Day 2 r8 Lrp Roll-out

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

Link to the R8 LRP Materials
https://tinyurl.com/R8-
FELT-LRP
2
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)
3
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)
4
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) 5

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)
6
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 LRP Remedial Plan Peer

Checklist for Peer Evaluation Evaluation_(your name)_(grade
level)_(subject)
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)

7
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)
8
Answers to the
Questions from DAY 1
9
CREDIT: HARRY JAMES CREO FOR USAID BASA
PILIPINAS
Welcome to Day 2!
● Strategies and Teacher-made Manipulatives in MT, Fil,

Eng, and Math
● Creation of Teacher-made Manipulative Materials
● Video-Demonstration of the LRP Lesson
● Processing of the LRP Lesson Demonstration
● Orientation & Preparation for the Return-Demo
February 2021 ABC+: Advancing Basic Education in the Philippines 10

OBJECTIVES:
1. Learn about Strategies and Teacher-made Manipulative Materials in
Mother Tongue, Filipino, English, and Math
2. Watch the Video Demonstration of the Learning Recovery Program
Lesson
3. Create teacher-made manipulative materials for the Learning
Stations
4. LRP Return-Demo Orientation and Preparation

Teaching Strategies and Materials Development
Topic 6a:
Strategies and
Materials for Teaching
Reading (Filipino and
MT)

Let’s all open the Handouts in the link to the R8
LRP Materials
https://tinyurl.com/LRP-
Region-8
13
Syllable Clapping
PHONOLOGICAL
AWARENESS
Clap the syllables in words.
Phoneme Tapping
PHONOLOGICAL
AWARENESS
Tap the phonemes in words.
Multi-sensorial
ALPHABET
KNOWLEDGE
Use materials that appeal to the
senses
Using Edgar Dale’s
Cone of
Experiences
VOCABULARY
1. Use of concrete objects
2. Use of pictures
3. Acting it out/ Demonstrating
4. Use of video clips
5. Use of audio clips

Alphabet Knowledge in MT, Fil, and Eng
• Since Filipino children are usually multilingual, we don’t
introduce the letter sounds over and over again in MT, L2, and L3
• After introducing the letters in MT, we then bridge those sounds to
L2 and L3 and focus and other sounds and letters
• There are many ways to teach the sequence of letters.
• The sequence in your mother tongue is based on studies of the
Philippine language in your context. Usually, we begin with letters
that are used often in the language. Check the sequence of your
place.
Sequence of letters in Filipino
• The Marungko sequence is arranged according to the most frequent to the least occurring
letters in the Filipino language. The sequence of letter-sounds taught in the Marungko
approach is as follows:
• m, s, a, i, o, b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w, c, f, j, ñ, q, v, x, z
• With this sequence, students can form words even just after 3 letters such after teaching
m,s,a such as “masa”, “sama” etc. Short phrases can even be formed mixed with sight words:
ex. sasama si mama
• So after teaching the letter sounds of m, s, a, i, o, b, e, u, students will already be able to
read: bibe, ubo, uso, sabi, mama. They can even create sentences: Sasama si mama sa bus
GRADUAL RELEASE OF RESPONSIBILITY
TEACHER RESPONSIBILITY
FOCUS LESSON TE
Modeled Instruction
A I do it (you watch)
C
Shared H
Instruction We do it (together)
Guided
Practice
COLLABORATIVE You do it (I watch/guide)
Independent
Practice
INDEPENDENT You do it alone (Reflect)
STUDENT RESPONSIBILITY
6/16/2020 ABC+: Advancing Basic Education in the Philippines 20

Marungko Mga Antas ng Pagbasa sa Marungko:
ALPHABET A. Unang Antas ng Pagbasa-
KNOWLEDGE 1. Pagpapakilala ng mga larawan ng mga bagay na nagsisimula
WORD READING
sa tunog na pinag-aaralan.
READING
COMPREHENSION
Mm
KNOWLEDGE 1. Pagpapakilala ng mga larawan ng mga bagay na nagsisimula
WORD READING
sa tunog na pinag-aaralan.
READING
COMPREHENSION 2. Pagpapakilala ng Tunog (may mungkahing pagkakasunud-
sunod ng mga tunog ayon sa gaano ito kadalas lumabas sa wika).
3. Pagpapakilala ng hugis ng tunog (ilarawan ang bibig sa
paggawa ng tunog).
4. Pagpapakilala ng titik.
Mm

KNOWLEDGE 1. Pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa
WORD READING tunog na pinag-aaralan.
READING 2. Pagpapakilala ng Tunog (may mungkahing pagkakasunud-sunod ng
COMPREHENSION mga tunog ayon sa gaano ito kadalas lumabas sa wika).
3. Pagpapakilala ng hugis ng tunog (ilarawan ang bibig sa paggawa ng
tunog).
5. Pagsulat ng hugis sa hangin, sa sahig, sa palad, atbp.
6. Pagsulat ng hugis ng titik sa papel (ipakikita muna ng guro sa
pisara).
7.Pagsulat ng titik ng unang tunog ng pangalan ng mga bagay na
nagsisimula sa titik.
Isulat ang nawawalang titik ng unang tunog.
KNOWLEDGE 1. Pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa tunog
WORD READING na pinag-aaralan.

READING 2. Pagpapakilala ng Tunog (may mungkahing pagkakasunud-sunod ng
COMPREHENSION mga tunog ayon sa gaano ito kadalas lumabas sa wika).
3. Pagpapakilala ng hugis ng tunog (ilarawan ang bibig sa paggawa ng
tunog).
5. Pagsulat ng hugis sa hangin, sa sahig, sa palad, atbp.
6. Pagsulat ng hugis ng titik sa papel (ipakikita muna ng guro sa pisara).
7.Pagsulat ng titik ng unang tunog ng pangalan ng mga bagay na
nagsisimula sa titik.
8. Pagbibigay ng bagay na nagsisimula sa tunog.
Mm /m/
mangga
prutas na matamis at dilaw kapag hinog
Marungko B. Ikalawang Antas ng Pagbasa-
ALPHABET Pagsasama-sama ng mga tunog upang makalikha ng isang
KNOWLEDGE makabuluhang salita (Successive Blending)
WORD READING
READING
COMPREHENSION
Mga Salita Mula sa Pinagsama-samang Tunog:
asa masa
aasa sama
asam sama-sama
ama sasama
Ma masama
Mama masasama
30
mama mamasa-masa
WORD READING
C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng mga
READING
COMPREHENSION pantulong na kataga
Mga Pantulong na Kataga:
ang
32
WORD READING
C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng mga pantulong na
READING
COMPREHENSION kataga
D. Ika-apat na Antas-
1. Pagbuo ng mga parirala at pangungusap
2. Pagbasa ng mga parirala, at pangungusap
3. Pagkilala ng mga detalye
Mga Parirala: Mga Pangungusap at
ang ama Tanong:
Aasa ang ama.
ang mama Sino ang aasa?
ang sasama
Ang mga masasama ay
sama-sama.
Sinu-sino ang sama-sama?
34
Sasama ang mga Mama.

Sino ang mga sasama?
WORD READING
C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng mga pantulong na
READING
COMPREHENSION kataga
1. Pagbuo ng mga parirala at pangungusap
2. Pagbasa ng mga parirala, at pangungusap
E. Ikalimang Antas-
1. Pagbasa ng maikling kwento
Ang Ama, ang Mama, Masasama?
1. Sinu-sino ang mga sasama?
a. Ama at Mama
b. Ana at Mima
2. Masasama ang ama?

c. Opo
d. Hindi Po
3. Masasama ang Mama?

e. Opo 36
f. Hindi Po
4. Saan kaya sila sasama?

Activating the
Schema
LISTENING/ READING
COMPREHENSION
Making Predictions
Using the Book Title
and Cover
Illustration
LISTENING/ READING
COMPREHENSION
Do this before reading the
selection and model it first.
39
Animated
Punctuation Marks
READING FLUENCY
41
Reading Fluency Rubric
Using the Reading Obserbasyon Remarks

Fluency Rubric
READING FLUENCY 1. Tama ba ang pagbabasa ko ng
mga salita?
2. Tama ba ang bilis ng aking
pagbabasa? Hindi masyado
mabilis at hindi rin masyado
mabagal.
3. Sinunod ko ba ang mga

bantas?
4. Naipakita ko ba ang tamang
pakiramdam habang nagbabasa?
5. Naintindihan ko ba ang binasa
ko?
43
Oral Reading Fluency Rubric
Using the Oral
Reading Fluency Observation
Rubric
READING FLUENCY 1. I can read the words correctly.
2. I can read at the right pace.
3. I can read with proper expression.
4. I observe punctuation marks.
5. I can read with understanding.

Look-backs
READING
COMPREHENSION
Tap the phonemes in words.
a. Ama at Mama
b. Ana at Mima

c. Opo
d. Hindi Po

e. Opo
f. Hindi Po
4. Saan kaya sila sasama? 46

Using Background
Knowledge &
Information from
Text
READING
COMPREHENSION
a. Ama at Mama
b. Ana at Mima

c. Opo
d. Hindi Po

e. Opo
f. Hindi Po
4. Saan kaya sila sasama? 48

Iba pang mga halimbawa ng mga
kuwento sa Marungko
49
50
51
Mga Tanong:
1. Ano ang gagawin ni Mama?
2. Ano ang gagawin ni Ama?
3. Sinu-sino pa ang sasama?
4. Sama-sama ba sila?
6. Masasama ba ang lahat?
65
Your turn!
Return-
Demo
66
MARUNGKO
Mga Antas ng Pagbasa sa Marungko: ALPHABET KNOWLEDGE
A. Unang Antas ng Pagbasa- WORD READING
READING COMPREHENSION
1. Pagpapakilala ng mga larawan ng mga bagay na
nagsisimula sa tunog na pinag-aaralan. B. Ikalawang Antas ng Pagbasa-
2. Pagpapakilala ng Tunog (may mungkahing
Pagsasama-sama ng mga tunog upang makalikha ng
pagkakasunud-sunod ng mga tunog ayon sa gaano ito kadalas
isang makabuluhang salita (Successive Blending)
lumabas sa wika).
C. Ikatlong Antas ng Pagbasa- Pagpapakilala ng
3. Pagpapakilala ng hugis ng tunog (ilarawan ang bibig
mga pantulong na kataga
sa paggawa ng tunog).
5. Pagsulat ng hugis sa hangin, sa sahig, sa palad, atbp. 1. Pagbuo ng mga parirala at pangungusap
6. Pagsulat ng hugis ng titik sa papel (ipakikita muna ng 2. Pagbasa ng mga parirala, at pangungusap
guro sa pisara). 3. Pagkilala ng mga detalye
7.Pagsulat ng titik ng unang tunog ng pangalan ng mga E. Ikalimang Antas-
bagay na nagsisimula sa titik. 1. Pagbasa ng maikling kwento
8. Pagbibigay ng bagay na nagsisimula sa tunog. 2. Pagkilala ng mga detalye
Mm
Mm
Isulat ang nawawalang titik ng unang tunog.
Mm /m/
mangga
a. Ama at Mama
b. Ana at Mima

c. Opo
d. Hindi Po

e. Opo 72
f. Hindi Po

How did you do in the demo?
LET’S REFRESHED WARMED UP

DO THIS! AND READY! AND READY!
success with a few success with a fair success, following
number steps correct the sequence
steps correct
73
74
75
A a
Sandpaper Letters
Sandbox
Letter-Lacing
Mm /m/
mangga
80
Letter Tiles
Playdough and Letter Mat
Letter Blocks
Mm
85
86
Magnetic
Letters and
Whiteboard
88
89
90
Lacing Letters
(to make words)
92
Marungko
Picture Word Bingo
94
Marungko Pantulong na
Kataga Copying Board
ang mga ay
96
Marungko Word Cards
Marungko Phrases and

Sentences Cards
Marungko Story Cards

98
99
100
101
PILIPINAS
Break

Topic 6b:
Strategies and
Reading (English)

One way to sequence the letters in English is using the Fuller Technique that
suggests the sequence of the consonant sounds
1. Mm 7. Cc (k) 13. Dd
Teach the letters of
the alphabet. 2. Ss 8. Rr 14. Jj
Learners should be 3. Ll 9. Nn 15. Ww
able to name, sound 4. Ff 10. Bb 16. Vv
out, and form the
letters. 5. Tt 11. Gg 17. Zz
6. Hh 12. Pp 18. Yy
* Consonants K, X, and Q are not taught in isolation.

* Short vowel sounds: e, a, i, o, u
When introducing the alphabet, you can integrate decoding
words or word recognition and Storytelling or read-alouds.
Here’s a sample sequence.
1. Introduce a story, poem or song where most words start with the target letter
2. Vocabulary Development
3. Review the letter sound and name
4. Review the letter form
5. Introduce exercises/drills
1. Introduce a story, poem or song where most words start with the target
letter
Sing the Song:
C is for Cookie
C is for cookie that's good enough
for me
for me
for me
Oh, cookie, cookie, cookie starts
with C.
2. Vocabulary Development
corn cat canteen carrot
Show pictures starting with Cc.

Let's replace the word cookie with the other food that starts with Cc.
Sing the Song:

C is for Carrot
C is for carrot that's good
enough for me
enough for me
enough for me
Oh, carrot, carrot, carrot starts
with C.
Let’s look at other pictures and name them.
cabbage can
cop
Cc cab cut
3. Review the letter sound and the letter name
“The names of the pictures begin with /c/. Let us sound it. /k/ /k/ /k/
Say the names of the pictures. Sound the C at the beginning:
corn, cat, canteen, carrot, cabbage, cop, can, cab, cut
The name of the sound /k/ is C (as in see).”
4. Review the letter form
Cc
“Let us write the big C.”
“Let us write the small c.”

5. Introduce exercises/drills
•Name each picture. Write the letter that begins

its name.
•Name each picture. Write the missing letter.
•Name each picture. Complete its name with the
beginning and ending letters.
Color the picture whose name starts with the letter Cc.
Cc
Name the pictures. Encircle the starting letter of
its name.
s l f h c t
m f h
5 l t f
Then you can move to teaching word
families using the Fuller Technique. The Fuller Technique
1. Introduce the rime of the word family:

a. Present the rime.
b. Sound out each letter of the rime.
c. Practice reading the rime.
II. One by one, present the words of the word family by adding
a consonant (onset) to the beginning of
the rime.
a. Identify the name and the sound of the onset.
b. Add the onset to the rime and read the word.
c. Practice reading the word fast.
d. Show pictures of the words.
e. Ask learners to match the word and the picture. (Vocabulary
development)
III. Do the practice activity:

a. Present the word list without the onset
b. Show a picture and ask the learners to name it by filling in the
missing onset of the word.
c. Ask learners to read the word.
IV. Practice reading the completed list of words in the word family:
a. Model reading the words.
b. Read the list of words with the learners.
c. Ask the learners to read the words on their own.
V. Introduce phrases by combining sight words and the words in

the word family:
a. Introduce the sight word/s.
b. Model reading the phrases, composed of sight word/s and
word family.
c. Read the phrases with the learners.
d. Ask the learners to read the phrases.
The Fuller Technique
VI. Introduce sentences that use sight words and the word
family.
a. Model reading the sentences.
b. For each sentence, show a picture. (Vocabulary
development)
c. Read the sentences with the learners.
d. Ask the learners to read the sentences.
e. Ask one or two comprehension questions about the
sentence. (Reading Comprehension)
VII. Introduce a story using the sentences and words

presented earlier.
a. Model reading the story.
b. Show a picture/s of the story.
c. Read the story with the learners.
d. Ask the learners to read the story.
e. Ask comprehension questions about the story.
(Reading Comprehension)
Let’s try
The Fuller Technique it!
1. Introduce the rime of the word
en
family:
a. Present the rime.
b. Sound out each letter of the
rime.
c. Practice reading the rime.
en
Let’s try
t it!
2. One by one, present the words of the word

family by adding a consonant (onset) to the
beginning of the rime.
m
a. Identify the name and the sound of
the onset.
b. Add the onset to the rime and read
p en
the word.
c. Practice reading the word fast.
h
B
d. Show pictures of the words.
e. Ask learners to match the word and
the picture. (Vocabulary
development)
d
10
Pictures from: freepik.com

Let’s try
3. Do the practice activity:

a. Present the word list without
__en
the onset
b. Show a picture and ask the
learners to name it by filling
in the missing onset of the
word.
c. Ask learners to read the
word.
10 __en
10 ten
__en
pen
__en
men
__en
hen
__en
pen
__en
Ben
__en
den
The Fuller Technique ten Let’s try
it!
4. Practice reading the completed list of words in

the word family: men
a. Model reading the words.
b. Read the list of words with the
learners. pen
c. Ask the learners to read the words on
their own.
hen
en Ben
den
en
den
men
ten 10
pen
hen
Ben

ten
men
pen
hen
Ben
den
Let’s try
5. Introduce phrases by combining sight

words and the words in the word family:
the
a. Introduce the sight word/s.
b. Model reading the phrases, a
composed of sight word/s and word
family.
c. Read the phrases with the learners.
in
d. Ask the learners to read the phrases.
is
the in
a is
the pen
the the hen
the men
a hen
a a pen

in the pen
in in a den

is a hen
is is in the pen
is wet
Let’s try
6. Introduce sentences that use sight words

and the word family.
a. Model reading the sentences.
b. For each sentence, show a picture.
(Vocabulary development)
c. Read the sentences with the learners.
d. Ask the learners to read the sentences.
e. Ask one or two comprehension
questions about the sentence. (Reading
The hen is in
comprehension)
the pen.
Ben’s pet is a hen.

The hen is in the pen.

The pen is wet.

The hen is wet.

Get the hen.

Let’s try
7. Introduce a story using the sentences

and words presented earlier. Ben’s Pet Hen
a. Model reading the story.
b. Show a picture/s of the story.
c. Read the story with the learners.
d. Ask the learners to read the story.
e. Ask comprehension questions
about the story. (Reading
Comprehension)

Ben’s Pet Hen
by: Lei Rabajante

Ben’s Pet Hen
by: Lei Rabajante

The pen is wet.
Is the hen wet?

The hen is wet!

Ben, get the hen!
Get the hen in the pen!
Ben’s Pet Hen
by: Lei Rabajante

The pen is wet.

Is the hen wet?
The hen is wet!
Ben, get the hen!

Get the hen in the pen!
Questions:
1. What animal is Ben’s pet?
2. Where is Ben’s pet?
3. What happened to the pen?
4. What happened to the hen?
5. Why do you think is the pen wet?
6. Why did the hen get wet?
7. Who do you think told Ben to get the hen in the
pen?
8. Why should Ben get the hen in the pen?
1. SHORT MEDIAL VOWEL 3. CONSONANT BLENDS 5. VOWEL DIPHTHONGS
WORDS - CVC
(Word Families) Initial Blends oi (oil)
cl (class) cr (crab) oy (toy)
short e (set) sw (swim) au (taught)
short a (cat) aw (saw)
short i (pin) Final Blends ou (out)
short o (mop) nt (went) st (nest) ow (how)
short u (bug) lt (belt) ft (lift)
mp (jump)
6. VOWEL DIGRAPHS
2. CONSONANT DIGRAPHS
4. LONG VOWEL SOUNDS oa (goat)
ch (chin, catch) ee (sheep)
sh (ship, fish) long a (bake) ea (beat)
long i (hide) ai (pail)
long o (rose) ay (bay)
long u (cube)
Your turn!
Return-
Demo
165
ed Sight words: on, has
Story:
Phrases:
bed ● has a bed
Ned has a bed.
● has a pet
red ● on the bed The bed is red.
● on a pen Ned, get on the bed!
fed Ned is on the red bed.
Sentences:
wed ● Ned has a bed.
● The bed is red.
Ned ● Get on the bed!
166
Instructions:
1. Cut out the cards in the practice

sheet (ed word family).
2. List comprehension questions for
each of the practice sentences.
3. List comprehension questions for
the selection.
4. Demonstrate the process of
teaching reading following the
Fuller Approach.
167

steps correct
168
169
170
GUIDELINES IN CREATING MATERIALS FOR THE
LEARNING CENTERS
1. They have to target domains that students need help with.

2. They have to be fun and can be manipulated.
3. Each station must accommodate a number of students.
4. There must variety and manipulative must be engaging and
enticing.
5. Activities must be multi-sensorial engaging several senses.
171
Learning Station
Materials
172
READING
173
Alphabet
Knowledge
174
ALPHABET KNOWLEDGE PYRAMID (LETTER SOUND
CORRESPONDENCE)
175
Word Reading
176
WORD READING (Phonetically Regular and Sight Words)
177
WORD READING (Phonetically Regular and Sight Words)
met
178
WORD READING LADDER
179
Word Reading and Spelling
180
Fluency
181
PHRASE
READING
(theme-based phrases)
182
SENTENCE FLUENCY DRILL
183
FLUENCY SHORT TEXT
1 2 3 4
184
Reading Comprehension
185
READING COMPREHENSION
186
LISTENING
187
LISTENING COMPREHENSION
Press the play tab and listen to the short story.

Sequence the events in the card based on the events of the
story you have heard.
188
Phonological
Awareness
189
PHONOLOGICAL AWARENESS ACTIVITIES
RHYMING
GAMES
190
RHYME TIME!
191
RHYME CARDS
192
PHONEMIC AWARENESS (SOUND MANIPULATION)
193
SPEAKING
194
PUPPET
STORY
RETELLING
195
READING COMPREHENSION (STORY TRAIN FOR
ORAL RETELLING)
196
DIALOGUES
197
STORY
INSIGHTS
198
WRITING
199
TRACE
AND
COPY
200
RECALL
AND
WRITE
201
Your turn!
Return-
Demo
202

steps correct
203
Topic 6c:
Strategies and
Math

Region VIII
Development of 8-week
Curriculum Workshop
Teaching Strategies and Materials
Development: Numeracy Development
What are mathematical
models
“A model in mathematics refers to
any picture, drawing, or object that
represents targeted mathematical
ideas.”
What are mathematical
models
Manipulative
The A-S Box
A B
Decomposing
Numbers
A B
Decomposing Numbers
A B A B A B
0 and 6 1 and 5 2 and 4
A B A B A B
3 and 3 4 and 2 5 and 1
A B 6
5 1
Decomposing Numbers
A B Total Number
of Balls
Number of
Balls in A
Number of
Balls in B
A B
6 0 6
A B 6 1 5
A B 6 2 4
6 3 3
A B 6 4 2
A B 6 5 1
A B 6 6 0
Composing Numbers
Hidden
6 balls and 3 balls is 9 balls

A B or
3 balls and 6 balls is 9 balls
9
6 3
Adding Numbers
A B
6 balls and 3 balls is 9 balls 3 balls and 6 balls is 9 balls

6 and 3 is 9 3 and 6 is 9
6+3=3 3+6=9
9
6 3
Adding Numbers
A B A B A B A B
0 ball and 9 balls is 9 balls 1 ball and 8 balls is 9 balls 2 balls and 7 balls is 9 balls 3 balls and 6 balls is 9 balls
0 and 9 is 9 1 and 8 is 9 2 and 7 is 9 3 and 6 is 9
0+9=9 1+8=9 2+7=9 3+6=9
A B A B A B A B
5 balls and 4 ball is 9 balls 6 ball and 3 ball is 9 balls 7 balls and 2 balls is 9 balls 4 balls and 5 balls is 9 balls
5 and 4 is 9 6 and 3 is 9 7 and 2 is 9 4 and 5 is 9
5+4=9 6+3=9 7+2=9 4+5=9
A B A B
8 balls and 1 balls is 9 balls 9 ball and 0 balls is 9 balls
8 and 1 is 9 9 and 0 is 9
Adding Numbers
A B A B
0 + 9 = 9
0+9=9 9+0=9 1 + 8 = 9
A B A B 2 + 7 = 9
3 + 6 = 9
1+8=9 8+1=9 4 + 5 = 9
A B A B 5 + 4 = 9
6 + 3 = 9
2+7=9 7+2=9
7 + 2 = 9
A B A B
8 + 1 = 9
3+6=9 6+3=9 9 + 0 = 9
A B A B
4+5=9 5+4=7
Missing Addend
A B 5 and ? is 9
cover 5+ ? =9
9
5 4
Missing Addend
A B A B 0 + ? = 9
9+?=9 1 + ? = 9
0+?=9
2 + ? = 9
A B A B
3 + ? = 9
1+?=9 8+?=9 4 + ? = 9
A B A B 5 + ? = 9
6 + ? = 9
2+?=9 7+?=9 7 + ? = 9
A B A B 8 + ? = 9
9 + ? = 9
3+?=9 6+?=9
A B A B
4+?=9 5+?=7
Subtracting Numbers
?
A B A B
cover
Figure
?
Figure
1 2
Subtracting Numbers
?
and is ?
and is
Figure 1 4 and 6 is 9
4+6=9
and ? is
cover
cover
4 and ? is 9
Figure 2 4+? = 9
9
9 take away 4 is
9- 4=5 4 5
Subtracting Numbers
A B A B 0 + ? = 9 9 - ? = 0
9+?=9 1 + ? = 9 9 - ? = 1
0+?=9
2 + ? = 9 9 - ? = 2
A B A B
3 + ? = 9 9 - ? = 3
1+?=9 8+?=9 4 + ? = 9 9 - ? = 4
A B A B 5 + ? = 9 9 - ? = 5
6 + ? = 9 9 - ? = 6
2+?=9 7+?=9 7 + ? = 9 9 - ? = 7
A B A B 8 + ? = 9 9 - ? = 8
9 + ? = 9 9 - ? = 9
3+?=9 6+?=9
A B A B
4+?=9 5+?=7
For what
• composes
•
competencies:
and decomposes a given number
illustrates addition as “putting together or combining or
joining sets”
• visualizes and adds two one- digit numbers with sums up
to 18 using the order and zero properties of addition
• illustrates subtraction as “taking away” or “comparing”
elements of sets
• illustrates that addition and subtraction are inverse
operations
• visualizes, represents, and subtracts one-digit numbers
with minuends through 18 (basic facts)
Using Short Stories
For what grade level can the material be used?
What competency/ies is/are being addressed?
What are the prerequisite concepts and skills for the

said competency/ies?
Possible Curriculum Entry
Grade 2 Multiplication
Grade 2 of Whole
Grade Numbers
Topic
Level
Illustrates and writes a related equation for
each type of multiplication: repeated addition,
array, counting by multiples, and equal jumps
on the number (MELCS)
Competency line.
Prerequisite Concepts and Skills for the additive
approach to multiplication
multiplication
addition
Counting
skip groups of
counting counting equal
quantity
How many legs do you have?
REPEATED ADDITION
REPEATED ADDITION
REPEATED ADDITION
Leg 1 Leg 2
Leg 1 Leg 2
Leg 3 Leg 4
Leg 1 Leg 2
Leg 3 Leg 4
Leg 5 Leg 6
Leg 1 Leg 2
Leg 3 Leg 4
Leg 5 Leg 6
Leg 7 Leg 8
ARRAY
2 4
6 8
COUNTING BY MULTIPLES
NUMBER LINE
Guided Practice
Place Value Interactive Kit
1) For what competencies can the Place Value Interactive Kit be

used?
2) Think of a specific activity where this material can be used in

your class? Describe brief
Place Value Game
1) Form two competing teams. Each team must have Place
Value Interactive Kit.
2) Team 1 rolls the dice and adds the two numbers that appear.
The sum is the team’s score for that turn. Present this in the
kit.
3) Team 2 takes its turn. Do the same procedure, recording their

score using their own Place Value Interactive Kit. Then, pass
the dice to Team 1. Team 1 rolls the dice again and adds the
score to their previous score. Continue the process.
4) After 10 minutes, the team with the higher score wins.

Addition
1) Each color of straw has the following value:
red – 100 yellow – 10 green – 1
2) Using the straws, show 12 and 45. Combine the straws and
place them in the Place Value Interactive Tray.
12
+ 45
57
27
+ 35
62
Addition
124
+ 52
576
247
+ 15
262
6) Do you think we can use this material for subtraction. Explain.
Workshop on Creating
Teacher-made Manipulative
Materials for the Learning
Centers
Workshop on Creating Materials for the Learning Centers
Materials used in this session
A B
Short Stories
1) Choose a competency for a particular grade level.
2) Write a storyline that addresses the chosen competency.

Create your own material
1) Think of the learning material that you want to create.
2) Create the learning material.
3) Write the competency/ies where the material can be used.

Worksheet Templates
GRADE 2: MULTIPLICATION
• Illustrates multiplication as
repeated addition using groups of
equal quantities
• Writes a related equation for
repeated addition
22 + 22 = 44
2 x 22 = 44
21 + 21 = 42
2 x 21 = 42
20 + 20 = 40
2 x 20 = 40
15 + 15 = 30
2 x 15 = 30
Thank you for listening!
PILIPINAS
Lunch

WORKSHOP:
Manipulative Materials
for the Learning Stations
and Teacher’s Direct
Instruction

Your turn!
Return-
Demo
in MATH
263

steps correct
264
Implementing the Learning Recovery Program
PHOTO: HARRY JAMES CREO FOR USAID BASA

PILIPINAS
Topic 7a:
Video Demonstration of
the Learning Recovery
Program Lesson- Literacy

Summary of Errors of Ability Groups- (Grade 3)
List ALL the errors asked for in all the tests of ALL the members of each group.
ASSESSMENT TOOLS Full Intervention (FI) Moderate Intervention (MI) Light Intervention (LI) Grade Ready (GR)
Listening Comprehension (type of question with more Inferential and Literal Inferential and Literal Inferential Inferential
errors)
Reading Fluency (words and punctuation marks read NA NA NA NA

incorrectly, average speed in reading, & other observations)
Sentence Reading (words and punctuation marks read NA NA kaarawan none

incorrectly
Sentence Comprehension (type of question with more NA NA Inferential & Literal Inferential
errors)
Word Reading: Word Families/ Pinagsama-samang Tunog asam, isamo, masebo (stopped tanong, bisikleta, langgam, NA NA
(words read incorrectly) after word #3) hagdanan
Word Reading: Sight Words/ Mga Pantulong na Kataga ay, ang, mga (stopped after ang, mga, ng NA NA
(words read incorrectly) word #3)
Word Reading: Non-words (read incorrectly) masi, oka, iliw (stopped after masi, oka, iliw (stopped at item NA NA
word #3) #3)
Alphabet Knowledge- Letter Names (named incorrectly) All except Mm

None NA NA
Alphabet Knowledge- Letter Sounds (sounds produced All except /m/ /None NA NA
incorrectly)
F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
267
F
U
L
L
I
N
T
E
R
V
E
N
T
I
O
N
268
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
269
M
O
D
E
R
A
T
E
I
N
T
E
R
V
E
N
T
I
O
N
270
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
271
L
I
G
H
T
I
N
T
E
R
V
E
N
T
I
O
N
272
M
E
E
T
S
E
X
P
E
C
T
A
T
I
O
N
273
M
E
E
T
S
E
X
P
E
C
T
A
T
I
O
N
274
The Learning Recovery Program Routine & Components
PER SUBJECT (Mother Tongue, Filipino, English)
TIME (minutes) ROUTINE COMPONENTS
30 Learning Station 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
10 Guided Practice
5 Synthesis/ Transition/ Closing
275
276
PHOTO: HARRY JAMES CREO FOR USAID BASA

PILIPINAS
Topic 7b:
Video Demonstration of
the Learning Recovery
Program Lesson-
Numeracy

Region VIII
Development of 8-week Curriculum Workshop
Numeracy Development
Demo-Video
LRP
The Learning Recovery Program Routine & Components
PER SUBJECT (Math)
TIME (minutes) ROUTINE COMPONENTS
30 Learning Center Activities Numbers | Addition | Subtraction | Multiplication and Division

• Video 9: Grouping for Learning Center, Giving Numbers- Counting, Representing, Comparing, Ordering
instructions re movement and Tracker Addition- 1-digit, 2-digit, 3-digits
• Video 4 and 5: Moving around the different Subtraction- 1-digit, 2-digit, 3-digits
Multiplication and Division- from 2s to 10s
learning centers and accomplishing the Tracker
60 • Video 10: Ability grouping

• Video 6: Distribution of Worksheet
Differentiated Learning Activities Understanding Numbers
● Teacher-Directed Instruction Addition
● Guided Practice Subtraction
● Independent Practice Multiplication and Division
● Evaluation
Video 7: Full intervention
Video 8: Moderate intervention
Video 17: Light intervention
Video 18: Grade ready intervention
15 Guided Practice: Video 19
5 Synthesis/ Transition/ Closing: Video 16
279
PILIPINAS
Break

Topic 7c:
Orientation of the LRP
Return-Demonstration
(Solo/ Pair/ Trio)

Return-Demo Participants
Observers Demo Teachers Documenters
CREDIT: HARRY JAMES CREO FOR

USAID BASA PILIPINAS
Observers Demo Teachers Documenters
- Give the rules/ reminders - Prepare the materials - They will take
- Give signals to communicate- GO, - Practice his/ her photos and short
LAST 5 MIN, and STOP return-demo part clips of the demo
- Ask the RTs to give feedback to other teachers in action..
individually and with
RTs at the end of the return-demos
group
- The observers may give additional
- Conduct a 15-min
feedback to the RTs who gave a demo
and also those who gave feedback return demo
282
Instructions for Return-Demo on (date)
1. Find your partner who was randomly assigned to you within your division.
2. You will be assigned to a room, a subject area, and cases for your class’ ability groups.
3. Review the starting point of your lesson based on your remedial plan.
4. Prepare the materials that you created for the learning stations. Remember that the learning stations of
Mother Tongue, Filipino, and English are Reading, Writing, Listening, and Speaking. For Math, the
learning stations are Numbers, Addition, Subtraction and Multiplication/ Division..
5. Prepare also the materials for your instruction during the differentiated learning activities.You may
create new materials but you may also use the teacher-made manipulative materials. Print the
worksheets for each group.
6. You may create additional materials if you need to.
7. You AND your partner will be given a total of 30 min to conduct your return-demo. Solo demos will
last 30 min. For a group with 2 members, each member will be given 15 min. For a group with 3
members, each member will be given 10 min The observers and RTs will be given a total of 10-15 min.
to give their feedback.
8. We will meet at 8AM to review the guidelines, organize the groups, and entertain your questions.
Then, we will leave our venue at 8:15AM. We need to be at the (name of school) by 8:30AM to start
thee return-demos right away. Then, we need to be back at our venue before 3PM for a few minutes of
the sharing of the observers’ general feedback, sharing of the participant’s reflections. Then, we will 283
have our training demo by 3PM. After that, we will have our Closing Program and lunch at 4PM.
LRP Classroom Implementation Checklist
PREPARATION YES NO REMARKS
Lesson Planning
1. The teacher chooses lessons that address the literacy and numeracy needs based on the
assessment results.
2. The teacher chooses Learning Center activities and materials that are aligned with the
targeted skills in the Lesson Map.
3. The teacher chooses worksheets that are aligned with lessons that have been taught and can
be done independently by learners.
4. The teacher selects teaching strategies that are appropriate for the lesson, targeted skill, and
learners.
5. The teacher prepares teaching materials that are appropriate for each ability group.
Classroom Set-up YES NO REMARKS
1. The teacher designates different areas for unstructured learning for:
A. Reading, Writing, Listening, Speaking (Mother Tongue, Filipino, English)
B. Understanding Numbers, Addition, Subtraction, Multiplication and Division (Math)
2. The teacher designates different work areas for each ability group.
3. The teacher designates a meeting area for his/her direct instruction.
LESSON FLOW
Learning Centers
1. The teachers give the learners time to work on activities in each Learning Center.
2. The teacher guides learners to circulate around all the learning centers within the allotted
Differentiated Learning Activities YES NO REMARKS
1. The teacher gives clear instructions to the students on how to answer the
worksheets.
2. The teacher meets each ability group one after the other at the meeting area for
direct instruction within the allotted time.
3. The teacher ensures that direct instruction includes review of previous lesson,
presentation of new lesson, and guided practice.
4. The teacher gives reminders about the worksheets to the learners before they go to
their work area.
Guided Practice
1. The teacher circulates around the work area to check if the learners need help or
guidance and if they are done with their worksheets.
2. The teacher directs the learners to the learning centers when there is still time left.
Synthesis YES NO REMARKS
1. The teacher recaps the lesson and transitions to the next subject.
FORMATIVE ASSESSMENT
1. The teacher checks the worksheets and records the scores.
2. The teacher evaluates the results of the worksheet and assesses if the learner can
progress to the higher ability group.
3. The teacher monitors the activities accomplished by the learners.

DAY 3 Return-Demo Day Schedule
TIME NO. OF PROGRAM VENUE
MIN
8-8:15AM 30 Review Guidelines/ Q&A Hotel
8:15-8:30AM 15 Go to the school
Mother Tongue- W & SB Filipino English Math
8:30-9:15AM 45 Group 1’s LRP Classroom Implementation Demo with Feedback School
1045-11:30AM 45 Group 4’s LRP Classroom Implementation Demo with Feedback School
11:30AM-12:15PM 60 LUNCH Venue
12:15-1PM 45 Group 5’s LRP Classroom Implementation Demo with Feedback School
288
1-1:45PM 45 Group 6’s LRP Classroom Implementation Demo with Feedback School
CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS
questions?
Do you have
CREDIT: 'https://www.freepik.com/vectors/people'>People vector

289
created by stories - www.freepik.com

Link to the R8 LRP Materials
https://tinyurl.com/R8-
FELT-LRP
290

Day 2 r8 Lrp Roll-out

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Day 2 r8 Lrp Roll-out

Uploaded by

Copyright:

Available Formats

PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS

ABC+: Advancing Basic Education in the Philippines

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) 5

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 LRP Remedial Plan Peer

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)

● Strategies and Teacher-made Manipulatives in MT, Fil,

February 2021 ABC+: Advancing Basic Education in the Philippines 10

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

February 2021 ABC+: Advancing Basic Education in the Philippines 12

1. Use of concrete objects

3. Acting it out/ Demonstrating

4. Use of video clips

5. Use of audio clips

6/16/2020 ABC+: Advancing Basic Education in the Philippines 20

ALPHABET A. Unang Antas ng Pagbasa-

ALPHABET A. Unang Antas ng Pagbasa-

KNOWLEDGE 1. Pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa tunog

WORD READING na pinag-aaralan.

Sasama ang mga Mama.

2. Masasama ang ama?

3. Masasama ang Mama?

4. Saan kaya sila sasama?

Using the Reading Obserbasyon Remarks

3. Sinunod ko ba ang mga

2. I can read at the right pace.

3. I can read with proper expression.

4. I observe punctuation marks.

5. I can read with understanding.

2. Masasama ang ama?

3. Masasama ang Mama?

4. Saan kaya sila sasama? 46

2. Masasama ang ama?

3. Masasama ang Mama?

4. Saan kaya sila sasama? 48

2. Masasama ang ama?

3. Masasama ang Mama?

4. Saan kaya sila sasama?

LET’S REFRESHED WARMED UP

Marungko Phrases and

Marungko Story Cards

February 2021 ABC+: Advancing Basic Education in the Philippines 102

February 2021 ABC+: Advancing Basic Education in the Philippines 103

* Consonants K, X, and Q are not taught in isolation.

3. Review the letter sound and name

4. Review the letter form

corn cat canteen carrot

Show pictures starting with Cc.

Sing the Song:

4. Review the letter form