_day 1 r8 Lrp Roll-out

PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS
ABC+: Advancing Basic Education in the Philippines

REGION 8: Eastern Visayas
K-3 Foundations of Effective Learning Transitions
PHOTO: HARRY JAMES CREO FOR USAID BASA

PILIPINAS
Learning Recovery
Program
February 2021 ABC+: Advancing Basic Education in the Philippines 2

CREDIT: HARRY JAMES CREO FOR USAID BASA
PILIPINAS
Welcome to Day 1!
● Overview: R5 8-Week Learning Recovery Curriculum

● Relevant Literacy Concepts
● Modifying the Region 5 materials & integrating the Region
8 materials into the Learning Recovery Program
● Creating a Remedial Plan from Assessment Results using
the Lesson Map

OBJECTIVES:
Explain the process of the Learning Recovery Program
● 8-Week Learning Recovery Curriculum
● Relevant Literacy Concepts
● The Process: CRLA EGRA & RUNT Lesson Map First Lesson
Remedial Plan Learning Recovery Program Modifications &
Integrations What’s Next?
Z

Division Training of Trainers (DToT)
(Date)
TIME DAY 1 DAY 2 DAY 3
8AM- 8-9AM OPENING PROGRAM Strategies, Teacher-made Manipulatives & 8AM-12NN LRP Return Demo with
12NN 9-11:30 8-Week Learning Recovery Demo With return-demo Feedback
Program and Lesson Map Orientation 8-9:30AM MT/ FIl (Participants solo/ pair)
9:30-11AM Eng Venue: Classroom
11:30AM-12NN Relevant Literacy ConceptS 11AM-12NN Math
1-5PM 1-2PM R5 LRP Assessment Tools- Gr2 Eng 1-2PM Material-making for Learning 1-3PM LRP Return Demo with Feedback
Demo and Return-Demo Stations (MT, Fil, Eng, Math) (Participants solo/ pair)
2-2:30PM Cont. Strategies Return-Demo Venue: Classroom
Assessment Results to First Lesson in the (Numeracy)
Lesson Map to the Remedial/ Intervention 3-4PM Training Demo with Feedback (solo)
Plan Viewing of Video-Demo of the Learning *only for DToT
2-2:45PM MT/ Fil/ Eng Recovery Classroom Implementation
2:45-3:30PM Math 2;30-3:30PM Literacy 4-5PM CLOSING PROGRAM
3:30-4:30PM Numeracy
Workshops:
3:30-4:30PM Summary of Errors of EGRA 4:30-5PM LRP Return-Demo Orientation
Assessment Results of CRLA Ability Groups to and Preparation
the First Lesson in the Lesson Map to the
Remedial/Intervention Plan (MT, Fil, Eng, Math)
4:30-5PM Remedial Plan Peer Evaluation (for
DToT only)
5
Training of Teachers (ToT)
(Date)
TIME DAY 1 DAY 2 DAY 3
8AM- 8-9AM OPENING PROGRAM Strategies, Teacher-made Manipulatives & 8AM-12NN LRP Return Demo with
12NN 9-11:30 8-Week Learning Recovery Demo With return-demo Feedback
Program and Lesson Map Orientation 8-9:30AM MT/ FIl (Participants solo/ pair)
9:30-11AM Eng Venue: Classroom
11:30AM-12NN Relevant Literacy ConceptS 11AM-12NN Math
1-5PM 1-2PM R5 LRP Assessment Tools- Gr2 Eng 1-2PM Material-making for Learning 1-4PM LRP Return Demo with Feedback
Demo and Return-Demo Stations (MT, Fil, Eng, Math) (Participants solo/ pair)
2-2:30PM Cont. Strategies Return-Demo Venue: Classroom
Assessment Results to First Lesson in the (Numeracy)
Lesson Map to the Remedial/ Intervention
Plan Viewing of Video-Demo of the Learning 4-5PM CLOSING PROGRAM
2-2:45PM MT/ Fil/ Eng Recovery Classroom Implementation
2:45-3:30PM Math 2;30-3:30PM Literacy
3:30-4:30PM Numeracy
Workshops:
3:30-5PM Summary of Errors of EGRA 4:30-5PM LRP Return-Demo Orientation
Assessment Results of CRLA Ability Groups to and Preparation
the First Lesson in the Lesson Map to the
Remedial/Intervention Plan (MT, Fil, Eng, Math)
6
R8 LRP DToT OUTPUTS
OUTPUTS MT-Waray MT-SB FIL ENG MATH
SUBMISSION ✅ ❎ ✅ ❎ ✅ ❎ ✅ ❎ ✅ ❎
1a.. 1-Summary of Errors
1b. 1-First Lesson in Lesson

Map
1c. 1-Remediation/ Intervention

Plan (individual submission but
can be collaborative work) and
Peer Evaluation
1d 1-Accomplished Remedial
Plan Checklist for Peer
Evaluation
2. 1-Teacher-made manipulative
(individual)
3. Return Demo (solo/ pair/ trio)
4. Training Demo (individual) 7

R8 LRP ToT OUTPUTS
OUTPUTS MT-Waray MT-SB FIL ENG MATH
SUBMISSION ✅ ❎ ✅ ❎ ✅ ❎ ✅ ❎ ✅ ❎
1a.. 1-Summary of Errors
1b. 1-First Lesson in Lesson

Map
1c. 1-Remediation/ Intervention

Plan (individual submission but
can be collaborative work) and
Peer Evaluation
2. 1-Teacher-made manipulative
(individual)
8
Outputs_SUBMIT HERE:
OUTPUTS Folder File Naming
1a. 1-Summary of Errors Summary of Errors Summary of Errors_(your

name)_(grade level)_(subject)
1b. 1-First Lesson in Lesson Map First Lesson in Lesson Map First Lesson in Lesson Map_(your
1c. 1-Remediation/ Intervention Plan LRP Remedial Plan LRP Remedial Plan_(your
(individual submission but can be name)_(grade level)_(subject)
collaborative work) & Peer
Evaluation
1d 1-Accomplished Remedial Plan

Checklist for Peer Evaluation
2. 1-Teacher-made manipulative Teacher-made manipulative Upload a photo

(individual) Learning Station_(name of teacher-
made manipulative)_(your name)
4. Training Demo (individual)

9
Outputs_SUBMIT HERE:
OUTPUTS Folder File Naming
1a. 1-Summary of Errors Summary of Errors Summary of Errors_(your

1b. 1-First Lesson in Lesson Map First Lesson in Lesson Map First Lesson in Lesson Map_(your
1c. 1-Remediation/ Intervention Plan LRP Remedial Plan LRP Remedial Plan_(your
(individual submission but can be name)_(grade level)_(subject)
collaborative work) & Peer
Evaluation
1d 1-Accomplished Remedial Plan

Checklist for Peer Evaluation
2. 1-Teacher-made manipulative Teacher-made manipulative Upload a photo

(individual) Learning Station_(name of teacher-
made manipulative)_(your name)
10

PILIPINAS
Introduction to the
Learning Recovery
Curriculum

📚 Grades 1 to 3
FOCUS
of the 📚 Literacy and Numeracy
LEARNING 📚 Three Years (2023-2025)
RECOVERY
PROGRAM
12

PILIPINAS
Topic 1:
Overview of the
8-Week Learning
Recovery Curriculum

What is the It is the
curriculum It is designed
for early grade
used for
8-Week intervention in
the span of 8
learners
(Grades 1, 2, 3
Learning weeks.
Recovery It focuses on
foundational
Its goal is to
help Grades 1,
skills in 2, and 3
Curriculum? literacy and
numeracy.
learners be
grade ready.
14
WEEK 1: Assessments in the Mother
Tongue, English, Filipino, and Math to
identify the specific difficulties of the
students and determine the starting point
in the Leeson Map (Pre-test). The 8-Week
WEEKS 2 to 9: Implementation of the 8- Learning
Week Learning Recovery Program
WEEK 10: Assessments in the Mother Recovery
Tongue, English, Filipino, and math to
measure progress and use the data to
Curriculum
determine the next plan (Post-test)
15
CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS
Features of the A
an b al an
Learning Recovery sed on lts d u ce
ns
t ru b e t w
ba resu
Program s
on nt
ess s m e
c t u ee
red n s
ac truc
L e s t iv t u
as s i t i e r ed
s
ing
A Pr ction’s t to me ment
activ entiated s with

instr Post-te improve
and udent’s
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t he s
e- t e
u
a
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diffe ty grou
d et e
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s
i
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rmi n o i n t
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p
a
Lesson Maps that provide snack-

size competencies arranged in
logical sequence with matching
MELCS, strategies, activities,
and materials 16
Features of the Learning Recovery Program

A
an b al an
on s d u ce
d ns
as e es u l
t t ru b e t w
s b r c t u ee
s s o n en t red n s
Le essm ac truc
t iv t u
as s i t i e r ed
s
ing

and udent’s
l e ar n
t he s
e- t e
u
a
p
t
diffe ty grou
d et e
i t i es
s
i
r
Abil
rmi n o i n t
e the
p
a
Lesson Maps that provide snack-size

competencies arranged in logical sequence
with matching MELCS, strategies, activities,
and materials
17
THE CURRICULUM
FRAMEWORK IDEA:
The Lesson Map
18
Lesson Map of the 8-week Learning Recovery Curriculum
Learning
CURRICULUM
Center Worksheet
(From K-12/ Skills Strategies
Activities and Code
MELCs)
Materials
Activity 1 &
Competency 1 Skill 1 Strategy 1 Worksheet 1
Material 1
Activity 2 &
Material 2
Activity 3 &
Material 3
19
R5 Learning Recovery Program
Lesson Map
20
MOTHER TONGUE
COMPONENT/ DOMAIN: Learning Center Activity Map
21
MOTHER TONGUE
COMPONENT/ DOMAIN: : Alphabet Knowledge
22
MOTHER TONGUE
COMPONENT/ DOMAIN: Word Reading
23
MOTHER TONGUE
COMPONENT/ DOMAIN: Phrase and Sentence Reading
24
MOTHER TONGUE
COMPONENT/ DOMAIN: Selection Reading and Comprehension
25
MOTHER TONGUE
COMPONENT/ DOMAIN: Phonological Awareness
26
MOTHER TONGUE
COMPONENT/ DOMAIN: Vocabulary and Concept Development
27
MOTHER TONGUE
COMPONENT/ DOMAIN: Listening Comprehension
28
MOTHER TONGUE
COMPONENT/ DOMAIN: Oral Reading Fluency
29
FILIPINO
30
FILIPINO
31
FILIPINO
32
FILIPINO
COMPONENT/ DOMAIN: Phrase and Sentence Reading Comprehension
33
FILIPINO
34
FILIPINO
35
FILIPINO
36
FILIPINO
37
FILIPINO
38
ENGLISH
39
ENGLISH
40
ENGLISH
41
ENGLISH
COMPONENT/ DOMAIN: Phrase and Sentence Reading
42
ENGLISH
43
ENGLISH
44
ENGLISH
45
ENGLISH
46
ENGLISH
47
MATH
COMPONENT/ DOMAIN: : Understanding Numbers
48
MATH
COMPONENT/ DOMAIN: Addition
49
MATH
COMPONENT/ DOMAIN: Subtraction
50
MATH
COMPONENT/ DOMAIN: Multiplication and Division
51
Features of the Learning Recovery Curriculum

A
an b al an
on s d u ce
d ns
as e es u l
t t ru b e t w
s b r c t u ee
Le essm ac truc
t iv t u
as s i t i e r ed
s
ing
l e ar n
p
diffe ty grou
A Pre-test to determine the
i t i es
instruction’s starting point
i
r
Abil
and a Post-test to measure
the student’s improvement Lesson Maps that provide snack-
and materials 52
CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS
WEEK 1: Pre-test
WEEK 10: Post-test
among the learners…
To see the improvement
CREDIT: 'https://www.freepik.com/vectors/people'>People vector

53
created by stories - www.freepik.com

Assessment Tools
54
Assessment Tools

Mother Tongue | Filipino | English
● Listening Comprehension
● Fluency and Reading
Comprehension (CRLA EoSY)
● Sentence Reading and
Comprehension
● Word Reading
○ Combined Sounds
○ Sight words
○ Non-words
● Phonological Awareness
○ Syllable Analysis
○ Phoneme Analysis
○ Initial Sound
○ Final Sound
● Alphabet Knowledge 55
Assessment Tools
Math
NUMBER SENSE (ALNAT)
● Understanding numbers:
representing numbers
● Understanding numbers: ordering
numbers
● Addition
● Subtraction
● Multiplication
● Division
ASSESSMENT FOR KINDERGARTEN

● Matching numerals and sets
● Ordering numerals (0-9)
● Counting forward and backwards
● Addition and Subtraction
● Reading and Writing Numerals
56
57
58
59
60
Assessment Tool Rubric for Filipino, English, and Mother Tongue
Put a check under YES or NO.
General Procedure-related Questions YES NO
1. Did I greet the child?
2. Did I tell him/ her the purpose of our task and that is to know what he/ she can do and it’s like playing with and
listening to sounds, letters, and words?
3. Did I use a friendly tone?
4. Did I have a neutral facial expression whether the child’s answer is correct or wrong?
5. Did I use the correct assessment tools for the grade level?
6. Did I follow the diagram correctly?:

a. for the grade level tool
b. sequence
c. flow of the system
7. Did I use all the necessary learner’s sheets/ stimuli?
8. Did I accomplish all the record sheets correctly?

61
LISTENING COMPREHENSION
Procedure-related Questions YES NO
1. Did I read the story to the child twice?
2. Did I read the questions to the child twice?
3. Did I mark all correct answers with a check ( ) and give a score of 1 per correct answer?
4. Did I mark all wrong answers with an and give a score of 0 per wrong answer ?
5. Did I place a ➖ for unanswered questions?
6. Did I count and write the correct answers to the literal questions?
7. Did I count and write the correct answers to the inferential questions?
8. Did I count and write the total score?

62
PHONOLOGICAL AWARENESS
1. Did I demonstrate the procedure first?
2. Did I guide the child until he/ she understood the procedure?
3. Did I stop the test when 3 consecutive errors were committed? (Answer this only if applicable.)
4.1. Did I write exactly the way the child segmented the words into:
a. syllables?
b. phonemes?
4.2. Did I write the:
c. initial
d. final
letter sound?
5. Did I write the number of syllables/ phonemes?

(Not applicable to Initial and Final Sound)
6. Did I mark all correct answers with a check (), all wrong answers with an , and all unread unanswered items with a
➖?
7. Did I count and write the total score? 63

ALPHABET KNOWLEDGE
1. Did I show all the letters of the alphabet?
2. Did I ask the child to give the name and sound of the letters?
3. Did I write the answers of the child under the appropriate column, “Name” and “Sound”?
4. Did I mark all correct letter names and sounds with a check (), all wrong letter names and sounds with an , and all
unidentified letters and not sounded out letter sounds with a ➖?
6. Did I write all the letters that were named and sounded out incorrectly?
7. Did I write all the letters that were not named and not sounded out?
64
SENTENCE READING AND COMPREHENSION
1. Did I ask the child to read the sentences?
2. Did I ask the child to read the questions and answer them only if he/ she was able to read the whole sentence?
3. Did I mark all correct answers with a check (), all wrong answers with an , and all unread sentences and unanswered
questions with a ➖?
5. Did I write the words that were read incorrectly?
6. Did I write the words that were not read?
7. Did I write the punctuation marks that were not observed?
8. Did I write the number of literal and inferential questions that were not answered correctly?
65
2. Did I tell him/ her the purpose of our task and that is to know what he/ she can do and it’s like playing with and
listening to sounds, letters, and words?

b. sequence

66
67
68
69
70
Grade 1- Mother Tongue
Full Intervention Moderate Intervention Light Intervention Meets Expectation
Listening Comprehension
Score 4-5 Score 4-5 Score 4-5

Syllable Phonemic Initial Final
Awareness Awareness Sound Sound
Score: 0-3 Score: 0-3 Score: 0-3
Alphabet
Knowledge
Baitang 2- Mother Tongue, Filipino, English
Pag-unawa sa Napakinggan
Pagbasa ng Salita
Score 4-5 Score 4-5 Score 4-5 Final

Syllable Phonemic Initial
Sound Sound
Awareness Awareness
Alphabet
Knowledge
Baitang 3- Mother Tongue, Filipino, English
Pag-unawa sa Napakinggan Reading Fluency &

Comprehension
Pagbasa ng Salita Sentence Reading & Comprehension
Score 4-5 Score 4-5 Score 4-5 Final

Syllable Phonemic Initial
Sound Sound
Awareness Awareness
Alphabet
Knowledge
Grade 1 Assessment Tool
Full Intervention Moderate Intervention Light Intervention Grade Ready
Counting Numbers
Reading and Writing Numbers
Matching Numerals and Sets
Ordering Numbers
Building and Changing Numbers

(Addition and Subtraction)
Grades 2 and 3- Math (ALNAT)
Full Intervention Moderate Intervention Light Intervention Grade Ready
Understanding Numbers
Addition
Subtraction
Multiplication
Division

A
an b al an
d u ce
ns
Lessons based on t ru b e t w
c t u ee
red n s
assessment results ac truc
t iv t u
i t i e r ed
s
ing

and udent’s
l e ar n
t he s
e- t e
u
a
p
t
diffe ty grou
d et e
i t i es
s
i
r
Abil
rmi n o i n t
e the
p
a

and materials 76
The Assessment Tools for the Learning Recovery Curriculum
1. R5 followed the CRLA EoSY grouping for their ability groups in the LRP.
For Math, the Grades 2 and 3 grouping for ability groups were based on the
ALNAT score of the learners from number sense items only while the Grade
1 grouping came from their assessment scores.
77
Four Ability Groups
• Full Intervention
• Moderate Intervention
• Light Intervention
• Meets Expectation

CRLA, ALNAT, Math Tool for Gr. 1 Profiles = Ability Groups
Full Moderate Light Meets

Intervention Intervention Intervention Expectation
What will we What will we What will we What will we

teach? teach? teach? teach?
ABC+: Advancing Basic Education in the Philippines 79

CRLA, ALNAT, Math Tool for Gr. 1 Profiles = Ability Groups
Full Moderate Light Meets

What will we What will we What will we What will we

teach? teach? teach? teach?
DATA from the DATA from the DATA from the DATA from the
ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT
TOOLS will be the TOOLS will be the TOOLS will be the TOOLS will be the
basis of the basis of the basis of the basis of the
specific lessons of specific lessons of specific lessons of specific lessons of
each ability group each ability group each ability group each ability group

For Math, the Grades 2 and 3 groupings were based on the ALNAT score
from number sense items only while the Grade 1 grouping came from the
learners’ assessment scores.
2. For similar tests in CRLA, R5 gathered more information from additional

record sheets and tools that were provided in this assessment. The
gathered data was the basis for the content of the lessons for each ability
group. For Math, they got the scores of the ALNAT number sense items and
the assessment for incoming Grade 1 learners. The gathered data will be the
basis for the content of the lessons for each ability group.
81
Assessment Tools

Mother Tongue | Filipino | English
● Listening Comprehension
● Fluency and Reading
Comprehension (CRLA EoSY)
● Sentence Reading and
Comprehension
● Word Reading
○ Combined Sounds
○ Sight words
○ Non-words
● Phonological Awareness
○ Syllable Analysis
○ Phoneme Analysis
○ Initial Sound
○ Final Sound
● Alphabet Knowledge 82
Assessment Tools
Math
NUMBER SENSE (ALNAT)
● Understanding numbers:
representing numbers
● Understanding numbers: ordering
numbers
● Addition
● Subtraction
● Multiplication
● Division
ASSESSMENT FOR KINDERGARTEN

● Matching numerals and sets
● Ordering numerals (0-9)
● Counting forward and backwards
● Addition and Subtraction
● Reading and Writing Numerals
83
2. For similar tests in CRLA, they gathered more information from additional
record sheets and tools that were provided in this assessment. For Math, they
got the scores of the ALNAT number sense items and the assessment for
incoming Grade 1 learners. The gathered data will be the basis for the
content of the lessons for each ability group.
3. The result of the assessment will tell us how the students learn best and
where we can start in our Lesson Map in teaching them how to read and
make sense of numbers. It will give us an idea of their strengths and
weaknesses in terms of how they learn and what skills they already know
and do not know yet.
84
Assessment of Strengths and Weaknesses of the Group
Put a ✔️
under strength if the child’s score in the test is ,✔️
7/10, 8/12, 14/20, 18/ 26, or 19/ 28 and above. Put a under weakness if the child’s score is below the score
mentioned. Write/ Type NA if the test is not applicable.
ASSESSMENT TOOLS Strength Weakness
Reading Fluency and Comprehension
Sentence Reading and Comprehension
Word Reading (Word Families/ Pinagsama-samang Tunog)
Word Reading (Sight Words/ Mga Pantulong na Kataga)
Word Reading (Non-words)
Phonological Awareness- Syllable Analysis
Phonological Awareness- Phoneme Analysis
Phonological Awareness- First Sound

Summary of Errors of Ability Groups
List ALL the errors asked for in all the tests of ALL the members of each group.
ASSESSMENT TOOLS Full Moderate Light Meets
Listening Comprehension (type of question with more errors)
Reading Fluency (words and punctuation marks read incorrectly, average

speed in reading, & other observations)
Sentence Reading (words and punctuation marks read incorrectly
Sentence Comprehension (type of question with more errors)
Word Reading: Word Families/ Pinagsama-samang Tunog (words read

incorrectly)
Word Reading: Sight Words/ Mga Pantulong na Kataga (words read

incorrectly)
Word Reading: Non-words (read incorrectly)
Alphabet Knowledge- Letter Names (named incorrectly)


(ALNAT NUMBER SENSE ITEMS) Intervention Intervention Intervention Expectation
UNDERSTANDING NUMBERS: Grouping, visualizing numbers 41-100
UNDERSTANDING NUMBERS: One more/add one to a number
UNDERSTANDING NUMBERS: Place Value, grouping in tens,
UNDERSTANDING NUMBERS: Writing 2-digit numbers in words and symbols
UNDERSTANDING NUMBERS: Comparing numbers (<, >, =)
UNDERSTANDING NUMBERS: Ordinal numbers, Ordering objects - 1st to 10th
UNDERSTANDING NUMBERS: Counting and visualizing amounts of money


(ALNAT NUMBER SENSE ITEMS) Intervention Intervention Intervention Expectation
ADDITION: Addition of 1-digit numbers up to 20
ADDITION: Adding 1-digit and 2-digit numbers, Addition of money
ADDITION, SUBTRACTION: Inverse (relationship of addition and subtraction)
SUBTRACTION: Solving 1-step word problems, numbers up to 20
ADDITION, SUBTRACTION: Solving 2-step word problems
DIVISION: Dividing into sets/groups

(FOR GRADE 1 MATH) Intervention Intervention Intervention Expectation
Understanding Numbers
Matching Numerals and Sets
Ordering Numbers
Counting Numbers: Counting forward
Counting Numbers: Counting backward
Reading Numbers
Writing Numbers
Addition and Subtraction
Building and Changing Numbers


d on s
t
b as e es u l
s r
s s o n en t A balance between structured
Le essm
as s and unstructured activities
ing

and udent’s
l e ar n
t he s
e- t e
u
a
p
t
diffe ty grou
d et e
i t i es
s
i
r
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rmi n o i n t
e the
p
a

and materials 90
Unstructured
Activities: Learning
Center Activities
Structured Activities:
Differentiated
Learning Activities
91
The Learning Recovery Program Routine & Components
PER SUBJECT (Mother Tongue, Filipino, English)
TIME (minutes) ROUTINE COMPONENTS
30 Learning Center Activities Reading | Writing | Listening | Speaking

Reading- Vocabulary, Word Reading, Fluency, Reading
Comprehension
Writing- Vocabulary, Writing letters, words, sentences, stories
Listening- Phonological Awareness, Listening Comprehension
Speaking- Vocabulary
60 Differentiated Learning Activities Phonological Awareness

● Teacher-Directed Instruction Vocabulary
● Guided Practice Alphabet Knowledge
● Independent Practice Word Reading
● Evaluation Reading Fluency and Comprehension
15 Guided Practice
5 Synthesis/ Transition/ Closing
92
PER SUBJECT (Math)
30 Learning Center Activities Numbers | Addition | Subtraction | Multiplication and

Division
Numbers- Counting, Representing, Comparing, Ordering
Addition- 1-digit, 2-digit, 3-digits
Subtraction- 1-digit, 2-digit, 3-digits
Multiplication and Division- from 2s to 10s
60 Differentiated Learning Activities Understanding Numbers

● Teacher-Directed Instruction Addition
● Guided Practice Subtraction
● Independent Practice Multiplication and Division
● Evaluation
15 Guided Practice
93
94
Unstructured Activities: Learning Center Activities
LEARNING LEARNING
CENTERS CENTERS
95
Unstructured Activities:
Learning Center
Activities
96
Teacher Directed Instruction and
Differentiated Learning Activities for Ability Groups
Meeting Area
Work Area
Structured Activities: Differentiated Learning Activities

97
Structured Activities: Differentiated
Learning Activities
98
PER SUBJECT (Mother Tongue, Filipino, English, Math)

Comprehension

15 Guided Practice
99
PER SUBJECT (Math)

Division

● Evaluation
15 Guided Practice
100
Unstructured Activities: Learning Center Activities
LEARNING LEARNING
CENTERS CENTERS
101
Students may choose to start at any center but every
Learning Centers (30 mins) student must visit all centers within 30 min.
The teacher will demonstrate (5 min each) how to do
the featured activity in each learning center.
Mother
Filipino English Math
Tongue
Guided/ Collaborative/ Guided/ Collaborative/ Guided/ Collaborative/ Guided/ Collaborative/

Independent Independent Independent Independent
❏ “You do it together.” ❏ “You do it together.” ❏ “You do it together.” ❏ “You do it together.”
❏ “You do it alone.” ❏ “You do it alone.” ❏ “You do it alone.” ❏ “You do it alone.”
• Book corner • Book corner • Book corner • Math Manipulatives

• Videos: read alouds; • Videos: read alouds; • Videos: read alouds; • Number chart
phonics lessons phonics lessons phonics lessons • Number cards
• Writing practice • Writing practice • Writing practice • Math games
• Role-playing using • Role-playing using • Role-playing using • Unfinished worksheets
puppets puppets puppets
• Unfinished worksheets • Unfinished worksheets • Unfinished worksheets

Here are some examples of
teacher-made manipulative
materials for the
Learning Stations
103
104
105
A a
Sandpaper Letters
Sandbox
Letter-Lacing
Mm /m/
mangga
prutas na matamis at dilaw kapag hinog
110
Letter Tiles
Playdough and Letter Mat
Letter Blocks
Mm
115
116
Magnetic
Letters and
Whiteboard
118
119
120
Lacing Letters
(to make words)
122
Marungko
Picture Word Bingo
124
Marungko Pantulong na
Kataga Copying Board
ang mga ay
126
Marungko Word Cards
Marungko Phrases and

Sentences Cards
Marungko Story Cards

128
129
130
131
Math Manipulative:
Counters
Math Manipulative:
Ten Frame
Math Manipulative:
Base Ten Blocks
Math Manipulative:
Place Value Chart
Math Game

A
an b al an
on s d u ce
d ns
as e es u l
t t ru b e t w
s b r c t u ee
Le essm ac truc
t iv t u
as s i t i e r ed
s
and udent’s
t he s
e- t e
u
a
Ability groups with

t
differentiated
d et e
s
learning activities
rmi n o i n t
e the
p
a

and materials 137
Four Ability Groups


Comprehension

15 Guided Practice
139
PER SUBJECT (Math)

Division

● Evaluation
15 Guided Practice
140
Teacher’s Directed Instruction and
Differentiated Learning Activities for Ability Groups
Meeting Area
Work Area
141
Description of Differentiated Learning Activities
Demo- Guided Independent
Teaching Evaluation
Practice Practice

Teaching Evaluation
Practice Practice
Focus Lesson/
Teacher-directed
Instruction
❏ “I do it!”
The teacher presents

the concepts and
demonstrates the skills.
S/he also gives ample
examples and other
needed information.

Where is the Demo-Teaching “I do it” happening?
144
Teaching Evaluation
Practice Practice
Focus Lesson/ Guided Instruction

Teacher-directed ❏ “We do it!”
Instruction
❏ “I do it!” The teacher helps the
students work on their
The teacher presents activities.
the concepts and
examples and other
needed information.

Where is the Guided Practice/ ”We do it” happening?
146
Teaching Evaluation
Practice Practice
Focus Lesson/ Guided Instruction Independent

Teacher-directed ❏ “We do it!” ❏ “You do it alone.”
Instruction
❏ “I do it!” The teacher helps the Students work on their
students work on their activity on their own.
The teacher presents activities.
the concepts and
examples and other
needed information.

Where is the Independent Practice/ ”You do it” happening?
148
Teaching Evaluation
Practice Practice
Focus Lesson/ Guided Instruction Independent Independent

Teacher-directed ❏ “We do it!” ❏ “You do it alone.” ❏ “You do it alone.”
Instruction
❏ “I do it!” The teacher helps the Students work on their Daily assessment of
students work on their activity on their own. current and past
The teacher presents activities. lessons.
the concepts and
examples and other
needed information.

Where is the Evaluation/ ”You do it” happening?
150
Worksheets
151
Some Sample Worksheets (MT- Central Bikol)
152
Some Sample Worksheets- Filipino
153
Some Sample Worksheets- English
154
Some Sample Worksheets- Math
155
Process for a four-group class

Flow NO. OF MINUTES/ FULL MODERATE LIGHT MEETS
ABILITY GROUP INTERVENTION INTERVENTION INTERVENTION EXPECTATION
Teacher-directed
Independent Independent Independent
1
instruction
15 mins (Demo-Teaching & Practice Practice Practice
Guided Practice)
Teacher-directed Independent Independent

Independent
2
instruction
15 mins Practice/ Practice/
Practice (Demo-Teaching &
Guided Practice) Application Application
Independent Independent Teacher-directed
3
instruction
15 mins Practice/ Practice/ (Demo-Teaching &
Evaluation
Application Application Guided Practice)
Teacher-directed
4 15 mins Evaluation Evaluation Evaluation

instruction
(Demo-Teaching &
Guided Practice)
15 mins Guided Practice Guided Practice Guided Practice Guided Practice

5
157
Teacher-directed
1
instruction
Guided Practice)
2 15 mins
3 15 mins
4 15 mins
15 mins
5
158
Teacher-directed
1
instruction
Guided Practice)

Independent
2
instruction
5
159
Teacher-directed
1
instruction
Guided Practice)

Independent
2
instruction
3
instruction
Evaluation
5
160
Teacher-directed
1
instruction
Guided Practice)

Independent
2
instruction
3
instruction
Evaluation
Teacher-directed

instruction
(Demo-Teaching &
Guided Practice)
5
161
NO. OF FULL MODERATE LIGHT MEETS
MINUTES/
Sample Intervention Plan
Teacher-directed instruction Independent Practice Independent Practice Independent Practice
(Demo-Teaching & Guided Material 7a Material 25a Material 35a
Practice)
15 mins Skill 1
Skill 2
Strategy 1
Strategy 2
Independent Practice Teacher-directed instruction Independent Practice/ Independent Practice/

Material 1a (Demo-Teaching & Guided Application Application
15 mins Practice) Material 25b Material
Skill 7 35b
Strategy 7
Independent Practice/ Independent Practice/ Teacher-directed instruction Evaluation

Application Application (Demo-Teaching & Guided Material 35c
15 mins Material 1b Material 7b Practice)
Skill 25
Strategy 25
Evaluation Evaluation Evaluation Teacher-directed instruction

Material 1c Materials 7c Material 25c (Demo-Teaching & Guided
15 mins Practice)
Skill 35
Strategy 35
15 mins Guided Practice Guided Practice Guided Practice Guided Practice 162
Process for a three-group class
• Light Intervention & Grade Ready

Flow NO. OF MINUTES/ MODERATE
ABILITY GROUP LIGHT INTERVENTION MEETS EXPECTATION
INTERVENTION
Teacher-directed Independent Practice/
1
instruction (Demo- Independent Practice/ Application
20 mins
Teaching & Guided Application
Practice)
Teacher-directed
2
Independent Practice/ instruction (Demo-
20 mins Evaluation
Application Teaching & Guided
Practice)
Teacher-directed
3 20 mins Evaluation Evaluation
instruction (Demo-
Teaching & Guided
Practice)
4 15 mins Guided Practice Guided Practice Guided Practice
164
INTERVENTION
1
20 mins
Practice)
4
165
INTERVENTION
1
20 mins
Practice)
Teacher-directed
2
20 mins Evaluation
Practice)
4
166
INTERVENTION
1
20 mins
Practice)
Teacher-directed
2
20 mins Evaluation
Practice)
Teacher-directed
instruction (Demo-
Teaching & Guided
Practice)
4
167
INTERVENTION
1
20 mins
Practice)
Teacher-directed
2
20 mins Evaluation
Practice)
Teacher-directed
instruction (Demo-
Teaching & Guided
Practice)
168
NO. OF MODERATE
MINUTES/ LIGHT INTERVENTION MEETS EXPECTATION
ABILITY GROUP INTERVENTION
Teacher-directed instruction
(Demo-Teaching & Guided Independent Practice/
Practice) Independent Practice/ Application
20 mins Skill 1 Application Material 20a & 20b
Skill 2 Material 7a & 7b
Strategy 1
Strategy 2
(Demo-Teaching & Guided
Independent Practice/ Application Evaluation
20 mins Material 1a & 1b
Practice)
Material 20c
Skill 7
Strategy 7
Evaluation Evaluation
20 mins Material 1c Material 7c
Practice)
Skill 20
Strategy 20
15 mins Guided Practice Guided Practice Guided Practice

169
Process for a two-group class
• Grade Ready

Flow NO. OF MINUTES/ LIGHT
ABILITY GROUP MEETS EXPECTATION
INTERVENTION
Teacher-directed
1
instruction (Demo- Independent Practice/
30 mins
Practice)
Teacher-directed
2
30 mins
Practice)
3 15 mins Guided Practice Guided Practice
171
INTERVENTION
Teacher-directed
1
30 mins
Practice)
172
INTERVENTION
Teacher-directed
1
30 mins
Practice)
Teacher-directed
2
30 mins
Practice)
173
INTERVENTION
Teacher-directed
1
30 mins
Practice)
Teacher-directed
2
30 mins
Practice)
174
NO. OF
MINUTES/ LIGHT INTERVENTION MEETS EXPECTATION
ABILITY GROUP
Practice) Independent Practice/
30 mins Skill 1 Application
Skill 2 Material 7a & 7b
Strategy 1
Strategy 2
Independent Practice/ Application
30 mins Material 1a & 1b
Practice)
Skill 7
Strategy 7
Evaluation Evaluation
Material 1c Material 7c
15 mins Guided Practice Guided Practice
175

Comprehension

15 Guided Practice
176
PER SUBJECT (Math)

Division

● Evaluation
15 Guided Practice
177
Teacher-directed
1
instruction
Guided Practice)

2 15 mins
Independent
Practice
instruction
(Demo-Teaching &
Practice/ Practice/

3 15 mins Practice/ Practice/
instruction
(Demo-Teaching &
Evaluation
Teacher-directed
instruction
(Demo-Teaching &
Guided Practice)
5 15 mins Guided Practice Guided Practice Guided Practice Guided Practice
178
LIGHT INTERVENTION
ABILITY GROUP FULL INTERVENTION & MEETS
INTERVENTION
EXPECTATION

1 20 mins
instruction (Demo-
Teaching & Guided
Independent Practice/
Application
Application
Practice)
Teacher-directed
2 20 mins
Application
instruction (Demo-
Teaching & Guided
Evaluation
Practice)
Teacher-directed
instruction (Demo-
Teaching & Guided
Practice)
179
INTERVENTION
Teacher-directed
1
30 mins
Practice)
Teacher-directed
2
30 mins
Practice)
180

Comprehension

15 Guided Practice
181
PER SUBJECT (Math)

Division

● Evaluation
15 Guided Practice
182
WHAT MAY BE THE
REASONS WHY A
CHILD CANNOT READ
YET?
183
https://slideplayer.com/slide/6393242/
184
Factors that Affect the Reading Process
• The reader
• The environment
• The reading material
Purpose of Remediation and Intervention
• Close the gap from current skills to expected skills based on age and grade level
• Assess how far are the actual skills of the pupils with the expected skills for age and grade
level has been achieved (CRLA EoSY)
• Assess the specific literacy and numeracy needs of the pupils (EGRA & RUNT Pre-tests)
• Meet the specific literacy and numeracy needs of pupils to help them progress better
(Learning Recovery Program using the LRC)
• Assess if expected skills for age and grade level has been achieved after the LRP (CRLA)
• Assess and report the progress of the pupils to inform further instruction (EGRA & RUNT
Post-tests)
187
Remediation and Intervention
Aspects REMEDIATION INTERVENTION
Number of students Large number of students/ almost the Small number of students
undergoing the program whole class/majority of the class
Context Inside the classroom Usually outside the classroom
Reason A large number of students require a A small number of students are struggling
fresh approach to understand the to understand the concept and underlying
concept skills required
Process Pause whole group instruction to try out a During dedicated small group intervention
new method, formatively assess success, time, deliver focused instruction to close
and adapt as needed knowledge gaps and move students
forward closer to on-grade success
Assessment Formative Monitor ongoing process
Goal To be successful in grade level Close knowledge gaps and move

expectations students forward closer to on-grade
success
188
What is literacy intervention?
Literacy intervention is an intense and targeted instruction to improve the
skills of students performing below age and grade expectations and make
them grade ready in the fastest possible time frame.
https://www.hmhco.com/blog/reading-intervention-strategies-for-struggling-readers
189
Who is it for?

190
Who is it for?

191
Who is it for?

192
Show a table of below grade level performing students data
193
What kind of instruction do we give?

194

195

196
What is its goal?

197
What is its goal?

198
What is its goal?

199
How long should we do it??

200

201

202
What is the difference between our
school curriculum and a remediation plan?
What is the difference between our
school curriculum and an intervention plan?
203
What is Assessment?
• Assessment of learning
• Assessment for learning
• Assessment as learning
What is Assessment?
• Assessment of learning
- typically administered at the
end of a unit or grading
period and evaluate a
student’s understanding by
comparing his or her
achievement against a class-,
district-, or nationwide
benchmark or standard,1 as
noted by the Eberly Center
for Teaching Excellence &
Educational Innovation at
Carnegie Mellon University.
https://www.pearsonassessments.com/professional-assessments/blog-
webinars/blog/2017/12/assessment-for-learning-vs--assessment-of-
learning.html
What is Assessment?
• Assessment for learning
- creates feedback, which is then
used to improve student’s
performance
- also described as assessments as
learning – assess a student’s
comprehension and understanding
of a skill or lesson during the
learning and teaching process.
- According to the Eberly Center at
Carnegie Mellon, this provides
educators with ongoing feedback
and allows them to:
a. Identify at-risk students
early
https://
www.pearsonassessments.co
b. Adjust instruction
m/professional-assessments/ accordingly and
blog-webinars/blog/ immediately
2017/12/assessment-for-
learning-vs--assessment-of- c. Monitor student
learning.html progress

PILIPINAS
Topic 2:
Modifications and
Integration for R8
Learning Recovery
Program

What assessment tools are we
going to use?
208
Assessment Tools for
R8 LRP
1. EGRA Grade 1 Mother
Tongue- Waray
2. EGRA Grade 1 Mother
Tongue- Waray
3. EGRA Grade 2 Filipino
4. R5 LRP Assessment Tool for
Grade 2 English
5. EGRA Grade 3 Filipino
6. EGRA Grade 3 English
7. RUNT for Grades 1 to 3 209
Assessment Tools for
R8 LRP
We will only use some of the
tasks in EGRA as validation
for the end of school year
EGRA results. This will be
conducted on the first 2 days of
classes.
Please be guided by the

diagrams in the next slides…
210
Baitang 1- EGRA Mother Tongue
Familiar Word Simple Non-word

Identification Decoding
Phonemic
Awareness-
Initial Sound
Identification
Letter Name Letter Sound

Knowledge Knowledge
Baitang 2- EGRA Mother Tongue & Filipino
Familiar Word Simple Non-word

Identification Decoding
Phonemic
Awareness-
Initial Sound
Identification
Letter Sound
Knowledge
R5 LRP Assessment Tools in Grade 2 - English

Syllable Phoneme First Last
Analysis Analysis Sound Sound
Baitang 3- EGRA Mother Tongue, Filipino,& English
Familiar Word Simple Non-word Decoding/ Passage Reading and

Identification Non-word Reading Comprehension/
Oral Reading Fluency
Passage/ Oral Reading
Phonemic Awareness- Comprehension
Initial Sound Identification/
Phoneme Segmentation
Letter Name Letter Sound

Knowledge Knowledge
What will we maintain in
R8 LRP?
215
Features of the A
an b al an
Learning Recovery sed on lts d u ce
ns
t ru b e t w
a su
s b t re
Program Le
n
ss o s m en
c t u ee
red n s
ac truc
es t iv t u
as s i t i e r ed
s
ing

and udent’s
l e ar n
t he s
e- t e
u
a
p
t
diffe ty grou
d et e
i t i es
s
i
r
Abil
rmi n o i n t
e the
p
a

and materials 216
PER SUBJECT (Mother Tongue, Filipino, English)
30 Learning Station Activities Reading | Writing | Listening | Speaking

Comprehension

10 Guided Practice/ Monitoring
217
PER SUBJECT (Math)
30 Learning Station Activities Numbers | Addition | Subtraction | Multiplication and

Division

● Evaluation
10 Guided Practice/ Monitoring
218
Review
Teacher-directed Independent
Independent Independent
1 15 mins instruction
(Demo-Teaching & Practice Practice
Practice/
Evaluation
Guided Practice)
Review
Independent Teacher-directed Independent Independent
2 15 mins
Practice
instruction
(Demo-Teaching & Practice Practice
Guided Practice)
Review
Teacher-directed
3
15 mins instruction
Practice Practice (Demo-Teaching & Guided Practice
Practice)
Review
4
Teacher-directed
15 mins Practice/ Practice/ Practice/ instruction
(Demo-Teaching &
Evaluation Evaluation Evaluation Guided Practice)
5 15 mins
Guided
Practice/
Guided Practice/ Guided Practice/ Guided Practice/
Monitoring Monitoring Monitoring
Monitoring 219
FULL INTERVENTION/ MODERATE LIGHT
Flow NO. OF MINUTES/
ABILITY GROUP MODERATE INTERVENTION/ INTERVENTION
INTERVENTION LIGHT INTERVENTION /MEETS EXPECTATION
Review Independent Practice/
1 20 mins
Teacher-directed
instruction (Demo-
Independent Practice/ Evaluation
Practice)
Review
2 20 mins
Application
Teacher-directed
instruction (Demo-Teaching
Evaluation
& Guided Practice)
Review
Practice)
Guided Practice/ Guided Practice/ Guided Practice/

4
15 mins
Monitoring Monitoring Monitoring
220
INTERVENTION
Teacher-directed
1
30 mins
Teaching & Guided Evaluation
Practice)
Teacher-directed
2
30 mins
Evaluation Teaching & Guided
Practice)
Guided Practice/ Guided Practice/

3 15 mins
Monitoring Monitoring
221
Maximize the use of small group
instruction even if all your students
already
“Meet Expectation.”
Divide your class into 2 groups.
Also applicable to classes with all Full
Intervention/ Moderate Intervention/
Light Intervention students. 222
NO. OF MINUTES/
Flow ABILITY GROUP MEETS EXPECTATION MEETS EXPECTATION
Teacher-directed
1
30 mins
Teaching & Guided Evaluation
Practice)
Teacher-directed
2
30 mins
Evaluation Teaching & Guided
Practice)
Guided Practice/ Guided Practice/

3 15 mins
Monitoring Monitoring
223
It is not recommended that we combine all students
who are of the same profile to make classes such as
“Full Intervention”, “Moderate Intervention, “Light
Intervention” and “Meets Expectation”. Yes, the effect
is that the teachers will be able to handle homogenous
classes.
However, it’s better to divide the class into ability
groups to maximize the advantages of small group
instruction. This way, the teacher will be able to get to
know and assess his/ her actual students from the very
beginning..
224
What materials from R5 are
we going to use?
225
LRP Materials from
R5
1. Lesson Maps for Filipino,
English, and Math
2. Lesson Maps in Mother
Tongue
3. Worksheets in Filipino,
English, and Math
4. Pre-test and Post-test in
Grade 2 English
226
How did we contextualize
those R5 materials?
227
How did we contextualize the R5 materials?
R5 Materials Contextualization
1. Lesson Map in Waray Changed the sequence of the letter

according to the language’s sequence
of letters
2. Lesson Map in Sinugbuanong Changed the sequence of the letter

Binisaya according to the language’s sequence
of letters
3. Lesson Map in Filipino Added Worksheet Codes for Set C
4. Lesson Map in English Added Worksheet Codes for Set C
5. Lesson Map in Math Wrote skills into smaller skills
6/ Worksheets in Math Translated in Waray and

Sinugbuanong Binisaya
228
What materials did we create
for R8 LRP?
229
What materials did we create for R8 LRP?
R5 Materials Contextualization
1. Worksheets in Waray AK, WR, PSRC, SRC Sets A & B
2. Worksheets in Sinugbuanong AK, WR, PSRC, SRC Sets A & B

Binisaya
3. Worksheets in Filipino AK & WR Set A; PSRC & SRC Set B
4. Worksheets in English AK, WR, PSRC, SRC Set B
5. Worksheets in Math Translation in Waray and SB
LITERACY WORKSHEET CODES NUMERACY WORKSHEET CODES
AK Alphabet Knowledge UN Understanding Numbers
WR Word Reading A Addition
PSRC Phrase and Sentence Reading Comprehension S Subtraction
SRC Selection Reading and Comprehension MD Multiplication and Division 230

What‘s unique about
R8 K-3 FELT?
231
K-3 FELT 1. Added The Kinder Learning
Package using the Literature-based
UNIQUENESS Integrated Literacy and Numeracy
Curriculum
2. EGRA as an assessment tool
3. Used the term, “Learning Stations”
for the learning centers
4. Training:
a. used the actual assessment result
to create remedial plans
b. used the remedial plan checklist
for peer evaluation
c. used classroom implementation
checklist for peer evaluation
d. had training demos 232
Now, how do we monitor the
progress of the students?
233
Keep a portfolio of the pupils.
Teachers may also use a compatible tracking system.
The tracking system may show class observations/ assessment

for Phonological Awareness and Listening Comprehension
where there are no written outputs.
Tracking System (Checklist type)
Name Ability Alphabet Phonological Word Reading Phrase and Story Reading
of Group Knowledg Awareness Sentence &
Pupils e Reading Comprehensio
n
Session 1 40 1 40 1 40 1 40 1 40
No.
Mm Zz Syllable Phoneme -et + 2-syllable -et + 2- -et + 2-

clapping tapping sight words + sight syllable sight syllable
First sound Medial words sights words words + words words +
Sound words sights sights
words words
1. Jose FI
Reyes
Tracking System (Listing type A)
Name Ability Domain Other Domain Other
of Group (AK/ WR/ Observations (AK/ WR/ Observations
Pupils PSRC/ PSRC/
SRC) SRC)
Session 1 2
No.
1. Jose FI Identify Mm claps syllables Identify Ss claps syllables

Reyes Produce /m/ difficulty tapping Produce /s/ difficulty tapping
Identify words phonemes Identify phonemes
beginning writes Mm words writes Ss
with /m/ follows beginning follows
instructions with /s/ instructions
Tracking System (Listing type B)
Name Ability Domain Phonological Listening
of Group (AK/ WR/ Awareness Comprehension
Pupils PSRC/
SRC)
Session 1 40 1 40 1 40
No.
1. Jose FI Mm Zz Syllable Phoneme -et + 2-syllable

Reyes clapping tapping sight words +
First sound Medial words sights
Sound words
Continuous •
•
Self-Reflection and. Self-Improvement Tool
Peer-Coaching by pairs using the Self-
Training and •
Assessment Tool (RTOT)
Sharing of Best Practices (tracking systems,
pupils’ portfolios)
Monitoring Within • End of the Week/ Every 2 Weeks Conferences

with same grade level teachers
• CLMD and RTs (Supervisors) try conducting an
the School/ actual class session and a complete assessment
process at least once to gain more insights and
Division •
skills.
Observation and coaching by the consultants and
supervisors during implementation and post-
assessment. Consultants will model how to
observe and coach the teachers. They will do a
return-demo.
At the end of the 8-week
LRC, what do we expect to
attain?
239
Expectations (after the 8-week LRC)
Mother Tongue Filipino English
Grade Able to divide words into syllables and phonemes

1
Able to put together syllables and phonemes to make
words
Can identify most of the letter names and sounds
Grade Able to divide words into syllables and phonemes Able to divide words into syllables and Able to divide words into syllables and
2 phonemes phonemes
words Able to put together syllables and phonemes to Able to put together syllables and phonemes to
make words make words
Can identify all the letter names and sounds
Can identify all of the letter names and sounds Can identify somet of the letter names and
Can read words and sentences and understand them sounds
correctly Can read words and understand them correctly
Grade Able to divide words into syllables and phonemes Able to divide words into syllables and Able to divide words into syllables and
3 phonemes phonemes
words Able to put together syllables and phonemes to Able to put together syllables and phonemes to
make words make words
Can identify all of the letter names and sounds
Can identify all of the letter names and sounds Can identify all of the letter names and sounds
Can read words and sentences and understand them
correctly Can read words and sentences and understand Can read words (some sight words & CVC) and
them correctly understand
After the 8-Week LRC
Suggestions How to Integrate the Other Subjects?
Finish the Lesson Map in Mother After the differentiated learning activities,
Tongue, Filipino, English for Grades 1, gather the whole class for Araling
2, & 3 esp since this is Year 1 of Panlipunan during Filipino time and for
implementation. If we don’t, we may Science during the English time.
have the same problem in the next SY. Give appropriate instructions and activities
Metrics for Success- include both based on their literacy skills.
quantitative and qualitative factors Use the varied reading strategies for
supplementary reading materials.
Integrate MAPE in the routine and other
subjects but have a separate time for
outdoor play and games (i.e. Pinoy
childhood (street) games
Link to the R8 LRP Materials
https://tinyurl.com/R8-
FELT-LRP
242
Exit Ticket: 3-2-1
• On a sheet of paper, write:

– 3 most significant
insights you gained
today
– 2 things you need to do
to apply what you
learned
– 1 question or topic that
is still not clear to you
243
PILIPINAS
Break

Topic 3:
RELEVANT LITERACY CONCEPTS
● Stages of Reading
Development
● Domains of Literacy
● Scarborough’s Reading
Rope

ACTIVITY
PHOTO: https://ph.usembassy.gov/wp-content/uploads/sites/82/2016/07/B51T0151.jpg
GUESS THE SEQUENCE
Take a look at the labels of

the stages of reading
development and try to
sequence them according to
the description of the stages.
246
ACTIVITY: GUESS THE SEQUENCE
❑ Initial Reading Stage 5
❑ Construction and Reconstruction
❑ Reading for Learning the New Stage 4 Reading is used for
one’s own needs and
❑ Confirmation, Fluency & Ungluing from Print Stage 3 Reading widely from
purposes (professional
❑ Prereading a broad range of

and personal); reading
serves to integrate one’s
❑ Multiple Viewpoints
complex materials,
Stage 2 Reading is used to
both expository and
knowledge with that of
learn new ideas, to others, to synthesize it
gain new knowledge, narrative, with a
Stage 1 Child reads simple,
to experience new variety of viewpoints
and to create new
familiar stories and knowledge
feelings, to learn new
selections with
Stage 0 Child learns relation
increasing fluency.
attitudes, generally
between letters and from one viewpoint
sounds and between
Child “pretends” to
printed and spoken
read, retells story when
words; child is able to
looking at pages of
read simple text
book previously read
containing high
to him/her, names
frequency words and
letters of alphabet;
phonically regular
recognizes some signs;
words; uses skill and
prints own name; plays
insight to “sound out”
with books, pencils
new one syllable words
and paper
247
Stages of Reading Development Construction and
Reconstruction
(by Dr. Jeanne Chall) Multiple
Reading for Viewpoints Stage 5
Confirmation, Learning the
Fluency, new Stage 4 Reading is used for
one’s own needs and
Ungluing from
purposes (professional
Initial Reading Print Stage 3 Reading widely from
and personal); reading
a broad range of
or Decoding serves to integrate one’s
complex materials,
Stage Stage 2 Reading is used to
both expository and
knowledge with that of
learn new ideas, to others, to synthesize it
gain new knowledge, narrative, with a
Prereading Stage 1 Child reads simple,
to experience new variety of viewpoints
and to create new
familiar stories and knowledge
feelings, to learn new
selections with
Stage 0 Child learns relation
increasing fluency.
attitudes, generally
between letters and from one viewpoint
sounds and between
Child “pretends” to
printed and spoken
read, retells story when
words; child is able to
looking at pages of
read simple text
book previously read
containing high
to him/her, names
frequency words and
letters of alphabet;
phonically regular
recognizes some signs;
words; uses skill and
prints own name; plays
insight to “sound out”
with books, pencils
new one syllable words
and paper
248
STAGES OF READING DEVELOPMENT
Before After Kindergarten to Beginning End of Grade 1 to End of
Grade 3
Kindergarten of Grade 1 Beginning of Grade 2 Grade 2
• Recognize • Can name most or all the letters • Can decode • Can decode • Can generally
some in uppercase and lowercase common one- common two- decode familiar
letters • Can give sounds of letters syllable words syllable and and unfamiliar
(mostly consonants and some • Spelling reflects
such as some multi- words
vowels)
the letters • May start to decode simple sounds in the word syllable • Fluency is well-
in their consonant-vowel-consonant (e.g., “Krismas” for words established
names (CVC) words Christmas) • Faster fluency
• Know the • For Mother Tongue, may blend • Less dependent on development
front and specific letters to form syllables pictures and context (can read
the back and words clues when texts with
of a book • May still have spelling errors decoding unfamiliar faster
• Recognize especially the middle words accuracy)
sounds/letters
rhymes • Listening • Improvement
• Dependent on pictures and
sentence context comprehension is in spelling
• Listening comprehension is better still better than
than reading comprehension reading
comprehension 249
Grade Level
Kindergarten Grade 1 Grade 2 Grade 3
Writing
Comprehension
Fluency
Vocabulary
PHOTO CREDIT: https://www.nytimes.com/section/books/review
Basic Phonics
Advanced Phonics
Phonological
Awareness
250
Prereading Initial Confirmation and

Stage #1 Reading & #2 Fluency Stage #3
• Being exposed to Decoding
Stage • Using direct instruction
read alouds
• Being exposed to books, in teaching more
writing materials, blocks, • Using direct instruction advanced decoding skills
letters, etc. in teaching phonics • Using leveled readers for
• Dialogic reading • Using leveled readers independent reading
251
THE 14 DOMAINS OF LITERACY
1. Attitude towards Language, 8. Writing and Composing
Literature, and Literacy
9. Listening Comprehension
2. Alphabet Knowledge
10. Phonics
and Word
3. Book and Print Knowledge Comprehension
4. Vocabulary
4. Vocabulary 11. Spelling
5. Study Skills 12. Grammar Awareness
6. Oral Language Fluency

13.Fluency
13.
7. Phonological Awareness ReadingComprehension

14.Reading
14. Comprehension
Scarborough’s Reading rope
Grades 1 to 3 Grades 4 to 6
FROM Learning to Read TO Reading to Learn
254
PILIPINAS
Lunch

Special Topic 4:
R5 LRP Assessment
Tools - English

1. We will follow the CRLA EoSY grouping for our
ability groups in the LRP.
2. For similar tests in CRLA, we will gather more
information from additional record sheets and
tools that will be provided in the EGRA
assessment. The gathered data will be the basis
for the content of the lessons for each ability
group.
3. The result of the assessment will tell us how the
students learn best and where we can start in our
Lesson Map in teaching them how to read. It will
give us an idea of their strengths and weaknesses
in terms of how they learn and what skills they
already know and do not know yet.
257
What to Prepare
1. Assessment schedule of the students
2. Printed Learner’s Sheets/ Stimuli
3. Printed Teacher’s Record Forms
4. 2 Pencils
5. A folder
6. A table and 2 chairs
258
Grade 2 - English

Syllable Phoneme First Last
Analysis Analysis Sound Sound
Grade 2 - English: Listening Comprehension
Script: I will read the selection two times. Listen very well because I will ask you some questions about the selection. (Read the selection and questions twice)
Scoring: Write the child’s answer under “Child’s Answer”. Under “Scoring,” put a if the answer is correct and put an if it is wrong. Put a ➖ no answer was
given. Write the total score under ”Total Score.” A score of 0 for a wrong answer and a score of 1 is given to a correct answer.
It’s School Time Questions and Answers Child’s Scoring

by June Kate Perello Answers
It’s school time once again! 1. What is the story about? (School time./ It’s about a child who is excited
about going to school./ It is about a child who is thinking about what he/
I wonder who the people we she will learn and the people he/ she will meet for the first time in school.)
will meet and the places we will 2. How does the child feel about school? (He/She likes it/ excited/ happy/
hopeful/curious/looking forward. Any of these or a similar answer is good.)
go to in my teacher’s stories!
3. What do you think he/ she did to prepare for the first day of school?
Thinking about the Science (Maybe he/she took a bath; prepared his/ her clothes, shoes, and bag;
experiments makes me woke up early; ate breakfast. Any of these or a similar answer is good.)
excited! I hope to solve a lot of 4. What does he/ she wants to learn in school? (The answer is any from
Math problems, too. the second paragraph. At least one answer is good. )
5. How do you think he/ she feels about meeting her teacher and
Most of all, I think about my classmates? (Maybe he/ she is happy/ excited/ hopeful/scared/ worried/
teacher and classmates. It will curious/ anxious. Any of these or a similar answer is good.)
be my first time to meet them. 6. Why do you think he/ she feels this way about meeting them? (Maybe
Will my teacher be kind? Will because he/ she felt the same on his/ her first day in the previous grade.
my classmates be friendly? Will Maybe he/ she feels this way for people he/ she hasn’t met yet. Any of
these or a similar answer is good.)
they like me?
Total Literal- #s 1, 2, 4 Literal =

(75 words) Inferential- #s 3, 5, 6 Inferential =
LISTENING COMPREHENSION
1. Did I read the story to the child twice?
2. Did I read the questions to the child twice?
3. Did I mark all correct answers with a check ( ) and give a score of 1 per correct answer?
4. Did I mark all wrong answers with an and give a score of 0 per wrong answer ?
5. Did I place a ➖ for unanswered questions?
6. Did I count and write the correct answers to the literal questions?
7. Did I count and write the correct answers to the inferential questions?
8. Did I count and write the total score? 261

ALPHABET KNOWLEDGE
Materials: Alphabet Learner’s Sheet (big and
small letters) Grades 2-3 Alphabet Knowledge
Script: I am going to show you some letters.
Tell me their name and sound. Then, I will
just write what you’ll say.
(The teacher will put a check if the student is
able to give the name and sound of the letter.
The teacher will write the student’s actual
answer if he/ she got the answer wrong.)
Scoring: Write the child’s actual answer
under ”name” and “sound”. Put a beside
the child’s actual answer if it is correct and an
if it is wrong. Put a ➖ if no answer is given.
Count the number of correct answers and
write it beside “Score” on the left for the total
score in naming the letters. Write the score
for producing the sound beside the “Score”
on the right. The perfect total score is 26/26
X 100% = 100%. Then write the summary in
the next table.
ALPHABET KNOWLEDGE
1. Did I show all the letters of the alphabet?
2. Did I ask the child to give the name and sound of the letters?
3. Did I write the answers of the child under the appropriate column, “Name” and “Sound”?
4. Did I mark all correct letter names and sounds with a check ( ), all wrong letter names and
sounds with an , and all unidentified letters and not sounded out letter sounds with a ➖?
6. Did I write all the letters that were named and sounded out incorrectly?
7. Did I write all the letters that were not named and not sounded out?
263
2. Did I tell him/ her the purpose of our task and that is to know what he/ she can do and it’s like
playing with and listening to sounds, letters, and words?

b. sequence

264
Grade 2- English: Sentence Reading and Comprehension
Sentence Reading and Comprehension
Script: Read the sentences and questions and answer them. (Ask the child to read the sentences and the questions that follow.
If the child cannot read the sentence, skip the questions and move to the next sentence. Ask the child to answer the questions
only if he/ she is able to read the sentence and questions.)
Scoring: Write the actual answer of the child under “Child’s Answers”.Put a check if the answer is correct and an,if it is wrong;
place a ➖ if the child has no answer even if he/ she was able to read the sentence and question Under Scoring.”
Sentences and Questions (literal/ inferential) Child’s Answers Scoring
Sentence 1: Thank you for the ball.
Question 1a (literal): What did he/ she thank for? (Ball.)
Question 1b (inferential): How did he/ she feel? (Thankful.)
Sentence 2: I was with my mom and dad.
Question 2a (literal): Who was he/ she with? (Mom and Dad.)
Question 2b (inferential): How do you think he/ she felt? (Happy, excited, thankful)
Sentence 3: I can have cookies or chips.
Question 3a (literal): Can he/ she have cookies? (Yes.)

Sentences and Questions (literal/ inferential) Child’s Answers Sco
ring
Sentence 4: Many kids will use their pencils.
Question 4a (literal): What will the kids use? (Their pencils.)
Question 4b (literal): How many kids will use their pencils? (Many.)
Question 4c (inferential): Why do you think the kids need to use their
pencils? (Maybe they need/ will write something. Maybe they will take the
Phoneme Tapping Test.)
Sentence 5: I will play, then eat an avocado
Question 5a (literal): What will he/ she do first? (Play first.)
Question 5b (literal): What will he do next?? (He/ she will eat an avocado.)
TOTAL SCORE
Scoring: Second Row- Write the words that the child was suppose to have read but read incorrectly under “Expected
Observations” and write exactly how the child read those words read incorrectly under “Actual Answers of the Child.”You may
also write your other observations of the child Under this column.
Third Row- Write the words that the child was suppose to read but skipped/not read under “Expected Observations”. Write -
under “Actual Answers of the Child.“ You may also write other observations under this column.
Fourth Row- Write the punctuations marks that the child was suppose to observe but was not able to follow under “Expected
Observations and write your observation/s of how he read sentence with that punctuation mark.
Summary Expected Observations Actual Answers of the Child/

Sentence Reading Observations of the Child
Words Read Incorrectly
Words Not Read/ Skipped
Punctuation Marks That Were Not Able to Follow
Comprehension
Number of Literal Questions Answered Incorrectly
Number of Inferential Questions Answered Incorrectly

SENTENCE READING AND COMPREHENSION

1. Did I ask the child to read the sentences?
2. Did I ask the child to read the questions and answer them only if he/ she was able to read
the whole sentence?
3. Did I mark all correct answers with a check (), all wrong answers with an , and all unread
sentences and unanswered questions with a ➖?
7. Did I write the punctuation marks that were not observed?

268
8. Did I write the number of literal and inferential questions that were not answered correctly?
Grade 2- English: Word Reading
Word Reading- Word Families
Script: Read the words.
Scoring: Write exactly how the child read the word under “Reading”. Put a if the child’s reading
is correct andif it is wrong. Place a ➖ if it was not read under “Remarks.” Write the total score
beside “TOTAL”. The perfect score is 10/10 =100%.
Word Reading Remarks Word Reading Remarks

1. bet 6. nun
2. hat 7. leg
3. cot 8. rid
4. fit 9. jam
5. tub 10.top
TOTAL
Word Reading- Sight Words
Scoring: Write exactly how the child read the word under “Reading”. Put a ✔️ if the child’s reading is
correct andif it is wrong. Place a ➖ if it was not read under “Remarks.” Write the total score beside
“TOTAL”. The perfect score is 10/10 =100%.
Word Reading Remarks Word Reading Remarks Word Reading Remarks Word Reading Remarks
1. the 6. I 11. was 16. with
2. you 7. an 12. they 17. are
3. of 8. is 13. for 18. his
4. to 9. he 14. on 19. this
5. and 10. in 15. that 20. it
TOTAL
Word Reading- Non-words
Scoring: Write exactly how the child read the word under “Reading”. Put a if the child’s reading is correct
andif it is wrong. Place a ➖ if it was not read under “Remarks.” Write the total score beside “TOTAL”. The
perfect score is 10/10 =100%.
Word Reading Remarks Word Reading Remarks

1. fep 6. vay
2. solor 7. id
3. jore 8. kee
4. umti 9. plom
5. nide 10. ning
TOTAL
Scoring: For each group of words- Word Families, Sight Words, and Non-words, write the words that the child was
suppose to read but read incorrectly and also those missed under “Words” and in the appropriate row. Then, write
exactly how the child read the words under “Actual Answers of the Child”. You may also write your observations under
the same column.
Summary Words Actual Answers of the Child/ Other
Observations

(Word Families)
Words Unread (Word Families)

(Sight Words)
Words Unread (Sight Words)

(Non-words)
Words Unread (Non-words)

WORD READING (Grades 2 & 3 only)

1. Did I ask the child to read all the words in the 3 sets?
2. Did I write exactly how the child read the words?
✔️all words read

3. Did I mark all words read correctly with a check (),
incorrectly with an , and all unread words with a ➖?
4. Did I stop after 3 consecutive errors? (Answer this only if applicable.)

273
Grades 2-3 English: Phonological Awareness
Syllable Analysis
Script: Let’s clap our hands like this. Copy what I am doing. (The teacher will clap her hands three times and guide the child in copying
him/her.) I will mention some words. Let’s clap each syllable or sound that we hear. After that, we will count how many syllables/sounds there
are in the word. Let’s use my name as an example. (Clap the syllables in the name of the teacher; 1 clap for each syllable). My name is
________. (Clap the syllables in the name of the teacher). My name has _____ syllables or sounds. Now, let’s clap the syllables or sounds in
your name. (Clap the syllables in the name of the child; 1 clap for each syllable.) How many syllables does your name have? (Guide the child
in clapping the syllables in his/ her name). Your name has ______ syllables or sounds.This time, I will read some words, and you will clap
and count the syllables and sounds of the words. I will write down your answers. (If there are 3 consecutive errors, you may stop this test,
and proceed to the next test.)
Scoring: Write the actual syllabication that the child did under “Syllabication.” Then write the number of syllables according to the child under
”No. of Syllables.” Put a if the number of syllables is correct and an if it is wrong. Place all your other observations under “Remarks.”
Write the total score in the row, ”Total Score.” The perfect total score is 10/10 x 100% = 100%.
Words Syllabication Number of Syllables Remarks Words Syllabication Number of Syllables Remarks
1. basket 6. my
2. tree 7. animal
3. butterfly 8. birthday
4. name 9. Important
5. different 10. together

Phoneme Analysis
Materials: 2 pencils
Script: (Give the child a pencil.) Tap the pencil like this. Copy what I am doing. (The teacher will tap the pencil three times and guide the
child in copying him/her.) I will mention some words. Let’s tap the smallest sound that we can hear in the word. After that, we will count how
many sounds there are in the word. Let’s use my name as an example. My name is ________. (Tap the phonemes in the name of the
teacher; 1 tap for each sound). My name has _____ sounds. Now, let’s tap the sounds in your name. (Tap the phonemes in the name of the
child; 1 tap for each phoneme.) How many sounds does your name have? (Guide the child in tapping the phonemes in his/her name). Your
name has ______ sounds. (If there are 3 errors, you may stop the test.) This time, I will read some words, and you will tap and count the
sounds of the words. I will write down your answers. (If there are 3 consecutive errors, you may stop this test, and proceed to the next test.)
Scoring: Write the actual phonemes that the child gave under under “Phonemes.” Then write the number of phonemes according to the
child under ”No. of Syllables.” Put a ✔️if the number of phonemes is correct and an if it is wrong. Place all your other observations under
“Remarks.” Write the total score in the row, ”Total Score.” The perfect total score is 10/10 x 100% = 100%.
Words Phonemes Number of Phonemes Remarks Words Phonemes Number of Phonemes Remarks
1. to 6. on
2. and 7. band
3. cold 8. form
4. first 9. us
5. tree 10. back

First Sound
Script: I will mention some words. Give me the first sound of these words. Let’s try the word, “cat.” What is the first sound of
the word, “cat.” The word, “cat” begins with the sound, /k/. Now, let’s try another word. What is the first sound of the word,
“donut”? (Help the child if needed).
What is the first sound of the word, _______? (If there are three consecutive errors, you may stop this test and proceed to the
next test.)
Scoring: Write the actual answer of the child under “First Sound.” Place a ✔️if the first sound is correct and an if it is wrong. Write your
other observations under “Remarks.” Write the total score beside ”Total Score.” The perfect total score is 10/10 x 100% = 100%.
Word First Sound Remarks Word First Sound Remarks
1. boat 6. goat
2. mango 7. lollipop
3. sun 8. car
4. apple 9. rain
5. doll 10. tomato
TOTAL
Last Sound
Script: I will mention some words. Give me the last sound of these words. Let’s try the word, “bag.” What is the last sound
of the word, “bag.” The word, “bag” ends with the sound, /g/. Now, let’s try another word. What is the last sound of the
word, “mat”? (Help the child if needed.)
What is the last sound of the word, _______? (If there are three consecutive errors, you may stop this test, and proceed
to the next test.)
Scoring: Write the actual answer of the child under “Last Sound.” Place a ✔️if the first sound is correct and an if it is wrong. Write
your other observations under “Remarks.” Write the total score beside ”Total Score.” The perfect total score is 10/10 x 100% =
100%.
Word Last Sound Remarks Word Last Sound Remarks
1. ham 6.sack
2. boat 7. said
3. kiss 8. tag
4. pan 9. meat
5. cub 10.ball
TOTAL
PHONOLOGICAL AWARENESS
1. Did I demonstrate the procedure first?
2. Did I guide the child until he/ she understood the procedure?
3. Did I stop the test when 3 consecutive errors were committed? (Answer this only if applicable.)
4.1. Did I write exactly the way the child segmented the words into:
a. syllables?
b. phonemes?
4.2. Did I write the:
c. initial
d. final
letter sound?
5. Did I write the number of syllables/ phonemes?

(Not applicable to Initial and Final Sound)
6. Did I mark all correct answers with a check ( ), all wrong answers with an , and all unread unanswered items with a
➖? 278


PILIPINAS
Topic 5a:
From Results of the
Assessment to
Using the Lesson
Map

CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS
To see the improvement
among the learners…
WEEK 1: Pre-test
WEEK 10: Post-test
We decided to use EGRA and
created by stories - www.freepik.com

CREDIT: 'https://www.freepik.com/vectors/people'>People vector
RUNT as the
Pre-tests and
Post-tests for R8 LRP
280
Early Grade Reading Assessment (EGRA)- Grade 3
TASKS Mother Tongue Filipino English
Book and Print Knowledge ✅
Letter Name Knowledge ✅
Letter Sound Knowledge ✅ ✅ ✅
Phonemic Awareness- Initial Sound Identification ✅ ✅
Phonemic Awareness- Phoneme Segmentation ✅ ✅
Familiar Word Reading ✅ ✅ ✅
Invented Word Reading/ Simple Non-word Decoding ✅ ✅ ✅
Oral Reading Fluency/ Passage Reading ✅ ✅ ✅
Reading Comprehension ✅ ✅ ✅
Listening Comprehension ✅
281
Dictation ✅ ✅ ✅
Put a ✔️under strength if the child’s score in the test is at Transitional and Independent Level.. Put a ✔️under weakness if the child’s score is at Emergent Level.
Type NA if the test is not applicable.
Book and Print Knowledge
Letter Name Knowledge
Letter Sound Knowledge
Phonemic Awareness- Initial Sound

Identification
Phonemic Awareness- Phoneme

Segmentation
Familiar Word Reading
Invented Word Reading/ Simpple

Non-word Decoding
Oral Reading Fluency/ Passage

Reading
Where to Start Using the Result of the Assessment?
1. Identify your class’ CRLA profiles and the students in each profile. Write the summary of errors of
each profile in the Summary of Errors. Based on the Summary of Errors, get the baseline (minimum
starting point) for each group. Do this for each domain in EGRA.
2. All the letters that the members made a mistake will be the starting point for the lesson on Letter Name
and Sound Knowledge for both the directed instruction, worksheets, and learning centers.
3. The directed instruction will also focus on the words where the students in the group made the most
mistakes. The familiar words and word patterns in the invented words that all the students can already
read may be part of the words for review.
4. To develop reading fluency, the lesson will target the words that the students in the group read
incorrectly and based on observations, the teacher will know if the child will need help in observing the
punctuation marks, reading with proper emotion and speed.
5. The type of questions where most errors were committed will also be the focus of the remediation/
intervention- is it on inferential level of questions or literal level of questions first before working on
answering inferential level of questions?
6. The components which are concluded as the weaknesses of the group will be the focus of the learning
centers and directed instruction new lesson and new worksheets. While the strengths will be used for the
guided practice activities or review during teacher-directed instruction and worksheets.
ASSESSMENT TOOLS Full Refresher Moderate Refresher Slight Refresher Grade Ready

Identification

Segmentation
Invented Word Reading/ Simpple Non-

word Decoding
Oral Reading Fluency/ Passage Reading

1. Based on the Summary of Errors, get the baseline (minimum starting point) for each group.
Do this for each domain in EGRA.
1. Based on the Summary of Errors, get the baseline (minimum starting point) for each group. Do this
for each domain in EGRA.
2. All the letters that the members made a mistake will be the starting point for the lesson on
Letter Name and Sound Knowledge for both the directed instruction, worksheets, and learning
centers.
2. All the letters that the members made a mistake will be the starting point for the lesson on Letter
Name and Sound Knowledge for both the directed instruction, worksheets, and learning centers.
3. The directed instruction will also focus on the words where the students in the group made the
most mistakes. The familiar words and word patterns in the invented words that all the students
can already read may be part of the words for review.
incorrectly and based on observations, the teacher will know if the child will need help in
observing the punctuation marks, reading with proper emotion and speed.
incorrectly and based on observations, the teacher will know if the child will need help in observing
the punctuation marks, reading with proper emotion and speed.
5. The type of questions where most errors were committed will also be the focus of the
remediation/ intervention- is it on inferential level of questions or literal level of questions first
before working on answering inferential level of questions?
incorrectly and based on observations, the teacher will know if the child will need help in observing
the punctuation marks, reading with proper emotion and speed.
5. The type of questions where most errors were committed will also be the focus of the remediation/
intervention- is it on inferential level of questions or literal level of questions first before working on
answering inferential level of questions?
6. The components which are concluded as the weaknesses of the group will be the focus of the
learning centers and directed instruction new lesson and new worksheets. While the strengths
will be used for the guided practice activities or review during teacher-directed instruction and
worksheets.
Lesson Map Guidelines
This is the set of guidelines on how to use the Lesson Map for the Learning Recovery Program- how to find the
strategies and materials (learning center activities and worksheets) that you will use for each ability group.
1. The result of the assessment will give you information on where to start. Find the areas where intervention
is needed (see “Where to Start” in the Assessment Guidelines).
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on the result of
the Assessment, look for the lowest level (baseline) where remediation/ intervention is needed in each
domain.
3. Once you find the baseline, you will be able to match the skills with the strategies that you may use when
you teach, the activities for the learning centers, and the worksheets to develop the target skills.The areas
where the groups is weak will be the focus of the directed instruction by the teacher and worksheets.
4. Identify all the skills that need remediation/ intervention and identify their matching strategies, learning
center activities, and worksheets to be given to the students. This will be part of the intervention plan.
5. You will also find the skills that the students in the group already know but would need review and more
practice. Match these skills with the activities in the learning centers. The activities in the learning centers
are meant to be accomplished at independent level, in collaboration with other students, and with guidance
by the teacher.
Put a ✔️under strength if the child’s score in the test is at Transitional and Independent Level.. Put a ✔️under weakness if the child’s score is at Emergent Level.
Type NA if the test is not applicable.

Identification

Segmentation
Invented Word Reading/ Simple

Non-word Decoding
Oral Reading Fluency/ Passage

Reading
ASSESSMENT TOOLS Full Refresher Moderate Refresher Slight Refresher Grade Ready

Identification

Segmentation
Invented Word Reading/ Simple Non-

word Decoding
Oral Reading Fluency/ Passage Reading

This is the set of guidelines on how to use the Lesson Map for the Learning Recovery Program- how
to find the strategies and materials (learning center activities and worksheets) that you will use for
each ability group.
1. The result of the assessment will give you information on where to start. Find the areas
where intervention is needed (see “Where to Start” in the Assessment Guidelines).
each ability group.
1. The result of the assessment will give you information on where to start. Find the areas where
intervention is needed (see “Where to Start” in the Assessment Guidelines).
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based
on the result of the Assessment, look for the lowest level (baseline) where remediation/
intervention is needed in each domain.
each ability group.
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on
the result of the Assessment, look for the lowest level (baseline) where remediation/ intervention
is needed in each domain.
3. Once you find the baseline, you will be able to match the skills with the strategies that you
may use when you teach, the activities for the learning centers, and the worksheets to
develop the target skills.The areas where the groups is weak will be the focus of the
directed instruction by the teacher and worksheets.
This is the set of guidelines on how to use the Lesson Map for the Learning Recovery Program- how to
find the strategies and materials (learning center activities and worksheets) that you will use for each
ability group.
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on the
result of the Assessment, look for the lowest level (baseline) where remediation/ intervention is
needed in each domain.
3. Once you find the baseline, you will be able to match the skills with the strategies that you may use
when you teach, the activities for the learning centers, and the worksheets to develop the target
skills.The areas where the groups is weak will be the focus of the directed instruction by the teacher
and worksheets.
4. Identify all the skills that need remediation/ intervention and identify their matching
strategies, learning center activities, and worksheets to be given to the students. This will be
part of the intervention plan.
This is the set of guidelines on how to use the Lesson Map for the Learning Recovery Program- how to find the
strategies and materials (learning center activities and worksheets) that you will use for each ability group.
1. The result of the assessment will give you information on where to start. Find the areas where intervention
is needed (see “Where to Start” in the Assessment Guidelines).
2. The skills in the Lesson Map are placed under the literacy domains/ maths domains. Based on the result of
the Assessment, look for the lowest level (baseline) where remediation/ intervention is needed in each
domain.
3. Once you find the baseline, you will be able to match the skills with the strategies that you may use when
you teach, the activities for the learning centers, and the worksheets to develop the target skills.The areas
where the groups is weak will be the focus of the directed instruction by the teacher and worksheets.
4. Identify all the skills that need remediation/ intervention and identify their matching strategies, learning
center activities, and worksheets to be given to the students. This will be part of the intervention plan.
5. You will also find the skills that the students in the group already know but would need review and
more practice. Match these skills with the activities in the learning centers. The activities in the
learning centers are meant to be accomplished at independent level, in collaboration with other
students, and with guidance by the teacher.
Lesson Map Rubric
Criteria YES or NO?
1. The baseline determined from the result of the assessment matches the starting
point in the Lesson Map.
2. All the skills that need intervention were identified in the Lesson Map for direct
instruction, Learning Center activities, and worksheet.
3. All the skills that need review and more practice are identified for the Learning
Center Activities.
4. The strategies correctly match the identified skills for intervention.
5. The learning center activities correctly match the identified skills for intervention and
review.
6. The worksheets correctly match the identified skills for intervention.

F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
301
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
302
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
303
G
R
A
D
E
R
E
A
D
Y
304

PILIPINAS
Topic 5b:
Case Studies: From
Results of Assessments to
the First Lesson in the
Lesson Map

Summary of Errors of Ability Groups- (EoSY Grade 3-Filipino A)
ASSESSMENT TOOLS Full Intervention (FI) Moderate Intervention (MI) Light Intervention (LI) Meets Expectation
Phonemic Awareness- Initial Sound /n/, /b/, /r/, /i/, /d/, /h/, /u/, - - -
Identification /p/
Letter Sound Knowledge A-Z, a-z - - -
Familiar Word Reading halos, kami, pero, gawa, hanggagang - isda - -

mo
Simple Non-word Decoding paw, sibus, pla, nomi, wanae - kritlay - -

goong
Passage Reading and Comprehension Nasa palengke sina Nasa palengke sina nany Pumili naman ng bangus, kangkong,
nany at Perla. at Perla. kangkong.kangkong, at bahay
Bibili sila Bibili sila petsay .
Prosody score: 1 Prosody score: 1 pitaka, bahay
Listening Comprehension Q2, Q3 Q2 Q2

F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
307
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
308
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
309
M
E
E
T
S
E
X
P
E
C
T
A
TI
O
N
310
Summary of Errors of Ability Groups- (EoSY Grade 1-Waray)
Letter Name Knowledge A -Y, a-y NG, Y, I, E, O, U, H, ng, y, i, e, o, NG, Ñ

u, h
Letter Sound Knowledge A-Y, a-y NG, Y, I, E, O, U, H, ng, y, i, e, o, i, e, o, u, h

u, h
Phonemic Awareness- Initial Sound A-Y, a-y NG, Y, I, E, O, U, H, ng, y, i, e, o, NG, Ñi, e, o, u, h
Identification u, h
Familiar Word Reading Ni, Ha, may, pa, hin Ni, Ha, may, pa, hin Iya La na ngan ka
Iya La na ngan ka
Non-word Reading Ag duk aw sli tab Ag duk aw sli tab Ag duk aw sli tab
Sar duk pit hib rab
Oral Reading Fluency Passage Nanguha hin bayabas hi Ana ha Ginakon, humatag Nagbasul, manhatag, gintawag, Gintawag, malipayon
ira libong Nagbasul, manhatag, gintawag, malipayon
malipayon
Oral Reading Comprehension Hin-o an nanguha hin mga Hin, hiya Ginbuhat, Ginbuhat, kasanghayan,
bayabas
kasanghayan, kasanghayan, nanhatag
nanhatag nanhatag
Listening Comprehension Ano ang karuyag paliton ni Nilo? Paliton, mulayan, mulayan, sumugot, sumugot, kasubo
sumugot, kasubo kasubo
F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
312
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
313
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
314
M
E
E
T
S
E
X
P
E
C
T
A
T
I
O
N
315
Summary of Errors of Ability Groups- (EoSY Grade 3-Filipino B)
Phonemic Awareness- Initial Sound /n/, /b/, /r/ /i/, /l/ /u/,/p/ - -
Identification
Letter Sound Knowledge A-z, a-z Ñ, NG, a, e, i, ñ, ng, o, u, - -

y, w
Familiar Word Reading halos, kami, pero, gawa, lamang, kailangan, - -

mo sapagkat, katawan,
ngunit, buhay, hayop,
Simple Non-word Decoding paw, sibus, pla, nomi, pla, broay, wane, - -
goong kworobsi, kritlay
Passage Reading and Comprehension Nasa palengke sina Nasa palengke sina bangus, kangkong, kangkong, petsay
nany at Perla. Bibili sila nanay at Perla. Bibili sila bahay,puwede, pitaka
Listening Comprehension Q2, Q3 Q2, Q3 Q2 -

F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
317
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
318
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
319
M
E
E
T
S
E
X
P
E
C
T
A
T
I
O
N
320
Summary of Errors of Ability Groups- (EoSY Grade 3-English)
Letter Name Knowledge A -Y, a-y Y, I, E, O, U, H, y, i, e, o, H -

u, h
Letter Sound Knowledge A-Y, a-y Y, I, E, O, U, H, y, i, e, o, i, e, o, u, h

u, h
Phonemic Awareness- Initial Sound A-y, a-y Y, I, E, O, U, H, y, i, e, o, i, e, o, u, h

Identification u, h
Familiar Word Identification When stop help Thank that which Up every clean Play want sing
Up every clean Red always very
Red always very Play want sing
Play want sing
Simple Non-word Decoding nale oad yat jitch plick fobe strun chei woght wof throme wosh
kise wunk knez wof throme wosh
strun chei woght
wof throme wosh
Passage reading and Comprehension Dana and her sister are It’s not in my bag. rain, sorry, umbrella, suddenly
walking. The two run back home home
so wet and sad. Now they
have to stay home.
Listening comprehension Who had a toothache? birthday, night, toothache, toothache, important, important
important, brother brother
F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
322
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
323
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
324
M
E
E
T
S
E
X
P
E
C
T
A
T
I
O
N
325
Topic 5c:
Remediation/
Intervention Plan from
Lesson Map

327
328
329
330
331
332
333
334
335
PILIPINAS
Break

Region VIII
Development of 8-week Curriculum Workshop
Numeracy Development
Numeracy Case Study:

Regional Unified Numeracy Test
Rapid Math Assessment
Regional Unified Numeracy Test
ADDITION OF WHOLE NUMBERS
Grade 1 Points
No. of pupils No. of pupils
who did not who got the
get the answer answer
Grade 2
Point No. of pupils No. of pupils
s who did not who got the
Grade 3 No. of pupils No. of pupils

Point
SUBTRACTION OF WHOLE NUMBERS
Grade 1
Point
s
Grade 3
MULTIPLICATION OF WHOLE NUMBERS
Point
s
MULTIPLICATION OF WHOLE NUMBERS
Grade 3
DIVISION OF WHOLE NUMBERS
Grade 2
Grade 3
UNDERSTANDING NUMBERS
Grade 1 Point No. of pupils No. of pupils
Grade 2
Grade 3
Points No. of pupils No. of pupils
Identifying odd and

even numbers
between two given
numbers
Identifying
fractions less
than a given
fraction
WORKSHOP
CASE STUDY:
RUNT RESULTS
Grade 3
STUDENT A
Points Incorrect Correct
answer answer
ADDITION OF NUMBERS
Grade 2
STUDENT B
answer answer
SUBTRACTION OF NUMBERS
Grade 2
STUDENT C
Points
Incorrect Correct
answer answer
MULTIPLICATION OF NUMBERS
Grade 3
STUDENT D
answer answer
Grade 3
STUDENT E
answer answer
TIME!
WORKSHOP
CREDIT: HARRY JAMES CREO FOR

USAID BASA PILIPINAS
359
Case Study: Determine the First Lesson
CREDIT: HARRY JAMES CREO FOR

USAID BASA PILIPINAS
Grouping Interpreting the Determining the
- Each RT will work on his/ Assessment Results First Lesson
her own CRLA, EGRA, & - From the group errors,
- Identify the CRLA groups
RUNT EoSY Results determine the first
- Each RT will start and the students in each
group lessons in the Lesson
working on the results of Maps
the subject assigned to - List the group errors and
analyze them - Take a screenshot of the
them (Mother Tongue/ Lesson Map
Filipino/ English/ Math)
360

PILIPINAS
OUTPUT #1a
Summary of Errors from
EGRA of the CRLA
Ability Groups

Plotting the Summary of Errors of from the EGRA Results
● Identify your class’ ability groups and the students in each CRLA profile.
● For workshop purposes, work on the assigned subject to you (MT, ENGLISH,
FILIPINO, MATH). During the LRP implementation, you will work on all the subjects
for your grade level.
● List all the domains covered by the assessment tool used in the first column.
● List the errors of each ability group under each domain.
For example, in the Alphabet Knowledge domain, identify all the letters that the
students were not able to name and sound. Sequence these letters in the order that they
appear on the approach that you are using (Marungko or Fuller).
For word reading, list the words that most of the students misread. The letters in these
words will help determine the first lesson for word and phrase and sentence reading.
For comprehension passages, list the most misread words from the passage.
Questions that the students had the most difficulty answering should also be noted.
362

PILIPINAS
OUTPUT #1b
First Lesson in the Lesson
Map

Identifying the first lesson in the lesson map:
● Look at the summary of errors from top to bottom. The topmost row with data
serve as the starting point.
For instance, if there are letters under letter name and sound tasks, the first letter
in the sequence followed (Fuller or Marungko) will be the starting lesson of that
ability group.
If the first error is the first letter in the sequence, you may have phonological
awareness activities in the review section. If the first error is a letter succeeding a
letter or several letters in the list of letters, you can have the previous letter as the
review letter and the first letter in the error sequence as the target letter for the
first lesson.
For example, in the Marungko sequence, the first letters are m, s and a.
If the first error in the summary of scores is Mm, the first lesson is Mm.
364
Identifying the first lesson in the lesson map:
If the first error is Ss, then the target letter is Ss and the review letter is Mm.
● In the word reading tasks, study the letters in the words that the students misread.
For example, if the frequently mistaken word is mangga, following the Marungko
sequence, then review of the m, s, a, word list needs to be done.
The first lesson will be phrase reading of M words and the sight words that go
with this letter in the lesson map.
● For sentence reading mistakes, take note of the letters present in the phrases where
errors are committed. Take note of these letters for the phrase review (PSRC) and
then match this with the first lesson on the story reading comprehension
(SRC)deck.
365

PILIPINAS
OUTPUT #1c
Remedial Plan

Creating the Remedial Plan
● Start with the activities that the students will do in the learning stations.
Copy these from the Lesson Map and paste them on the remedial plan.
Fix the spacing in between words.
● As soon as you have identified all the starting lessons for each domain
based on the summary of errors, plot all these in the remedial plan
template by copying them from the Lesson Map. Copy also the worksheet
code/s corresponding to this lesson.
● Copy the review lesson from the Lesson Map and paste them on the
remedial plan as well. Copy also the worksheet code/s corresponding to
this lesson.
This will allow you to see all the tasks intended for all the ability groups.
367

PILIPINAS
OUTPUT #1d
Remedial Plan
Peer Evaluation

Evaluating your Peer’s Remedial Plan
● Exchange your remediation plan with a peer.

● Using the Remedial Plan Peer Checklist, evaluate the output of
your peer.
● Provide remarks to further support the important points that you
have noted from the remedial plan.
● Discuss your agreement or disagreement with the remarks
respectfully.
369
Link to the R8 LRP Materials
https://tinyurl.com/R8-
FELT-LRP
370
PHOTO: KAYE SUCGANG FOR USAID BASA
PILIPINAS
Salamat!
6/16/2020 ABC+: Advancing Basic Education in the Philippines 371

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PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS

ABC+: Advancing Basic Education in the Philippines

PHOTO: HARRY JAMES CREO FOR USAID BASA

February 2021 ABC+: Advancing Basic Education in the Philippines 2

● Overview: R5 8-Week Learning Recovery Curriculum

February 2021 ABC+: Advancing Basic Education in the Philippines 3

February 2021 ABC+: Advancing Basic Education in the Philippines 4

1a.. 1-Summary of Errors

1b. 1-First Lesson in Lesson

1c. 1-Remediation/ Intervention

3. Return Demo (solo/ pair/ trio)

4. Training Demo (individual) 7

1a.. 1-Summary of Errors

1b. 1-First Lesson in Lesson

1c. 1-Remediation/ Intervention

3. Return Demo (solo/ pair/ trio)

1a. 1-Summary of Errors Summary of Errors Summary of Errors_(your

1d 1-Accomplished Remedial Plan

2. 1-Teacher-made manipulative Teacher-made manipulative Upload a photo

3. Return Demo (solo/ pair/ trio)

4. Training Demo (individual)

1a. 1-Summary of Errors Summary of Errors Summary of Errors_(your

1d 1-Accomplished Remedial Plan

2. 1-Teacher-made manipulative Teacher-made manipulative Upload a photo

3. Return Demo (solo/ pair/ trio)

PHOTO: HARRY JAMES CREO FOR USAID BASA

February 2021 ABC+: Advancing Basic Education in the Philippines 11

PHOTO: HARRY JAMES CREO FOR USAID BASA

February 2021 ABC+: Advancing Basic Education in the Philippines 13

activ entiated s with

Lesson Maps that provide snack-

CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS

activ entiated s with

Lesson Maps that provide snack-size

CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS

CREDIT: 'https://www.freepik.com/vectors/people'>People vector

created by stories - www.freepik.com

CREDIT: HARRY JAMES CREO FOR USAID BASA PILIPINAS

ASSESSMENT FOR KINDERGARTEN

1. Did I greet the child?

3. Did I use a friendly tone?

6. Did I follow the diagram correctly?:

7. Did I use all the necessary learner’s sheets/ stimuli?

8. Did I accomplish all the record sheets correctly?

Procedure-related Questions YES NO

1. Did I read the story to the child twice?

2. Did I read the questions to the child twice?

5. Did I place a ➖ for unanswered questions?

8. Did I count and write the total score?

1. Did I demonstrate the procedure first?

5. Did I write the number of syllables/ phonemes?

7. Did I count and write the total score? 63

Procedure-related Questions YES NO

1. Did I show all the letters of the alphabet?

5. Did I count and write the total score?

Procedure-related Questions YES NO

1. Did I ask the child to read the sentences?

4. Did I count and write the total score?

5. Did I write the words that were read incorrectly?