TT2 Facilitators Guidebook Manuscript

FACILITATOR'S GUIDEBOOK
TRAINING ON
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USE OF SUPPLEMENTARY
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READING MATERIALS
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IMPROVING EARLY GRADE LITERACY
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IN SCHOOL AND AT HOME
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FACILITATOR’S GUIDEBOOK
ABC+: ADVANCING BASIC EDUCATION IN THE PHILIPPINES
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DEP
DE PARTMEN
TMENT
T OF EDUC
EDUCAATION
TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

First Edition, 2021 by the U.S. Agency for International Development (USAID) through
the ABC+: Advancing Basic Education in the Philippines Project.
ABC+ is a partnership of USAID and the Department of Education (DepEd),

implemented by RTI International together with The Asia Foundation, SIL LEAD and
Florida State University.
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Prepared by RTI International. RTI International is a registered trademark and a trade
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name of Research Triangle Institute.
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This work is licensed under the Creative Commons Attribution-NonCommercial-
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ShareAlike 4.0 International License (CC BY-NC-SA 4.0). To view a copy of this license,
visit https://creativecommons.org/licenses/by-nc-sa/4.0/.
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Under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
license, you are free to copy, distribute, transmit, and adapt this work but not for
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commercial purposes and it should be under the same license as the original, with the
following conditions:
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Attribution. If you copy and distribute this work in its entirety, without making changes
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to content or illustrations, please label the work as follows: “Reproduced on the basis
of an original work developed under the USAID ABC+: Advancing Basic Education
in the Philippines project and licensed under the Creative Commons Attribution-
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NonCommercial-ShareAlike 4.0 International License.”

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Translations. If you create a translation of this work, please use the following label on your
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work: “Translated from an original work developed under the USAID ABC+: Advancing
Basic Education in the Philippines project and licensed under the Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License.”
Adaptations. If you create an adaptation of this work, please use the following label
on your work: “This is an adaptation of an original work developed under the USAID
ABC+: Advancing Basic Education in the Philippines project and licensed under Creative
Commons Attribution-NonCommercial-ShareAlike 4.0 International License.”
No additional restrictions. You may not apply legal terms or technological measures that
legally restrict others from doing anything the license permits.

THIS PAGE IS RESERVED
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Training facilitator’s name:
Email address:
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Mobile number:
ABC+ training staff ’s name:

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Email address:
Mobile number:
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ICT officer’s name:

Email address:
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Mobile number:
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ACKNOWLEDGMENTS
This guidebook was developed under the ABC+: Advancing Basic Education in the
Philippines with the generous support of the U.S. Agency for International Development
(USAID).
ABC+ acknowledges the technical inputs and feedback from the team of consultants—
____________________________________________________________
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whose contributions have helped shape the design of the training to make it more
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context-appropriate and responsive to the needs and realities of supervisors and school
heads in this present time of COVID-19.
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ABC+ attributes the photographs and other images used in this guidebook to their
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respective contributors and owners.
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TRAINING ON USE OF
SUPPLEMENTARY READING MATERIALS:
Improving Early Grade Literacy in School and at Home
Facilitator’s Guide
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Welcome, training facilitators! This Teacher Professional Development Training on Use of
Supplementary Reading Materials will be implemented using a blend of distance learning tools and
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techniques. This is your Facilitator’s Guide and everything you need to do for this training is detailed
here.
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How will this training happen? What TO DO as a Facilitator
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assigned to lead a training group.
● Make sure you have a list of your
participants, their contact details, and the
You will work with a co-facilitator, exact address of where they are working
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ICT officer, DepEd and/ or ABC+ from.
Training Staff. ● Share your contact details with your
training group.
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● Coordinate with your co-facilitator and

the ICT officer assigned to your group.
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S/he will help you document the portfolio

submission of your participants.
Training Modules - The ● Review the modules so you are ready to

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participants will receive printed answer questions or clarifications.

modules to work on.You will also ● Identify any potential source of confusion
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get a copy of the materials for your or difficulty for the participants and make
reference. plans to address it.
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Digital and online materials - ● Review the media files (e.g., file locations)
Participants will get a copy of all so you are ready to answer questions or
audio and video files they will need in clarifications.
the training through a flash drive. ● Become familiar with the contents of the
These same materials will also be USB so you can navigate through the
uploaded in a Google drive for online learning materials easily.
access. ● Bookmark the designated link for the
digital copies of materials such as relevant
slide decks, orientation materials, roles,
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and responsibilities of the members of

the training members, among others.
Online - You will connect with ● Create Messaging Groups. Invite your
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your participants daily through participants.
messaging or phone calls to give ● Post Check-In and Check Out prompts as
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instructions and added information. found in this guide.
You will also be available for ● Agree on your consultation hours among
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consultation. the members of your training group. It is
recommended to keep it from 8:00 a.m. –
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5:00 p.m. (office hours).
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Google Classroom - Participants
will submit assignments through the
●
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Join the Google Classroom as a Teacher
Complete the checklist to monitor the
Google Classroom. The option to output submitted by the participants.
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submit hardcopies of assignments ● Remind the participants that submission
can be arranged with you and the of assignments is necessary to complete
ABC+ staff. The ICT officer of your the training.
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training group can provide support ● The core outputs of your participants
too. are: Home Learning Guide (Day 4),
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Learning Activity Sheet (Day 8), and

Learning Action Plan (Day 9).
Attendance will also be based for this
training.
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Decompressed 10-day schedule ● Study the schedule and help the

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– The work schedule is 10 days. participants keep track of what needs to

Every day will have 1 check-in and 1 be done.
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check-out time with your training ● Take note that all outputs of the
group via your messaging group, members of your training group must be
which is 15-30 minutes each. After completed 1 week after Day 10, the
the check-in, there is independent latest.
work for 2.5 hours which ● Respond to queries and concerns of
participants can schedule as they participants as they do independent work
see fit. Depending on when the on the modules.
training is held (morning or
afternoon) you can also determine,
with the agreement of teachers, the
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deadline for uploading assignments

to Google classroom. Make sure
you give yourself enough time to go
over the participants’ outputs
before the following days' session.
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The NEAP Professional ● Remind the participants to register in the
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Development Information System PDIS system.
(PDIS) will be used by the ● Coordinate with your ICT officer when
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participants to register for the training, your participants have difficulty
check-in, and check-out of the sessions, connecting due to unstable internet so
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take the pre-test and post-test, complete s/he can provide offline options for them.
the evaluation forms, and receive their ● Work with your ICT officer too to
Certificate of Participation. ICT
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Coordinators and ITOs will provide check the quality of the outputs while the
support to them and the training team to ICT officer records in the PDIS whether
ensure the use of the system goes the participants submitted or not their
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smoothly. outputs.
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What is in this Facilitator’s Guide?

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Table of Contents
Page Page
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Welcome Facilitators’ Guide Day 4
Table of contents Facilitators’ Guide Day 5

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Overview of the ABC+ Project Facilitators’ Guide Day 6

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Schedule and Training Topics Facilitators’ Guide Day 7
Daily routine Facilitators’ Guide Day 8
Ways to connect Facilitators’ Guide Day 9
Facilitators’ Guide Day 1 Facilitators’ Guide Day 10
Facilitators’ Guide Day 2 Appendices
Facilitators’ Guide Day 3
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Training on Use of Supplementary Reading Materials:

Improving Early Grade Literacy in School and at Home
Overview of the ABC+ Project
ABC+, Advancing Basic Education in the Philippines, is a five-year project of the Department of
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Education (DepEd) in partnership with the U.S. Agency for International Development (USAID) that
focuses on improving the quality of instruction and learning outcomes in Kindergarten through Grade 3
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(K–3) in early literacy, foundational math, and social and emotional learning (SEL ). The project is
implemented by RTI International together with The Asia Foundation, SIL L EAD, and Florida State
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University.
ABC+ supports DepEd’s innovative thrust of Sulong EduKalidad, which seeks to advance the
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quality of basic education in the country with the goal of producing a new breed of learners and teachers
for the 21st century. This aligns with USAID’s education strategy where quality education is seen as the
foundational driver of development and self-reliance that leads to greater economic growth, improved
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health outcomes, sustained democratic governance, and more peaceful and resilient societies.
Though significant strides have been made following the implementation of the K to 12 program,
critical challenges remain. National assessments conducted by DepEd indicate that many learners in the
early grades are struggling to meet the minimum proficiency standards in language, literacy, and
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numeracy. Additionally, the assessments reveal that learners cannot read and comprehend word
problems in Science and Mathematics written in English. Learners in upper primary and high school also
struggle to meet standards in languages and content area subjects.
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With these challenges in mind, ABC+ will provide targeted training to teachers and school
administrators in regions 5 and 6 and school divisions to improve instruction in K-3 classrooms. The
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project will therefore align all teacher training for teachers with DepEd’s approach to helping learners
bridge from their mother tongue to Filipino and English. Consequently, the purpose of the first training
for teachers was to improve teacher instructional practice in schools. This second training will support
the development and effective use of supplementary reading materials in selected media of teaching
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and learning (MoTL) that are widely used.
Specifically, this second ten-day training on use of supplementary reading materials supports DepEd’s
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efforts to ensure that every learner is a proficient reader, through Every Child a Reader Program (ECARP)
and the program’s aims are:
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1. To equip learners with reading skills and make them independent readers in their grade level
given supplementary reading materials.
2. Capacitate teachers with the knowledge and literacy instructional strategies using
supplementary reading materials.
3. To advocate a culture of love for reading in schools, communities, and levels of educational
governance.
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ABC+: Advancing Basic Education in the Philippines
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10-Day Decompressed Training Schedule and Module Topics
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Day 1 Module: Day 2 Module: Day 3 Module: Day 4 Module: Day 5 Module:
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Revisiting the Matching Learners to Book Selection and Dialogic Reading and The Wellness Day
Foundations of Texts Teacher Read Aloud Art of Questioning (Online session
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and Module)
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Effective Literacy (Online check-in and (Online check-in and (Online check-in and
Practice check-out and Module; No check-out and Module; No check-out and Module; No
Opening Ceremony online session) online session) online session)
(Online session and Module)
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Topics: Topics: Topics: Topics: Topics:
1. The Six Domains + 1. Types of Supplementary 1. Social and Emotional 1. Dialogic Reading 1. Revisiting Training
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Writing Reading Materials Learning (SEL) 2. The Art of Questioning Routines and
2. Balanced Literacy 2. Factors Contributing to 2. Gender Equality and Expectations
Approach Text Readability Social Inclusion (GESI) 2. HLG Experience
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3. Gradual Release of
Responsibility
3. The ABC+ Levelling
Framework
3. Visual Literacy
4. Teacher Read Aloud
3. Reflections on the
learning journey and
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4. Before, During, After 4. Determining Learners’ 5. Considerations for wellbeing
Reading Process Reading Level Book Selection
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5. Stages of Reading 5. The Five Finger Rule
Development for K-3
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Learners
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Output: Successes and No output for this module. Output:Video Demo and Output: Home Learning No output for this session.
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Challenges of Teaching in the Peer Evaluation Guide (HLG) on Read Aloud

New Normal
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Day 6 Module: Day 7 Module: Day 8 Module: Day 9 Module: Day 10 Module:
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Choral Reading with Shared Reading with Guided Reading with Independent Reading and Wellness Day
Supplementary Reading Supplementary Reading Supplementary Reading Monitoring Closing
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Materials for Fluency and Materials – Retelling & Materials for Comprehension ceremonies
Sight Word Reading Visualizing Comprehension and for (Online check-in and (Online session and Module)
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(Online check-in and (Online check-in and the Reading-Writing check-out and Module; No
check-out and Module; No check-out and Module; No Connection online session)
online session) online session) (Online check-in and
check-out and Module; No
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online session)
Topics: Topics: Topics: Topics: Topics:

1. Choral Reading with 1. Shared Reading and 1. Comprehension and 1. Decoding vs. 1. Sharing of Learning
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Supplementary Retelling Guided Reading Reading Action Plan
Reading Materials 2. Shared Reading and with Supplementary 2. Reading 2. Reflections on
for Fluency Visualizing Reading Materials Comprehension teachers as readers
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2. Choral Reading with
Supplementary
2. The
Reading-Writing
3. Independent
Reading
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Reading Materials Connection and 4. Monitoring
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for Sight Word Guided Reading Comprehension
Reading with Supplementary during Independent
Reading Materials Reading
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Output: Learning Log Output:Video Demo and Output: Learning Activity Output: Learning Action Plan Output: Post-Test and
Peer Evaluation Sheet Training Evaluation
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What will your day look like?
Time Facilitators’ Tasks
I. CHECK-IN via:
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● Zoom, Google Meet, or Messenger Rooms (days 1, 5, and 10)
● Messenger group, Google Classroom, and SMS (days 2, 3, 4, 6, 7, 8, and
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1. Post the check-in messages on the platforms indicated above.
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2. For participants who do not have stable internet connectivity, communicate
via SMS.
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3. For all participants, give general feedback on previous days’ outputs (when
applicable), list the topic for the day, assign pairings (when applicable), and
15 - 30 minutes list and/or discuss what to expect for the day.
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uploading outputs to Google Classroom and the consultation schedule.
5. Please note that the times on the daily guides are suggested times, but give
yourself at least 15 minutes for the check-in.
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6. Monitor the responses of the participants to the check-in messages using the
monitoring guide.
7. Communicate with the participants who do not respond to the check-out
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messages and address their concerns.

8. Attendance will be checked via PDIS.
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II. REAL TIME SUPPORT DURING INDIVIDUAL MODULE

WORK
1. While participants are working on their modules, monitor the online group
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chat (Messenger group) or SMS for questions and comments.

120-150 minutes
2. Let participants know that you will be online for 2 to 2.5 hours during this
time to answer questions, problem-solve issues with technology, and provide
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support for other learning concerns. Give them a specific time frame,
example 1:30 – 3:30 p.m.
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III. CHECK-OUT via:

● Zoom, Google Meet, or Messenger Rooms (days 5 and 10)
● Messenger group, Google Classroom, and SMS (days 1, 2, 3, 4, 6, 7, 8,
and 9)
1. Post the check-out messages on the platforms indicated above.
15 - 30 minutes
2. For participants who do not have stable internet connectivity, communicate
via SMS.
3. Give instructions and announcements.
4. Please note that the times on the daily guides are suggested times but give
yourself at least 15 minutes for the check-out.
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5. Monitor the responses of the participants to the check-out messages using

the monitoring guide.
6. Communicate with the participants who do not respond to the check-out
messages and address their concerns.
7. Attendance will be checked via PDIS (check-out).
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IV. MONITORING OF OUTPUT
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1. When participants are done with their homework/outputs, they shall upload
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them to the Google Classroom.
2. Monitor submissions using the monitoring guide.
3. Communicate with those who have not submitted outputs and offer help.
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4. When determining a deadline for submitting outputs, take into consideration
the time you will need to go through the outputs to prepare for giving
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5. Take note that the core outputs for NEAP credit points are: Home
Learning Guide, Learning Activity Sheet and Learning Action Plan.
6. Participants should also have a passing score in their post-test. The passing
score is 80%, given multiple retakes.
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7. All outputs of your participants, especially the core outputs required by
NEAP, must be submitted 7 days after Day 10 - the latest; otherwise,
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certificates will not be given to those with incomplete submissions.

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What are the different ways your participants can connect to your Training
Group?
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▢ Messaging App (Facebook Messenger): Your training group will be connected through a
messaging app, which you should use to communicate with your participants. This is also where all
Check-in, and assessment activities will take place.
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▢ Zoom, Google Meet, or Messenger Rooms: Online sessions (Days 5 and 10) will be held via
Zoom or Messenger Rooms meetings. Decide which works for your context and inform the ABC+
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staff assigned to your group, ICT officer and training manager.

▢ Google Classroom: All assignments are uploaded through Google Classroom.
▢ Email: Participants who struggle with Google Classroom can opt to email their completed
assignments.
▢ Phone: Participants can use text messaging or calls if using messaging apps is challenging because of
internet connectivity.
▢ Mail: If internet connectivity and cell phone signals are poor in the participants’ area, you can plan for
them to print and submit all output physically if possible or via mail.
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Facilitators’ Guide for the Day
Day 1 Module: Revisiting the Foundations of Effective Literacy Practice

Opening Ceremony
(Online session for check-in only and Module)
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Note to facilitators: The check-in and check-out posts indicated below are just samples to serve as your guide in
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posting messages on Google Classroom and Messenger. You may choose to rephrase the messages or add a
personal touch to your posts (e.g., greeting them in the local language) as long as the important messages and
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announcements are included, except for Module 10, Day 10. Follow the prescribed check-in question for Module
10 which will be needed for your discussion.You may also add emoticons, a photo, a meme, or a video of yourself
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giving the instructions to be more creative in your posts. Also, communicate with the ICT coordinator regarding
instructions for the PDIS attendance or check-in and check-out.
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1. The Six Domains + Writing
2. Balanced Literacy Approach
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3. Gradual Release of Responsibility
4. Before, During, After Reading Process
5. Stages of Reading Development for K-3 Learners
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Output: Successes and Challenges of Teaching in the New Normal

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I. CHECK-IN
Time allotment: 60 minutes
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Post message #1 Google Classroom and Messenger (text message/SMS for

those who are not online) at least 30 minutes before the online session:
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Day 1, (Date), Post #1

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It is the first day of our modular training!
Log-in to Zoom (or Messenger Rooms) for a quick check-in and brief orientation with
your facilitators. Make sure you have joined the FB Messenger group, too. If there are
internet issues today, you can SMS your facilitator to check-in. See you there!
When participants are already in Zoom/ Messenger Rooms/ Google Meet,

post message #2 on the chat box (or PowerPoint slide), Google Classroom,
and Messenger (SMS for those who are not online) during the online session:
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Welcome to Day 1 of our modular training!
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Let us start by introducing ourselves. Tell us your name and the grade level you are
currently teaching to get to know you better.
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Example: Hello! I am Lei, and I teach Grade 2 pupils.
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Acknowledge responses of the participants. Give the training orientation and
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instructions using the PowerPoint presentation for Day 1 online session
(check-in only). After the orientation, post message #3 on Google Classroom
and Messenger (SMS for those who are not online):
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We are glad to have you with us in this modular training.
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Now, please get your copy of today’s module. The Day 1 Module is about Revisiting the
Foundations of Effective Literacy Practice. It has five (5) topics: The Six Domains +
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Writing, Balanced Literacy Approach, Gradual Release of Responsibility, BDA Reading

Process, and Stages of Reading Development for K-3 Learners.
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If you have questions, please feel free to post them in our Google Classroom and
Messenger group or text us, your facilitators.
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You may now start answering the Day 1 Module.You have about 2 hours to complete all
activities. After 2 hours, we will send another message on this platform for the
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check-out question that you need to answer. Have a happy learning session!
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Using the monitoring guide, check who among the participants have
responded to the check-in question. If a participant does not respond to the
check-in question after 30 minutes, send the messages via text message
(SMS).
End the Zoom/Google Meet/Messenger Rooms meeting after the check-in, so

the participants can start working on the module.
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II. REAL TIME SUPPORT DURING INDIVIDUAL MODULE WORK

Time allotment: 120-150 minutes
As the participants are completing the module, check Google Classroom and
Messenger group chat constantly for questions or concerns and address them
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accordingly.
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III. CHECK-OUT
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Time allotment: 10 – 20 minutes
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After 2 to 2.5 hours of self-paced individual module work, post message #4
on Google Classroom and Messenger:

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Congratulations for finishing the content for Day 1!
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The Key Messages for Day 1 are:
1. The six domains of literacy - oral language, phonological awareness, phonics,
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vocabulary, fluency, and comprehension are interrelated. To help the K-3

learners become strategic readers, teachers provide learning experiences that
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target the development of all domains.

2. Balanced literacy approach combines direct instruction of letters and their
corresponding sounds to form words and using knowledge of language to read.
It also involves the use of the “I do”, “we do” and “you do” instructional
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framework. This means that when a literacy skill is taught to a student, the
teacher must model how it is done, provide guidance for a number of times, and
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then allow the student to work on the task at his/her level independently.
3. Further enrich the student’s literacy experience during read-aloud by following
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the Before-During-After (BDA) process.

4. K-3 learners develop differently through the stages of reading. There are
different activities and skills that should be emphasized at each stage of
development. And these skills can be developed through daily practice using age
and level appropriate books.
Homework for Day 1: Success and challenges chart on engaging families in supporting
learning. Check the instructions for this homework in your manual and the Day 1
Assignment sheet. Upload your output in our Google Classroom by or before
____________ (set deadline: date and time).
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Reflection question from today’s learning log:

“Why is it important to know and understand what learners can do at the different
stages of development?”
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Please post your responses below as the check-out message for today’s module. Thank
you and see you again in our next session!
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responded to the check-out question. If a participant does not respond to the
check-out question after 30 minutes, send the messages via text message
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(SMS).
After today’s session, continually monitor Google Classroom and Messenger

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group chat for questions or concerns that participants might raise about the
day’s module, the training, or the homework. Respond to the participants
accordingly.
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1. In the Google classroom, go through the outputs submitted by the participants.

You may choose to give short feedback.
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2. Use the criteria for checking the output submitted by the participants. See
Appendix A.
3. Monitor who among the participants have submitted the outputs using the
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monitoring guide. Communicate with those who have not submitted outputs
after the deadline and address questions/concerns.
4. Assignments should be submitted by or before the agreed upon deadline.
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Day 2 Module: Matching Learners to Texts

(Online check-in and checkout and Module; No online session)
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Topics for the day:
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2. Factors Contributing to Text Readability
3. The ABC+ Levelling Framework
4. Determining Learners’ Reading Level
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5. The Five Finger Rule
No output for this module.

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I. CHECK-IN
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Time allotment: 15 -30 minutes

those who are not online):
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Hello, everyone! Welcome to Day 2 of our modular training!

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For today’s check-in, please answer these questions: What story have you already told
or read to your pupils that they seemed to enjoy so much?
Allow the participants to respond to the first post for 5 to 10 minutes, then
post message #2 on Google Classroom and Messenger:
Thank you for your responses! I’m sure they really enjoyed these stories!
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In today’s module, we will be learning about supplementary reading materials (SRM),

which includes the story books we read to our learners.
(Give general feedback for the outputs for Day 1 and answer any participant questions.)
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I guess we are now ready for today’s module. Kindly prepare the materials needed.Your
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Day 2 module is about Matching Learners to Texts. It has five (5) topics: Types of
Supplementary Reading Materials, Factors Contributing to Text Readability, The ABC+
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Levelling Framework, Determining Learners’ Reading Level, and the Five Finger Rule.
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Please read and answer all the parts of the module. If you have questions, please feel free
to post them on this platform or text us, your facilitators. You may now start answering
the Day 2 Module.You have about 2 hours to complete the activities. Enjoy!
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(SMS).
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accordingly.
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III. CHECK-OUT
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Time allotment: 10 - 20 minutes

Day 2, (Date) Post #3
Yahoo! You have completed the content for Day 2!
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1. Learners need to have some agency in book selection. Restricting their choices
based on levelling negatively affects their confidence and impacts their reading
identity and perception of what they can and cannot do. It can also reduce
interest in reading. Teachers need to be flexible and encouraging when helping
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learners select supplementary reading material. Teachers should never label
learners or tell them that they can only read books at a certain level.
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2. Assessments may help teachers determine a child’s independent reading level
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but they only provide a narrow picture of their literacy skills. Assessments and
diagnostic tools are meant to help teachers determine learners’ reading abilities,
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so teachers are able to help learners select texts that they can read
independently. However, when teachers rely solely on an assessment to match
learners to texts it can lead to errors. There are many more factors that
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contribute to determining what a learner will be able to read such as prior
knowledge about the topic, motivation, language proficiency and vocabulary
(especially in L2, L3) and text genre. So, assessments are only one factor in
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matching learners to text.
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There is no homework for Day 2. Take this time to catch up on missed outputs.
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To check-out, kindly answer today’s reflection questions from the learning log:
“What is the most significant insight that you learned? How will this help you as a
teacher?”
😊
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Please post your responses below. Thank you!

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(SMS).

day’s module or the training. Respond to the participants accordingly.
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There is no output for Day 2. Use this time to catch up on monitoring outputs for Day
1.
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O N
D A
M
16

Day 3 Module: Book Selection and Teacher Read Aloud
D Y
O OP
E
C
U
PR C
Topics for the day:
1. Social and Emotional Learning (SEL)
RE PT 2. Gender Equality and Social Inclusion (GESI)
3. Visual Literacy
4. Considerations for Book Selection
5. Teacher Read Aloud
T RI
I. CHECK-IN
Time allotment: 15 - 30 minutes
O C

N US

O N
Maayong aga/Dios Marhay na adlaw! Welcome to Day 3 of our modular training!

D A
For today’s check-in, please answer these questions: In children’s books and stories that
you have come across, what do female characters usually look like? How about male
M
characters?
Thank you for sending your responses. It is interesting to know that male and female
characters in children’s stories are depicted in different ways.
17
In today’s module, one of our topics is on gender equality and social inclusion, which is
among the considerations for book selection. Specifically, your Day 3 module is about
Book Selection and Teacher Read Aloud. It has five (5) topics: Social and Emotional
Learning (SEL), Gender Equality and Social Inclusion (GESI),Visual Literacy, Teacher
D Y
Read Aloud, Considerations for Book Selection.
O OP
E
Let us now get ready to complete the module. Kindly prepare the materials needed.
Please read and answer all the parts. If you have questions, please feel free to post them
C
on this platform or text us.
U
PR C
You may now start answering the Day 3 Module.You have about 2 hours to complete
😊
the activities. Have a happy learning session!
RE PT
T RI
(SMS).

O C

N US
accordingly.
O N
III. CHECK-OUT
D A

M

Day 3, (Date) Post #3
Wow! You have completed the content for Day 3! 😊

1. When choosing books for students to read, it is important to consider elements
of social and emotional learning, and GESI so they can be helped to break free
18
from gender stereotypes. Pictures in books should also be considered and

examine what messages they send to the students.
2. Teacher read aloud is an effective strategy to enhance literacy skills of students.
Choose books with SEL and GESI themes too. Parents can also read aloud at
home with their children. One simple way to further enhance the experience is
D Y
by asking questions about the book, before, during and after reading.
O OP
E
Homework for Day 3: Record a video of yourself doing the read aloud strategy. Show
the video to your partner and conduct peer evaluation using the rubric in the Day 3
C
Assignment sheet. Read the instructions carefully. Upload your output in our Google
Classroom by or before ____________ (set deadline: date and time). Please see
U
PR C
pairings below for the peer evaluation: (insert list of pairings or groups of 3 for
odd-numbered batches)
RE PT
“What is the most significant insight that you learned? How will this help you as a
teacher?”
T RI
Please post your responses below. Thank you! 😊
O C
N US
(SMS).
O N

D A
M

1. In the Google Classroom, go through the outputs submitted by the participants. You
may choose to give short feedback.
2. Use the criteria for checking the output submitted by the participants. See Appendix B.
3. Monitor who among the participants have submitted the outputs using the monitoring
guide. Communicate with those who have not submitted outputs after the deadline and
address questions/concerns.
-0-
19

Day 4 Module: Dialogic Reading and The Art of Questioning
D Y
O OP
E
C
U
PR C
Topics for the day:
1. Dialogic Reading
RE PT 2. The Art of Questioning
Output: Home Learning Guide (HLG)

T RI
I. CHECK-IN
O C

N US

O N
Good day, teachers! Welcome to Day 4 of our modular training!
It’s time to get ready! 😊

D A
For today’s check-in, please answer this question: What are some of the questions you
M
ask your learners after reading a story?
Please type your responses below!
20
Thank you for sending your responses! It’s good to know that we ask them a variety of
questions. Today, we will be learning about different types of questions to ask our
learners about a story that we or they read.
D Y
Your Day 4 module is about Dialogic Reading and The Art of Questioning. At the end of
O OP
E
Day 4, you should be able to: determine the importance of Dialogic Reading to develop
learner’s literacy skills, practice the dialogic reading PEER sequence using SRMs, explain
C
how parents can use dialogic reading at home when reading to their children, and craft
literal, inferential, and evaluative comprehension questions.
U
PR C
Remember to read instructions and information carefully. Follow the sequence of tasks
in the module to get the most out of the learning experience embedded in the design of
RE PT
the Day 4 module. If you have questions, please feel free to post them on this platform
or text us.
T RI
😊
the activities. Enjoy learning!
O C
N US
(SMS).

O N

D A
M
accordingly.
III. CHECK-OUT

21
Well done! You are done with learning the content for Day 4! Hip, hip, hooray! 😊
1. Dialogic reading creates a structure for reading aloud to the students and
D Y
focuses on student’s engagement with the text. Teachers can make discussions
more in-depth as they invite conversations about the story read.
O OP
E
2. When prompting for PEER sequence, use the CROWD source to help you
facilitate the story telling. At home, ask questions to invite responses from your
C
child.
3. To foster students’ comprehension of the story listened to, it is helpful to craft
U
PR C
questions that target different levels of comprehension - literal, inferential and
evaluative.
RE PT
Homework for Day 4: Plan for a Home Learning Guide (HLG) for a read aloud. Check
your manual for the Day 4 Assignment sheet for details and the template of this
homework. Read the instructions carefully. Upload your output in our Google
T RI
Classroom by or before ____________ (set deadline: date and time).
O C
“How can you help parents promote social and emotional learning using Dialogic
Reading and The Art of Questioning at home? What suggestions can you give parents,
N US
especially those with low literacy?”

O N
D A
(SMS).
M

Remind participants that HLG is a core output to gain NEAP credit points.
22

1. In the Google Classroom, go through the outputs submitted by the participants.
2. Complete the HLG checklist for checking the output submitted by the
participants. See Appendix C.
D Y
O OP
E
4. Emphasize to the participants that HLG is a core output therefore is essential to
C
get their NEAP points.
U
PR C
6. Coordinate with the ICT officer of your training group once you are done
checking HLG for quality so s/he can record submission or non-submission of
HLG of the participants in the PDIS.
RE PT
-0-
T RI
O C
N US
O N
D A
M
23

Day 5 Module: Wellness Day
D Y
O OP
E
C
U
PR C
Topics for the day:
1. Revisiting Training Routines and Expectations
RE PT 2. HLG Experience
3. Reflections on the learning journey and wellbeing
No output for this session.

T RI
I. CHECK-IN
O C

N US

O N
Hello! Welcome to Day 5 of our modular training! This entire session is an online
session. Please join our (choose one: Zoom/Google Meet/Messenger rooms) ______
D A
meeting at _______ (time) using this link: _________________ (insert link)

M
Today, we shall do the following:

1. Revisit routines and training expectations
2. Learn from each other’s feedback on HLG experience
3. Do self-reflection on our learning journey
4. Do self-reflection for wellbeing
See you at the online session! 😊

Note: If a participant has not joined the online session, send the message
24
above via text message (SMS).
II. ONLINE SESSION

D Y
Note: Use the PowerPoint slides for this online session. After the greetings and
preliminaries, start session 1.
O OP
E
C
SESSION 1: Survey (20 minutes)
U
Say: Professional development training sessions can be challenging in terms of our time
PR C
and effort management. Let’s do a quick poll to revisit our routines and training
expectations to help you with organizing your time. You can type your answer “yes” or
“no” in the chat box.
RE PT
a) All the content you need to learn and all the work you need to complete are in
the printed modules. (Yes)
T RI
b) You can work on the training modules by yourself even if you don’t have the
O C
internet. (Yes)
N US
c) The materials you need for this training are your modules and a cell phone or
gadget that can connect to the internet or send messages or make calls. (Yes)
d) The videos you need to watch are in the Google Classroom and in your USB.
O N
(Yes)
D A
e) You need to work on all tasks independently. (No, you may discuss key ideas
with your co-teachers or group mates.)
M
f) Your training facilitator will check the answers written in your modules. (No, the
modules are self-correcting. This means that you will know the correct answer
as you complete the tasks in the modules. There are also answer keys available
to check your own work. To get the most out of this learning experience, please
do not skip to the answer keys without answering the questions on your own
first. The homework/outputs submitted in our Google Classroom will be the
basis for your NEAP certification.You will not be able to complete the
homework/outputs correctly if you skip the contents in the modules. Therefore,
we encourage you to read the modules and complete the tasks. If you have
questions or concerns as you work on your modules, let us know, so we can
25
help you.)
g) You need to check-in using Zoom at the beginning of every session. (No)
h) You need to check-out using Zoom at every end of the session. (No)
D Y
i) You can connect with your training facilitator during his or her agreed upon
O OP
E
consultation hours. (Yes)
C
j) The Learning Activity Sheets (LAS) and Home Learning Guide (HLG) need to be
written in English. (No. For MT and Filipino LAS/HLG, we use the language of
U
PR C
these subjects. However, even if the LAS/HLG is for an English subject, you may
still write the instructions for parents/home learning partners (i.e., Ate, Kuya,
Lolo, Lola,Yaya, etc.) or “gabay sa magulang” in the language that is easily
RE PT
understood by the home learning partners/parents, perhaps MT or Filipino.)
k) LAS and HLG is better when it includes professional terms. (No. Remember that
the LAS/HLG is for our learners and their home learning partners/parents.
T RI
Some of them may not understand professional terms. Let us make sure that the
LAS/HLG is written in clear and simple language that can be easily understood
by them.)
O C
l) The only criteria for selecting LAS and HLG activities is if they are fun and
N US
play-based. (No. It is not enough that the activities we choose for the LAS/HLG
are fun and play-based. First, we must ensure that the LAS/HLG activities are
aligned with the learning objectives. This means that the activities we will include
in the LAS/HLG should lead the learners to achieve the learning objectives.
O N
Some activities are fun for children, but they are not aligned with the LAS/HLG
goal. For example, asking the learners to color a picture can be fun for them;
D A
however, if my LAS/HLG goal is to develop learners’ oral language, then asking

them to color a picture will not help achieve that goal. Second, it is also
important for the LAS/HLG activities to be developmentally appropriate for the
M
learners. This means that the activities should be doable by the learners and
appropriate for their age. For example, asking Kindergarten pupils to write long
sentences and paragraphs is not developmentally appropriate as this task can be
exhausting because their fine motor skills are not yet fully developed.)
m) The longer the LAS and HLG, the better. (No. The quality of the LAS/HLG is
not based on the quantity of the activities but whether the activities meet the
criteria or not. The LAS/HLG activities should be (a) aligned with the learning
objectives, (b) developmentally appropriate for the learners, (c) fun and
play-based, and (d) indicate clear and easy-to-understand instructions.
26
Stop and explain and/or clarify any misunderstandings and/or questions about training
routine and expectations.
SESSION 2: Sharing HLG Output (30 mins)
D Y
Say: To further support your development of the Home Learning Guide, let’s look at a
O OP
E
few examples.
C
Call volunteers to share their HLG. Alternatively, you may pre-select HLG and inform
the participants before this online session to prepare sharing their HLG. If you choose
U
PR C
to do this, please make sure that there is representation among the participants by
choosing presenters from different grade level teaching assignments, different language
focus of HLG, and different districts or schools.
RE PT
Instruct the other participants to take note of features from the presentation that stand
out for them. Ask them to write these observations on their modules in their
participant’s manual.
T RI
After the presentation of HLG outputs, provide actionable feedback based on the
criteria set in the checklist for HLG. Call volunteers to answer the following questions:
O C
1. What features do you think you need to keep in mind as you develop your own home
learning guides?
2. What will you do differently the next time you write an HLG as a point for
N US
improvement?
Say: We hope you got good ideas for strengthening and developing your HLG from this
O N
activity! Next, let’s reflect on our learning journey so far in teacher reflection circles.
SESSION 3: Learning Together

D A
Teacher Reflection Circles – Our Learning Journey (30 minutes)

M
Ask the participants to answer the questions under SESSION 3 in their Day 5 Module.
Give them 15 minutes to write their answers individually. Ask the participants to mute
their microphones during this reflection time.You may choose to play soft background
music.
After 15 minutes, put the participants in breakout rooms where they will share their
reflections in small groups. If this is not possible given the limitation in Internet
bandwidth/connectivity, you may call volunteers to share their answer to any of the
questions under SESSION 3 in their Day 5 Module. Alternatively, if the participants are
physically together in their respective schools, you may ask them to share their answers
to their co-teachers while strictly following health safety protocols. Wrap up the sharing
27
by asking the participants to type in the chat box their answer to this question: What
insight or realization came to you after answering the questions on your module? Allot a
total of 30 minutes for the sharing of reflection and wrap-up.
SESSION 4: Learning Together

Teacher Reflection Circles – Self-Reflection for Wellness (50 minutes)
D Y
O OP
SAY: This time, let us reflect on our wellness. To those of you who took the modular
E
course for our Teacher Training 1, you might recall that wellness means practicing habits
C
that help us have better physical and mental health. Wellness does not mean that we are
not experiencing problems or challenges. Instead, it means that we have a balanced state
U
PR C
of being despite our challenges by living a healthy and fulfilling life. We also learned from
our previous training that one of the ways that can contribute to our wellness is through
self-reflection. And what better way to reflect than to journal our thoughts and feelings!
RE PT
So, this time, let’s practice journaling. Please turn your Day 5 Module to the section for
SESSION 4: Learning Together, Teacher Reflection Circles – Self-Reflection for Wellness.
You can see different prompts and questions under this section. Please work on as many
of the prompts in your learning log (a separate journal) or on your module.You have 40
T RI
minutes to do this task.
O C
As participants are working on this task, ask them to mute their microphones during
this reflection time.You may choose to play soft background music.
N US
Whole group discussion (10 minutes)
SAY: Share any reflection from the journaling prompt or heart activity that you feel
O N
comfortable talking about. How did you feel about these self-reflection activities to
promote self-care and wellbeing?
D A
Call some volunteers.

M
Survey
Thank the participants for sharing their reflections. Give positive feedback. Ask them to
answer the following question in the chat box: How likely are you to take some time
each week to journal as a form of reflection and quiet meditation?
a. Very likely
b. Somewhat likely
c. Not likely
28
Encourage the participants to continue practicing self-reflection every day.
Exit Slip
Complete the exit slip by writing your answers in the chat or sending an SMS.
D Y
● A connection I made from this training with other trainings I have had is
______.
O OP
E
● One strategy I already use to enhance my well-being is ___________.
● A new strategy that I will try to enhance my well-being is ___________.
C
U
PR C
III. CHECK-OUT
RE PT
After the online session, post message #2 on Google Classroom and
Messenger. Relay this message orally in the online session:

T RI
Thank you for sharing your thoughts, feelings, ideas, and realizations in today’s session!
O C
There is a lot of value in learning from each other so thank you for contributing to
everyone’s learning today.
N US
Keep in mind our Key Messages for the Day:

1. Practice self-care to function effectively in our personal and professional lives.
2. Journaling can help
O N
- clarify our thoughts and feelings, as well as appreciate and support others.
- understand and love ourselves and enhancing our sense of wellbeing - all of
D A
which help us navigate our world with more peace.

- increase our efficiency, creativity, and productivity in both our personal and
M
professional wellbeing and purpose.
Congratulations for finishing the content for Day 5!
There is no homework for today. Take this time to rest and enjoy the rest of the day!
To check-out from today’s session, complete any of the following statements:

1. A connection I made from this training with other trainings I have had is
__________.
2. One strategy I already use to enhance my wellbeing is ___________.
29
3. A new strategy that I will try to enhance my wellbeing is ___________.
Please post your responses below as the check-out message for today’s module. Thank
you and see you again in our next session!
D Y
O OP
E
(SMS).
C
U
PR C
day’s module, the training, or the homework. Respond to the participants
accordingly.
RE PT
T RI
There is no output for Day 5. Use this time to catch up on monitoring outputs of the
previous modules.
O C
N US
-0-
O N
D A
M
30

Day 6 Module: Choral Reading with Supplementary Reading Materials for Fluency and
Sight Word Reading
D Y
O OP
E
C
U
PR C

1. Choral Reading with Supplementary Reading Materials for Fluency
2. Choral Reading with Supplementary Reading Materials for Sight Word Reading
T RI
Output: Learning Log
I. CHECK-IN
O C

N US

O N
Hello, teachers! We are now in the second half of our modular training. Welcome to
D A
Day 6!
M
Let’s check-in by answering these questions: What is the title of the book that you
enjoyed reading the most? Why did you enjoy this the most?
31
Thank you for sending your responses! Indeed, reading can be fun at any stage of our
lives with the right book in our hands.
Now, let’s get ready to complete today’s module! 😊
D Y
Your Day 6 module is about Choral Reading with Supplementary Reading Materials for
O OP
E
Fluency and Sight Word Reading. At the end of Day 6, you should be able to: Determine
the importance of choral reading to build students’ fluency and knowledge of sight
C
words, practice choral reading using supplementary reading materials to build fluency
and knowledge of sight words and explain how home learning partners can use
U
PR C
supplementary reading materials to practice choral reading at home.
Please read and answer all the parts of the module. Do not skip any part. If you have
RE PT
questions, please feel free to post them on this platform or text us.
For your convenience, here is the link to the video mentioned in your module:
T RI
Choral reading: https://youtu.be/o_-z8d0sRUA;
O C
the activities. After 2 hours, I will post the check-out question and other
announcements here. Have a great time learning from today’s module! 😊
N US
O N
(SMS).
D A

M
accordingly.
III. CHECK-OUT
32

D Y
Congratulations! You have finished the content for Day 6!
O OP
E
Key Message for Day 6:
Sight word recognition is an important part of developing reading fluency. When
C
learners read fluently, they can focus on comprehending what they read. Choral reading
is an easy instructional strategy that helps build students’ confidence as readers while
U
PR C
developing their reading fluency.
Homework for Day 6:

RE PT
Create a brief Learning Log about today’s module, “Fluency and Sight Words through
Choral Reading with Supplementary Reading Materials”. Check the Day 6 assignment
sheet in your participant’s manual for the complete instructions. Upload your output in
T RI
our Google Classroom by or before ____________ (set deadline: date and time).
Check-out:
O C
To check-out, kindly share your answer to the last reflection question in your module:
“Why is building students’ reading fluency important to comprehension?”
N US

O N
D A
(SMS).
M

33

1. In Google Classroom, go through the outputs submitted by the participants.
2. Complete the checklist for checking the output submitted by the participants.
See Appendix D.
D Y
O OP
E
C
U
PR C
-0-
RE PT
T RI
O C
N US
O N
D A
M
34

Day 7 Module: Shared Reading with Supplementary Materials – Retelling and Visualizing
D Y
O OP
E
C
U
PR C
Topics for the day:
1. Shared Reading and Retelling
RE PT 2. Shared Reading and Visualizing
Output: Demonstration video and peer evaluation

T RI
I. CHECK-IN
O C

N US

O N
Maayong aga/Marhay Dios na adlaw! Welcome to Day 7 of our modular training!
Let’s check-in by answering this question: When you are reading and you come across a
D A
part that you do not understand, what do you do to understand it?

M
Thank you for sharing the strategies you use to comprehend a text! Today, we will be
learning strategies to check our learners’ comprehension.
35
I think we are now ready to complete today’s module! 😊
D Y
Your Day 7 module is about Shared Reading with Supplementary Reading Materials –
Retelling and Visualizing. At the end of Day 7, you should be able to: Determine the
O OP
E
importance of shared reading to build students’ language skills, practice shared reading
using supplementary reading materials to teach retelling and visualizing and identify
C
lessons in Teacher’s Guides where shared reading can be applied.
U
PR C
Please read and answer all the parts of the module. Do not skip any part to get the most
out of the learning experience embedded in the module design. If you have questions,
please feel free to post them on this platform or text us.
RE PT
😊
T RI
announcements here. Enjoy the learning session!
O C

N US
(SMS).

O N
D A
accordingly.
M
III. CHECK-OUT

36
Congratulations! You have finished the content for Day 7! 😊

Here is the Key Message for Day 7:
In this module, we learned more about shared reading. This strategy is important since
it allows students, especially those who are struggling, to practice reading a text with
D Y
guidance and modeling before they are left to read the text on their own. We also
explored two useful strategies that we can use to check comprehension in shared
O OP
E
reading (and when using other reading strategies such as read aloud): retelling and
visualizing.
C
Homework for Day 7: Record a video of yourself doing the strategy of visualizing
U
PR C
through shared reading. Show the video to your partner and conduct peer evaluation
using the rubric found in the Day 7 Assignment sheet. Read the instructions carefully.
Upload your output in our Google Classroom by or before ____________ (set
RE PT
deadline: date and time). Please see pairings below for the peer evaluation: (insert list of
pairings or groups of 3 for odd-numbered batches)
T RI
“Which MELCs can be developed through shared reading activities?”
😊
O C
Please post your responses below. Thank you and see you in our next session!
N US
O N
(SMS).

D A
M

2. Complete the rubric for checking the output submitted by the participants. See
Appendix E.
37
D Y
O OP
-0-
E
C
U
PR C
RE PT
T RI
O C
N US
O N
D A
M
38

Day 8 Module: Guided Reading with Supplementary Reading Materials for Comprehension
and for the Reading-Writing Connection
D Y
O OP
E
C
U
PR C
Topics for the day:
RE PT 1. Comprehension and Guided Reading with Supplementary Reading Materials
2. The Reading-Writing Connection and Guided Reading with Supplementary
Reading Materials
T RI
Output: Learning Activity Sheet (LAS)
I. CHECK-IN
O C

N US

O N
Good day, Teachers! Welcome to Day 8 of our modular training!

D A
It’s check-in time! Complete this short task: List 5 words comprising 4 or more letters
M
that you can make from the words: “READ AND WRITE”
Example: DATE, WINTER
39
Thank you for posting your responses!
D Y
Now, please prepare your Day 8 module and other materials needed. Today’s module
O OP
E
has 2 topics: (1) Comprehension and Guided Reading with Supplementary Reading
Materials, and (2) The Reading-Writing Connection and Guided Reading with
C
Supplementary Reading Materials.
U
PR C
There is an activity in this module where you can work individually or in groups. Here is
your grouping: (provide list of names per group)
RE PT
T RI
For your convenience, here are the links to the videos mentioned in your module:
1. Guided Reading: https://www.youtube.com/watch?v=_9HtKCxUxhs
O C
2. Reading-Writing Connection: https://www.youtube.com/watch?v=quwF2wq154M

N US
announcements here. Have fun! 😊
O N
D A
(SMS).
M

accordingly.
40
III. CHECK-OUT

D Y
O OP
E
C
Key Message for Day 8:
U
PR C
Guided Reading is an important strategy that allows teachers to work with small groups
of students and give the necessary individualized coaching that they need to hone their
reading skills. While doing guided reading groupings, teachers can also coach learners in
RE PT
reading comprehension strategies and in writing.
Homework for Day 8:

T RI
Complete the Learning Activity Sheet (LAS). Please check your participant’s manual and
locate the Day 8 Assignment sheet for instructions. Read the instructions carefully. Take
note that there are 2 versions of LAS templates included in the assignment sheet –
O C
region 6 and region 5 templates. Choose, of course our region. Make sure that you
check your LAS using the rubric given before submitting your work. Upload your output
N US
in our Google Classroom by or before ____________ (set deadline: date and time).
Check-out:
To check out, kindly copy your answer to today’s learning log: “How can using a writing
O N
task to extend reading help students develop the MELCs?” Please post your responses
below. Thank you and see you in our next session! 😊
D A
M

(SMS).

41

See Appendix F for the checklist.
D Y
O OP
E
4. Emphasize to the participants that LAS is a core output and is required to get
C
their NEAP credits.
U
PR C
6. Coordinate with your training group’s ICT officer for the documentation of
portfolio submission in PDIS.You check the quality and the ICT officer records
submission or non-submission/ meet or did not meet expectations (as you have
RE PT
indicated) of the outputs.
-0-
T RI
O C
N US
O N
D A
M
42

Day 9 Module: Independent Reading and Monitoring Comprehension
D Y
O OP
E
C
U
PR C
Topics for the day:
1. Decoding vs. Reading
RE PT 2. Reading Comprehension
3. Independent Reading
4. Monitoring Comprehension during Independent Reading
T RI
Output: Learning Action Plan (LAP)
I. CHECK-IN
O C

N US

O N
Hello, teachers! Welcome to Day 9 of our modular training!

D A
To check-in, please answer this question: What topic/s or genre/s do you enjoy reading?
M
Thank you for sharing your answers!
43
Now, kindly prepare your Day 9 module and other materials needed. Today’s module has
4 topics: (1) Decoding vs. Reading, (2) Reading Comprehension, (3) Independent
D Y
Reading, and (4) Monitoring Comprehension during Independent Reading.
O OP
E
C
U
PR C
announcements here. Have fun!
RE PT 😊
T RI
(SMS).
O C

N US
accordingly.
O N
D A
III. CHECK-OUT
M


Here are the Key Messages for today’s module:
44
1. Comprehension is the goal of reading. Without oral reading fluency and

vocabulary development, reading comprehension is difficult. Therefore, readers
need the right text at their independent reading level for them to succeed in
reading independently.
2. The more students engage with reading texts at their level, the better their
D Y
reading stamina will be. Reading at home is one of the easiest ways that parents
can encourage their children and help them to build their reading stamina.
O OP
E
3. To help learners monitor their comprehension while reading a text, they need
to be taught to ask themselves if the text makes sense to them, look for clues in
C
the story and the picture (if possible), try sounding out the words, and re-read
the text.
U
PR C
Homework for Day 9: After having gone through the process of learning about effective
teaching strategies in using supplementary reading materials (SRMs), it is now time to
RE PT
create your Learning Action Plan (LAP). Refer to your participant’s manual for the guide
and template. Check Day 9 Assignment sheet for instructions. Read them carefully.
Upload your output in our Google Classroom by or before ____________ (set
T RI
deadline: date and time). You may volunteer to present your LAP on our last session via
Zoom. Also, you will take the post-test after our Wellness Session so I hope you will
review and pass the test in one take. It is only a 20-item multiple choice test.
O C
To check-out, kindly post below two (2) things you will do to apply what you learned
N US
from today’s module.You may just share your answers from your learning log.
Thank you and see you in our next session! 😊

O N
D A
(SMS).
M

45

See Appendix G.
D Y
O OP
E
4. Emphasize to the participants that the LAP is a core output for them to gain
C
their NEAP credits. So, they must submit this.
U
PR C
6. Coordinate with your training group’s ICT officer so s/he can document
portfolio submission in the PDIS.
RE PT -0-
T RI
O C
N US
O N
D A
M
46
Day 10 Module: Wellness Day and Closing Ceremonies

D Y
O OP
E
C
U
PR C

1. Sharing of Learning Action Plans
2. Reflection on teachers as readers
T RI
Output: Post-Test and Training Evaluation
I. CHECK-IN
O C

N US
Hello! For our check-in:
Post a photo of your favorite book, comics, magazine, manga, or any reading material.
O N

D A

M
Hello everyone! Finally, we are on our last day. Welcome to Day 10 of our modular
training! This entire session is an online session. Please join our (choose one:
Zoom/Google Meet/Messenger rooms) ______ meeting at _______ (time) using this
link: _________________ (insert link or instructions)
Today, we shall do the following:

1. Present Learning Action Plans
2. Share reflection on teachers as readers
47
3. Synthesize what we learned from this training

4. Accomplish the post-test and training evaluation
Volunteers or those assigned, please prepare your Learning Action Plan.You will be
presenting your LAPs to your group, so make sure you have the document open. See
😊
D Y
you at the online session!
O OP
E
Note: If a participant has not joined the online session, send the message
above via text message (SMS).
C
U
PR C
II. ONLINE SESSION
RE PT
Note: Use the PowerPoint slides for this online session. After the greetings and
preliminaries, start session 1.
SESSION 1: Sharing of Learning Action Plan (60 minutes)

T RI
Call participants to share their LAP or you may pre-select LAPs and inform the
participants before this online session to prepare for sharing their LAP. If you choose to
O C
do this, please make sure that there is representation among the participants by
choosing presenters from different grade level teaching assignments, and different
N US
districts or schools.
Instruct the other participants to take note of features that stand out for them. Ask
them to write these observations. Invite them to share these in the chat box.
O N
Say: We hope you got good ideas for strengthening and developing your LAP from the
D A
presentations! Next, let’s reflect on our learning journey in this modular training.
M
SESSION 2: Learning Together – Reflection on Teachers as Readers (25

mins)
Say: This ABC+ training focuses on reading strategies. However, we cannot teach
reading if we, ourselves, don’t read. For our students to read, they must love the
experience books bring. One effective way to show students how beautiful books
are, is to be a reading role model and make sure they see you read. So, this time,
let’s think about the following questions. These are also found in your Day 10
module.
48
1. When was the last time you finished a book not related to work?
2. In our check-in, we asked for a photo of your favorite
book/comics/manga/magazine/pocketbook. Why is
this your favorite?
D Y
3. What feelings were elicited by this favorite reading
material?
O OP
E
4. Knowing that reading can make you feel things, how can we make our
C
students love reading?
5. How will the strategies you learned in this training help your students
U
PR C
want to read?
You may write your answers in your journals or a notebook. And when you are ready,
share your answers to the group. We will allot 10 minutes for this individual reflection
RE PT
activity.
While participants are doing individual reflection, ask them to mute their microphones,
T RI
so others can focus on the task.You may choose to play soft background music.
After 10 minutes, put the participants in breakout rooms where they will share their
O C
reflections in small groups. If this is not possible given the limitation in Internet
bandwidth/connectivity, you may call volunteers to share their answer to any of the
questions. Alternatively, if the participants are physically together in their respective
N US
schools, you may ask them to share their answers to their co-teachers while strictly
following health safety protocols. Allot a total of 15 minutes for the sharing of reflection
and wrap-up.
O N
SESSION 3: Synthesis or wrap up (5 minutes)

D A
SAY: All these reading strategies and materials aim to develop reading comprehension
and love for reading among our learners. We want students who CAN read, but also
M
students who WANT to read. To do this we have to provide explicit instruction on

reading strategies and skills and carefully select our reading materials—keeping in mind
our Filipino students, their context, and their reading levels. Put into heart and mind that
all learners can learn, and all learners deserve the opportunity to learn. The more
inclusive the approaches, tools, and strategies that we use in the classroom, the better
we meet the learning goals of all learners (RTI Approach to Early Grades, 2017).
CLOSING CEREMONIES
Call the ABC+ staff and ICT coordinator for the closing ceremonies/announcements as
49
well as post-test and training evaluation instructions.
POST-TEST
TRAINING EVALUATION
D Y
III. CHECK-OUT
O OP
E
After the online session, post message #2 on Google Classroom and Messenger.
C
Relay this message orally in the online session:
U
PR C
Congratulations on completing our 10-day modular training on Use of Supplementary Reading
Materials: Improving Early Grade Literacy in School and at Home! The hope is for you to deliver
RE PT
quality teaching and learning to the children in our country by sharing with you the different
instructional strategies in teaching literacy.
Keep in mind our Key Messages for the Day:

T RI
All these reading strategies and materials aim to develop reading comprehension and love for
reading among our learners. We want students who CAN read, but also students who
WANT to read. To do this we have to provide explicit instruction on reading strategies and
O C
skills and carefully select our reading materials— keeping in mind our Filipino students, their
context, and their reading levels.
N US
Put into heart and mind that all learners can learn, and all learners deserve the opportunity to
learn. The more inclusive the approaches, tools, and strategies that we use in the classroom,
the better we meet the learning goals of all learners.
O N
To check-out from today’s session, complete any of the following statements:

D A
From this 10-day training, my most significant insight is __________________. From now on, I
will _______________.
M
Please post your responses below. Thank you very much! And again, congratulations!
Using the monitoring guide, check who among the participants have responded to
the check-out question. If a participant does not respond to the check-out question
after 30 minutes, send the messages via text message (SMS).
After today’s session, continually monitor Google Classroom and Messenger group
chat for questions or concerns that participants might raise about the day’s module,
the training, or the homework. Respond to the participants accordingly.
50

1. There is no output for Day 10. Use this time to catch up on monitoring outputs of the
previous modules.
2. Ensure that all your participants have completed their requirements by Day 10 (can be
end of the day), especially the core outputs. Overcommunicate to your
D Y
participants that they must submit the following core outputs:
a. Home Learning Guide
O OP
E
b. Learning Activity Sheet, and
C
c. Learning Action Plan
And have passed their posttest via PDIS. Otherwise, their certificates will be delayed and
U
PR C
may not be eligible for the NEAP credit points assigned to this training.
3. If participants are having difficulties with submission, you may extend the deadline of the
RE PT completion of core outputs (HLG, LAS and LAP and a passing score of a post-test), 7
days after Day 10, the latest.
T RI
-0-
O C
N US
O N
D A
M
51
APPENDIX A: DAY 1 ASSIGNMENT CRITERIA
SUCCESS AND CHALLENGES

Each output is expected to have the following characteristics:
D Y
O OP
E
1 - did not meet 2 - met
expectations expectations
C
Language: Message is clear; no errors in grammar and spelling.
U
PR C
Content: Answers the question: What are your successes and
challenges in engaging families in supporting learning and linking
learning at school to learning at home?
RE PT
Format: Output is in the form of a chart.
T RI
O C
N US
O N
D A
M
52
APPENDIX B: DAY 3 ASSIGNMENT

Teacher Read Aloud, Peer Evaluate
This assignment will be peer-evaluated. The peer-evaluation form can be found in the participant’s
manual. Be guided by the rubric below.
D Y
Day 3 Video Presentation Rubric:Teacher Read Aloud
O OP
E
C
Excellent Good Fair Needs Improvement
4 points 3 points 2 points 1 point
U
PR C
Book selection Selects a text that Selects a text that is Selects a text that Does not select a
RE PT is appropriate for appropriate for is somewhat text that is
learners age, level learners age, level appropriate for the appropriate for the
and interests with and interests with a learners age, level learners age, level
links to SEL + GESI link to SEL + GESI and interests and interests
that conveys
T RI
positive visual
messages
O C
N US
Reading aloud Models fluency by Models fluency by Reads aloud with Does not read
reading aloud reading aloud clearly fluency but may fluently and makes
clearly at an at an appropriate make some errors multiple errors when
appropriate speed speed and with such as reading too reading aloud
O N
and uses expression that slowly/quicky or

expression to bring matches the reading without
the book to life for punctuation much expression
D A
learners
M
53
Presentation of text Introduces the Introduces the book Introduces the Does not introduce
book by showing by showing the book by showing all of the key features
the cover, title, cover, title, author the cover, title, (cover, title, author,
author and and illustrator and author and illustrator) of the
illustrator, holds it so that illustrator book to learners
D Y
(includes the learners can see the
publishing date if cover
O OP
E
possible) and holds
C
the book/ moves
the book so that
all learners can see
U
PR C
it while reading
RE PT
Questioning Asks before,
during and after
Asks before, during
and after reading
Asks some before,
during or after
Does not ask
question before,
reading questions questions that help reading questions during and after
T RI
which include a develop learners’ but not many reading
mix of literal, comprehension
inferential and
O C
evaluative
questions
N US
SEL / GESI Asks questions and Asks questions and Makes at least one Does not make SEL/
encourages encourages SEL/GESI GESI connections
O N
discussion of discussion of connection

SEL/GESI themes SEL/GESI themes in
D A
in the book and the book

connects them to
M
learners’
experiences
54
APPENDIX C: DAY 4 HOME LEARNING GUIDE (HLG) CHECKLIST
Use the checklist for the HLG to ensure that all the necessary components are present in your guide.
D Y
Checklist for Home Learning Guide
O OP
The HLG Yes No Remarks
E
C
1. Makes use of instructions that are easy for
Home Learning Partners (HLP) to
understand.
U
PR C
2. Indicates questions or tasks before
RE PT
reading the story
3. Includes 3 - 5 questions to check for

understanding during reading of the
T RI
story.
4. Contains 3 questions to check for

O C
understanding or extend understanding

after reading the story.
N US
5. Incorporates independent activity the

HLP can ask the child to do after reading
the story.
O N
6. Has questions or activities that is linked

D A
to SEL or GESI
M
55
APPENDIX D: DAY 6 ASSIGNMENT CHECKLIST
Day 6 Assignment: Fluency and Sight Words through

Choral Reading with Supplementary Reading Materials Learning Log
D Y
Checklist for the Learning Log
O OP
E
This form is to be completed upon review of Day 6 Learning Log submitted by the participants. This is
the source for feedback too.
C
Learning Log: Fluency and Sight Words through Choral Reading with
Title:
U
PR C
Supplementary Reading Materials
Participant’s Name:
RE PT
School/Division:
Regional Trainer:
T RI
Date:
O C
Criteria Regional Trainer’s Assessment

N US
1. The participant identified one thing he/she is

currently doing that he/she will STOP doing.
⬜ No ⬜ Yes
O N
2. The participant identified one thing he/she is not

currently doing that he/she will START doing.
⬜ No ⬜ Yes
D A
3. Based on what has been learned this far, the

⬜ No ⬜ Yes
M
participant identified one thing he/she is currently

doing that he/she will CONTINUE doing.
4. Based on what has been learned this far, the

participant identified one thing he/she is currently ⬜ No ⬜ Yes
doing that he/she will CHANGE OR TWEAK.
56
APPENDIX E: DAY 7-Rubrics for Video Demonstration

Practice Shared Reading, Peer Evaluate
This assignment will be peer-evaluated. The peer-evaluation form can be found in the participant’s
manual. Be guided by the rubric below.
D Y
Day 7 Video Presentation Rubric: Shared Reading with Visualizing
O OP
E
Excellent Good Fair Needs
C
4 points 3 points 2 points Improvement
1 point
U
PR C
Book selection Selects a text that Selects a text that Selects a text that Does not select a
is appropriate for is appropriate for is somewhat text that is
RE PT learners age, level
and interests with
learners age, level
and interests with
appropriate for the
learners age, level
appropriate for the
learners age, level
links to SEL + GESI a link to SEL + and interests and interests
that conveys GESI
T RI
positive visual
messages
O C
Reading aloud Models fluency by Models fluency by Reads aloud with Does not read
N US
reading aloud reading aloud fluency but may fluently and makes
clearly at an clearly at an make some errors multiple errors
appropriate speed appropriate speed such as reading too when reading aloud
O N
and uses and with slowly/quicky or

expression to bring expression that reading without
the book to life for matches the much expression
D A
learners punctuation
M
Models Pauses at key Pauses at key Models visualizing Does not model
visualizing moments in the moments in the 1-2 times visualizing
text and models text and models
visualizing using the visualizing
think aloud
method to
describe what s/he
is doing
57
Learners Asks students to Asks students to Asks students to Does not ask
demonstrate visualize parts of visualize parts of visualize parts of students to
visualizing the text and share the text and share the text but may visualize parts of
the picture in their the picture in their not have them the text or share
mind (orally or in mind (orally or in share the picture in the picture in their
D Y
writing/pictures) writing/pictures) their mind (orally mind
or in
O OP
E
using specific writing/pictures)
strategies like
C
sketch to stretch
U
PR C
RE PT
T RI
O C
N US
O N
D A
M
58
APPENDIX F: DAY 8 MODULE - LAS CHECKLIST
Checklist for the Learning Activity Sheet

This form is to be completed upon review of Day 8 LAS submitted by the participants. Take note of
the appropriate LAS checklist for your region. Note that there is a Google form too for this.
D Y
O OP
E
Region: REGION 5
C
LAS on Guided Reading with Supplementary Reading Materials
Title:
for Comprehension and for the Reading-Writing Connection
U
PR C
RE PT
School/Division:
Regional Trainer:
T RI
Date:
O C

N US
Kasanayang Pampagkatuto at Coda mula sa MELCs
There are 2-3 MELCs provided in the Learning Activity

⬜ No ⬜ Yes
O N
Sheet.
The MELCs provided are

D A
appropriate and contribute to the ⬜ Disagree ⬜ Agree ⬜ Strongly Agree

target domain/s of literacy.
M
Mga Gawain
There are 2-3 learning activities provided in the Learning

Activity Sheet for practice.
⬜ No ⬜ Yes
There is 1 activity for assessment. ⬜ No ⬜ Yes
Instructions are clear and easy to
understand by the students even without
⬜ Disagree ⬜ Agree ⬜ Strongly Agree
59
help from Home Learning Partners.
The learning activities provided are

appropriate to the grade level and ability ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
of the students.
D Y
The learning activities provided contribute
O OP
to the improvement of the target
E
domain/s of literacy.
C
Rubrik para sa Pagpupuntos
U
PR C
There is a rubric for the assessment of learners’
performance of the task or completion of task.
⬜ No ⬜ Yes
RE PT
The rubric for scoring is compatible with
the learning activities.
The rubric for scoring is easy to
T RI
understand by both students and home ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
learning partners.
O C
The rubric for the assessment for ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
N US
Susi sa Pagwawasto
There are answer keys for the activities in the LAS. ⬜ No ⬜ Yes
O N
The answer keys were written clearly and in

a manner that is easily understood by home ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
D A
learning partners.
M
Sanggunian
There is a list of references used in developing the LAS. ⬜ No ⬜ Yes
60
Checklist for the Learning Activity Sheet

This form is to be completed upon review of Day 8 LAS submitted by the participants. Take note of
the appropriate LAS checklist for your region. Note that there is a Google form too for this.
Region: REGION 6
D Y
O OP
E
LAS on Guided Reading with Supplementary Reading Materials
Title:
for Comprehension and for the Reading-Writing Connection
C
U
PR C
School/Division:
Regional Trainer:
RE PT
Date:
T RI
O C
Kasanayang Pampagkatuto at Coda mula sa MELCs

N US
There are 2-3 MELCs provided in the Learning Activity

Sheet.
⬜ No ⬜ Yes
The MELCs provided are
O N
appropriate and contribute to the ⬜ Disagree ⬜ Agree ⬜ Strongly Agree

target domain/s of literacy.
D A
Mga Gawain
M
There are 2-3 learning activities provided in the Learning

Activity Sheet for practice.
⬜ No ⬜ Yes
Instructions are clear and easy to
understand by the students even without ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
help from Home Learning Partners.
The learning activities provided are

appropriate to the grade level and ability
61
of the students.
The learning activities provided contribute

to the improvement of the target ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
domain/s of literacy.
D Y
Rubrik para sa Pagpupuntos
O OP
E
There is a rubric for the assessment of learners’
⬜ No ⬜ Yes
C
performance of the task or completion of task.
The rubric for scoring is compatible with

U
PR C
the learning activities.
The rubric for scoring is easy to

RE PT
understand by both students and home
learning partners.
The rubric for the assessment for ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
T RI
Pangwakas
O C
There is a section in the LAS for reflection ⬜ No ⬜ Yes

N US
Susi sa Pagwawasto
There are answer keys for the activities in the LAS. ⬜ No ⬜ Yes
O N
The answer keys were written clearly and in

a manner that is easily understood by home ⬜ Disagree ⬜ Agree ⬜ Strongly Agree
D A
learning partners.
Sanggunian
M
There is a list of references used in developing the LAS. ⬜ No ⬜ Yes
62
APPENDIX G: DAY 9 LEARNING ACTION PLAN CRITERIA
LEARNING ACTION PLAN

Each output is expected to have the following characteristics:
D Y
1 - did not meet 2 - met
O OP
expectations expectations
E
C
Content: Answers given are appropriate and related to the
U
PR C
questions asked. All questions are answered completely.
RE PT
Activities: Next steps are clear and specified. All information in
the matrix of information is complete.
T RI
Language: No errors in grammar and spelling.
O C
N US
O N
D A
M
63
D Y
O OP
E
BACK COVER
C
U
PR C
RE PT
T RI
O C
N US
O N
D A
M

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FACILITATOR'S GUIDEBOOK

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

ABC+ is a partnership of USAID and the Department of Education (DepEd),

NonCommercial-ShareAlike 4.0 International License.”

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

THIS PAGE IS RESERVED

ABC+ training staff ’s name:

ICT officer’s name:

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

TRAINING ON USE OF SUPPLEMENTARY READING MATERIALS

● Coordinate with your co-facilitator and

S/he will help you document the portfolio

Training Modules - The ● Review the modules so you are ready to

participants will receive printed answer questions or clarifications.

and responsibilities of the members of

Learning Activity Sheet (Day 8), and

Decompressed 10-day schedule ● Study the schedule and help the

– The work schedule is 10 days. participants keep track of what needs to

deadline for uploading assignments

What is in this Facilitator’s Guide?

Welcome Facilitators’ Guide Day 4

Table of contents Facilitators’ Guide Day 5

Overview of the ABC+ Project Facilitators’ Guide Day 6

Schedule and Training Topics Facilitators’ Guide Day 7

Daily routine Facilitators’ Guide Day 8

Ways to connect Facilitators’ Guide Day 9

Facilitators’ Guide Day 1 Facilitators’ Guide Day 10

Facilitators’ Guide Day 2 Appendices

Facilitators’ Guide Day 3

Training on Use of Supplementary Reading Materials:

Overview of the ABC+ Project

and learning (MoTL) that are widely used.

ABC+: Advancing Basic Education in the Philippines

Challenges of Teaching in the Peer Evaluation Guide (HLG) on Read Aloud

Topics: Topics: Topics: Topics: Topics:

What will your day look like?

Time Facilitators’ Tasks

messages and address their concerns.

II. REAL TIME SUPPORT DURING INDIVIDUAL MODULE

chat (Messenger group) or SMS for questions and comments.

III. CHECK-OUT via:

5. Monitor the responses of the participants to the check-out messages using

certificates will not be given to those with incomplete submissions.

staff assigned to your group, ICT officer and training manager.

ABC+: Advancing Basic Education in the Philippines

Facilitators’ Guide for the Day

Day 1 Module: Revisiting the Foundations of Effective Literacy Practice

RE PT Topics for the day:

Output: Successes and Challenges of Teaching in the New Normal

Post message #1 Google Classroom and Messenger (text message/SMS for

Day 1, (Date), Post #1

It is the first day of our modular training!

When participants are already in Zoom/ Messenger Rooms/ Google Meet,

Day 1, (Date), Post #2

Welcome to Day 1 of our modular training!

Writing, Balanced Literacy Approach, Gradual Release of Responsibility, BDA Reading

End the Zoom/Google Meet/Messenger Rooms meeting after the check-in, so

II. REAL TIME SUPPORT DURING INDIVIDUAL MODULE WORK

Day 1, (Date), Post #4

vocabulary, fluency, and comprehension are interrelated. To help the K-3

target the development of all domains.

the Before-During-After (BDA) process.

meeting at _ (time) using this link: ___________ (insert link)