ASSIGNMENT NO.

Congratulations! You have finished the first lesson of this module. It is now time for you to apply what you have learned.

A. Here are the checklists of developmental behaviors of children from Kindergarten to Grade 3. Download and study the
checklist for the grade level that you are teaching.

Developmental Behaviors Checklist of Grade 3

B. Observe and describe the literacy behaviors of one of your students using the checklist, and then answer the following
questions:

1. Which behaviors does your student exhibit?

They exhibiting the following:

- In the Physical milestone, muscles gain strength, can run farther, ties shoes and do zippers up.

- In Cognitive milestone, they can use complex sentences and different types of sentences to express ideas clearly. They learn how
to do addition and subtraction with regrouping.

- In their language, they can understand what they read and begin to move from “learning to read” to “reading to learn”.

- When it comes to their emotional, they tend to enjoy being part of a group and share secrets and jokes with friends.

2. Which of your student's behaviors do you think shows the greatest evidence of being literate?

- If the child shows and know how to use language with confidence like in listening, speaking, writing and reading.
Note: This is an open-ended assignment with no "correct" answers. This assignment can help you become more aware of the
different developmental behaviors that young learners display. To maximize the use of these checklists, you can:

 Observe some learners over a period of time (monthly, quarterly, etc.) to see whether they are displaying more of these
behaviors over time;
 Think about activities that you can plan and implement in class, to provide more opportunities for learners to display
these behaviors; and
 Study the behavioral expectations of learners one grade level above and one grade level below the grade level you are
teaching, to see whether you can help bridge gaps, if any.

C. Discuss your observations with your colleagues during your first LAC session.

ASSIGNMENT NO. 2

Watch the demonstration video and observe the activities that the teacher and students are doing.

Then answer the following questions:

1. What activities did the teacher undertake with the students?

2. Which of the literacy domains discussed were targeted in each activity?
3. Does one activity address only one domain at a time? Is it necessary to have one activity for each domain?
ASSIGNMENT NO. 3

Analyze your own class session OR observe a colleague's language and literacy class (i.e., MT, Filipino, or English class)

2. Download and print Assignment 3 Worksheet

3. Table 1, Column 1 lists some of the features of developmentally appropriate practices that help develop early literacy skills in
young learners. Based on your recollection of your chosen class session or your observation of your colleague's class, accomplish
the table in the worksheet.

4. If your answer to a question is yes, provide a specific example from the class session you chose to recall or observe for this
activity. If your answer to a question is no, provide a specific example that you can implement in your next class.

5. Accomplish Table 2 and reflect on your answers.

Download and accomplish Assignment 3 Worksheet here.

NOTE: This is an assignment with no “correct” answer. As a teacher, you are encouraged to reflect on your teaching practices in
the classroom.
ASSIGNMENT NO. 4

Read the story indicated in the list below for the grade level that you are teaching.
Kindergarten: Si Pilong Patago-Tago
Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times

2. Answer the following questions:

. a. What specific qualities of the book/text do you think will appeal to your students?
Use Table 1 of the worksheet as your guide.
. b. What benefits will the book/text provide for your students?
Use Table 2 of the worksheet as your guide in identifying the possible benefits.

3. Assess how well you did the assignment. Use Table 3 as your guide for self-assessment.

4. Share your answers at your next LAC session.

Download and accomplish Assignment 4 Worksheet here.

NOTE: The assignment has no “correct” answer. Answers will depend on your particular set of learners. This exercise serves to
help you develop an eye for good quality children’s literature that you can use in your classes.
ASSIGNMENT NO. 5

In this assignment you will do a read-aloud or shared reading session with your class. You can do this individually or with
colleagues. Follow the steps below.

A. Preparing for the read-aloud or shared reading session

(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the same grade level.)

1. Reread the story you chose for Activity 2 and Activity 3.

2. Plan the pre-reading session for the purpose of preparing your students for the story — that is, identify the difficult words and
concepts and plan how you will unlock them with your students. Formulate your motivation question and motive question.

3. Practice reading the story aloud. Apply what we have discussed with regard to enlivening the story, and plan what questions to
pose to monitor comprehension.

B. Doing the read-aloud or shared reading session

4. Implement the pre-reading activity you prepared in your class.

5. Do the read-aloud or shared reading session with your class.

(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud session and give you feedback based
on what you have learned in this lesson. If you worked with a group in preparing for the read-aloud or shared reading session, you
can then agree to be each other's observer/s. If you worked on steps 1-3 by yourself, you can still pair up with a colleague who is
studying this module (he/she does need not be teaching the same grade level) and observe and give feedback on each other's
sessions.

C. Reflecting on your read-aloud or shared reading session

6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for Item #9)

1. Did I reread the story in preparation for the read-aloud session?

2. Did I choose difficult words to unlock, taking into account my student’s background?

3. Were the methods that I chose to unlock those words appropriate for the type of words they were?

4. Did I choose a motivation question that students can easily answer based on their prior knowledge or previous experience?

5. Did I choose a motive question parallel to the motivation question?

6. Did I choose a motive question that students can answer when they listen to the read-aloud session?

7. Did I practice reading aloud the story prior to the session?

8. Were all materials necessary for unlocking vocabulary prepared prior to the session?

9. During the read-aloud, did I —

a. Change my voice and used sound effects as necessary or appropriate?

b. Ask my students recall questions?

c. Ask my students inferential questions?

d. Ask my students to predict what will happen next at certain parts of the story?

10. Was I able to sustain my students’ attention throughout the story reading session?

Scoring Rubrics:

11-13 points = Excellent work!

8-10 points = You may have missed a few items. It would be good to take down notes so you can do better next time!

7 points or less = It looks like you may need to redo this assignment! Don’t worry, your students will enjoy a repeated reading of
the story, especially if you do it better this time around!

7. Share your observations and reflections at your next LAC session.

ASSIGNMENT NO. 6

For the story you selected in Activity 2, plan a GPU discussion by formulating a set of literal, inferential, critical, application or
integrative, and creative questions about the story.

On the GPU template, write your discussion questions in logical sequence; write the possible answers to each question; and
identify the type of question. Don't forget to base your discussion plan on the expressive and instructional objectives that you have
set out to achieve.

Download your GPU template here.

Self-evaluation
Give yourself 2 points for every "resounding yes" answer, 1 point for a "somewhat yes" answer, and 0 points for every "no"
answer to each of the following questions:

1. The GPU starts with the answering of the Motive Question asked before the story is read.
2. The questions are sequenced in a logical manner. The answer to the question triggers the next question to be asked.
3. Different types of comprehension questions are asked throughout the GPU.
4. The questions in the GPU help achieve the stated objectives of the lesson.
5. Bonus: Can some of the engagement and enrichment activities that you thought of in Activity 6 take the place of some of
your questions in the GPU?

If you scored
8 points and above = Excellent work!
4-6 points = Good enough. You can still tweak your GPU to make it better.
3 and below = Please review the relevant parts of the lesson and revise your assignment output as needed.

ASSIGNMENT NO. 7
Using the story assigned to your grade level, plan a literature-based language lesson using the explicit instruction framework.
Aside from focusing on the grammar lesson, don't forget to formulate an objective that focuses on the language function.

Download your lesson plan template here.

After completing your assignment, check how well you’re doing by clicking here.
ASSIGNMENT NO. 8

In this assignment you will try a differentiated reading session with your class. You can do this individually or with a colleague.
Follow the steps below.

A. Preparing for the differentiated reading session

1. Survey the abilities of the students in your class. You may use data from observations, worksheets, and exams. If you have the
time, you can design activities that will help you to determine the reading abilities of your students.
2. Analyze the data that you have gathered. Group your students according to their abilities. Start with at least two groups. Determine
the learning profiles of each group, and then plan learning activities for each group.
3. Draw up the schedule of learning activities. The teacher usually meets the group that needs more supervision first.
4. Prepare the materials for each learning activity. Make sure to prepare worksheets for the group to be assigned seatwork, while you
are doing oral reading work with the first group. The seatwork should be based on the students' independent reading level. These
waiting activities could serve as a review and reinforcement of the previous lessons.

B. Doing the differentiated reading session

1. Give the worksheets to the group that is scheduled for independent practice.
2. Call the group that will have their instruction time with the teacher, and teach the target skill using direct instruction to this group.

(OPTIONAL)
Ask a colleague who is also studying this module to observe your differentiated reading session and give you feedback based on
what you have learned in this lesson. If you worked with a colleague in preparing your differentiated reading session, then you can
serve as each other's observer/s.

If you worked on steps 1-3 by yourself, video-record the session and ask a colleague who is studying this module to view it and
give feedback. (Your colleague does not need to be teaching the same grade level.)

C. Reflecting on the differentiated session

1. Reflect on your experience using the following questions as a guide:

 a) What do you think worked well in your differentiated reading session? Why do you think did it work well?
 b) What did you find challenging or difficult about the activity? Why?
 c) What would you do differently if you were to do this activity again? Why?

After completing your assignment, check how well you’re doing by clicking here.
2. Share your observations and reflections at your next LAC session.
ASSIGNMENT NO. 9
C:\Users\user\Desktop\ELLN ver 2 Courseware\modules\module3\lesson2.html

In this assignment you will have a writing session with your class. You can do this individually or with a colleague. Follow the
steps bellow.

A. Preparing for the writing session

1. Review the writing activity that you thought of for the story assigned to your grade level.
2. Plan the lesson carefully. Make sure your plan includes you modeling the skill before asking the students to engage in their own
writing.
3. Prepare the materials for the lesson.

B. Doing the writing session

1. Use the story as a springboard for your writing activity.
2. Implement the writing activity that you have prepared for your class.
3. Share the writing outputs of your students.

(OPTIONAL)
Ask a colleague who is also studying this module to observe your writing session and give you feedback based on what you have
learned in this lesson. If you worked with a group in preparing for the writing session, then you can agree to be each other's
observer/s.

If you worked on steps 1-3 by yourself, you can video-record your session with your class and ask a colleague who is studying
this module (he/she does need not be teaching the same grade level) to view the video and give you feedback.

C. Reflecting on the writing session

1. Reflect on your experience using the following questions as a guide:

 a) What do you think worked well in your writing session? Why did it work well?
 b) What did you find challenging or difficult about the activity? Why?
 c) What would you do differently if you were to do this activity again? Why?

After completing your assignment, check how well you’re doing by clicking here.
3. Share your observations and reflections at your next LAC session.
ASSIGNMENT NO. 10

Choose whether you want to

A. Create a lesson plan for a subject area (like Math, Science, or Araling Panlipunan) using your chosen selection as a
springboard; OR

B. Integrate a content area subject within a language and literacy class.

If you choose A, pick one subject that you would like to use as a starting point for a lesson. Follow the steps in explicit instruction
in planning the lesson. Write the lesson plan in the Lesson Plan Template.
Lesson Plan Template

If you choose B, use the Lesson Objectives and Activities Form to plan your lesson. For the expressive and instructional
objectives in the lesson plan that you have completed, add activities that will either tap into a related content area (e.g. Social
Studies, Science, Math) or a branch of the arts (e.g. performing arts, dancing, singing, drawing).
Lesson Objectives and Activities Form

After completing your assignment, check how well you’re doing by clicking here.
ASSIGNMENT NO. 11

Click on the appropriate level to see your assignment tasks.

 For Grades 2 and 3

teachers
 For Kindergarten and
Grade 1 teachers
ASSIGNMENT NO. 12
This assignment is a continuation of Assignment 11 in Module 4 Lesson 1. Based on the results of the Phil-IRI Group Screening
Test and individualized assessment that you conducted in a Grade 3 class in your school, design a remedial program for a student
whose reading profile is at frustration level.
Remedial Lesson Plan Template

1. Prepare your Remedial Lesson Plan (Use the remedial lesson plan template to plan your lesson).

 a) Identify the skills and competencies (per literacy domain) that the learner needs to develop.
 b) Identify instructional objectives for one session/lesson anchored on the skills that the student needs to develop.
 c) Try to keep your plan within 30-45 minutes.

NOTE: You may refer to Appendix H of the Phil-IRI Manual 2018 to come up with appropriate strategies for your
learner’s needs. The appendix contains sample case studies and recommended intervention. It also lists down teaching
strategies to develop certain literacy domains/skills.

If this is your first time to plan a remedial reading lesson, you may want to consult or work with a colleague. (Two heads
are better than one!)

2. Prepare all the necessary materials for your remedial reading session.

3. Implement the lesson. Note down the number of minutes it takes to complete each component in your LP.

4. Reflect on your lesson / session.

 a) Did you complete the lesson within the suggested time frame?
 b) What went well? Which lessons/activities did the student enjoy the most? Which did he learn from the most?
 c) What portion(s)of the lesson need(s) to be improved? Which lesson objectives were not met?

5. After completing your assignment, check how well you did by clicking here.

6. Share your insights and observations in the next LAC session.

ASSIGNMENT NO. 13

Reflect on the way you teach Math or observe a Math class in your grade level. Answer the following questions based on your
reflection or observations:

1. What approach or method did you or the teacher you observed use in teaching Math? How effective is this method for the
particular set of learners being taught?

2. What learning materials did you or the teacher you observed use? How appropriate are these learning materials for the Math
concept, and for the particular set of learners being taught?

3. If given the opportunity to redo the lesson, how else would you teach the same topic to the same class?

Be ready to share your answers at your next LAC session.

ASSIGNMENT NO. 14

A. Observe a Math class in your grade level and then answer the following questions:

 1. What Math concept or skill did the teacher introduce?

 2. How did the teacher introduce the concept?
 3. What activities did the teacher give?
 4. What materials did the teacher use?
 5. What comments and suggestions do you have regarding the teacher's lesson?

B. Based on your observation of the Math class (in A above), reconstruct and revise the lesson plan for the class, as needed, following
this format:

 a. Objectives
 b. Materials
 c. Procedure

 i. Introduction
 ii. Guided Practice
 iii. Individual Practice
ASSIGNMENT NO. 15

Congratulations! You have finished the third and last lesson of Module 5! It's now time for you to apply what you have learned in
this lesson.

A. Choose a Math topic for your class and plan a pre-assessment activity that will give you an idea of your students' preliminary
understanding of the topic. Use the following outline:

 Grade level:
 Math topic:
 Number of students in class:
 Pre-assessment activity:
 Pre-assessment results:

B. Based on the results of the pre-assessment activity, plan a differentiated lesson for your class. Use the planning questions
below.

 1. How will you present your topic?

 2. How are you going to group your students? What is your basis for this grouping?
 3. What will be differentiated -- the content, process, or product?
 4. What are the learning activities for each group?
 5. What are the formative assessment activities for each group?
 6. What will be the summative assessment? Explain the mechanics.

Be ready to discuss your assignment at your next LAC session.C:\Users\user\Desktop\ELLN ver 2 Courseware\modules\
module2\lesson3.html