ELLN Assignments 2021

ROSARIO ELEMENTARY SCHOOL
Activity 1
Here is a list of what children can do at different ages. Click on each behavior and drag it to the correct
blank in the table below.
Early Language Literacy and Numeracy: Activities and Assignments

PHYSICAL SOCIO-EMOTIONAL LANGUAGE
ELLN DIGITAL: Activities and Assignments

5 years old
6 years old
7 years old
8 years old
Activity 2
1.Here is a checklist of developmental behaviors of children in Grade 1.
2. Watch the two video clips below showing Grade 1 children in different situations. In the checklist for Grade 1
children, tick the developmental behaviors that you observed among the children in the two video clips.

Assignment 1
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.
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?
The behavior that my Kinder learners exhibit are the behaviors on number 1,2,3,9,10,12,14,15,16, 19
and 20.
2. Which of your student's behaviors do you think shows the greatest evidence of being
literate?
Behavior number 1-Connects information and events in text to life and life to text experiences.
Activity 1

1. Watch this video on bridging and the different ways it is implemented in the classroom.
2. While watching, keep in mind the following questions and jot down your answers to each:
1. Which domains can be explicitly bridged or transferred? Give specific examples.
 Skills in phonological awareness (for example,can count words in a sentence, give the unit sounds of a given word b/a/t/=bat)
 Book and print knowledge (for example, knows that the book should be hold right up side)
 Listening comprehension (answering wh questions)
 Reading comprehension (for example, can answer comprehension check-up)
 Study skills (for example, sensing cause and effects and sequencing events of the story)
 Attitude towards language, literacy, and literature (for example, has her own taste of the book she wants to read)
2. Which domains give some opportunity for bridging or transfer? Give specific examples.
Skills in alphabet knowledge, phonics and word recognition, spelling, and grammar can also be transferred, but because of language
differences it must be taught in explicit way. (modelling)
For example, the sound of the letter A in Filipino is Ah-ah-ah but in English it has two sounds /Ah/ and /Ey/. The same with letter I and
letter U.
3. Which domains have limited opportunity for transfer or bridging and need to be taught again in the new
target language? Give specific examples.
Oral language and vocabulary skills are domains that have to be taught again in the new target language.

Activity 2
1. Think about some play activities that you have implemented or are planning to implement in your classes and write them in column 1

below.
For each example, indicate what kind of play it is (whether constructive, dramatic, or a game with rules).
In the last column, write a brief note about how you think this play activity will help your students learn better.
TYPE OF PLAY HOW DID/HOW DOES THE PLAY ACTIVITY

SAMPLE PLAY ACTIVITIES (CONSTRUCTIVE PLAY, DRAMATIC PLAY, OR HELP YOUR STUDENTS LEARN THE LESSON
GAME WITH RULES) BETTER?
Clay Molding Constructive Play Develops creativity.
Shoe Lacing /Dress Butoning Activity Functional/Practice Play Strengthening learner’s fine motor skills and
self-help skills.
Role Playing of the Different Community Dramatic Play Strenghtening concept of community
Helpers helpers.
Develop their speaking skills.
Play “Aso at Pusa” Games with rules Strenghtening social skills and psychomotor
skills.
Assignment 3
Table 1

Features of developmentally appropriate YES NO A specific example that you observed in your or your colleague’s class, or a
language and literacy classes specific example that you can implement in your next class
1. Do you give your students opportunities to / Kamustahan Time every beginning of classes.
talk to each other?
2. Do you give your students opportunities for / Yes during Free play.
self-talk?
3. Do you give your students opportunities to / yes during their independent practice activity.
practice or apply literacy skills?
4. Do you use play as a tool for learning / The boat is sinking in Math.
Alphabet hunt to enhance Alphabet Knowledge.
5. Do you plan what to teach first and / Use of Kindergarten Curriculum Guide and Daily Lesson Log.
organize what to teach?
Table 2

QUESTION REFLECTION
Did you read and understand the Yes. K-3 learners must be given opportunities to talk,to practice or apply literacy
features of DAP skills,to use play as a tool for learning and to planned,systematic, direct and xplicit
instruction.
Did you reflect on how these yes. These features are important to apply on classroom activities so that we can
features are seen/can be applied effectively develop the literacy skills of our learners.
in your own classroom activities?
Do you plan to make changes or Yes, because sometimes I wasn’t able to apply the features of DAP like self-talk and
adjust your teaching practices as play which is very necessary to further expand the learner’s thinking and develop
a result of your understanding their social skills.
and reflection?
Based on what you have learned Change in instruction and activities.

or relearned about DAP, what There must be Balance approach in instruction incorporating DAP, use play as a
changes will you be making in learning tool and teaches skills through explicit instruction.
your practice that would reflect
these understandings?
MODULE 2 LESSON 2:Developing in the Learner the Love for Story
Activity 1
A. Read the story Araw sa Palengke written by May Tobias-Papa and illustrated by
Isabel Roxas.
B. After reading the story, write down the words or phrases that you think might make
it difficult for your students to understand the text.
Does your list include more than seven words? If yes, do the quick test described in the
previous discussion and decide which among the words are crucial to understanding the
story.
List of words Kindergarten may be difficult to understand:

1. Magturo
2. Bayong
3. Suki
4. Palengke
5. Sariwa
6. Sari-sari
7. Kalan
8. Palayok

Activity 2
A. 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
B. After reading the story, complete Worksheet 2 as follows:
1. In column 1, write down words, phrases, or concepts in the story that might be unfamiliar
to your students. Make sure you choose only words that are crucial to understanding the story. If
your list exceeds seven words, phrases, or concepts, make a primary list and a secondary list. This
will help you gauge which words are very important to the story.
2. When you have completed your list, write down the meanings of the words in column 2.
Make sure the meanings are simple enough for your students to understand.
3. Write a simple and very brief story incorporating all of the words in your list. Make sure to
provide sufficient context clues so that your students will be able to figure out the meanings of the
words.
4. Think of strategies that will help your students to unlock the words and remember their
meanings. Write these in column 3.

Words/Concept to unlocked Meaning Manner of Unlocking
tuwid diretso pagsasadula
opisina Lugar/kwarto na larawan

pinagtratrabahuhuan
ituktok taas Magpakita ng larawan, pagsasadula
nakahain nakahanda larawan
nakasiksik Nakaipit, nakatago Larawan, pagsasadula

Write a simple and very brief story incorporating all of the words in your list. Make
sure to provide sufficient context clues so that your students will be able to figure out the
meanings of the words .
Si Monica ay mabait,magaling at masipag na empleyado.
Bukod dun siya ay napakaganda,may tuwid at mahahaba
siyang buhok. Kaya naman sa kanilang opisina maraming
humahanga sa kanya. Laging nakahain ang kanyang
matamis na ngiti para sa lahat. Sa trabaho, lagi niyang
iniisip ang mga payo ng kanyang mga magulang na
makisama sa mga ka-trabaho at maging matapat sa mga
responsiblidad na sa kanya ay ibinibigay. Ang mga payong
ito ay nakasiksik sa kanyang puso, kaya naman madali
niyang nakamit ang ituktok ng tagumpay. Siya ay
napromote sa kanyang trabaho.
Activity 3
For the story you selected in Activity 2, formulate a motivation question and a motive question
that would entice your students to listen to the story and allow them to develop a purpose for
reading the text.
Si Pilong Patago-tago
Motivation: Kapag naglalaro kayo sa bahay ng taguan, saan ka madalas nagtatago?
Motive: Saan kaya madalasmagtago si Pilo?
Compare your answers with the sample Motivation-Motive questions in Handout 3.
Evaluate your motivation-motive questions. Can you answer "yes" to the following questions? If
not, try improving your motivation-motive questions.
 1) Does your motivation question help your students think about their previous experiences?YES
 2) Is your motivation question open-ended? Does it have no “correct” answer?YES
 3) Would it be easy for your students to answer the motivation question?YES
 4) Is your motive question related to your motivation question?YES
 5) Is the answer to the motive question found in the first few pages of the book?YES

Assignment 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?

MODULE 2 LESSON 1:Children's Literature in the K-3 Classroom
Activity 1
In the table below, list under the different types of children's literature the children's books
that are available in your school.
Genres of Children's
Literature
K-3 Books available in your classroom/school
Title Author Illustrator
I.Poetry Hickory Dickory Dock Oliver Goldsmith William Denslow

II. Prose
A. Fiction
1. . Traditional Literature
2. . Modern Fantasy Ang Bisikleta ni Momon Rebecca Anonuevo Jo-Ann Gando

Si Monica Dalos-Dalos L.E. Antonio at P.T. Martin Renato Gamos
3. Science Fiction
4. Contemporary Realistic
Fiction
5. Historical Fiction
Activity 1
In the table below, list under the different types of children's literature the children's books
that are available in your school.
Genres of Children's
Literature
K-3 Books available in your classroom/school
Title Author Illustrator
B. NON FICTION
1. Biography Isang Taon na si Beth Rene Villanueva Peter Espina
2. Historical Books

ODULE 2 LESSON 1:Children's Literature in the K-3 Classroom
Assignment 4 Worksheet Table 1: Questions for Evaluating Children’s Stories

Assignment 4 Worksheet Table 1: Questions for Evaluating Children’s Stories
The story is appropriate to

Kindergraten learners, it has the
good quality a book must possess..
We must know the features of good

quality literature so that we can
choose a book/story that is
appropriate to our learners.
Yes. They learned new vocabulary Each set of learners has different
from the story. features of books that we need to
consider.
Especially if the story introduces
concepts and ideas that are new to
them.
The story develops the socio emotional of

our learners through the emotions portray
by the characters.
They able to predict the next scene and

sometimes the ending of the story because
of their imaginative thinking.

MODULE 2 LESSON 3:Developing Comprehension

Activity 2
1. Read the story indicated in the list below for the grade level that you are teaching.
Kindergarten: Si Pilong Patago-Tago
2. Formulate expressive objectives for the lesson during which you will read this story with your class.
Write your expressive objectives in this worksheet.
3. Compare your answers with the expressive objectives found in this handout.

Activity 3
Instructional objectives focus on the development of specific reading and

writing skills that help readers to appreciate insights, values, feelings,
experiences, and examples of craftsmanship in the reading text. Thus, the
instructional objectives and expressive objectives of a reading lesson are
related to each other.
Match the instructional objectives below with the relevant expressive

objectives listed in the table by clicking and dragging each instructional
objective to the blank across the expressive objective that you think it is
aligned with. (NOTE: There can be more than one answer for each blank.)



Activity 4
Decide which dimension or level of comprehension each question below represents.

Activity 5
Arrange the following questions in a logical sequence by clicking on each item and dragging it to where you
think it should be in the sequence. Then reflect on why these questions need to be sequenced in this manner.

Activity 5:Answer
Arrange the following questions in a logical sequence by clicking on each item and dragging it to where you think it should be
in the sequence. Then reflect on why these questions need to be sequenced in this manner.

Activity 6
For the story you selected for Activity 2, plan short engagement activities as well as an
enrichment activity that you can do with your students to develop reader response.
Check your engagement activities. Can you answer "yes" to the following questions? If not,
try improving your engagement activities.
1.Do the engagement activities help the students focus on some elements of the story (for
example, characters, events, setting)? YES
2.Do the engagement activities help the students achieve your lesson objectives?YES
3.Is your enrichment activity open-ended? Does it go beyond the story?

-YES it is an open ended, it is in the form of a game as an application of the story being
read.
4. Does the enrichment activity encourage a creative response from the learners?
-YES, because just like Pilo they will find places hard to locate just like what Pilo did.

Assignment 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.
Si Pilong Patago-tago
Kindergarten
Maunawaan na may tamang oras para sa paglalaro.

Masiyahan sa larawan at diyalogo ng mga tauhan sa kuwento .
Maibigay ang kahulugan ng mga bagong salita.

Makilala ang mga detalye.
Mahinuha ang mga nararamdaman ng mga tauhan.

Assignment 6
Tuwing kailan kayo naglalaro Tuwing maliwanag ang INFERENTIAL

ng taguan? buwan.
Ano ang madalas sabihin ni LITERAL

BULAGA!
Pilo upang gulatin ang mga
naghahanap sa kanya?
Ano ang ibig sabihin ng Lalagyan ng mga gamit. LITERAL
aparador?
Sino-sino ang mga kasama sa Nanay, Tatay. Kuya at ate. LITERAL

bahay na naghahanap sa kanya??
Gagawin mu rin ba ang Hindi, upang di mag-alala si
pagtatago kay Nanay kapag Nanay. INTEGRATIVE
kayo ay nasa palengke?

Assignment 6
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. YES
2.The questions are sequenced in a logical manner. The answer to the question triggers the next question
to be asked. YES
3.Different types of comprehension questions are asked throughout the GPU. YES
4.The questions in the GPU help achieve the stated objectives of the lesson. YES
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? YES
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

MODULE 3 LESSON 1:LANGUAGE LEARNING
Assignment 7 GRAMMAR AND ORAL LANGUAGE LESSON PLAN USING EXPLICIT
TEACHING FRAMEWORK
Using the story Objectives Maibigay ang kahulugan ng mga bagong salita.
assigned to your Mga layunin
grade level, plan a
literature-based
Introduction Sino sa inyo ang mahilig maglaro ng taguan?
language lesson Pagpapakilala
using the explicit Saan-saan kayo madalas magtago?
instruction Tuwing kailan kayo naglalaro ng taguan?
framework. Aside
from focusing on . Katulad ninyo, mahilig ding magtago ang bidang bata
the grammar sa ating kuwento. Alamin natin kung
lesson, don't forget kung sino siya at kung saan-saan siya nagtatago?
to formulate an
objective that
focuses on the
language function.

Assignment 7
Presentation and Presentation: Pagbasa sa Kwento
Modeling with “Si Pilong Patago-tago”
Using the story Kahapon, nilinis ko ang tuktok ng aming aparador (Magpakita ng larawan ng
generalization
assigned to your aparador.)
grade level, plan a Ito ang larawan ng aparador na aking nilinis. Ano ang ibig sabihin ng
literature-based aparador? Saan ito makikita? Ano-ano ang maaaring ilagay sa aparador?
language lesson Modeling with generalization:
using the explicit Nakataas ang aking kamay habang nililinis ang aparador. Subukan nating
instruction gayahin ang posisyon ng aking kamay. (Ipagaya sa mga bata ang posisyon ng
kamay sa loob ng isang minuto.) Hindi ba’t nakangangalay ang
framework. Aside ganitongposisyon?
from focusing on Ano ang ibig sabihin ng nakangangalay?
the grammar Ano ang naramdaman ng inyong mga braso?
Ano ang iba pang po sisyon na nakangangalay?
lesson, don't forget Katabi ng aming aparador ang lalagyan ng maruming damit. Matagal-tagal nang
to formulate an hindi nakapaglababa ang aking nanay kaya naman marami na kaming tambak
objective that na labada. Narito ang larawan ng aming tambak na labada. Ano ba ang ibig
sabihin ng tambak na labada?
focuses on the
language function.

Assignment 7
Using the story

assigned to your
grade level, plan a
GUIDED .
literature-based PRACTICE
language lesson
using the explicit
instruction Pagsasanay na
framework. Aside may gabay
from focusing on
the grammar (pangkatan na
lesson, don't forget gawain)
to formulate an
objective that
focuses on the
language function.

Assignment 7
Using the story

assigned to your INDEPENDENT Ngayon, oras na para tayo naman ang maglaro
ng taguan. Makinig kayong mabuti sa aking
grade level, plan a PRACTICE mga paalala para mas maging masaya at ligtas
literature-based ang ating paglalaro.
language lesson
-Pang-isahan o Sabihin sa mga mag-aaral kung saan-saan
using the explicit dalawahan lamang maaaring magtago. Ito ay upang
maiwasan na
instruction
framework. Aside
(laro) magtago sa malalayong lugar ang mga bata.
Ipaalala rin ang pag-iingat sa lahat ng oras
from focusing on Si __________________(pumili ng isang mag-
the grammar aaral) muna ang magiging taya.
lesson, don't forget
to formulate an
objective that
focuses on the
language function.

Assignment 7
Using the story

assigned to your EVALUATION MATCHING TYPE.
grade level, plan a Ikabit ang larawan mula sa Hanay A sa tamang

literature-based kahukugan nito na nasa hanay B.
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.

MODULE 3 LESSON 2: TEACHING PHONICS
Activity 1
Below are the steps for introducing the letter Pp in random sequence. Based on what you
saw in the video, indicate the correct sequence of steps by selecting the correct number
for each step (number choices are indicated in the dropdown menu next to each step).

Ask for other examples.
6
Emphasize the initial sound.
2
Present a short story, poem, or song that has a lot of words that begin with
the1target sound. Introduce each word one by one.

5 Practice writing the letter.
Show the form of the letter.
3
Introduce the name of the letter.
4

Activity 2
List as many Filipino words as you can just by using the first eight letters in the Filipino alphabet series used in the Marungko Method.
To challenge yourself a little, think of words that contain at least one of the last three letters (b e u). The eight letters are shown below
3-letter words 4-letter words

ubo usa uso ubas masa misa musa
ube isa buo ubos sabi bisa basa
abo aso baso base sebo mesa
bao asa beso
Iba aba
5-letter words 6-letter words

umubo masebo mabisa
bumuo bumasa
sumubo

Activity 3: Watch the short video about differentianted instruction and then answer the
following question:
1) How did the teacher address the diversity of her learners?

The teacher first conducted an informal assessment of her students strengths and needs by grouping them
according to their abilities, and gave each group appropriate activities suited to their current skill level.
2) What are some of the challenges she encountered in implementing this approach?
Classroom management is a challenge when implementing differentiated activities. Instead of just one set
of materials, the teacher now has to prepare three different sets of materials for the whole class. Initially,
this would be a big challenge.
3) How did her class benefit from differentiated instruction?

Working on "just right" materials with the teacher’s supervision or feedback helps students develop a skill
when they need to learn it. Children with more basic skills will not get frustrated keeping up with the rest
of the class, and children with more advanced skills will not waste their time doing something they already
know how to do. As the teacher works with each small group, she also gets the chance to interact with and
assess each child. Continuous monitoring and assessment in this manner helps the teacher fine-tune her
objectives for each group and each child in her class.

Activity 4
Below are sample assessment outputs of Grade 1 students. Each student was given
the following tasks:
Write all the letters that you know. (Alphabet Knowledge)

Read words in isolation. (Word Recognition)
Spell words dictated by the teacher. Each word was used in a sentence to provide
context. (Spelling)
Write about what you did during the break. (Composing)
Analyze each set of assessment outputs and identify the ability group (i.e., whether
fast, average, or basic) for each child.

Set A
Average Basic Fast

Set B
Average Fast Basic

Activity 5
Review this video on differentiated instruction and then classify the behaviors
below by ability group. That is, click on each ability and drag it to the box for
the relevant group.
Basic Average Fast

can identify individual can read phrases can read sentences
sounds in words with short o with short o words
can read words can write sentences
with short o words
Can read words with
short o

MODULE 3 LESSON 2:Teaching phonics
Basic Average Fast

Monday
30 mins oral work  oral work  oral work
45 mins independent work independent work independent work
60 mins evaluation evaluation evaluation
Tuesday
30 mins oral work  oral work  oral work
Wednesday
30 mins oral work oral work oral work
45 mins independent work  independent work independent work
60 mins evaluation evaluation  evaluation
Thursday
60 mins evaluation  evaluation evaluation
Friday

Assignment 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? Differentiated reading session enables teachers to meet the reading
needs of diverse learners in classrooms. This guides the teacher in strategically planning
instruction to give learners appropriate and challenging learning tasks according to their
reading ability.(novice, average or fast reader)
•b) What did you find challenging or difficult about the activity? Why?
Differentiated reading session needs different reading materials. Preparing differentiated
materials requires more time and effort than preparing single instruction.
•c) What would you do differently if you were to do this activity again? Why?
I will group my learners according to their abilities/skills in reading to easily identify the
differentiated reading session to be given with each group.

MODULE 4 LESSON 1:MAKING CURRICULUM CONNECTIONS
Activity 1
Match the topics to the subject areas by clicking on the topic and dragging it to the appropriate
blank in the table. You can use the objectives to help you classify each topic.

• Table 1. Integration across subject areas: Using Araw sa Palengke as a springboard for
different lessons (continued)
Mapahalagahan ang pagpunta PANGNGALAN Titik

sa palengke. Pp

• Table 1. Integration across subject areas: Using Araw sa Palengke as a springboard for
different lessons (continued)
Manggagawa sa pamayanan. Pagbilang ng tig-lima. Paggamit ng pandama.

Activity 2
Match each learning objective with the content area based on the given theme (click on the objective and drag it to the
appropriate blank).
The engagement activities in each content area are provided for your reference.
Table 2. Integration within a literature lesson: Deepening understanding of content area subject
matter through Araw sa Palengke

Table 2. Integration within a literature lesson: Deepening understanding of content area
subject matter through Araw sa Palengke



Assignment 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
B. 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.
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).

Assignment 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
B. 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.
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).


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ROSARIO ELEMENTARY SCHOOL

Early Language Literacy and Numeracy: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

TYPE OF PLAY HOW DID/HOW DOES THE PLAY ACTIVITY

Clay Molding Constructive Play Develops creativity.

Develop their speaking skills.

ELLN DIGITAL: Activities and Assignments

ELLN DIGITAL: Activities and Assignments

Based on what you have learned Change in instruction and activities.

List of words Kindergarten may be difficult to understand:

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

tuwid diretso pagsasadula

opisina Lugar/kwarto na larawan

ituktok taas Magpakita ng larawan, pagsasadula

nakahain nakahanda larawan

nakasiksik Nakaipit, nakatago Larawan, pagsasadula

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

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

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

Early Language Literacy and Numeracy: Activities and Assignments

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.

Early Language Literacy and Numeracy: Activities and Assignments

C. Reflecting on your read-aloud or shared reading

Early Language Literacy and Numeracy: Activities and Assignments

I.Poetry Hickory Dickory Dock Oliver Goldsmith William Denslow

2. . Modern Fantasy Ang Bisikleta ni Momon Rebecca Anonuevo Jo-Ann Gando

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

The story is appropriate to

We must know the features of good

The story develops the socio emotional of

They able to predict the next scene and

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

3. Compare your answers with the expressive objectives found in this handout.

Early Language Literacy and Numeracy: Activities and Assignments

Instructional objectives focus on the development of specific reading and

Match the instructional objectives below with the relevant expressive

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

Decide which dimension or level of comprehension each question below represents.

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

Early Language Literacy and Numeracy: Activities and Assignments

3.Is your enrichment activity open-ended? Does it go beyond the story?

Early Language Literacy and Numeracy: Activities and Assignments

Maunawaan na may tamang oras para sa paglalaro.

Maibigay ang kahulugan ng mga bagong salita.

Early Language Literacy and Numeracy: Activities and Assignments

Tuwing kailan kayo naglalaro Tuwing maliwanag ang INFERENTIAL