III.

Instructional Materials (IMs)

I. Global and Digital Citizens
A. Types of IMs (Broad Categories)
A. The 9 Elements (Uses) of Digital Citizenship
1. Print Materials
2. Electronics, Technology, and Media Devices
1. Digital Access
3. Visualizations & Graphics
2. Digital Commerce
4. Games and Interactive Resources
3. Digital Communication
4. Digital Literacy
5. Digital Etiquette B. Types of Print Materials
6. Digital Law
7. Digital Rights & Responsibilities 1. Textbooks
8. Digital Health & Wellness 2. Workbook
9. Digital Security (Self-Protection) 3. Teacher’s Manual
4. Worktext
B. Cons of Social Networking Sites 5. Module
6. Reference Book
1. Addiction
2. Mental Illness C. Types of Visualizations & Graphics
3. Fraud and Scam
4. Misleading Information 1. Infographics
5. Cyberbullying 2. Graphic Organizers (e.g., flow charts, diagrams, tables)
6. Hacking 3. Other Visuals (e.g., maps, photos, illustrations)

C. Core Rules of Netiquette D. Types of Games and Interactive Materials

1. Remember the Human. 1. Games

2. Adhere to the same standards of behavior online that you follow 2. Role Playing
in real life. 3. Learning Placemats
3. Respect other people's time and bandwidth. 4. Puzzles

II. Distance Learning & Flexible Learning

A. Characteristics of Flexible Learning IV. Assessment and Rubric

1. Balance (between school and life) A. Types of Assessment

2. Accessibility (unlimited access to resources)
3. Personalization (personalized learning path)
1. Formative Assessment
2. Summative Assessment
B. The Different Platforms (LMS/Tools) 3. Diagnostic Assessment
4. Authentic Assessment
1. Moodle (Modular Object-Oriented Dynamic Learning
Environment) B. Types of Rubric
2. Google Classroom
3. Edmodo
1. Analytic Rubric
4. Schoology
2. Holistic Rubric
5. MOOCs (Massive Open Online Courses)
6. Synchronous Session
7. Asynchronous Session C. Steps on How to Create a Rubric (List of 6 Steps)

C. Types of Blended Learning Model 1. Record the performance objective.

2. Identify the dimensions/tasks comprising the performance.
3. Identify the potential gradations of quality (e.g., poor, average,
1. Flipped Model
excellent).
2. Face-to-Face Drive Model
4. Assign a point value to each gradation.
3. Rotational Model
5. Identify the criteria for each level of quality within a
4. Flex Model
dimension/task.
5. Enriched Virtual Model
6. Create the rubric table.

D. Innovative Technologies
. Global and Digital Citizens

1. Virtual Reality (VR)

2. Artificial Intelligence (AI) • Digital Citizenship: Engaging in appropriate and responsible
3. Cloud Computing behavior when using technology.
4. 3D Printing • Digital Citizen: One who knows right and wrong, exhibits
5. Biometrics intelligent technology behavior, and makes good choices when
using technology.
 • Digital Access: Full electronic participation in society. • Diagnostic Assessment: Given before the instruction occurs; aims
• Digital Commerce: Electronic buying and selling of goods. to evaluate students’ strengths and weaknesses to aid planning.
• Digital Literacy: The process of teaching and learning about • Formative Assessment: Done during the instructional process
technology and its use. (while learning is ongoing); provides feedback (e.g., impromptu
• Digital Etiquette: Electronic standards of conduct or procedure quizzes).
(Netiquette). • Summative Assessment: Done after the learning is completed;
• Digital Law: Electronic responsibility for actions and deeds. aims to measure academic achievement at the end of a period.
• Digital Rights & Responsibilities: The freedoms extended to • Authentic Assessment: Assessment activities that involve tasks
everyone in a digital world. the students need to perform and are usually rated with rubrics.
• Digital Security (Self-Protection): Electronic precautions to • Rubrics: Sets of criteria used to determine the scoring of
guarantee safety. assignment, performance, and products.
• Rule: Remember the Human: A Netiquette rule emphasizing that • Analytic Rubric: Describes each criterion separately from
you shouldn't mail or post anything you wouldn't say to the different criteria.
reader's face. • Holistic Rubric: Uses one scale that applies to all criteria, giving a
single overall score of the entire performance.
II. Distance Learning & Flexible Learning

• Distance Learning: A form of learning without face-to-face

contact with the teacher, delivered with telecommunications.
• Online Learning / E-learning: Distance learning delivered via
computer-based methods.
• Flexible Learning: The ability for students to customize how,
what, when, and where they learn.
• Blended Learning: A combination of online activities and actual
physical classroom setting.
• Synchronous Session: Educational activities done in real-time.
• Asynchronous Session: Learning from instruction not delivered in
person in real-time, allowing students to complete assignments
on their own schedule.
• Flipped Model (Blended): Traditional instruction is inverted;
content is learned outside class, and in-class time is for active
learning/application.
• MOODLE: Stands for Modular Object-Oriented Dynamic Learning
Environment (an LMS).
• Google Classroom: A suite of online tools for teachers to set,
submit, mark, and return graded papers.
• Virtual Reality (VR): Used to simulate virtual and/or augmented
realities for exploration and experiments.
• Cloud Computing: A storage system that helps teachers and
students access files and upload work, often with no limit in
storage.
• Biometrics: Used in schools to record students' attendance for
safety.

III. Instructional Materials (IMs)

• Instructional Materials (IM): Simply, any resource that can aid

you in teaching students.
• IM Criteria: IMs should be appropriate for the age,
emotional/social development, and ability level of the students.
• Textbook: Main reference for the entire course.
• Workbook: Provides exercises and drills on specific skills.
• Worktext: Combines the features of the textbooks and
workbooks.
• Module: Develops independent study through self-paced
instruction.
• Infographics: Using a combination of images and words to explain
text-based information (statistics, complex concepts).
• Graphic Organizer: Visual explanations of statistics and other
data (e.g., flow charts, diagrams, graphs).
• Role Playing: Allows kids to process and apply information in a
simulated real-world environment.

IV. Assessment and Rubric

• Assessment: The process of identifying, gathering, and

interpreting information about students’ learning.
 III. Modified True or False

11. Statement: Implementing MTB-MLE uniformly across diverse

linguistic regions has no negative consequences on student
comprehension.
a. Answer: FALSE. (Reason: Uniform implementation
without considering the specific L1 of the learners can
be detrimental.)
12. Statement: Cultural and Emotional significant is the stage where
the learner can perform the skill accurately and efficiently.
a. Answer: FALSE. (The correct stage is Acquisition and
Fluency.)
13. Statement: Cognitive and educational foundation serves as the
foundation for cognitive growth, literacy, and deeper learning.
a. Answer: TRUE
14. Statement: Acquisition and Fluency rooted deeply to personal
identity, family, heritage, and culture.
a. Answer: FALSE. (The correct principle is Cultural and
Emotional Significance.)
15. Statement: Symbol of Cultural Identity shapes how people think,
reason, and interpret the world.
a. Answer: FALSE. (The correct principle is Cognitive
Development.)
16. Statement: Symbol of Cultural Identity ties individuals to their
I. Multiple Choice ethnic, regional, or national identity.
a. Answer: TRUE
17. Statement: In the context of challenges and consideration,
1. Question: When did the Philippines formally adopt MTB-MLE as Language revival helps revitalize the endangered languages that
the language policy for Kindergarten to Grade 3? are crucial for preserving cultural heritage and supporting the
a. Answer: 2012-2013 school year identities of the individual.
2. Question: Which among the eight guiding principles explained a. Answer: TRUE
that the use of learners' home language in the classroom helps 18. Statement: Language Loss refers to the loss of a mother tongue
promote a smooth transition between home and school? due to migration or language shift that leads to a sense of
a. Answer: Cognitive Development disconnection from one's cultural heritage and identity.
3. Question: Which Grade level demonstrate the basic a. Answer: TRUE
communication skills in talking about the familiar topics using 19. Statement: Meaning and Accuracy refers to a successful language
simple words and express both verbal and non-verbal cues? learning involving the listening, speaking, reading and writing
a. Answer: Grade 2 activities.
4. Question: In developing vocabulary, simple phrases and a. Answer: FALSE. (This refers to Literacy.)
sentences, which Grade level demonstrate this type of 20. Statement: Affective component requires meaning, "we learn
communication skills? when we use what we already know to help us understand what
a. Answer: Grade 3 is new".
5. Question: Which among of the benefits of Mother Tongue-Based- a. Answer: FALSE. (This refers to Prior
Multilingual Education is used to celebrate the child's cultural Knowledge/Scaffolding.)
identity, boosting self-esteem and reinforcing local heritage
including indigenous knowledge and traditions?
a. Answer: Cultural Affirmation IV. Matching Type (A to B)

II. Identification 21. Statement A: Learning to read in L1 strengthens skills that easily
transfer to other languages.
a. Answer B: Literacy
6. Question: This term refers to the native language or first language 22. Statement A: L1 support learners as they gradually develop the
used by the learners at home. ability to express in L2.
a. Answer: Mother Tongue a. Answer B: Strong bridge
7. Question: It refers to two or more languages used by learners. 23. Statement A: Drawing on a familiar culture and language to
a. Answer: Multilingual connect new content
8. Question: It refers to the second language that a person learns a. Answer B: Prior Knowledge
later in school or in the community where she or he belong. 24. Statement A: L2 reading and instruction begin only after L1 when
a. Answer: Second Language (or National fluency is achieved.
Language/Filipino, as written in the notes) a. Answer B: Bilingual
9. Question: It is one of the benefits of the mother tongue that 25. Statement A: It is the expression of ideas by means of recognizing
students are able to perform better academically in all subjects, as speech sounds combined into words.
they can better grasp concepts and express their understanding. a. Answer B: Language
a. Answer: Increased academic success
10. Question: This term refers that learning something new is easy if
it is anchored to what is already know.
a. Answer: Prior Knowledge (or Discovery Learning, as
written in the notes)
1. Multiple Choice 19. Statement: According to Clarke (2009), a strong first language
supports the development of a positive self-concept.
a. Answer: TRUE
1. Question: It is a system of human communication which consist of
20. Statement: Mother tongue program helps strengthen the existing
the structured among element of strings of sound or written that
relationship within the family members.
are put together to form a code.
a. Answer: TRUE
a. Answer: A. Language
2. Question: It is a type of Phonological system that includes stress,
intonation, pauses, and junctures. Here are the answers to the questions regarding the Macroskills in language
a. Answer: D. Suprasegmental education.
3. Question: It is called as the "World Declaration on Education for
all". 1. Multiple Choice
a. Answer: C. Jomtein (Referring to the Jomtien
Declaration from the 1990 World Conference on
Education for All) 1. Question: In the context of the Macroskill, which do you call this
4. Question: This aspect of development shows that learners can type of approach to language education that emphasizes the
bring the class prior knowledge, lived experience, language, and teaching and integrated development of the 5 macroskills?
culture. a. Answer: a. Macroskill (The term macroskill itself is
a. Answer: B. Socio-Cultural often used to describe this integrated approach,
5. Question: One of the aspect of development shows that the first though Pedagogy is the broader term for the method
language becomes the language of thinking, doing, applying and of teaching.)
creating. 2. Question: Which among the types of macroskill is used to
a. Answer: D. Cognitive physically interacting with one another?
a. Answer: b. Speaking (Speaking is the most direct
physical form of interaction among the choices,
2. Identification
involving articulation and vocalization.)
3. Question: Which context of the following skills is primarily
6. Question: He is the one who strengthened the declaration of preferred as the largest skill set?
Mother Tongue-Based Multilingual Education. a. Answer: d. Macroskill (The term Macroskill collectively
a. Answer: President Benigno Aquino III refers to the broad, core skills of language (Listening,
7. Question: This type of linguistic system component is used to Speaking, Reading, Writing, and sometimes Viewing),
present the arrangement and form of the words in the sentence. making it the largest skillset compared to the individual
a. Answer: Syntax skills listed.)
8. Question: This linguistic system component refers to the meaning 4. Question: Which type of Listening skill is considered as the most
of words or how these words are used in a speech community. effective because the listener is not only listening with interest,
a. Answer: Semantics but with actively acknowledging brief responses?
9. Question: This term is defined as "Dynamic". a. Answer: c. Active listening
a. Answer: Language 5. Question: Among the term of Macroskill, which is being used for
10. Question: DepEd Order Number _________ was issued to support communication?
and strengthened the MTB-MLE program. a. Answer: a. Language (Language is the overarching
a. Answer: DepEd Order No. 74, s. 2009 system or medium through which all the macroskills
are executed for communication.)
3. True or False

11. Statement: Implementing the K to 12 Basic Education Program is

considered to be the most significant educational reforms in the
country.
a. Answer: TRUE
2. Identification
12. Statement: Mother Tongue refers to "second-first-language".
a. Answer: FALSE (It refers to the first language or native 6. Question: This can be used for further processes such as sharing
language.) knowledge, self-development or simply relaxation and escapism
13. Statement: Using mother tongue inside the classroom instruction into the realms of fiction.
help students to be more inactive in their participation. a. Answer: Reading
a. Answer: FALSE (It helps students be more active.) 7. Question: This type of macroskill is able to provides the learner
14. Statement: Mother Tongue seeks to provide the with physical evidence of his/her achievements.
$21^{\text{st}}$ century skills. a. Answer: Writing (Written work provides tangible,
a. Answer: TRUE physical evidence of language ability and
15. Statement: One of the purpose of the MTB-MLE is that learners achievement.)
are able to build "good bridge" when teachers introduce other 8. Question: It is the process that supports oracy and literacy.
languages. a. Answer: Listening (Listening is foundational; it
a. Answer: TRUE (L1 acts as the Strong Bridge.) supports oracy (speaking/oral communication) by
16. Statement: MTB-MLE helps learner to disrespect their own providing input and supports literacy (reading/writing)
culture. by building phonological awareness and
a. Answer: FALSE (It helps learners respect and affirm comprehension.)
their culture.) 9. Question: This type of macroskill can foster the learner’s ability to
17. Statement: The use of the first language can create abusive summarize and use the language freely.
environment. a. Answer: Speaking (Free use of language in speaking
a. Answer: FALSE (L1 use fosters a positive and safe encourages summarization, expression, and fluency.)
environment.) 10. Question: It is used and practice to assist the learners to begin to
18. Statement: The use of Mother tongue can help understand and manipulate the language by presenting them with a certain
support the learning of the students. amount of choices.
a. Answer: TRUE a. Answer: Speaking (Speaking activities often involve
manipulation of language structures, especially in
 controlled practice where learners choose from certain
options to form responses.)

3. True or False
11. Statement: Active listener concentrate on the content of the
lecture and not on the lecturer or any random distinctions in the
room of their mind.
a. Answer: TRUE (Active listening involves focused
concentration on the message content.)
12. Statement: Information overload, boredom, diminished
engagement are examples of competitive listening.
a. Answer: FALSE (These are examples of barriers or
consequences of Passive Listening or
Defensive/Selective Listening, not competitive
listening. Competitive listening is when you listen only
to gather ammunition for a counter-argument.)
13. Statement: "Re-telling and summarizing" are examples of viewing.
a. Answer: FALSE (Re-telling and summarizing are
examples of Speaking or Writing skills, often used as
output activities following Listening or
Reading/Viewing.)
14. Statement: Skimming or scanning technique is under the skill in
reading.
a. Answer: TRUE
15. Statement: Speaking helps learner to understand, interpret, and
evaluate.
a. Answer: FALSE (The skills of understanding,
interpreting, and evaluating are primarily associated
with Receptive Skills, particularly Listening and
Reading.)
16. Statement: According to Oprah E.L Doctorow “Writing is an
exploration. You start from nothing and learn as you go”.
a. Answer: FALSE (This quote is widely attributed to E.L.
Doctorow, not Oprah.)
17. Statement: “Questions and Discussions” are examples of
Listening.
a. Answer: FALSE (Questions and discussions are
primarily forms of Speaking and Interaction, though
they require listening as input.)
18. Statement: Writing is used to communicate ideas, thoughts,
feelings, and experiences.
a. Answer: TRUE
19. Statement: Speaking is the indirect and not a useful form of
communication.
a. Answer: FALSE (Speaking is a direct and one of the
most useful forms of communication.)
20. Statement: “Honor your relationship by developing listening
skills” of Alan Lokos.
a. Answer: TRUE (This is a known quote by Alan Lokos
emphasizing the value of listening in relationships.)
 📘 2. WRITING JOURNALS
Definition
• A reflective writing practice.
• Students write thoughts, questions, reactions while reading.
• Helps deepen understanding and critical thinking.
Purpose
• Explore themes, characters, cultural values.
• Connect reading to personal experiences.
Roles
A. Enhancing Comprehension & Critical Thinking
• Journals act as a dialogue between student and text.
• Students question characters' motivations and think about
themes.
• Helps form connections to their own life.
Example: Ibong Adarna

📘 3. WRITING REFLECTIONS
Definition
• Students explore their thoughts and feelings about the story.
• Connect story to broader ideas and personal experiences.
• Leads to deep thinking and emotional growth.
Roles
A. Deepening Comprehension and Critical Thinking
• Analyze messages, themes, moral lessons.
• Think about multiple perspectives and story implications.
B. Connecting Text to Personal Experience
• Makes literature meaningful and memorable.
C. Encouraging Analytical & Emotional Responses
• Analytical: symbolism, choices, societal issues.
• Emotional: how the story made them feel and why.
D. Structure of Reflection Writing
• Introduction
• Summary of key points
• Personal connection
• Critical analysis
• Conclusion
📌 INTRODUCTION Example: Alamat ng Bahaghari
• Reading and writing connection is important in literacy
education. 📘 4. POETRY WRITING
• Strategies strengthen comprehension, creativity, and critical Definition
thinking. • Creative writing using imagery, metaphor, rhythm, emotion.
• Helps teachers deepen students’ understanding of texts. • Helps students capture essence of story/character/theme.
• Builds creativity, language skills, and emotional connection.
📌 OBJECTIVES Role
1. Discuss the nature of strategies and techniques. A. Enhancing Language Skills & Creativity
2. Explain the role of each strategy/technique in reading. • Students revise poems for clarity, imagery, emotion.
3. Apply the structures for each strategy. • Sharing poems builds confidence and community.
Example: Alamat ng Pinya
📘 1. WRITING DIARY ENTRIES
Definition 📘 5. WRITING SEQUELS TO STORIES READ
• Students write from the perspective of a character. Definition
• Focus on emotions, thoughts, motivations. • Students imagine what happens after the story ends.
• Builds personal connection to the story and improves narrative • Extends narrative and builds creativity.
writing. • Reinforces comprehension of characters, setting, theme.
Roles Roles
A. Developing Empathy & Understanding A. Enhancing Storytelling & Critical Thinking
• Students think about the character’s experiences, challenges, • Requires understanding of plot, characters, themes.
emotions. • Students think about future actions, new challenges.
• Understand perspectives different from their own. B. Encouraging Creative Expression & Ownership
B. Enhancing Narrative Voice & Creative Expression • Students take creative control of the story.
• Diary entries are personal and informal. C. Developing Narrative Structure & Continuity
• Students can experiment with language, style, voice. • Sequel must logically follow the original.
• Encourages creativity through imagined thoughts/feelings. • Students plan outline, conflict, character development.
C. Structure of Diary Writing D. Structure for Sequel Writing
• Date and context • Review original story
• Character’s emotions • Brainstorm new challenges, unresolved conflicts
• Reflections and thoughts • Plan character development
• Dialogue / inner monologue
Example: Alamat ng Ampalaya 📘 6. WRITING A BOOK REPORT
Definition
• Helps students build organizational and communication skills.
 • Report includes summary, analysis, reflection. • Examples:
Role o It Looked Like Spilt Milk – Charles Shaw
A. Strengthening Organization & Communication o The Very Hungry Caterpillar – Eric Carle
• Organizes ideas into clear structure. o Round Trip – Ann Jonas
• Explains plot, characters, themes logically.
C. Fostering Critical Thinking & Personal Reflection 5. Alphabet Books
• Students analyze why events happen and what they mean. • Teach letter names and sounds.
• Connect story to personal experiences. • Letters are paired with pictures starting with that letter.
D. Structure of a Book Report • Examples:
• Introduction o Dr. Seuss’s ABC
• Plot summary o Chicka Chicka Boom Boom
• Character analysis o On Market Street – Lobel
• Theme analysis
• Personal reflection 6. Picture Storybooks
• Conclusion • Combine storytelling + illustration.
Example: Alamat ng Araw at Buwan • Types:
o Easy-to-read (ages 4–7)
📘 7. JOURNALISTIC WRITING o Picture books for older readers (ages 8+)
Definition o Graphic novels
• Writing news/information that is clear, concise, objective. • Example books:
• Builds critical thinking, research, communication. o Goodnight Moon
o Where the Wild Things Are
• Students write news articles, interviews, opinion pieces based on
o Mr. Gumpy’s Outing
stories.
Roles
III. Storytelling Elements in Picture Books
A. Enhancing Critical Thinking & Research Skills
1. Plot
• Students identify key events, analyze significance, present facts.
• Simple and fast-paced.
• Evaluate sources and cultural/historical context.
• Repetitive patterns common.
Structure of Journalistic Writing
• Pictures help the plot.
• Headline
2. Character
• Lead paragraph
• Simple and easy to identify.
• Body (facts, quotes, evidence)
• Usually children or animals.
• Conclusion
3. Theme
• Ethics: fairness, accuracy, avoid plagiarism
• Clear, focused, one main idea.
Example: Si Malakas at Si Maganda
4. Style
• Short text (around 2,000 words).
I. What are Picture Books?
• Lots of dialogue and repetition.
• Books with many illustrations where words + pictures work
5. Tone
together to tell the story.
• Often funny, exciting, or imaginative.
• Usually 32 pages.
• Pictures give clues about plot, setting, character, and mood.
IV. Artistic Elements
• NOT the same as illustrated books (those have pictures only to
Line
decorate).
• Curved lines = warm, cozy
• Zigzag = action
II. Types of Picture Books
1. Wordless Picture Books • Horizontal = calm
• No words or very little text. • Vertical = height
Shape
• Story is told through pictures only.
• Helps children develop storytelling and language skills. • Round = safe
• Angular = excitement or tension
• Examples:
o A Boy, A Dog, and A Frog – Mercer Mayer • Bigger shape = more important
o The Snowman – Raymond Briggs Space
o Tuesday – David Wiesner • Lots of space = quiet or lonely
• Crowded page = chaos
2. Counting Books Color
• Teach counting and number recognition. • Warm colors (red/yellow) = energy
• Objects must be clear and easy to count. • Cool colors (blue/green) = calm
• May include rhymes or simple stories. • Black/white is also used effectively.
• Examples: Texture
o Ten Apples Up on Top – Dr. Seuss • Shows how objects feel (rough, soft, smooth).
o Ten Black Dots – Donald Crews Composition
o Ten, Nine, Eight – Molly Bang • How elements are arranged to show balance or focus.
Perspective
3. Toy Books • Angle of view (bird’s eye, child’s view, middle shot).
• Books with gimmicks: pop-up, cloth, cardboard.
• For very young children. V. Design in Picture Books
• Focus more on visuals than on story. Rhythm and Movement
• Includes pop-up books and lift-the-flap books. • Repetition creates flow while turning pages.
• Left side often shows protagonist.
4. Concept Books Tension
• Teach a concept: colors, shapes, opposites, sizes, sounds, etc. • Pictures and words must work together without copying each
• Clear and educational but not preachy. other exactly.
Page Layout
• Usually wider than tall to show setting.
• Big books = young children
• Medium books = more complex stories

VI. Artistic Media

• Drawing: pencil, ink, crayons
• Painting: watercolor, tempera, acrylic
• Graphic: woodcuts, lithographs
• Composite: collage, montage

VII. Artistic Styles

• Realism – lifelike
• Cartoon Art – exaggerated, funny
• Expressionism – emotional, distorted
• Impressionism – dreamy, light-focused
• Surrealism – strange, dreamlike
• Folk Art – cultural, traditional