to writing another letter, but this time, the teacher writes the ideas of the learners (shared
instruction). After this, the teacher puts the learners in pairs and asks them to help each other in writing a letter while he or she goes
around, observing and guiding those who need help (guided practice). Finally, the teacher asks the learners to think and write a letter
independently (independent practice).
a. In what other subject areas can GRR Now, let’s see your answer in the pop quiz. The second statement is: After modeling
be applied? to the learners how to write a friendly letter, the next step is to ask the learners to
write their own letter by themselves. If your answer is No, then you got it right! After
modelling, learners are given opportunities to practice through shared instruction
and guided practice before they will be asked to do the task on their own.
Remember that in a lesson, a balance between the amount of time a teacher talks
to learners and the amount of time that learners have to talk and engage is recom-
mended. As learners master a concept or skill, they can work more independently
and require less teacher engagement. This shifting from teacher instruction to
learner practice can take different forms, depending on the local context and even
the teacher's preference.
Let us try to answer this question:

How does using the Gradual Release of Responsibility Framework help early graders learn how to read and write?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Read and understand the following notes on “Bridging Languages”, the third component of an effective literacy in-
struction.You are halfway through the topics of this module. If you have questions and clarifications, remember to
consult with your Training Facilitator.
Topic 3: Bridging Languages
B
ridges, in whatever material they are made of,
serve the purpose of connecting. In literacy and
language learning, we use bridging strategies to
connect what students know and what we would like
them to learn.
Bridging (also called translanguaging) is explicit instruc-

tion using learners’ Mother Tongue (MT) to scaffold
learning in the target Medium of Teaching and Learning
(MoTL; Language 2: Filipino and Language 3: English) at
the sound, word, and sentence levels.Teachers may also
use bridging by using L2 and/or L3 to scaffold learn-
ing in the MoTL. In other words, bridging is using what
learners already know in their home language (MT) to
help them learn another language.
For example, learners use what they know about the alphabet in MT and Filipino to learn the English alphabet by looking at
similarities and differences. Learners use linguistic resources in MT to learn both language and content in another language
(L2 or L3).
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It is important to note that bridging is more than code-switching; it is organized, systematic, and planned. It gives teachers the oppor-
tunity to use learner linguistic resources to help them learn both language and content. Bridging may be used throughout a lesson,
especially when the teacher needs to give instructions or explain challenging concepts. When relevant, towards the end of the lesson,
after the teacher has introduced a topic or concept and learners have participated in various classroom activities to extend and rein-
force understanding, the teacher should devote some classroom time to explicitly draw learners’ attention to similarities and differenc-
es among language structures in MT and the MoTL. In this training, you will learn different bridging strategies useful for helping your
learners learn a new language.
But why should teachers use bridging in language teaching?

• Connection of learning in one language can be applied to new topics in the MoTL. Hence, it is easier for the learners to
learn new topics in the MoTL.
• Learners themselves translanguage. This means they apply all their linguistic resources or the languages that they know to
understand a concept or topic.
• Supports the teaching of language in content area subjects like math and social studies. For instance, in the earlier grades,
MT is the medium of instruction in math. As learners progress to higher grades, there is a shift in the MoTL of Math to
English. Hence, it is important to bridge concepts and language in Math.
• Improves learner’s language proficiency. When learners understand the similarities and differences across languages, their
skill in using these languages becomes better.
• Facilitates transfer of academic language in MT to MoTL. Academic language refers to the language used in classroom
lessons, books, tests, and assignments that learners are expected to be fluent on. Through bridging, academic language
proficiency in MT can be transferred to MoTL (Language 2: Filipino and Language 3: English).
Now that we’ve read about the importance of bridging strategies, let’s try to answer this question:
What problems could be prevented if teachers use bridging strategies in literacy instruction?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Read and understand the following notes on “Domains of Literacy”, the last component of an effective literacy in-
struction and the last topic too for this module.
Topic 4: Domains of Literacy
T
hese are the domains of literacy. We teach the first nine to kindergarteners and we teach all 14 of them to grades 1 to 3.
For this training, we will focus on oral language, phonological awareness, writing & composing, listening comprehension, and
phonics and word recognition domains. Let us look at these domains in more detail.
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1. Oral Language (listening and speaking)
b. What activities do you do in class that
develop your learner's oral
Oral language involves the ways in which we communicate with each other, which in-
language skills?
cludes not just speaking but also listening. Language learners need to be given many
opportunities to hear and speak the MoTL to improve their language proficiency. In the
classroom, there should be a balanced time for teacher talk and learner talk. If we expect
the learners to keep quiet all the time, then they will not have opportunities to enhance
their oral language skills.
Why should teachers allot time for learners to talk? Oral language contributes mean-
ingfully to learners’ ability to read and write. When learners’ oral language is developed,
they become familiar with speech sounds that they will use to learn letter sounds vital
to developing their reading skills. This will be discussed more in our module tomorrow.
Now, let’s check your answer in the pop quiz. The third statement is: Teachers always need to correct the grammar and pronunciation of
the learners when they are speaking. The correct answer is No. It is best to let the learners speak freely without the interfering act of
correcting. Correcting often decreases their self-confidence and diminishes their agency and voice in the classroom. Through plenty of
opportunities to practice oral communication, they will eventually recognize on their own the grammar and sentence structure patterns.
In case there is a need to correct the child, it has to be done in a constructive and positive way. On Day 9, we will learn how to respond
to learners through formative feedback.
2. Phonological Awareness
Examples:
Phonological awareness refers to the ability or skill to hear, iden- 1.“Anong salita ang katunog ng salagubang at alibangbang?”
tify and manipulate sounds of speech. Phonological awareness is a 2.“Ilan ang pantig sa salitang bata?” /ba/, /ta/
continuum starting from the simple, for example an awareness of 3.“Ano-ano ang tunog sa salitang aklat?”/a/, /k/, /l/, /a/, /t/
rhythm, rhyme, and alliteration, to the more complex such as identi-
fying and manipulating syllables and individual sounds in words.
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...(phonological awareness)
Let’s check your answer to the pop quiz earlier. The fourth statement is: Phonological awareness includes looking at the letters
and reading the words. The correct answer is No. Phonological awareness is purely an auditory skill. It is like reading with your
ears. Sometimes, phonological awareness is referred to as “reading with your eyes closed” because the child learns the sounds
of the language without seeing the letters yet.This is important because learners need to be able to distinguish different sounds
to put sounds together. The ability to work with or manipulate sounds is an important foundation to learning to read and write.
We will learn teaching strategies that develop learners’ phonological awareness on Day 8.
3. Phonics and Word Recognition
We’ve learned that phonological awareness is all about the letter sounds. Sometimes called the alphabetic principle, phonics involves
the relationship between letters of written language and the sounds of spoken language. Example:
c. What is the main difference between phonological

awareness and phonics knowledge?
“Ito ang titik Ee. Ang tunog nito ay /e/.”
During phonics lessons, children are taught explicitly letter sounds, and how to blend and segment these sounds. On Day 8, we
will explore teaching strategies to develop phonics.
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d. What activities do you with your pupils that develop their 4. Listening Comprehension
listening comprehension?
In the pop quiz earlier, the fifth statement is: Listening is a pas-
sive process. If you answered No, then you are correct. Listen-
ing skill is different from hearing. Hearing is a physical ability:
sounds going to the ear are passively received in the
hearer’s brain. On the other hand, listening is a thinking skill.
We listen for a specific purpose. Therefore, listening is an
active process.
Listening comprehension refers to the ability to make sense of spoken language. When we listen to someone talking, we ask: “What
did he/she say? Why? What is the message? What does it mean? How should I respond?” Listening involves several processes like rec-
ognizing speech sounds, understanding what words mean, understanding sentence structures, and making sense of what is heard. Also,
listening comprehension depends on language input. The more a person is exposed to the spoken word, the more he/she understands
the language. In school, storytelling is one way of developing listening comprehension. This can also be done at home. We will learn
about different strategies to develop listening comprehension on Day 5.
5.Writing and Composing

e. What topics can you ask your learners to write about
Writing and composing as a domain is the ability to in this time of the pandemic?
formulate ideas into sentences or longer texts and
represent them in the conventional orthographic
patterns of written language. “Orthographic pattern”
pertains to rules of writing including spelling and sen-
tence structure. But what about K-3 learners? Can
they write and compose following orthographic pat-
terns of written language? For emergent or beginning
writers, writing and composing consist of drawing and
scribbling.
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Just as with reading, there is a continuum of writing development starting with emergent writing, where young learners learn the reading
and writing connection through simple drawings, and scribbles to represent their ideas. The continuum ends with more complex and so-
phisticated forms of functional (lists, summaries, graphic organizers) narrative, literary and informational writing. Language learners
should progressively read and learn to identify the characteristics and write all these forms of writing starting with sentences. Then
build on to paragraphs and essays using the writing process. Regardless of the form of writing teachers, should provide scaffolds and
models that help learners develop their writing. It is important for teachers of language learners to integrate all four language domains
(reading, writing, oral language) to develop learner language proficiency.
Let us look at some writing samples of children.

Notice that for young learners, their drawings
are considered as compositions even if it is not
in the conventional, orthographic pattern of
written language. This tells us that children do
not need to be fluent readers before they are
able to write or compose. Writing develops
reading, and reading develops writing. We teach
writing and reading at the same time. For exam-
ple, you can ask the children to draw or write
about how they take care of their pets at home.
Writing helps them think deeper about what
they have read or experienced.
Now, let’s revisit your answer to the pop quiz earlier. The sixth statement is: Composing is different from copying. The
correct answer is Yes. Composing is thinking and putting the ideas on print. However, copying (handwriting) is just
duplicating the words from a model and putting them on paper. It does not involve formulating ideas. If we want our
learners to think, then what we should ask them to do are composing activities instead of merely copying. On Day 6,
we’ll learn about writing and composing strategies.
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Again, here are the 14 domains of literacy, and in
the coming days, we will learn more about oral
language, phonological awareness, phonics,
and word recognition, listening, as well as
writing and composing.
Remember that the domains of literacy are in-

terconnected. They may be combined in design-
ing learning activities for the children. Success in
one domain helps in the success of the other
domains.
Let us try to answer this last question:

Which of the literacy domains do most of your learners excel at? Which ones do they struggle
at? Write your answer in the space below.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Let’s check!
How did you do in the quiz? Put a smile inside the box
that corresponds to your response.
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Wrap Up
When designing the learning experiences of the students in the classrooms and
in the home, it is important to be guided by the instructional frameworks of
balanced literacy, gradual release of responsibility, the domains of literacy, and the
most appropriate way to bridge languages.
Balanced literacy means providing students with equal opportunities to make

use of authentic language experiences and the use of their background
knowledge to read words and direct instruction of letter-sound correspondence
to blend sounds to read.
Providing opportunities for modelling, guided practice and independent practice

is an effective teaching method to teach young students to read. Especially since
for the K-Grade 3 students, all the domains of literacy are taught to them.
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15-20 mins LEARNING LOG
Reflection: What is the most significant learning you gained from the module today and why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
10 mins CHECK-OUT!
Well done! You are done with learning the content for Day 2! Yahoo! Connect to your Facebook Messenger
Group for today’s check out. If there are internet connection issues today, your Facilitator will SMS or call you.
Homework: Complete the Venn Diagram (40 mins)

Find a study partner. Watch the video on Language Experi-
ence Approach. With your partner, complete the Venn Dia-
gram in the assignment worksheet to highlight the similari-
ties and differences of Teacher Michelle and Teacher Erin (in
the video). Individually submit your completed assignment
worksheet in our Google Classroom. For more information,
you can refer to Day 2 Assignment Sheet.

After you take a break, you can now proceed to do the Day 1 Assignment and upload it to
Google Classroom by the deadline designated by your Facilitator.
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Day 3 Module
Oral Language Development
CHECK-IN! (30 mins)

Welcome to Day 3, teacher! Log-in and join your training group's FB Messenger Group
for a quick check in with your facilitator. You will participate in a brief activity, and your
facilitator will go over the day’s topics, activities and required assignments. If there are
internet issues today, you can SMS your facilitator to check-in. After your check-in, you LEARNING TIP
may proceed with the rest of this module. When you are focused on a task, you
learn more. While working on your
modules, put your phone on silent. Only
LEARNING TARGETS open tabs related to this task on your
computer. You can put on earphones
Yesterday we looked at the Frameworks for Literacy and reviewed what research is and play soft music to drown out noises
saying as good basis for designing learning experiences for the K-3 Child - Balanced in your environment. I hope you have a
Literacy Approach, Gradual Release of Responsibility, Bridging Languages, and the fruitful learning session!
Domains of Literacy. Today, we will start bringing together that we learned from Day 1
and Day 2 as we start focusing on
specific domains of literacy. Day 3Activities:
1. Activity 1: Make a List
At the end of Day 3, you will be able to: 2. Topic 1: Oral Language
• Determine the importance of oral language and how learners can improve this in Development
school and at home. 3. Check for understanding 1-3
• Identify different instructional strategies that teachers can use in school to improve 4. Activity 2: A Song for Day 1 and
their oral language skills. Day 2
• Design a learning activity sheet to ensure building of oral language skills at home. 5. Topic 2: Language Experience
Approach
6. Activity 2: What will you do?
7. Topic 3: 5Ws + H Strategy
MATERIALS NEEDED 8. Homework: Quiz 1 and Learning
Pen, a piece of paper, laptop, or any smart device with Internet connection Activity Sheet (LAS) 1
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Remember to read instructions and information carefully. Follow the sequence of tasks in the module to get the most out of the learning
expe-rience embedded in the design of this module. Also, when you have questions or clarifications, consult with your facilitator.
Let’s Start!
1 min ACTIVITY 1: Make a List
This is independent work.You will make a mental list and
there is no need to write down. Prepare a timer – your There are many activities that
phone or watch. Here is the procedure:
1. Set the timer of your phone or your provide natural opportunities
watch to 1 minute.You can also ask
for learners to develop oral
someone near you to time you for
60 seconds. language skills both at home
2. In 60 seconds, say as many activities
as possible that give learners the and at school.
opportunity to talk. Count them
out with your fingers as you say
your list aloud. Let us now read more on the
domain of oral language.
What activities give learners the
opportunity to talk?
Sixty seconds….Go!
How many activities were you able to think of in 1 minute?

Write it here: ______
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Read and understand these notes on “Oral Language Development”. Be ready to answer questions in the Check
for Understanding part. When you have questions or clarifications, consult with your facilitator.
Topic 1: Oral Language Development
O
ral language (OL) involves the ways in which we communicate with each other. Research has shown
that oral language has a huge role in a child’s readiness and success in literacy. When a child has strong
oral language, she/he is more likely to learn to read and write with less difficulties.
How is oral language best developed? It is developed when

children have a lot of opportunities to hear and speak the Me- • Highlight or underline main
dium of Teaching and Learning (MoTL). In the examples you ideas.
gave, we can see how organic or natural oral language is in
the classroom and in the home. With rich oral language, • Encircle important terms.
children have a good grasp of word order (grammar), word • Use the margins to write your
use (vocabulary), and meaning making (comprehension). thoughts as you read.
Focusing on oral Language development gives our K-3
children a huge advantage in literacy learning.
On the next page are some strategies in developing oral language that we can do in
school and the reasons for using these strategies.
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Oral Language Development at School
STRATEGIES RATIONALE
Creating a talk-rich classroom: activities that Meaningful conversations with one another lead to rich
conversations with learners that in turn lead to:
make children talk with each other.
• an increase in their vocabulary.
• confidence in communication.
• an ability to clarify their thinking.
• increase in the complexity of the language they
use.
Planning and facilitating activities that make Encouraging children to talk about books they read and
modelling how to talk about the kinds of books they read
children talk about the books they read
deepens comprehension.
Engaging the children in play-based and Playing and working in small groups will naturally foster
conversations. Oral language is best developed when
task-based activities that support talking and
children use the language during these meaningful and
negotiating with each other. purposeful conversations. Oral language also builds SEL
skills as children learn to support talking and negotiating
with each other.
We can also develop oral language at home. With quarantine restrictions brought about by COVID19, we need to
partner with parents and other caregivers at home to encourage the use of these simple strategies for developing
oral language of our children.
Oral Language Development at Home
STRATEGIES RATIONALE
Talking together during such shared activities such as Talking together enhances listening comprehension and enhances oral language.
eating, playing, and doing chores This also deepens family bonding and may provide opportunities for children to
share their feelings about being not able to engage in activities outside the home.
Repeating what children say for clarification, while Doing this develops vocabulary. They learn new words and get to use them. This
also models to the children conventions of language such as turn-taking and
introducing new words
repeating a word or statement and asking questions for clarification.
Initiating conversations with children or sharing stories/ This introduces the children to the structure of a story. It allows them to use the
language in a context that is meaningful to them. It acknowledges their ideas and
experiences
experiences and therefore builds confidence.
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10 mins Check for Understanding 1
A. Let us organize what you learned from the notes by writing down your answer to the guide questions.
Answer in 1 sentence only.
1. How is oral language relevant to learning to read and write?
___________________________________________________________________________________
___________________________________________________________________________________
2. What is one of the best ways to develop oral language in K-3 children?
___________________________________________________________________________________
___________________________________________________________________________________
3. What kind of conversations can result when children play?
___________________________________________________________________________________
___________________________________________________________________________________
B. List 3 strategies that develop oral language in the home and in the school by filling up the chart:
Oral Language Oral Language

Development in Development at
School Home
1. _________________________________ 1. _________________________________
2. _________________________________ 2. _________________________________
3. _________________________________ 3. _________________________________
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10 - 20 mins ACTIVITY 2: A song for Day 1 and Day 2
Work with your assigned partner.You can use Zoom, Google Meet, Messenger, or Viber Video Call. The task
is to talk about a song and how it makes you feel.You and your partner decide who plays the role of student
and teacher. For your materials, you will need your phone or laptop, a marker, and writing space on this page.
Here are the steps:
1. The teacher asks, “What song best expresses your feelings about working on this training in the past
days?”
2. The student shares his/ her answers to the questions.
3. The teacher writes down the responses on the space below. You can point a video camera on the paper.
4. As the teacher, ask your student or partner follow up questions to clarify or elaborate on his/her
response.
5. It is all right to repeat and rephrase some of the responses as you write them on paper.
6. Once done with the written output, you can read the output together .
7. If you have more time, you can take turns being a student or a teacher .
We hope you had an exciting and positive experience on Day 1 and Day 2. Learning and doing new things will come
with its own challenges, so take the time that you need to process and understand what you have learned. Do not
rush yourself and savor the experience!
Now, you can move on to the second topic of Day 3 module.This topic, as well as the third one, will focus on specific
strategies you can use to help your students develop oral language.
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Read and understand these notes on “Language Experience Approach”. Be ready to complete the Check for
Understanding part after. When you encounter some confusing concepts, be sure to consult your facilitator.
Topic 2: Language Experience Approach

Strategy: Language Experience Approach and Questioning
What you did in Activity 2 can be summed up in this graphic:
This is the Language Experience Approach (LEA).
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Per the activity and the video you watched, LEA has 4 steps: EX T W R.
EX The experience. This can be any shared personal experience the students may have had. An example can be
going to the market. Teachers can identify personal experiences that students share as possible topics.
T Talking about the experience. Teachers elicit details from the students about what they think and feel about the experi-
ence. This step is an opportunity to introduce new vocabulary. The students can also extend the conversation by recasting
and rephrasing and practice speaking using complete sentences. Teachers need to prompt the students to make use of
complete sentences.
W
Writing about the experience. The teacher writes ideas that student the suggests on the board or a Manila paper.
Teacher's writing should be supported by visual aids for young students and should reinforce vocabulary, language
structures, and writing conventions the students are learning in class. In addition, depending on the grade level and
language proficiency of the students, sentences should be short and repetitive. Last, the teacher recasts and reformulates
the student’s language if necessary.
R Reading the text. The teacher and the students read the text together. The text can subsequently be
used to develop and assess fluency, and for independent and shared reading.
We said earlier that language learners need to be given many opportunities to hear and speak the MoTL to
improve their language proficiency - a deliberate conversation patterned on LEA is a strong way to do this. At
home, the first two steps in LEA, i.e., sharing the experience and talking about it encourages talk during ordi-
nary activities, e.g., doing chores. In both the home and the school, LEA motivates children to talk about their
experiences, and facilitates the learning of new vocabulary.
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Through these processes, LEA contributes significantly to the development of Oral Language among our students. In the video
that you watched, you filled out a Venn Diagram comparing two teachers using the LEA. Go back to your Venn Diagram and check
if you have similar answers below:
Similarities:
1. They both engaged the students in Talk about the here and now or familiar topics.
2. They both used a lot of questioning.
3. They both used repetition of students’ answers.
4. They both introduced vocabulary needed in the Talk or to expand the Talk.
Differences:
1. To teach vocabulary, Teacher Michelle used the LEA to explicitly introduce vocabulary. She also explicitly taught phonics (e.g.
blending, consonant digraphs, SH for shell, etc.) while Teacher Erin focused on writing, editing, and improving the sentence
structure (finding another word or similar word).
2. In LEA, the emphasis is oral language. Both teachers involved the students in a discussion of an experience. Teacher Michelle
used a lot of repetition and asked questions that would make the children respond with the same answer (The teacher asked,
“Where does the snail live?” And she made children repeat the same answer “in the garden”.). On the other hand, even
when Teacher Erin also focused on oral language, she also took this as an opportunity to focus on writing by highlighting the
structure of expository text (e.g. transition markers).
3. In terms of independent practice,Teacher Michelle used word jumping (a game) because the learners were still in the decod-
ing stage. On the other hand,Teacher Erin used collaborative composing. She writes what the learners tell her to write.With
the learners, Teacher Erin uses the LEA to co-construct the text with the learners and then they focus on the structure of
the sentences they came up with, substituting words to improve what they wrote.
4. As for the pace,Teacher Michelle conducted the session at a much slower pace and with more repetition to scaffold learning
and develop fluency, while Teacher Erin conducted the session at a faster pace with less repetition as her students were more
advanced in grade 1. However, Teacher Erin also focused on comprehension by asking learners a variety of questions.
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To strengthen learner oral fluency, the teachers encouraged the student to:
Rationale for LEA 1) Describe their experience.
LEA developed oral language in the 2) Repeat their answers.
following ways: 3) Use the new words they learned; and
4) Ask questions to extend the talk about their experience.
1. It uses students’ experiences to scaffold
language learning.
2. It provides opportunities for practice and Planning for LEA
multiple exposures to the target language. Like any other strategy, LEA requires planning for
3. For younger students, LEA demonstrates it to work effectively in the classroom. Here are
the relationship between oral language, the steps in planning LEA.
writing and reading. In other words,
through LEA, the students realize that • The teacher determines the genre and pur-
what we can talk about, we can write, and pose of the text that will be written and en-
what we can write, we can read, and what sure that it is aligned with curriculum and
we can read, we can talk about. lesson objectives.
4. LEA introduces students to academic • The teacher determines text genres, lan-
language in the MoTL. guage structures, and writing conventions
5. Through LEA, the students learn about learners will learn from the text.
the writing process, writing conventions, Variations of LEA • For young and emergent language learners,
and targeted language structures. • Young students can copy, illustrate, and label the teacher might need to pre-teach vocab-
the story. ulary to scaffold learners to talk about the
6. In steps 3 and 4, LEA facilitates the devel-
• Teachers have students use "think, pair, share"
opment of reading comprehension and experience and give them opportunities to
to brainstorm their experiences before
fluency. understand, learn, and use the vocabulary.
sharing with the whole group.
7. Finally, LEA helps the students to read • Students may write their own stories, based These words can be reinforced through
independently by providing jointly written on the shared experience. word games, word walls and bridging.
• Texts may be bilingual where the experience is • The teacher provides visual aids with labels,
texts.
described in L1 and then written in the MoTL.
gestures, and actions to help students de-
• Written texts may be used for interactive or
shared reading. scribe the experience.
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Let us summarize your understanding of the Language Experience Approach.
A. Match the prompts in Column A to the answers in Column B by

drawing a line connecting both. B.True or False
Write T if the statement is true. Write F if the
A B
statement is false.
1. What happens in “EX”? a) something they personally experienced 1. ____ LEA introduces learners to their
2. What happens in “T”? b) the learner writes about the Mother Tongue.
3. What happens in “W”? experience
2. ____ The adult models language conventions
c) the MOTL
4. What happens in “R”? when she/he asks follow-up questions.
d) learners share about their experience
5. What topic will learners have
e) the learner reads what has been 3. ____ LEA is a spontaneous activity.
a lot to talk about? written 4. ____ LEA is used in teaching oral language
6. What language should f) there is a shared experience development only.
learners practice? g) the adult takes dictation from the
learners as they talk and writes
Write your score here: ___/10
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2 mins ACTIVITY 2: What will you do?
Situation:
When asked to talk about a favorite toy or activity,
the child only says, “car”. What will you do?
Answer:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
If your answer to Activity 2 involved asking questions, then you have

a great chance in helping the child talk more. Congratulations! Engaging
in conversations in school and at home requires the use of questioning,
by asking WH and How Questions. We did this in our first activity,
where we asked about your experience during the first days of our
training. Asking questions is crucial in engaging in meaningful
conversations both in school and at home.
You are done with topic 2: Language Experience Approach! On to the last
topic for this session, topic 3: 5Ws + H! If you need to - get up and walk
around a bit before you continue.
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Read and understand these notes on “5Ws + H Strategy”.You can highlight main ideas as you read and when you
find some confusing concepts, remember to ask your training facilitator for clarifications.
Topic 3: 5Ws + H Strategy
L
ooking back at our LEA steps, we see that questioning is the thread that runs through the whole process. Ques-
tioning sustains and extends conversations. Teachers can further improve students’ oral language proficiency
and expand their ideas by extending student conversations through thought-provoking questions - 5Ws + H.
Through carefully posed questions, teachers will increase the number of words and new vocabulary to students’
language repertoire. Moreover, when a teacher asks questions and engages in a conversation, the teacher gains addi-
tional insight on what the student knows and does not know about the topic. This insight further helps the teacher
in planning instruction.
Rationale for 5Ws + H

1. It provides a model for language use.
2. It develops vocabulary.
3. It builds students’ confidence.
4. It enhances students’ participation.
5. It creates more learning opportunities.
6. It builds rapport with the students.
7. It stimulates students’ thought process.
8. It provides informal assessment on stu-
dents’ oral language.
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This task is a question-and-answer script. Let us apply what we reviewed and learned about 5Ws + H Strategy through this script writing
activity. This is an individual work, and your task is to create a conversation showing carefully posed questions that extends conversation
and expands the student’s ideas.You may read the sample conversation as a reference, then choose one of these conversation starters and
create your conversation. You may write in MT or in MoTL.
a.“Teacher, inuubo po ako.”
b.“Kuya, ang paborito kong kulay ay blue.”
Below is the sample conversation.
Topic: drawing of a ball Your Converstation Topic: ____________________
Lina: Teacher! Look at my drawing!

Teacher: Wow! What are you drawing?
Lina: Bola!
Teacher: Interesting! Nagdrawing ka ng bola. What do you use a ball
or bola for?
Lina: Para maglaro ng basketball.
Teacher: I see! Who do you play basketball with?
Lina: I play basketball with my friends and my sister. (My friends and
Ate.)
Teacher: Really? I sometimes play basketball with my brother, too! You
play with your friends and your sister. What are your friends called?
Lina: Sina Maria at Mike.
Teacher:Very nice, playing basketball is fun! I hope you enjoy playing
with them.
Lina:Yes, and I wish I can play basketball with them again!
Rate your answers against the rating scale found at the end of this module.
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Wrap Up
Engaging students in meaningful conversations is a good way to help develop their

oral language.You can tap into their shared and relevant experience or interest.
When deciding to use LEA as a strategy, remember to plan accordingly so you

can maximize this strategy in the classroom.
Asking “wh” questions and “h” questions purposefully is an effective strategy to

support oral language development among students.
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5 mins LEARNING LOG
Reflect on the question. Should we stick to using just one language to teach students, so they do not become
confused? Write your answer on the space provided.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
10 - 15 mins CHECK-OUT!
Group for today’s check out. If there are internet connection issues today, your facilitator will SMS or call you.
Homework: Learning Activity Sheet 1(LAS) (50MINS)

Form a group of 3 or 4 and work together to complete a Learning Activity Sheet (LAS) for the domain of oral language that uses strat-
egies of Language Experience Approach and 5Ws+H questions. You may refer to the attached Learning Activity Sheet in this module for
more details and instructions.You will share your output on Day 4 during the Wellness Check-in.
To DOs: For day 3, you need to do the following:

1. Learning Log - answer the reflection question.
2. Formative assessment - answer the 10 item quiz in Google Form.
Your training facilitator will share the link to you or you can access it directly in the google classroom.
3. Learning Activity Sheet 1

After you take a break, you can now proceed to do the Day 3 Assignment and upload it
the to Google Classroom by the deadline designated by your facilitator.
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Day 4 Module
Wellness Day 1
This entire session is an online session. The facilitator will give guidelines on how to conduct group work and submit any work if you do not have access to the internet.
CHECK-IN! (30 mins)

Welcome to Day 4, Teacher!
Connect to your Facebook Messenger group, your Zoom room information
should be posted there. See you in Zoom! LEARNING TIP
Sometimes a learning task seems
overwhelming. Instead of imagin-
LEARNING TARGETS ing the struggle you might have
Last year, you were tasked to train teachers in your respective locality. This year, we for a learning task, just start it.
are having you on board again as we shall continue training more teachers. Howev- Everything begins with a first step.
er, we shall be taking a different approach to our learning. Instead of synchronous
online sessions, we shall be using a blended approach of modular and online learn-
ing. We have added to a Wellness session.
Day 4 Activities:
1. Revisit routines and training
expectations
2. Learn from each other’s feed-
• understand routines and training expectations
back on LAS experience.
• reflect on the learning journey
3. Self-reflection on our learning
• reflect on and apply wellness technique of journaling
journey
4. Self-reflection for wellbeing
MATERIALS NEEDED
Pen, a piece of paper, laptop, or any smart device with Internet connection
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10 mins Session 1: Quick Survey: Revisiting routines and training expectations
Professional development training sessions can be challenging on our time and effort management. Let’s do a
quick survey to revisit our routines and training expectations to help you with organizing your time. Click the
icons for yes or no in the participant’s section of the Zoom controls as your training facilitator asks the question.
You can also type your answer in the chatbox.
a. All the content you need to learn and all the work you need to complete are in
the printed modules.
b. You can work on the training modules by yourself even if you do not have the
internet.
c. The materials you need for this training are your modules and a cellphone or
gadget that can connect to the internet, send messages or make calls.
d. The videos you need to watch are in the Google Classroom and in your USB.
e. You need to work on all tasks independently.
f. Your training facilitator will check the answers written in your modules.
g. If you miss a quiz, you can ask your training facilitator to schedule a special quiz.
h. You need to check-in using Zoom at the beginning of every session.
i. You need to check-out using Zoom at the every end of the session.
j. You can connect with your training facilitator at any time of the day.
k. Learning Activity Sheets (LAS) need to be written in English.
l. LAS is better when it includes professional terms.
m. The only criteria for selecting LAS activities is if they are fun and play based.
n. The longer the LAS, the better.
You can stop here, explain, or clarify any misunderstandings and/or questions about training routine and expectations.
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30 mins Session 2: Sharing LAS Output
To further support your development of learning activity sheets, let’s look at a few examples.
1. Give some feedback on the learning activity sheets shown to you by your facilitator. What are some fea-
tures that stand out to you?
2. What features do you think you need to keep in mind as you develop your learning activity sheets?
Hopefully, you got good ideas for strengthening and developing your LAS from this activity! Next activity is an opportunity to
reflect on our learning journey so far through teacher reflection circles.
30 mins Session 3: Learning together - Teacher Reflection Circles: Our Learning Journey
Answer the questions below individually in your learning log and then discuss your answers in your reflection
circles. Be sure to write down possible solutions to any challenges. This activity is only for 10 – 15 minutes.
Share and Reflect Learn and Apply
• Reflect on the topics covered by the • How will your students be affected by these changes? How might these
sessions this week. What new skills, changes...
information and understandings did • enhance their literacy learning?
you learn during these sessions? • nurture their social and emotional learning?
• What ideas can you use immediately, and which are more useful for future
• How will you use what you have application?
learned in your teaching? • What strategies do you feel comfortable implementing? Not comfortable
implementing?
• Which strategies will be challenging to implement?
• What can you do to ensure easier implementation?
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40 mins
Session 4: Learning together - Teacher Reflection Circles: Self-Reflection for Wellness
Answer the questions below individually in your learning log and then discuss your answers. Be sure to write
down possible solutions to any challenges. This activity is only for 10 – 15 minutes.
Share and Reflect Whole group discussion

• Journaling:Work on as many of the journal prompts on the Wellness • Share your ideas to the group.
Activity Sheet in your learning log, or on the sheet itself. • Discuss and share your feelings about these self-reflection activities to
• Wellbeing Heart: Draw a big heart in your learning log or on the promote self-care and wellbeing.
Wellness Activity Sheet. Then answer the two questions below and
write your answers on the sheet.
• What are the things that enhance your sense of wellbeing Survey
in the heart? Respond to the survey: “How likely are you to take some time each
• What are the things that take away from your sense of well- week to journal as a form of reflection and quiet meditation?” Type your
being around the heart? answer in the chatbox.
• Share any reflection from the journaling prompt or heart activity a. Very likely
b. Somewhat likely
that you feel comfortable talking about with your group.
c. Not likely
10 mins
CHECK-OUT! Exit Slip
Complete the exit slip by writing your answers in the chat or sending an SMS.Your facilitator may ask you to use other means
to complete and send the exit slip if you have connection issues. Complete the statements below.
• A connection I made from this training with other trainings I have had is ________________________________
• One principle or theory of literacy which guides my teaching is _______________________________________
• One strategy I use to enhance my well-being is ___________________________________________________
Thank you! Congratulations you are done with Day 4!

There are no assignments for today.
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Day 5 Module
Listening Comprehension
and Bridging Strategies
CHECK-IN! (30 mins)
Welcome to Day 5! Log-in to FB Messenger group for a quick check in with
your facilitator. You will participate in a brief activity, and your facilitator will
go over the day’s topics, activities and required assignments. If there are
Internet issues today, you can SMS your facilitator to check-in. After your
LEARNING TIP
check-in, you may proceed with the rest of this module.
One of the many strategies that focuses on time man-
agement and mental focus is the Pomodoro Technique.
Pomodoro is Italian for tomato, and this technique was
LEARNING TARGETS named after a timer shaped like a tomato. To do this,
Yesterday’s module was all about checking in how you were for days simply set a length of time for work and breaks.
Try this:
one to three. Now that you have had a well-deserved breather, let
us continue learning how we can be effective language teachers. 1. Pick a task: studying and answering this module
2. Set a 25-minute timer
3. Work on your task until the time is up. Give it your
At the end of Day 5, you will be able to: best to not be distracted.
• Demonstrate understanding of different instructional strategies 4. Take a 5-minute break
that teachers can use in school and extend at home to improve 5. Repeat. Every 4 “pomodoros” (25-min work &
their learners’ writing and listening comprehension. 5-min break) take a longer break.
• Create a home learning activity plan that incorporates the dis-

cussed strategies to support listening comprehension and writ-
Day 5 Activities:
ing competencies at home. 1. Activity 1: Listening to an audio recording
2. Topic 1: Listening comprehension
3. Topic 2: Sketch to stretch strategy
4. Check for understanding 1-3
MATERIALS NEEDED
5. Topic 3: Sandwiching Strategy
Pen, laptop or smart device with Internet connection 6. Practice "making a sandwich"
7. Homework: LAS 2.1
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Let’s Start!
10 mins ACTIVITY 1: Listen to An Audio Class
To begin your dive into this module’s topics, listen to an audio recording of a Grade 3 English class.Three strategies will be used
in the teaching scenario: Sketch to Stretch, Sandwiching, and a variation of Language Experience Approach (LEA).Try to pinpoint
when each of these strategies was used. After which, you shall learn more about the first two strategies in this module.The last
strategy—the variation of LEA—will be discussed in the next module.
Audio: Listening Activity: Sandwiching Instruction.mp3

Strategy When and how was the strategy used?
Sketch to Stretch
Sandwiching
A variation of
Language Experience
Approach
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Read through the notes on “Listening Comprehension” and “Sketch to Stretch Strategy”. When you encounter con-
fusing ideas or if you want to share your own ideas about the content of this module, consult with your training
facilitator.
Topic 1 & 2: Listening Comprehension and Sketch

to Stretch Strategy
Listening Comprehension
L
istening comprehension is an aspect of receptive language and refers to the ability to make meaning out of
spoken language. It pertains to one’s understanding and interpretation of what has been heard. This is enabled
by several language processes such as the following:
• recognizing speech sounds (phonics and word recognition)
• understanding what words mean (vocabulary)
• understanding sentence structure (grammar)
• connecting new information to prior knowledge and experiences.
Good listening comprehension is evident when students give appropriate responses to questions.
Read and study these notes on Sketch to Stretch and its variations as a strategy in listening comprehension.
In the recording you just listened to, the teacher asked the children to draw the story
they are listening to. This is what she said:
“As I read the story, listen for details and try to see pictures in your mind about the setting
and what happened to the characters in the story. On your paper, draw the pictures that you
see in your mind, as you listen.”
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This strategy is called Sketch to Stretch. Sketch to stretch is an instructional strategy that reinforces reading/listen-
ing comprehension activities. It “stretches” learners’ thinking and demonstrates their understanding of stories they
listen to or read. Look at the figure below.
Figure 1: “stretching” as extending

As seen in figure 1, this strategy extends the thinking of the students triggered by a listening material into drawings
or illustrations that reveal the student’s ideas. In doing so, the strategy contributes to supporting and developing
listening and reading comprehension.
Sketch to stretch is a metacognitive strategy of visual-

Sketch to stretch is an effective literacy strategy as it…
ization, that is, thinking about our thinking by creating
• stimulates the student’s ability to make pictures in their
mental pictures in our head while we listen to a read-
minds because that is what good readers do.
aloud or after reading a story.Visualizing helps students • helps students demonstrate their understanding of the
engage with text and scaffolds comprehension. story.
• demonstrates students’ different levels of understanding
when given appropriate prompts.
• allows students who struggle with words to demonstrate
their understanding through drawing.
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Rationale for using Sketch to Stretch
• Students understand main ideas, important events, and infor-
mation in a text. “Sketch to stretch is a
• Students summarize their understanding through illustrations metacognitive strategy of
•
and words.
Students deepen their comprehension through visualization.
visualization, that is,
• Students engage with text and move from passive to active thinking about our
•
readers and listeners.
As a formative assessment, this helps teachers determine
thinking by creating mental
their students’ knowledge of main ideas and important events pictures in our head while
and summarization.
we listen.”
Process: Sketch to Stretch
To use Sketch to Stretch strategy, follow these steps:
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15 mins Check for Understanding I
Sketch to stretch as a strategy has many variations that can be used both in school and at home. Here is a list of
these variations. Try to fill in the missing letters to decode these variations. Answers may be found at the end of
the module.
Strategy Description
1. L _ b _ l i n g Students write captions (words, phrases, or sentences) for sketches.
Students make a quick drawing of what the story meant to them. What does it remind you of? Note
that for this activity, learners should not draw an illustration of the story but rather think about the
2. M a k __ __ g story and make connections to their lives or the world. These prompts/stems can help.
• This story reminds me of …
C o n n __ c __ i o n s • From this story, I learned …
• My favorite part was...
• Students sketch key information sequentially as it appears in the text during or after the
teacher/parent reads the text.
• The teacher/parent can stop periodically to let the student sketch the important parts. Stu-
dents can use their drawings to guide an oral summary of the text.
• Here is a sample format of an activity sheet that has four spaces for children to draw four
3. S _ m _ _ r _ _ i n g events numbered 1 to 4.
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Strategy Description
Students can use sketch to stretch to draw story elements such as characters, themes, setting, and
4. S t __ __ y El_ _ en_s plot. In the activity earlier, what story elements were used by the students in their drawings? It may
depend on the response of the students to the prompt question, “What does it remind you of?”
After reading or listening to a text, students draw one important event in the story.
5. O __ e E __ e __ t Another prompt question for the student to draw about can be “What is the most important
lesson that you have learned from this story?”
Students connect their prior knowledge by sketching ideas that show what they know about a
topic featured in an upcoming selection.
6. P r __ – r e __ d i __ __ Prompts can be given to the students in relation to the story to be read and listened to like “What
is your favorite animal?”
To develop listening comprehension and allow students to use drawing or sketching

to show their understanding, here are prompts and ideas for independent activities
to try at home:
• Drawing my feelings. How do I feel today?

• Drawing the weather for today
• Drawing and labeling the members of my family or community
• Drawing a grocery or a market list
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Returning to one of the questions earlier:
How does sketch to stretch help develop listening comprehension?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Check your answers against the answer key found at the end of this module. Rate your own answer using the rating
chart in the answer key.
5 mins
Learning Together: Think, Pair, and Share
Get a study partner and discuss the question:
“In the audio recording at the beginning of this module, how did the teacher give instructions to the learners in
preparation for the drawing task before listening to the story?”
Write your notes in this space.
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Read and study these notes on “Sandwiching as a bridging strategy” in listening comprehension. If you have
questions and clarifications, remember to consult your training facilitator.
Topic 3: Sandwiching Strategy
R
efer to your answers in the previous activity Think, Pair and Share. What did you notice about the way in
which the teacher gave instructions? The instructions go like this:
Hiligaynon Central Bikol

“Get your paper and markers ready. “Get your paper and markers ready.
Ipreparar ang inyong papel kag markers. Ipreparar ang papel buda ang marker.
Get your paper and markers ready.” Get your paper and markers ready.”
As you may have noticed, the instructions used an English sentence two times with one sentence in mother
tongue (MT) “sandwiched” in the middle. This is the sandwiching method.
Sandwiching Instructions and Explanations

The sandwich technique is about sandwiching the L1 between L2 utterances to support student understanding.
Teachers can sandwich instructions and explanations to scaffold student comprehension. Sandwich instruction is
used to give instructions to learners (e.g. to listen or open their books), and sandwich explanations are used to
explain concepts (e.g. to unlock meanings of words).
The process for using this technique involves the teacher first explaining the phrase, word, or concept in the me-
dium of teaching and learning (MoTL), and then explaining or reinterpreting in the student’s MT or in any other
relevant language, and finally repeating the phrase or word in the MoTL.
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To visualize this, imagine a burger sandwich. The MoTL are the buns, while the MT is the filling, or
the burger patty as shown in the figures below:
Figure 2: Sandwiching the MT between the MoTL
Figure 3: Sandwiching Language 1 between Language 2
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Most teachers tend to code-switch or translate to support learning. Check these two instances where the teacher tries to
unlock the English word “automobile:”
Instance 1: Codeswitching Instance 2:Translating

(i.e. the practice of moving back and forth between two languages (i.e. defining the word in the medium of teaching and learn-
at one time) ing (MoTL) by uttering its counterpart in the child’s moth-
er tongue or a more familiar language)
“Ms. Cruz drives a blue automobile o kotse sa Filipino.
She drives her kotse to work.” (codeswitching) Teacher: “Children, what is an automobile?”
Student: “Teacher, koste po!”
Teacher: “That’s right! An automobile is called kotse
in Filipino.” (translating)
Both codeswitching and translating tend to teach students to be overly dependent on using their mother tongue haphazardly, as
the utterances do not go back to the MoTL, preventing the student to assimilate the MoTL. Sandwiching adds a more structured,
purposeful, and systematic way of support language learning with learner’s MT or any other familiar language.
PROCESS: Sandwiching Reflect:

To review, here are the steps for sandwiching: Which instances makes you codeswitch or translate in your class?
1. Introduce the unfamiliar word or phrase in the MoTL (Language 2: Filipino,
Language 3: English).
2. Interpret and/or explain the unfamiliar word or phrase in the MT, using facial
expressions and gestures if possible. For example, the teacher points to her
ear and says: Listen.
3. Repeat the word or phrase in the MoTL.
4. Gradually decrease the use of the scaffold when the learners have under-
stood the word, phrase, or concept.
Encouraging emergent language learners to respond in their MT to demonstrate understanding of words, topics, and concepts
is another form of bridging. When learners respond in MT, the teacher should respond by recasting learners’ statements in the
MoTL and asking them to repeat what the teacher has said.
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Here is another example—this time sandwiching is used to introduce an unfamiliar word:
Step 1: Introduce the unfamiliar word:
“Ang tatay ko ay isang magsasaka” (Filipino)
Step 2: Explain the unfamiliar word in MT:
The teacher can explain what a “magsasaka” does.
The teacher can also show a picture of a farmer to further help the students understand.
Ang sakuyang ama ay paraoma. (My father is a farmer.)

(Central Bikol)
Ang tatay ko isa ka (mangunguma). (My father is a farmer.)

(Hiligaynon)
Step 3: Repeat the word in MoTL then make the learners repeat the unfamiliar word.
“Ang tatay ko ay isang magsasaka” (Filipino)
Activity 2: Practice “Making a Sandwich”

Write a short script using the template below to show how you can use the sandwiching method the given
scenarios. Choose only 1 scenario.
Scenario 1: Instruct your grade 3 students in English to wash their hands before eating.
Scenario 2: Introduce any Filipino word to students who are more familiar with their mother tongue.
Step 1:
Step 2:
Step 3:
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Fill in the blanks by choosing the right answers from the box.
familiar Medium of Teaching and Learning (MoTL) Mother Tongue (MT)

bridge Medium of Teaching and Learning (MoTL) structured
systematic purposeful
1. How do you use sandwiching as a bridging strategy?
To use sandwiching, the teacher says or explains the phrase, word, or concept in the _________________ , and then
explains or reinterprets in the student’s _______________ or in any other relevant language, and finally repeating the
phrase or word in the _______________.
2. How is sandwiching different from translating?
Sandwiching is more _______________________ , _____________, and __________________-than translating.
3. How does sandwiching help develop comprehension among students?
By using what is __________ to the child or what is known to her or him, sandwiching helps _____________ what
they already know to what they need to know.
Write your score here: ____/ 8
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Wrap Up
A language-rich environment helps develop competence in both listening comprehension and writing
and composing.
Writing and composing extends listening comprehension and provides evidence of what has been
understood.
When language learners listen to good language models and progressively read, they learn to identify
the characteristics of language and can apply these in varied forms of writing.
Reading, writing, speaking, and listening are interconnected and enhance language learning when they
are integrated and when their connections are made evident.
Regardless of the form of writing, adults, or more knowledgeable others (at home and in school) should provide learners
with many opportunities and tools to engage in meaningful writing as well as scaffolds and models that help them develop
their writing.
Some strategies for developing writing and bridging listening comprehension are Sketch to Stretch
and Sandwich Instruction Approach.
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5 mins LEARNING LOG
What is the most significant insight that you learned today? How will this help you as a teacher?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
10 mins CHECK-OUT!
Well done! You are done with learning the content for Day 5! Yahoo! Connect to your Facebook Messenger Group
for today’s check out. If there are internet connection issues today, your facilitator will SMS or call you.
Homework: Create a Learning Activity Sheet (LAS) 2.1
This is a group activity and you can work with two (2) of your co-participants. The task is for you to create a LAS
for listening comprehension incorporating one variation of Sketch to Stretch. Include too sandwiching strategy. For
more information, refer to Day 5 assignment sheet which is attached to this module. You may also consult with your
training facilitator for questions and clarifications regarding this homework. Remember that this is due at the end
of the day.
Well done! You are done with Day 5! Kudos!

After you take a break, you can now proceed to do Day 5 Assignment and upload it to Google Classroom by the
deadline designated by your facilitator.
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Day 6 Module
Writing and Composing
CHECK-IN! (30 mins)

Welcome to Day 6! Log-in to your FB Messenger group for a quick check in with your
facilitator. You will participate in a brief activity, and your facilitator will go over the day’s
topics, activities and required assignments. If there are internet issues today, you can
SMS your facilitator to check-in. After your check-in, you may proceed with the rest of LEARNING TIP
this module. Annotating the module will help you re-
member important ideas. Feel free to
underline key words or phrases, circle
LEARNING TARGETS unfamiliar words, and write questions,
On Days 3 and 5, we looked at oral language and listening comprehension and some teaching ex-amples, or any thoughts on the
strategies that support the development of these domains. The first half of the Language Ex- margins. Do-ing these will help you be
perience Approach (LEA) was also discussed. For this module, you will tap into your learning more engaged with the content and
from the previous sessions to understand writing and composing as well as tackle the second prepare you for when you will be asked to
half of LEA. share what you learned from this module.
The more you write, the more you
At the end of Day 6, you will be able to: remember!
• Determine the importance of writing and how students can use it to reinforce other
language skills, like comprehension.
• Recognize different stages of writing as forms of expression and communication. Day 5 Activities:
• Demonstrate understanding of different instructional strategies that teachers can use in 1. Topic 1: Language Experience Approach
school and extend at home to improve their students’ writing. and writing
• Create a home learning activity plan that incorporates the discussed strategies to sup- 2. Topic 2: Writing as a Domain of Literacy
port listening comprehension and writing competencies at home. 3. Topic 3: Interactive Writing Strategy
4. Activity 1: Picture analysis
5. Activity 2:Video watching
6. Check for Understanding
7. Homework: Learning Activity Sheet 2.2
MATERIALS NEEDED
Pen, laptop or smart device with Internet connection
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Let’s Start!
10 mins ACTIVITY 1: Picture analysis
You have learned about writing and composing as a literacy domain on Day 2. Closely look at the photos showing
children’s outputs below. Identify whether the photos can be considered as writing or not and explain why.
1. Does this count as writing? Why or why not?

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
by Yayi Espenilla-Fua, all rights reserved, used with permission.
*Images of writing samples of children © 2020

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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________________________________________________
________________________________________________
________________________________________________
by Yayi Espenilla-Fua, all rights reserved, used with permission.
________________________________________________
________________________________________________
*Images of writing samples of children © 2020

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
To find out whether your answers are right, you can continue reading and
learn more about writing and composing as a domain, how children develop
writing skills, and what strategies to use to help them progress as writers.
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Read and understand these notes on “Language Experience Approach and Writing".Be ready to answer questions
in the Check for Understanding part. When you have questions or clarifications, consult with your Facilitator.
Topic 1: Language Experience Approach and Writing
B
efore going into what writing is, first review the Language Experience Approach from Day 3 module, and closely
look at the writing part of this framework. Previously, you learned about the Language Experience Approach or
LEA. It is an approach that promotes language learning (oral, writing and reading) using personal experiences.
These experiences range from ordinary everyday routine at home and in school to experiences during field trips and
even when reading. The process flow of the Language Experience Approach is depicted by this diagram:
Shared experiences include everyday happenings, common school experiences, an object, or a text they have read
(first circle). Students are encouraged to talk about these experiences first (second circle) and then write about it
based on what they discussed (third circle). This is where the transition from spoken language to print occurs. With
the teacher modeling the thinking process before writing and actual composing, the students are introduced to the
writing process. What is written can now be read and reinforces the students’ understanding of the relationship be-
tween spoken and written language (last circle). The process is triggered by questions.
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10 mins ACTIVITY 2: Video Watching
Watch the video on the Language Experience Approach. Observe carefully how the classes of Teacher Michelle and
Teacher Erin progressed to a writing event. In the table below, identify and describe the parts that showed the four
stages of the LEA in both classes.
Write your notes here:

Language Experience
Teacher Michelle’s Class Teacher Erin’s Class
Approach
1. How did the session

progress to a writing
event?
2. What did the teacher

do to develop the read-
ing skills of the learners?
As seen in the video, the Language Experience Approach is an overall approach to language learning and development. This approach
is anchored on strategies that support the development of competencies in specific domains. The focus of Day 3 Modules is oral
language or the ‘talk’ component. Today, the focus is on the writing and reading components.
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Read and understand these notes on “Writing”. When you find some concepts confusing or when you have
questions, remember to consult with your training facilitator.
Topic 2: Writing as a Domain of Literacy

Writing
• Highlight or underline main
A
s discussed on Day 2 module, “writing and composing” as a literacy domain ideas
is the ability to formulate ideas into sentences or longer texts and repre-
• Encircle important terms
sent them in conventional orthographic patterns of written language. The
first part of the definition - to formulate ideas into texts - means to represent one’s • Use the margins to write your
own ideas and thoughts through print. It differs from mere handwriting and copying thoughts as you read.
because it involves thinking and communicating a message. Writing and composing
• Answer the questions in the
serves a variety of purposes and functions as means to express oneself or to inform
boxes beside the notes.
others. The latter part - to represent them in the conventional orthographic pat-
terns of written language - refers to the correct formation of letters and to accurate
spelling.
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What do you think will help learners Just as with reading, there is a continuum of writing development starting with emer-
progress along this continuum? gent writing, where young students learn the reading and writing connection through
simple drawings, and scribbles to represent their ideas. Kindergarten students are
emergent writers.
Now, going back to the pictures in Activity 1, can those outputs by children be
considered as “writing”? The answer is yes. Their writing may not resemble conven-
tional compositions in terms of structure and mechanics but are already considered
legitimate writing. What is important is they engage in the process of writing. They
are beginning to understand that writing has a purpose and that it is also a form
of expression. The continuum ends with more complex and sophisticated forms of
writing. As younger students become more exposed to writing and composing ac-
tivities, they may engage in functional writing (lists, summaries, graphic organizers),
narrative, literary and informational writing.
Implications to K-3 Teaching Is it possible for kindergarten pupils to

• A language-rich environment helps develop competence in listening comprehen- write and compose? Why or why not?
sion, writing, and composing.
• Writing and composing reflects comprehension and provides evidence of what
has been understood.
• When young students listen to good language models and progressively read,
they learn to identify the characteristics of language and can apply these in varied
forms of writing.
• Reading, writing, speaking, and listening are interconnected and enhance language
learning when they are integrated and when their connections are made evident.
• Regardless of the form of writing, adults, or more knowledgeable others (at home
and in school) should provide learners with many opportunities and tools to
engage in meaningful writing as well as scaffolds and models that help students
develop their writing.
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15 - 20 mins
Directed Reading
Read and understand these notes on "Interactive Writing". You can also answer the questions to help your
understanding of the content.
Topic 3: Interactive Writing
A
nother way to develop the reading, listening, and writing skills of students is through interactive writing. In-
teractive or shared writing is a dynamic instructional method during which the teacher and students work
together to construct a meaningful text to learn the details of the writing process. During interactive writing,
teachers and students participate in writing a text which they can read and discuss. The text should be big enough
for the whole class to see and can be written on the board or on manila paper.
What do you think is the difference between the Language

Experience Approach and Interactive Writing?
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Procedure
To illustrate how interactive writing is done, review this dialogue from the audio recording you listened to on Day 5 between a
teacher and the learners as an example.The teacher has just finished reading a story to the students, and this is how their discussion
progressed:
the board
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Variations for School
Rationale for Using the Strategy • If a student volunteers but is not yet writing but knows the
• It provides students with support and scaffolding alphabet, the teacher can spell the word letter by letter
to write a text. for the learner in a form of dictation. The teacher can also
• It supports and develops independent writing. sound out the sounds in the word so the student can write
• Every lesson scaffolds learner knowledge in mul- the corresponding letters.
tiple areas of writing and language development • A variety of text genres can be used with older students.
simultaneously (e.g., concept of print or print • The teacher reads a book then facilitates a discussion
awareness, text genres, writing conventions) as about the book by asking questions and guiding students
the piece of writing takes shape. to answer the questions in writing on the board or manila
• It integrates language and literacy development. paper. How do you feel? What do you think? What does
• Interactive writing is time and cost effective. this remind you of?
Variations at Home
Considering the current situation where home-based learning may be the prevailing mode, interactive
writing will most likely be done by the learner and the home partner. Using these independent activities,
home partners can guide and support learners as they navigate through each activity from simple writing
such as drawing to writing words, phrases, and sentences keeping in mind that this is a shared writing ac-
tivity between them and the learners.
Independent Writing Activities at Home
How do I feel today? What is the weather for today? Who are the members of my
family? community?
Using a book of feelings, young children may draw A weather chart can be used at home
faces that show their feelings each day. Parents can that the learners can draw on to check Using the familiarity of the learners with the mem-
help them by spelling the word letter by letter in a the weather for each day. They learn and bers of the family and/or community, they draw and
form of dictation that corresponds to that feeling recognize repetitive words to describe the label them. Parents use prompt/guide questions for
and build on those words as the learners develop weather which they can use in their writing the learners to respond to by drawing/writing. They
their skills in writing. They can also sound out the as they move from words, to phrases, and may talk about the drawing/writing and the parents
letters in the word. They may eventually move on to sentences. can continue asking probing questions. The learners
phrases then sentences to convey those emotions may then add on to their drawing/writing.
and write them by themselves.
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Making a grocery or a Things I like to do / Places I like to Writing greeting cards like
market list go to / Food I love birthday cards, get well cards,
and friendship cards
Parents can use these prompts for the
Parents and learners can work
learners to draw/write about and which Parents can help learners express their ideas or feel-
together in coming up with a list to
they can talk about as the learners draw/ ings when they write the greeting cards by helping
buy from the grocery or the market.
write about them. them use the words to describe those ideas and
feelings.

Sequence the steps. Read the following statements and number them according to their sequence in the steps of
interactive writing. Write the number in the first column.
Sequence Statement
a. The teacher leads the students to read all the words and sentences that were written on the board by pointing
at each one of them.
b. The teacher calls another student to answer the question and add to what has already been written on the
board.
c. The teacher tells the students that they will share their ideas through interactive writing.
d. The teacher calls a volunteer to answer the question and write his/her answer on the board.
e. The teacher asks a question to prompt the writing process. He/ She writes the question on the board.
Write your score here: ____
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Wrap Up
The teacher scaffolds and explicitly supports students to form their letters, use
capitalization, punctuation, correct spelling, spaces between words, and other
writing conventions.
All the students in the classroom should be given the opportunity to write.
The difference between shared writing and the language experience approach (LEA) is that for
LEA the teacher writes the story, while during interactive/ shared writing, both the teacher and
students write the text.
Depending on the students’ language proficiency, grade level and time, one or two sentences
are sufficient for composition.
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3 mins LEARNING LOG
What is the most significant insight that you learned today? How will this help you as a teacher?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Well done! You are done with learning the content for Day 6! Yahoo! Connect to your Facebook Messenger Group
for today’s check out. If there are internet connection issues today, your facilitator will SMS or call you.
Homework: Learning Activity Sheet 2.2

Complete the Learning Activity Sheet (LAS) you started on Day 5 to include listening or writing activities that can
be done at home. Ensure that you apply the strategies introduced in today’s module: Language Experience Approach,
Writing Tasks at home, and Interactive Writing. Remember that the Learning Activity Sheet should be designed to
cater students who are learning at home. Check-out your Facebook Messenger Group for instructions on how to
submit your completed LAS.You can also contact your facilitator if you have questions. Keep a copy for yourself too.
Your portfolio of outputs is important for your training completion and earning credits!
You are done with Day 6 Module! Congratulations!

After you take a break, you can now proceed to do the Day 6 Assignment
and upload it to Google Classroom by the deadline designated by your facilitator.
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Day 7 Module
Phonological Awareness
and Strategies
CHECK-IN! (30 mins)
Log-in to your FB Messenger group for a quick check in with your facilitator.
You will participate in a brief activity, and your facilitator will go over the day’s
topics, activities and required assignments. If there are internet issues today, you
can SMS your facilitator to check-in. After your check-in, you may proceed LEARNING TIP
with the rest of this module. There will be times when thoughts will flood in
as you read through this module. These thoughts
may include memories from the classroom, a
LEARNING TARGETS realization, a question, or a visualization of how
you want to use what you learned here in your
Now that we have learned about LEA, writing, and listening comprehension,
teaching practice. When these thoughts come in,
let us now review concepts and strategies that can help children before write them down in the margins of this module.
they encounter and decode written words and comprehend texts. Use the spaces for your own notes. Jotting down
your thoughts will make your learning experi-
At the end of Day 7, you will be able to: ence more meaningful to you.
• Determine the importance of phonological awareness and how learn-
ers can improve these in school and at home.
• Identify different instructional strategies that teachers can use in Day 7 Activities:
school to improve phonological awareness 1. Activity 1: Idea Mapping
2. Topic 1: Phonological Awareness
• Develop a learning activity plan (Learning Activity Sheet 3) to ensure
3. Topic 2: Elkonin Boxes
development of phonological awareness in school and at home.
4. Activity 2: DIY Elkonin Boxes
5. Check for Understanding 1
6. Activity 3: Sort the Pictures
7. Topic 3: Concept Sorts
MATERIALS NEEDED 8. Activity 4: Practice of Concept Sorts
Pen, laptop or smart device with internet connection, learning log, 2-3 pieces of blank 9. Homework: Learning Activity Sheet 3
paper (e.g. bond paper, oslo paper)
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ex-perience embedded in the design of this module. Take note of your training facilitator’s consultation hours so you can message them when
you have questions.
Let’s Start!
5 mins ACTIVITY 1: Idea Mapping
When you read the term “Phonological Awareness,” what comes to your mind? Write ideas or thoughts you know
around the term.
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15 - 25 mins Directed Reading
Read these notes on “phonological awareness” and consider checking your initial idea of the term with the informa-
tion you will read about here. When you have questions or clarifications about the content, you may always contact
your training facilitator.
Topic 1: Phonological Awareness

Phonological Awareness (PA) refers to the ability or skill to hear, identify, and manipulate sounds of
speech. This set of skills move across a continuum from simple to complex.
A learner:
1. Hears oral rhymes & alliterations.
2. Hears words in spoken sentences.
3. Hears syllables in spoken words.
4. Hears onsets & rimes in words.
5. Hears individual phonemes in words.
Phonological awareness is auditory, so it does not involve words in print:
Figure 1: PA is auditory
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As mentioned, PA is a continuum starting from the simple (e.g., awareness of rhythm, rhyme, and allitera-
tion) to the more complex (e.g., identifying and manipulating syllables and individual sounds in words) as
the figure below shows.
Phonological awareness is crucial in learning to read. Research shows that difficulty in phonological
awareness is linked to poor reading and spelling development. Therefore we begin with PA before we
move on to phonics and word recognition.
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To review, here are some concepts that are important in PA.
Term Meaning
Similar sounds at the end of two or more words
rhymes
Examples: baso-aso; libro-kwago; itlog-bilog
The first vowel sound/phoneme followed by all the other
rime
phonemes Examples: at in rat ; esh in fresh
The initial consonant sound, blend, or digraph in a single syllable word or syllable.
Examples: The sound of /c/ is an onset in the word cat
onsets
The sound /sh/ is an onset in the word sheep
The word “axe” does not have an onset.
Similar sounds at the beginning of two or more words
alliteration
Example: Peter Piper picked a peck of pickled peppers.
digraph A combination of two letters that make one sound, as in/ ph/ and/ ey
A combination of two or more consonants that “blend” together, but each sound can still be
blend
heard, as in /sk/ /str/ and /tr/
A combination of two vowels forming one syllable, as in ou, oi, ea, oy, and ow.
diphthong The letters y and w are semi-vowels and are thus considered diphthongs when combined with a
vowel.
With these concepts, the diagram on the next page gives you an idea of activity progression to develop
children’s phonological awareness.
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Now that you know about Phonological Awareness, here are its im-
plications for Teaching K-3 students:
• Students must be immersed in phonological awareness activities that
focus their attention on syllables, rhyming words, and alliteration.
• Kindergarten and Grade I teachers must provide time for students to
explore and talk about a variety of speech units. As they draw students’
attention to units of sounds, they can gradually familiarize them with
terms such as word, syllable, beginning and ending sounds.
• Many of these activities need not be conducted as isolated tasks nor
should take up a lot of time. Phonological awareness activities can be
integrated easily into engaging whole-group language and activities.
Phonological Awareness Activities at Home may include

the following:
• Sing songs and recite poems and fingerplays. Point out words that start
or end with similar sounds.
• Start with bigger sound units such as syllables before moving to individ-
ual letter sound (e.g., you may ask the child to clap per syllable; or use
games and movement activities such as “I spy” something that starts with
/b/ sound)
• While doing everyday activities (e.g., cooking, cleaning, driving), play
games to practice blending and segmenting. For instance, have the child
guess a word the adult is sounding out or vice versa.
• Play games such as scavenger hunt or “I spy” where the child will look for
objects in the house that begin or end given a letter sound.
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There are many strategies to develop phonological awareness skills. We shall focus on two: Elkonin
boxes and concept sorts.
Topic 2: Elkonin Boxes
E
lkonin boxes (also called Say It, Move It, and Push that Sound) is an instructional
strategy teachers can use to build learners’ phonological awareness and phonics
skills. Elkonin boxes help students build phonemic awareness by counting the num-
bers of phonemes in words as well as segmenting and blending sounds in words. {Pho-
neme is the distinct unit of sound in spoken language. For example, in the word ‘cat’, one
phoneme is /c/ and in the word ‘tray’, /ay/ is a phoneme.}
Rationale for Using the Strategy

• This strategy adds to the building blocks of reading that students
need to become successful readers, by providing a foundation to
help them understand the alphabetic principle.
• This strategy helps students build phonological awareness.
• This strategy also helps teachers assess student knowledge of pho-
nological awareness.
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Procedure for using Elkonin boxes in teaching PA skills
Model this activity and guide the students to practice. If used inside the classroom, each stu-
dent should have four or more counters, tokens, bottle caps, small stones, etc. depending on
the number of sounds that will be taught.
1. Draw “boxes” or squares on a piece of paper,

chalkboard, or dry erase board with one box
for each syllable or phoneme. Students can also
use their desks and move their tokens when
they hear the sound.
2. Pronounce a target word slowly, stretching it

out by sound.
* note that slash marks / / signify sounds and not written letters.
3.Ask the students to repeat the word.
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4. Direct the learners to slide one token up into each box
as they say each sound going from left to right.
5. Students slide their fingers from left to right below the boxes as they repeat the sounds in the word.
Watch the video to see the actual use of Elkonin Boxes:

https://www.youtube.com/watch?time_continue=1&v=NLIq9D-YmvU&feature=emb_logo
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Here are some variations for using Elkonin Boxes:
• For very young students, like Kindergarteners, you may start with rhyme discrimination (e.g., magkatunog
ba ang “aso” at “baso”? [yes] ang “puno” at “mesa”? [no] and syllable segmentation and blending tasks.
• To practice phonemic awareness skills, start with simpler tasks:
⃝ Discriminating whether 2 uttered sounds are the same or different using colored tokens.
• Show me /m/ (child gets 1 token)
• Show me /m/ /m/ (child should get 2 tokens of the same color)
• Show me /m/ /a/ (child should get 2 tokens of different colors)
⃝ Start with 2 phoneme words before moving on to 3 or 4 phonemes.
⃝ You can also just have 2 boxes and have the student place a token on the first box if the target sound
is heard in the beginning, or in the 2nd box if the target sound is heard at the end.
Examples: Saan naririnig ang tunog na /m/? Sa simula o sa huli
“mama” (simula)
Saan naririnig ang tunog na /s/? Sa simula o sa huli

“ahas” (huli)
• After teaching beginning, middle, and ending sounds, the teacher can ask the students to listen to the sounds
in the words and place the token in the appropriate box. For example, the students place a counter in the
first box if they hear the sound in the beginning of the word, in the middle box if they hear the sound in the
middle of the word, and in the last box if they hear it at the end of the word e.g., “Listen for the /n/ sound in
the following words. Place a counter in the first box if you hear the /n/ sound at the beginning of the word;
place a counter in the middle box if you hear the sound in the middle of the word or place it in the last box
if you hear the /n/ sound at the end of the word. Listen carefully: lemon.”
• When students are comfortable using this strategy, different colored tokens or shapes can be used to rep-
resent vowels and consonants.
• By 3rd grade, Elkonin Boxes can be used to reinforce phonics skills, by asking students to put in the corre-
sponding letters in the Elkonin Boxes. This is very helpful for practicing the spelling of words, especially in
L3, with consonant and vowel digraphs like ch, sh, wh, or ea, ee, ai, oa, etc.
v2.
v3.02/24/21
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10 mins ACTIVITY 2: DIY Elkonin Boxes and Practice
Create your own Elkonin box on a piece of paper. Choose your own tokens (e.g. bottle caps, coins). Find a
partner and try using the Elkonin box following the procedure above. One can be the teacher while the other
is the student. After which, swap roles. You may think of your own words. Here are some words you can try
with your partner. Remember, there is no need to write anything. Focus on the sounds instead.
Number of Sounds Words

2 • sa
• tao (Filipino)
3 • man (English)
• ship (English with the digraph sh)
• frog (English with “fr” blend that has two distinct sounds f, r)
4
• train (English with “tr” blend and “ai” diphthong
Reflection
Now that you know all about Elkonin boxes, why do you think this strategy is
effective in teaching phonological awareness?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Read each sentence carefully. Write the letter of the best answer.
1. What is phonological awareness?

a. It refers to teaching students how to read and write.
b. It refers to the loudness and softness of sounds.
c. It is a broad skill that includes identifying and manipulating sounds in oral language.
d. It refers to understanding and making sense of spoken language.
2. Which of the following activities is NOT an activity that focuses on phonological awareness
skills?
a. Identifying different sounds at home
b. Using the Elkonin boxes
c. Singing songs and reciting poetry
d. Practicing writing big and small letters
3. Which shows a correct progression in developing phonological awareness?

a. writing letters > writing sounds > rhyming words
b. identifying sounds at home > identifying rhyming words > manipulating sounds in words
c. manipulating sounds in words > identifying rhyming words > identifying sounds at home
d. Segmenting Sounds > Blending Sounds > Identifying rhyming words
Check your answers against the answer key found at the end of the module.
Phonological awareness is pre-requisite for young

students to learn to read. Always remember that
so you can always integrate PA tasks or activities
in your lessons.
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5 mins ACTIVITY 3: Sort the Pictures
Look at the pictures. Using the space below, group them in any way you want.
Learning Together
With your fellow participants, compare how each of you grouped the items. Discuss your experience in this activity.
1. How did you come up with your groupings?

2. What are the different variations of these groupings?
Write your notes here:
What you just did is a strategy that can help develop phonological awareness and later build phonics and word
recognition skills. This strategy is called concept sorts.
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Read the notes below on “concept sorts” to find out more about this strategy.
Topic 3: Concept Sorts
A
concept sort (also called picture sort) is an activity which requires learners to group or categorize words,
pictures, letters, or objects by shared attributes. For example, learners can categorize pictures or words
about modes of transportation into transportation by air, land, and sea. Grouping sounds and words or-
ganizes ideas in children’s minds.When they come across familiar sounds and words in listening and reading tasks,
they can refer to this knowledge of concept categories. Later, concept sorts can be used to learn vocabulary and
help build reading comprehension.
In other words, using concept sorts scaffolds language learning, helps build critical thinking skills, and teaches stu-
dents the process of categorization.
Concept sorts can either be an open sort or a closed sort. An open sort allows the students to
freely decide how they will group the objects presented to them. A closed sort asks students to
group objects based on groups predetermined by the teacher or an adult.
For example, the activity earlier was an open sort.You were asked to group the objects in any way
you like. On the other hand, a closed sort may involve asking students to group sounds based on
their loudness and softness.
For phonological awareness, you can use concept sorts to group objects based on sounds:
• loud sounds and soft sounds
• sounds found in certain places (e.g., home, at the pier, in the field, at school).
• sounds at home and sounds outside the house
• rhyming words
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As you move to phonics and word recognition, concept sorts will help Here are the implications of using concept sorts in teaching K-3 Students:
children in word study through identifying: For Phonological Awareness
• initial, middle, and ending letter sounds • expose students to sounds in different places
(e.g., illustrations of ending /k/ sound - cake, • engage students in sound discrimination
sock, truck, snack) For Phonics & Word Recognition
• word families • Engage them in word study
• prefixes and suffixes • Actively explore and examine letters and words
• Learn concepts such as “letters have names, a set sequence,
sounds, lower and uppercase forms”
These are some variations of concept sorts

Have children sort common household materials, toys, or books. Ask how they sorted them out. Show a variety of ways to sort these common objects
(e.g., by shape, by color, by function) Then you can move on to sorting these objects based on beginning or ending sounds.
Procedure for teaching concept sorts

Remember that concept sorts can be used to develop both phonological awareness and de-
coding skills. The two strategies to develop decoding skills such as phonics and word recogni-
tion will be discussed in the next module. Below are the steps in using concept sorts.
Concept Sorts Phonics or Word Recognition
Introduce pictures or actual objects Introduce the book, topic, or language

1
that make sounds. lesson.
Choose relevant, important sounds Choose relevant, important vocabulary in
2 in the student’s environment and words or pictures or relevant letters, letter
context. sounds, or spelling patterns.
3 Decide on whether to use a close sort or open sort.
Ask students to categorize or sort
Ask students to categorize or sort the
4 the pictures associated with sounds
word, letters, or pictures into groups.
into groups.
5 Ask students to check and reflect on their categories.
6 Conduct a whole group discussion on the categories the students formed.
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5 mins ACTIVITY 4: Concept Sort
Here is a sample activity of a closed concept sort: Look for a partner. One will be the teacher while the other will
be the student. Present these pictures and ask them to sort them based on sounds you can hear at home and out-
side the home.You may ask the learner to point, encircle, or color the pictures whose sounds you can hear inside
your home and those outside your home (answers depend on the context of their homes). Switch roles after.

Based on what you just read and in your own words, list three ways concept sorts help develop phonological
awareness and phonics among children.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
Write your score here: ____/3
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Wrap Up
Engaging the students where they can actively explore and examine sounds will
develop phonological awareness which in turn will help develop decoding skills.
Phonological awareness focuses on the auditory and not the printed word.
Developing phonological awareness can be done through different activities that

progress from simple to complex. Activities may include hearing oral rhymes & al-
literations, words in spoken sentences, syllables in spoken words, onsets & rimes,
and individual phonemes in words.
Some strategies that can be used to help improve early literacy are concept
sorts and Elkonin boxes.
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3 mins LEARNING LOG
Refer to the concept map you completed at the beginning of this module. What other ideas about phonological awareness do you now
have? Add them by including important ideas you have learned in this module. Check how your ideas have changed or expanded after going
through this module.
Homework:
Work with two co-participants and create your third Learning Activity Sheet. This time it is for phonological awareness and a bridging
strategy. For more instruc-tions, refer to the Assignment Sheet attached to this module. Remember, this is due within the day.
To DOs: For Day 7, you need to do two things:

1. Learning Log--Answer the reflection question, and
2. Create Learning Activity Sheet 3

After you take a break, you can now proceed to do Day 7 Assignment,
LAS 3 and upload it in the Google Classroom by the deadline designated by your facilitator.
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Day 8 Module
Phonics and Bridging at the Sound, Word and Sentence Level
CHECK-IN! (30 mins)

Welcome to Day 8, teacher! Log-in to your FB Messenger Group for a quick check in with
your Facilitator. You will participate in a brief activity, and your Facilitator will go over the
day’s topics, activities and required assignments. If there are internet issues today, you
can SMS your facilitator to check-in. After your check-in, you may proceed with the rest LEARNING TIP
of this module. There is research that shows that
physical activity affects the brain in
ways that allow a person to be more
LEARNING TARGETS engaged and more ready to learn. So,
Yesterday we looked at phonological awareness and looked at 2 teaching strategies - con- before you start, let us do do some
cept sorts and Elkonin boxes. To help us remember the difference between phonological yoga poses!
awareness and the more familiar phonics, take note that in phonological awareness we only (see next page)
need our sense of hearing. Today, we will focus on phonics, word recognition and bridging
at the sound, word and phrase/sentence levels.
At the end of Day 8, you will be able to: Day 8 Activities:

• Determine the importance of phonics and how students can improve this in school 1. Topic 1: Phonics
and at home. 2. Topic 2: Bridging at the sound,
• Identify different instructional strategies that teachers can use in school to improve Word, and Sentence Level
phonics. 3. Formative assessment via a
• Identify different bridging strategies at the sound, word, and sentence levels. short quiz
4. Activity 1: Label bridging
5. Activity 2: Demo and return
demo
MATERIALS NEEDED
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ex-perience embedded in the design of this module. Take note of your training facilitator’s consultation hours so you can message them when
you have questions.
Mountain Pose
Do the mountain pose by standing tall with your arms above your head. Stand with
your feet shoulder-width apart and raise your arms up over your head. Stretch
your arms and fingers out straight and stand tall. Breathe in this position, and then
let your arms slowly come back down to your sides. Hold the position for as long
as is comfortable, whether that is 10 to 60 seconds or longer. (wikihow.com)
Warrior Pose
From the mountain pose, you can take a big step forward to get into warrior pose.
Step out as if you were going to do a lunge and then spread your arms out to the
sides so that 1 arm is in front of you and 1 arm is behind you. Look straight ahead,
hold the position, and breathe. Stay in warrior pose for 10 to 60 seconds and then
return to mountain pose. (wikihow.com)
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Let’s Start!
Grouping Words
1) This is independent work.
You will a) group the words that belong together into separate columns. You can choose how many groups you
will put them into. Make sure to b) put labels at the top of your columns.
baha ulap kidlat habagat

lampara kandila patak bulusok
2) What kind of sorting activity is this, open sorting, or closed sorting? __________________
3) What is easier for young students to do, open sorting or closed sorting: __________________
4) What is the difference between this concept sorting activity from the concept sorting activity you did yesterday?
Any grouping will do. Check a sample grouping in the answer key found at the end of this module. See how well you
re-membered yesterday’s sessions by checking the answers and explanations for items 2 - 4.
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Read and understand these notes on “Phonics and Word Recognition”. As you read through the notes, think about how
phonics is interconnected with phonological awareness and their implications to teaching reading to K-3 students.
Topic 1: Phonics
S
ometimes called the alphabetic principle, phonics involves the relationship between letters of written language
and the sounds of spoken language. During phonics lessons, students are taught explicitly letter sounds, and how
to blend and segment these sounds.
Implications for teaching K-3 students:

• Students must get a fundamental understanding of letter concepts - letter name, letter form, and letter sound - so they can figure out how print
works.
• Conduct word study activities where they actively explore and examine letters and words. This will let students learn concepts such as “letters have
names, a set sequence, sounds, and have 2 forms - lower and uppercase forms.”
• As they move into the grades 1, 2 and 3 students should become familiar with patterns or combinations of letters with similar sounds (word families)
which can help them read and spell.
• Explicitly teaching these concepts is necessary. It cannot be left to chance as student’s ability to navigate their way through blending and segment and
learning spelling patterns will largely depend on their awareness of the underlying letter concepts.
• Students who struggle with phonics will need more practice. Start with simple before going complex word patterns. For example, you can teach
words with short vowel sounds like cat, bed, rug before introducing those with long vowel sounds or digraphs such as made, rake, play, smooth, etc.
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How can phonics be encouraged at home?
• Sing the alphabet song and have an alphabet chart.
• Make simple art activities that reinforce how letters look (mosaic, stamping).
• For Kindergarteners, just point out letters in the environment (signs, boxes, labels).
• Play games such as scavenger hunt or “I spy” where the child will look for objects in the house given a letter
name or letter sound.

Let us organize what you learned from the notes above by completing the statements below.
1. Phonics refers to the domain of literacy where students use their knowledge of
_______________________________ to read words.
2. Teachers must _______________________________ teach students the basics of letters and letter
sounds so they can learn to read.
3. Teachers should also teach _______________________________ to help students read.
4. Teachers should give _______________________________ to students who have difficulty in phonics.
5. Teachers can prepare simple phonics activities that can also be done at home like
_______________________________.
You are now done with Topic 1 – Phonics. Congratulations! Remember that using concept sorts and Elkonin
boxes that you learned about yesterday can also be used to teach phonics. For the rest of this module, strategy
of bridging to teach phonics will be discussed. Bridging at the sound, word, and sentence level is topic 2 for today.
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Read and understand these notes on “Bridging”. Be ready to answer questions in the Check for Understanding
part. When you have questions or clarifications, consult with your facilitator.
Topic 2: Phonics Strategy: Bridging at the Sound,

Word and Sentence level
1 min ACTIVITY 1: Phonics Strategy: Label Bridging
Let’s do a quick recall - in the strategy of bridging, what do we bridge? Write the two concepts that we bridge - one
at each end of the bridge.
Make sure you’ve put in the words at both ends of the bridge before you read on.
If you answered L1 or Mother Tongue at one end and L2, L3, or Target language at the other end of the
bridge, then you would be correct. Bridging, also known as translanguaging is using your mother tongue
to help you learn in L2 and/or L3.
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40 mins ACTIVITY 2: Demo and return demo
Read and understand these notes on “Bridging”. Underline the important ideas. Be ready to watch a video which
demonstrates bridging strategies and prepare to practice these strategies. Prepare the video entitled Yayi and Anne’s
Day 4 Topic 2 Bridging at Sound, Word, and Sentence Levels.
Bridging at the Sound, Word, and Sentence level
Good language learners use what they know in one language to help them read and understand words in the MoTL.
However, not all students may know how to bridge. Therefore, teachers need to directly or explicitly show learners
how to bridge at the sound, word, and sentence levels.
Bridging at the level of sound, word, and sentence level means explicitly teaching students about the differences and
similarities of letter sounds, words, or groups of words in the languages they are learning. This gives students the
opportunity to transfer what they have learned in and about one language to another.
For example, to help students read and T-Chart:

understand (vocabulary) the word “kala-
baw”, the teacher can use a T-Chart like
the one below and lead the students in
noticing the differences between two
words. In Filipino it is called “kalabaw”
and in Cebuano, it is called “kabaw”. The
syllables “ka” and “baw” are present in
both words, however “la” is only present
in Cebuano.
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A. Bridging at the Sound Level
What is it?
• Explicit instruction in sounds that are different. For example, “a” in Cebuano and in Filipino have the same sound
/a/, but in English, “a” says /a/ and /ai/. Other differences between English and Filipino include silent letters, double
letters, consonant clusters, and vowel combinations.
• Explicit instruction in sounds that are the same but have different symbols. For example: letters in Filipino that are
from other languages: C, F, J, Ñ Q,V, X, and Z
• Explicit instruction means focusing students’ attention on specific learning, and involves explanation, modeling, and
practice. This is also the application of gradual release of responsibility.
Modeling the strategy:

Watch Teacher Anne use the strategy Bridging at the Sound Level. Go to Google Drive, or access your digital copy
of the video in the USB: Day 4 Topic 2 Bridging at Sound, Word, and Sentence Levels. Start at time: 5:00 and watch
until 9:15 mins.
Practice the strategy:

Practice with a partner. You may work with a
child who is with you or you may call one of
your teammates and set up a quick online video
meeting. If you are at work, sit together, ob-
serving physical distancing protocols, and take
turns practicing. Here are the materials and the
sample dialogue. Enjoy!
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Teacher: Today we’re going to practice reading some words in English. We’re going to look at words
that will have the letter “u”. (Show the letter u) This is the letter u. Who can tell me what letter is this
and its sound in Filipino?
Student: “u” – ubas - /oo/
T: Listen carefully. I will now say this letter in English. This is the letter “u”, like in the word, “umbrella”,
and the sound is /u/. Let’s say that together. “u” – umbrella - /u/
S: “u” – umbrella - /u/
T: Does the letter “u” have the same form in Filipino and in English?
S:Yes.
T: Does the letter “u” have the same name in Filipino and in English?
S:Yes.
T: Does the letter “u” have the same sound in Filipino and in English?
S: No.
T: What is the sound of “u” in Filipiino?

S: /oo/.
T: What is the sound of “u” in English?

S: /u/.
T:You got it! “u” has the same form and name in Filipino and in English, but it has a different sound in
Filipino and in English.
T: Let’s practice with some words in Filipino (point at the Filipino words for the student to read)
S: (reads words)
T: Now, let’s practice with words in English (point at the English words for the students to read)
S: (reads words)
T: Let’s practice reading English words that have the letter “u”. (The teacher helps children to decode.)
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B. Bridging at the Word Level
What is it?
• Explicit instruction on similarities and differences in spelling patterns.
• Elicit the meaning of a word or phrase in MT, and/or one or both MoTL (L2, L3)
• Label drawings in MT and MoTL.
• In the early grades, teachers should bridge using concrete vocabulary and concepts. Unfamiliar words and ex-
pressions in MoTL need to be unlocked so students can understand their meaning and know how to use them.
• More than translating, teachers should explain the meaning of words, and demonstrate understanding of the
words by using them in sentences.

Watch Teacher Anne use the strategy Bridging at the Word Level. Go to the Google Drive, or access your digital
copy of the video in your USB: Day 4 Topic 2 Bridging at Sound, Word and Sentence Levels. Start at time: 18:00
and watch until 24:00.

Practice with a partner again.You can
work with the same partner or choose
a different one. Here are the materials
and the sample dialogue. Enjoy!
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Teacher Learner
Before we read our story, I want to show you some words,
“carabao”.
and I’d like you to guess what they mean. My first word is “carabao”. Say it again.
What do you think is the meaning of “carabao”? “kalabaw”
That’s right, a carabao is the same animal that we call “kalabaw” in Filipino.
The carabao helps farmers during planting season. “radio”.
My next word is “radio”. Say it again.
What do you think is the meaning of “radio”? “radyo”
That’s right, a radio is the same equipment that we call “radyo” in Filipino.
We turn on the radio to listen to music or news. “biscuit”
My next word is “biscuit”. Say it again.
What do you think is the meaning of “biscuit”? “biskwit”
That’s right, a biscuit is the same food or snack that we call “biskwit” in Filipino.
I eat biscuits for recess.
Let’s read our words again, first in Filipino and then in English.
Repeat after me:
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Teacher Learner
“a”, “b”; they both have 3 syllables;
Now, let’s look more closely at the pair of words – kalabaw and carabao. What
the first and last syllable sound the same.
sounds or letters are the same between kalabaw and carabao?
(The teacher writes the student’s answers in the T-Chart.)
k-c, l-r, aw-ao;
What sounds, or letters are different between kalabaw and carabao? (The teacher continues to write the students’
responses on the T-chart.)
Right, kalabaw and carabao both have 3 syllables, the first and last syllables sound the
same. The differences are in the use of c instead of k, the use of r instead of l, and the
stress or emphasis.
Let’s look more closely at the pair of words – radyo and radio. What sounds or let- r, a, d, o
ters are the same between radyo and radio? (The teacher writes student’s responses on the T-Chart.)
y for i; a - /a/ and a - /ay/

What sounds, or letters are the different between radyo and radio?
(The teacher annotates in the T-Chart.)
Right, radyo and radio almost look completely alike except for letter y and i. When
you say the vowel “a” in radyo, you say /a/, and when you say the vowel “a” in radio,
you say /ay/.
Let’s look more closely at the pair of words – biskwit and biscuit. What sounds or bis, it. Two syllables
letters are the same in biskwit and biscuit? (The teacher annotates in the T-Chart.)
kw – cu
What sounds, or letters are different in biskwit and biscuit?
(Teacher annotates in the T-Chart.)
Right, biskwit and biscuit almost look alike except for letters k, w and c, u. Also, when
you say biskwit the stress is in the second syllable, and when you say biscuit the stress
is in the first syllable. (The teacher models how the words are pronounced.)
Let’s read our words again, first in Filipino and then in English.
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C. Bridging at the Sentence Level
What is it?
• Bridging at the sentence level can be used to learn oral language and some grammar rules like:
• subject - predicate (simuno-panaguri) word order
• noun-adjective word order
• subject-verb agreement
• a T-chart is the main material of Bridging at the Sentence Level.You will also need targeted samples in the 2 lan-
guages you are comparing.

Watch Teacher Anne use the strategy of bridging at the phrase or sentence Level. Go to the Google Drive, or
access your digital copy of the video: Day 4 Topic 2 Bridging at Sound, Word and Sentence Levels. Start at time:
30:00 and watch 34:15.

Practice with a partner again.You can
work with the same partner or choose
a different one. Here are the materials
and the sample dialogue. Enjoy!
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Teacher: Now that we’ve finished listening or reading our story, let’s review some of the things we saw in pictures. What
were some of the things you saw in the pictures?
Student: bag, laptop, halo-halo. (The teacher writes the student’s responses.)
T: Who does the bag belong to?
S: John.
T: That is right. The bag belongs to John. Kung sa Filipino, sasabihin natin ito na: ang bag
ni John. In English we will say John’s bag.
T: Who does the laptop belong to?

S: Maria.
T: That is correct. The laptop belongs to Maria. Kung sa Filipino, sasabihin natin ito na:
ang laptop ni Maria. In English, we will say Maria’s laptop.
T: Who does the halo-halo belong to?

S: Lina.
T: That is correct! The halo-halo belongs to Lina. Kung sa Filipino, sasabihin natin ito na:
ang halo-halo ni Lina. In English, we will say Lina’s halo-halo.
T: What is the same when we say who owns things in Filipino and in English?
S: name and object are in both Filipino and English
T: What is the difference with how we say who owns the things in Filipino and in English?
S: – we use ang, ni in Filipino but in English, we only use ‘s (apostrophe “s”).
T: That’s right, in English, we can show who an object belongs to by adding ‘s at the end
of the person’s name. Let’s read our phrases again, first in Filipino and then in English.
That’s bridging! We hope you had fun practicing how to bridge. The dialogues are sample conversations that will lead students
in studying the similarities and differences in sounds, words, and phrases or sentences in one language to the medium of teach-
ing and learning.
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Why do we need to bridge?
1. Connection of learning in one language can be applied to new topics in the MoTL.
2. Good language learners naturally translanguage
3. Bridging supports the teaching of language in content area subjects like Math and Social Studies
4. Improves students’ language proficiency.
5. Facilitates transfer of academic language in MT or MoTL.
Tip: Bridging strategies are best done when anchored on actual texts (e.g. songs sung in class or storybooks read out loud) or
content area lessons (e.g. a lesson on community helpers can be a jump of point for discussing the different members of com-
munity helpers like pulis and police, nars and nurse, etc.)

Let’s review! Organize these statements in the correct columns.
1. All students use bridging automatically.
2. All letters have the same name and form in the following languages: MT, Filipino, and English.
3. All letters have the same sound in the following languages: MT, Filipino, and English.
4. Bridging at the sound level means you focus on the similarities and differences in how words are spelled in L1/L2 to
L2/L3.
5. Bridging at the phrase/sentence level means you focus on the similarities and differences in how words are grouped
together in L1/L2 to L2/L3.
6. A T-chart is helpful for studying the similarities and differences of L1 - L2, or L2 - L3, or L1 - L3.
Correct Incorrect
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Wrap Up
Students who are learning to read needs to understand the relationship between
letters and sounds or what is called the alphabetic principle.
Phonics instruction must be taught explicitly to your students to help them learn
to read.
Bridging can be done at the word, phrase, and sentence level.
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3 mins LEARNING LOG
What challenge do you experience in creating Learning Activity Sheets and how do you plan to address this?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
TO DOs: For Day 8, you need to do two things:
1. Learning Log - Answer the reflection question.

2. Formative Assessment - Answer the 10- item quiz. Complete the quiz in the Google classroom or ask
your facilitator for the link to the quiz.
You are done with Day 8 Module! Congratulations!

After you take a break, you can proceed to answering Quiz 2
in the Google Classroom by the deadline designated by your facilitator. Your
facilitator can also send the link in your FB Messenger group.
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Day 9 Module
Responding to Learners through
Formative Feedback
CHECK-IN! (30 mins)
Welcome to Day 9! Log-in to your FB Messenger group for a quick check in with your
facilitator. You will participate in a brief activity, and your Facilitator will go over the day’s
topics, activities and required assignments. If there are internet issues today, you can SMS
your facilitator to check-in. After your check-in, you may proceed with the rest of this LEARNING TIP
module. Take down notes as you review
the materials on the same day.
Note-taking will help you retain
LEARNING TARGETS
information and organize what
For the past few days, you have been delving into different strategies that can be used for
literacy instruction. In this session, you’ll be exploring a strategy on how to give formative you have learned better!
feedback to learners. Formative feedback helps support children’s learning as well as building
social and emotional skills such as goal setting and growth mindset of learners.
At the end of Day 9 you will be able to:

• Determine the importance of formative feedback and how this can be done in school Day 9 Activities:
and at home 1. Topic 1: Giving Forma-tive
• Identify a strategy that teachers and parents can use to provide formative feedback Feedback
• Improve giving feedback to students 2. Topic 2: RIMSI Strategy
• Craft a learning action plan 3. Topic 3: Using Forma-tive
Feedback at Home
4. Topic 4: Non-Verbal Cues for
Feedback
5. Activity 1: Make a list and a reflec-
tion
MATERIALS NEEDED 6. Activity 2: Role Play
7. Activity 3: The 1-minute Challenge
9. Homework: Learning Action Plan
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your training facilitator via SMS, Facebook Messenger groups, etc.
Let’s Start!
5 - 10 mins ACTIVITY 1: Make a List
For our first activity, look at this set of teacher stamps. Do some of these stamps look familiar? How many of these
stamps have you received or heard as feedback from your teacher? Give yourself a minute to think about it, then
circle the stamps that you have received or heard as feedback when you were a learner.
Done? How many stamps were you able to

receive or hear as feedback?
Write it here: ________
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Reflection
Travel back to memory lane, and briefly answer the following questions.
1.Which stamp/feedback was the most memorable? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Do you remember the task for which you received feedback? Can you describe the work or output that you had
to do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How did you feel after your teacher provided you with that feedback?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
These stamps were just one of the ways teachers

provide feedback. In this session, you’ll be exploring a
strategy on how to give formative feedback to learn-
ers. In what ways can teachers give formative feed-
back to learners?
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Read and understand these notes on “Giving Formative Feedback”. If you have questions or clarifications as you
read through the notes, remember to send your training facilitator a message.
Topic 1: Giving Formative Feedback

Importance of responding with formative feedback
H
ow do you respond to students through proper feedback? One thing that teachers should remember is that it is vital to understand
how to give students essential feedback in a positive and constructive way. Giving formative feedback is important to young students
to support the development of social and emotional skills. Students need a nurturing, supportive, and positive environment with rules
that are purposeful, easy to understand, and consistently enforced. When students see themselves as an important part of the learning com-
munity, they feel more confident and become active participants in their learning. As teachers, it is crucial to understand and support students’
emotions and praise their efforts using positive and encouraging language.
Feedback and Developing Socioemotional Skills

How will positive feedback using praise and encouragement affect the students? Praise and encouragement are high
motivators to help students respond positively to teaching and learning. Praise and encouragement are high moti-
How to Develop Good vators to help them respond appropriately.
Socioemotional Skills
Through Feedback By using praise, you are also showing students how to think and talk positively about themselves. You are helping
K-3 students learn how to recognize when they have performed well, and not just when they have done something
• Provide learners with a wrong. Aside from social and emotional skills, giving formative feedback also helps students to become more aware
nurturing, supportive and and develop a growth mindset.
positive learning environment.
• Allow learners to become
active participants in the Formative Feedback
learning process. What do we mean by formative? Formative feedback happens during the learning process. It provides opportuni-
• Praise effort and achievements ties for students to learn from their mistakes and improve their learning. With no feedback, students may assume
• Use positive and encouraging they are correct and learn the wrong thing, hence, the need for immediate formative feedback. This type of feed-
language. back is ongoing, actionable, detailed, and specific. This means it helps learners to take action to improve behaviors
and skills or attitudes.
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Read and understand these notes on “RIMSI strategy”. Visualize how you can apply RIMSI strategy in your teaching
practice.
Topic 2: RIMSI Strategy
W
hat is RIMSI? RIMSI is a 5-step feedback strategy that includes teacher to student interaction. RIMSI
stands for recognize, involve, modify, specify, involve. For feedback to be effective, students need to
know how to act on it. RIMSI focuses on what needs to be done and encourages all students to believe
that they can improve. So, it allows teachers to assess the learning needs of students. It also offers opportunities for
students to improve their language proficiency.
RIMSI STRATEGY All these steps are given while the task is still relevant--- while the learning is
still ongoing. Since it is a formative feedback, then it should be given as soon as
possible. The RIMSI strategy opens the opportunity for mistakes to be viewed
as learning opportunities when time is provided for students to take action.
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RIMSI STRATEGY ST E P S
So for the first step, Recognize, the teacher appreciates the student’s efforts. Here,
the focus on the task itself rather than on the student’s ability. Ex. instead of saying, “Oh
you’re so smart!” You can say, “You recognized all the letters in the flashcards!”
The second step, Involve, the teacher asks the student to repeat his or her response.
This allows the student to be involved in the feedbacking process. It is important that the
student is aware of his or her performance.
The third step is Modify. The teacher tells the student if their response is right or
wrong in a positive and constructive manner. Feedback is most effective when it focuses
on the task and is specific in its nature as to what the student needs to improve on. Re-
frain from saying statements such as “Ikaw kasi ‘di ka nakikinig!”
The fourth step is Specify. Feedback is also most effective when students know ex-
actly what they need to work on next. Be specific. Use explicit teaching when needed.
Lastly, Involve. The teacher asks the student to repeat the response. Just to show that
they’ve arrived at the correct answer.This makes the student aware of their learning and
progress.
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Here is a sample interaction to show the steps in giving formative feedback using RIMSI strategy. In this scenario,
a student must write a sentence that describes the picture, and this is what the learner submitted to the teacher.
So how will the teacher provide formative feedback using RIMSI?
Steps in Giving Formative

Sample Interaction
Feed-back
Teacher: Write a sentence that describes the picture (Recognize, Involve, Modify, Specify,
Student writes: The house is dig. Involve)
Teacher:You described the size of the house. Recognize: The teacher appreciates
Student:Yes, Teacher. the student’s effort.
Teacher: Can you say your sentence? Involve: The teacher asks the stu-
Student: The house is big. dent to repeat the response.
Teacher: Big. /b/ What you wrote is letter d. What is the sound of the letter d? Modify: The teacher helps the stu-
Learner: /d/ dent to recognize the right letter to
Teacher: Here is letter b. What is the sound of the letter b? use in the sentence.
Learner: /b/
Teacher: The letter d looks like it has a diaper at the back, while the letter b has a belly in Specify: If the response of the
front. student needs improvement, the
teacher asks him or her to write b.
Teacher: Let’s try again. Can you write your sentence again? Involve: The teacher asks the stu-
Student writes: The house is big. dent to repeat the correct response.
You can use the RIMSI Strategy to give formative feedback. This kind of feedback can encourage all students to believe they can
improve their work if they are not compared with others. Sometimes a child only knows how he or she is doing well when com-
pared with the performance of others, for example, comparing grades or comparing output with peers. By giving formative feedback
instead, they can build on their previous performances, and see their progress themselves. The RIMSI strategy is not just about
correcting mistakes, but it is also about telling the student if their responses are correct.
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15 mins ACTIVITY 2: Roleplay
Try it yourself! Look for a partner (any adult or child who can read the script) and play the role of the teacher in
the script. Write the word, mango on a board or a sheet of paper before you begin.
mango
Steps in Giving Formative
Sample Interaction
Feed-back
Teacher: (Pointing at the text) Who can show us a letter m? (Recognize, Involve, Modify, Specify,
Student: I will. (Points to a letter n.) Involve)
Recognize: The teacher appreciates

Teacher:You found a letter. It is close to letter m. But let’s try it again.
the student’s effort.
Teacher: Let’s compare the letters. Show me the letter again. Involve: The teacher asks the stu-
(The learner points to letter n) dent to repeat the response.
Modify: The teacher helps the stu-

Teacher: That is letter n. How many bumps does it have? dent to recognize the right letter to
Student: One. use in the sentence.
Teacher: Here is letter m. How many bumps does it have?
Student: Two Specify: If the response of the
student needs improvement, the
teacher asks him or her to write m.
Teacher: Let’s try again. Show me letter m.
Involve: The teacher asks the stu-
Student: Points at letter m.
dent to repeat the correct response.
Teacher: Good.You were able to show us the letter m.
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Reflection
Let’s talk about the experience! Answer the following questions briefly.
1. How was your role play experience?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.What did you observe about the exchange between the teacher and the student?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Did you make any improvements to the exchange? Can you suggest any other ways to improve the interaction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
1 mins ACTIVITY 2:The 1-minute Challenge

Set the timer of your phone or your watch to 1 minute - or ask someone near you to time you for 60 seconds. In 60
seconds, say as many ways parents can respond through formative feedback at home. No need to write them down.
Just say them out loud. Ready? Go!
Well done for doing this exercise! How many answers did you give in 1 minute?
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Read and understand these notes on “Formative Feedback”. Visualize how you can apply RIMSI strategy in your
teaching practice.
Topic 3: Using Formative Feedback in the Home

Giving feedback is not just something you can do in the classroom.You can practice this at home too. Below are
some tips on how to do this at home:
• Recognize child’s efforts in performing tasks by using positive words for specific accomplishments
• (e.g., Good job in ____!).
• Ask the child about the process involved in performing the task (e.g., Can you tell me what you did again? How did you
arrive at your answer?).
• Give suggestions on how tasks can be improved (e.g., Maybe you can try doing it this way because this is---specify mistake---?).
• Point out correct behavior or incorrect responses using encouraging words (e.g., How about doing this again using this or by
doing this?).
• Ask the child to repeat the task, and praise the effort (e.g., Can you go over the task again? Good job in making the effort
and doing it all again!).

Let’s do a feedback makeover! Revise these three common feed- For example:
back expressions to make them more actionable, direct, and spe- BEFORE AFTER
cific. Remember to use positive and constructive words. You can
“I like the way you kept trying even when
come up with a specific context or task for each feedback. “Great job!”
the problem became harder.”
1. “Good job!” “The ideas you thought of are unique.
2. “Incomplete” “You’re so smart!”
Where did you learn about that?”
3. “Tama!” “Those extra practice problems you did
“You got an A!”
really made a difference!”
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Try it yourself! Remember that the feedback needs to be specific. Write your answers in the space provided. Rate your answer
using the rubrics on page 154 of your manual.
BEFORE AFTER
“Good job!”
“Incomplete”
“Tama!”

Read and understand these notes on “Non-verbal Cues”. Visualize how you can apply this strategy in your
teaching practice.
Topic 4: Non-verbal Cues for Feedback
M
ost of the time feedback is given without using any words. Here are just some examples of non-verbal
cues for feedback:
• facial expression (smile)

• tone of voice
• hand gestures (hands up, palms open)
• eye contact
• posture
Good non-verbal cues enhance the level of motivation, retention, and understanding, especially when teachers use
their body language properly in the classroom. At home, parents can also use these cues while giving feedback to
their children.
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Wrap Up
How feedback is presented can affect how the students perceive it. Even if the purpose of the
feedback is to help a student improve his work, your feedback and non-verbal cues can be misin-
terpreted. As a result, it may discourage the students and affect the level of their motivation. So,
it is important to remember the following when giving feedback:
1. Students need to receive clear and specific feedback while they are learning.
2. Provide written and oral feedback when able. Make sure that it is related to the
student’s performance or output.
3. Give specific tips on how to improve.
4. Provide learners with opportunities for self-reflection and assessment.
5. Use words that show respect to the student’s output.
One key message from this training is that, aside from supporting the students’ cognitive devel-
opment, it is crucial to pay close attention to their socio-emotional development too. How feed-
back is phrased and given has an impact on a student’s self-confidence, motivation, and even rela-
tionship-building. Giving positive and formative feedback enables the K-3 students to understand
that their efforts are recognized and that there is always room for growth and development.
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3 mins LEARNING LOG
Reflection: How will giving formative feedback improve your teaching?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
15 mins CHECK-OUT!
You are done with learning the content for Day 9! Congratulations! Log-in to Facebook Messenger group to
complete today’s check out. If there are internet connection issues today, your facilitator will SMS or call you.
Homework: Learning Action Plan (80 mins)

Now that you have learned about the different topics and strategies, you have to present your next steps using a Learning Ac-
tion Plan. This Learning Action Plan will be your guide or reference in preparing and implementing the instructional strategies
learned from the training.You may access an electronic copy of the Learning Action Plan template in the Google Classroom. A
copy of the template is also attached at the end of this module.
If your facilitator asks you, sign up for your preferred time slot to share your Learning Action Plan with a small group. Do this
in the Facebook Messen-ger group post for Day 9. Just post your preferred time slot in the comments section of the Facebook
Messenger group post.
TO DO’s. For Day 9, you need to do two things:

1. Learning Log - Answer the reflection question.
2. Learning Action Plan

After you take a break, you can now proceed to do Day 9 Assignment and upload
it to Google Classroom by the deadline designated by your facilitator.
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Day 10 Module
Wellness Day 2
CHECK-IN! (30 mins)

Welcome to Day 10! Log-in to Facebook Messenger group and your Zoom room informa-
tion should be posted there. See you in Zoom! In Zoom chat or through SMS,
WhatsApp or Viber, write your answer to the "Check-in Question"?
LEARNING TIP
If you need further understanding
of a topic or concept, there are
plenty of resources out there
LEARNING TARGETS
that you can use for learning. Just
Congratulations! You’ve reached the last day of the training program! You’ve been make sure that they are from
learning about the different strategies and topics from the previous modules. Now legitimate sources. There may be
it’s time to show everyone the next steps that you will be taking when this pro- even video demonstrations
gram ends. available on the internet that
you can watch and learn from!
Motivate yourself to seek more
• Reflect on your teacher professional development training and plan teaching
information.
actions for the future
• Reflect on keeping well and healthy Day 10 Activities:
• Answer a posttest 1. Sharing of Learning Action Plan
2. Reflection on self-care and well-
being
3. Wrap up and synthesis
MATERIALS NEEDED 4. Post-test and training evaluation
Completed Learning Action Plan, laptop or smart device with Internet connection,
learning log.
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80 mins Session 1: Sharing of Learning Action Plan
A teacher’s work never ends even when the sun sets! As the teacher training program draws to a close, you
need to start gearing up for what you’re going to do next. To help you do this, you were tasked to fill out a
learning action plan so that you can lay out your next steps. If your facilitator asks you, go online and access the
Zoom link posted in the Facebook Messenger group during your scheduled time slot to share your
Learning Action Plan to a small group. Ready to share your Learning Action Plan with the group?
20 mins Session 2: Learning Together - Teacher Reflection Circles: Keeping Well and Healthy
Reflect and Share
• In your journal, write about how you can support your own wellbeing and that of your fellow teachers after this
program.
• You can also go to this link: https://juliacameronlive.com/basic-tools/morning-pages/, watch a video to learn about
“Morning Pages”, another way of doing journal writing.You can give it a try too.
• Share your reflections with members of your group. Select one person to share your reflections with the whole
group.
Learn and Apply (20 minutes)

Reflect (5mins):
During the past 10 days you have learned Teaching strategies discussed: Think about how one of these teaching
strategies can lead to and support the
about the teaching strategies related to the
• Language Experience Approach following two:
topics listed below:
• 5Ws + H wellbeing topics:
• oral language development 1. enjoyment and ease of teaching
• Interactive writing
• listening comprehension 2. student learning, engagement and
• sketch to stretch
• writing/composing sense of well-being
• sandwiching
• phonological awareness
• elkonin boxes Share your answers in the chat box.
• phonics and bridging sound, word,
• concept sorts Share (15mins):
and sentence level Be ready to share answers to the
• bridging at the sound,word,and
• formative feedback group
sentence level
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Survey: Reflect on the question below and share your ideas to the group. You can also type your answers in
the chat box.

Chat box poll: Which of these topics do you feel
has the strongest link to student's learning and
wellbeing?
20 mins Session 3: Synthesis

The ABC+ Program seeks to improve basic life skills for children in the early grades in the Philippines. These in-
clude literacy, numeracy, and socioemotional skills. To achieve this, the ABC+ program has invested in YOU ---the
teachers. The hope is for you to deliver quality teaching and learning to the children in our country by sharing
with you the different instructional strategies in teaching literacy. So, here is something to think about:
How will these strategies impact your How will these strategies help your
teaching? How will these strategies... students? Help students ...
• impact your instruction? • develop literacy in the early grades?
• impact the learning environment and • develop social and emotional skills?
your interactions with learners?
When you’re ready, share your answers with the group! Hopefully you can use these reflections as your guide to
help improve teaching and learning in the early grades.
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Key Messages
Balanced Literacy. Remember that a balanced approach to instruction offers the best learning
opportunities to most students. Provide explicit instruction, and surround students with holistic and
diverse reading and writing experiences. The key to developing effective teaching and learning mate-
rials is CONTEXT. Understand the skills, backgrounds, and motivations of students. (RTI Approach to
Early Grades, 2017)
Inclusive Teaching. Put into heart and mind that all students can learn, and all children deserve the
opportunity to learn. The more inclusive the approaches, tools, and strategies used in the classroom,
the more chances of meeting the learning goals of all students. (RTI Approach to Early Grades, 2017).
Wellness and SEL. Teaching and learning that

is enjoyable and engaging, for both the teacher
and student, give everyone a sense of wellbeing.
Engaging instructional strategies help establish
an active, social classroom, which nurtures stu-
dents’ social and emotional learning (SEL) and
reinforces all children’s sense of connection to
their school and classroom. Teaching strategies
can be leveraged to support SEL and help stu-
dents develop the sense of agency that they
need to actively engage in their learning and
reach their potential in school and in life.
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15 mins CHECK-OUT!
You are done with learning the content for Day 10! Congratulations!
TO DO’s. For Day 10, you need to do the following:

1. Complete a post-test via PDIS
2. Submit evaluation forms via PDIS
Remember to submit your core outputs - 3 LAS and 1 LAP, complete 3/3 attendance via
PDIS, and score at the least 14/20 in your post-test. These are necessary for you to
receive the NEAP points linked to this training.
Congratulations! You have completed your TPD.

After you take a break, you can proceed to complete the posttest.
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NOTES
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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APPENDIX
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Day 1 Answer Key Day 2 Answer key
Check for Understanding Questions under Directed Reading:
1. True 1. Acceptable answers: Studying the spelling of words or grammatical rules of sentences from the sto-
2. True ry read; asking the learners to write about what they read and having them read what they wrote;
3. False teaching letter sounds and having learners think of words they know that begin with that letter
4. True sound; providing storybooks in the classroom for students to read during their free time (mini-li-
5. False brary or reading corner); teaching new words and their meaning to learners and asking them to
6. False write sentences where they think they can use those words; etc.
7. True 2. By following the GRR, the teacher provides scaffolds that support learners to gain mastery of the
8. True literacy skills through practice. Learners are given opportunities to rehearse the skills with the guid-
9. True ance of the teacher and the help of their peers before working alone.
10. True 3. Acceptable answers: misunderstanding; learners’ confusion; misuse of words; delay in starting the
task; etc.
4. (Answer depends on the learning profile of your learners)
Answer key for the questions in the boxes:

a. All subjects areas that teach skills
b. Acceptable answers: any activity that makes learners talk or sing such as asking learners to tell a sto-
ry, sing or recite rhymes and poems, ask questions and give answers, role play, introduce themselves,
show an object and tell something about it, etc.
c. When developing phonological awareness, learners do activities that require only listening to sounds
without seeing rhymes, letters, syllables, words, while when developing phonics knowledge, learners
listen to the letter sounds, see the printed or written letter or words, and associate these two.
d. Acceptable answers: any activity that requires the learners to listen to speech sounds such as asking
students to listen to a story and answer questions about it; following oral instructions; question and
answer; etc.
e. Acceptable answers: any topic that interests them such as their favorite things, experiences, events,
animals, etc.
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Day 2 Assignment:Video Watching and Venn Diagram
A. Instructions:
1. Watch the video on Language Experience Approach found in the flash drive provided to you.You can also click the link
to the video posted in our Facebook Messenger group.
2. Complete the Venn Diagram in the assignment worksheet to highlight the similarities and differences between the
teaching of Teacher Michelle and Teacher Erin (in the video).
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POSSIBLE ANSWERS:
Teacher Michelle (kindergarten teacher)

Teacher Erin (grade 1 teacher)
SIMILARITIES:
1) They both engaged the children in Talk about the here and now or familiar topics.
2) They both used a lot of questioning (5 Ws and H);
3) They both used repetition of students’ answers; and
4) They both introduced vocabulary needed in the Talk or to expand the Talk.
DIFFERENCES:
1. On teaching vocabulary, Teacher Michelle explicitly introduced vocabulary. She also explicitly taught phonics (e.g. blending, consonant digraphs, SH for
shell, etc.) while Teacher Erin focused on writing, editing, and improving the sentence structure (finding another word or similar word).
2. Focus: In LEA, the emphasis is oral language. Both teachers involved the learners in a discussion of an experience. Teacher Michelle used a lot of repeti-
tion and asked questions that would make the children respond with the same answer (The teacher asked, “Where does the snail live?” And she made
children repeat the same answer “in the garden”.). On the other hand, even when Teacher Erin also focused on oral language, she also took this as an
opportunity to focus on writing by highlighting the structure of expository text (e.g. transition markers).
3. In terms of Independent practice, Teacher Michelle used word jumping (a game) because the learners were still in the decoding stage. On the other
hand, Teacher Erin used LEA to teach collaborative composing. She writes what the learners tell her to write. With the learners, Teacher Erin co-con-
structs the text and then they focus on the structure of the sentences they came up with, substituting words to improve what they wrote.
4. As for the pace,Teacher Michelle conducted the session at a much slower pace and with more repetition to scaffold learning and develop fluency, while
Teacher Erin conducted the session at a faster pace with less repetition as her students were more advanced in grade 1. However, Teacher Erin also
focused on comprehension by asking learners a variety of questions.
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Day 3 Answer Key
Check for Understanding 1 (Total 12 points) Check for Understanding 3 (Total = 10 points)
A. Give yourself 2 points for similar answers to: Rate yourself.
1. If a student has strong oral language skills, s/he is more likely to learn to read and write with
little difficulties. No -1 Yes-2
2. The best way to develop oral language in children is to give them many 1. Did your conversation focus on one topic?
opportunities to practice talking. Staying on topic can help the child create patterns of
thinking. For example, when talking about an object,
3. When children play, it fosters meaningful talk/ conversations and negotiating
they know they can talk about color, taste, size, num-
with others.
B. Give yourself 1 point for similar answers to: ber, sound, and use. It’s not an absolute rule - some
good conversations evolve into other topics.
Oral language development in School Oral language development at Home
2. Did your question require the learner to an-
1. talk-rich environment 1. shared activities swer more than just yes or no?
2. book-based 2. repeat what children say Asking questions answerable by yes or no stops the
3. play-based 3. initiate conversations thinking at yes or no. Whereas if you transform the
question into why or how - then it encourages the
learner to think more and use more words.
3. Was your next question related to the answer
Check for Understanding 2 (Total = 10 points) of the learner to the previous question?
5Ws + H is to help the learner extend his language
A. Matching = 6 points 1-F 2-D 3-G 4-E 5-A 6-C
and expand his thoughts. Your follow-up questions
B. True or False = 4 points need to be guided by the responses she/he makes.
1. F - LEA can enrich learner’s use of their Mother Tongue, but the Mother Tongue is
introduced at home, even before the child enters formal schooling. LEA is used not Were you able to use at least 3 different kinds of
questions from 5Ws + H?
only to enrich the use of Mother Tongue but especially to introduce the target lan-
A well-planned questioning act uses a variety of ques-
guage or the Medium of Teaching and Learning (MoTL). tions.
2. T - When the adult asks questions before she/he writes down what the learners say, Did you make room for the student to ask you
she/he shows learners how to string words together to make a complete and sensible questions too?
statement. In this way, the adult models grammar and vocabulary. Extra tip: Part of what students need to learn is how
3. F - To maximize the impact of the LEA, it has to be planned and prepared. Very young to ask questions too!
learners in K-3, especially, might need some preliminary lessons exposing them to
vocabulary words.
4. F - The beauty of the LEA is that it not only builds Oral Language, but also introduces
learners to Writing and Reading.
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Day 5 Answer Key
Check for Understanding 1 (6 points) Check for Understanding 3
1. How do you use sandwiching as a bridging strategy?
To use sandwiching, the teacher says or explains the phrase, word, or concept
1. Labelling
in the MoTL, and then explains or reinterprets in the student’s MT or in
2. Making Connections any other relevant language, and finally repeating the phrase or word in the
3. Summarizing MoTL.
4. Story Elements
5. One Event 4. How is sandwiching different from translating?
Sandwiching is more structured, purposeful, and systematic than trans-
6. Pre-reading
lating.Teachers explain or rephrase a sentence preserving its original meaning.
5. How does sandwiching help develop comprehension among students?

By using what is familiar to learners, sandwiching helps bridge what they
already know to what they need to know.
Rating Chart: Use this for the “Check for Understanding’ sections of Activity 2 “Making a Sandwich” (5 points)
If you chose scenario 1, then the general flow would be:
this module.
1. Instructions written in MoTL Wash your hands before you eat.
2. Instructions written in MT or L1 Hugasan ang inyong mga kamay
My answer covers the most important points. bago kumain.
3. Instructions written in MoTL Wash your hands before you eat.
My answer generally answers the question but may have
missed some important points.
If you chose scenario 2, then the general flow would be:
My answer seems to be incomplete and misses the most 1. Introduce the unfamiliar word in the MoTL
important points 2. Explain the unfamiliar word in MT
3. Repeat the word in MoTL then make the learners repeat the unfamiliar
word.
Check for Understanding 2
Returning to one of the questions earlier, how does sketch to stretch help develop listening comprehension? It allows the student to
extend his/ her thinking of what he has heard to illustrations that reveal his/ her ideas and comprehension of the text listened to. It
also fosters visualization, a meta cognitive strategy, where students create mental images of stories they listened to. It helps them
engage with the text and supports comprehension.
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Day 6 Answer key
for Activity 2:Video Watching
Language Experience Teacher Michelle’s Class Teacher Erin’s Class
Approach
1. How did the session prog- Teacher Michelle wrote the ideas of the Teacher Erin wrote the ideas of the
ress to a writing event? learners and the vocabulary she intro- learners and led them to find anoth-
duced. She focused on phonics instruc- er word or similar word to substitute
tion of the words that they wrote. for the words they initially identified.
They co-constructed the text, trying to
improve the structure of the sentences
they wrote.
2. What did the teacher do to Teacher Michelle asked the learners Teacher Erin asked the learners to read
develop the reading skills of to read what she wrote; asked a lot of what she wrote; asked a lot of 5Ws and
the learners? 5Ws and H questions; talked about the H questions; talked about the topic
topic; conducted phonics activity through
games
Answer key for the questions in the boxes posted along direct reading sections
a. Acceptable answers: constant practice; multiple opportunities to write; feedback and guidance from the teacher or
parent; reading; etc.
b. Yes, through drawings and labeling of their drawings; asking kindergarten pupils to complete the sentence by supplying
a word; etc. Even though children’s drawings or scribbles may not resemble conventional writing, these outputs still
underwent the writing process of thinking and putting their thoughts into written representations. Children attach
meaning to their drawings. These drawings, therefore, convey a message expressed by the children.
c. The difference between interactive writing and the language experience approach is that for LEA the teacher writes
the story, while during interactive/shared writing, both the teacher and learners write the text.
d. Any topic that interests them such as common experiences, family members, celebrations, grocery lists, etc.
Answer Key for Checking for Understanding: Sequence the Steps (5 points)
a - 5, b - 4, c - 1, d - 3, and e - 2
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Day 7 Answer key
Check for Understanding 1:
1. c
2. d
3. b
Check for Understanding 2:

Answers may vary but would generally be like these ideas:
1. The strategy helps learners organize ideas in their minds.
2. It gives them categories they can refer to whenever they meet these sounds and words in listening and reading tasks.
3. It can help in learning vocabulary and building comprehension.
4. It scaffolds language learning, builds critical thinking skills, and teaches learners the process of categorization.
Activity 4:
Depending on the context of the learner (or co-participant), answers may vary, but typically you may sort them out in this manner.
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Day 8 Answer key
Check for Understanding 1: Grouping Words
1) You can sort the words in any way you want. In this sample sorting, the words are sorted according to number of vowels or number of syllables.
2 vowels/ 2 syllables 3 vowels/3 syllables

kidlat habagat
ulap lampara
patak kandila
baha bulusok
2) What kind of sorting activity is this - open sorting or closed sorting?
• Open sorting – the student can decide how to sort and group the words.
3) What is easier for young students to do - open sorting or closed sorting?
• For phonics and word recognition, it is easier for young students to start with closed sorting. When they have enough exposure to sort-
ing words - they can explore open sorting or use open sorting for mastery exercises.
4) What is the difference between this concept sorting activity from the concept sorting activity you did yesterday?
• Today is concept sorting for phonics - printed words. Yesterday was concept sorts for phonological awareness - the sound of words.
Note that pictures can be used for both activities.
Give yourself 1 point for answers similar to the following:
1. the alphabet
2. directly/deliberately/explicitly
3. word families, patterns of letter combinations
4. more chances to practice
5. playing games
Give yourself 1 point for each correct answer.
Correct Incorrect
A T-chart is helpful for studying the similarities All students use bridging automatically.
and differences of L1 - L2, or L2 - L3, or L1 - L3.
Bridging at the phrase/sentence level means you Bridging at the sound level means you focus on
focus on the similarities and differences in how the similarities and differences in how words
words are grouped in L1/L2 to L2/L3. are spelled in L1/L2 to L2/L3.
All letters have the same name and form in the All letters have the same sound in the follow-
following languages: MT, Filipino, and English. ing languages: MT, Filipino, and English.
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Day 9 Answer key
Check for Understanding
Complete (2 pts) Satisfactory (1 pt) Needs Revisions (0 pts)

Feedback is unclear, unspecific, and unrelated to
Feedback is clear and specific Feedback is clear but not specific
output
Uses positive and constructive words that iden-
Uses positive and constructive words Wording is negative and harsh
tify strength/weakness
Focus is on the output/content for praise or Focus in on the output/content for praise or improve-
Focus is only on the person/learner
improvement, not the person/learner ment, but some comments about the learner
Few errors in grammar and spelling but do not interfere
No errors in grammar and spelling Numerous errors in grammar and spelling
with understanding
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Reference Guides for
Activity Sheets
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Day 1 Assignment: My Teaching Mantra in the New Normal
Name: ______________________________________ Date: ___________________ Group #: _________

Region: ______ Division: _____________________ School: _____________________________________
A. Task: Make a 30-second Vlog or a Digital Poster (with caption) on how your role as a teacher will
evolve in these times of great change. Encapsulate this realization/reflection in the form of a
mantra. What mantra/s will you have to use as motivation for your work? Upload your mantra in
the Google Classroom.
B. Criteria: Your output is expected to have the following characteristics:

1 - did not meet 2 - met
expectations expectations
Language: No errors in grammar and spelling.
Content: Answers the question: What mantra will you use as

motivation for your work?
Message is clear, catchy, and captivating.
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Format: Output is in the form of a digital poster or a video.
C. Submission: This is due at the end of today, Day 1 at a time designated by your Facilitator. You
must upload your vlog or digital poster to the Google Classroom. Contact your Facilitator or
ABC+ ICT support for assistance in uploading your output.
D. Instructions
1. Create a 30-second vlog or digital poster with your teaching mantra in the new normal.
Sample:
All learners can

learn.
2. Please name your file this way: Family name, First Name_Mantra (eg. Santos, Leandro_Mantra).
3. Submit/upload your completed output to the Google Classroom.
Day 2 Assignment: Video Watching and Venn Diagram
Name: ______________________________________ Date: ___________________ Group #: _________

A. Instructions:
1. Watch the video on Language Experience Approach found in the flash drive provided to you. You
can also click the link to the video posted in our Facebook Messenger group.
2. Complete the Venn Diagram in the assignment worksheet to highlight the similarities and
differences between Teacher Michelle and Teacher Erin (in the video).
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1 - did not 2 - met

meet expectations
expectations
Language: Ideas expressed are clear; no errors in grammar and spelling.
Content: All fields in the Venn diagram are filled out to show the similarities
and differences between what Teacher Michelle and Teacher Erin did
following the Language Experience Approach. The answers include an
explanation of why the strategies between the two teachers were different.
C. Submission: This is due at the end of today, Day 2. Please upload this worksheet in our Google Classroom
at a time designated by your Facilitator. Contact your Facilitator or ABC+ ICT support for assistance in
uploading your output.
ABC+: Advancing Basic Education in the Philippines
Day 3 Assignment: Learning Activity Sheet (LAS) Guide
Name: ______________________________________ Date: ___________________ Group #: _________

A. Work: This is a group work assignment. You can collaborate with two co-participants, consult each other
and exchange ideas to submit a unique and creative activity sheet.
B. Task: You need to create a Learning Activity Sheet (LAS) for the domain of oral language that uses the
strategies of Language Experience Approach and 5Ws+H questioning.
C. Materials: You will need your MELCs and an LAS format.
D. Criteria: Your output will be expected to have the following characteristics:
1 - did not 2 - met

meet expectations
expectations
Language: Easy to understand for Home Learning Partners. Preferably using

the Mother Tongue.
Instructions: Complete and easy to follow for Learners and Home Learning
Partners.
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Activities: Aligned to the objectives; suited to the skills and abilities of the
grade level; can easily be done at home
Content: Aligned to the objectives; suited to the grade level of students
Strategies: used LEA and 5Ws
Format: MELCs, Panimulang Konsepto, Gabay para sa Taga-gabay, at Rubrik
E. Submission: This is due at the end of today, Day 3. You must upload your completed LAS to the Google
Classroom. Contact your Facilitator or ABC ICT support for assistance in uploading your LAS.
F. Instructions on uploading your output.
1) The LAS template is uploaded in the Google Classroom. You need to download and create your own
copy. Please rename your file with group member family names. Eg. Family names_LAS #1
(Santos_Alvarez_ Cordero_LAS#1).
2) A printed template is also provided together with Module 3 so you can refer to your copy.
3) When you create your LAS, be mindful of the criteria.
4) Submit/upload your completed LAS individually to the Google Classroom by the deadline designated
by your Facilitator.
G. LAS format: For reference, see the template.
Day 4 Wellness Activity Sheet
Name: ______________________________________ Date: ___________________ Group #: _________

Write your answers in your Learning Log or on the Wellness Activity Sheet.
Draw what you can see outside your List 15 things that
window right now. make you happy.
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2 things you wish
you could
change.
2 things you want to find out.

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o Write things that enhance your sense of wellbeing in the heart.
o Write things that take away from your sense of wellbeing around the heart.
Day 5 Assignment: Learning Activity Sheet (LAS) 2.1 'ƵŝĚĞ
Name: ______________________________________ Date: ___________________ Group #: _________

B. Task: You need to create a Learning Activity Sheet (LAS) for Listening Comprehension.
Make to incorporate one variation of Sketch to Stretch. Likewise, include sandwiching in your LAS. This
may apply in different ways which include:
1. Introducing a new word or phrase
2. Giving instructions
The Learning Activity Sheet should be designed to cater students who are learning at home. Keep a copy
for yourself too. We are building a portfolio of your outputs as support to your training completion and
earn credits too! Materials: MELCs and an LAS template.
C. Criteria: Your output will be expected to have the following characteristics:

Language: Easy to understand for Home Learning Partners. Preferably using the Mother
Tongue.
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Instructions: Complete and easy to follow for students and Home Learning Partners.
Activities: Aligned to the objectives; suited to the skills and abilities of the grade level;
can easily be done at home
Strategies: used a variation of Sketch to Stretch and Sandwiching
D. Submission: This is due at the end of today, Day 5. You must upload your completed LAS to the Google
E. Instructions
copy. Please rename your file with each of your family names. Family Name_LAS #2.1
(Santos_Alvarez_Luna_LAS#2.1).
2) Note: This LAS will be continued on Day 6
3) When you create your LAS, be mindful of the criteria.
4) Submit/upload your completed LAS back to the Google Classroom by the deadline designated by your
Facilitator.
F. See LAS format attached below for reference.
Day 7 Assignment: Learning Activity Sheet (LAS) #3 'ƵŝĚĞ
Name: ______________________________________ Date: ___________________ Group #: _________

B. Task: You need to create a Learning Activity Sheet (LAS) for Phonological Awareness applying bridging
strategies.
• Look at the progression of activities discussed in this module and see which can work in the level
you are teaching. Make sure to incorporate the Elkonin Boxes and concept/picture sort activities
which focus on phonological awareness. You can also make use of MT examples. You can also
choose to use activities from figure 3: Progression of Phonological Awareness Activities. Use the
blank template as a guide in accomplishing your tasks for today.
• The Learning Activity Sheet should be designed to cater students who are learning at home. Keep
a copy for yourself too. This becomes part of your portfolio building to support your training
completion and earn credits too! Materials: You will need your MELCs and an LAS format.
C. Criteria: Your output will be expected to have the following characteristics:
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Language: Easy to understand for home learning partners. Preferably using the Mother
Tongue.
Instructions: Complete and easy to follow for learners and home learning partners.
Activities: Aligned to the objectives; suited to the skills and abilities of the grade level;
can easily be done at home
Strategies: used Elkonin boxes and concept/picture sorts
D. Submission: This is due at the end of today, Day 7. You must upload your completed LAS to the Google
E. Instructions
copy. Please rename your file as Family name, First Name_LAS #3 (eg. Santos, Leandro_LAS#3).
2) Create your LAS. Be mindful of the criteria.
3) Submit/upload your completed LAS to the Google Classroom by the deadline designated by your
Facilitator.
F. LAS format: For reference, see template below.
Learning Activity Sheet (LAS) Template
(Please refer to your Manual for the requirements for each LAS output)
Name: ______________________________________ Date: ___________________ Group #: _________

LEARNING ACTIVITY SHEET

(guide: add title stating the domain of literacy targeted)
Pangalan ng Estudyante: __________________________________

Asignatura at Antas: __________________________________
Seksyon: __________________________________
Petsa: __________________________________
Mga Kagamitan: __________________________________
I. Panimulang Konsepto
(guide: Isaad ang domain of literacy at ang aspeto nito na magiging pokus ng Learning Activity Sheet)
II. Kasanayang Pampagkatuto at Coda mula sa MELCs

(guide: Ilista ang mga kasanayan sa MELCs na magiging pokus ng LAS.)
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Markahan Linggo # Most Essential Learning Competencies K-12 CG Codes
III. Patnubay sa Mga Taga-gabay

A. Gawain
(guide: Magbigay ng isa o dalawang gawain na maaaring gawin ng bata sa bahay para mapaunlad ang
pokus na domain of literacy. Siguraduhin na gamitin ang mga strategy na natutunan sa Training Session.
Ipaliwanag ang mga tuntunin na susundin ng taga-gabay. Ipagsunod-sunod ang mga gawain na ayon
pag-unlad ng kakayanan.)
B. Habilin para Mga Taga-gabay:

(guide: Maglista ng 2-3 paalala para sa taga-gabay para maiayos ang pagpapatupad ng mga gawain.
Bilang taga-gabay, tayahin mo ang husay ng pagganap mo bilang taga-gabay sa mga gawain dito sa activity
sheet na ito.
(guide: maglista ng criteria ng mga kanais-nais na kilos bilang taga-gabay)
IV. Rubrik para sa Assessment

Pagkatapos magawa ang gawain, sagutan ang sumusunod:
(guide: Maglagay ng assessment rubrik para sa bata upang matuntun ang kahusayan sa pagganap ng mga
gawain.)
Ipaliwanag sa bata ang gawain na ito. Hikayatin ang bata na tayahin ang husay niya sa paggawa ng mga gawain
dito sa activity sheet na ito. Basahin ang mga criteria para sa bata, pero hikayatin ang bata na pumili at isulat ang
kanyang sariling marka.
(guide: maglista ng criteria ng mga kanais-nais na kilos bilang mag- (rating 1) (rating 2)
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aaral)
(Panghuling salita. Guide: Batiin ang taga-gabay sa pagkatapos na ang gawaing ito.)
Tapos na ang gawaing ito! Maraming salamat sa inyong gabay para sa pag-aaral ng mga bata sa inyong
tahanan. Patuloy po nating samahan, gabayan, at imulat ang kanilang pag-iisip sa pamamagitan ng mga
masasayang gawain!
Inihanda ni:
Pangalan: _______________________________________
Designation _______________________________________
School/Division _______________________________________
Day 9 Assignment: Learning Action Plan (LAP) Guide
Name: ________________________________________________________________________________ Date: ___________________ Group #: _________

Region: ______ Division: ____________________________________ School: ________________________________________________________________
A. Task: Answer the questions in the LAP and develop a plan on how you will start working on your next steps after this training.

Language: No errors in grammar and spelling.
Content: Answers given are appropriate and related to the question

asked. Answers all questions completely.
Activities: Next steps are clear. All information in the matrix of

information is complete.
C. Submission: This is due at the end of the day, Day 9. You must upload your LAP to the Google Classroom. Contact your Facilitator or ABC ICT
support for assistance in uploading your output.
D. Instructions
1. Accomplish the LAP template.
2. Please name your file as Family name, First Name_LAP (eg. Santos, Leandro_LAP).
3. Submit/upload your completed output in the Google Classroom.
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Day 9 Assignment: Learning Action Plan (LAP) Template
Name: ________________________________________________________________________________ Date: ___________________ Group #: _________

Region: ______ Division: ____________________________________ School: ________________________________________________________________
LEARNING ACTION PLAN
Mga Gagawin Ko Pagbalik sa Amin
I. Vision for Student Learning in School and at Home

Answer the following questions.
1. What new insights have you learned in this
training?
2. What initiatives should you implement to

ensure student learning happens in school and
is extended at home? Give five examples.
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II. Planning to Ensure Learning Continuity in School and at Home
For each initiative, develop a plan on how you will start working on this after this training.
Who to
Action Steps Resources Needed Target Date
Work With
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00 TT1 Modular Participant - S Manual v3. 030721

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STRATEGIES FOR LANGUAGE LEARNING AND TRANSITION:

IMPROVING EARLY GRADE LITERACY IN SCHOOL AND AT HOME

This Manual belongs to:

Division/ District/ School:

Training Facilitator’s Name: _______________________________________________

Email: _____________________________ Phone: _______________________________

Training Facilitator’s Name: _______________________________________________

Email: _____________________________ Phone: _______________________________

ABC+ Training Staff Name: ________________________________________________

Email: _____________________________ Phone: _______________________________

How will this training happen?

Training Modules - You will receive printed modules to work

Google Classroom - You will submit your assignments online

Day 9 - Module and Online Day 10 - Online Session

Time K-3 Teachers’ Tasks

In the occurrence of the pandemic,

Topic 1: DepEd in the New Normal

The Roles of Teachers in the New Normal

Home learning partners will also help their children set

“Partners are also

1. Why should learning continue?

2. What characteristics should teachers have during the “new normal”?

How can I continue being a teacher and a …

1 min ACTIVITY 3: Make a List

Write it here: ___

Topic 2:The K-3 Child

THE K-3 CHILD

5 – 6 year old 6 – 7 year old 7 – 8 year old

• Very eager • Understand language better • Enjoy games; like to compete

Characteristics of 5 to 8 Tips for Teaching

8. Provide immediate and positive encouragement and feedback. True False

Write your score here: _________

As teachers, you must encourage the K-3 child by interaction,

Homework: My Teaching Mantra in the New Normal (50 mins)

TO DO’s: For Day 1, you need to do the following:

You are done with Day 1 Module!

Topic 1: Balanced Literacy Approach

Let us try to answer this question:

Topic 2: Gradual Release of Responsibility

Let us try to answer this question:

Topic 3: Bridging Languages

Bridging (also called translanguaging) is explicit instruc-

But why should teachers use bridging in language teaching?

Topic 4: Domains of Literacy

3. Phonics and Word Recognition

c. What is the main difference between phonological

“Ito ang titik Ee. Ang tunog nito ay /e/.”

5.Writing and Composing

Let us look at some writing samples of children.

Remember that the domains of literacy are in-

Let us try to answer this last question:

Balanced literacy means providing students with equal opportunities to make

Providing opportunities for modelling, guided practice and independent practice

Homework: Complete the Venn Diagram (40 mins)

You are done with Day 2 Module!

CHECK-IN! (30 mins)

How many activities were you able to think of in 1 minute?

Topic 1: Oral Language Development

How is oral language best developed? It is developed when

Oral Language Oral Language

Write your score here: _________

Topic 2: Language Experience Approach

What you did in Activity 2 can be summed up in this graphic:

Email: _ Phone: ___

Email: _ Phone: ___

Email: _ Phone: ___

Sandwiching is more _________________ , _, and ____________-than translating.