(Enclosure No. 11 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

Program Title DIVISION LED MUNICIPAL BASED ROLLOUT ON THE UPSKILLING OF THE K TO 3 TEACHERS IN EARLY
LANGUAGE LITERACY AND NUMERACY (ELLN) WITH FOCUS ON THE SCIENCE OF READING.

Implementation Date/s MAY 27-29, 2025 ( DAY 2)

Venue EAST PROSPERIDAD CENTRAL ELEMENTARY SCHOOL

Program Manager JOCELYN V. YECYEC

Documenter JANEELYN C. LLANOS

Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation

Topic/Activity

 Phonics is the method  should start  Participants

of teaching reading by phonics listened attentively
8:00am-10:00am Raymond L. Maligro
connecting sounds. assessments at the during the
Session 5:  It helps children beginning of the explanation of
understand how school year. phonics concepts
Phonics Instructions spoken language is  create a bank of such as decoding,
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 Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation
Topic/Activity

represented in written phonics activities blending, and

form we can all share. sound-symbol
 To teach learners how  align our grade- relationships.
to decode (read) and level phonics  Many were
encode (spell) words. instruction to make observed nodding
 To build automatic it more consistent or reacting
word recognition,  feel more confident positively to
which leads to reading teaching decoding examples and
fluency and now demonstrations of
comprehension.  What’s the best way phonics strategies.
 Phonemic awareness is to assess phonics  Participants
oral skills regularly showed interest
(hearing/manipulating  see the difference when the trainer
sounds), while phonics between phonics explained the
connects sounds to and phonemic difference between
written symbols. awareness phonemic
 Both are important and  phonics instruction awareness and
often taught together in needed to be so phonics instruction
early literacy systematic and  Teachers were
instruction. explicit actively taking
 Essential for beginning  notes, especially
readers to develop during the portion
decoding strategies. where phonics
 Reduces reliance on scope and sequence
guessing or was presented.
memorization.  Some participants
 It helps struggling highlighted or
readers develop copied sample word
confidence and lists, phonics rules,
accuracy. and instructional

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(Enclosure No. 11 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation

Topic/Activity

 steps
 Participants shared
classroom practices
and compared how
they introduce
phonics (e.g., use of
decodable books,
sound walls,
phonics charts).
 Grade-level groups
discussed ways to
align instruction
across levels.
 Some planned to
co-develop phonics
games and visual
aids for student
use

3
 Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation
Topic/Activity

 Vocabulary  need to do more  teachers were

development refers to than just give word actively
10:00am-12:00nn Jocelyn V. Yecyec
the process of learning lists—I should participating in
Session 6: Vocabulary and acquiring words integrate interactive
Development. and their meanings. vocabulary into exercises.
 It involves receptive daily lessons.  The trainer used a
vocabulary (words we  start encouraging mix of direct
understand when we my students to use instruction,
hear or read them) and new vocabulary in contextual
expressive vocabulary their writing learning, and
(words we use in  formulate questions multimedia support
speaking or writing) like How do I help (digital tools)
 A strong vocabulary is struggling readers  More scaffolding or
essential for reading learn vocabulary pre-teaching of
comprehension, oral when they already such words may be
communication, and have limited word needed before
academic success. knowledge?” introducing them in
 Children with a rich  “What’s the best context
vocabulary are more way to assess  The trainer used
likely to succeed in all vocabulary growth? positive
areas of learning,  align vocabulary reinforcement and
especially in reading lists across varied instructional
and writing subjects techniques to cater
 Vocabulary gaps are  do a vocabulary- to different learning
linked to rich project or styles.
socioeconomic status activity week with  Participants

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(Enclosure No. 11 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation

Topic/Activity

and home language our students reported that word-

exposure. learning strategies
(like using
mnemonics or root
analysis) were
especially helpful.

1:00pm-3:00pm Teofilo C. Wagas  Reading  Many participants  Some participants

comprehension is the acknowledge that are highly engaged,
Session 7. Reading
ability to understand, reading especially during
comprehension
interpret, and make comprehension is a interactive activities
meaning from written core skill they use like group reading
text. in daily life, exams, or discussion.
 It goes beyond just and academic tasks  Participants show
reading words—it's  realize how greater interest and
about grasping what important enthusiasm when
the text is really comprehension is taught specific
saying. beyond just reading
5
 Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation
Topic/Activity

 Comprehension is a the words.” strategies

continuous, interactive  Participants are  Learners often
process between the often surprised and struggle with
reader, the text, and interested in inference,
the context. strategies like identifying the
 Skilled readers predicting, main idea, or
constantly think, summarizing, summarizing long
question, and respond inferring, and texts.
while reading. visualizing.  This may be
 Reading  They express evident through
comprehension skills appreciation for incomplete
develop over time, being taught a answers, confusion,
starting from listening systematic or hesitation during
comprehension in early approach to tasks
childhood to complex understanding  Group work and
analysis in higher texts. pair activities help
grades.  Learners often participants clarify
 Early exposure to rich respond positively ideas and improve
vocabulary and texts to interactive and their responses.
helps build a strong collaborative  Peer discussion
foundation. comprehension often leads to better
tasks (e.g., reading answers and deeper
circles, think-pair- understanding
share)  As the session
 Many participants progresses,
find inference and participants
summarizing become more
challenging, confident in
especially when sharing answers
texts are abstract and using
or unfamiliar

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(Enclosure No. 11 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation

Topic/Activity

 Some participants strategies

gain confidence  Activities such as
after learning text annotation,
strategies, while reading games, or
others remain exit tickets receive
unsure about strong positive
applying them feedback.
independently  These methods are
 Learners often seen as engaging
prefer guided and useful for real-
reading sessions life comprehension
where the facilitator 
helps break down
texts and model
strategies.
 Participants
usually find
visualization,
questioning, and
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 Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation
Topic/Activity

connecting
strategies the most
helpful in
improving
understanding

 Fluency is the ability to  Teachers should  The facilitator

read a text accurately, model fluent demonstrates
3:00pm-5:00pm Iris T. Sayag
quickly, and with reading, give fluency well,
Session 8: Fluency proper expression. constructive showing correct
 It serves as a bridge feedback, and pace, accuracy, and
between word provide expression.
recognition and opportunities for  Uses appropriate
comprehension practice in a intonation,
 Fluent readers do not supportive phrasing, and
struggle with decoding, environment pauses to help
so they can focus more  Many participants participants hear
on understanding the are surprised to what fluent reading
text. learn that fluency sounds like
 It supports better involves more than   Explains the
comprehension and speed—it also components of
reading confidence. includes fluency (accuracy,
 Poor fluency can comprehension and rate, and prosody)
hinder understanding expression in a simple and
of the text because the  Participants often relatable manner.
reader’s focus is on recognize that their   Makes sure
decoding rather than reading tone affects participants
meaning how well others (or understand the
 Fluency expectations even themselves) difference between
vary by age and understand the reading fast and
reading level. meaning. reading fluently.
 Early grades focus on  Participants often  Provides
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(Enclosure No. 11 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation

Topic/Activity

developing fluency, respond positively opportunities for

while upper grades to echo reading, repeated reading,
focus on applying choral reading, and helping
fluency to more repeated reading participants
complex texts  Paired and group improve through
 fluency just meant reading strategies practice.
reading fast, but now I increase comfort  Encourages
know it includes and build reading participants to read
accuracy and confidence. multiple times with
expression.  Many participants support and
 Fluency is a skill that find prosody increasing
improves with practice, (expression) independence.
and participants often difficult at first,  Gives positive
express a desire to especially if they reinforcement, as
continue fluency- are not confident well as suggestions
building activities readers for improvement in
 Participants often a non-critical tone.
express gratitude  Some participants
for the facilitator’s read too quickly,
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 Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation
Topic/Activity

clear and simple sacrificing accuracy

breakdown of and expression.
fluency  Others read too
components slowly, struggling
(accuracy, speed, with word
expression) recognition and
 Participants fluency flow.
respond well to  This shows the
interactive and need for
engaging fluency- individualized
building activities pacing and
led by the practice.
facilitator.  Some are hesitant
 Participants ask or self-conscious
thoughtful when asked to read
questions, aloud.
indicating  This suggests a
engagement and a lack of exposure to
desire to apply the model fluent
facilitator’s reading and oral
teaching more reading practice
precisely.  These decoding
 challenges hinder
fluency and
comprehension
 Participants begin
to notice their own
reading habits,
such as rushing,
mumbling.

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(Enclosure No. 11 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

Time and Facilitator Key Ideas Participants’ Response Documenter’s Observation

Topic/Activity

 The facilitator often

inspires learners to
set fluency goals
and practice
independently after
training.

Photo Documentation

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(Enclosure No. 11 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

PD Program Documentation Form

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