Republic of the Philippines

Department of Education

ANNEX 1 - Form 1:
Checklist for Advocacy and Orientation on Language Mapping

Name of School Date Monitored

Name of School Head

Instructions: Put a check (/) if the items have already been accomplished as
part of language mapping advocacy orientation.

Not
Eviden
Activities Eviden Remarks
t
t
Create a School Language Mapping
core group with the School Head as
the focal person.
Conduct planning activity on
language mapping process with the
core group and external
stakeholders.
Prepare information-dissemination
mechanisms and resources
regarding language mapping
(DepEd Orders, slides, pamphlets
etc.)
Conduct orientation among Key
Stage 1 teachers on existing DepEd
Orders about language mapping.
Send communication to parents
for a meeting regarding the
conduct of language mapping
Conduct meetings to orient
parents and stakeholders
regarding the rationale of
language mapping in the
effectiveness of delivery of
classroom instruction.
Provide necessary adjustments and
technical assistance.

ANNEX 1 - Form 2: Language Mapping Validation Form

(For Kindergarten / 5-year-old Learners/ Transferees)
 Republic of the Philippines
Department of Education

Instructions for Teachers: This tool is used during enrollment to confirm the
child's main language(s).
 Ask the parent/guardian the questions in Part A.
 If they cannot name the language, ask them to give common words or
phrases.
 Observe the child in Part B while they interact naturally with parents
or other children.
 Use Part C to summarize your evaluation.

Part A. Parent/Guardian Questions

1. At home, what words do you usually say to your child?
(Example: eat, water, come here)
2. What words or language does your child usually use when
playing with other children?
Same as at home
Different (examples):
3. What words or language does your child use when talking to
elders (e.g., grandparents, neighbors)?
Same as at home
Different (examples):
4. Can your child understand the local community language?
Yes, understands and speaks
Understands only, cannot speak
Not yet
5. Can your child understand Filipino?
Yes, understands and speaks
Understands only, cannot speak
Not yet
6. Can your child understand English?
Yes, understands and speaks
Understands only, cannot speak
Not yet

Part B. Teacher Observation

(Check what you observe during enrollment)

Language / Words
Situation Notes
Used
Talking with parent/
guardian
Playing/ talking with
other children
Replying to parent's
simple questions
Expressing needs
(e.g.,water, toilet)
Unguarded/ free
moments
 Republic of the Philippines
Department of Education

Part C. Teacher's Evaluation

Student Name Parent / Guardian's Name

Date
Learner's Identified Language(s) / LIL:
Other notes (father/ mother's
ethnic group; transferee; mixing
languages, shy with teacher, etc.):
Parent Questions Teacher Observation (tick all that
Home language used with child: apply)

Talks to parent in home

Language child uses with playmates: language
Talks/ plays with other kids
in home language
Language child uses with elders: Uses Filipino words
Uses English words
Mixes languages
Regional Language: Uses gestures instead of
Speaks & understands words
Understands only
Not yet
Filipino:
Speaks & understands
Understands only
Not yet
English:
Speaks & understands
Understands only
Not yet
Notes

ANNEX 1 - Form 3: Final Report on LIT result

Name of School Grade and Section

Teacher School Year

Instructions: Please tick the box that best applies to your class

Part A. LIT Result and Choice of MOI Scenario

 Scenario A: Filipino and English as primary MOI
 Republic of the Philippines
Department of Education

 Scenario B: Filipino and English with Regional Language as Auxiliary

 Scenario C: First Language of Learners as primary MOI, with
gradual introduction to Filipino and English
 Scenario D: IP Language as primary MOI, with gradual
introduction
to Filipino and English

Part B. Linguistic Support

Communicative and engaging activities
Oral scaffolding / verbal support
Planned translanguaging o Real-time feedback
Personalized / differentiated learning approach
Multilingual learning resources (Examples: picture dictionary;
multilingual word walls; multilingual flashcards, big/ small books,
posters and charts; audio/video resources; language learning
applications; interactive learning games; multilingual reading corner)
Teaching Assistant / Community Learning Facilitator/ Learning Support
Aide
Support from family and peers
Others:

Prepared and verified by:

(Signature over printed name)

ANNEX 1 - Form 4: Observation Guides in the Conduct of Language

Mapping

Name of School Date

Accomplished
Name of School Head

Instructions: Put a check (/) on the items accomplished

COLLECT Yes No Remarks

1. Conducted advocacy activities on
language mapping
2. Oriented Kindergarten teachers and
parents on language mapping
 Republic of the Philippines
Department of Education

activities.
3. Prepared tools/ materials for
language mapping (survey forms,
interview guides, observation
sheets) .
4. Asked parents to accurately fill out
the Basic Education Enrolment Form
(BEEF).
5. Validated data with parents and
learners upon submission of BEEF.
6. Consolidated data gathered.
7. Submitted Learners Identified
Language (LIL) results.

CONFIRM and ENCODE Yes No Remarks

1. 2.3. Administered Language
Identification Tool (LIT).
2.Accomp1ished Language
Observation Checklist.
3. Generated LIT result.
4. Synthesized the results of LIL,
LIT, and Observation.
5. Reviewed and aligned class or
organization or sectioning
6. Prepared the data for encoding
in the LIS.
7. Submitted Final Result of
Language Mapping.
8. Identified scenario category
 Republic of the Philippines
Department of Education

IMPLEMENT MOI Yes No Remarks

1. Used identified language as a

Medium of Instruction (MOI) based on
the class scenario category

2. Discussed results with the school

head and/or language coordinator for
reflection and as a basis for school
planning of the Key Stage 1 teachers.

[Link] data to plan for instruction

(e.g. MTB-MLE strategies, linguistic
support).

4. Shared feedback with parents (e.g.,

child's language profile) to generate
support.

5. Filed reports, summary sheets, and

other forms.
6. Institutionalized monitoring,
evaluation and adjustment,
and provision of technical
assistance.

Prepared and verified by:

(Signature over printed name of School Head)

ANNEX 1 - Form 5: LM Monitoring and Evaluation Form

Name of School Grade and Section

 Republic of the Philippines
Department of Education

Teacher School Year

MOI Scenario Total # of learners evaluated

Part A. Implementation Indicators

Actual
Target / Remarks /
Indicator Result /
Benchmark Evidence
Findings
Accuracy of
language 100% verified
data encoded against SIS
in LIS
Alignment of MOI
MOI consistent
with learners' home
with mapped Ll
languages
Timeliness of Within
data submission prescribed
and reporting schedule
Data used for
class sectioning,
Utilization of teacher
mapping data deployment, or
learning
materials
Improvement in Observable
early grade gains in reading
literacy/ fluency,
comprehension comprehension,
outcomes or participation
Inclusion of IP Contextualized
languages and indicators set
cultural by Division (for
responsivenes IP diverse
s schools)
25

Part B. Contextual and Qualitative Information

 Republic of the Philippines
Department of Education

1. Innovative and proof-of-concept implementation:

Describe practices, strategies, or models tested that led to improved
mapping or instruction

2. Challenges encountered in LMP and MOI implementation:

Describe constraints, barriers, or contextual issues

3. Support needed:
Specify type of technical assistance, resources, or policy support required
 Training / Capacity Building
 Resource Development
 Community / Stakeholder Engagement
 Data Management Support
 Policy Clarification
 Others:

Part C. Summary and Recommendations

Evaluator's Summary

Name and Signature of Evaluator Position / Designation Date