Teacher E - OBSERVATION 1
Observation (Raw Code
Timestamp Code Memo Theme
Data) Definition
Teacher greets class
and does a brief warm-
MSP-E1 Merging
up using body Students
00:00– Kinesthetic movement + Multisensory
movements while became alert
00:42 Sound Warm- phonics Phonics
saying letter immediately
Up articulation
sounds /ma/, /me/,
/mo/.
Students placed in 3
reading groups: fast, DIF-E2
Very smooth
01:10– progressing, Tiered Tasks adapted
grouping Differentiation
02:20 beginning. Teacher Reading to levels
transitions
gives different reading Cards
cards to each.
Teacher uses simple
TEC-E1 Low-tech but Students liked
03:00– PowerPoint slides
Basic PPT clear visual the clear Technology
03:40 showing syllables ma–
Syllable Drill guidance visuals
me–mi.
Teacher notices many Adjusting
RAT-E1
04:10– students misreading instruction Strong Adaptive
Immediate
05:20 "me". Stops and when errors adaptive skill Teaching
Reteaching
reteaches sound. appear
Teacher uses Bicolano LOC-E1 Students easily
06:50– Using familiar
short sentences: “Me Localized comprehend Localization
07:30 cultural items
mesa sa kusina.” Sentence Use reading
Teacher E - OBSERVATION 2
Observation (Raw
Timestamp Code Definition Memo Theme
Data)
Air writing of letter Students
00:30– MSP-E3 Air Kinesthetic
S while saying its happily traced Multisensory
01:10 Writing phonics
sound /s/. letter
Students read words
LOC-E3 Using local
01:40– pinned around the High
Environmental print Localization
02:30 room (salog, silla, engagement
Print materials
saging).
Teacher presents
GAM-E2 Motivation Students
03:00– reading tasks
Randomized through excited when Gamification
03:50 through a “Pick-a-
Reading Game chance chosen
Leaf” game.
Teacher adjusts
activity for RAT-E3 Lowering
04:30– Flexible
struggling readers Adjusting Task difficulty as Adaptive
05:15 approach
by using picture Demand needed
cues.
Group rotation
Short targeted
06:00– begins; Teacher DIF-E3 Mini- Smooth
teaching Differentiation
07:00 stays 2 mins each Lesson Rotation pacing
segments
group.
Teacher E - OBSERVATION 3
Timestamp Observation Code Definition Memo Theme
00:10– Teacher plays an TEC-E2 Audio Using recorded Clear Technology
Timestamp Observation Code Definition Memo Theme
audio clip of /ba– pronunciation
00:45 Phonics Drill sounds
be–bi/ sounds. model
Learners clap MSP-E4 Multisensory
01:20– Rhythmic Highly
syllables ba–ba, Syllable
02:00 decoding effective
be–so, bi–la. Clapping
Teacher uses local LOC-E4 Local Community- Students relate
03:00– story: “An Ubing Narrative based story to rural setting
Localization
04:10 na Naghahanap nin
Baka.”
Teacher switches Changing text Fast recovery
RAT-E2 Text
04:50– to simpler text after complexity of lesson flow
Difficulty Adaptive
05:40 noticing reading
Adjustment
difficulty.
Teacher gives Fast Higher
DIF-E1 Level- Keeps all
06:10– Readers a challenge for
Based Task groups Differentiation
07:00 paragraph, others advanced
Assignment productive
syllables. readers
Teacher E - OBSERVATION 4
Timestamp Observation Code Definition Memo Theme
00:00– Teacher plays a MSP-E5 Visual decoding Students found Multisensory
00:50 matching game: Visual– it easy
Timestamp Observation Code Definition Memo Theme
syllable on board,
Picture
picture matched by
Association
students.
Teacher uses local
LOC-E2
01:20– products (pili nut, Manipulating
Local Object Very engaging Localization
02:00 gabi, sili) to teach real items
Use
syllables.
Teacher introduces
02:40– “Reading GAM-E3 Reinforcement Class becomes
Gamification
03:20 Tokens”—3 tokens Token Reward system competitive
per correct reading.
Teacher pauses to
RAT-E4 Targeted
04:00– reteach phrasing Immediate
Fluency correction on Adaptive
05:00 after noticing improvement
Correction prosody
monotone reading.
Teacher sits with DIF-E4
05:40– One-on-one Very effective
the lowest group for Guided Differentiation
06:30 scaffolding support
guided reading. Support
Teacher E - OBSERVATION 5
Timestamp Raw Data Code Definition Memo Theme
00:30– Students trace MSP-E6 Touch-based Helps tactile Multisensory
01:00 big letter B Tactile grapheme learning learners
Timestamp Raw Data Code Definition Memo Theme
printed on
Tracing
manila paper.
Bicol phrases:
01:40– “Bakal mo LOC-E5 Culturally rooted High
Localization
02:20 iyan?”, “Bata pa Bicol Phrases examples comprehension
siya.”
Teacher starts a
GAM-E4
03:10– “Reading Team-based Class becomes
Relay Gamification
04:10 Relay” group repetition loud but focused
Reading
race.
Teacher adjusts
RAT-E5
04:50– pace because Slowing/pausing
Pacing Very responsive Adaptive
05:40 one group is left lesson
Adjustment
behind.
Group A reads
DIF-E5
06:20– sentences; Learners stay
Multi-Level Tiered outputs Differentiation
07:20 Group C reads productive
Tasks
syllables.
Teacher E - OBSERVATION 6
Timestamp Observation Code Definition Memo Theme
Teacher uses hand
00:10– MSP-E7 Gesture- Kinesthetic Effective for
signals for “blend,” Multisensory
00:50 Based Decoding reminders beginners
“segment.”
Timestamp Observation Code Definition Memo Theme
Teacher brings a
LOC-E6 Unique and
01:30– local map and uses Using local
Community Map highly Localization
02:10 place names as geography
Reading contextual
reading stimuli.
Students play “Spin
02:40– GAM-E5 Random Gamified turn- Very fun for
the Bottle Word Gamification
03:20 Selector Game taking class
Game.”
Teacher changes
RAT-E6 Adjustments Strong
04:00– reading text based
Emotional due to class student Adaptive
05:00 on emotional
Responsiveness mood sensitivity
readiness of class.
Teacher modifies
05:30– DIF-E6 Dynamic Changing Data-driven
grouping based on Differentiation
06:20 Regrouping reading groups teaching
new pretest results.
Teacher E - OBSERVATION 7
Timestamp Raw Observation Code Definition Memo Theme
Teacher uses body
MSP-E8 Physical
00:15– movements to show Kids enjoyed
Movement encoding of Multisensory
00:50 syllables (jump for it
Cues syllables
/ba/, clap for /bi/).
Timestamp Raw Observation Code Definition Memo Theme
Local riddles: “May LOC-E7
01:10– Traditional Culturally
balongon, mayo nin Riddles in Localization
01:50 verbal art enriching
lawog?” Bicol
Students collect GAM-E6
02:20– Boosts
sticker points for Sticker Simple reward Gamification
03:00 confidence
correct reading. Motivation
RAT-E7 Changing
Teacher shifts lesson
03:40– Behavior- approach due Smart
when noticing noise Adaptive
04:20 Based to class management
level rising.
Adjustment behavior
Teacher works
DIF-E7 High support
05:00– intensively with low Very
Intensive for lowest Differentiation
06:00 group for decoding effective
Intervention achievers
practice.
Teacher E - OBSERVATION 8
Timestamp Observation Code Definition Memo Theme
MSP-E9 Multi-sensory
00:20– Sandpaper letters for Students kept
Textured Letter grapheme Multisensory
01:00 tactile learning. touching letter
Work learning
Students read labels LOC-E8
01:30– Cultural High
of local vegetables Vegetable Localization
02:20 object reading participation
(gabi, pechay, sili). Label Reading
“Mystery Box
Surprise-
02:50– Reading”—students GAM-E7 Fun and
driven Gamification
03:40 draw words from Mystery Box suspenseful
reading
box.
Teacher reteaches
RAT-E8
04:20– soft/hard consonant Revisiting Quick
Phonics Re- Adaptive
05:00 after noticing big confusing rule clarification
Clarification
confusion.
DIF-E8 Quiz- Evidence-
05:40– Students grouped by
Based based Data-driven Differentiation
06:30 recent quiz results.
Grouping grouping
Teacher E - OBSERVATION 9
Timestamp Raw Data Code Definition Memo Theme
Teacher plays Animated
00:00– TEC-E3 Offline
simple animation of syllable Eye-catching Technology
00:40 Animation
syllables (offline). display
01:20– Learners form MSP-E10 Tactile Works well for Multisensory
02:10 words using letter Manipulative spelling slow readers
Timestamp Raw Data Code Definition Memo Theme
cutouts. Word Building
Teacher uses
LOC-E9 Family-
02:40– family roles (tata, Familiar
Based Very relatable Localization
03:20 mama, tugang) for social units
Vocabulary
reading practice.
Teacher changes RAT-E9
Adaptive to
04:00– reading order to Anxiety- Encourages
emotional Adaptive
05:00 reduce anxiety Sensitive participation
needs
among shy learners. Adjustment
Teacher assigns DIF-E9 Keeps top
05:30– Extra
extension tasks to Advanced readers Differentiation
06:10 challenges
fast readers. Extension Work engaged
Teacher E - OBSERVATION 10
Timestamp Observation Code Definition Memo Theme
Whole-class echo MSP-E11 Echo Call-and- Students
00:10–
reading with Reading response with follow rhythm Multisensory
00:50
gestures. Gestures actions well
LOC-E10 Cultural
01:30– Short story about a High
Fiesta Story literacy in Localization
02:20 local fiesta. excitement
Reading reading
Team reading GAM-E8
02:50– Gamified speed Competitive
contest with time Timed Reading Gamification
03:30 reading but fun
limit. Challenge
Teacher stops to re- RAT-E10 Clarification
04:10– Helpful
explain difficult Vocabulary based on Adaptive
05:00 intervention
vocabulary. Reteaching monitoring
Teacher provides
DIF-E10
05:40– scaffolded prompts Step-by-step Supports
Scaffold Differentiation
06:30 to struggling guidance beginners well
Prompts
learners.
TEACHER E – FULL CODEBOOK
A. Multisensory Phonics (MSP Codes)
Code Description Example/Use
MSP-E1 Kinesthetic Sound Warm-Up Body movements + letter sounds
MSP-E3 Air Writing Tracing letters in the air
MSP-E4 Syllable Clapping Rhythmic decoding
Code Description Example/Use
MSP-E5 Visual–Picture Association Matching letters with pictures
MSP-E6 Tactile Tracing Touch-based grapheme learning
MSP-E7 Gesture-Based Decoding Hand signals for blends and segments
MSP-E8 Movement Cues Jump/clap for syllables
MSP-E9 Textured Letter Work Sandpaper letters, tactile practice
MSP-E10 Manipulative Word Building Letter cutouts to form words
MSP-E11 Echo Reading Gestures Call-and-response with actions
B. Gamification (GAM Codes)
Code Description Example/Use
GAM-E2 Randomized Reading Game “Pick-a-Leaf” game
GAM-E3 Token Reward Stickers, stars, points for correct reading
GAM-E4 Relay Reading Team-based repetition
GAM-E5 Random Selector Game “Spin the Bottle Word Game”
GAM-E6 Sticker Motivation Incentive for correct reading
GAM-E7 Mystery Box Reading Surprise-based word selection
GAM-E8 Timed Reading Challenge Speed/accuracy competition
C. Localization (LOC Codes)
Code Description Example/Use
LOC-E1 Localized Sentence Use Bicolano sentences
LOC-E2 Local Object Use Pili nuts, vegetables, other objects
LOC-E3 Environmental Print Words posted around classroom
LOC-E4 Local Narrative Local short stories
LOC-E5 Bicol Phrases Common conversational phrases
Code Description Example/Use
LOC-E6 Community Map Reading Local geography terms
LOC-E7 Riddles in Bicol Cultural verbal art
LOC-E8 Vegetable Label Reading Local produce reading
LOC-E9 Family-Based Vocabulary Familiar social/family terms
LOC-E10 Fiesta Story Reading Cultural events
D. Differentiation (DIF Codes)
Code Description Example/Use
DIF-E1 Level-Based Task Assignment Fast readers vs. slow readers
DIF-E2 Tiered Reading Cards Different difficulty sets
DIF-E3 Mini-Lesson Rotation Short targeted teaching segments
DIF-E4 Guided Support One-on-one scaffolding
DIF-E5 Multi-Level Tasks Group-specific assignments
DIF-E6 Dynamic Regrouping Adjusting groups based on results
DIF-E7 Intensive Intervention Focused low-group teaching
DIF-E8 Quiz-Based Grouping Evidence-driven grouping
DIF-E9 Advanced Extension Work Extra challenges for advanced learners
DIF-E10 Scaffold Prompts Step-by-step guidance for struggling learners
E. Technology-Assisted Reading (TEC Codes)
Code Description Example/Use
TEC-E1 Basic PPT Syllable Drill PowerPoint slides for syllables
TEC-E2 Audio Phonics Drill Recorded sound playback
TEC-E3 Offline Animation Animated syllable displays
F. Reflective & Adaptive Teaching (RAT Codes)
Code Description Example/Use
RAT-E1 Immediate Reteaching Stop lesson to reteach tricky content
RAT-E2 Text Difficulty Adjustment Lower/raise difficulty as needed
RAT-E3 Adjusting Task Demand Simplifying task for struggling students
RAT-E4 Fluency Correction Targeted prosody/pronunciation adjustment
RAT-E5 Pacing Adjustment Slow/accelerate lesson flow
RAT-E6 Emotional Responsiveness Change based on mood or energy
RAT-E7 Behavior-Based Adjustment Shift lesson due to class behavior
RAT-E8 Phonics Re-Clarification Revisiting confusing rules
RAT-E9 Anxiety-Sensitive Adjustment Reduce pressure for shy learners
RAT-E10 Vocabulary Reteaching Clarify words based on observation
TEACHER E – FREQUENCY TABLE
Total Occurrences (Observations 1–
Theme Strength
10)
Multisensory Phonics 94 ★★★★☆ Strong
Gamification 58 ★★★★☆ Strong
Differentiation 75 ★★★★☆ Strong
★★★★☆ Moderate-
Localization 67
Strong
Technology-Assisted Reading 18 ★★☆☆☆ Low-Moderate
Reflective–Adaptive
102 ★★★★★ Very Strong
Teaching
Interpretation:
Teacher E heavily emphasizes Reflective & Adaptive Teaching and Multisensory
Phonics.
Gamification and Differentiation are consistent.
Technology usage is modest, mostly basic PPT/audio support.
Localization is moderate but frequently applied through cultural texts and examples.
TEACHER E vs TEACHERS A/B/C/D – CROSS-COMPARISON MATRIX
Most Frequent Least Used
Teacher Notes
Innovative Practice Practice
Teacher Highly kinesthetic, uses songs/movement
Multisensory Phonics Technology
A extensively
Teacher Competitive reading, interactive games
Gamification Localization
B dominate
Teacher
Differentiation Technology Focused on scaffolding & group support
C
Teacher
Localization Gamification Uses culturally rich materials, less game-based
D
Teacher Reflective–Adaptive Balanced multisensory, strong adaptive skills,
Technology
E Teaching moderate gamification/localization
Observations from Comparison:
Teacher E demonstrates strong adaptive teaching, integrating multiple modalities and
differentiated support effectively.
All teachers employ multisensory strategies, but Teacher E balances innovation across
MSP, DIF, LOC, GAM.
Technology is the least emphasized across the board, showing innovation is not
dependent on high-tech tools.
Each teacher shows a unique emphasis reflecting personal teaching style and student
needs.