LESSON 1
A. Pre-Lesson Activity
Pre-Lesson Activity
Read the following statements about language learning and literacy development and
indicate (by ticking the relevant choice) whether you agree or disagree with each one.
These statements will help you to reflect on your beliefs about language and its role in
literacy development. After completing the lesson, you might wish to review these
statements again to find out whether there are changes in your beliefs and
perceptions.
1. The ultimate goal of language use is meaning.
Agree Disagree
2. The more we interact, the more we learn language.
Agree Disagree
3. The child's home language does not have a place in school.
Agree Disagree
4. As children construct language, they construct knowledge.
Agree Disagree
5. A quiet classroom is ideal for language learning.
Agree Disagree
LESSON 2
Read the statements below and indicate whether you agree or disagree. These
statements will help you to reflect on your attitudes toward the different strategies
and approaches used to teach reading in K-3 classrooms. After completing the lesson,
you might want to review your answers to each statement to find out whether there
are changes in your perceptions and attitudes.
1. Beginning readers need systematic phonics instruction.
Agree Disagree
2. Differentiation is only necessary in multigrade classrooms.
Agree Disagree
3. Regular and appropriate assessment is essential in implementing effective
differentiated instruction.
Agree Disagree
4. Integration of play in teaching beginning reading is important.
Agree Disagree
Activity 1
Below are the steps for introducing the letter Pp in random sequence. Based on what you saw in the video, indicate the
correct sequence of steps by selecting the correct number for each step (number choices are indicated in the dropdown
menu next to each step).
-- 6 Ask for other examples.
-- 2 Emphasize the initial sound.
-- 1 Present a short story, poem, or song that has a lot of words that begin with the target sound. Introduce each word
one by one.
-- 5 Practice writing the letter.
-- 3 Show the form of the letter.
-- 4 Introduce the name of the letter.
Check your answers
Present a short story, poem, or song that has a lot of words that begin with the target sound. Introduce each word
1. one by one.
2. Emphasize the initial sound.
3. Show the form of the letter.
4. Introduce the name of the letter.
5. Practice writing the letter.
6. Ask for other examples.
Activity 2
List as many Filipino words as you can just by using the first eight letters in the Filipino alphabet series used in the
Marungko Method. To challenge yourself a little, think of words that contain at least one of the last three letters (b e u).
The eight letters are shown below.
m s a i o b e u
3-letter words sebo
ubo
ube 5-letter words
abo umubo
bao bumuo
4-letter words 6-letter words
ubas masebo
ubos bumasa
baso sumubo
mesa
Activity 3
Watch this short video about differentiated instruction and then answer the following questions:
1. How did the teacher address the diversity of her learners?
Answer: The teacher encourages active learning during her lesson. She groups the students by their skills, abilities or
things they can do, then she gave different learning resources and activities based on their groupings.
2. What are some of the challenges she encountered in implementing this approach?
Answer: The challenges she encounters are the following:
a. Monitoring – since the students are group accordingly and have
different tasks. She needs to move from one group to another.
b. Preparation – she used differentiated instructions; the teacher needs to
prepare more materials.
c. Classroom Management – because the activity is by group its harder to
manage the student’s behavior you really need to go around and make
sure they are the task assigned to their group.
d. Implementation or giving instructions - the teacher needs to answer
different questions since the class have different activities.
3. How did her class benefit from differentiated instruction?
Answer: The class benefits because they can show their full potential and skills because the given activity is based on
their strengths. Then they will not get bored because its their interests. They can be more productive and exceeds to
teachers expectations.
Activity 4
Below are sample assessment outputs of Grade 1 students. Each student was given the following tasks:
1. Write all the letters that you know. (Alphabet Knowledge)
2. Read words in isolation. (Word Recognition)
3. Spell words dictated by the teacher. Each word was used in a sentence to provide context. (Spelling)
4. Write about what you did during the break. (Composing)
Analyze each set of assessment outputs and identify the ability group (i.e., whether fast, average, or basic)
for each child.
Set A
Basic
Average
Fast
Basic
Average
Fast
Basic
Average
Fast
Set B
Basic
Average
Fast
Basic
Average
Fast
Basic
Average
Activity 5
Review this video on differentiated instruction and then classify the behaviors below by ability group. That is, click on
each ability and drag it to the box for the relevant group.
Basic Average Fast
can identify individual can read phrases can write sentences
sounds in words with short o with short o words
can read words can read sentences
with short o with short o words
Check your answers
Basic Average Fast
can identify individual can read phrases can read sentences
sounds in words with short o with short o words
can read words can write sentences
with short o with short o words
Activity 6
Identify three ability groups in your class and plan an instructional schedule that will allow you to meet each
group for direct instruction at least once a week. For each ability group, decide on the type of learning
activity for each day of the week. For each ability group, tick your choice of activity for each day. In column
1, tick the duration of the activity.
Basic Average Fast
Monday
30 mins oral work oral work oral work
45 mins independent work independent work independent work
60 mins evaluation evaluation evaluation
Tuesday
30 mins oral work oral work oral work
45 mins independent work independent work independent work
60 mins evaluation evaluation evaluation
Wednesday
30 mins oral work oral work oral work
45 mins independent work independent work independent work
60 mins evaluation evaluation evaluation
Thursday
30 mins oral work oral work oral work
45 mins independent work independent work independent work
60 mins evaluation evaluation evaluation
Friday
30 mins oral work oral work oral work
45 mins independent work independent work independent work
60 mins evaluation evaluation evaluation
LESSON 3
A. Pre-Lesson Activity
Read the statements below and indicate whether you agree or disagree. These statements will help you to reflect on
your attitudes toward the teaching of writing in K-3 classrooms. After completing the lesson, you might want to review
your answers to each statement to find out whether there are changes in your perceptions and attitudes.
1. Immersing students in storybooks, poems, and songs can help them become better writers.
Agree Disagree
2. Writing should be taught only after children have become competent readers.
Agree Disagree
3. Children should see writing as a meaningful experience of communicating with others.
Agree Disagree
4. Writing instruction should be direct and explicit.
Agree Disagree
Activity 1
List at least three writing activities you did this past week. Identify the form of writing produced,
and the purpose of each writing activity.
Purpose
Activity Form of writing
1. Letter Writing Narrative Assessment
[Link] Making Descriptive Assessmet
[Link] in the blanks Expository Assessment
Activity 2
Examine the following writing samples and identify the writing stage demonstrated.
Sample A
Pre-conventional
Emerging
Developing
Sample B
Developing
Beginning
Expanding
Sample C
Developing
Beginning
Expanding
Sample D
Developing
Beginning
Expanding
Sample E
Pre-conventional
Emerging
Developing
Activity 3
Complete the following statements based on what you saw in the video clip. For each item, type your answer in the
blank provided.
1. In the video, Teacher Rica started the writing session by asking a question
I can start my writing session by motivation or review
2. The class wrote a letter to Nanay
Aside from this, my class can write diary, letter or greeting card
3. The students participated in the writing session by asking them to write
My students can participate in our writing session by writing what they know
Activity 4
Revisit the story for the grade level that you are teaching and think of a writing activity using the story as a springboard.
Plan the writing prompt and writing format that you will give your students.
Kindergarten: Si Pilong Patago-tago
Grade 1: Ang Kamatis ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times
Answer: Instruction: What do you want when you grow up ? Draw and write 2 sentences about
in a pad paper.
LESSON 4
A. Pre-Lesson Activity
Read the statements below and indicate whether you agree or disagree. These statements will help you to reflect on
your attitudes toward teaching across the curriculum. After completing the lesson, you might want to review your
answers to each statement to find out whether there are changes in your perceptions and attitudes.
1. Being able to see the connection between what is taught in the classroom and what happens in "real life" is important
for learning.
Agree Disagree
2. Helping learners to see the connections between what is taught in the different subject areas deepens their learning.
Agree Disagree
3. Learners can do integration across the curriculum on their own; it is not necessary to design lessons for this
integration to be realized.
Agree Disagree
Activity 1
Match the topics to the subject areas by clicking on the topic and dragging it to the appropriate blank in the table. You
can use the objectives to help you classify each topic.
Table 1. Integration across subject areas: Using Araw sa Palengke as a springboard for different lessons
Literacy instruction
Communication Arts
Genuine love Grammar and Transfer stage
for reading oral language (phonics lesson: decoding and
and critical development encoding)
thinking
Topic: Titik Pp
Mapahalagahan ang pagpunta sa
palengke Pangngalan
Sample objectives:
Mapahalagahan ang mga pang-araw-araw
na karanasan katulad ng pagbisita sa Matukoy ang mga pangngalan sa isang Makilala ang titik Pp
palengke pangungusap
Nabibigay ang tunog ng titik Pp
Maunawaan ang kahalagahan ng bilin ng Masabi na ang pangngalan ay ang
ating mga magulang ginagamit na pangtawag sa tao, bagay, Nasusulat ang maliit at malaking
hayop at pook titik Pp
Nakapagbibigay ng mga
halimbawa ng mga salitang may
titik Pp
Table 1. Integration across subject areas: Using Araw sa Palengke as a springboard for different lessons (continued)
Content areas
Araling Matematika Agham
Panlipunan
Topic:
Topic:
Manggagawa sa Pagbilang ng Paggamit ng
pamayanan tig-lima pandama
Sample objectives:
Malista ang iba't-ibang
manggagawa sa
palengke. Makapagbilang gamit ang Maunawaan na ang paggamit ng pandama ay
paglaktaw bilang na tig- makatutulong upang lubusang mapahalagahan ang
Mailarawan ang trabaho sampu. pang-araw-araw na karanasan
ng bawat isa
Magamit ang paglaktaw
bilang sa pagbilang ng pera
Activity 2
Match each learning objective with the content area based on the given theme (click on the objective and drag it to the
appropriate blank). The engagement activities in each content area are provided for your reference.
Table 2. Integration within a literature lesson: Deepening understanding of content area subject matter through Araw sa
Palengke
THEME: Isang malaking tulong sa magulang ang batang alerto sa lahat ng bagay, magalang at tapat.
Agham Araling Panlipunan Communication Arts Communication Arts Matematika
(Genuine love for (Grammar and oral
reading and critical language
thinking) development)
Layunin
Maunawaan ang Layunin Layunin Layunin Layunin
kahalagaan ng Maunawaan Maunawaan Maunawaan Maunawaan
pagtupad sa ang kahalagaan ang kahalagaan ang kahalagaan ang kahalagaan
pangako ng ng ng ng
Mapahalagahan pagtupad sa pagtupad sa pagtupad sa pagtupad sa
ang magalang pangako pangako pangako pangako
na Mapahalagahan Mapahalagahan Mapahalagahan Mapahalagahan
pakikitungo sa ang magalang ang magalang ang magalang ang magalang
mga na na na na
manggagawa sa pakikitungo sa pakikitungo sa pakikitungo sa pakikitungo sa
palengke na mga mga mga mga
kahit mahirap manggagawa manggagawa manggagawa manggagawa
ang trabaho sa sa sa sa
ay tumutulong palengke na palengke na palengke na palengke na
sa atin kahit mahirap kahit mahirap kahit mahirap kahit mahirap
ang trabaho ang trabaho ang trabaho ang trabaho
ay tumutulong ay tumutulong ay tumutulong ay tumutulong
sa atin sa atin sa atin sa atin
Maunawaan na ang Mapahalagahan ang Maunawaan ang Maipakita ang tamang Maunawaan na
paggamit ng magalang na kahalagaan ng pamamaraan ng kasama sa pagiging
pandama ay pakikitungo sa mga pagtupad sa pangako paghingi ng tulong tapat ang tamang
makakatulong upang manggagawa sa gamit ang pagbilang ng ibabayad
lubusang palengke na kahit pangungusap na
mapahalagahan ang mahirap ang trabaho nakikiusap
pang-araw-araw na ay tumutulong sa atin
karanasan
Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
Bilang #1 Bilang #2 Bilang #3 Bilang #4 Bilang #5
Idikit ang bawat Subukan ang trabaho Isulat ang iniisip ng "Paki___________". Ihanda ang barya na
sasabihin ng bata sa ng bawat bata nung nakita niya ipapambayad sa bawat
tamang pandama. manggagawa sa ang luto-lutuan? ipinamili.
(e.g. "Matamis ang palengke: Gamitin ang 'baryang'
lansones!" ay ididikit sa karagador nasa loob ng pitaka ni
panlasa; "Maingay sa matadero Nanay.
palengke." Ay ididikit sa tindera ng isda
pandinig) tindera ng gulay
tindera ng bulaklak