Republic of the Philippines

Department of Education
Region IV-MIMAROPA
Schools Division of Palawan
DISTRICT OF NARRA DEL SUR

I. INTRODUCTION
“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society.
For everyone, everywhere, literacy is, along with education in general, a basic human right. Literacy is
finally the road to human progress and the means through which every man, woman and child can
realize his or her full potential”. Kofi Annan
Narra del Sur District conducted re-echo online seminar about English Literacy held on April
20-22, 2021 to helped educators with their best approaches used in producing better citizens of our
country.
For the opening program it started with a recorded prayer and national anthem, followed by
welcome remarks given by Mrs. Elisa L. Lotilla, Principal III of Princess Urduja Elementary School, the
District English Coordinator. Inspirational message given by our Public Schools District Supervisor Mr.
Mario T. Solatorio.
For the presentation of facilitators given by Master Teacher II of Ipilan Elementary School in
the person of Mrs. Elizabeth H. Esparagoza and followed by presentation of participants by Mrs. Diana
L. Marcelo Teacher III of Bethlehem Elementary School and the presentation of Matrix by Mrs. Eden R.
Lopez Master Teacher I of San Isidro Elementary School. In giving rules in Attending Online training by
Mr. Ronnie A. Flores Teacher I of Aramaywan National high school. The master of ceremony was from
Master Teacher I of Malinao Elementary School in the person of Mrs. Leah Belen R. Francisco.

II. TRAINING PROPER

Session I
The 1st facilitator was Mrs. ELISA L. LOTILLA, Principal III/ Princesss Urduja Elementary School her
topic was The Nature of Reading. At the end of the session, teachers should be able to:
1. Examine teaching practices that will help uncover belief in the reading process;
2. Explain the nature of reading;
3. Realize that the reader has a significant role in the reading process and that his/her attitude and
motivation affect his/her reading performance; and
4. Apply research-based practices in teaching children learn to read and read to learn

Procedure
Directions: For each of the following statements, put a check under “Agree” or
“Disagree” to show how you feel.
Agree Disagree

______1. Before children learn to read they should know the sounds of _______
most letters.
______2. The more symbols (letters or words) there are in a text, the _______
 longer it will take to read it.
______3. We gather meaning from what we read. _______
______4. When one reads one tries to find some cues in an effort to _______
make sense of the written text.
______5. Visual information provided by maps, charts, or pictures help _______
young readers store and retrieve information they have read.
______6. A reader who is familiar with the subject matter of a text _______
already has a basis for making sense of it.

Abstraction
Questions before watching the video
1. What is Reading? What does dynamic process mean?
2. What are the important and/or crucial elements needed by the reader to be able to interact with
the text.
3. What are the five alternative views about reading?
4. Using the Chart provided fill in the column as indicated:
What is Reading?
. . . a dynamic process in which the reader interacts with the text to construct meaning. Inherent in
constructing meaning is the reader’s ability to activate prior knowledge, use reading strategies, and
adapt to the reading situation.
ALTERNATIVE VIEWS ABOUT READING
1. Reading as SKILL
2. Reading as PROCESS
3. Reading as COMPREHENSION
4. Reading as DEVELOPMENT
5. Reading as STRATEGY
Reflection Questions:
1. Learning all these, how should learners be taught to read?
2. Why do you think we still have frustrated readers even in the higher grades?
Application
My Professional Development Plan as a Reading Teacher
As a Reading Teacher, School Head, Supervisor I plan to :

STOP SUSTAIN START

Write what you will STOP, SUSTAIN, and START. Stop is what you will stop doing as regards your
practices in your reading class. SUSUTAIN is what you will continue doing in your reading class. START is
what start/begin doing in your reading lessons.

Session 2
The 2nd facilitator was Mrs. ELIZABETH H. ESPARAGOZA, Master Teacher II/ Ipilan Elementary
School her topic was Communicative Competence Through Oral Language Instruction. At the end of the
session, teachers should be able to:
1. Define oral language;
2. Discuss how oral language affects the development of literacy skills;
3. Demonstrate understanding of instructional strategies which explicitly develop oral language skills
through literacy related tasks; and
4. Demonstrate desirable classroom teaching practices that reflect gained understanding of sound
methodologies in developing the oral language skills of learners.
Procedure
Activity 1
The Facilitator present the following statements. She ask the participants to hit the thumbs up
icon/button of their screen if they believe that the statement is “TRUE” however if the statement is
“FALSE”, ask the participants not to react.
Activity 2: Picture Story (10 minutes)
1. Present a picture via “screen share”. Have the participants explore the picture.
2. Ask them to write down in the “chat box” as many items/things/expression or idea that comes
to mind from the picture presented. Acknowledge responses typed in the chat box.
3. Tell the participants that they are going to help you write a story for the picture.
4. Ask them to:
4.1 give the setting;
4.2 name the character/s;
4.3 the plot (to include possible conflict or problem, climax), and
4.4 ending to the story, which may also include a moral lesson (if possible with
the storyline).
4.5 Encourage use of rich vocabulary and expand the story with many details as
they explore the picture.
5. Call volunteers to retell the entire story developed in the activity.
Analysis
At the end of the presentation of output, process the activity further for deepening by asking the
following questions
1. What have you enjoyed most in doing the activity?
2. What insights or realizations have you gained during the activity? How about after doing the
activity?
3. Are these activities familiar to you? In what way?
4. Do these help students become good language learners? If yes, in what way?
Abstraction
Pre-viewing Questions
1. What is oral language?
2. How is it related to the overall development of reading skills?
3. What is the language to literacy model all abou?
4. What is word poverty and how does it affect the development of reading skills?
5. What are th five (5) components of oral language instruction?
6. How can teachers provide for the effectie development of each of these components?
7. In what context does explicit instruction
Discussion
After watching the video, let the participants process information gathered by sharing their
answers to the pre-viewing questions presented earlier.
Reflection Questions
 1. Look back at your instructional practices in the English classroom, are there provisions for a
meaningful development of oral language?
2. How do you support oral language development in your classes?
3. How do you assure that there will be a positive impact of these activities on oral language
development of the learners?
Application
 Using competency/ies from your respective grade level English Curriculum write a brief
lesson plan targetting oral language development,
 Come up with your own version/adaptation of the activities suggested in any of the five (5)
components of oral language instruction for your chosen competency /ies.
http:www.ebi
Wind down the session by asking the participants to complete the following sentence stems.
 What went well ________________________________________________.
 Even better if __________________________________________________.
Session 3

The 3rd facilitator was Mrs. DIANA L. MARCELO, Teacher III/ Betlehem Elementary School her
topic was Raising Learners Phonological/Phonemic Awareness as Foundational Skills to Decoding At the
end of the session, teachers should be able to:
1. realize the importance of Phonological and Phonemic Awareness in teaching beginning reading;
2. gain an understanding of the WHAT, WHY, and HOW of
Phonemic Awareness Instruction; and
3. acquire familiarity with Phonemic Awareness tasks and gain
insights into their effective application in classroom work.
Procedure
Activity
INSTRUCTION: Answer each item. Identify the Phonemic Awareness task employed.

1. What are the activities all about? (PA)

2. What activities did we engage in?
3. What strategies were employed for each activity?
4. What skills were developed?
5. What are the different levels of Phonemic Awareness?
Abstraction
1. What is the difference between Phonological Awareness and Phonemic Awareness?
2. Why is Phonemic Awareness Important in early literacy?
3. What are the different Phonological Awareness tasks and when do we develop and practice it?
4. What are the different Phonemic Awareness tasks and when do we develop and practice it?
5. How do the different phonemic awareness tasks relate to phonics instruction?
Reflection Questions
1. Knowing the influence or contribution of PA to the success of Phonics instruction, how can we
help our reading teachers in promoting the teaching of PA in the classroom?
Application/Assignment
PHONEMIC AWARENESS ASSESSMENT
DIRECTIONS: Analyze and answer each item below. Then, opposite your answer, indicate the
phonemic task being assessed
 Example: Tell me the last sound in take.
Answer: /k/ - Phoneme Isolation
1. Tell me the last sound in big.
2. Tell me the sound that is the same in bus, big, ball.
3. Which word does not belong: mat, map, boy, men?
4. What word is /s/ /k/ /uw/ /l/?
5. How many sounds are there in cake?
6. What is smile without /s/?
7. What is pot with /s/ at the beginning?
8. What will become of house if you change h to m?
Direction for Exercise
1. Select three of the PA tasks/items in No. 1
2. Then, construct five (5) sample exercises for each of the three selected tasks.

Session 4
The 4th facilitator was Mr. RONNIE A. FLORES, Teacher I/ Aramaywan National High School his
topic was Teaching Phonics and Word Recognition for Successful Reading Decoding Skills. At the end of
the session, teachers should be able to:
1. Understand how Phonics for Reading directly connects to the science of teaching reading.
2. Discuss the basics of phonics.
3. Identify the steps in teaching phonics, using the fuller approach.
4. Discuss the fuller technique in teaching beginning reading.
5. Write activities in teaching beginning reading using the fuller technique/ explicit teaching.
Procedure
Activity 1: KWL CHART
Group the participants in two. Have them accomplish the KWL chart.
Analysis
Process the activity further by asking the following questions:
1. What did you realize while working with the activity?
2. What insights have you gained during and after the activity?
3. In your English class, how do you teach reading?
4. Why is it important to know how to teach decoding and word recognition skills?
5. What is the process of teaching beginning reading? What specific method do you use? What are
your best practices?
Abstraction
Pre-viewing Questions
Video A
1. What is phonics? Why it is important in teaching beginning reading?
2. How should we structure phonics instruction in the classroom?
3. What are the different types of phonics?
4. How is phonics different from phonemic awareness?
5. Identify some phonics terms.
Video B titled “Fuller Approach in teaching beginning reading” then discuss it by asking the following
questions
1. How do we teach reading using the Fuller Approach?
2. What are the different steps?
3. What are the guidelines to follow when presenting the word family?
 4. Steps to follow in teaching word family,
example: the short /e/ family – (et)
Viewing Session
Reflection Question
Let us talk about your learners:
1. How do you structure your phonics lesson in the classroom?
2. Do you follow a specific method of teaching phonics in the classroom? Did you do analytic,
embedded, or synthetic phonics? What are your best practices?
3. Do you teach them phonics using the fuller approach? Why or why not?
4. As teachers, what is your realization after this workshop?

Application
Exit Slips
In this session, I have realized that _________________________.
Hence, when I go back to my own class/school, I will _______________________

Session 5
The 5thfacilitator was Mrs. ELIZABETH H. ESPARAGOZA, Master Teacher II/ Ipilan Elementary
School her topic was Teaching Phonics and Word Recognition for Successful Reading Decoding Skills. At
the end of the session, teachers should be able to:
 define fluency and its critical attributes
 explain the importance of automaticity and fluency in the reading process
 identify and demonstrate different fluency building strategies effective for developing reading
fluency.
 describe the elements that have been most effective for developing reading fluency.
She facilitate activity by write Agree or Disagree in each statement. After that they have Brainstorming
Activity by what I see? And What I hear?
The facilitator assigned schools to answer the following question given.
Focus Questions:
1. What is fluency and its critical attributes? (Burirao Proper ES)
2. What is the importance of automaticity and fluency in the reading process? (Batang-Batang Proper
ES)
3. Why should teachers provide fluency instruction? (Burirao Annex ES)
4. What are the steps in providing fluency instruction? (Aramaywan 2 ES)
5. How to help students become fluent readers? (Maranan ES)
What is Reading Fluency?
Reading fluency is the ability to read accurately with meaning at the same time using expression
and proper phrasing.
• Combines rate and accuracy
• Requires automaticity
• Involves reading with prosody
Importance of Fluency
Fluency is important because it provides a bridge between word recognition and comprehension
(National Institute of Fluency Literacy (NIFL) 2001). Over 30 years of research indicates that fluency is
one of the critical building blocks of reading, because fluency development is directly related to
comprehension.

Fluency Bridges the Gap

 Phonics
 Decoding
 Word Recognition
 Fluency
 Comprehension
Activities that can be used to teach fluency explicitly.
1. Reading with a model reader.
The model reader can be a teacher, adult or an older student. The model reader reads the
passage first, then the student reads it. Next the student reads the passage again as quickly and
accurately as he or she can without speed reading.
2. Choral reading
In choral or unison reading, students read along as a group with the teacher (or another fluent
adult reader). Students follow along as teacher reads from a book or from their own copy.
2. Tape-assisted reading
3. Students read along in their books as they hear a fluent reader read the book on an audiotape.
For tape-assisted reading, you need a book at a student’s independent reading level and a tape
recording of the book read by a fluent reader.

The important role of the teacher is to determine that the students are following along and
reading the text while the story is read aloud.
4. Readers’ Theater
It is the rehearsing and performing before an audience of a dialogue-rich script derived from a
book. Students play characters who speak lines or a narrator who shares necessary background
information.
5. Partner Reading
Partner reading is a cooperative learning strategy in which two students work together to read
an assigned text.
Paired students take turns reading aloud to each other.
For partner reading, more fluent readers can be paired with less fluent readers. Children who
read at the same level can also be paired to reread a story that they have received instruction on during
a teacher-guided part of the lesson.
After viewing a video, she facilitate to answer the following question.
Focus Questions:
1. What is direct fluency instruction? (Cacarigan ES)
2. How can fluency be taught explicitly? (Caguisan ES)
3. Why is direct fluency instruction important? (Teresa ES)
“So it is with children who learn to read fluently and well: They begin to take flight into whole
new worlds as effortlessly as young birds take to the sky”.

- William James –

DAY 2
The 2nd day of conducted re-echo online seminar about English Literacy started with a doxology
followed by checking by attendance by school facilitated by Mrs. Eden R. Lopez, Master Teacher I/ San
Isidro Elementary School.

Session 6
The 6th facilitator was Mrs. ELIZABETH H. ESPARAGOZA, Master Teacher II/ Ipilan Elementary
School her topic was Vocabulary Instruction for Effective Word Structure and Meaning Recognition. At
the end of the session, teachers should be able to:
 explain that vocabulary skill will better equip a learner develop reading fluency and
comprehension;
 demonstrate interesting and innovative ways how vocabulary instruction can be
delivered in the classroom.
Key Understandings
1. Vocabulary is one of the six (6) essential elements in Reading instruction. Hence, it stands as one of
the literacy domains in the language arts curriculum.
2. Building vocabulary is a foundation at any reading level. Researches revealed that vocabulary is
strongly related to reading comprehension. In a conclusion of the 2000 Report of the National
Reading Panel, it stated that a large vocabulary is more specifically predictive and reflective of high
levels of reading achievement. As children learn to read, they must decode print but they must
have a vocabulary base in order to make sense of what they decode (Owens 1996). The richer a
learner’s vocabulary, the easier for him to get through with what he reads.
The facilitator conducted activity 1: Check this Out
Present the following statements to the participants. On a paper or notebook, let them write Agree or
Disagree to every statement. The facilitator will checked before and end of the session as post
discussion assessment.
For activity 2. Get engaged
The facilitator divide participants by school. She gave the following instructions to the participants.
1. There will be five (5) tasks to do for your group.
2. Your group will be given a task sheet one at a time.
3. Three (3) tasks shall be done for five (5) minutes while the other two shall be done for three (3)
minutes.
4. Groups who finished the task ahead of the time will make a yell, then bring the output to the
front.
5. After the given time, all groups shall post the output whether finished or unfinished.
6. After all the tasks have been done, there shall be sharing of outputs through Gallery Walk which
will be done for 5 minutes.
The participants may display their outputs in the chat box.
Analysis
Process the activity further by asking the following questions:
1. How did you find the tasks?
2. What specific competence/s is/are being developed as these tasks are carried out?
3. Should vocabulary development be facilitated all the time with these kind of activities? Why?
4. How would these kind of activities promote the learning of vocabularies?
5. Would vocabulary instruction aid in improving the reading levels of the learners? Why?
Abstraction
Before letting the participants watch the resource person’s video, present to them first the following
questions:
Pre-viewing Questions
1. What are the kind of vocabularies?
2. How do children acquire meaning vocabulary?
3. What kind of vocabulary will help learners go through their academic tasks?
4. How would learners use their receptive vocabulary? Their expressive vocabulary?
5. What lays the foundation of vocabulary learning?
6. What are the ways vocabulary can be taught implicitly?
7. What are the techniques in explicit vocabulary instruction?
8. How would teachers create a rich-print environment?
9. What are some of the ways that will foster word consciousness among the learners?
10. What will make picture clues as technique in developing vocabularies more effective?
Ask the participants to jot down their answers to the pre-viewing questions as they watch the video.
Viewing Session
Title: Employing Vocabulary Instruction for Effective Word Structure and
Meaning Recognition
Resource Person: Gretel Laura M. Cadiong, Chief Trainer, National
Training on Basic Literacy Instruction
After watching the video, let the participants process the information they gathered by asking them to
share their answers to the pre-viewing questions presented earlier.
Reflection Questions
As a teacher, how would you make it possible for all your learners to achieve the 50,000-word
capacity at the time he reaches 12?
Application
Chose one competency from the list below. Plan a lesson. Use one or more strategies you
learned today. Be ready to share your output.
• EN3V-IIab-5 Show understanding of meaning of words with initial consonant blends through
drawing, actions, and using them in sentences
• EN4V-IIe-33 Use prefixes and root words as clues to get meaning of words
• EN6V-IIIa8.1 EN6V-IIIa8.2 Clarify meaning of words using dictionaries, thesaurus
• EN5V-Id-12 and 13 Infer the meaning of unfamiliar words ( affixed) based on given context clues
(synonyms, antonyms, word parts) and other strategies
Discuss the answers in Check Out.
Johann Wolfgang von Goethe.”
“The limits of my language are the limits of my universe.”
By helping the children increase their vocabularies, we will help them become more independent
readers. And when they become independent readers, we help them broaden their world.

Session 7
The 7th facilitator was Mrs. DAKILA L. RODIN, Teacher III/ Princess Urduja Elementary School
her topic was Inferring general Mode and tone of the Selection. At the end of the session, teachers
should be able to:

❑ Recognize the differences between tone and mood and how these two elements contribute to
the overall message and impact of the story to the audience;
 ❑ Use appropriate and relevant strategies in teaching tone and mood; and
❑ Formulate appropriate grade-level questions for the discussion and assessment of the mood and
tone of a particular selection.
Conceptual Knowledge
1. One way of understanding the tone of the selection is through character analysis.
2. Most texts explicitly suggest the mood of a story.
3. In a story, a reader may identify both positive and negative tones.
4. Though mood is language dependent on writer’s word choice, it remains audience-oriented.
5. Tone is uniform and invariable over the course of character development.
Show the video lecture about tone and mood.
Discussion
What do you notice of the tone? Did each speaker have the same tone?
There are different tones expressed by the same speaker. Why is this possible?
What do these changes in the tone tell us about it?
What is the key takeaway that our learners must understand about the tone?
Show the video lecture about Tone and Mood.
Conceptual Understanding
1. One way of understanding the tone of the selections is through character analysis.
2. Most texts explicitly suggest the mood of a story.
3. In a story, a reader may identify both positive and negative tones.
4. Though mood is language dependent on writer’s word choice, it remains audience-oriented.
5. Tone is uniform and invariable over the course of character development.
Show the video lecture about Tone and Mood. 1984 by George Orwell
Questioning
What overall emotion or mood does this passage express?
a. Resignation
b. Anticipation
c. Fascination
d. Reflection
Self-Assessment
Show the video about Tone and Mood again starting from 28:45 until the end.
..\..\..\videos\FINAL-Discovering the Tone and Mood (Anna Marlaine Litonjua.mp4

Session 8
The 8th facilitator was MARIANE MAY T. SOLATORIO, Teacher III/ Aramaywan 1 Elementary
School her topic was Noting Significant Details and Textual evidences Through Close Reading. At the end
of the session, teachers should be able to:
1. recognize the nature, principles, and process of noting significant details;
2. describe and analyze the types of details in texts; and
3. identify and utilize comprehension strategies for noting significant details.
Key Understandings
1. Reading is a highly strategic process...constantly constructing meaning or ideas using a variety of
strategies. Consequently, teaching comprehension strategies should focus on thinking, problem-solving,
and monitoring understanding (Harvey & Goudvis, 2000).
2. A detail is a part of a whole; it may also refer to small elements that collectively constitute a work.
Details in a text may be significant because they contribute to the wholeness of the material. Others,
considered insignificant, may be there, but removing them may not affect significantly the integrity of
the text.
3. Explicit details are stated clearly and in details, leaving no room for confusion or doubt.
4. Implicit details are implied or not directly stated. They are details that we cannot see, they may be
vague or “under the surface.” Most often, they require the readers to make inferences.
5. Being able to note significant details from the text, whether visual or verbal, leads one to
understand the texts more clearly and deeply. One is able to practice making inferences and conclusions
– skills that are crucial in more complex reading tasks.
6. Explicit Teaching is at the core of good literacy instruction.
7. Readers need direct, explicit instruction on how to use and apply comprehension strategies.
Learners should be trained to engage in close reading of text and to use strategies that help them
comprehend the reading texts more clearly.
8. “Close reading” represents one type of reading in which students ‘have a go’ at a text, becoming the
primary investigator(s) of its meaning.” (Lapp et al. 2013)
9. Steps in Close Reading
A. First read: Key Ideas and Details
B. Second read: Craft and Structure
C. Third read: Integration of Knowledge and Ideas
10. Text dependent questions (TDQs) are those that can be answered only by referring back to
the text being read. Learners today are required to read closely to determine explicitly what
the text says and then make logical inferences from it. They must also be taught how to construct text-
dependent responses (TDRs) to guide them how to refer back to the text.
Procedure
Activity
Viewing a Short Animation
Invite the attention of the participants to closely watch a short animated film titled “Pip.” Before doing
so, provide them the following sets of questions which they will have to answer afterwards:
Set A
1. Who is the main character? Describe her.
2. Where did the story take place?
3. What was the main character excited about?
4. What were the struggles experienced by her?
5. What unfortunate event happened to her?
6. How did the story end?
Set B
7. Is the woman saved by the main character really blind? Why do you think so?
Cite evidence/s from the story.
8. ,Why do you think the main character saved her?
9., What emotions are evoked by the story? Cite situations.
10. What lesson can be inferred from the story?
Analysis
1. Which questions are easy to answer? Why? Which questions are difficult to answer? Why?
2. Which questions asked you to provide/take details or evidences from the story? Which
questions asked you to infer?
3. What does this activity tell us in relation to reading comprehension as a skill?
Abstraction
1. What is a significant detail? What is the difference between explicit and implicit details?
2. What is noting significant details?
3. What does research say about effective literacy instruction?
4. What is close reading and how can it help learners tackle complex texts?
5. What are the strategies for noting details and how can they aid comprehension?
Viewing Session
Title: “Hunting for the Nitty Gritty: Noting Significant Details and Textual Evidences through Close
Reading”
Resource Person: Denn Marc P. Alayon, National Training on Literacy Instruction
Discussion
After watching the video, let the participants process the information they gathered by asking them to
share their answers to the pre-viewing questions presented earlier.
Explicit Teaching of Noting Significant Details
Initial Activity: TDQ-TDR Tandem (I Do and We Do)

Ask the participants’ attention to the reading text, Uldok the War Hero. This should have been provided
in advance.
Then, demonstrate the I Do part of applying the taught strategies in noting details specifically using text-
dependent questions and responses for paragraphs 1-2.
Do the WE Do part for paragraphs 3-4.
Emphasize and reiterate how to use the strategies appropriately.
Application Activity: TDQ-TDR Tandem (You Do)

Explicit Teaching of Text Annotation

Initial Activity: Text Annotation (I Do and We Do)
Application Activity: Text Annotation (You Do) ive folder on or before the deadline.
Closing
Ask the participant to complete the exit slip in slide 70. Process their answer and ask the following wrap-
up questions for reflection:
2. As a group, discuss other strategies and share best practices and possible challenges you might
encounter as you teach this particular comprehension skill.
3. Now that we are in a new normal and we are expected to use different learning modalities, how
will you teach explicitly noting significant details to your learners?

Session 9
The 9th facilitator was RONNIE A. FLORES, Teacher I/ Aramaywan National High School his topic
was Getting the Main Idea/ Theme of the Selection. At the end of the session, teachers should be able
to:
Session Goals
❑ Recognize the differences between tone and mood and how these two elements contribute to
the overall message and impact of the story to the audience;
❑ Use appropriate and relevant strategies in teaching tone and mood; and
❑ Formulate appropriate grade-level questions for the discussion and assessment of the mood and
tone of a particular selection.
Conceptual Knowledge
1. One way of understanding the tone of the selection is through character analysis.
2. Most texts explicitly suggest the mood of a story.
3. In a story, a reader may identify both positive and negative tones.
4. Though mood is language dependent on writer’s word choice, it remains audience-oriented.
5. Tone is uniform and invariable over the course of character development.
Show the video lecture about Tone and Mood. Stop until 8:36
..\nd Mood (Anna Marlaine Litonjua.mp4
Discussion
What do you notice of the tone? Did each speaker have the same tone?
There are different tones expressed by the same speaker. Why is this possible?
What do these changes in the tone tell us about it?
What is the key takeaway that our learners must understand about the tone?
Show the video lecture about Tone and Mood. Start at 8:37 until 16:39
..\..\..\videos\FINAL-Discovering the Tone and Mood (Anna Marlaine Litonjua.mp4
Conceptual Understanding
1. One way of understanding the tone of the selections is through character analysis.
2. Most texts explicitly suggest the mood of a story.
3. In a story, a reader may identify both positive and negative tones.
4. Though mood is language dependent on writer’s word choice, it remains audience-oriented.
5. Tone is uniform and invariable over the course of character development.
Show the video lecture about Tone and Mood. Start at 16:40 until 28:44
..\..\..\videos\FINAL-Discovering the Tone and Mood (Anna Marlaine Litonjua.mp4
1984 by George Orwell
Questioning
What overall emotion or mood does this passage express?
a. Resignation
b. Anticipation
c. Fascination
d. Reflection
Self-Assessment
Show the video about Tone and Mood again starting from 28:45 until the end.
..\..\..\videos\FINAL-Discovering the Tone and Mood (Anna Marlaine Litonjua.mp4

Session 10
The 10th facilitator was LEAH BELEN R. FRANCISCO, Master Teacher I/ Malinao Elementary
School her topic was Determining Cause and Effect Relationship. At the end of the session, teachers
should be able to:
1. Review the fundamental concept of cause and effect text structure;
2. Point out reasons for teaching cause and effect;
3. Analyze the demo lesson showing the explicit teaching of cause and effect; and
4. Use different literacy strategies in close reading cause and effect texts.
Key Understandings
1. What is Cause and Effect?
- CAUSE AND EFFECT – organizes details based on the cause, which is the REASON, and the effect
is the RESULT or CONSEQUENCE of a certain action, phenomenon, or circumstance.
2. Why Teach Cause and Effect?
- Meyer & Ray (2011) in a comprehensive review of research on text structure instruction had
consistently pointed out how readers’ meaning-making is increased by the use of text structure
to understand how the important ideas of a text are inter-related.
- Understanding the concept of “causality” is contributory to honing other learners’ fundamental
reading skills such as making inferences, predicting outcomes, and drawing conclusion.
- Although the cause and effect relationship of ideas are both applicable and apparent in literary
(fiction) and informational (nonfiction) texts, this text structure is majorly relevant in allowing
the learners to read and write informational texts, particularly persuasive texts. The
interconnected or linked ideas are used as claim, evidence and reasoning for persuasion.
- Grasping the concept of “causality” is also a good foundation for the to be able to conduct
correlation studies/researches.
- It is taught from Key Stages 2 to 4 (specifically from Grade 3 to Senior High School).
3. How to Teach Cause and Effect?
- Determining the cause and effect ideas in the text can be taught through EXPLICIT TEACHING.
This approach is parallel with the Gradual Release of Responsibility instructional model (Fisher
and Frey, 2008), which is fundamentally grounded on Vygotsky’s Scaffolding Theory.

4. There are varied LITERACY STRATEGIES that can be used in teaching the learners how to determine
the cause and effect in the text. The creativity of the teacher is imperative to mix and match
appropriate literacy strategies. The following are the suggested literacy strategies:
o Close Reading through Text Annotation – Noting the specific details from the text (through
employing marks and marginal notes) while reading.
o Text Structure Strategy – Identifying the apparent structure of the text read
o Transcribing Information through Graphic Organizers – Using graphic organizers to present the
ideas from the text read
o Think Aloud – Expressing one’s thoughts about the text read for metacognition (monitoring
one’s understanding of the text).
o Rally Table – Doing task (i.e. reading task) alternately and collaboratively
o Reciprocal Questioning (ReQuest) – Formulating questions about the text based on how the
teacher asks questions.
Procedure
Activity 1: Anagram
1. Expound on the four key points derived through the anagram.
2. Aside from the four key points, reiterate the fact that cause and effect is taught in English across
grade levels.
3. Ask the participants to share their other views about the reasons to teach and learn cause and effect
through the chat box. Another option is that they be unmuted and be allowed to speak.
Activity 2: My Purpose
1. Ask the participants to complete the statement,
“I am here today because __________________________________________.”
2. Give them one to two minutes to complete the statement.
3. Ask some of the participants to share their answers via chat box. Another option is that they be
unmuted and be allowed to speak.
ANALYSIS
1. Apparently, each one of you has a specific reason why you are here today. What does that REASON
express? (Expected Answer: CAUSE)
2. Whatever your reason is, the RESULT is your current presence. What does the RESULT represent?
(Expected Answer: EFFECT)
There are texts which express case and effect. The CAUSE AND EFFECT TEXT is just one of the TEXT
STRUCTURES. A CAUSE AND EFFECT TEXT basically expresses the CAUSE, which tells the REASON, and the
EFFECT, which conveys the RESULT.”
ABSTRACTION
1. Lead a succinct but substantial discussion of the Explicit or Direct Instructional Method, which shall
be used in the teaching of Cause and Effect.
2. Focus the discussion on the Introduction, Modeling, and Guided Practice stages of the Explicit
Teaching of Cause and Effect.
Pre-viewing Questions
1. What is the basic function of signal words in understanding cause and effect texts?
2. What are the different cause and effect patterns?
3. How is close reading done in comprehending the cause and effect texts?
4. Why are learners asked to create graphic organizers about the cause and effect texts that they
read?
Viewing Session

Title: DETERMINING CAUSE & EFFECT (SIR KEVIN)

Resource Person: Kevin Neil S. Daylo, National Training on Literacy Instruction Chief Trainer
Reflection Question
Which are about the teaching and learning process relevant to reading instruction.
1. Why is it important for the learners to learn the different cause and effect patterns?
2. How can signal words be taught effectively?
3. Why is using graphic organizers an efficient way to understand the text?
4. What makes close reading a necessary skill for a lifelong reader?
Recapitulation of Points from the Video
These are the salient points from the demo lesson showing explicit teaching of Cause and Effect:
 Close reading can be done in the form of text annotation (Share PPT slide nos. 25 & 26).
 And through text annotation, the signal words for cause and effect can be easily identified
(Share PPT slide no. 27).
 Also, through text annotation, the cause and effect ideas from the text can be analyzed. Further,
the cause and effect patterns can be determined. Determining the text pattern falls under the
text structure strategy, which allows the learners to comprehend the text better (Share PPT slide
no. 28).
Recapitulation of Modeling and Guided Practice Stages
“Notice that the structures of activities done in the MODELING and GUIDED PRACTICE are the same.
The learners annotated the text to find the signal words. Eventually, they are able to analyze the cause
and effect ideas. They were even able to recognize the specific cause and effect patterns. The difference
is that in Modeling, it is I DO, so the teacher does and shows the activities; while in Guided Practice, it is
WE DO, so the teacher gives necessary scaffolding or assistance to the learners while they accomplish
the activities.”
APPLICATION
Leading to Independent Practice
“After the Modeling and Guided Practice phases, the learners proceed to the INDEPENDENT PRACTICE.
You will notice that the tasks to be given in this phase are still pretty much the same with that of the
previous phases. The learners will annotate the text to be able to find the signal words. Identifying the
signal words will help them analyze the cause and effect ideas. Even the cause and effect patterns will be
understood by them. But this time, this is already YOU DO, which means that the teacher lets the
learners do the tasks on their own. No more scaffolding. Do you now realize the essence of Gradual
Release of Responsibility?”
Independent Practice: Close Reading to Identify Cause and Effect
Ask the participants to access the texts to be used for INDEPENDENT PRACTICE through a Word file
titled, “Task Sheet – Determining Cause & Effect (Online Teaching)”.
“The texts used in this activity are very easy to comprehend. It is because these texts are intended to be
read by lower grade learners. The fundamental rationale of the activity is to simply let you emulate the
experience of the learners, as they accomplish the independent practice stage of the explicit teaching.”
Present the Independent Practice activity instructions:
1. Read closely the texts.
 Facebook Addiction (Psychology)
 Plastic Pollution (Environmental Science)
2. Annotate the signal words and the words/phrases expressing the cause, and the effect. You may
use your own marks and symbols.
3. Write the legend for your annotation.
4. Write the cause and effect pattern you have figured out.
5. Create an appropriate graphic organizer showing the cause and effect ideas.
Think Aloud for Summary
1. I need to know the cause and effect relationship of ideas because…
2. Finding the signal words is helpful in recognizing the cause and effect because…
3. I should be knowledgeable about the different patterns of cause and effect so that…
4. Close reading through text annotation is helpful in analyzing cause and effect in such a way
that…
5. I can apply my learning about cause and effect in…
Activities for Application in the Explicit Teaching Paradigm
“In reference to the Explicit or Direct Teaching paradigm, what comes after the Independent Practice is
the APPLICATION. It is the final phase, classified as YOU DO stage as well.”
“These are some suggested creative application activities:
 Essay Writing
 Comic Strip
 Cause and Effect Chain
 Slogan-Making/ Poster-Making/ Flyer-Making (Traditional Versions)
or Infographics (Digital Version)”
F.A.Q. (Frequently Asked Questions)
“During the National Training on Literacy Instruction last November 2019, there were identified
frequently asked questions. Most likely you will also be asking them, so let us might as well pose and
answer them. If you have other answers, feel free to express them.”
1. F.A.Q. # 1 – How will I teach the learners how to determine cause and effect using texts lacking
or without signal words?
Answers:
- Ideally, we should be exposing our learners to cause and effect texts which have signal words,
for these are actually “good texts”. So as much as possible, let our learners read texts filled with
signal words.
- Realistically, there are several cause and effect texts which lack signal words or have no signal
words at all; hence, if you are using them for reading instruction, you may either modify them
by inserting signal words in between the cause and effect; or you may use it as it is, provided
 that you reiterate to the learners the core concept of cause and effect – the cause tell the
reason; while the effect speak of the result.
2. F.A.Q. # 2 – How will I teach the learners how to determine cause and effect using literary texts,
which are structured differently in contrast to expository texts?
- Let your learners have a good grasp of the narrative elements. Ask them to focus on the
dialogue of the characters. The characters usually ask “why” questions, and as other characters
respond, the cause and effect idea can be conveyed.
- Let your learners be familiar with the narrative plot structure. Let them realize how an event
may be causing another or resulting to another. Like for instance, rising action leads the climax;
or the denouement may be attributed to the preceding events.

DAY 3
The 3rd day of conducted re-echo online seminar about English Literacy started with a doxology
followed by checking by attendance by school facilitated by Mrs. was MARIANE MAY T. SOLATORIO,
Teacher III/ Aramaywan 1 Elementary.

Session 11
The 11th facilitator was EDEN R. LOPEZ, Master Teacher I/ San Isidro Elementary School
his topic was DO# 35 s. 2016- Learning action Cell and Action planning on the conduct Of SLAC. The
facilitator discussed the DO# 35 s. 2016. At the end of the session, teachers should be able to:
1. Understand the concept and importance of a Learning Action Cell (LAC)
2. Reflect and internalize the roles and responsibilities in the Learning Action Cell (LAC)
3. Design a Learning Action Plan (LAC)
How will the LACs work?
Guide questions
1. Who are the participants in the LAC?
2. What’s the purpose of LAC?
3. What is the role of the School Head?
4. What is the frequency and duration of the LAC session?
SAMPLE FORMAT OF THE 2-HOUR SESSION
BEFORE THE MEETING
She remind grades 1 & 2 teachers to bring their Revised Teacher Guides to the meeting. Ask
grades 3to 6 teachers to meet by grade level and each grade selects an upcoming lesson or lessons and
teachers bring them to the meeting. Ask the teachers to prepare to share orally their experiences and
bring student work or learning materials developed in the past month.
SHARING SESSION
Teachers share in pairs, grade groups or subject groups their experience and reflection
pertaining to the new materials, a new activity a new approach they have tried. Efforts are
congratulated/ celebrated and participants are encouraged to share newly developed learning aids.
INTRODUCTION OF TOPIC
The facilitator guide contains information to support the facilitator in the introduction of the
topic. Teachers can view accompanying video capsules. Guiding questions are inserted in the facilitator
guide to stimulate discussion.
Professional activity-making material/ preparing for lessons. each teacher looks at his/her
revised teacher Guides and selects lessons and activities where he will try apply what has been
introduced and discussed in this month’s LAC meeting. This work is sometimes done in pairs, in small
groups or individually.
SHARING WHAT WE WILL DO
Each teacher shares what he is planning to do and together, in small grade groups, they
discuss and help each other identify what they will collect in terms of evidence on the outcome. At the
following session, they will share their experiences, collected data/evidence and reflections on what
they tried and how it went.
AFTER THE MEETING
LAC Facilitator and participants confirm date for the next LAC meeting. Principal confirms with
some teachers schedule for classroom observations. LAC facilitator sends questions by text messages or
email.
What are the topics to be considered in LAC?
Learners diversity and student inclusions.
-Central role of the teacher to establish learning environment that is responsive to learners’
diversity

2. Content and Pedagogy of the K-12 Basic Education Program-Developmentally teaching strategies and
methods
3. Assessment and Reporting in the K to 12 Basic Education
4. 21st Century Skills and ICT Integration in Instruction and Assessment
5. Curriculum Contextualization, Localization and indigenization
6. Emerging and urgent issues and concerns affecting teaching and learning
(school participation, completion, assessment, child finding activities, results-based practices,
technologies and school successes)
7. Other DepEd thrusts and policies relevant to the priority needs.
How to implement the LAC?
BEFORE THE LAC
1. Identification of professional needs (Plan)
2. Assessment of Needs
3. Prioritization of Topics for Agenda
4. Formation of LAC ( according to size of school)
5. Identification of Appropriate Intervention (modality, Ims,Strat.)
6. Scheduling of meetings
7. Setting up of Resources
8. Assignment of work
9. LAC implementation norms
DURING THE LAC
(The priorities set out in the plan)
Activities can be;
 Lectures
 practicum,
 orientation,
 coaching,
 Workshops
 Dev’t of Instructional Materials
  followed by collaborative discussions
AFTER THE LAC Session
 LAC participants are expected to implement the proposed strategies or activities in their
classroom or community
 Evaluation and Reporting
 SHs should support the LAC thru” observations and encouragement
Roles and Responsibilities of various DepEd Offices
 SCHOOL LEVEL
 Organize the LAC
 Sustain – practice holding regular session
 Involvement in LAC activities be captured in IPCRF
SCHOOLS DIVISION LEVEL
 Through the PSDS , the CID should support the schools in establishing, maintaining their LAC
practice.
 Provide Technical assistance (as maybe required)
 Identify practice that are potentially replicable- setting up rewards system
 Conduct systematic monitoring ( good teaching happens )
 SDO expected to ensure that there are LAC plans across all learning areas and key stages
 Must be constructed flexibly, strategically at a local level
CORE PRINCIPLE OF LAC M& E ( Monitoring and Evaluation)
 -establish simplistic correlation between LAC activity & Student Performance
 The policy notes that schools will need to be given time to establish effective LAC
 The process varies from school to school
 There are clear evidences in; changes in classroom, increase knowledge & understanding,
improved teachers’ pedagogy and practices
ADDITIONAL GUIDELINES IN M & E
 Progress monitoring provide pertinent information leading to the objectives of LAC
 Areas to be monitored ( focused area stipulated in the policy)
(e.g content and pedagogy, skills in assessment,
instructional strategies. etc.)
 Members could develop M& E tools
 Monitoring timeline
 Documentation and record keeping
Application
Design your own LAC PLAN

Session 12
The 12th facilitator was EDEN R. LOPEZ, Master Teacher I/ San Isidro Elementary School
her topic was Drawing Conclusion/making Generalization of the Selection. . At the end of the session,
teachers should be able to:
• define drawing conclusions and generalizations of reading selections;
• figure out conclusions and generalizations from reading selections; and
• demonstrate strategies that assist learners in understanding significant details in order to draw
conclusions and generalizations
Let’s think of this…
• Imagine you are walking down the street and you come across a house with overgrown grass
that reaches waist-height, no lights in the windows, and the paint that is peeling off the siding.
• What might you think about this house?
Pre-Viewing Questions:
1. What is drawing conclusion as a reading skill? (Burirao ES)
2. What is the difference between drawing conclusions and making generalizations?
( Calategas ES)
3. How do we teach drawing conclusions ?
(Malinao ES)
4. How can we say that our generalizations are valid? (Aramaywan I ES)
A conclusion is a decision you reach that makes sense after you think about the details or facts that
you have read. When you draw conclusions, you use two things:

What you know in your head AND What you’ve read in the story. A conclusion is what you come to
when you put these two together out have read.

A generalization is a specific kind of conclusion. All generalizations are conclusions, but not all
conclusions are generalizations. A generalization is a broad statement that applies to many
examples. A generalization is formed from several examples or facts and what they have in
common. 
Process
Strategy 1. CFC Model
A. Code the text
B. Decide which statements are facts you can read in the text
C. Eliminate information that doesn’t make sense with what you read.
Strategy 2. Text to Self Strategy TEXT SELF CONCLUSION
Strategy 3. Detecting Motive, Alibi and Clues
Strategy 4. Graphic Organizers
Strategy 5. Questions that Evoke Conversations
Generalizations make broad statements about a group.
Some are valid, others are faulty.
Valid generalizations are supported by facts, examples, and logical thinking.
Watch out for words like all or never.
Let’s Think About This…
Does the author: Use facts to support the idea? Share past experiences to support the idea? Provide
several examples? Use logical thinking?
• Be careful!
• Make sure your generalization is valid.
• Valid means true.
• It is supported by facts
• It agrees with what you already know about the topic
• It uses logic and reasoning
• It is proven with several examples
What is it?
• Be careful!
• Make sure your generalization is not faulty.
 • Faulty means false.
• It is not supported by facts
• Watch for the key words: none, all, always, never, everyone, nobody

Session 13
The 13th facilitator was ELIZABETH H. ESPARAGOZA, Master Teacher II/ Ipilan Elementary
School her topic was Inferring and Predicting Outcomes, At the end of the session, teachers should be
able to:
 recognize the nature, principles, and process of predicting outcomes;
 demonstrate a working knowledge on the use of DRTA as an instructional strategy for
predicting outcomes; and
 explain how other reading comprehension skills help in predicting outcomes
Key Understandings
1. A vital aspect of reading comprehension is the ability to make predictions. This is what moves
the reader forward through a story, using prior knowledge and context clues to provide
momentum.
2. Making predictions is more than just guessing what is going to happen next. Predicting helps
students become actively involved in reading and helps to keep their interest level high. Some of
the other benefits of teaching students to make predictions are: (a) helps students to ask
questions while they are reading; (b) encourages students to skim or re-read portions of the
story to better understand it or to recall facts about the characters or events; (c) provides a way
for students to monitor their understanding of the material (Bailey, 2019).
3. Directed Reading-Thinking Activity (DRTA) is an instructional strategy designed to increase
students’ comprehension of reading material. DRTA allows students to actively seek an
understanding of the selection by using prior knowledge and/or visual clues to anticipate
content, then reading the text to confirm or reject predictions. This creates a purpose for
reading, as students seek to answer their own questions or predictions (Billmeyer & Barton,
1998).
4. Why use Directed Reading Thinking Activity?
 It encourages students to be active and thoughtful readers.
 It activates students’ prior knowledge.
 It teaches students to monitor their understanding of the text as they’re reading.
 It helps strengthen reading and critical thinking skills.
5. How to Use Directed Reading Thinking Activity (readingrockets.org/strategies/drta)
For the activity.
What do you think will happen next?
The facilitator present Slides 4, 5, and 6. She let the participants read the text or study the
pictures. After each slide, she asked question: What do you think will happen next? Gather as many
different responses as possible.
Analysis
The participants realize that what they just did are examples of predicting outcomes. Inform the
participants that their answers to the question “What do you think will happen next?” are largely
influenced by their background knowledge and experiences which helped them in giving varied
predictions about the situation and pictures shown. This discussion will lead you to the definition of
predictions and how important they are in learning.
Abstraction
This is the time to show the resource person’s video. However, before allowing the participants
to watch the video, present the following questions for post-viewing discussion.
 1. Define predicting outcomes as a reading comprehension skill.
2. What factors influence learners’ predictions of a text?
3. How does predicting outcomes contribute to reading as an active thinking process?
4. Why is predicting considered brain-compatible learning? How is this manifested among readers?
5. What could be the reasons why learners sometimes struggle in reading?
6. Explain the process of DRTA. What are the teacher’s and learner’s tasks in each stage of DRTA?
7. How can DTRA be scaled-up/down to suit the cognitive ability of different learners?
8. How is everyone “on the same page” with DRTA?
9. What challenges might be encountered by both teachers and learners when adopting DRTA?
How could these challenges be addressed?
Viewing Session
Title: Predicting Outcomes
Resource Person: Rosalie E. Bongon
Discussion
After watching the video, they have discussion and the participants process the information they
gathered by facilitating a discussion on their answers to the pre-viewing questions.
Question for Reflection:
Everyone will reflect this question. What were some of the considerations you had to take into
account as you planned your DRTA?
The facilitator Show the video version of “The Open Window”.
She discuss with the participants that there are also strategies as DVTA (Directed Viewing
Thinking Activity) and DLTA (Directed Listening Thinking Activity) either to supplement DRTA or to be
taught as separate skills
Wind down the session by asking the participants to share either their thoughts, insights,
realizations, or future instructional plans relative to predicting outcomes and the participants answer
may post in the chat box.

Session 14
The 14 th facilitator was LEAH BELEN R. FRANCISCO, Master Teacher I/ Malinao Elementary
School her topic was Make it in Order: What and How of Sequencing Events . At the end of the session,
teachers should be able to:
• identify the nature, process and importance of sequencing of events as a reading
comprehension skill
• recognize and utilize different strategies for sequencing of events; and
• demonstrate competence in explicit teaching of sequencing of events.
Key Understandings
1.What is Sequencing?
-SEQUENCING is the process of “bringing order to a group of ideas, items, or processes. It involves
looking closely at the steps or events and finding a logical and meaningful order in which to place them.”
(Nickelsen & Glasscock, 2004)
-TEXT STRUCTURES - The information in the text are organized in different structures or patterns of
development. According to Barrot (2016), these are the basic text structures:
1. Why Teach Sequencing?
Strong sequencing skills help learners:
- Dymock & Nicholson (2010) had emphasized how teaching text structures help readers build a
coherent representation of the text. Direct instruction in the recognition of text patterns is quite helpful
for readers (Gunning, 2013). Hence, understand the structure of a text and how it is put together.
- with their reading comprehension of a text, especially narratives;
- understand how texts are kept cohesive through the use of linking devices such as connectives
and transitions;
- organize information and ideas in their own writing;
- important component of problem solving across curriculum; and
- it is taught from Key Stages 3 to 4 (specifically from Grade 4 to Senior High School).
3. How to Teach Sequencing?
-Sequencing can be taught through EXPLICIT TEACHING. This approach is parallel with the Gradual
Release of Responsibility instructional model (Fisher and Frey, 2008), which is fundamentally grounded
on Vygotsky’s Scaffolding Theory.
4. Other LITERACY STRATEGIES that can be used in teaching Sequencing to the learners will depend on
the text used whether literary or informational, linear or non-linear text. The following are the
suggested strategic tools:

⮚ Close Reading through Text Annotation – Noting the sequence of the events in the text and
identifying the sequence markers used while reading.
⮚ Text Structure and Text Type Strategy – sequencing is chronology/ procedural but the text type
varies ( literary, informational)
⮚ Graphic Organizers – Using specific graphic organizers based from the text read. ( string pattern,
sequence cards)
⮚ Paragraph Frames – Noting the details in the text by completing a paragraph.
⮚ Timeline – Noting the details in the text through the time or events when it occurred.
Activity 1:Word Association Game ( WAG)

• She Say: “Start thinking of the words that you can associate with Sequencing. These words are
essential for teaching our learners to master this competency.” ( Share screen). The participants
may express their ideas via chat box. Make sure they were able to give the correct responses
before you proceed.
The Facilitator refer to the Key Understanding part of this LAC Session Guide for the input of
discussion.
She asked the participants to express their other ideas about the importance of having a strong
sequencing skills of learners. The participants express their ideas via chat box.

For the Activity 2: I Am Ready!

1. She ask the participants to complete the paragraph:
My preparations before attending this webinar session were
____________________________________________________________. She also ask some
of the participants to share their via chat box.
ANALYSIS

Process the activity further by asking the following questions:

1. What preparations are common to all?,
2. What leads to the next preparation or event?
3. What particular words have you noticed in each sequence?
According to her, the participants may express their ideas via chat box. She emphasized the usage of
sequence markers.
She say: “The event that we do leads to another. This is why we need to chronological arrange these
events and record them accordingly. Hence, leads to organization of thoughts and better writing.”
ABSTRACTION
1. Exhibit a concise but essential discussion of the Explicit Teaching Method which shall be used in the
teaching of Sequencing of Events.
Ask the participants to take a photo of the questions and jot down their answers to the pre-viewing
questions as they watch the video. ( Slide deck 14)
Viewing Session
Title: Make it in Order: What and How of Sequencing of Events
Resource Person: Ma. Rowena I. Apelo
Discussion
After watching the video, the participants process the information they gathered and allow them to type
in their answers to the pre-viewing questions presented earlier in the chat box or you can also let them
show an icon hand raise, in order for them to answer question. After each question is sufficiently
answered, processing and discussion follow one at a time.
Application
1. Implore to the participants that the application activity is the Independent Practice stage of the
Explicit Teaching of Sequencing of Events.
Ask the participants to access the texts to be used for INDEPENDENT PRACTICE through a Word file
titled, “Sequence of Events Independent Practice Activity (Online Training)” , that you are sending them
via e-mail.
Other Application Activities.
She Say: “In reference to the Explicit or Direct Teaching paradigm, what comes after the Independent
Practice is the APPLICATION. It is the final phase, classified as YOU DO stage as well.”
For the Closing
She say: “Before we end our session today, let me share with you a quote from Eudora Welty, an
American Writer. Let us reflect upon this quote.”
“ The events in our lives happen in a sequence in time, but in their significance to
ourselves they find their own order: the continuous thread of revelation.”

CLOSING PROGRAM

For the ending of the 3 – day District Online Literacy Instruction Training, it started with a
prayer and followed by National Anthem. MRS. ANA LIEZEL M. TRINIDAD, Master Teacher 2 of Calategas
Elementary School give her insight. She greeted DR. MAR T. SOLATORIO our District Supervisor, the
expert Facilitators and her co-participants. She said also that all participants eager to learn and
participate but the signal and electricity hinders to them. She wished that she could try to be a facilitator
on line someday, she also congratulated all the facilitators. She was so happy to be refreshed most of
the different strategies. She also said that some are new to her while some were done in her classroom
instruction, like the use of graphic organizers which is almost obvious to the different reading skills being
developed, the explicit strategy too which do most of the time and very helpful in teaching lower grades,
and the annotation strategy in order to be reminded of what is important, almost all the strategies were
useful in developing our children’s skill to comprehend what they were reading. She said also that its
only up to us when to use those and to fit all those strategies to our lesson. She hope that she could able
to use and try them all with God’s especially to our children so that we will teach them because without
God we will not sure how effective will it be. She thank also the facilitators and our district office for this
chance to have this wonderful experience.
Dr. MARIO T. SOLATORIO our Public Schools District supervisor give his challenge He greeted all
the participants and facilitators, he thank all facilitators despite the covid -19 the 3-day virtual in English
Literacy was done by the efforts of talented facilitators lead by our English District Coordinator Mrs.
ELISA L. LOTILLA, He challenged the participants he said despite the pandemic is not a hindrance to
facilitate the teachers and use it in our learners as a leader of this district all knowledge you acquire in
this online seminar apply it in your school he ask for the acceptance of the challenge.

After giving the challenge, Mrs. Karen M. Magayon, Master Teacher I of Aramaywan I Elementary
School. She greeted our PSDS, our English District Coordinator, All the Facilitators and participants a
pleasant good afternoon. She was very much thankful for the opportunity to attend this virtual District
roll out on Literacy Instruction in English, despite of pandemic that we are facing today is not a
hindrance for us educators to continue our learnings. From this virtual seminar, we gain much
experiences and knowledge that we can impart to our learners. She said also our students needs us
today especially our struggling learners, thus commitment and dedication is significant to our profession
in teaching. In behalf of Narra del sur District Teachers she accepted the challenge wholeheartedly.
For the closing remarks given by Mrs. ELIZABETH H. ESPARAGOZA, Master Teacher II of Ipilan
Elementary School. She also greeted our PSDS, all facilitators headed by our English District Coordinator,
school heads and participants a Good afternoon. She extent her gratitude to all participants to bear with
us in 3-day. She thank everyone for helping in delivering and understanding each topic without your
participation it should not be a successful. She also thank our ICT Coordinator Sir Rowel G. Manzano,
Teacher III of Burirao Elementary School for all the way assisting us from the first day of training until
now. She hoped that we can translate all our learnings to our teaching processes. She said that keep
safe and put our worries and trust to our God Almighty.
The Master of Ceremony was MARIANE MAY T. SOLATORIO, Teaher III/Aramaywan ES and DAKILA L.
RODIN, Teacher III/ Princess Urduja ES.
 PICTORIALS:
OPENING PROGRAM
DAY 1

Session 1 Session 2
ELISA L. LOTILLA ELIZABETH H. ESPARAGOZA
Principal 3/PUES Master Teacher 1/IES

Session 3 Session 4 Session 5

DIANA L. MARCELO RONNIE A. FLORES ELIZABETH H. ESPARAGOZA
Teacher 3/MES Teacher 1/ ANHS Master Teacher 1/IES

DAY 2
 Session 6 Session 7 Session 8
ELIZABETH H. ESPARAGOZA DAKILA L. RODIN MARIANE MAY T. SOLATORIO
Master Teacher 1/IES Teacher 3/PUES Teacher 3/AES

Session 9 Session 10
LEAH BELEN R. FRANCISCO RONNIE A. FLORES
Master Teacher 1/MES Teacher 1/ ANHS

DAY 3

Session 11 Session 12
EDEN R. LOPEZ LEAH BELEN R. FRANCISCO
Master Teacher 1/MES Master Teacher 1/MES
PARTICIPANTS PICTURE
Prepared by:

HAZEL MAE S. ABRINA

Documenter / T3/PUES

MERCY L. BALBACAL
Documenter / MT1/PUES

Approved by:
ELISA L. LOTILLA
District English Coordinator

Noted by:

MARIO T. SOLATORIO, Ph.D.

Public Schools Division Superintendent