Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Capacity Building of Key Stage 1 Teachers on Learning
Recovery in Literacy and Numeracy via School-based
Learning Action Cell
Module 1
Session No. 5
Making Contextual Meaning
LAC Session Guide
Address: Gate 2, Karangalan Village, Cainta, Rizal
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: region4a@[Link]
Website: [Link]
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Objectives
Terminal Objective
At the end of the session, the participants shall be able to:
Highly Proficient Teachers
Simulate one of the teaching-learning activities in teaching the concept of
making contextual meaning, and
Proficient Teachers
Create teaching-learning activities for teaching the concept of making
contextual meaning.
Enabling Objectives
Specifically, they shall be able to:
● Identify varied teaching and assessment strategies for contextual meaning
to learners
● Apply knowledge and understanding of teaching strategies for getting
contextual meaning
● Share reflection on one’s practices in using strategies for personal
development
PPST Alignment
Proficient Teachers
● PPST Indicator
o 1.5.2 Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
o 3.2.2 Establish a learner-centered culture by using teaching
strategies that respond to their linguistic, cultural, socio-
economic and religious backgrounds.
Higly Proficient Teachers
o 1.5.3 Develop and apply effective teaching strategies to promote
critical and creative thinking, as well as other higher-order
thinking skills.
Key Understanding/Significance of the Session
Module 5 provides suggested strategies for vocabulary development that a
teacher may employ to deliver classroom instruction effectively. Specifically, it
focuses on determining the appropriate word to use in the selection context.
Theoretical and actual practice meet through the activities suggested. There is a
brief discussion of the strategies, guidelines, and procedures for implementation.
These two converge to help teachers in classroom instruction by giving varied
and exciting activities for their learners. It suggests stories as a springboard for
the tasks to achieve learning competency. It describes the expected output or
outcome to ensure that the teachers' instructional episode meets the objective.
It also cites relatable situations connected to teaching this competency.
These situations will enable the teachers to reflect on probing further and detail
strategies that are appropriate and useful in achieving mastery of the specific
learning competency of this module as well as improve one’s pedagogical skills.
Session Requirements/Materials Needed
Session Guide
Slide deck presentations
Worksheets
Internet
Laptop & LED TV
Sound system
Time Allotment
4 hours
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References
charade. (2023b, January 15). The [Link] Dictionary.
[Link] the Main Idea. (n.d.). Columbia College.
[Link]
[Link]
[Link]
[Link]
[Link]
[Link] › dictionary › gamified-learning
[Link]
[Link]
Kurniawati, W. (2012). Strategies For Vocabulary Enrichment Employed By The
Teacher At The Fifth Year Of SD NI Jatirejo, Girimarto, Wonogiri (Doctoral
dissertation, Universitas Muhammadiyah Surakarta).Fifth Year Of SD NI Jatirejo,
Girimarto, Wonogiri (Doctoral dissertation, Universitas Muhammadiyah
Surakarta).
Lewis, A., & Smith, D. (1993). Defining Higher Order Thinking. Theory Into
Practice, 32(3), 131–137. [Link]
Patra, I., Hashim Alghazali, T. A., Sokolova, E. G., Prasad, K. D. V., Pallathadka,
H., Hussein,R. A., ... & Ghaneiarani, S. (2022). Scrutinizing the effects of e-
learning on enhancing EFL learners’ reading comprehension and reading
motivation. Education Research learners’ reading comprehension and reading
motivation. Education Research International, 2022.
Rules for Charades. (n.d.).
[Link]
Scavenger hunt Definition & Meaning | Britannica Dictionary. (n.d.).
Staake, J. (2022b, April 28). 20 Meaningful Vocabulary Activities for Every
Grade. We Are Teachers. [Link]
Teaching Strategies. (n.d.). ECU Intranet.
[Link]
tutoring/writing-math-tutoring/main-idea
[Link]/dictionary/charade
Procedures
I. Introduction
Say:
In the previous session, you learned on how you can deepen your
knowledge and understanding in applying various strategies in teaching
vocabulary particularly in identifying meanings of content area words. In this
session, the focus is on strategies that pertain to contextual meaning.
As teachers, you have been on this journey long enough to know that
there had been gaps along the way. In order to address such gaps, there has to
be conscious effort to acknowledge and work for one’s betterment.
This module will help you in reflecting on your personal teaching practices
and guide you in identifying the appropriate strategies to be used.
It is with high hopes that this module will help you examine the knowledge
and skills that all teachers, regardless of learning area and grade level, need to
understand in order to help learners gain these fundamental skills necessary to
develop and improve the focus competency.
The following are our objectives:
Terminal Objective
At the end of the SLAC session, the participants shall be able to enhance their
skills in the learners’ vocabulary development through varied strategies in making
contextual meaning.
Enabling Objectives
Specifically, they shall be able to:
● Determine varied teaching and assessment strategies for contextual
meaning to learners
● Demonstrate one’s understanding of the strategies in teaching contextual
meaning through giving of technical assistance
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● Reflect on one’s teaching practices in teaching reading comprehension
Do:
Show the slides or the module page that has the title for the session and
objectives.
II. Activity
Say:
Let us begin with an activity. I have a situation here about Teacher Michael and
Teacher Ana teaching their class about contextual meaning. Please read the
situation and then answer the questions that follow.
Teacher Michael taught vocabulary development to his class. The specific
competency is determining the appropriate words based on the selection context.
He chose a story that interested his grade 3 pupils and strategically marked parts
of the story that would require answers. During the discussion, he asked the
pupils to use a dictionary or any other reference material to ensure they supplied
the needed word. The pupils obliged, and they all got the correct answers. When
Teacher Michael gathered the formative assessment results during the
evaluation, almost all the learners got a perfect score. On the other hand,
Teacher Ana is torn and cannot decide if the pupils learned the meaning of the
unfamiliar words. Upon asking questions, Teacher Ana found out that most of
the pupils guessed the correct answer while a few others already knew the right
meaning of the words.
Do:
Give the copy of the situationer and let the participants read it.
III. Analysis
Say:
Let us discuss the situation of Teacher Michael. Let us answer the following
questions:
● What are Teacher Michael’s good practices in teaching? Need
improvement?
● Was Teacher Michael able to achieve the objective? Why do you say so?
● If it were you, how would you teach the lesson?
● Were you able to relate to Teacher Michael’s experience? How?
Let us discuss the situation of Teacher Ana. Let us answer the following
questions:
What do you think is the reason for the results of the assessment?
Did Teacher Ana use the appropriate assessment to measure the
competency? Why do you say so?
If you were Teacher Ana, what would you have done differently? Explain.
Do:
Facilitate the discussion and elicit their responses to the questions given.
Probe deeper and lead them to connect the answers to giving contextual meaning
strategies.
IV. Abstraction
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Say:
Just like Teacher Michael, there have been occasions when we are left
dumbfounded in teaching experiences because we fail to recognize the
appropriate strategies for our target competencies. Let us discuss the different
strategies for teaching contextual meaning.
Do:
Show the different learning strategies and discuss the nature and step by step
process on how it will be done.
V. Application
Say:
After the discussion, for highly proficient teachers, choose one of the teaching-
learning activities discussed and model how it can be applied in the classroom.
For proficient teachers, create an additional teaching-learning activity for making
contextual meaning. Submit your activity with a brief explanation of how it helps
students understand contextual meaning.
Do: He/ She will give the participants 1 hour to do the task. He/She will present
the rubric.
Reflection Questions/Activity
Let us reflect on our practices using the 3H. . Answer the questions in the points
of reflection relative to the target PPST indicators and learning competencies.
Points of Reflection Question Answer
Head: What do I What teaching strategies that develop
know? critical and creative thinking, as well as
other higher-order thinking skills do I know
about vocabulary development, specifically
for the competency determining the
appropriate word to use in the selection
context?
Heart: What do I feel? How confident am I in ensuring that I foster
a learner-centered culture in my class?
Explain.
Hands: What can I What do I do to ensure that my learners
do? receive timely, accurate and constructive
feedback to improve their performance in
class?
Closure
“One forgets words as one forgets names. One’s vocabulary needs constant
fertilizing or it will die.” ~ Evelyn Waugh
Note/s to the Facilitator:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________.
Prepared by:
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Gayle J. Malibiran, EPS English
Glibert Joyosa, EPS Filipino
Teresita Urayan, EPS Filipino