Training Guidebook

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines
Developmentally
Appropriate Practices in
Early Language, Literacy,
and Numeracy Training
A Training Guidebook
This training guidebook will aid you in providing additional Early Language, Literacy,
and Numeracy Training to teachers, school heads, and supervisors of priority schools
across the country.
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CONTRIBUTORS
Jocelyn S. Tuguinayo Bureau of Learning Delivery Teaching and Learning

Division
Forcefina E. Frias Bureau of Learning Delivery Teaching and Learning
Division
Carmencita A Aguas Bureau of Learning Delivery Teaching and Learning
Division
Lea D. Estuye Bureau of Learning Delivery Teaching and Learning
Division
Rosalinda T. Serrano Bureau of Learning Delivery Teaching and Learning
Division
Josephine Gayl Porter-Laurel Office of the Undersecretary for Curriculum and
Instruction
ACKNOWLEDGEMENTS
We would like to thank the following speakers in the training sessions:
Ms. Marissa Pascual Community of Learners Foundation

Ms. Marjorie Javier Community of Learners Foundation
Prof. Hazelle Preclaro-Ontengco University of the Philippines, Diliman
Ms. Sherlyn May Hamak-Santiago Stella Maris Academy
Ms. Cristina Panga Community of Learners Foundation
Ms. Joy Castel Community of Learners Foundation
We would also like to thank the teachers from the Community of Learners Foundation
who helped facilitate the training sessions.
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TABLE OF CONTENTS
Introduction Letter From The Department of Education 4

Duties of Trainers, Participants, and Facilitators 5
Objectives and Description of the Three-Phase Training 6
Training Design: Developmentally Appropriate Practices in 12
Early Language Literacy and Numeracy Training (7 Days)
Session Guides 14
SG 1 Principles of Child Growth and Development 15
SG 2 How Do Children Grow, Develop and Learn? - 7K Para 18
sa Bata
SG 3 Developing Thinking Skills: Foundations of Literacy 22
Learning
SG 4 Emerging Literacy Games and Activities 25
SG 5 Instruction Essentials for Emerging Readers 27
SG 6 Breaking the Reading Code: Reading and Language Arts 30
SG 7 Comprehension and Vocabulary 33
SG 8 Literature-based Experiences Using Graphic Organizers: 36
Meaningful Explorations of Story Elements
SG 9A Developing Thinking Skills: How Children Learn Math 42
SG 9B Numeracy Activities: Operation on Whole Number 47
SG 10A Numeracy Activities: The Concept of Number Sense and 52
Counting
SG 10B Numeracy Activities: Place Value and the Decimal 55
System
SG 11 The Concept of Number: Multi-Digit Addition and 59
Subtraction
SG 12 Developmental Screening and Assessment within the 62
classroom: Using the Philippine ECD Checklist
SG 13 Developmental Screening and Assessment within the 66
classroom: Using Informal Classroom Assessment Tools
for Kto3
SG 14 Reading Development, Reading Programs, and Reading 69
Difficulties
SG 15 Assessing Reading Performance Using Informal Reading 73
Inventories
SG 16A Developing Alphabet Knowledge, Oral Language and 76
Vocabulary, Phonological and Phonemic Awareness,
Decoding, Fluency and Comprehension
SG 16B Workshop on Reading Intervention 83
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SG 17 Common Math Difficulties: Introduction to Math 85
Remediation
SG 18A Strategies to Address Common Math Difficulties 87
SG 18B Workshop on Planning for Interventions 89
SG 19 Optimizing Learning in the K to 3 Classroom 91
SG 20 Principles of DAP and Implications for Effective 93
Implementation of K to 12
SG 21 Working with Teachers: Applying Theories of Adult 95
Development and Learning to In-Service Capacity
Building
SG 22 Planning School-based/District-based Staff 97
Development Activities: Learning Action Cells (LACs)
Training Evaluation Form 99
Training Video Guide 101
Handouts, Session Guide Materials, and Supplemental Reading 102
Training Accomplishment Report Form 104
List of Abbreviations 105
References 105
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INTRODUCTION LETTER FROM THE
DEPARTMENT OF EDUCATION
Dear Trainers,
The Developmentally Appropriate Practices in Early Language, Literacy, and
Numeracy Training aims to strengthen the Early Language, Literacy, and Numeracy
Program in improving ones capacity to teach and to assess early reading and numeracy
skills in the Kto3 levels using developmentally appropriate methods. With this, the
department is dedicated in providing you with the necessary tools to roll out quality
region-wide and school-based training for this program. The duration of the training is
seven (7) days, and the training program will be conducted in three phases.
The objectives for this training are:
1. To enhance knowledge and skills on early language, literacy, and numeracy
2. To gain understanding on child development principles vis--vis
developmentally appropriately practices
3. To enhance knowledge on the different classroom-based assessments as tools for
reporting and documenting the learners progress
The purpose of this training guidebook is to aid you in providing training to teachers,
school heads, and supervisors of the priority schools across the country. The
participants of the region-wide training will then be expected to share what they have
learned, as well as the resources they have gathered during the training program to
their respective schools through Learning Action Cells (LACs).
Included in this training guidebook are Session Guides and other material that are
needed for the training program. The Session Guides (SG) were formulated to be used
in conjunction with the videos of the lectures that were presented during the 7-day
training held last January-February 2016. The Session Guides (SG) should be able to
support trainers in: 1) delivery of content, and 2) time spent on relevant tasks. An
external hard drive containing all the videos of each lecture will also be provided to you
with the release of this guidebook. Kindly use them according to the sessions in this
guidebook.
We thank you for your dedicated service to ensuring quality, equitable, culture -based,
and complete basic education for the Filipino children, and wish you well in your
training endeavors.
MARILETTE ALMAYDA
Director III
OIC, Office of the Director IV
Bureau of Learning Delivery
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DUTIES OF TRAINERS, PARTICIPANTS,
AND FACILITATORS
Phase 1 National Training of Supervisors and Subject Matter Specialists

The trainers are expected to conduct the training sessions, and to provide additional
materials such as notes, handouts, PowerPoint presentations, and other necessary
training materials to conduct Phase 2.
The regional participants are expected to participate actively throughout the training.
They are also expected to undergo a training simulation in preparation for Phase 2.
The facilitators are expected to facilitate the process of the training, and to provide
assistance in conducting the Phase 2 training if necessary.
Phase 2 Regionwide Training of Supervisors, School Heads and Teachers

The trainers are expected to follow the recommended training design in the conduct of
the nationwide training. They should also be able to ensure the quality and intensity of
training by doing the training in small batches (50-75 participants per batch), and to
provide additional technical assistance in Phase 3 if necessary.
The participants are expected to participate actively throughout the training. They are
also expected to undergo a training simulation in preparation for Phase 3.
Phase 3 Learning Action Cells
The division/district supervisors are expected to provide technical assistance, and to

monitor the administration of LAC sessions. They are also expected to consolidate, and
to submit observation reports on LACs to the Regional Office.
The school heads and teacher-mentors are expected to conduct LAC sessions in their
respective schools.
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OBJECTIVES AND DESCRIPTION OF THE
THREE-PHASE TRAINING DESIGN
Trainers/ Participants Objective Materials Terms of Outputs Timeline

Phase
Reference
Trainers: To capacitate 1. Copies of K- Trainers: Workshop First batch:
Early Grades Literacy the chiefs of 3 1. Conduct the output from the January
and Numeracy Experts the Curriculum training participants: 2016
from ECE institutions Curriculum Guides sessions 1. Session
and Learning 2. Provide Guides Second
Phase 1: National Training Of Supervisors,
Participants: Management 2. Copies of K- additional 2. Lesson plans batch:

1. From each Region: Division 3 TGs and materials 3. Region-wide February
a) Chief, CLMD (1) (CLMD) and LMs in (notes, Training 2016
and Subject Matter Specialists
b) Early Literacy and selected Mother handouts, Plans

Numeracy regional and Tongue, PowerPoint
Coordinator (1) divisional Filipino, presentation) Training Kit to
c) Master Teachers Education English and necessary for be used for
(1) Program Math the conduct Phase 2:
d) EPS (English, Supervisors of Phase 2. 1. Videos of all
Filipino, MT, (EPS) in each 3. Big Books lectures and
Math, region in the (Picture Regional other
Kindergarten/ conduct of storybooks) Participants: instructional
e) Multigrade (5) Early 1. Participate videos
Language, 4. PowerPoint actively 2. PowerPoint
2.From Central Office: Literacy and presentations throughout presentations
a) Training Numeracy and other the training and
Facilitators (10) Training handouts handouts
from from
resource speakers
speakers
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Trainers/ Participants Objective Materials Terms of Outputs Timeline
Phase Reference
2. Undergo a 3. Session
training guides
simulation in 4. Forms for
preparation personal
for Phase 2. reflections
5. Training
Facilitators: Evaluation
Phase 1: National Training Of Supervisors,
1. Facilitate the Forms

training
process
and Subject Matter Specialists
2. Help in the
conduct of
Phase 1
training as
needed.
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Phase Trainers/ Participants Objective Materials Terms of Outputs Timeline
Reference
Trainers: To capacitate Training Kit Trainers: Workshop November
CLMD chief and the Division, from Phase 1 1. Conduct the output from the 2016 and
Regional and Division and District which region-wide participants: onwards
Phase 2: Region-wide Training of Supervisors, SHs, and Teachers
EPSs and DepEd Supervisors, includes: training 1. Session

facilitators from Phase 1 School Heads, 1. Lecture following Guides
and K-3 videos for the training 2. Lesson plans
Participants: Teacher each topic/ design 3. Region-wide
Annex 1 lists the Priority Mentors in the session stipulated Training
Schools for each region. conduct of 2. PowerPoint in Annex 5. Plans
Annex 2 details the Learning presentatio 2. Ensure
selection criteria for each Action Cells ns, notes quality and Training Kit to
division, district and (LACs) to and intensity of be used for
school representative improve early handouts training by Phase 2:
language, 3. Session doing the 1. Videos of all
Per Selected Division/ literacy and guides training in lectures and
District numeracy detailing small other
EPS in: instruction in use of batches (50- instructional
1. MT the priority videos and 75 videos
2. Filipino schools other participants 2. PowerPoint
3. English training per batch) presentations
4. Math materials 3. Provide and
5. Kindergarten/ 4. Forms for additional handouts
Multigrade personal technical from
reflections assistance speakers
Per Selected School 5. Training for Phase 3
1. School Head Evaluation as needed.
2. Selected K-3 Teacher/ forms
Mentor
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Reference
Participants: Workshop
1. Participate output:
actively 1. Lesson plans
Phase 2: Region-wide Training of Supervisors, SHs, and Teachers
throughout 2. Teaching-
the training learning
2. Undergo materials
training 3. School-
simulation in Based LACs
preparation Training
for Phase 3. Plan, and
Session
Facilitators: Guides
1. Facilitate the 4. Filled out
training Accomplish
process ment Report
2. Help in the Form
conduct of
Phase 2
training as
needed.
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Reference
Trainers/Mentors: To capacitate Relevant Division/ Workshop January
Participants from the the school videos, District output from the 2017 and
Division, District and heads and PowerPoint Supervisors: participants: onwards
Priority Schools who early grades presentations, 1. Provide 1. Session
attended Phase 2. teachers in the notes and technical Guides
priority handouts assistance 2. Lesson plans
Participants: schools in from Phase 2 and monitor 3. Region-wide
Kinder to Grade 3 identifying the conduct Training
Phase 3: Learning Action Cells (LACs)
teachers and solving of LAC Plans

problems and sessions.
issues in early 2. Consolidate Training Kit to
language, and submit be used for
literacy and observation Phase 2:
numeracy reports on 1. Videos of all
instruction in LACs to the lectures and
their Regional other
respective Office instructional
schools and videos
classes 2. PowerPoint
presentations
and
handouts
from
speakers
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Reference
School Heads LAC Output:
and Teacher- 1. Action plans
Mentors: 2. Lesson plans
Conduct LAC 3. LAC
sessions in Documentation
their respective
schools.
Phase 3: Learning Action Cells (LACs)
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TRAINING DESIGN: DEVELOPMENTALLY APPROPRIATE PRACTICES IN EARLY LANGUAGE, LITERACY,
AND NUMERACY (7 DAYS)
DAY 1 DAY 2 DAY 3 DAY 4
Time Session Time Session Time Session Time Session
8:00- Opening Program 8:00 Session 3: continuation 8:00 Session 9A: Developing 8:00 Session 11: Numeracy
9:00 Direction Setting 9:00 11:00 Thinking Skills: How 10:00 activities: multi-digit addition
Training Mechanics Children Learn Math and subtraction
Numeracy stations
9:00- Session 1: Principles of Child 9:00 Session 4: Emerging Literacy

10:30 Growth and Development 11:00 Games and Activities 10:00- Session 12: Developmental
12:00 Screening and Assessment
11:00- Session 9B: Numeracy within the classroom:
10:30- Session 2: 11:00 Session 5: Instruction essentials 12:00 Activities: Operations on Using the Philippine ECD
12:00 Workshop/Activity 12:00 for emerging readers whole number Checklist
How do children grow, Numeracy stations on
develop, and learn? (7k para operations on whole number
sa bata)
12:00
1:00 LUNCH BREAK
1:00- Session 2 (continued): 1:00 - Session 6: Breaking the reading 1:00- Session 9B: continuation 1:00 Session 12: continuation
3:00 7k para sa bata 2:00 code: Reading and Language 2:00 2:00
Arts
3:00- Session 3: Developing 2:00 - Session 7: Comprehension and 2:00 Session 10A: Numeracy 2:00 Session 13: Developmental
5:00 Thinking Skills: 3:00 Vocabulary 4:00 activities: The concept of 3:30 Screening and Assessment
Foundations of Literacy number and counting within the classroom:
Learning 4:00- Session 10B: Numeracy Using Informal Classroom
5:00 activities: place value and the Assessment Tools for Kto3
decimal system 3:30- Session 14: Reading
5:00 development, reading
programs, and reading
difficulties
3:00- Session 8: Literature-based

5:00 Experiences/Using Graphic
Organizers: Meaningful
Explorations of Story Elements
5:00 MATERIALS PRODUCTION
6:00
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DAY 5 DAY 6 DAY 7
Time Session Time Session Time Session
8:00- Session 14: continuation 8:00- Workshop: Reading interventions 8:00- Session 20: Principles of DAP and
9:30 10:00 9:30 Implications for effective implementation of
Kto12
9:30- Session 15: Assessing reading performance 9:30- Session 21: Working with Teachers:
10:30 using informal reading inventories 10:30 Applying Theories of Adult Development
and Learning to In-Service Capacity
10:30- Session 16: Planning for instruction: Building
12:00 a) Oral Language and Vocabulary
b) Phonological Awareness 10:00- Session 17: Common Math difficulties 10:30- Session 22: Planning School-based/District-
c) Alphabet Knowledge 12:00 Error analysis 11:30 based Staff Development Activities
d) Word Identification Introduction to Math Remediation -Learning Action Cells (LACs)
e) Fluency 11:30- Clearing House
f) Comprehension 12:00 Awarding
Closing Program
12:00- LUNCH BREAK
1:00
1:00- Session 16: continuation 1:00- Session 18: Strategies to address common
5:30 3:00 math difficulties
Principles of remediation
The remedial plan
3:00- Workshop: Planning for Intervention
4:30
4:30- Session 19: Optimizing learning in the K to
5:30 3 classroom:
-Activity Centers
-Walkthrough of the Blocks of Time
5:00-6:00 MATERIALS PRODUCTION
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SESSION GUIDES
The session guides were created to aid you in facilitating each session of the training
program. Kindly follow the flow and content of the session guides to ensure the quality
and consistency of the training program. Reading through all the session guides may
help you in familiarizing yourself with the flow and structure of the sessions.
A few things to remember:

1. Watch the videos for the session/s that you will be facilitating prior to the start
of the training.
2. Read the session guides thoroughly, and prepare expected answers for the
discussion questions.
3. Make sure that you have the materials and equipment necessary to conduct the
session.
4. Always take note of the time allotment for each session, and for each part of the
session so that you can manage your time effectively.
5. Be ready with any material that you have to prepare in advance for each session
such as sample charts, activity sheets, etc.
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Session Guide 1
Principles of Child Growth and Development
I. Greetings
Good day everyone, I am ____________________. I will be facilitating the
session on Principles of Child Growth and Development as presented by Ms.
Marissa Pascual (Teacher Jing) from the Community of Learners Foundation.
II. Introduction
Say:
In this presentation, Teacher Jing will discuss the principles behind child
growth and development as important factors in dealing with young learners.
Objectives:
At the end of this session, you are expected to:
1. Examine principles of child development and their application to
educational programs
2. Explain how domains of child development are intertwined and in turn
affect how children grow, develop, and learn
III. Time Allotment

A. Session: 1.5 hours
B. Video: 1 hour
IV. Materials
A. Videos: Discussion on Principles of Child Growth and Development
B. PowerPoint Presentation: Principles of Child Development
V. Procedure
A. Priming Activity:
1. Ice breaker: Dugtungan Mo (5 minutes)
1. Divide the participants into groups.
2. Ask each group to list down songs that contain the word child, children,
bata . Give them 2 minutes for this.
3. The moderator calls one group to start the game. They sing one line from
the song then calls another group to sing a song from their list. The group has
to be able to sing a song within the allotted time. If the group is unable to do
so, they are out of the game. The game continues until only one group is left.
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2. Recall a particular experience in your childhood when you had to learn
something new or someone tried to teach you something. Then consider
your answers to these questions and discuss them with the person beside
you. (5 minutes)
1. Who was with you at this time?
2. What was the person trying to teach you?
3. Did you learn the skill?
4. If you did, what helped you learn it?
5. If you didnt, what do you think got in the way of your learning?
How did it feel when you made a mistake or did not understand
something right away?
6. How did you feel about learning something new or facing the
new challenge?
7. How did this experience influence the way you teach now ?
8. What insights about how children learn have you derived from
this experience?
B. Analysis and Discussion (15 minutes)

Invite a few to share their own experiences. As they share, list down on
the board factors that have facilitated their learning and those that have
gotten in the way of their learning.
After sharing, invite a few people to share their response to questions 7
and 8. Explain that the exercise was intended to help participants get in
touch with the feeling of what growing up is like for children. Having
them recall their own childhood experiences will enable them to take on
the perspective of children as they continue their study of child
development.
Questions for processing:
1. What do our own experiences tell us about what children need to learn
and develop ?
2. How are children different from one another? What accounts for the
individual variations in the rate of their development ?
After the whole group sharing, discuss the following principles of child
development. Encourage participants to share their own insights about
each principle.
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C. Abstraction (60 minutes)
Say: There are key learning points on the principles of child development to
be discussed in this presentation:
1. The study of child development helps teachers in fundamental ways

2. Child development is a process of change in which the child learns to
handle more complex levels of moving, thinking, feeling, and interacting
with people and objects in the environment.
3. Development is wholistic.
4. Every child is a unique person with a unique temperament, learning
style, family background, and pattern and timing growth.
5. A childs development begins in the womb but learning begins at birth.
6. Development and learning occur as a result of the child interacting with
people and objects in his or her environment.
7. Children live within a context- family, community, culture and their
needs are most effectively addressed in relation to that context.
Play the video: Part 1 Session 1: Child Development together with the PPT
on Principles of Child Development.
VI. Evaluation (5 minutes)

Ask participants to choose 3 principles and explain how each principle can be
applied to their work with children.
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Session Guide 2
How Do Children Grow, Develop and Learn? - 7K Para sa Bata
I. Greetings
session on How Do Children Grow, Develop and Learn (7K Para sa Bata)
as presented by Teacher Jing Pascual from the Community of Learners
Foundation.
II. Introduction
Say:
In this presentation, Teacher Jing will discuss the essential needs that every
childs growth, learning and optimum development will be achieved.
Objectives:
1. Examine principles of child development and their application to
educational programs
2. Explain how domains of child development are intertwined and in turn
affect how children grow, develop and learn
III. Time Allotment

B. Video: 2 hours
IV. Materials
A. Videos: How Do Children Grow, Develop, and Learn
B. PowerPoint Presentation: What Young Children Need- 7K
C. 1 game card for each participant
D. pencil or pen
E. call out boards
Prepare (10) 3x 3 call out boards and call out cards containing a mixture of these words
for each group:
Figure 1
LARUAN MASUSTANSI TUBIG AWIT KARANASAN KALINISAN PAMILYA
YANG
PAGKAIN
KALINGA AKTIBONG EHERSISYO KASAMA KAKAYAHAN NUTRISYON KALUSUGAN
PAKIKILAHO
K
ARUGA PAG-UNLAD KAUSAP PAGGUHIT INTERAKSYO AKLAT KAPALIGIRA
N N
ATENSYON PAGLAKI PASENSIYA PAG-UNAWA KALARO GURO MAGULAG
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V. Procedure
A. Priming Activity (30 minutes) 7K Scrambled Letters
Materials: 4 sets of letters forming the 7K words (KALINGA, KASAMA,
KAUSAP, KALARO, KALUSUGAN, KAKAYAHAN AT KAALALAMAN,
KAPALIGIRAN
Directions:
1. Distribute to each group 7 sets of letters 1 set to form 1 K word.
2. Each group divides the 7 sets among themselves so that 1-2 people gets to
form one word.
3. Each word to be formed starts with K and pertains to a basic need of a child
4. After all words have been formed, ask them to discuss these basic needs of
children among themselves.
B. Analysis and Discussion (1 hour)

7K Board Game
Materials: 1 die, 1 K+ gameboard, Tokens/counters as markers
Preparation: Stack the deck of chance cards face down on a designated space
in the boardgame.
Directions:
1. Players put their playing piece on the space marked START.
2. Then they take turns rolling the die to see who goes first then proceed to
play in a clockwise direction.
3. At each turn, a player throws the die and moves forward the number of
spaces as the dots on the die.
4. When a player lands on a picture or 7K logo, he/she picks a chance card,
read what is written and elaborate on it. Some cards will also indicate
whether a player will lose a turn, move back or move forward.
5. If the player, lands on an empty space, he/she just stays there until it is
his/her turn to roll the die again.
6. The game proceeds until everyone has reached the end of the trail.
Extension/Variation:
1. Players put their playing piece on the space marked START.
2. Then they take turns in rolling the die to see who goes first. Players
proceed to play in a clockwise direction.
3. At each turn, a player throws the die and moves forward the number of
spaces as the dots on the die.
4. When a player lands on a picture or a 7K logo, he/she must name a
Filipino word that represents a basic need of a child. The word must begin
with K. Have him/her explain how this can support a childs development.
5. The game ends when everyone reaches the end of the trail.
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7K Pyramid
Preparation: Prepare a pyramid template for each group and a copy of the
questions for each row in the pyramid.
Directions :
1. Explain to the participants that each row in the template represents a
category related to childrens development.
2. Have them brainstorm and then write their responses on sheet of paper.
3. Let them paste their responses on the corresponding row in the pyramid.
4. Let them post the pyramid on the wall.
C. Abstraction (1 hour)
After the small group activities, convene the participants to watch Teacher
Jings presentation.
Play the video: Part 1 Session 2: Child Development together with the PPT on
What Young Children Need- 7K.
Discuss the following key learning points:

1. Every child has basic needs that have to be met: food, health care,
protection from harm or injury, affection, interaction, stimulation and
learning through exploration and discovery.
2. These essential needs can be captured in the 7K ng Bata. The 7K consists

of 7 Filipino words that all begin with the letter K that present in a concise
way the essential needs of all children from birth through the early
childhood years (up to 8) . If these essential needs are met, every childs
growth, learning and optimum development will be achieved.
1. K- KALINGA
2. K- KAUSAP
3. K- KASAMA
4. K- KALARO AT PANAHON MAGLARO
5. K-KALUSUGAN
6. K-KAKAYAHAN AT KAALAMAN
7. K- KAPALIGIRANG MAPAGYAMAN SA KARANASAN
VI. Reflection/Evaluation (15 minutes)

1. Ask participants to list down concrete ways of addressing these basic needs
in the classroom. What kinds of classroom experiences are necessary to
support childrens learning and development? What specific classroom
practices will they change in view of these child development/learning
principles?
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2. In pairs, participants share what they wrote in their lists. Have them
briefly explain what will happen if these needs are not met. Ask participants
to choose 3 principles and explain how each principle can be applied to their
work with children.
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Session Guide 3
Developing Thinking Skills: Foundations of Literacy Learning
I. Greetings
session on Developing Thinking Skills: Foundations of Literacy.
II. Introduction
Say:
In this presentation, Teacher Jing will discuss how thinking skills of our
young learners will be developed through the employment of different
literacy interactive activities.
Objectives:
1. Gain better understanding of the basic components of literacy learning
2. Explore developmentally-appropriate activities that support literacy
learning
III. Time Allotment

A. Session: 2 hours
B. Video: 1 hour
IV. Materials
A. Video/s: Literacy Games
B. PowerPoint Presentation: Supporting Childrens Reading Development
C. Reading Kits (gameboards, card games and other learning games)
D. Paper, pencil
V. Procedure
A. Priming Activity (30 minutes)
1. Childhood Memories of Learning to Read
1. Recall how you were taught how to read. Back then, what helped you
learn? What did not help or what got in the way of learning? Did your
early experience with reading influence your attitude towards reading as
you were growing up?
2. Invite a few participants to share their responses to the aforementioned
questions.
3. Write down their responses on a T-chart.
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What helped ? What did not help ?
4. Have them examine the list on the T-chart. Which of these still holds true
today? What facilitates learning to read? What remains to be obstacles to
learning? How do the early experiences influence childrens attitude towards
reading?
2. Reading Stations (for K-1)

1. Tell participants that in the next hour or so, they will be exploring
different activities that will make learning to read easier for beginning
readers.
2. Divide the participants into 7 groups (depends on the size of the group).
Some groups will be making the rounds of various language games.
Others will explore unstructured materials like paint, playdough, as well
as engage in letter art activities.
3. For the reading games, place all materials on a tray. Include the
instructions so that teachers can explore them independently if there will
not be enough facilitators for all 7 groups.
4. Facilitator demonstrates the game and/or activity and let participants
play one round.
5. Ask participants how each game/activity can help children grow as
readers and writers.
6. For the game stations, let teachers take turns in demonstrating how to
play a game from introducing it to giving instructions to processing the
activity.
7. Invite participants to give constructive feedback after the demonstration.
8. Elaborate or highlight other important points both on content and process.
9. Participants will move around the reading stations Each group must get a
chance to explore activities in each station.
The following are the literacy stations: (refer to handout on Literacy Stations)
Station 1: Phonemic Awareness
Station 2: Letter Stations
Station 3: Letter Posters/Books
Station 4: Color/Shape Poster/Books
Station 5: Word Games
Station 6: Playdough
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Station 7: Painting

After everyone has gone around the stations, convene the group for a plenary
session.
Ask the following processing questions:
1. How did you feel when you were going through the activities?
2. How do you think will children benefit from these activities?
3. How can these games be integrated into their daily classroom activities?

Say:
The following key learning points will be discussed:
1. Reading is not a natural ability. Speaking is innate, reading is not.
2. Learning to read starts with the AWARENESS that speech is composed of
individual sounds (phonemes) and recognition that written spellings
represent those sounds. (Alphabetic Principle)
3. Before children learn to read, they acquire vocabulary by LISTENING TO
OTHERS and PRACTICING HOW TO SAY AND USE those words
4. Because ability to read is strongly dependent on the word forms learned
during this period, a childs beginning reading will be successful if most
of the reading materials contain words the child is already using.
5. The phoneme-grapheme connection is made easier if most of the reading
materials he is exposed to at the early stages of reading contain words the
child is already using.
These are the essential components for literacy learning:

1. Early Literacy Concepts
2. Letter Knowledge
3. Letter-Sound Relationships
4. Vocabulary
5. High Frequency Words
Present the PPT: Supporting Childrens Reading Development.
VI. Evaluation/Reflection (5 minutes)

Ask participants to share their ideas/thoughts:
How would these activities help support childrens continuing growth
towards literacy?
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Session Guide 4
Emerging Literacy Games and Activities
I. Greetings
Good day everyone, I am ____________________. I will be facilitating the session
on Emerging Literacy Games and Activities.
II. Introduction
In this session, we will be viewing a demonstration on how we can use games as
a method of literacy instruction.
Objective:
At the end of this session, you are expected to come up with games that you can
use in your class for literacy skills acquisition.
III. Time Allotment

A. Session: 1 hour
B. Video: Guided Game -16:00
IV. Materials:
A. Video: Emerging Literacy Games Guided Games
B. Materials for activity centers/stations
V. Procedure
A. Priming Activity: Video Presentation (16 minutes)
Say: We will watch a video of Teacher Tina from the Community of Learners
Foundation who will be guiding two children in playing board games. As you
watch the video, list down your thoughts and answer these questions:
1. What skills/competency is emerging through the play/game?
2. How can I do it in my class?
3. How can my learners enjoy it more?
Play the video.
B. Discussion and Analysis: (10 minutes)

Say/Ask:
Based on experience, share some instances where you have to formulate
creative classroom activities in the form of play or game to teach a lesson,
skill, or competency? What particular competency was that? What creative
play or game were you able to create? How did the children accommodate it,
and what did you realize?
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C. Abstraction:
Say: Exploration and play promote healthy brain development among
children, and oftentimes small group format benefits young children more in
working on a task than having them work in a big group.
VI. Workshop (30 minutes)

Participants will continue exploring the different activity centers/stations for the
remainder of the session.
Say:
Here are some more ideas on how literacy skills acquisition can spontaneously
emerge through games. While you are engaged in the activities, think of some
least learned skills/competencies. Try to craft a game to facilitate learning of the
same, and develop materials for these during the times allotted for materials
production.
Note: Trainers should watch the supplementary trainers only videos if they need to be
reminded of the activity centers/stations.
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Session Guide 5
Instruction Essentials for Emerging Readers
I. Greeting
Say:
session on Instruction Essentials for Emerging Readers.
II. Introduction
Say:
We are done with exploring literacy workstations that enhance childrens
acquisition of literacy skills. To recall - we have learned that literacy
workstations are areas within the classroom where children get to choose
to work alone or interact with one another enthusiastically , and to explore
materials that expand their literacy skills. We may provide unstructured
materials such as paint, playdough, blocks, sand , and water in organizing
literacy areas in our classroom. A dramatic play area is also a popular
literacy workstation for role playing and childrens modeling of the
characters they have known from story reading.
Objective:
After this session, you are expected to identify means to provide language
experiences to support childrens emerging literacy skills and abilities
III. Time Allotment:

A. Session: 1 hour
IV.
Materials:
A. PowerPoint presentation
B. Materials for activity centers/stations
C. Manila paper/ board, marking pens
V. Procedure:
A. Priming Activity: (5 minutes)
Ask each participant to answer each question and write them on a piece of
paper.
1. Should I require all the children to participate in the activity?
2. How can I facilitate conversation among children?
3. What should I do when children interrupt a story or a presentation?
4. What can be done to support easily distractible children?
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B. Analysis/Discussion Questions (5 minutes)
Ask for volunteers to share their answers, and write the developmentally
appropriate responses on a chart/board/Manila paper.

Present using a PPT.
Say:
Let us see what developmentally appropriate practices we can apply to
each question.
1. Should I require all the children to participate in the activity?

Literacy work stations are opportunities for small group time. While it is
critical that everyone must participate and our goal is for everyone to get
involved, not all are required. Children who do not want to participate
may engage in quiet activities away from the group so long as they do not
disturb others. This expectation of course varies according to the age and
developmental abilities of children. Consequently younger and/or less
experienced children may have more flexibility than the older or
experienced children, whichever it has to be consistent so that children
know which behavior demonstrate compliance.
2. How can I facilitate conversation among children?

Engaging children in conversation is one of the main purpose of literacy
station hence NO TALKING Rule must not be enforced. Teachers can
help children to learn skills associated with the art of conversation.
Remind them about oral turn taking, paraphrasing one childs words to
another child and help them relate their response to the idea expressed by
their peers. These are ways to enhance childrens conversational abilities
and can be practiced by prompting discussion with open-ended questions.
Using discussion as a strategy assures reciprocal interactions among the
teacher and the children. Teacher talks to the children by using
invitations, reflections, questions and statements, this is guided
conversation that encourages children to express themselves and
communicate their ideas aloud. We can see children talk as much as, if not
more than, their teacher.
3. What should I do when children interrupt a story or a presentation?

The best way to avoid interruption is to make sure children are
comfortable and in a good position to see and hear before you begin. This
prevents complaints of I cant see or Teacher, shes squishing me.
Another strategy is to tell children before you begin that they will have a
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chance to talk when you are finished. However, children who make a
connection between what you are doing and their own lives may find
waiting too difficult.
4. What can be done to support easily distractible children?

If there is difficulty paying attention, it may be a sign that time has gone
too long or that the content is not relevant or engaging. In these situations
revise your plan on the spot and rethink them for the future. However, if
only one or two children consistently have difficulty remaining focused,
more targeted techniques are advisable. The following are strategies to
help children be more successful and get the most out of the class activity:
Tell the children what will be happening before you begin.
Have easily distractible children sit near adults who can cue them
as necessary. If no other adult is available, the child could sit
within arms length of the teacher to see and hear more clearly,
without being the center of attention
Use scaffolding to help the child function more independently with
the group.
Give the child something for which to watch or listen or give the
child something to do in a the group e.g. turn pages
Ask the child to begin by participating in the group and then allow
him or her to leave group time midway through and work quietly
nearby. Gradually increase the amount of time the child stays with
the group
Break the larger group into smaller groups so that easily distractible
children have more opportunities for personal attention, less
waiting, and fewer competing stimuli with which to cope.
VI. Workshop/Application (30 minutes)

Participants will continue exploring the different activity centers/stations
for the remainder of the session.
Say:
Here are some more ideas on how literacy skills acquisition can
spontaneously emerge through games. Try acting out different scenarios
and behaviors of young children. Assign a teacher to facilitate the
activities. Also, think of a game to facilitate learning of the same, and
develop materials for these during the times allotted for materials
production.
Note: Trainers should watch the supplementary trainers only videos if they need
to be reminded of the activity centers/stations.
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Session Guide 6
Breaking the Reading Code: Reading and Language Arts
I. Greetings
Say:
session on supporting childrens interest in Reading and Language Arts.
This session is a continuation of the sessions on organizing literacy
workstations.
II. Introduction
Say:
Again, we say that literacy workstations are areas within the classroom
where learners get to choose to work alone or interact with one another
enthusiastically. These areas are where learners explore materials to
expand their literacy skills.
Objective:
After the session, you are expected to be able to identify means to provide
language experiences to support childrens emerging literacy skills and abilities.
III. Time Allotment

A. Session: 1 hour
IV. Materials
A. Materials for workstations/activity areas
B. PowerPoint Presentation
V. Procedure
Say:
To support childrens interest in Reading and Language Arts, our goal
is to create a literacy-rich classroom full of print, word walls, books,
and reading materials, including childrens authentic work and output.
At this time take time to examine your own room and plan what else
you can do to make it a literacy-rich environment to further encourage
and support childrens interaction speaking, listening, reading, and
writing in a variety of ways.
B. Analysis/Discussion (5 minutes)
Ask a few volunteers to share their answers. Organize their responses
by filling out the chart below.
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Speaking Listening Reading Writing
C. Abstraction ( 20 minutes)
Say:
Here is a checklist of items that can create developmentally
appropriate practices during work periods. Take note of these items:
Make sure pencil, crayons or markers are always available

Provide paper of many shapes and sizes
Display books, magazines or written materials prominently. Children
will decipher the purpose of whatever written materials they see and
can adopt, stimulate their imagination and inspire creativity.
Labeling materials in the classroom
Provide children to read something they have written or tell story about
their drawing. Other children as well as the teacher do ask questions or
offer constructive comments about what was presented. This is
reporting for those older children, when they describe work they have
done, finished tasks or accomplished project.
Acknowledge childrens emotions with simple non-evaluative
statement, e.g. You really wanted the pink ribbon. You were hoping
to sit next to Carlo. When adults underscore children emotions
verbally, they exhibit sensitivity and caring in a way children can
understand. This acknowledgement makes children feel heard and
accepted. Although such statement does not necessarily resolve the
dilemma, they serve as a foundation for eventual problem solving.
They also provide some comfort to children for whom no other
satisfactory solution is possible at the time.
In storytelling choose stories related to childrens interest and in their
life to make sure they can connect; tell both familiar and new stories;
practice the story beforehand; use dramatic voice; maintain eye contact
with individual children by continually scanning the group; change the
speed, pitch and volume of your voice to correspond to the meaning of
the story and the character in the story; articulate each word clearly; use
dramatic pauses to build suspense or facilitate transitions between
events in the story and provide an opportunity for children to
participate in the story by making sounds or appropriate gestures or
having them say repeated phrases in chorus (such as Ill huff and Ill
puff and Ill blow your house down)
Show-and-tell in many classroom is a common practice. It is seen as a
means for children to develop both listening and speaking skills. In
contrast some express concern that children may become bored by
sitting for long periods or may feel coerced into speaking before the
whole class. There is also a worry that children develop competitive
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feelings in the process or feel left out if they think they have no thing
worth wile to share. If teachers choose to implement show-and-tell,
they should have a clear curricular goal in mind and then select
strategies to match the goal. For example, if the goal relates to listening
and speaking, teachers must remember that children initially practice
these skills best in small groups. Thus having one day when group of
three or four children share items from home is a more appropriate
strategy than having several children try to show and tell about their
items in from of the entire class. Teacher tells in advance what question
she/he will ask so children will not have difficulty answering on the
spot and they can do better because they were given time to think about
what they are going to say/share to the class.

for the remainder of the session.
Say:
Here are some more ideas on how literacy skills acquisition can
spontaneously emerge through games. Think of ways to contextualize
each game to for your learners, and develop materials for these during the
times allotted for materials production.
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Session Guide 7
Comprehension and Vocabulary
I. Greetings:
Say:
session on the Literacy Stations on Comprehension and Vocabulary.
II. Introduction:
Objective:
After the session, you are expected to identify teaching strategies for
literacy skills acquisition and plan for literacy rich environment by setting
up workstations to develop comprehension and vocabulary.
III. Time Allotment

A. Session: 1 hour
IV. Materials
B. Manila paper, markers, meta cards
C. Materials for workstations/activity centers
V. Procedure
Say/Ask:
Reflect on the following questions: What was the last activity that I did
that I was able to promote my students comprehension and vocabulary?
What strategies do I employ to make these scenarios frequent?
B. Analysis: (10 minutes)

Ask for a few volunteers to share their reflections. Highlight the strategies
mentioned and underscore the need to organize or put up literacy
stations. Make a list of the literacy stations that may be mentioned based
on the sharing of responses. Present it in matrix format as shown below:
Workstation Activity
1
2
3
Say:
Literacy work stations create experiences for small group of children to
stretch their abilities to express themselves in particular ways. Some
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examples are word wall charts and predictable charts. The print that
children see around them becomes their primary resource for their reading
and writing if you draw their attention to it, and involve them in it in
interesting ways.
C. Abstraction: (15 minutes)

Present using a PPT.
Say:
The literacy workstations are activity-oriented, that provide opportunities
for rich peer interaction and informal communication among children
and/or with teachers. Workstations provide means to implement quality
independent practices of what was taught and to determine if our
objectives have been achieved. Literacy stations may be used to support
distributive practice, differentiation, and engagement for students while
teachers work with small, flexible groups of students.
However, not all your goals for childrens language development will be
attained through activity centers/literacy work stations. Remember to
follow some basic guidelines:
Materials are taught and use for instruction first. Then they are placed
in the work station for independent use.
Stations remain set up all year long.
Materials are changed to reflect childrens reading levels, strategies,
being taught, and topics being studied.
Stations are used for students meaningful independent work and are
an integral part of each childs instruction.
All students go to work stations daily.
Ensure that each child in the group has sufficient opportunities to
speak and is developing the confidence and skill to do so.
Materials are differentiated for students with different needs and
reading level.
The teacher meets with small flexible groups for guided reading or
skills instruction during literacy workstations.

with a focus on comprehension and vocabulary development for the
remainder of the session.
Say:
Here are some more ideas on how comprehension and vocabulary
development can spontaneously emerge through games. Think of ways to
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contextualize each game for your learners, and develop materials for these
during the times allotted for materials production.
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Session Guide 8
Literature-based Experiences Using Graphic Organizers: Meaningful Explorations
of Story Elements
I. Greetings
Say:
session on Literature-based Experiences Using Graphic Organizers.
II. Introduction
Say:
Graphic organizers are visual representations of information which
teachers use to encourage children to think, support, and extend their
understanding.
Objective:
At the end of this session, participants are expected to be able to use
different graphic organizers in planning for literature-based activity to
enhance learning experiences of children.

A. Session: 2 hours
IV. Materials:
B. Sample graphic organizers
C. Storybooks
D. Arts and craft supplies
V. Procedure
Ask:
Can you tell me which graphic organizers are best suited for the following:
To generate ideas
To tell that a story is about one main topic or idea
To recall information
To recall events in order
To recall details or facts
To identify similarities and differences
To make comparisons
To identify the beginning, middle, and end stories
To categorize
36 | P a g e
B. Analysis and Discussion Questions: (15 minutes)
Say:
Here is a list of examples of graphic organizers.
Using this list, lets try to identify the appropriate graphic organizers for
the following:
To generate ideas
To tell that a story is about one main topic or idea
To recall information
To recall events in order
To recall details or facts
To identify similarities and differences
To make comparisons
To identify the beginning, middle, and end stories
To categorize

Say:
Literature introduces children to information and ideas. It is critical for
teachers to have ready tools, such as some forms/graphics to visually-
37 | P a g e
represent childrens ideas to trigger their interest and enthusiasm, make
them actively involved in your lesson, and learn language meaningfully.
All types of graphic organizers can help children learn that;

print has meaning
their words and ideas are important, and
we can organize our ideas and represent it visually
Here are examples of graphic organizers and ways to use them.
KWL chart - What is it? A large three-column chart; the first column is
labeled K for What I Know, the second W for What I Wonder, and the
third L for What I Learned.
Why use it? KWL charts are useful before beginning an activity to
activate childrens background knowledge and to learn their questions
and interests. Use this feedback to adjust plans and tailor activities and
projects around childrens interests. KWL charts are also useful at the end
of an activity to help children remember what they learned. A KWL chart
is one way to informally assess what children learned.
How to use it. Write the letters K, W, and L at the top of a large piece
of chart paper. Introduce a topic, (e.g. title of a story) such as owls, then
ask the children, What do you know about owls? Write their responses
under the letter K. Next, ask, What do you wonder about owls? This
time, write the responses under the letter W. After an activity such as
reading Owls: Hunters of the Night, by Elaine Landau, the teacher asks the
children what they learned and writes their answers under the letter L.
Web -What is it? A large circle drawn on chart paper, with a topic in
the center and lines branching out from the circle.
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Why use it? Before introducing a new book or topic, use a web to
activate childrens background knowledge. The web will help children
brainstorm everything they know about the topic. You can then adjust the
activity to build on their knowledge.
Webs are also a useful tool for summarizing what children have
learned. For instance, after discussing and doing activities about the
concept clothing, use a web to assess childrens understanding. Ask them
to name clothes they use during rainy/stormy days, and record their
responses on a web. Then ask them to name summer clothes, and record
those responses on a different web.
How to use it. Draw a large circle on a large piece of chart paper. Add
several lines branching out from the circle. Write the topic in the center of
the circle. For example, before reading Dogs Colorful Day, by Emma Dodd,
display the web and write dog in the circle. Then ask the children to tell the
group what they know about dogs. As children give their thoughts, write
their responses on the lines branching out from the circle.
Venn diagram - What is it? Two or more circles that partially overlap.
Why use it? A Venn diagram is a simple way to compare and contrast
two books, such as The Little Red Hen Makes a Pizza, by Philemon Sturges,
and Maana, Iguana, by Ann Whitford Paul, or two topics, such as oceans
and ponds. This is one way to check childrens understanding of alike and
different. In addition, it is a way to informally assess what details children
recall from a story or about a topic.
How to use it. Draw two large circles that overlap. Read two stories
that have similar characters, illustrations, or plots. Ask the children How
39 | P a g e
are the two books alike? Record their answers in the overlapping portion
of the circles. Ask what is unique about the first story. Write those
responses in one circle, in a section that does not overlap. Ask what is
unique about the second story. Record those responses in the remaining
section of the other circle.
Sequencing chart - What is it? A sheet of paper folded in thirds

horizontally.
Why use it? A sequencing chart helps children recall the order of
events or the steps in a process. It is also a tool for helping children
organize their thoughts to tell a story.
Some children are new to storytelling. They may have difficulty telling
a story with a beginning, middle, and end. The sequencing chart helps
them complete this process and feel confident about their accomplishment.
Most are not ready to write words, but they can tell a story through
pictures. Writing topics can be connected to things children are interested
in or recent events such as a field trip or birthday party.
This strategy can foster childrens interest in writing their own books.
After children complete their sequencing charts, they might like to cut
them into three pieces, put the pieces in sequential order, and staple them
together at the corner to create a short book.
How to use it. Fold a piece of paper in thirds horizontally. Starting at

the top, explain that the first section is where to write or draw the
beginning of a story, the second section is for the middle of the story, and
the last is for the end of the story. Tell a simple story to the children while
writing or drawing in the appropriate section. Then give children their
40 | P a g e
own papers and model how to fold them into thirds. Invite the children to
retell the story through words and pictures or make up a new story to tell,
putting the words or pictures in the appropriate section.
Take Note: Very young children who may not have the confidence to write,
organization of ideas can be done through drawing.

Divide the group into smaller groups. Distribute storybooks to each
group. Ask each group to assign a storyteller to the book aloud to the rest
of the members of the group. After the Read Aloud, each group must
come up with a graphic organizer/s based on the story assigned to them.
At the end of the period, each group will put their graphic organizers on
display for the plenary.
VII. References
http://www.naeyc.org/tyc/files/tyc/file/V5N5/Graphic%20Organizers.pdf
http://www.dailyteachingtools.com/language-arts-graphic-organizers.html
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Session Guide 9A
Developing Thinking Skills: How Children Learn Math
I. Greetings
Good day everyone, I am ________________. I will be facilitating the session,
Developing Thinking Skills for 5 to 8 year old children: How Children Learn
Math. This topic will be presented to us by Ms. Marjorie Javier from the
Community of Learners Foundation.
II. Introduction
Say:
In this presentation, Teacher Marj will talk about the essential of childrens
logical thinking as basis for mathematical understanding. This session will let
you understand how important logical thinking skills are in connection with
the other concepts in Science, Social Studies, Language, as well as in the
childs daily life.
Objectives:
At the end of the session, you are expected to:
1. Understand that childrens logical thinking is the basis for mathematical
understanding
2. Understand that exploration and observation are essential to mathematical
understanding
3. Understand that one-to-one correspondence, classification, seriation, and
conservation are essential to understanding mathematical concepts in the
study of arithmetic, geometry and measurement, probability and statistics
4. Understand that developing childrens logical thinking is essential, not
only in understanding mathematical concepts, but is likewise important in
understanding other concepts in Science, Social Studies, Language, as well
as in daily life
5. Understand that logical thinking cannot be taught and can only be
developed based on the childs cognitive maturity, adequacy and
appropriateness of the experiences provided within his/her learning
environment
III. Time Allotment

A. Session: 3 hours
B. Video: 1 hour
IV. Materials
A. Video/s: Developing Thinking Skills in Numeracy
C. Set of materials for each activity station
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V. Procedure
Ask:
When you hear the word Mathematics, what comes to mind? List down
everything that comes to mind.
When do children start learning math? What is the youngest age? What do
children learn to do at this age? Ask participants to share their thoughts and
list down on the board.
Guide the participants to imagine that they are in the womb of their mother.
Ask:
What do you see? What can you hear? What does it feel like inside is it hot
or cold? Can you move?
Say:
These bodily responses show us that infants are able to DISCRIMINATE. The
ability to discriminate based on what you sense, tells us that you are
beginning to learn. Note that learning math does not begin with learning to
count, or learning about numbers, shapes or color. Learning math begins with
the ability to make sense of your world through the use of your senses. Math
is not just a collection of facts and procedures. Math is a way of thinking.
Eventually, as the brain becomes more mature, it is a way of thinking about
the world LOGICALLY.
Workshop: Play Activities through stations (60 minutes) (refer to the video
on Math Games)
Divide the participants into 5 groups. Each group will spend 15 minutes in
each of the stations to explore activities that help children develop their
thinking skills. Instructions of each activity are in the appendix of the
Kindergarten Teachers Guide (National Kindergarten Curriculum Guide).
Station 1: Characteristics of Objects

Fishing Game: Shapes and Color
Shape Trail
Shape Lacing
Shape Puzzles
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Station 2: One-to-One Correspondence
We Go Together, Same and Different: Color and Shape
Shape and Color Match
Call Out Color and Shape
Color and Shape Connect
Color and Shape Concentration
Station 3: Classification
Odd One Out: Color and Shape
Things to Sort
Which Go Together
Station 4a: Seriation sequencing based on changes in an attribute

Which Comes First
Feet in a Row
Lining Up Snakes
Seriation Cards
Station 4b: Seriation patterns or sequencing based on repetitive attributes

Patterns All Around
Pattern Rubbings
Same but Different
Patterns on the 0-99 Chart
Coloring 0-99 Patterns
Station 5: Conservation using Unstructured Materials

Water Play, Sand Play, Block Play, Playdough

After the participants have had time to engage in the activities, call on some
representative of each group to share their insights on the different play
stations.

Say:
There are 5 key learning points to be discussed in this presentation:
1. How young children as early as infancy make sense of the world through
their sensorimotor explorations and develop the capacity for intuitive
thought or the ability to form conclusions based on their immediate
impressions. Young children are avid explorers and are curious to find out
through first hand experiences what things are like and how they work.
44 | P a g e
2. Why matching with one-to-one correspondence is the simplest and most
direct way children compare whether collections of objects are equivalent
or the same. Childrens matching of objects/pictures may not be logical for
adults all the time.
3. How children sort and group things together based on common attributes
and properties. Classifying is a basic strategy children use to organize the
materials, people and events. The importance of sorting and classifying
activities in childrens mathematical development is critical. Sorting often
occurs in childrens play as a means to an end. Through these activities
children learn to think analytically and to express their thoughts clearly.
Forming classes and dealing with the relationships within a class and
among different classes encourages the growth of clear and logical
thinking, which is the basis of good mathematical reasoning.
4. Children assign a logical order to a series of objects based - on gradual

variations in a single attribute (e.g. length) - on a sequence of attributes
that repeats (e.g. color). Differences may be the basis for ordering objects
in a collection. Unlike color differences between blue and green, the
differences used for ordering are usually differences in degree. They imply
a progression, such as from large to small, heavy to light.
NOTE: To introduce Seriation-Pattern Skills do hand pattern movements of

Doodle-li-doo. On the second round sing Doodle-li-doo while doing the
hand pattern movements.
5. Conservation is the ability to determine that a certain quantity will remain

the same despite adjustment of the container, shape, or apparent size.
Children develop an understanding of the idea that certain physical
properties remain the same no matter the dimensions of the spaces they
occupy.
Focus Questions:
Here are some questions that you can focus on while listening to her talk:
1. How do children make sense of the world and when do they start to learn
mathematics?
2. How are the differentiated stations being facilitated?
3. What are the appropriate activities for your learners to develop their
thinking skills?
4. Why are logico-mathematical thinking skills essential to learning
mathematics?
Play the video: Developing Thinking Skills in Numeracy
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D. Post-Video Discussion (15 minutes)
Start the discussion by answering the focus questions. Below is an additional
question for discussion.
1. Why is it important to understand how children learn math on their
way?
2. Why it is important to develop childrens logical thinking?
3. What are the appropriate differentiated math activities you applied in
your classes?

Say:
Think about the past months you have been with your learners/ students.
How have you ensured that your students have had sufficient and
appropriate activities that help develop his/her thinking skills? Give
examples of activities you have provided during the past months.
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Session Guide 9B
Numeracy Activities: Operations on Whole Number
I. Greetings
Good day everyone, I am _________. I will be facilitating the session on
Numeracy Activities: Operations on Whole Number as presented by Teacher
Marj Javier from the Community of Learners Foundation.
II. Introduction
Say:
In this presentation, Teacher Marj will talk about how children develop an
understanding of the concept of number and how they can manipulate
quantities by comparing and ordering quantities of object; by putting things
together (addition) and taking them apart (subtraction); by counting groups
of the same quantity (multiplication) and by dividing quantities into groups
(division).
Objectives:
1. Understand that the operations on whole number is founded on a childs
understanding of one-to-one correspondence, classification, seriation and
conservation
2. To understand that children need to experience the processes of putting
things together (addition)and taking things apart (subtraction) before they
can master a set of number facts.
3. To understand that children need to experience counting groups of the
same quantity (multiplication) and dividing quantities into groups of
equal number (division) before they can master a set of facts.
4. To understand that arithmetic or the study of number involves stu dying
relationships between quantities and not memorizing a set of rules.
III. Time Allotment

A. Session: 2 hours
B. Video: 1 hour
IV. Materials
A. Video: The Concept of Number: Operations on Whole Number
V. Procedure
Ask:
What is the difference between arithmetic and mathematics? Are they the
same? If not, how are they related?
47 | P a g e
Say:
During the 60s-70s schools used the term arithmetic to mean one of the three
most important subjects (the 3Rs) a student must be good at in school.
In the late 70s schools began using the term math or mathematics. No
explanations were given to students or teachers!
Arithmetic is the study of numbers.
(1) the branch of mathematics that deals with addition, subtraction,
multiplication, and division,
(2) the use of numbers in calculations
Mathematics is a way of thinking logically.

(1) the study of the relationships among numbers, shapes, and quantities
(2) it uses signs, symbols, and proofs and includes arithmetic, geometry &
measurement, statistics and probability, algebra, calculus, trigonometry
*Math is not a subject or a set of facts that needs to be memorized for a test. It
involves solving problems.
Divide the participants into 5 groups. Each group will spend time in each of
the stations to explore activities that help children learn how to manipulate
quantities so that they compare and order numbers, add, subtract, multiply
and divide quantities up to ten **Instructions of each activity are in the
appendix.
Station 1: Comparing and Ordering Games: Who has more?

Comparing Numbers A game for partners, More or Less Spin It, Which
Card Is Missing?, Walk the Number Line, Where Does It Go?, Three in a Row
Station 2: Addition and Subtraction Games: Counting Boards, Make Ten, Find
10, Go 10, Tens Concentration, Draw 10, Addition Call Out (bingo), Roll and
Fill
Station 3: Addition and Subtraction Games: Subtraction Call Out (bingo),

Train Ride, Balloons, Ten Spots, Arranging Ten Spots, Always 12, Twenty-
twenty, Make a Difference, Ive Got a Hundred
Station 4: Multiplication and Division Games: Eyes, Triangles, Pair Pressure,

Planting the Garden, How Does Your Garden Grow, Line Them Up, Memory
Game: Multiplication, Rectangle Cover Up
Station 5: Multiplication and Division Games: Clothespin Trains, Dividing Up

Insects, Multiplication and Division Stories, Klip the Klock, Dice Darts, Dice
Darts Again, Divide and Snap, Divide and Go, We Are Family
48 | P a g e
After the participants have had time to engage in the activities, call on some
representative of each group to share their insights on the different play
stations.

Say:
1. Understanding of arithmetic evolves from childrens early counting

experiences. Informal concept of addition (adding more) and subtraction
(taking away something) guide childrens efforts to construct informal
arithmetic procedures.
2. When addition (or subtraction) is an objective in a childs daily play
activities, he uses his logic and eventually remembers results. When
knowing facts is the objective, children are taught techniques to get
facts and are drilled to internalize them (traditional addition and
subtraction). When a child learns to add (or subtract) quantities by using
his own logic, repeats the same action every day in interaction with other
people (while at play for instance), he will inevitably remember the result,
without adult pressure.
3. The understanding of addition and subtraction involves:
the logic of inclusion
reversibility of thought
Before continuing with the discussion let the participants engage in the
Three Games to better understand how children conceptualize the
operation of addition: Hand Game, Lift the Bowl Game, Peek Thru the
Wall Game. Recall the 3 stages of Concept Development Concept/
Concrete Level, Connecting Level, Symbolic Level. Instructions for the 3
games are found in the appendix of the Kindergarten Teachers Guide
(National Kindergarten Curriculum Guide)
4. The process of multiplication requires children to think about and count

groups of objects rather than single objects.
5. The process of division involves sharing or dividing a quantity into smaller

groups of a particular size.
6. The logic of multiplication (and division) involves:

an understanding of the one-to-one correspondence or equivalence of two
or more sets (multiplicative equivalence)
reversibility of thought
Show the Concept of Number flow chart which displays the relationship
between thinking skills, counting and the four operations on whole number
49 | P a g e
7.
Arithmetic should not be taught as a series of rules because:

Rules are easy to forget especially if they are learned without
understanding of their applications
Rules minimize thinking.
Rules prevent visualizing relationships.
Rules do not work well for problem-solving
Focus Questions:
1. How do you understand between Arithmetic and Mathematics? Are they

the same? If not, how are they related?
2. How do children conceptualize the operation of addition? Subtraction?
Multiplication? Division?
3. How do you understand the relationship between thinking skills, counting
and the four operation on whole number?
Play the video. (SG9b: Numeracy Activities: The Concept of Number:

Operation on Whole Number)

Start the discussion by answering the focus questions. Below are additional
question for discussion.
1. Why is it important to teach mathematics for children in a logical way
rather than teaching a series of rules to memorize?
2. How do children learn the operation of numbers using his own logic
without adult pressure?

Say:
What developmentally appropriate activities have you provided your
students in the past months?
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What gains might your students acquire if you provide for more hands on/
concrete activities?
What possible difficulties do you think you would encounter when you
provide more hands on / concrete activities?
What classroom management skills would a teacher need to have in order to
manage a class that is involved in more hands on /concrete activities?
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Session Guide 10A
Numeracy Activities: The Concept of Number Sense and Counting
I. Greetings
Good day everyone, I am __________________. I will be facilitating the
continuation of the session on Numeracy Activities: The Concept of Number
Sense and Counting as presented by Teacher Marj Javier from the Community
of Learners Foundation.
II. Introduction
Say:
In this presentation, Teacher Marj will talk about the importance of How
Children Learn Math as essential to the Development of Thinking Skills for 5
to 8 years old children. Topics will focus on the Concept of Number Sense and
Counting.
Objectives:
1. Understand that counting involves more than reciting a string of
words.
2. Understand that the basis of true counting (rational counting) involves
the important thinking skills: one-to one correspondence, classification,
seriation and pattern recognition, and conservation
3. Understand that number sense involves an understanding of
equivalence, inequivalence, and magnitude
4. Understand that children learn the concept of number from concrete to
abstract experiences, though adequate developmentally appropriate
activities instead of workbook exercises
III. Time Allotment

A. Session: 2 hours
B. Video: approximately 40 minutes
IV. Materials
A. PowerPoint Presentation
B. Video: The Concept of Number Sense and Counting
V. Procedure:
Sing and act out the following number songs
Isa, dalawa, tatlo Lakad parang langgam

Una-unahan tayo Pagdating sa sampu
Apat, lima, anim Ang lahat ay umupo
Sa balong malalim
Pito, walo, siyam
52 | P a g e
Lima Ang Daliri
Lima ang daliri ng aking kamay
Si Nanay, si Tatay, si Kuya, si Ate
At sino ito? Ako, ako
Lima ang daliri ng aking kamay

Ask:
How do children learn how to count? How do they learn about numerals?
List down responses of the participants on the board

Say:
Focus Questions:
Here are some questions that you can focus on while listening to Teacher
Marjs presentation.
1. Why is it important to use number words when counting?
2. What are the hierarchy of skills involve in counting?
3. How do the concept of numbers emerges in childrens understanding?
Play the video: The Concept of Number Sense and Counting.
D. Post-video Discussion (10 minutes)

Start the discussion by answering the focus question. Below are additional
questions for discussion.
1. Why is it essential to provide developmentally appropriate activities at each
stage of math concept development?
2. Why is it important to learn that number sense involves an understanding of
equivalence, inequivalence, and magnitude?
3. Explain your insights why there is no short-cut to learning mathematics?

Divide the participants into 5 groups. Each group will spend at least 10
minutes in each of the stations to explore activities that help children
understand the concept of number and learn how to count.
Instructions of each activity are in the appendix of the Kindergarten

Teachers Guide (National Kindergarten Curriculum Guide).
Station 1: Number Stations, Number Books
Station 2: Mixed Up Numbers, Its a Match, Grab Bag Counting
Station 3: Number Clip Game, Fifty Wins, Number Link, Take Your
Place
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Station 4: Number Snap, Concentration, Number Match (Lotto),
Number Call Out (Bingo)
Station 5: Fishing Game: Numbers, Grasshopper, Same and Different
Numerals
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Session Guide 10B
Numeracy Activities: Place Value and the Decimal System
I. Greetings
Good day everyone, I am _________. I will be facilitating the continuation of the
session on Numeracy Activities: Place Value and the Decimal System as presented
by Teacher Marj Javier from the Community of Learners Foundation.
II. Introduction
Say:
In this presentation, Teacher Marj will talk about how children develop an
understanding of the concept of a numeration system that employs place or
positional values (the position or place of a numeral defines its value in multi -digit
numerals); place value requires the conservation of number and how they can
manipulate materials by relating these experiences with their corresponding
symbols.
Objectives:
1. Understand that the numeration system currently used in the Philippines, the
Hindu-Arabic or decimal system, is a numeration system that employs place or
positional value (the position or place of a numeral defines its value in multi -
digit numerals)
2. Understand that learning about place value entails the ability to count groups as
though they were individual objects
3. Understand that using the place value system requires the conservation of
number
4. Understand that children need to explore the place value system first by
manipulating materials (concept/concrete level), then by relating these
experiences with their corresponding symbols (connecting
stage) and eventually by recording these experiences using their corresponding
symbols (symbolic stage)
III. Time Allotment

A. Session: 2 hours
IV. Materials
A. Video: The Concept of Number: Place Value and the Decimal System
B. Set of materials for Chip Trading Game, materials for each activity
55 | P a g e
V. Procedure
Call on a volunteer. Ask him/her to think of a 3-digit number. The other
participants will try to guess the number. The volunteer can give the following
clues:
Clues: If a digit is correct and is in the correct position, the clue is
DANGKAL
If a digit is correct but is in the wrong position, the clue is
DARWIN
If the digit is incorrect, the clue is DONUT.
Example:
Volunteers number is 569.
First guess: 451 (clue would be DARWIN, DONUT, DONUT)

This means that the person guessed only 1 digit correctly but it is not in the
correct position (5) and 2 digits are incorrect (4 and 1)
Second guess: 365 clue would be DANGKAL, DARWIN, DONUT
This means that the person guessed 1 digit correctly and in the correct position
(6), 1 digit correctly but is in the wrong position (5), and 1 digit is wrong.
The activity continues until someone is able to guess the number of the
facilitator. Stop the activity if it reaches 5 minutes, and ask the volunteer to reveal
his/her number.
B. Analysis and Discussion

Say:
1. To read and write multi-digit numbers, children must master an
increasingly complex set of rules for decoding/encoding relationships.
These rules presuppose knowledge of place value, designation names and
knowledge of the number sequence. Deficient place-value knowledge can
contribute to incomplete or incorrect decoding/encoding rules. Many
difficulties with basic numeration skills can be traced to not
understanding that position or place defines the value of digits in multi -
digit numerals.
2. Counting groups requires a different kind of thinking from counting

single objects. Children need to learn to count groups as though they were
individual objects.
3. The value of a numeral can stand for many different amounts, depending
on its place in a number.
4. The language used to read and say numbers affects the difficulty in which
children learn to count beyond ten. In the Chinese language children only
56 | P a g e
need 11 words to count from 1 to 100, while the English language requires
28. By age 3, most children who speak Chinese can recite the number
words up to 100.
5. There are patterns in the decimal system. The task of writing numerals up
to 100 and beyond is simplified only if children see the patterns
automatically.
6. Conservation of number is an essential thinking skill in order to

understand the value of a digit in a multi-digit numbers.
7. Addition and subtraction of numbers beyond ten involve the notion of

forming and counting groups and the changing value of numerals while
they are joining and separating quantities.
8. The use of manipulatives can help children in dealing with place value
concepts. In order for children to develop the concept of place value they
need to:
a. Engage in group games
b. Work with patterns
c. Work with groups of ten
The next minutes will be spent engaging in grouping games, Plus One
and Minus One to better understand the concept of place value.

1. Give each participant a trading board 2 (red and white) and at least 10 red chips
and 20 white chips. Give each participant the materials for the Plus One and
Minus One games to better understand the concept of place value.
2. Say:
We are now going to engage in the Plus One, Minus One, and Chip Trading
games. In the video, Teacher Marj will guide you during the games.
3. Play the video: The Concept of Number: Place Value and the Decimal System.
Pause the video whenever Teacher Marj gives an instruction, and repeat the
instructions to the participants. Make sure to check from time to time if the
participants are following the game keenly.

Divide the participants into groups. Each group will spend 10 minutes in each of the
stations to explore activities that help children develop their understanding of the
concept of place value and the decimal system.
57 | P a g e
Station 1: Patterns in the 0-99 Chart, Coloring the 0-99 Chart, 0-99 Number Puzzle
Station 2: Exchange Game
Station 3: Count to Ten and Begin Again
Station 4: How Many Fingers, Race to P1.00
Station 5: Call Out, Stack It Up
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Session Guide 11
The Concept of Number: Multi-Digit Addition and Subtraction
I. Greetings
Good day everyone, I am __________________. I will be facilitating the
session on The Concept of Number: Multi-Digit Addition and Subtraction as
presented by Teacher Marj Javier from the Community of Learners
Foundation.
II. Introduction
Say:
In this presentation, Teacher Marj will talk about the The Concept of Number:
Multi-Digit Operations on Whole Numbers by Understanding Place Value.
Objectives:
1. Understand that learning how to add and subtract multi-digit numbers
involves an understanding of the place value system
2. Understand that multi-digit addition and subtraction involves
conservation of grouped number
3. Understand that children need to explore the place value system first
by manipulating materials (concept/concrete level), then by relating
these experiences with their corresponding symbols (connecting stage)
and eventually by recording these experiences using their
corresponding symbols (symbolic stage)
III. Time Allotment

A. Session: 2 hours
B. Video: 1 hour and 20 minutes
IV. Materials
A. Video: The Concept of Number Multi-Digit Addition and Subtraction
C. Sets of materials for the Chip Trading Games for each participant
D. Meta cards, marking pens
V. Procedure
Show sample of childrens common mistakes:
156 156 156
+297 + 297 + 297
343 353 31413
59 | P a g e
Ask the participants:
1. What are the prerequisites for multi-digit addition?
2. What are the common mistakes students make when solving multi-digit
addition problems?
3. What are the prerequisites for multi-digit subtraction?
4. What are the common problems children encounter when solving multi-
digit subtraction?
Give each participant a trading board 2 (red and white) and at least 10 red chips
and 20 white chips.
Tell them they are now going to engage in the Chip Trading Game. In the video,
Teacher Marj will guide them during the game.

Say:
There are 4 key learning points to be discussed in this activity:
1. The understanding of the place value system, which involves regrouping
quantities and renaming numbers, is a pre-requisite to the understanding
of multi-digit addition and subtraction.
2. Children need to be provided with problems that require them to think
and decide if regrouping quantities is necessary in solving a particular
problem. Teachers should not delay the teaching to addition and
subtraction with regrouping if children already have mastered the
regrouping process when learning to count beyond ten.
3. Learning to subtract multi-digit numbers often takes more time since
reversing the process when regrouping is essentially more difficult for the
young brain to apply.
4. Children need several core abilities in order to develop good arithmetic
skills
a. The child must be able to pay attention.
b. The child must have unimpaired sensory-perceptual abilities
c. The child needs to have a good memory.
d. The child must have intact language abilities. Children likewise need
additional special abilities which are crucial for arithmetic:
e. The child must be able to plan, switch and maintain the appropriate
work strategies in solving multistep problems
f. The child must have good spatial organization
g. A child must have consistent and appropriate work patterns
h. A child must have good sequencing skills
60 | P a g e
Focus Questions
Here are some questions that you can focus on while listening and
viewing her discussion:
1. What are the prerequisites for multi-digit addition?
2. What are the common mistakes students make when solving multi-
digit addition problems?
3. What are the prerequisites for multi-digit subtraction?
4. What are the common problems children encounter when solving
multi-digit subtraction?
5. What are the several core values in developing childrens good
arithmetic skills?
Play the video. Pause the video whenever Teacher Marj gives an instruction,
and repeat the instructions to the participants. Make sure to check from time
to time if the participants are following the game keenly.

Start the discussion by answering the focus questions. Below are additional
questions for discussion.
1. Why should children need to understand first the place value system in
teaching multi-digit addition and subtraction?
2. How did you enjoy the Chip Trading Game: Addition & Subtraction? Do
you think your class will enjoy on this activity?
3. How do you plan to apply these new strategies in your learners/students
in teaching multi-digit addition and subtraction using the concrete
manipulative materials?

Ask:
If there are many possible challenges when learning how to add and subtract
multi-digit problems, what should teachers do to evaluate each childs progress?
Ask each person to write their responses on meta cards.
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Session Guide 12
Developmental Screening and Assessment within the classroom: Using the
Philippine ECD Checklist
I. Greetings
Good day everyone, I am _____________________. I will be facilitating the
session on Using the Philippine ECD Checklist which will be presented by
Ms. Marissa Pascual, and will be demonstrated by and Ms. Cristina Panga
from the Community of Learners Foundation.
II. Introduction
The ECD Checklist is designed for service providers like us, who with a brief
training period can easily administer it. By using the ECD Checklist, we can
determine if a child is developing adequately or is at risk for developmental
delays.
Objectives:
At the end of this session, you will be able to:
1. Understand the importance of developmental screening and assessment
2. Administer the Philippine ECD Checklist
III. Time Allotment

A. Session: 3.5-4 hours
B. Videos: approximately 100 minutes
IV. Materials
A. Copy of the Philippine ECD Checklist Technical and Administration
Manual and sample scoring sheets for each participant
B. Videos: ECCD Checklist Part 1, ECCD Checklist Part 2, Philippine ECD
Checklist Administration
C. ECD Checklist Kit (per group/table)
D. PowerPoint Presentation
V. Procedure
Say:
On a piece of paper, rate the following statements. Use the given scale as a
guide.
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1 - I have no experience with this.
2 I am somewhat familiar with this.
3 - I am confident about this.
I am familiar with the Philippine ECD or ECCD Checklist.

I have administered the Philippine ECD Checklist.
I found it useful to me as a teacher.

Call on a few participants to share their answers.
Ask:
Who are familiar with the Philippine ECD or ECCD Checklist?
Who among you have administered it so far?
How did you find it? Can you share your experience with us?
How was it useful to you as a teacher?

1. Distribute copies of the technical administration and manual to the
participants. Provide an ECD Kit for each group/table.
2. Say:
Let us now listen to Teacher Jing as she gives an introduction on the
Philippine ECD Checklist.
Play the video: ECCD Checklist Part 1 00:00-32:50.
3. Let us recall the following from the first part of the video: (Present via
PPT)
What is the The ECCD Checklist is NOT intended to be used to 1) make a medical
ECCD diagnosis; 2) determine a child's intelligence quotient (IQ), or gauge
Checklist for? his/her academic achievement. It is only the first of several steps in a
comprehensive assessment process that a child at risk is expected to go
through to get the help he/she needed as early as possible.
Please take The Checklist that we are using is for children aged 3 years and 1
note: month to 5 years and 11 months. There is also Checklist for children
ages 0 month to 3 years old.
The ECCD Checklist is a product of careful refinement and validation.

It is a monitoring tool suited to the needs of the Filipino child. The
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choice of items was based on statistical validation while the test has
been normed based on a sample of 10,915 children from Regions III,
VI,VII and XII and NCR.
How are the The items in the Checklist are grouped and sequenced (1) domains and
items (2) developmental levels. The seven domains are 1) Gross Motor; 2)
arranged? Fine Motor, 3) Self-Help, 4) Receptive Language, 5) Expressive
Language, 6) Cognitive, and 7) Social-Emotional.
By developmental levels means that within each domain, items are
developmentally sequenced. Hence the first items pertain to skills
typically acquired at a younger age that those enumerated in the latter
portion of each domain.
Description of 1. Gross motor - involves movements of the entire body, trunk and/or
the Domains limbs. Examples include sitting, walking, climbing and jumping
2. Fine motor - involves movements of the hands and fingers.
Example include reaching, grasping and writing
3. Self-help -refers to abilities relating to daily activities such as
feeding, dressing and toileting.
4. Receptive language - relates to the ability to understand the spoken
word.
5. Expressive language - refers to the ability to use the spoken word to
convey one's thoughts and needs
6. Cognitive - relates to the ability to think, reason, understand
concepts and problems--solve. It also includes pre-requisite early
literacy and numeracy skills
7. Social-emotional - involves the ability to respond in an age-and-
culturally appropriate manner to social situations and interpersonal
relationships
How are the There are some items that indicate parental report will suffice. Other
items items indicate that the skill must be elicited by the examiner. For other
administered? items where neither of these has been specified, the examinee-the
child must try to elicit the skill. The examiner may ask the
parent/caregiver if a skill is present or absent only when he/she is in
doubt about the childs ability to display the skill, such as when the
child is not willing to respond/perform because he/she is shy or not
in the mood. If the child tries to do what is being asked but does not
succeed, the score to be indicated is Not present (-).
4. Say:
Let us continue with the discussion of Teacher Jing.
64 | P a g e

Say:
Let us watch the video by Teacher Tina of COLF.
As we watch the video, please follow by reading the item on your Checklist.
Try scoring with Teacher Tina as well.
Play the video: Philippine ECD Checklist Administration for guided practice.
After the video, ask the participants:

1. What can you say about what you saw in the video?
2. Is that the way you administer the Checklist?
3. If No, what were the differences, and why?
4. Is there anything you need to clarify?
5. What items were not demonstrated?
Ask for volunteer to simulate the remaining items not covered in the video.
Please take note that the domains are 7 instead of 5 as mentioned in the video.
Take note of the participants observation and points of clarification for
standard administration of the Checklist.
Say:
Let us now see how we can be guided with our own interpretation by
listening again to Teacher Jing.
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Session Guide 13
Developmental Screening and Assessment within the classroom: Using Informal
Classroom Assessment Tools for Kto3
I. Greetings
session on Using Informal Classroom Assessment Tools for Kto3.
II. Introduction
How do we keep track of our learners learning? A good way to do this is to
use informal classroom assessment tools to help us track learner progress and
development.
Objectives:
After this session, you are expected to:
1. Define assessment and its purposes for young children
2. Identify assessment methods that are developmentally and
appropriate and connected to specific purposes
III. Time Allotment

IV. Materials
A. Handouts: sample checklists
B. Sample output from learners
C. PowerPoint Presentation
V. Procedure
1. Ask: How do I keep track of what children are learning in my

classroom? You may write your answers on a sheet of paper.
2. Group Work:
Review sample output of learners, and list what you perceive to be
the childs skills and needs based on or as revealed by the sample
work.
66 | P a g e
The child can The child has yet to

Ask a few participants/ groups to share their answers. How do we keep track of
our childrens learning? Identify commonalities in the answers. What are the
strategies, methods mentioned? Can we categorize them by grade level or
answers cut across age of children? How were these used? For what purpose?
Discussion Points: Childrens work reveals a lot about their current needs and
strengths. Most of the time, teachers tend to focus on what children cannot do
and overlook what they can. Teachers need to be able to identify both needs and
strengths in order to design more appropriate interventions.
Teachers must learn to analyze student errors and self corrections when going
over writing samples or other childrens work. They must be able to figure out
what kinds of information a child is using to spell or read words and which one
are being neglected. For example, if a child consistently substitutes words based
on spelling like can for car when reading a text, the child may only be focusing
on the letters but neglecting to think about whether the reading sounds rights
and make sense.
1. Say: (Present via PowerPoint)
Assessment can therefore be anything we do to appraise childrens

learning while they are busy working or at play. The challenge really, is to
connect assessment to classroom experience in meaningful ways.
Meaningful assessment includes going over childrens work collected

over time. Childrens work includes drawings, sample writings, art
works, journals and reading logs. Collection can be through observation,
interviews, portfolios, projects, tests, and other sources that can be used to
inform instruction/adjust curriculum, to identify children who might
67 | P a g e
benefit from special help or additional health and nutrition services, and
to report childrens progress to their families.
Making assessment meaningful for children is a function of
developmentally appropriate assessment for which we have to guard
ourselves with. Here are some characteristics to guide us:
All developmental domains are of interest and are evaluated,

rather than just a childs academic productivity and performance.
It takes place in the natural learning context and is conducted by
persons familiar to the child.
It is functional and curriculum embedded (i.e. it is an integral part
of what goes on in the regular classroom and involves children
working with everyday objects and materials on every day
performance tasks and in a purposeful pursuit of learning).
It is based on discovering childrens best performance rather than
on documenting what they do not know or cannot do well
It is useful for planning classroom instruction to organize and
move childrens learning forward
It is a shared responsibility among teachers, children, parent and
other professionals involved in the childs overall development,
and effective communication is ongoing among these partners
Teachers must not use assessment findings to eliminate children from
particular programs, retained, or assigned to segregated groups on the
basis of ability and developmental maturity.
Assessment results are used to benefit children by informing sound

decisions about children, teaching and program improvement.
2. Present the sample checklists shared by the Community of Learners

Foundation.
Enumerate the required assessment required to be taken within the school -

year, what information are you able to get from each? Cite some concrete
ways you can modify your ways of getting to know your childrens strengths
and needs throughout the school year or plan out how you can be more
developmentally appropriate.
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Session Guide 14
Reading Development, Reading Programs, and Reading Difficulties
I. Greetings
Say:
session, Reading Development, Reading Programs, and Reading
Difficulties. The topic will be presented by Prof. Hazelle Preclaro-Ongtengco
from the University of the Philippines College of Education.
II. Introduction
At what age did you learn to read? Reading is dynamic process in which the
reader interacts with the text to construct meaning. Inherent in constructing
meaning is the readers ability to activate prior knowledge, use reading
strategies, and adapt to the reading situation.
Objectives:
1. Describe the nature and factors affecting reading;
2. Discuss the stages of Challs reading development;
3. Identify the learners characteristics with reading and writing difficulties;
and
4. Formulate strategies and activities which are appropriate in addressing
reading and written language difficulties.

A. Session: 3 hours
IV. Materials:
A. Videos: Summary, Nature, and Factors that Influence Reading; Challs
Stages of Reading; Recognizing the need for Specialized Reading
Instruction; Reading and Written Language Difficulties; Principles of
Remedial Reading Instruction
B. PPT from Prof. Hazelle (as handouts)
C. Meta cards, pentel pens, Manila paper
69 | P a g e
V. Procedure
1. Group the participants into 5 with 8 members per group. (Please adjust the
number of groupings depending on the number of total participants)
2. Answer the following questions according to your assigned group in 5

minutes. Choose reporters to present each output.
Group 1 What is reading to you?
Group 2 How did you learn to read?
Group 3 What are the factors that helped you learn to read?
Group 4 Who helped you learn to read? How?
Group 5 Why is reading important?

Give each group 2 minutes to present their output.
Ask:
1. What made reading easy/difficult?
2. What do you think are the challenges we face in our classrooms?
(learners)
3. What were your realizations?
4. As teachers, how can we help our learners read?

Say:
To deepen our understanding on Reading development, reading program
and reading difficulties, we will view the video presentation of Professor
Hazelle Preclaro in which she discusses the following topics
comprehensively:
Part 1
1. Summary, Nature, and Factors that Influence Reading (6:52
minutes)
2. Challs Stages of Reading (7:52 minutes)
Part 2
3. Recognizing the need for Specialized Reading Instruction (20:21
minutes)
4. Reading and Written Language Difficulties (26:47 minutes)
5. Principles of Remedial Reading Instruction
Note to the facilitator: Please watch the first two parts of Part I.
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Focus Questions:
While you are watching the video consider the following questions and
try to answer them:
1. What are the factors that influence reading?
2. How do we motivate our learners to read?
3. Why is motivation inportant?
4. What do we need to develop as teachers to foster love for reading
among our learners?
5. What are the assumptions of Challs stages of reading development?
6. Write in your notebook a summary of Challs stage of reading
development. Follow the Chart below.
Stages Characteristics
Stage 0
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Play the videos.
Before we proceed to the second part of the video, lets go back to the
questions presented earlier and will try to answer them. Can anyone share
their thoughts about questions 1 to 5.
Part 2 Video
Say:
We will continue watching the video presentation of Prof. Hazelle. In this
video, she discusses the following:
1. Recognizing the need for Specialized Reading Instruction (20:21

minutes)
2. Reading and Written Language Difficulties (26:47 minutes)
3. Principles of Remedial Reading Instruction (26:58 minutes)
Focus Questions:
As you watch the video presentation, consider the following
questions and will answer them after the viewing.
1. What are the factors that influence academic outcomes?
2. What do we need to develop as teachers in identifying learners
with reading difficulty?
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3. How do we differentiate learners with special needs from
learners with reading difficulty?
4. What are the signs of learners with reading and writing
difficulty?
5. Fill in in the table with the characteristics of reading and writing
difficulty per level.
Level Reading and Writing

Difficulty
Preschool
1-4
5-8
High School
6. What is meant by reading remediation? What are its goals? Who

needs it?
E. Post- Video Discussion (20 minutes)

Start the discussion by answering the focus questions.

Say:
Using the same groupings, work on the following activities:
Group I Write a POEM about reading
Group II Write an acrostic using the word READING
Group III Write a protocol (steps) on learning to read
Group IV Make an illustration of the reading process
Group V Draw an ideal reading classroom
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Session Guide 15
Assessing Reading Performance Using Informal Reading Inventories
I. Greetings
Say:
Good afternoon everyone, I am _____________________. I will be facilitating
the session on Assessing Reading Using Phil-IRI which will be presented
by Professor Hazelle Preclaro-Ongtengco from the University of the
Philippines, College of Education.
II. Introduction
Say:
We all know that Phil-IRI has been an on-going assessment since 2012.
Nevertheless, how well do we know the purpose of Phil-IRI?
Objectives:
After this session, you will be able to:
1. Describe the assessment process
2. Discuss the what, why and how of the Phil-IRI
3. Discuss assessment results vis-a-vis instruction and appropriate
intervention/referrals
4. Analyze the learners reading difficulties through workshop on marking
miscues
III. Time Allotment

A. Session: 1 hour
IV. Materials
A. Videos: Using the Phil-IRI (13 minutes), Workshop on Marking Miscues (22
minutes)
C. Passages for Workshop on Marking Miscues
V. Procedure
Ask/Say:
In what level do you belong based on the following statements? Raise your
hand if the statement applies to you.
Level 1: I know about Phil-IRI, but I have never used it.
Level 2: I know about Phil-IRI, I used it in my class as an assessment tool.
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Level 3: I know about Phil-IRI, I used it in my class as an assessment tool for
classroom intervention.

Group the participants according to their levels. Have them give at least one
adjective that will describe the Phil-IRIs:
1. Strenghts
2. Weaknesses
3. Challenges

Say:
Before viewing the video, consider the following questions:
1. What is the overall goal and objectives of Phil-IRI?
2. What does the result of the group screening tells us?
3. Do we rely/base our instruction only on the result of Phil-IRI?
We will be viewing the video with the following topics:

Introduction to Assessment
The Assessment Process
- What is the Phil-IRI?
- What is the Phil-IRI for?
- What can the Phil-IRI tell us?
Assessment and Instruction
- Stages of Administration
- Analysis of assessment result vis-a-vis proper referrals
Recording Oral Reading Miscues
Play the video: Part 7: Using the Phil-IRI (13 minutes)
D. Post video Discussion (5 minutes)

Answer the focus questions via plenary discussion.
Say:
It is very important that evidenced-based assessment result should inform
instruction and that appropriate intervention should be done for improved
reading performance of learners.
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Say:
For better understanding and analysis of the miscues, we will have a
workshop on marking miscues.
Give out copies of the passages to be marked by the participants as they
watch the video: Part 8: Workshop on Marking Miscues (22 minutes)
1. Magpalipad Tayo ng Saranggola

2. Mang Samy
3. Summer Fun
Reflection Questions:
1. What does the performance tell us about good reader?
2. How should self-corrections be viewed?
3. Can we say that Child A is a good reader?
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Session Guide 16A
Developing Alphabet Knowledge, Oral Language and Vocabulary, Phonological and
Phonemic Awareness, Decoding, Fluency and Comprehension
I. Greetings
Say:
sessions on the different topics: Developing Alphabet Knowledge, Oral
Language and Vocabulary, Phonological and Phonemic Awareness,
Decoding, Fluency and Comprehension which will be presented by Professor
Hazelle Preclaro-Ongtengco from the University of the Philippines College of
Education.
II. Introduction
Say:
It is important to note that early foundations of teaching reading is crucial in
the way the child learns how to read and understand a simple text. Learning
to read with understanding and at a sufficient rate is essential for learning to
read well. But how are we going to teach effectively the early foundations in
reading as articulated in the domains of literacy in the Kindergarten to
Grades 3, and how will our learners enjoy teaching instruction while
learning? In this session, Teacher Hazelle will present the different steps and
activities in Developing Alphabet Knowledge, Oral Language and
Vocabulary, Phonological and Phonemic Awareness, Decoding, Fluency, and
Comprehension.
Objectives:
After this session, you will be able to:
1. Enhance knowledge and skills on the different steps with accompanying
activities on:
a. Developing alphabet knowledge
b. Developing oral language and vocabulary
c. Developing phonoligical and phonemic awareness
d. Developing decoding
e. Developing fluency and comprehension
2. Prepare support instructional materials following a model presented in
the workshops to develop the listed skills in objective no.1.
III. Time Allotment

A. Session: 6 hours
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IV. Materials
A. Videos:
Part 3: Developing alphabet knowledge
Part 3: Developing oral language and vocabulary
Workshop
Part 5: Developing phonoligical and phonemic awareness
Part 6: Developing decoding
Part 7: Developing fluency and comprehension
Part 4: What Do We Do Now
Developing alphabet knowledge
Developing oral language and vocabulary
Developing oral language and vocabulary
Developing phonoligical and phonemic awareness
Developing decoding
Developing fluency and comprehension
C. Materials for workshop
V. Procedure
Divide the participants into groups
Ask:
In your class, what activities do you usually do in your class to develop the
above-mentioned skills? Discuss among yourselves the steps/process in
doing it.
B. Analysis and Discussion Questions (10 minutes)

Invite a few groups to share their experiences. As they share, list down on the board
the name/key words/concepts of the activities presented.
C. Abstraction
Say:
The session will be divided into parts--- according to the skills to be
discussed. Workshops for each topic will also be included especially in the
preparation of support instructional materials to develop the skills.
Part 1: Developing Alphabet Knowledge and Oral Language

As you watch the video, be guided with the following questions:
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Focus Questions:
1. What are the activities that will develop the alphabet knowledge and
oral language skills to our young learners?
2. How should the teaching of these skills be developed?
Play the Video: Part 3-Developing alphabet knowledge and oral language
(.01-7.49)
- Alphabet Chart
- Word Wall
- Other Writing Activities (Tracing, Copying, Listing, Filling the Blanks)
Pause the video, provide time for answering the focus questions.
What is the standard for Grade 3 in the Alphabet Knowledge and

Handwriting Domain?
Present the PowerPoint (PPT-Part 4 slide 47)

- Alphabet Knowledge: Standard for Grade 3
- Handwriting: Standard for Grade 3
Workshop: PPT-Part 4-slides 48-52 (30 minutes)

- Letters (Upper and Lower Case Letters)
- Game Board 3
Part 2: Developing Oral Language and Vocabulary

Say:
The next video will cover the domain/skill on developing oral language.
Focus Questions:
1. What are the standards for developing oral language skills for
Grade 1 and Vocabulary standard for Grade 3?
2. What are sample oral langauge activites, and how are these
activites/strategies help in developing oral language and
vocabulary?
Pause the video, provide time for answering the guide questions.
Play the Video: Part 3-Developing alphabet knowledge and oral language
(Segment 7.50-11.50)
- Oral Language Skills: Standard for Grade 1
- Vocabulary: Standard for Grade 3
- What research says about language and literacy
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- Oral Language Activity
Present the PowerPoint (PPT-Part 4 slide 59)

- Seven Functions of Language
Workshop: Continue the video (11.51-14.24)

(Workshop Proper - 30 minutes)
- Letter Knowledge Inventor
- Alphabet Chart
- Word Wall
- Five Wordless Picture Stories
Part 3: Developing Oral Language and Vocabulary

Say: What are other things/activities to develop language?
How are we going to develop oral language especially in teaching the basics
with bilingual students/learners?
Can we do it for the whole class/group/individual/one on one?
Lets find out in the sample activities as we watch the video.
Play the Video: Part 4-Developing Oral Langauge and Vocabulary (.01-6.00)
- Sample Activities: Nose, Nose
- Total Physical Response (TPR)
- Song: Our Body Parts
- Sample Application of TPR
Pause the video, provide time for answering the guide questions.
Demonstration: Let the participants demonstrate the TPR
Ask:
What are other examples of developing oral language and vocabulary?
Play the Video: Part 4-Developing Oral Langauge and Vocabulary (6.48-14.46)
3. Language Experience Approach
- Building a Sentence
- Bridging it to Reading
- Unlocking of Difficulties
Workshop: PPT-Part 4 slides 69-70 (15 minutes)
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Part 4: Developing Phonological and Phonemic Awareness
Say:
The video that you are going to watch is on Developing Phonological and
Phonemic Awareness. As you watch the video, list the activities that are
presented, and take note of key words/concepts on how to do it. How do these
activities help in developing skills?
Play the Video: Part 5- Developing Phonological and Phonemic Awareness

(.01-13.13)
4. Standard for Grade 3
5. Sample Activities/Strategies
- Word Walk
- Game Board (Beat the Timer)
- Rhyme Dominoes
- Elkonin Squares
- Finger Twister
- Rhyming
- Beginning Sounds
Provide time for answering/processing the questions
Part 5: Developing Decoding

Say:
What are the activities that will help our learners develop decoding skills?
In the video that you are going to watch, sample activities are presented.
Are the activities presented applicable to your own learners?
Do you think you can also make your own samples?
Play the Video: Part 6- Developing Decoding (.01-9.02)

6. Phonics and Word Recognition: Standard for Grade 3
7. Sample Activities/Strategies
- Cat Down the Tree
- Tachistoscope
- Blending Wheel
- Magic Squares
- Line Searches
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Part 6: Developing Fluency and Comprehension
Say:
What do you understand when you hear the word fluency in reading?
What are the activities that will help our learners develop fluency?
In the video that you are going to watch, sample activities are presented.
See if you also have these activities in your class or if you have similar activities
like the ones presented.
Play the Video: Part 7- Developing Fluency and Comprehension (.01-6.00)

8. Fluency: Standard for Grade 3
9. Read Aloud Story: Uulan Ba?
10. Pause-Prompt-Praise
11. Chunking
12. NIM (Neurological Impress Method)
Say: How about comprehension? Do you think fluency alone will be accepted as
being a good reader or it should be accompanied with comprehension?
What do you understand when you hear the word comprehension?
What are the activities that will help our learners develop comprehension?
Play the Video: Part 7- Developing Fluency and Comprehension (6.01-14.05)

Comprehension: Standard for Grade 3
13. Story Ladder
14. Think Alouds
15. Using Graphic Organizers
16. Attempts and Outcomes
17. Story Map
18. Engagement Activity
Part 7: Principles of Teaching Decoding and Spelling

Say:
The video that you are going to watch will cover Developing Decoding and
Spelling. As you watch the video, be guided with the following questions.
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Focus Questions:
1. How do we teach decoding and spelling?
2. What are the principles in teaching decoding and spelling?
3. What are the approaches to teaching phonics?
Play the Video: Part 7- Developing Fluency and Comprehension

(Decoding and Spelling segment - 14.06-31.01)
19. Principles of Teaching Decoding and Spelling
20. Approaches to Teaching Phonics
- The Marungko Approach
- The Fuller Approach
Scope and Sequence
Programa ng Pamagitang Pagturo sa Filipino
Banghay Aralin Para sa Panimulang Pagbasa

Ask each group to prepare an instructional device/material (different from the ones
presented) for each of the following skills/domains of literacy presented.
a. Developing alphabet knowledge
b. Developing oral language and vocabulary
c. Developing phonoligical and phonemic awareness
d. Developing decoding
e. Developing fluency and comprehension
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Session Guide 16B
Workshop on Reading Intervention
I. Greetings
Say:
workshop on Reading Intervention, which will be shared by Professor
Hazelle Preclaro-Ongtengco, a professor from the College of Education at the
University of the Philippines.
II. Introduction
Say:
Reading is a very important skill. It is an essential learning skill to support
learning in all other subjects at school and for some learning that takes place
out of school. By building a strong foundation in teaching the learners how to
read, teachers will be able to help students succeed.
Objectives:
After this session, the participants are expected to:
1. Explain the process of reading
2. Discuss the importance of information processing in reading
3. Identify strategies in teaching reading intervention
4. Create age appropriate reading intervention program
III. Time Allotment

IV. Materials
A. Video: Reading Intervention
B. PowerPoint Presentation from Prof. Hazelle: Workshop nos. 1-4 (as handouts)
C. Manila paper, markers, meta cards
V. Procedure
Ask:
1. Did you experience reading difficulties when you were in early grades?
What was it?
2. What intervention did you receive? How was it done?
3. How effective was the intervention?
Write your answers on a sheet of paper.
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Ask the participants to share their answers to the questions. Take note of their
answers on a board/chart.

Say:
To deepen our understanding on Reading Intervention, we will now watch
the video presentation of Professor Hazelle Preclaro in which she discusses
the topic Reading Process comprehensively (45 minutes).
Focus Questions:
While you watch the video, consider the the following questions, and try to
answer them.
1. Identify the sources of noise that affect the reading process.
2. How does anxiety affect the reading process?
3. How do we process information?
4. Identify reading difficulties.
5. What are the necessary steps to address reading difficulties?
Play the video.

Discuss the answers to the focus questions.

For this workshop you will need the PowerPoint presentation of Prof. Hazelle
on Recognizing the Need for Specialized Literacy Instruction slide numbers
31 to 84. Follow each instruction presented.
Note to the facilitator: Please read each slide presented as you go along with the
workshop.
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Session Guide 17
Common Math Difficulties: Introduction to Math Remediation
I. Greetings
Say:
session on Common Math Difficulties: Introduction to Math Remediation
shared to us by Ms. Sherlyn May Hamak-Santiago.
II. Introduction
Say:
In this presentation, Teacher MJ will talk about common errors and error
analysis, the causes of difficulties and the potential areas of difficulties in
learning Math.
Objective:
After this session, participants are expected to identify common math
difficulties.
III. Time Allotment

A. Session: 2 hours
IV. Materials:
A. Video: Common Math Difficulties
C. Error Analysis worksheet
V. Procedure
Ask the participants to make the number sentences correct by moving the
sticks. Let them listen to the instructions of Teacher MJ.
B. Analysis: (5 minutes)
Ask:
How did you arrive at your answers?
C. Abstraction: (60 minutes)

Say:
In the video, Teacher MJ focuses on the common errors and error analysis
and presents the following topics:
1. Why is Math difficult?
2. What causes difficulties in learning Math?
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3. What are the potential areas of difficulties in learning Math?
4. What information can we obtain from a students work?
Play the video.

While watching the video, you can pause it briefly to have a short
interaction with the participants.
Pause the video. Let them answer the following: (slide #10) What are
needed to learn:
place values?
adding dissimilar fractions?
long division?
Continue playing the video.
Note to trainers: Watch the video in advance so that you can anticipate when to
pause the video.
D. Post-video Discussion: (10 minutes)

1. How will you make your learners love math?
2. Why is it important to adjust our instruction method to the different
kinds of learners?
3. How does knowing that children have multiple intelligences
(Gardner) help us improve our instruction of math?
4. How will you help children improve their performance in math?
VI. Workshop/Evaluation (30 minutes)

Distribute the worksheet on error analysis and have them work on it
individually.
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Session Guide 18A
Strategies to Address Common Math Difficulties
I. Greetings
session on Strategies to Address Common Math Difficulties shared to us by
Ms. Sherlyn May Hamak-Santiago.
II. Introduction
In the previous session, Teacher MJ introduced us to the Common Math
Difficulties that learners encounter. In this session, she will share with us how
we can help our learners cope with these difficulties, and how we can utilize
a few strategies to address these difficulties.
Objective:
At the end of this session, participants are expected to identify strategies to
address common math difficulties.
III. Time Allotment

A. Session: 2 hours
IV. Materials
A. Video: Strategies to address common math difficulties
B. PowerPoint presentation of Teacher MJ
C. Manila paper, meta cards, marking pens
V. Procedure
Group the participants into small groups. Let each group list down 5 learning
difficulties of learners that need remediation, and the teachers practices to
address those difficulties. The group may use this template to present the
group output:
Math Learning Difficulties of Teachers Practices on Addressing

Learners Those Difficulties
B. Analysis (5 minutes)
Invite some groups to share their output. Highlight the common
strategies/practices.
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Say:
In the video, Teacher MJ focuses on math remediation and presents the
following topics:
1. What is remediation?
2. Who needs math remediation?
3. The Remediation Process
4. What a remedial teacher needs to know
5. Teaching Strategies
6. Principles of Intervention
Play the video.
While watching the video, you can pause it briefly to have a short
interaction with the participants:
a. Let the participants draw a number line.
Continue playing the video to know the next things to do with the
number line.
b. Let the participants list down words that start with deci that
means 10.
c. Continue playing the video.

1. What is your realization after the session on math remediation?
2. How important is this session in teaching pupils with learning
difficulties?
VI. Workshop/Evaluation (15 minutes)

Say:
On a sheet of paper, write down 3 common math difficulties met by the
learners, and give the strategies to use to address those difficulties.
Common math difficulties Strategies to address those

difficulties
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Session Guide 18B
Workshop on Planning for Interventions
I. Greetings
Say:
workshop on, Planning for Interventions. This will be shared to us by Ms.
Sherlyn May Hamak-Santiago.
II. Introduction
In this workshop, Teacher MJ will be guiding us in planning for interventions
using math remediation.
Objective:
After this session, you are expected to develop a remedial plan.

A. Session: 2 hours
IV. Materials:
A. PowerPoint presentation from Teacher MJ (slides 88-105)
B. Video: Planning for Interventions
C. Remedial planning worksheets
D. Manila paper, meta cards, marking pens
V. Procedure
Group the participants into smaller groups. Let each group talk about the
things to consider in planning for math interventions. Each group will write
their answers on a piece of cartolina/manila paper. After 5 minutes, let each
group post their answers on the board/wall.

Ask:
What are the common answers? What have you realized after doing the
activity?
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Say:
In this video, Teacher MJ will focus on sharing with us how to plan for
interventions and remedial planning.

1. How do we plan for remediation?
2. What information is needed in planning for remediation?
3. How will you know that a child has difficulty in learning math?

Have the participants work on the worksheets on remedial planning for math
interventions. Distribute the worksheets.
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Session Guide 19
Optimizing Learning in the K to 3 Classroom
I. Greetings
Say:
Good day everyone, I am _________________. I will be facilitating the session
Optimizing Learning in the K to 3 Classroom. This session will feature a
Kindergarten teacher in Navotas Elementary School.
II. Introduction
In this session, we will be viewing how teaching and learning takes place in a
Kindergarten class, and how the learning environment plays an important
role in the learning of a child. The teacher in this video started her early years
of teaching with only a makeshift room. Through her dedication,
commitment, and resourcefulness, you can see the changes she has made in
making her classroom conducive for learning.
Objectives:
1. Enhance knowledge on the different blocks of time
2. Describe K to 3 learning environment
3. Cite examples on how to create/establish a positive learning
environment
III. Time Allotment

A. Session: 1 hour
IV. Materials
Video: Optimizing Learning in the K to 3 Classroom
V. Procedure
Use the figure below to write the answers of the participants.
Ask: What comes in your mind when you hear the word learning
environment?
learning environment
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Ask:
Based on your observations or practice, how is the learning environment
in the K to 3 classroom structured/arranged?

Say:
Focus Questions:
1. Based on the video, how is the learning environment in the K to 3
classroom structured/arranged by the following factors:
a. Teacher
b. Classroom
c. Materials
d. Routines/ practices
e. Others
2. As an early grade teacher, how else can you create a positive learning
environment to your learners?
3. As a supervisor or a school head/principal, what kind of
support/assistance could you provide to our early grades teachers to
make the learning environment rich and stimulating?
Play the video.

Say:
Learning environment plays an important role in the childs learning and
wholistic development. It should be developmentally appropriate, age -
appropriate and culturaly appropriate to suit the age, individuality, and the
social and cultural backgrounds of each learner. This practice allows teachers
to modify their teaching strategies to respond to diverse learner needs.
Researchers say that it is the early years experiences where the young minds
absorptive capacity is at its sharpest, hence, we should create or provide a
positive learning environment to our young learners. In addition, we should
communicate and collaborate not only with our learners but also with the
parents and community to get their full support in the effective
implementation of the different activities of the school.
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Session Guide 20
Principles of DAP and Implications for Effective Implementation of K to 12
I. Greetings
Say:
session, Principles of Developmentally Appropriate Practice (DAP) as
presented by Ms. Marissa Pascual from the Community of Learners
Foundation.
II. Introduction
In this presentation, Teacher Jing will talk about the developmentally
appropriate practices for 5 to 8 year old children.
Objectives:
1. Examine principles that guide developmentally-appropriate practice
2. Present practical considerations in implementing a developmentally
appropriate program for 5-8 year olds
III. Time Allotment

IV. Materials
A. PowerPoint presentation: DAP and Its Implications for K-12
B. Video: Principles of DAP
C. Graphic organizer for workshop/evaluation
D. Workshop: Manila paper, markers
V. Procedure
Pretend you are designing a toolbox for teachers. What would be inside this
box that will represent the most important things and information a teacher
would need to be able to implement a developmentally appropriate
program for his/her class? Consider the developmental characteristics of
children including how they think and learn at this age.

Call on participants to share whats inside their toolboxes.
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Say:
1. What is developmental appropriateness
2. Guidelines for decisions about developmentally appropriate practice
3. Implications for K to 3
Focus Questions:
1. What are the distinct yet interrelated characteristics of DAP?
2. What are the guidelines for decisions about developmentally
appropriate practice?
3. What will be the effects if inappropriate approaches are done in early
childhood education especially when combined with ineffective
teaching and inappropriate curriculum?
Play the video.

Start the discussion by answering the focus questions. Below are
additional questions for discussion.
1. Do you include physical activities in your lessons? Why is physical
activity important in the early grades?
2. Why is cooperative learning opportunities important?
3. Why is it important to build positive relationships with a learners
family?

Distribute the graphic organizer to participants.
Essential Features of DAP How to Implement
1.
2.
3.
Have them fill up the boxes with the information being asked for. On the first
column, have them list down the three essential features of Developmentally
Appropriate Practice. There is enough space to write down notes about each
feature. On the second column, have each participant elaborate on each
guideline by citing specific ways they can implement DAP.
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Session Guide 21
Working with Teachers: Applying Theories of Adult Development and Learning to
In-Service Capacity Building
I. Greetings
Say:
session, Working with Teachers: Applying Theories of Adult Development
and Learning to In-Service Capacity Building.
II. Introduction
Say:
In this presentation, Teacher Jing will talk about how to work with adult
learners since you will be mentoring your teachers or co-teachers for this
program.
Objectives:
1. Reflect on their early learning experiences and how these have influenced
the way they learn and teach as adults
2. Examine basic principles of adult learning
III. Time Allotment

A. Session: 1 hour
IV. Materials
A. PowerPoint Presentation: Working with Adults
B. Manila paper, markers, pro forma
V. Procedure
A. Priming activity (2 minutes)
Think of a learning episode as an adult.
Who was with you?

Did you learn what you needed to learn?
Did you need to unlearn something so you can learn so you can learn this?
What helped you learn it?
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Invite a few to share their own experiences. As they share, list down the
factors that have facilitated their learning and those that have gotten in the
way of their learning on a board/chart.

Present the PPT: Working with Adults.
Say:
1. The more we understand our own learning, the better we can be as
practitioners who design and facilitate learning activities as adults.
2. Adult learning is at the heart of our practice as adult educators. Our
practice is enhanced by knowing who our learners are as well as how they
learn.
Focus Questions:
Here are some questions that you can focus on while listening to the
presentation:
1. In terms of learning, how are adults different from children?
2. What is self-directed learning?
3. What are the different theories on adult learning?
D. Discussion (5 minutes)
VI. Evaluation/Application (10 minutes)

Ask:
What are the implications for each theory discussed in the presentation when
mentoring your teachers or co-teachers for this program?
96 | P a g e
Session Guide 22
Planning School-based/District-based Staff Development Activities: Learning Action
Cells (LACs)
I. Greetings
Say:
session on Learning Action Cells (LACs).
II. Introduction
Say:
I would like to start this session with a quote from a line in the Panunumpa ng
Kawani ng Gobyerno: Sisikapin kong madagdagan ang aking talino at kakayahan
upang ang antas ng paglilikod sa bayan ay patuloy na maitaas. What is the
implication of this line for us as government employees? What do we need to
do to upgrade our knowledge and skills? How is this related to the conduct of
the learning action cell? These are the questions that we need to reflect on
during this session.
Objectives:
After this session, participants will be able to:
1. Understand the concept and importance of a Learning Action Cell (LAC)
2. Reflect and internalize their roles and responsibilities in the Learning
Action Cell (LAC)
3. Prepare a Mentoring Plan via LAC
III. Time Allotment

Session: 1 hour
Video: approximately 20 minutes
IV. Materials
A. Video: Learning Action Cells
B. LAC PowerPoint presentation
C. Manila paper, markers, meta cards
D. LAC Template
V. Procedure
A. Activity (10 minutes)
Directions:
1. Divide the group into 6.
2. Have each group brainstorm/discuss the following:
97 | P a g e
Group 1: What comes to mind when you hear the word
Learning Action Cell? What LAC sessions have you
attended so far?
Group 2: What do you think should be the roles and
responsibilities of the school heads in the LAC?
responsibilities of the district Supervisors in the
LAC?
responsibility of the division EPS in the LAC?
responsibilities of the regional EPS in the SLAC?
Group 6: What makes an effective LAC?
B. Abstraction (20 minutes)

Say:
Now, let us watch the video presentation on LACs.
The Outline of the presentation is:

1. The Concept and the Importance of Learning Action Cell
2. Roles and Responsibilities of the different stakeholders
3. Action Planning
Play the video: Learning Action Cells.

Let each group prepare their LAC Action Plans.
Have the group present their plans (if possible) for critiquing.
98 | P a g e
TRAINING EVALUATION FORM
DAP IN EARLY LANGUAGE LITERACY AND NUMERACY
EVALUATION SHEET
Rating Scale: Poor (P); Fair (F); Satisfactory (S); Very Satisfactory (VS); Excellent (E)
Relevant Items Rating Remarks

1. Preparation and
management of the training
2. Extent of achievement of
the objectives of the
training
3. Extent of achievement of
personal objectives in
attending the training.
4. Extent of how the
training has helped prepare
for the roll-out of the
School-Based LAC program
5. Rating for the following
a. Topics
Principles of Child Growth and
Development
How do children grow, develop, and
learn? (7k para sa bata)
Thinking Skills:
Foundations of Literacy Learning
Emerging Literacy Games and
Activities
Instruction essentials for emerging
readers
Breaking the reading code: Reading
and Language Arts
Comprehension and Vocabulary
Literature-based Experiences/Using
Graphic Organizers: Meaningful
Explorations of Story Elements
Developing Thinking Skills:
The concept of number and counting
Numeracy activities: The concept of
number and counting
99 | P a g e
Number activities: multi-digit
addition and subtraction
Number activities: multi-digit
multiplication and division
Assessing reading performance
using informal reading inventories
Planning for instruction:
g) Oral Language and Vocabulary
h) Phonological Awareness
i) Alphabet Knowledge
j) Word Identification
k) Fluency
l) Comprehension
Workshop: Reading interventions
Common Math difficulties
Strategies to address common math

difficulties
Workshop: Planning for Intervention
Optimizing learning in the K to 3

classroom
Principles of DAP and Implications
for effective implementation of
Kto12
Working with Teachers
Planning School-based/District-
based Staff Development Activities
b. Conduct of Sessions
Time Management
Level of Learning
c. Trainers/Facilitators
d. Videos and Materials
Used
e. Venue
f. Accommodation
g. Food
6. What is your overall
rating for this training?
7. What would you like to be included in the next/future trainings?
8. Comments/ Suggestions:
Region: _______
100 | P a g e
TRAINING VIDEO GUIDE
Session Video Titles

Guides
SG 1 Discussion on Principles of Child Growth and Development
SG 2 How Do Children Grow, Develop, and Learn
SG 3 Literacy Activities (English and Language Games)
SG 4 Emerging Literacy Games Guided Games
SG 9A Developing Thinking Skills in Numeracy
SG 9B The Concept of Number: Operations on Whole Number
SG 10A The Concept of Number Sense and Counting
SG 10B The Concept of Number: Place Value and the Decimal System
SG 11 The Concept of Number Multi-Digit Addition and Subtraction
SG 12 ECCD Checklist Part 1
ECCD Checklist Part 2
Philippine ECD Checklist Administration
SG 14 Summary, Nature, and Factors that Influence Reading
Challs Stages of Reading; Recognizing the need for Specialized Reading
Instruction
Reading and Written Language Difficulties
Principles of Remedial Reading Instruction
SG 15 Using the Phil-IRI
Workshop on Marking Miscues
SG 16A Part 3: Developing alphabet knowledge
Workshop
Part 5: Developing phonological and phonemic awareness
Part 6: Developing decoding
Part 7: Developing fluency and comprehension
SG 16B Reading Intervention
SG 17 Common Math Difficulties
SG 18A Strategies to address common math difficulties
SG 18B Planning for Interventions
SG 19 Optimizing Learning in the K to 3 Classroom
SG 20 Principles of DAP
SG 22 Learning Action Cells
101 | P a g e
HANDOUTS, SESSION GUIDE MATERIALS, AND SUPPLEMENTAL
READING
Kindly use these handouts, session guide materials, and supplemental reading as
references for the sessions. Refer to the session guides for the appropriate material to be
given out to the participants.
List of handouts, session guide materials, and supplemental reading per Session Guide:
SG 1 Trainers Notes
PPTs: Principles of Child Development
The Key to Building Better Brains
SG 2 7K Scrambled Letters
7K Board Game
7K Pyramid
PPT: What Young Children Need
SG 3 Handouts on Literacy Stations (Procedures)
PPT: Supporting Childrens Reading Development
SG 5 PPT: Instruction Essentials for Emerging Readers
SG 6 PPT: Breaking the Reading Code: Reading and Language Arts
SG 7 PPT: Comprehension and Vocabulary
SG 8 PPT: Using Graphic Organizers
SG 9A Fishing Game: Shapes and Color, Shape Trail, Shape Lacing, Shape
Puzzles
Same and Different: Color and Shape, Shape and Color Match, Call Out
Color and Shape, Color and Shape Connect, Color and Shape
Concentration
Odd One Out: Color and Shape, Things to Sort, Which Go Together
Which Comes First: Feet in a Row, Lining Up Snakes, Seriation Cards
Pattern Sequencing: Patterns All Around, Pattern Rubbings, Same but
Different, Patterns on the 0-99 Chart, Coloring 0-99 Patterns
Unstructured Materials: Water Play, Sand Play, Block Play, Playdough
SG 9B Comparing Numbers A game for partners, More or Less Spin It, Which
Card Is Missing?, Walk the Number Line, Where Does It Go?, Three in a
Row
Addition and Subtraction Games: Counting Boards, Make Ten, Find 10,
Go 10, Tens Concentration, Draw 10, Addition Call Out (bingo), Roll and
Fill
Addition and Subtraction Games: Subtraction Call Out (bingo), Train
Ride, Balloons, Ten Spots, Arranging Ten Spots, Always 12, Twenty-
twenty, Make a Difference, Ive Got a Hundred
102 | P a g e
Multiplication and Division Games: Eyes, Triangles, Pair Pressure,
Planting the Garden, How Does Your Garden Grow, Line Them Up,
Memory Game: Multiplication, Rectangle Cover Up
Multiplication and Division Games: Clothespin Trains, Dividing Up
Insects, Multiplication and Division Stories, Klip the Klock, Dice Darts,
Dice Darts Again, Divide and Snap, Divide and Go, We Are Family
SG 10A Number Stations, Number Books
Mixed Up Numbers, Its a Match, Grab Bag Counting
Number Clip Game, Fifty Wins, Number Link, Take Your Place
Number Snap, Concentration, Number Match (Number Cover All/Lotto),
Number Call Out (Bingo)
Fishing Game: Numbers, Grasshopper, Same and Different
SG 10B Plus One, Minus One, Chip Trading Game
Patterns in the 0-99 Chart, Coloring the 0-99 Chart, 0-99 Number Puzzle
Exchange Game
Count to Ten and Begin Again
How Many Fingers, Race to P1.00
Call Out, Stack It Up
SG 11 Chip Trading Game: Addition and Subtraction
Chip Trading Game: Multiplication and Division
SG 12 PPT: Overview of the Philippine ECD Checklist
Philippine ECD Checklist Technical Administration and Manual
Scoring Sheets
SG 13 PPT: Using Informal Classroom Assessment Tools for Kto3
Sample checklists from COLF: Alphabet Knowledge, Phonological
Awareness
SG 14 PPTs: What is Reading
Recognizing the Need for Specialized Literacy Instruction
SG 15 Passages for Workshop on Marking Miscues: Magpalipad Tayo ng
Saranggola, Mang Samy, Summer Fun
PPT: Part 3: Using the Phil-IRI
SG 16A PPT: What Do We Do Now
SG 16B PPT: Recognizing the Need for Literacy Instruction
SG 17 PPT: Math Intervention
Error Analysis Worksheet
SG 18A PPT: Math Intervention
SG 18B PPT: Math Intervention
Sample Remedial Plan
Remedial Planning Worksheets
SG 20 PPT: Developmentally Appropriate Practice and Its Implications for K-12
SG 21 PPT: Working with Adults as Learners
SG 22 LAC Action Plan Template
LAC Mentoring Schedule
103 | P a g e
DAP in Early Language, Literacy and Numeracy Region-wide Training
Accomplishment Report Form
Region: _____
Divisions Covered: __________________________________________________________________
Training Batch Inclusive Dates Venue Number of Participants

Division District School
Total No. of Total No. of Participants:

Batches
Topics Covered Relevance of Session Guides Other Materials Used

(Please check all that apply)
Write a brief report containing:
1. Training design followed

2. General comments and issues encountered
3. Strengths and areas for improvement based on the feedback on the training evaluation forms
submitted by the trainees
4. Training management
5. Recommendations
104 | P a g e
LIST OF ABBREVIATIONS
DAP Developmentally Appropriate Practice

ECD Early Childhood Development
Kto3 Kindergarten, Grade 1, Grade 2, Grade 3
LAC Learning Action Cell
PHIL-IRI Philippine Informal Reading Inventory
SG Session Guide
REFERENCES
http://www.dailyteachingtools.com/language-arts-graphic-organizers.html
http://www.naeyc.org/tyc/files/tyc/file/V5N5/Graphic%20Organizers.pdf
http://www.questar.org/services/rse-tasc-ii/presentations/literacy/literacy-work-
stations.pdf
Association for Supervision and Curriculum Development. The Brain and Mathematics.
Association for Supervision and Curriculum Development Press, Alexandria, Virginia, 2001.
Baratta-Lorton, Mary. Mathematics Their Way. Addison-Wesley Publishing Company,

Menlo Park, California, 1976.
Baratta-Lorton, Robert. Mathematics a Way of Thinking. Addison-Wesley Publishing

Company, Menlo Park, California, 1977
Baroody, Arthur. Childrens Mathematical Thinking. A Developmental Framework

for Preschool, Primary and Special Education Teachers. Teachers College Press, New York,
1987.
Brazelton, T.BerryM.D. and Greenspan, Stanley M.D, The Irreducible Needs of Children:
What Every Child Must Have to Grow, Learn and Flourish
Burns, Marilyn. About Teaching Mathematics, a K-8 Resource, 2nd edition. Math Solutions
Publications, Sausalito, California, 2000.
Cole, Robert W. Educating Everybodys Children. Diverse Teaching Strategies for Diverse
Learners (Mathematics) Association for Supervision and Curriculum Development, 1995.
Copeland, Richard. How Children Learn Mathematics. Teaching Implications of Piagets

Research. MacMillan Publishing Co., Inc. 1979
105 | P a g e
Davidson, Patricia S., Grace K. Galton, Arlene W. Fair. Chip Trading Activities Book 1:
Place Value. Fort Collins, Colorado, Scott,Resources, Inc. 1972.
Davidson, Patricia S. , Grace K. Galton, Arlene W. Fair. Chip Trading Activities Book 2:
Addition and Subtraction. Fort Collins, Colorado, Scott Resources, Inc. 1972.
Evans, Judith, Early Childhood Counts, (The International Bank for Reconstruction
and Development).
Galinsky, Ellen, Mind in the Making
Healy, Jane, Your Childs Growing Mind
Hohmann, Mary and David P. Weikart. Educationing Young Children. Active Learning
Practices for Preschool and Child Care Programs. High Scope Press, Ypsilanti, Michigan,
1995.
Kamii, Constance Kazuko. Young Children Reinvent Arithmetic. Implication of Piagets

Theory. Teachers College Press, New York, New York, 1984.
Kostelnik, M.J., Soderman, A.K., Whiren, A.P. Developmentally Appropriate Curriculum:

Best Practices in Early Childhood Education (5 th ed). Pearson, New Jersey, 2011.
Moomaw, Sally and Brenda Hieronymus. More Than Counting, Whole Math Activities for
Preschool and Kindergarten. Redleaf Press, St.Paul, MN. 1995.
Novick, Barbara Z. and Maureen M. Arnold. Why Is My Child Having Trouble at School?
Villard Books, 1994.
Richardson, Kathy. Developing Number Concepts Using Unifix Cubes. Addison-Wesley

Publishing Company, Canada, 1984.
Shiller, Pam, Start Smart: Building Brain Power in the Early Years.
Sousa, David. How the Brain Learns Mathematics. Corwin Press, California.2008
Stenmark, Jean Kerr, Virginia Thompson and Ruth Cassey. Family Math. Regents,
University of California, 1986.
Wilson, Donna, Flourishing in the First Five Years
106 | P a g e

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Republic of the Philippines

Jocelyn S. Tuguinayo Bureau of Learning Delivery Teaching and Learning

Ms. Marissa Pascual Community of Learners Foundation

Introduction Letter From The Department of Education 4

Phase 1 National Training of Supervisors and Subject Matter Specialists

Phase 2 Regionwide Training of Supervisors, School Heads and Teachers

Phase 3 Learning Action Cells

The division/district supervisors are expected to provide technical assistance, and to

Trainers/ Participants Objective Materials Terms of Outputs Timeline

Participants: Management 2. Copies of K- additional 2. Lesson plans batch:

b) Early Literacy and selected Mother handouts, Plans

1. Facilitate the Forms

EPSs and DepEd Supervisors, includes: training 1. Session

teachers and solving of LAC Plans

9:00- Session 1: Principles of Child 9:00 Session 4: Emerging Literacy

3:00- Session 8: Literature-based

5:00-6:00 MATERIALS PRODUCTION

A few things to remember:

III. Time Allotment

B. Analysis and Discussion (15 minutes)

Questions for processing:

1. The study of child development helps teachers in fundamental ways

VI. Evaluation (5 minutes)

III. Time Allotment

B. Analysis and Discussion (1 hour)

Discuss the following key learning points:

2. These essential needs can be captured in the 7K ng Bata. The 7K consists

VI. Reflection/Evaluation (15 minutes)

III. Time Allotment

2. Reading Stations (for K-1)

B. Analysis and Discussion (10 minutes)

C. Abstraction (60 minutes)

These are the essential components for literacy learning:

Present the PPT: Supporting Childrens Reading Development.

VI. Evaluation/Reflection (5 minutes)

III. Time Allotment

Play the video.

B. Discussion and Analysis: (10 minutes)

VI. Workshop (30 minutes)

III. Time Allotment:

C. Abstraction (20 minutes)

1. Should I require all the children to participate in the activity?

2. How can I facilitate conversation among children?

3. What should I do when children interrupt a story or a presentation?

4. What can be done to support easily distractible children?

VI. Workshop/Application (30 minutes)

III. Time Allotment

Make sure pencil, crayons or markers are always available

VI. Workshop/Application (30 minutes)

III. Time Allotment

B. Analysis: (10 minutes)

C. Abstraction: (15 minutes)

VI. Workshop/Application (30 minutes)

III. Time Allotment:

C. Abstraction (30 minutes)

All types of graphic organizers can help children learn that;

Here are examples of graphic organizers and ways to use them.

Sequencing chart - What is it? A sheet of paper folded in thirds

How to use it. Fold a piece of paper in thirds horizontally. Starting at

VI. Workshop/Application (60 minutes)

III. Time Allotment

Station 1: Characteristics of Objects

Station 4a: Seriation sequencing based on changes in an attribute

Station 4b: Seriation patterns or sequencing based on repetitive attributes