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After completing the course, the K-3 teachers are expected to be able to:
• Explain the principles of early language, literacy, and numeracy development and
instruction
• Discuss the components of balanced literacy and numeracy instruction
• Plan and implement balanced literacy and numeracy instruction for K-3 learners
Achieving these course objectives should enable the K-3 teachers to develop reading and
writing skills, critical thinking, and problem-solving skills in K-3 learners.
The ELLN Digital interactive multimedia courseware consists of 15 lessons grouped into 5
modules, based on the DepEd's 10-day live-in training course for K-3 teachers covering early
language, literacy, and numeracy instruction.
The courseware is designed for teacher-participants to study on their own. Each lesson is self-
contained and can be completed in 1-2 hours of study time. A teacher-participant may study a
lesson in one sitting, or in several short sessions over the week (studying the lesson one topic
at a time). He/she may also go through the lesson or parts of the lesson more than once, or as
often as necessary for him/her to master the lesson.
ELLN DIGITAL (LAC FACILITATOR'S GUIDE) 3/68
The courseware comes with a course guide which provides the teacher-participants with an
overview of the ELLN Digital course objectives, mode of delivery, schedule of learning
activities, and requirements for program completion.
While the lessons in the courseware are intended for independent study, the teacher
participants are given an opportunity to engage in collaborative learning through school-based
Learning Action Cells (LACs). In each of the participating schools, the K-3 teachers who are
part of the ELLN Digital program will form 1 or more LACs (each LAC should have a
maximum of 15 teachers). Each LAC will be supported by a LAC facilitator (that’s you!). In
turn, LAC facilitators, or LacFs (pronounced as Lac-eFs), will be supported by their School
Heads.
Further details about the LAC and your role in it are provided in section 2 of this guide.
To help teachers learn better from the courseware, activities and assignments are built into the
course. All participants are expected to perform all the activities and assignments, as well as
assess their learning and the LAC sessions via:
• guided self-assessment of the assignments
• accomplishing the Teacher Engagement Report
These assessment and evaluation activities are intended to collect information that will guide
the teachers, the LacFs, and their School Heads to better direct and support the teachers’
professional development in early literacy instruction. The results will not affect your teaching
performance rating.
The ELLN Digital course is expected to run for a total of 18 weeks, provided that the LACs
meet at least once a week. Table 1 below presents the proposed schedule of LAC sessions.
This schedule is also spelled out in both the course guide for the participating teachers and the
LAC Facilitators’ Guide.
DO 35, s. 2016 lists the following objectives for conducting LAC sessions:
• To improve the teaching-learning process to improve learning among students
• To nurture successful teachers
• To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
• To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
LACs can be formed based on learning area, grade level, key stage, teaching experience, or
other considerations. In the ELLN Digital LACs, the LAC members include all of the
Kindergarten to Grade 3 teachers who are participating in the ELLN Digital course. To make
the LACs manageable, it is recommended that each LAC have 5-15 members only. If there are
more than 15 K-3 teachers in the school, then the LAC head can split the group into 2 or more
LACs.
Annex 2 of D.O. 35, s. 2016. lists the Terms of Reference for each of the LAC participants. As
LAC Facilitator for an ELLN Digital LAC, your duties and responsibilities are as follows:
• Convene the LAC team meetings
• Check and monitor the attendance of the members, and the submission of assignments
and reports
• See to it that team meetings start and end on time, and that the agendas for the meeting
are covered
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• Encourage active engagement and participation of members
• Report regularly to the LAC leader on LAC progress
• Study the session plan (found in this LAC Facilitator’s Guide)
• Ensure that the venue and equipment are available, and prepare the necessary learning
materials such as reading materials and videos
• Announce the LAC session, including the topic, time, venue, and other matters that the
group should know
• Run and facilitate the session based on the plan, and ensure that the agreed norms of
behavior are observed and that the objectives of the session are achieved
1. The school head should lead in organizing the K-3 teachers in your school into the ELLN
Digital LACs. To do this, the School Head can go through a list of the K-3 teachers in the
school and identify the LAC groups. Each LAC should not have more than 15 members,
including the LacF, LAC leader and documenter.
2. Once you know the LAC group assigned to you as LACF, fill in the ELLN Digital LAC
group profile form (included in section 4 of this guide).
3. Please also fill in the LAC Facilitator’s Information Sheet (included in section 4 of this
guide).
4. Submit a copy of the completed forms to your School Head.
You and the members of your LAC are expected to have LAC sessions at least twice a month,
during which you will share your insights on the ELLN Digital lesson for the week.
Sharing and discussion of 25-30 minutes •In pairs or triads, the LAC members
assignments (in small groups) will share their assignment outputs.
The LacF will pose guide questions for
the small-group discussion.
•Each pair or triad will select one
assignment to share during the big-
group/ plenary discussion.
NOTE: If the LAC group is small (i.e.,
with five members or less), you can
proceed immediately to the big-group
or plenary discussion where all LAC
members can share their assignment
outputs.
Study the lesson in the courseware and the Study the lesson in the courseware.
LAC Facilitator’s Guide.
Complete the lesson activities and
Complete the lesson activities and assignment.
assignment.
Facilitate the sharing of assignments and the Share assignments, listen to colleagues, and
discussion of the lesson of the week. actively participate in the discussion.
Encourage everyone to participate actively. Reflect on the ideas discussed and insights
shared, and how these can be applied in your
Summarize and note down key discussion classroom.
points, as well as points for clarification or
further discussion. Note down personal and group action points
that arise from the discussion.
Make sure the LAC members accomplish the
Teacher Engagement Report form, and submit Complete the Teacher Engagement Report
this to you. and submit these to the LacF.
Read the Teacher Engagement Reports and Implement personal and group action plans,
accomplish the LAC Session Report. and be ready to share insights gained in the
next LAC session.
Submit the completed Teacher Engagement
Sharing and discussion of 25-30 minutes •In pairs or triads, the LAC members
assignments (in small groups) will share their assignment outputs.
The LacF will pose guide questions for
the small-group discussion.
•Each pair or triad will select one
assignment to share during the big-
group/ plenary discussion.
NOTE: If the LAC group is small (i.e.,
with five members or less), you can
proceed immediately to the big-group
or plenary discussion where all LAC
members can share their assignment
outputs.
Looking forward to the next 5 minutes The LacF will introduce the next lesson
session and clarify assignments.
Accomplish forms 10-15 minutes The LAC members will complete the
Teacher Engagement Report and
submit these to the LacF. The LacF
should compile the LAC Session
Report.
To ensure that your sessions are efficient and fruitful, here are tasks for you to undertake
before, during, and after each LAC session (see Table 2 below):
Activity 2. Introductory LAC Session (LAC Session 1)
Hold an introductory LAC session with your LAC members. The objective of this first LAC
session is to establish general rules of conduct for your LAC. These “rules” or norms can be
implemented more easily if they are formulated by all group members. Follow the guide for
LAC Session 1 below.
NOTE: Before the introductory LAC session, you may wish to read Annex 1: Team to Teach by Anne
Jolly.
Chapter 4 of this resource is a useful reference for LAC Session 1. The reference explains why norms
have to be created by the group, and how they can be more effectively enforced and reviewed or evaluated
at certain times. It also provides a list of sample norms that can be a starting point for discussion, as
well as templates to help the group arrive at a consensus. forms are presented in Section 4 of this
document. The eLFs will use the feedback gathered from these reports to identify issues and concerns
encountered in the conduct of LAC sessions, so they can provide support and assistance as needed.
Looking forward to the next Remind the teachers to study Lesson 1 of Module 1 and do the
session lesson assignment before the next LAC session.
Complete forms Complete your LAC Session Report, and submit the
completed report and a copy of your LAC group norms to
your School Head.
Continuous monitoring will be done by collecting feedback on each session from the LAC
members. The Teacher Engagement Reports will be collected from each LAC member, and a
LAC Session Report will be collected from the LacF to find out whether the LAC sessions are
conducted regularly and efficiently as planned; and that there is an open sharing of ideas,
experiences, and reflections on the lessons during the LAC sessions. Successes and challenges
in the conduct of the LAC sessions should be reported in the LAC Session Reports.
LacFs are required to submit LAC Session Reports to the School Head, after each session is
completed. The School Heads will use the feedback gathered from these reports to identify
issues and concerns encountered in the conduct of LAC sessions, so that they can provide
support and assistance as needed. School Heads are also instructed (via the School Head’s
Guide) to synthesize LAC Session Reports, using the ELLN Digital School Report template.
They will in turn, submit the School Report to the assigned Division-based Education
Supervisors.
The activities, assignments, and assignment self-assessments are in order for the LAC
members to better understand the course content and provide opportunities to apply and
show what they have been learning from the course. These also determine the impact of the
course on the teachers’ knowledge and skills in early literacy and numeracy instruction, as
well as their independent and collaborative learning skills.
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3.0 Facilitating ELLN Digital LAC sessions
The courseware is designed to be self-instructional. The LAC members will study the
courseware and undertake the indicated activities and assignments on their own. However,
learning is optimized when the teachers come together during the LAC sessions to talk about
what they have learned and done. The role of the LAC facilitator in guiding the LAC members,
as they share and reflect on what they have learned, is crucial. The LAC facilitator directs and
guides the discussion to ensure that each LAC session is productive and effective.
(NOTE: This section is adapted from The Community Tool Box is a service of the Center for
Community Health and Development at the University of Kansas. http://ctb.ku.edu/en/
table-of-contents/leadership/groupfacilitation/facilitation-skills/main.)
The LAC facilitator should not feel that he/she has all of the answers and/or that he/she
should talk all the time. Focus on how the meeting is structured and run to make sure that
everyone can participate. This requires you to do the following:
• Listen well and ask the right questions to draw out relevant ideas and insights.
• Make sure everyone feels comfortable participating. Encourage the shy and quiet
members to speak out, and ensure that domineering people don’t monopolize the
session or ridicule the ideas of others. Remind everyone to listen respectfully to each
other.
• Validate understanding and capture the highlights of the discussion. Bring closure to
each item by summarizing (or asking a group member to summarize) the points of
agreement, and then move forward.
• Stick to the agenda and keep track of the time. But be flexible as well – especially when
important issues come up and take much more time than you thought. Be prepared to
restructure the agenda, dropping some items if necessary.
Don’t memorize a script. Even with a well-prepared agenda and key points, you need to be
flexible and natural. If people sense that you are reading memorized lines, they will feel like
they are being talked down to, and won't respond freely.
Watch the group’s body language. Are people shifting in their seats? Are they bored? Tired?
Looking confused? If folks seem restless or in a haze, you may need to take a break, or
speed up or slow down the pace of the meeting. And, if you see confused looks on too many
faces, you may need to stop and check in with the group, to make sure that everyone knows
where you are in the agenda and that the group is with you.
Always check back with the group. Check back after each major part of the process to see if
there are questions and that everyone understands and agrees with decisions that were
made.
Summarize and pause. When you finish a point or a part of the process, sum up what was
done and decided, and pause for questions and comments before moving on. Learn to "feel
out" how long to pause — too short, and people don't really have time to ask questions; too
long, and folks will start to get uncomfortable from the silence.
Be aware of your own behavior. Take a break to calm down if you feel nervous or are losing
control. Watch that you're not repeating yourself, saying "ah" between each word, or
speaking too fast. Watch your voice and physical manner. (Are you standing too close to
folks so that they feel intimidated? Are you making eye contact so that people feel
engaged?) How you act makes an impact on how participants feel.
Watch your speech. Be careful you are not offending or alienating anyone in the group.
Use body language of your own. Using body language to control the dynamics in the room
can be a great tool. Moving up close to a shy, quiet participant and asking them to speak
may make them feel more willing, because they can look at you instead of the big group and
feel less intimidated. Also, walking around engages people in the process. Don't just stand
in front of the room for the entire meeting.
Don’t talk to the paper in your hand, or the blackboard or walls. Always wait until you
have stopped writing and are facing the group to talk.
These additional LACF resources are available in the LACF Resources folder that is included in the
Guides to ELLN Digital CD.
The latter part of this online article presents useful information on “dealing with disrupters.”
This resource differentiates facilitation from other leadership roles such as consulting, coaching, and
presenting. It also discusses key qualities of good facilitators, and the different ways by which group
members talk, discuss, or dialogue effectively, in order to enable better collaboration within the group.
This 12-page handout provides useful tips for facilitators to enable them to communicate productively
with the group. It also describes different “troublesome” team members and discusses how facilitators
can best deal with each type.
This 100+page resource is packed with different tools, checklists, and resources for facilitators of
professional learning teams, such as our LACs. Chapter 10, in particular, talks about the role of the
facilitator, and provides a number of ideas that facilitators can implement to improve relationships
within the group and, subsequently, produce successful teams.
In general, each of the LAC sessions focuses on one lesson in the courseware. To provide a
structure to each session, the initial entry point is the assignment that the teachers should
complete at the end of each lesson (before the LAC session on that lesson).
Before we go into the facilitation guide for each LAC session on each lesson, review the
schedule of LAC sessions in Table 3 below. The table also includes ELLN Digital activities that
participating schools and teachers will engage in, other than the LAC sessions.
The focus of this session is the lesson on “The K-3 Learner: Who are we teaching?” (Lesson 1 of
Module 1). The assignment for this lesson is as follows:
Assignment 1
Congratulations! You have finished the first lesson of this module. It is now time for you to
apply what you have learned.
A. Here are the checklists of developmental behaviors of children from Kinder to Grade 3.
Download and study the checklist for the grade level that you teach.
B. Observe and describe the literacy behaviors of one of your students using the checklist
and answer the following questions:
Before the LAC session, prepare a printout or hard copy of the developmental checklists for all
of the four grade levels (Kindergarten to Grade 3) and post them on the board for discussion.
Use the guide below in conducting the LAC session.
Getting started Do a quick review of the LAC implementation norms agreed upon at
the previous session. Introduce the focus of the current LAC session as
follows: Today we will discuss what we learned from the first lesson of the
course.
Sharing and Have the teachers form pairs or triads. Teachers teaching the same
discussion of grade-level should work together. Partners or triad members should
assignments (small take turns sharing their assignment outputs. They should do the
groups) following:
•Report the total number of students observed
•Take note of the similarities and differences in their assignment output
(i.e., similar and/or distinct behaviors noted)
•Discuss their answers to question 2 in Assignment 1:
- Which behaviors do you think show the greatest evidence of being
literate?
•Discuss these additional questions:
- Do you provide time and activities to help your pupils display or
demonstrate these literacy behaviors?
- What are some class activities where you can observe these behaviors?
Big group/ Plenary Moving from Kindergarten to Grade 3, ask a representative of each
Discussion small group to share what they discussed. As each group reports, take
note of the most commonly observed and the least commonly observed
developmental behaviors, and the teachers’ answers to which of these
show the greatest evidence of being literate. Write your notes in the
matrix below and then put a check next to the development behaviors
that were identified as literacy behaviors.
Kinder
Grade 1
Grade 2
Grade 3
Introduce the next Remind the LAC members that in the next LAC session you will be
lesson talking about the 14 domains of literacy (Module 1 Lesson 2). The
teachers must study the lesson and complete the lesson assignment
before the next LAC session, and they should be ready to share their
assignment outputs and insights at the next LAC session.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “The Domains of Literacy: What do we
teach?” (Lesson 2 of Module 1). The assignment for this lesson is as follows:
Assignment 2
Watch the demonstration video and observe the activities that the teacher and students are
doing.
Be ready to share your reflection and insights at your next LAC session.
Before the LAC session, prepare the equipment needed for the LAC to view the video together
if necessary.
Use the guide below in conducting the LAC session.
Getting started Briefly review the previous lesson by asking the teachers the following:
In the previous lesson, we learned about the importance of getting to know our
learners through careful observation, and during our LAC session we talked
about the developmental behaviors expected at each grade level. Were you able
to observe and get to know more students in your class this week?
Today we will discuss the domains of literacy that we are tasked to develop in
the grade level that we teach.
Sharing and (OPTIONAL) Watch the video for the assignment together.
discussion of
assignments (small Have the teachers get into their small groups (pairs or triads) and take
groups) turns sharing their assignment outputs.
Big-group / Ask members of the group to share their insights from studying the
plenary discussion lesson, doing the assignment, and discussing their assignment output
with peers.
Ask some members of the group to share any changes that they have
made or will make to their Teacher Guides or lesson plans based on
what they have learned in Module 1 Lesson 2.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Early Literacy Instruction: How do we
teach?” (Lesson 3 of Module 1). The assignment for this lesson is as follows:
Assignment 3
1. Analyze your own class session OR observe a colleague's language and literacy class (i.e.,
MT, Filipino, or English class)
3. Table 1, Column 1 lists some of the features of developmentally appropriate practices that
help develop early literacy skills in young learners. Based on your recollection of your
chosen class session or your observation of your colleague's class, accomplish the table in
the worksheet.
4. If your answer to a question is yes, provide a specific example from the class session you
chose to recall or observe for this activity. If your answer to a question is no, provide a
specific example that you can implement in your next class.
NOTE: This is an assignment with no “correct” answer. As a teacher, you are encouraged to
reflect on your teaching practices in the classroom.
Use the guide below in conducting the LAC Session.
Getting started Briefly review the previous lesson by asking the teachers the following:
Have you implemented some changes in your lesson plans based on your
deeper understanding of the 14 domains of literacy? Can any of you share an
activity that you did in class which targeted two or more literacy domains at
once?
Sharing and For this discussion, LAC members may be grouped by grade level OR
discussion of by learning area, depending on the class that they observed. For
assignments (small example, those who reflected on or observed Filipino classes can form
groups) one group.
In their small group, the teachers should take turns sharing their
assignment output. For each of the six questions listed in the
assignment, the group should tally the “Yes” answers and “No”
answers.
• Which activities of the six mentioned in the assignment are the most
common within your small group? Which activities are less common?
Why do you think this is the case?
• Discuss specific examples of each of the six activities that you plan to
implement in your next class, based on what you have learned from
your colleagues.
• Share insights that you have gained from completing this assignment.
Big-group/plenary Ask the group representatives to share which of those activities listed
discussion in the assignment were common to all or most in their group, and
which activities were less common. As they do so, take note of trends
by grade level or learning area (depending on how you grouped the
LAC members for the small-group discussion).
• Which activities of the six mentioned in the assignment are the most
commonly practiced by LAC members? Which activities are less
common?
The courseware will introduce some locally published children’s books. It would
be best to go to the nearest library hub or bookstore to browse/read the books
introduced, or get acquainted with other books that you can use in class and in
accomplishing lesson activities. If possible, bring a copy of the children’s books
that you have read to the next LAC session.
The assignment for Module 2 Lesson 1 requires you to evaluate a story book. A
specific title is assigned for each grade level. Make sure to get a copy of the
story book assigned to your grade level.
Aside from the story book in the list, you can bring to our next LAC session
another story book that you have used or are planning to use in your class.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Children’s Literature in the K-3 Classroom” (Lesson
1 of Module 2). The assignment for this lesson is as follows:
Assignment 4
1. Read the story indicated in the list below for the grade level that you are teaching.
Kindergarten: Si Pilong Patago-Tago
Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times
a. What specific qualities of the book/text do you think will appeal to your students?
Use Table 1 of the worksheet as your guide.
b. What benefits will the book/text provide for your students? Use Table 2 of the
worksheet as your guide in identifying the possible benefits.
3. Assess how well you did the assignment. Use Table 3 as your guide for self-assessment.
NOTE: The assignment has no “correct” answer. Answers will depend on your particular
set of learners. This exercise serves to help you develop an eye for good quality children’s
literature that you can use in your classes.
Use the guide below in conducting the LAC Session.
Getting started Briefly review the previous lesson by asking the teachers the following:
Have you implemented some changes in your lesson plans based on your
deeper understanding of developmentally appropriate practice and balanced
literacy instruction? Can any of you share an activity that you implemented in
your class recently which would show any of the developmentally appropriate
practices that we discussed?
Today we will discuss the first lesson in using children’s literature to develop
literacy skills.
Sharing and For this discussion, LAC members should be grouped by grade level:
discussion of teachers who read and evaluated the same title should be grouped
assignments (small together.
groups)
In their small group, the members should take turns sharing their
assignment outputs. They should also take note of similarities and
differences in their evaluation of the book they chose for this
assignment.
After the sharing, the small groups should discuss the following:
•Did you cite the same book qualities that would appeal to your
learners? What do you think would account for the differences in your
answers?
•Did you cite the same benefits that the book will provide for your
students? What do you think would account for the differences in your
answers?
•Does the book have to meet all of the requirements listed in the
checklist (Questions for Evaluating Children’s Stories) before we decide
that it is good to use in class? Why or why not?
•Work together and prepare an “advertisement” for the book assigned
to you/your grade level. Complete the following statements:
The (book title) is about ….
We think that (Grade level) students will like the book because … (give
the top three reasons)
Optional (book talk session):
LAC members might also wish to share in their small groups another
story book that they have used or will use in their class, and why they
chose this story book. As you have reminded them in the previous LAC
session, they can show a copy of the book in this LAC session.
Lead the sharing of insights gained from this week’s lesson and the
sharing of assignments. Use the following discussion questions:
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Developing in the Learner a Love for Story” (Lesson
2 of Module 2). The assignment for this lesson is as follows:
Assignment 5
In this assignment you will do a read-aloud or shared reading session with your class. You
can do this individually or with colleagues. Follow the steps below.
(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the
same grade level.)
2. Plan the pre-reading session for the purpose of preparing your students for the story —
that is, identify the difficult words and concepts and plan how you will unlock them with
your students. Formulate your motivation question and motive question.
3. Practice reading the story aloud. Apply what we have discussed with regard to
enlivening the story, and plan what questions to pose to monitor comprehension.
(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud
session and give you feedback based on what you have learned in this lesson. If you worked
with a group in preparing for the read-aloud or shared reading session, you can then agree
to be each other's observer/s. If you worked on steps 1-3 by yourself, you can still pair up
with a colleague who is studying this module (he/she does not need to be teaching the
same grade level) and observe and give feedback on each other's sessions.
6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for
Item #9)
In their small groups, the teachers should take turns sharing their read
aloud experiences, focusing on the following questions:
• What do you think worked well in your read-aloud or shared-
reading session? Why do you think it worked well?
• What did you find challenging or difficult about the read-aloud
activity? Why?
• What would you do differently if you were to do the read-aloud
activity again? Why?
Big-group/ plenary Lead a big-group discussion where the teachers will share their insights
discussion from their own read-aloud experience or a colleague’s read-aloud
session that they observed.
If there is time left, groups can exchange outputs and provide feedback
on each other’s work.
Completed forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Developing Comprehension” (Lesson 3 of Module
2). The assignment for this lesson is as follows:
Assignment 6
For the story you selected in Activity 2, plan a GPU discussion by formulating a set of
literal, inferential, critical, application or integrative, and creative questions about the story.
On the GPU template, write your discussion questions in logical sequence, write the
possible answers to each question, and identify the type of question. Don't forget to base
your discussion plan on the expressive and instructional objectives that you have set out to
achieve.
Self-evaluation
Give yourself 2 points for every "resounding yes" answer, 1 point for a "somewhat yes"
answer, and 0 points for every "no" answer to each of the following questions:
1. The GPU starts with the answering of the Motive Question asked before the story is
read.
2. The questions are sequenced in a logical manner. The answer to the question triggers
the next question to be asked.
3. Different types of comprehension questions are asked throughout the GPU.
4. The questions in the GPU help achieve the stated objectives of the lesson.
5. Bonus: Can some of the engagement and enrichment activities that you thought of in
Activity 6 take the place of some of your questions in the GPU?
If you scored
4-6 points = Good enough. You can still tweak your GPU to make it better.
3 and below = Please review the relevant parts of the lesson and revise your assignment
output as needed.
Sharing and Teachers who worked on the same title should be grouped together.
discussion of
assignments (small In their small groups, the teachers should take turns sharing their
groups) assignment outputs. They should then come up with a consolidated list
of GPU questions, sequenced correctly, to be shared in the plenary
discussion.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Language Learning” (Lesson 1 of Module 3). The
assignment for this lesson is as follows:
Assignment 7
Using the story assigned to your grade level, plan a literature-based language lesson using
the explicit instruction framework. Aside from focusing on the grammar lesson, don’t forget
to formulate an objective that focuses on the language function.
In the previous LAC session, we discussed the different strategies that can help
us to develop listening and/or reading comprehension in our students. Have
you tried applying some of the strategies we have learned in your classes? How
did it go? (Allow one to two responses.)
Today we will talk about how we can teach language lessons using the Explicit
Instruction framework.
Sharing and Teachers who worked on the same title should be grouped together.
discussion of
assignments (small Invite each small group to choose a lesson plan to present to the
groups) plenary. Alternatively, each small group can work together to come up
with a consolidated lesson plan (combining ideas from their individual
assignment outputs) to present to the plenary.
The small group should discuss the insights gained and challenges
encountered in accomplishing the lesson activities and assignment.
Big-group /plenary Ask each group to present an exemplary lesson plan OR a consolidated
discussion lesson plan.
Ask the teachers to share what they found difficult or challenging about
the lesson, and what they found easy. Is there a consensus in the group
regarding which is the most difficult and the easiest? You might want to
devote some time to discussing how it can be made easier (e.g., group
study time or more practice exercises).
Encourage the teachers to try out the lesson plan and be ready to share
their experiences at the next LAC session.
The next assignment calls for you to plan, prepare, implement, and reflect on a
lesson plan that applies the principles and strategies for differentiated
instruction. You can discuss with your seatmate whether you want to plan a
lesson plan together, or be each other’s observer during the implementation of
the lesson plan.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
3.2.8 Guide to LAC Session 9 (on Module 3 Lesson 2)
The focus of this session is the lesson on “Teaching Phonics” (Lesson 2 of Module 3).
The assignment for this lesson is as follows:
Assignment 8
In this assignment you will try a differentiated-reading session with your class. You can do
this individually or with a colleague. Follow the steps below.
1. Survey the abilities of the students in your class. You may use data from observations,
worksheets, and exams. If you have the time, you can design activities that will help you
determine the reading abilities of your students.
2. Analyze the data that you gathered. Group your students according to their abilities. Start
with at least two groups. Determine the learning profiles of each group, and then plan
learning activities for each group.
3. Draw up the schedule of learning activities. The teacher usually meets the group that
needs more supervision first.
4. Prepare the materials for each learning activity. Make sure to prepare worksheets for the
group to be assigned seatwork while you are doing oral reading work with the first group.
The seatwork should be based on the students’ independent reading level. These waiting
activities could serve as a review and reinforcement of the previous lessons.
1. Give the worksheets to the group that is scheduled to have their independent practice.
2. Call the group that will have their instruction time with the teacher and teach the target
skill using direct instruction to this group.
(OPTIONAL)
Ask a colleague who is also studying this module to observe your differentiated-reading
session and give you feedback based on what you have learned in this lesson. If you worked
with a colleague in preparing your differentiated-reading session, then you can serve as
each other’s observer/s.
If you worked on steps 1-3 by yourself, video-record the session and ask a colleague who is
studying this module to view it and give feedback. (Your colleague does not need to be
teaching the same grade level.)
Use the guide below in conducting the LAC session.
Sharing and Teachers who worked on the same title should be grouped together.
discussion of
assignments (small Here are some guide questions for the small group discussion.
groups)
On preparation and planning:
• Did the groups (i.e., those doing independent practice and those
with direct instruction with the teacher) finish their assigned tasks
during the allotted time? If not, what did the students who finished
early do while the others were still working?
• What feedback did your colleague give you as he/she observed
you?
• What do you think worked well in your lesson? Why do you think
it worked well?
• What did you find challenging or difficult about the activity?
Why?
• What tips or strategies can you share to help other teachers
implement their differentiated lesson?
Big-group/ plenary Call on two volunteers to share or narrate their experience. Ensure that
discussion they also share their answers to the guide questions for the small-group
sharing.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Teaching Writing” (Lesson 3 of Module 3).
The assignment for this lesson is as follows:
Assignment 9
In this assignment you will have a writing session with your class. You can do this
individually or with a colleague. Follow the steps bellow.
1. Review the writing activity that you thought of for the story assigned to your grade level.
2. Plan the lesson carefully. Make sure your plan includes you modeling the skill before
asking the students to engage in their own writing.
2. Implement the writing activity that you have prepared for your class.
(OPTIONAL)
Ask a colleague who is also studying this module to observe your writing session and give
you feedback based on what you have learned in this lesson. If you worked with a group in
preparing for the writing session, then you can agree to be each other's observer/s.
If you worked on steps 1-3 by yourself, you can video record your session with your class
and ask a colleague who is studying this module (he/she does not need to be teaching the
same grade level) to view the video and give you feedback.
Today, we will discuss how writing is taught by sharing how your writing
lessons went.
Sharing and Ask the teachers to share their experiences in implementing the writing
discussion of lesson, focusing on the following reflection questions:
assignments (small
groups) • What do you think worked well in your writing session? Why did
it work well?
• What did you find challenging or difficult about the activity?
Why?
• What would you do differently if you were to do this activity
again? Why?
Ask the teachers to share their students’ writing outputs, and the
insights that they gained from assessing their students’ writing skills.
Big-group /plenary Post students’ writing outputs on the walls and ask the LAC members
discussion to group the outputs by grade level or by the developmental stage of
writing. If the teachers use a rubric for evaluating students’ writings,
request that they post the rubrics beside the outputs.
Hand out small meta-cards with this sentence starter: “Over the next
week or two, I pledge to ___________________.” (In the blank, state
what action steps you plan to apply in your class, and what you have
learned about writing.)
Once again, the assignment calls for the preparation of a lesson plan, but this
time for other subjects. Bring your assignments to our next LAC session.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Making Curriculum Connections” (Lesson 4 of
Module 3). The assignment for this lesson is as follows:
Assignment 10
Choose whether you want to
A. Create a lesson plan for a subject area (like Math, Science, or Araling Panlipunan) using
your chosen selection as a springboard OR
If you choose A, pick one subject that you would like to use as a starting point for a lesson.
Follow the steps in explicit instruction in planning the lesson. Write the lesson plan in the
Lesson Plan Template.
If you choose B, use the Lesson Objectives and Activities Form to plan your lesson. For the
expressive and instructional objectives in the lesson plan that you have completed, add
activities that will either tap into a related content area (e.g., Social Studies, Science, Math)
or a branch of the arts (e.g., performing arts, dancing, singing, drawing).
3. Orient the student to whom you will administer the test and establish rapport.
5. Based on the results of the assessment, prepare a short description of the child’s current
literacy skills. The description can contain a list of literacy skills and competencies that he/
she already knows (strengths), is currently still developing, and possible targets for future
literacy instruction.
Big-group /plenary Choose two lesson plans to share with the big group. If possible,
discussion present one LP from those who chose Option A, and another LP from
those who chose Option B.
Ask the teachers to share the insights they gained from completing the
assignment.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Assessing Reading Performance Using Classroom-
Based Assessment Tools” (Lesson 1 of Module 4). The assignment for this lesson is as follows:
Do the following:
1. Print and go over the grade level texts in the downloadable Phil-IRI English pre-test
recording sheets. Choose the passage for Grade 1.
2. Orient the student to whom you will administer the test and establish rapport.
3. Ask the motivation and motive questions and record the student’s responses in the
recording sheet.
4. Give the student a copy of the graded passage. Let the student read the selection. As you
listen to the oral reading, record the reading miscues, if any, in the teacher's recording
sheet--that is, mark the miscues in the relevant parts of the text.
5. After the student has read the selection, read aloud each of the multiple choice items to
the student and record his/her answers.
6. Based on the results you recorded in #4 above, fill in an oral reading observation checklist
(download and print it from the link below), compute the student’s oral reading score and,
determine his/her reading level using the Table of Oral Reading Profiles (on page 22 of this
lesson) as guide.
Depending on the assessment results, you can decide to further assess the same student
using the grade level passage for the grade above or below Grade 1. Or you can do the
assessment with another student.
Sharing and Teachers who teach the same grade level may be grouped together.
discussion of
assignments (small The teachers should discuss their experience of completing Assignment
groups) 11 (individualized reading assessment). The following guide questions
can be posed to the small groups:
NOTE: You can assign teachers to work as partners OR teachers can choose
their own partners.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Planning for Specialized Literacy
Instruction” (Lesson 2 of Module 4). The assignment for this lesson is as follows:
Assignment 12
This assignment is a continuation of Assignment 11 in Module 4 Lesson 1. Based on the
results of the Phil-IRI Group Screening Test and individualized assessment that you
conducted in a Grade 3 class in your school, design a remedial program for a student whose
reading profile is at frustration level.
1. Prepare your Remedial Lesson Plan (Use the remedial lesson plan template to plan your
lesson).
a) Identify the skills and competencies (per literacy domain) that the learner needs to
develop.
b) Identify instructional objectives for one session/lesson anchored on the skills that the
student needs to develop.
c) Try to keep your plan within 30-45 minutes.
NOTE: You may refer to Appendix H of the Phil-IRI Manual 2018 to come up with
appropriate strategies for your learner’s needs. The appendix contains sample case
studies and recommended intervention. It also lists down teaching strategies to develop
certain literacy domains/skills.
If this is your first time to plan a remedial reading lesson, you may want to consult or
work with a colleague. (Two heads are better than one!)
2. Prepare all the necessary materials for your remedial reading session.
3. Implement the lesson. Note down the number of minutes it takes to complete each
component in your LP.
a) Did you complete the lesson within the suggested time frame?
b) What went well? Which lessons/activities did the student enjoy the most? Which did
he learn from the most?
c) What portion(s)of the lesson need(s) to be improved? Which lesson objectives were
not met?
5. Share your insights and observations in the next LAC session.
Today’s discussion focuses on how assessment results are used to plan for
remedial lessons.
Sharing and Have teachers work in pairs. They will take turns presenting their
discussion of assignment and insights gained from doing the assignment.
assignments (small
groups) The sharing should answer the following questions:
• What was the most difficult part in the preparation for the
remedial lesson session? How did you resolve the difficulties?
• Which part of the assignment was the easiest and why? Which
part was the most challenging?
• What insights have you gained from doing the assignment?
Big-group/ plenary Pose the following questions and facilitate the discussion:
discussion
• What knowledge, skills, and attitudes are required of K-3 teachers
in order for them to come up with appropriate remedial lesson plans
for struggling learners?
• How many of you are currently implementing remedial lessons
for struggling learners in your classes? What do you think are the
most challenging aspects of conducting remedial lessons for your
students? What help/resources/support (from your school head,
grade-level coordinator, etc.) do you think can help ease these
challenges?
• What insights from the courseware lesson and from this
assignment will help you in implementing remedial reading
instruction?
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “How K-3 Children Learn Math” (Lesson 1 of Module
5). The assignment for this lesson is as follows:
Assignment 13
Reflect on the way you teach Math or observe a Math class in your grade level. Answer the
following questions based on your reflection or observations:
1. What approach or method did you or the teacher you observed use in teaching Math?
How effective is this method for the particular set of learners being taught?
2. What learning materials did you or the teacher you observed use? How appropriate are
these learning materials for the Math concept, and for the particular set of learners being
taught?
3. If given the opportunity to redo the lesson, how else would you teach the same topic to
the same class?
Sharing and Ask the teachers to compare their assignment outputs in pairs or triads.
discussion of Teachers teaching the same grade level should be grouped together.
assignments (small
groups) In each pair or triad teachers should take turns sharing their assignment
outputs. They should do the following:
As a next step or action plan, ask the teachers to reflect on their teaching
styles. Do they provide varied learning activities that are suitable for
their students? Challenge the teachers to come up with a learning
activity that would address the needs of their particular group of
students.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
The focus of this session is the lesson on “Teaching K-3 Math” (Lesson 2 of Module 5). The
assignment for this lesson is as follows:
Assignment 13
A. Observe a Math class in your grade level and then answer the following questions:
a. Objectives
b. Materials
c. Procedure
i. Introduction
ii. Guided Practice
iii. Individual Practice
We ended our last LAC session with the challenge for you to come up with an
activity that will address the needs of your particular group of students.
Would anyone like to share with the rest of the group the class activity they
implemented?
Sharing and Ask the teachers to compare their assignment outputs. Teachers
discussion of teaching the same grade level should be grouped together.
assignments (small
groups) In each pair or triad, members should take turns presenting their
assignment and providing feedback on each other’s work. The feedback
should consider the following aspects of the reconstructed/revised
lesson plan:
Big-group/ plenary Moving from Kindergarten to Grade 3, ask a representative from each
discussion small group to share a reconstructed/revised lesson plan.
Ask all LAC members to fill out a 3-2-1 worksheet as they listen to the
presentation of the different lesson plans. This is a worksheet where
they can note:
*NOTE: This is an option for schools with more than one teacher per grade
level.
Complete forms Ask the teachers to complete the Teacher Engagement Report.
3.2.15 Guide to LAC Session 16 (on Module 5 Lesson 3)
The focus of this session is the lesson on “Assessing and Addressing Children's Needs in
Math” (Lesson 3 of Module 5). The assignment for this lesson is as follows:
A. Choose a Math topic for your class and plan a pre-assessment activity that will give you
an idea of your students' preliminary understanding of the topic. Use the following outline:
Grade level:
Math topic:
Number of students in class:
Pre-assessment activity:
Pre-assessment results:
B. Based on the results of the pre-assessment activity, plan a differentiated lesson for your
class. Use the planning questions below.
Were you able to implement your lesson plan last week? Which parts of the
implementation did you like best? What changes will you make when you
implement the lesson plan in another class?
Sharing and Working in pairs or triads, LAC members should take turns presenting
discussion of their assignments and providing feedback on each other’s work. If the
assignments (small teachers worked on their assignments in pairs, they should share their
groups) assignment output as a pair.
The feedback should consider the following aspects of the lesson plan:
Big-group /plenary Ask a representative from each small group to share one of the
discussion differentiated instructional plans they discussed. Ask the reporter to
also present the pre-assessment results.
Have all LAC members fill out a 3-2-1 worksheet as they listen to the
presentation of the different lesson plans. They should note the
following:
Complete forms Ask the teachers to complete the Teacher Engagement Report.
LAC members:
Years of teaching
Name Designation/Position Grade level taught
experience
Phone Number
Facebook name:
Mobile Number
Home Address
What is the best way to reach you? Please Do you have easy access to the Internet? (i.e.,
rank according to preference: It is easy for you to send and receive email,
____ Personal Mobile check FB, etc.)
____ Phone (landline)
____ Email ___ Yes
____ FB message ___ No
____ Others, please specify
_________________
Does your school have LACs other than the Have you attended training on early literacy
ELLN Digital LAC? and numeracy instruction? If yes, please
___ Yes specify the training program and the length
___ No (duration) of the program
___ Yes
________________________________________
___ No
School: Division:
Date, time, and venue of LAC session: Number of teachers present: ___
*(attach copy of attendance sheets)
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
SD D N A SA Comments / Remarks (For
example, if you disagree or
strongly disagree, please
indicate why.)
Teacher Participation
Facilitation