SAN MATEO INTEGRATED SCHOOL

ELLN DIGITAL: UPSKILLING THE K TO 3 TEACHERS OF SMIS N TECHNOLOGY-

SUPPORTED TEACHER PROFESSIONAL DEVELOPMENT ON EARLY LANGUAGE,
LITERACY, AND NUMERACY

I. RATIONALE

The literacy rate in the Philippines has been steadily increasing throughout the
last century. At the time of the most recent national Functional Literacy, Education and Mass
Media Survey (FLEMMS) in 2013, the basic literacy rate was at 96.5% (Philippines Statistics
Authority, 2015).

However, the definition of basic literacy is the ability to “read, write and
understand simple messages in any language or dialect.’’ This is not an ambitious definition
and in the 21st century, there is a pressing need to improve not only the basic literacy rate
but also the functional literacy rate. Functional literacy is defined in the Philippines as: The
skills must be sufficiently advanced to enable the individual to participate fully and efficiently
in activities commonly occurring in his life situation that require a reasonable capability of
communicating by written language. A functional literate person is one who can at least
read, write, compute and/or comprehend. Also, persons who graduated from high school or
completed higher level of education are classified as functionally literate. (PSA, 2015).

A relatively recent legislative and policy framework in the Philippines aims, among
other things, to improve basic education for all, which includes functional literacy for all.
Learning to be literate now formally starts in kindergarten for five-year-old children.
Principles of inclusion are embedded in the K-12 curriculum, which necessitate more
differentiated teaching than was previously practiced. Further, in common with many
countries around the world, the implementation of ageappropriate pedagogies is now
encouraged.

Traditionally, this has not been widespread in the Philippines. The government has
prioritized the improvement of education in the early years, with The Early Years Act of 2013
and The Enhanced Basic Education Act of 2013 ensuring that formal compulsory education
starts at the age of five (kindergarten in the Philippines).

Furthermore, this ELLN Digital came to the present scenario. It is a blended

learning teacher professional development program designed to support the ELLN face to-
face TPD program, which was introduced in 2015 to support the “Every Child a Reader
Program (ECARP)” in the Philippines. This program mandates that interventions should be
put into place to assist all children in meeting literacy expectations.

The goals of ELLN are to ultimately improve the literacy and numeracy skills of K-3
pupils through an effective, flexible, scalable, sustainable, and cost-effective professional
development system for teachers. The ELLN face-to-face TPD program is composed of a
10-day face-to-face course, and is delivered using the cascade model, in which regional and
divisional trainers are trained by expert instructors.
 SAN MATEO INTEGRATED SCHOOL
Thus, this has to be shared also to the teachers. In a nutshell, the conduct of the
SLAC on ELLN Digital is in compliance with DepEd Memorandum 00181 (DM-CI-00181)
issued on June 2019, mandating the “National Orientation of the Adoption of the Blended
Learning Model for TPD: Roll Out of the ELLN Digital specifically for eleven (4) K to 3
Teachers at San Mateo Integrated School.

II. OVERVIEW

This SLAC session aims to provide and guide the teachers of San Mateo Integrated
School (SMIS) about the foundations of early language and literacy development and
instruction which is the Module 1 of the ELLN Digital.
The proposed dates shall be on November ___ and ____,2021. This instructional
SLAC shall have engaging activities such as lectures, orientations, and discussions which
will lead by the speakers.
The people involve are the the three (4) teachers of Kindergarten to Grade 3 and one
school head. After the SLAC Sessions, an evaluation form shall be accomplished by the
teacher-participants. Moreover, such reports (i.e. Accomplishment and Narrative Reports)
shall be made for documentation purposes. The performance indicator shall be used as the
basis in determining the success of the SLAC Sessions.

III. OBJECTIVES

The SLAC aims to achieve the following objectives:

1. explain the Language and Literacy component of K-3 (Key Stage 1), its features and
goals, and its role in the overall K-12 Language and Literacy Curriculum.
2. describe K-3 learners in terms of their developmental characteristics and how these
relate to literacy development.
3. describe the domains of literacy and their relationships and how they relate to literacy
development in children.
4. describe the components of a learning environment that is conducive for early
childhood education.

IV. TARGET PARTICIPANTS

Grade Level No. of Teachers Name of Teachers

K 1
1 1
2 1
3 1
Total 3

V. FUND SOURCE
ESTIMATED NO. OF UNIT TOTAL FUNDING
EXPENSES PAX PRICE AMOUNT REQUIREMENT
 SAN MATEO INTEGRATED SCHOOL
(Please write in
detail)
Load for Internet 4 100 400.00 Sponsorship
Connectivity
Bond Paper 1 ream 200.00 200.00 Materials from School
MOOE
Total 6000

VI.PERSONS INVOLVED
NAME
LAC Leader
LAC Facilitator
LAC Documenter
LAC Members K-3 Teachers
1.
2.
3.
LAC Resource Speaker(s)
Other persons involved in the LAC N/A
Session

VII. MONITORING AND EVALUATION

The school head will monitor and supervise the hands on lecture and discussions of
the teachers and follow up their gradual learning and implementations of the ideas they
learned from the SLAC. The following are specifications for the M and E Process:
1. The LAC sessions will be monitored through online attendance sheets and Google
Evaluation Form at the end of the session.
2. All teacher-participants are required to submit and upload soft copies of the required
assignments in the Google drive to be checked and evaluated by the LAC Leader
and LAC Facilitator.
3. Class observation to monitor the application of knowledge and skills acquired from
the SLAC.

VIII. PERFORMANCE INDICATOR

After attending the SLAC sessions, the three teachers shall have:
1. explained the Language and Literacy component of K-3 (Key Stage 1), its features
and goals, and its role in the overall K-12 Language and Literacy Curriculum.
2. described the developmental characteristics and how these relate to literacy
development.
3. described the domains of literacy and their relationships and how they relate to
literacy development in children.
4. described the components of a learning environment that is conducive for early
childhood education.
5. Accomplished all required outputs

IX. EXPECTED OUTPUT/OUTCOMES

 SAN MATEO INTEGRATED SCHOOL
After the SLAC all the three K-3 teachers will be able to:
 explain the Language and Literacy component of K-3 (Key Stage 1), its
features and goals, and its role in the overall K-12 Language and Literacy
Curriculum.
 describe the developmental characteristics and how these relate to literacy
development, the domains of literacy and their relationships and how they
relate to literacy development in children, the components of a learning
environment that is conducive for early childhood education.
 draft an accomplishment of checklist of developmental behaviors as basis for the
development of instructional materials
 develop reading materials appropriate to the developmental behaviors of K-3
learners

Prepared by:

_____________________
School Principal I

Reviewed and checked by:

Approval Recommended by:

Approved by:
 SAN MATEO INTEGRATED SCHOOL

PROGRAM OF ACTIVITIES

Title of Training: ELLN DIGITAL: UPSKILLING THE K TO 3 TEACHERS OF SMIS ON

TECHNOLOGY-SUPPORTED TEACHER PROFESSIONAL DEVELOPMENT ON
EARLY LANGUAGE, LITERACY, AND NUMERACY

Date: November ___ & ____ , 2021

Platform: Via Zoom Videoconferencing

DATE TIME ACTIVITIES IN-CHARGE

November 3:30 – 3:35 Prayer/Doxology AVR
__, 2021
3:35 – 3:40 Energizing Activity AVR
SLAC 3:40 – 4:30 Session 1 _________________
Session 1 Lesson 1: Principal I
The K-3 Learner in the Context of
K-12: Who Are We Teaching?
 Who is the child?
 What can children do?
 How do children learn?
November 3:30 – 3:35 Prayer/Doxology AVR
____, 2021
3:35 – 3:40 MOL/Energizing Activity
SLAC 3:40 – 4:30 Session 2 __________________
Session 2 Lesson 2: Principal I
The Domains of Literacy: What Do
We Teach?
 Teaching Literacy
 Literacy Domains 1-3
 Literacy Domains 4-6
 Literacy Domains 7-10
 Literacy Domains 11-14
 Stages of Literacy
 The Relationship Among the
Domains

3:40 – 4:30 Session 3 _____________________

Lesson 3: Principal I
The Domains of Literacy: What Do
We Teach?
 Bridging Across Languages
 2.0 A Balanced Approach to
Literacy Instruction
 SAN MATEO INTEGRATED SCHOOL
 Developmentally Appropriate
Practice
 The Role of Play in Literacy
Instruction
4:30 – 5:00 Prayer/Doxology AVR
Presentation, critiquing, and
evaluation of outputs
Awarding of certificates

Prepared by:

_____________________
School Principal I

Reviewed and checked by:

Approval Recommended by:

Approved by:
SAN MATEO INTEGRATED SCHOOL
SAN MATEO INTEGRATED SCHOOL
SAN MATEO INTEGRATED SCHOOL