Step 3: Sharing the Features of Word Applications for Scaffolding Student Learning

By analyzing the special features of Word Application used in the samples of learning plans,
the following discussion questions:
1. What are the advantages of developing leaning plan using a word processing software
application?
2. Based on the example, what are the special features of words application soft ware that are
beneficial on organizing the information required in any learning documents?
3. What additional features of word applications do you think are beneficial in preparing the
following in your language class:
a. pramphlets for learning a second language or a foreign language;
b. brochures for the different macro skills;
c. charts and grapghs for language acquisition activities;
d. worksheets for language drills; and
e. language assessment tools?

Activity 2: Preparing Process Guides and Graphic Organizers using Word Processing Soft
ware Application

Step 1: The Relevance of Providing Process Guides and Graphic Organizers in Language
Teaching
- discuss the relevance of using process guides and graphic organizers to allow students to
become more efficient and productive in performing theur learning tasks. Provide examples on
how to guide then through the process of writing, reading, listening, and speaking.

Step 2: Examples of process Guides as Scaffold in Learning Teaching and Learning

-Brainstorm and analyze some examples of process guides in language teaching and
learning. Procedure for the brainstorming activity.
1. In a small or large group, select a leader and a record(they maybe the same person)
2. Present the wuestion or idea to be brainstormed: What are some specific examples of
process guides that you need to prepare as a reception scaffolf in teaching reading?
3. Present the following sample steps of teaching reading and let the students research and
develop a guide for each step. Let them use word application creativity in introducing the
guides. In the development of the process guides they may use charts and graphs or graphic
organizers. Package the process guide using pamphlets or brochures. The steps are:
a. teach the sounds or individual letters;
b. teach the sound blend;
c. teach whole words;
d. present meanings;
e. teach word parts;
f. put words in context; and
g. teach reading comprehension
4. to enhance your process guyide, you may consider completing the following graphics
organizers identified according to different puposes(Ware, nd, cited by World Links, 2008)
 Purpose Graphic Organizer
To compare and contrast teo or more concepts Venn Diagram
To describe a concept Frayer model, Bubble Diagram, Concept Map
To make decision T Chart
To show causes and effects Fishbone Map, Inductive Tower
To show sequences( as in a process) Flow Chart
To show identify basic concepts Story Map, 5W's Charts

A. Venn Diagram

B. Frayer Model
C. Bubble Diagram

D. T Chart

E. Fishbone Map
F. Inductive Tower

G. Flow Chart

H. Story Map
Title of the Story How my Brother Leon Brought Home A Wife
Author
Setting
Characters
Plot
Exposiition
Rising Action
Climax
 Falling Action
Resolution

I. 5W's Chart
Event: Identifying Filipino as the Philippine's Description and Narrations
Natioanl Language

What happened?

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

Step 4: Presentation of the Process Guides or Graphic Organizer

After developing yourocess and or graphic organizer package in a brochure.Your brochore
will be evaluated using the brochure rubric (Rubistar, 2007)
Category 4 3 2 1 x2
Graphics Graphics go Graphics go Graphics go Graphics do
well with the nwell the text, well with the not go with the
text and there but there are so text, but there accompanying
is a mix of text many that are too few and text or appear
and graphics. distract the brochure seems to be randomly
text. ''text-heavy'' choosen.
Attractiveness The brochure The brochure The brochure The brochure's
& has has attractive has well formatting and
Organization exceptionally formatting and organized organization of
attractive well-organized information. material are
formatting and information confusing to
well- the reader.
organizeed
information.
Content All facts in the 99-90% of the 89-80% of the Fewer than
Accuracy brochure are facts in the facts in the 80% of the
accurate. brochure are brochure are facts in the
accurate ccurate. brochure are
 accurate.
Sources Careful and Careful and Careful and Sources are not
accurate accurate accurate recods documentated
records are records arekept are kept to accurately or
kept to to document document the are not kept on
document the the source of source of 84- many facts and
sources of 95- 94-85% of 75% of the graphics.
100% of the facts and facts and
facts and graphics in the graphics in the
graphics in the brochure. brochure.
brochure.
Spelling & No spelling No more than 1 No more than 3 Several
Proofreading errrors remain spelling error spelling errors spelling errors
after one remains after remain after in the
person other one person one person brochure.
than the typist other than the other than the
reads and typist reads typist reads
corrects the and corrects and corrects
brochure. the brochure. the brochure.

A. Using Presentations in Teaching Language Skills

1. Present their language reports with audio, visual images and animation;
2. develop and present their groups projects using real-world visual presentations;
3. present charts, tablets, graphics, charts, and others thata re useful to facilitate students
understanding of any language concepts.
4. Show data stoired in graphic organizers that cannot be fully presented by a printed
mamterial;
5. Develop digital stories or story book;
6. Show result of any survey, questionnaire and other forms of language assessment activities;
7. Articulate and crystallize their ideas using the special features of presentation software apps;
8. Experience language learning process through the integration of contents in the
presentations;
9. enjoy developing their projects thus are highly involved;
10. Commit to the quality of their work, both contennt and form, because they don't only present
what their classmates heart but what they also see;

Four Macro Skills (Kol,1999):

1. Reading
2. Writing
3. Speaking
4. Listening