PROGRAM ORIENTATION

5-day Live-Out Division Upskilling Workshop on the Bridging of Primer 1 & 2 and
Teaching Strategies for Blended Learning
April 4 – 8, 2022
Naga Regent Hotel, Naga City

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 Objectives:

• Be acquainted about the Bridging Primer 1 & 2 as a core

material for teaching beginning reading in the Mother Tongue

• Prepare District Action Plan

• Conduct district orientation – workshop on ways of making

ELLN relevant to teachers as they implement different learning
delivery modalities

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 Training Matrix
TIME TOPIC RESOURCE PERSON
Opening Program/Program
8:00 – 9:00
Orientation
The What & the How of the
9:01 – 10:00 Assessment Tools and Learner’s
Reading Profile
10:01 – 12:00 How Shall We Go About Them?
12:00 – 1:00 LUNCH
1:01 – 1:30 Primer 1
1:31 – 3:30 Let’s Bridge Primer 1 to Primer 2
3:31 – 4:30 Let’s Plan & Show
4:30 – 5:00 Closing Program
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 EYE OPENER

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 Rationale
• In March 2020, all schools closed essentially cutting the face-to-face
and direct interaction between learners and teachers.

• A huge majority of learners who were in Kindergarten and those who

were in Grade 1 in SY 2020-2021 have not yet stepped into classrooms
and have not benefited from direct and explicit instruction from
teachers. Many relied on home learning facilitators or tutors who may
not have had any training on beginning reading instruction.

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 Learners have found it
difficult to learn to read
by themselves.

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 Rationale
Reading is not a natural process; a child does not learn to read the way she learns to
speak, through natural exposure to language (or text) in her environment (Lyon,
1998).

For many learners, achieving the goal of reading requires explicit instruction in the
foundational skills that lead to comprehension (Cunningham, 1990; Lyon, 1998;
Stanovich, 2000). Reading instruction requires explicit, structured, and methodical
process.

A child’s attention must be directed to the specific skills to be learned, explicit

instruction on how to master that skill has to be provided, and sufficient practice
opportunities to solidify the skill must be available (Bulat et al, 2017)

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 BRP Goal and Objectives
GOAL

Reduce the number of non- and struggling

readers in schools

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 BRP Goal and Objectives
OBJECTIVES
• Develop structured and explicit beginning reading skills lessons which
include differentiated instruction in beginning reading.
• Organize a package of materials in the school/district that will contain
these lessons and other supplementary materials to be used by non- and
struggling / frustrated readers.
• Create a support system in the schools/district that will sustain
acquisition of beginning reading skills.
• Commit oneself to improve the delivery of instructions in the new
normal.

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 The 5 Ts of Reading Instruction
TIME
More time devoted to
instruction of core reading
components

TEACHING
Improve teacher’s knowledge of and skills
in teaching reading

TEXT TONGUE
Provide learners with Provide instruction in
more books and familiar languages,
materials to support
learning to read
TESTING support L1 to L2
transition
Use assessments to identify
reading levels and to track
progress at all levels

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 Teacher Support
Teacher Training / Coaching on
Beginning Reading/ CoP with other
teachers

Formative assessments

Materials Development

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 BRP Deployment Plan for each Child
2
1 INTERVENTION
Student goes
TARGET through a
IDENTIFICATIO series of
N lessons using
Identify target the materials
schools and
learner: CRLA
3
ASSESSMENTS /
TEACHER SUPPORT
Deployment of
content, monitoring
4
TRANSITION TO
progress , additional
TA,
Next PROGRAM
Transiting
learners to the
next program
Back
to 1

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 TARGETS

• Languages: Mother Tongue, Filipino & English

• Grade: K - 3
• Schools – all schools
• Learners – non-readers / struggling readers

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 BRP Main Components

Development of Organization
Identification of
materials: Video, school/district
target learners –
Kotobee, hard reading teams
CRLA
copies

Institutional
Formative Strengthening –
Assessment – Sustainability and
monitor progress Evaluation

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 Bawat Batang Bikolano Bihasang Bumasa
ENGLISH READING PROGRAMS
FILIPINO READING PROGRAMS 5

4
READING PROGRAMS in MT

3
Reading skills

English

Beginning
Reading Filipino

Mother tongue

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Language and Grade Level
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