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    Chapter 3 Output

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    Roselle Groyon Ecleo
    The document discusses a task for students to create a picture storybook for children in groups of 3-4 members. The storybook must be original, promote inclusivity, and be based on a DepEd curriculum competency for grades 1-3. It provides guidelines for the storybook's format, design, illustrations, and submission deadline.

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    Chapter 3 Output

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    Roselle Groyon Ecleo
    19 views5 pages
    The document discusses a task for students to create a picture storybook for children in groups of 3-4 members. The storybook must be original, promote inclusivity, and be based on a DepEd curriculum competency for grades 1-3. It provides guidelines for the storybook's format, design, illustrations, and submission deadline.

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    CHAPTER 3 OUTPUT

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    The document discusses a task for students to create a picture storybook for children in groups of 3-4 members. The storybook must be original, promote inclusivity, and be based on a DepEd curriculum competency for grades 1-3. It provides guidelines for the storybook's format, design, illustrations, and submission deadline.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views5 pages

    Chapter 3 Output

    Uploaded by

    Roselle Groyon Ecleo
    The document discusses a task for students to create a picture storybook for children in groups of 3-4 members. The storybook must be original, promote inclusivity, and be based on a DepEd curriculum competency for grades 1-3. It provides guidelines for the storybook's format, design, illustrations, and submission deadline.

    Copyright:

    © All Rights Reserved
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    Republic of the Philippines

    President Ramon Magsaysay State University


    (Formerly Ramon Magsaysay Technological University)
    Iba, Zambales, Philippines
    Tel/Fax No.: (047) 811-1683

    COLLEGE OF TEACHER EDUCATION

    BACHELOR OF ELEMENTARY EDUCATION

    Reading stories plays a vital role in the growth and development of learners. It
    helps learners develop and hone their knowledge, attitude, values, and skills. Stories are
    useful sources of information that allow learners to be imaginative and to explore ideas
    beyond what are written on prescribed textbooks (DepEd Memo No.090, s. 2019).

    Reading stories with children introduces them to the complex nature of language
    and helps them in acquiring important language skills. However, the type of books read
    to children contributes to the depth of their learning. Different types of genre books are
    associated with different amounts and types of language and each will encourage a
    different dialog or conversation with children. One type of storybook is the Picture
    Storybook.

    Picture Storybooks

    Text and illustrations tell the story in picture story


    books. This type of book is especially appropriate for young
    children because the colorful and clear illustrations and artwork
    support a simple story line. The illustrations often provide
    additional information not covered in the text. Rhyming stories
    and books with repeated patterned sounds are particularly
    interesting to children. Picture storybooks remain children's
    favorite books long after their preschool years.

    Picture books bring tremendous benefits to kids who are in the early stages of
    developing their reading skills. Illustrations shown alongside text offer invaluable tools to
    help kids build understanding, fluency, vocabulary and other foundational literacy skills.
    The imagery in a picture book brings the pages to life, serving as a visual roadmap for
    the story.
    CHAPTER 3 OUTPUT

    TASK DESCRIPTION: Students will be grouped into 8 with 3-4 members each and
    will create a Short Story for Children (Picture Storybook).
    Mechanics:
    1. Stories must be ORIGINAL and must promote the concept of inclusivity. To serve its
    purpose, stories must be based on at least one learning competency for Grades 1-3 of the
    DepEd curriculum.
    2. It shall be written in English.
    3.It shall consist of texts and illustrations. For illustrations, you may draw or you may use
    software for the graphics design (Adobe Photoshop, Adobe Illustrator, CorelDRAW, etc)
    4. For text, Font Style: Times New Roman/Arial/Century Gothic
    Font size: 28-30(G1);26-28(G2);24-26(G3)
    5. No. of words-at most 36 words (Grade 1);64 words (Grade 2); 100 words (Grade 3) per page
    6. Book size-A4
    7. No. of pages- no required number of pages
    8. Number of lines and words-no required number of lines per page
    9. No accompanying processing questions and supplementary activities.
    10. 4 cover pages (front cover, inside front cover, inside back cover, and back cover)
     Front Cover-Title (with illustration)
     First Page- a short synopsis and a teaser to the story (at least 50 words)
     Back Cover- A short information about the writers
    11. Book design and illustration should adhere to the story’s purpose, intent, and/or message.
    12. As much as possible, maximize the use of illustrations and photographs depicting the
    country’s setting and environment.
    13. To be submitted on or before Dec.11.

    Ablog.Sherry Mae Mejila, Ivy Grace


    Soria, Andoy Fortin, Glen Marie
    Exiomo, Dannilyn Reformina, Ginae Ruyvyc
    Dela Rosa, Shenalyn Toledo, Dennis
    Antonio,Danica Mae Salazar, Brionne Shanne
    LAbitoria, Mannielyn Almandares, Berlyn
    Ecleo, Roselle
    Dumalsin, Fely Madriaga, Scierose Anne
    Arabe, Renalyn Adolfo, Sofia
    Generale, Melanie Emperador, Ma.Chaira
    Bernardino, Angelica Marie Langit, Eunice
    Paulo, Christine Cajefe, Rebecca
    Balanag, Wilma Cayaga, Erlisa

    Competencies (based on MELCs) for Grades 1-3 in English subject are provided in the next page.

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