February 11, 2019-Day 1

Mr. Felix Famaran, the Education Program Supervisor in English of Calapan Division
started his discussion about Unpacking the English language Arts Level Standards thru
Clueless No More
thought provoking questions after stating his objectives that enabled the participants to
activate their schema on February 11, 2019, day 1 of the Regional Training of Teachers on
Pedagogical Retooling in Mathematics, Language and Science (PRIMALS plus JHS) at
the Grand Ballroom of Country Club Hotel, Tagaytay City.
A total of 51 participants coming Stage Standards. With the expertise of the part of
from the MIMAROPA region (divided the speaker, the participants were en- the teachers
into five groups) benefitted from the lightened and their perplexities were but most
activities and lectures provided by settled. importantly
Famaran. The teachers were refreshed To concretize the learnings, to the
about the meaning of Program Stand- Famaran gave an activity that allowed learners as Caption describing picture or
ards, Key Stage Standards, Content teachers to apply what they have they equip graphic.
Standards, Performance Standards and learned. Using the revised Bloom’s the latter of
Learning Competencies and their sig- Taxonomy of Cognitive Skills and the 21st
nificance as to why teachers must Competency Level, the Knowledge, century skills relevant to achieving the
know how and when to unpack the said Understanding and Do (K-U-D) frame- vision of the department of education.
standards. These key terms were as- works, the teachers were guided ac- He ended his talk with the quota-
signed to Carnation, Rosal, Sunflower, cordingly as to how they could unpack tion of W. James Popham, “Teachers
Lilac, and Orchid groups, respectively. learning competencies deemed neces- who truly understand what they want
“You should unpack the standards sary based on the readiness of the stu- their students to accomplish will al-
which are too broad,” was uttered by dents to learn a specific competency. most surely be more instructionally
Famaran as he tried to make his topic It is expected from the teachers successful than teachers whose under-
more comprehensible for confusion that upon returning to their stations, standing of hoped – for students ac-
and uncertainties came up on the part teaching and learning process would complishments are murky.”
Secondary Story Headline

of the participants particularly on Key even be more encouraging not just on

Sena rationalizes English language learners

SENA-SAMPLE-LAN. The participant
shows how she applies what has been
learned from the session. - Romel Madia
The good language learners:
 willingly and accurately guesses,
 wants to communicate,
 is uninhibited about mistakes,
 focuses on both structure and
meaning,
 takes advantage of practice op-
portunities,
 monitors own speech and that of
others,
 thinks in the L2, and
 addresses effective aspects of
learning
Despite the unexpected change
in schedule of the delivery of Understand-
ing English Language Learners topic,
Mrs. Maritess Sigue Sena, Master Teach-
er I of Bangbang NHS from the division
of Marinduque, still managed to realize
the objectives at hand for the session on
Monday, February 11 at Tagaytay Coun-
try Hotel, Tagaytay City.
Sena made sure that after the discus-
sion, the participants could be able to state
the characteristics of a good language
learner, distinguish learning styles and
learning strategies, explain the importance
of considering learner’s learning styles and
teaching learning strategies in the class,
discuss rationale for addressing learner’s
academic needs in the classroom, and
demonstrate desirable classroom teaching
practices that reflect gained understanding
on addressing learning styles, learning
strategies and academic needs of learners
thru her comprehensible presentation of
different lectures.
Aside from the lectures, canned video
discussion during the National Training of
Trainers (NTOT) was presented before the
participants in ensuring the quality of de-
livery of the topic.
In addition, strategies that the partici-
pants could adopt were presented through
the prearranged activities. Though the par-
ticipants were tasked to accomplish the
activities in a very short time, the learnings
of the teachers were evident through the
quality of their outputs.
With the participants’ experience dur-
ing the session with Madam Sena, it is
hoped that the participants could deter-
mine, apply, and create more appropriate
and effective strategies for the betterment
of the teaching-learning process.
COOPERATION REALLY COUNTS! The
members of Rosal group share their
thoughts on the given activity. –Lee Fonte
 Februa
Page 2
ry 11,
February 11, 2019-Day 1

Do you have difficulties in identifying the meaning of words in a text?

Then, this one’s for you.
Ma’am Precy Cunanan, MT-I of Looc National High School, imparted
her expertise in identifying context clues in her lecture entitled, Defining
Words Through Context and Context Clues. The discussion focused on the
varied activities which a teacher may use or consider in teaching Context
Clues to students. Among the stimulating activities presented were the
“Taboo Game”. In this game, students will be grouped into several
members and they will act out or mime a particular word for the other
groups to guess. Another activity that was introduced required the use of a
task sheet wherein students can be asked to insert as many root words to
the different prefixes given, and finally, the Mr/Ms S&A, patterned after the
Ms. Q&A segment from a noontime show. Here, students will give the
synonym or antonym of a word depending on the color of meta strips
drawn using the widely used expression “I believe, the synonym of...is".
Hopefully, these activities could aid the teachers in teaching this lesson
as they go back to their respective stations.

Dr. Bunquin: Never stop enhancing skills

Dr. Bernard Cueto Bunquin, used in ensuring learning to take
Asst. Principal II-SHS of Or. Mindo- place, but also a time to revisit
ro, lectured on Text Types to 51 their ways of delivering the topics
English teachers’ attendees from which were considered least mas-
the MIMAROPA region immedi- tered skills of the students.
ately after the first session in the One of the many suggested
morning on Feb. 11. strategies provided by Dr. Bunquin
Dr. Bunquin mentioned that that was found significant in ham-
"DepEd allotted P 12,875.75 per pering the mastery of some skills
teacher for this training of teachers was attributed to the types of text
on PRIMALS, so the participants being provided by the teachers to
are expected to give their best to students and how these texts are
fully absorb the ideas that the utilized. His discussion centered on
training has to offer”. He also add- differentiating the factual text to
ed that teachers should never stop literary text. He also presented the
CONTRIBUTORS:
1. Asuncion A. Ordillano /M’que honing their talents and enhancing Say the Word, Look for Clues/
2. Jovanni C. Mercado / Occ. Min. their teaching skills. More so, semi- Locate for the term, Ask yourself-
3. Gemma J. Jandusay / M’que
4. Glenn Henry V. Paz / Palawan nars like this will equip teachers for do I know the word?, Put words in
5. Lee F. Fonte / Romblon
6. Cherrie Lynne G. Albis / Or. Min. whatever problems that they may the passage (SLAP) method and the
7. Florie B. Cobradilla / Palawan encounter as a language teacher. use of different graphic organizers
8. Gauis Laurence B. Caraoa/P. P.
9. Jaspher R. Abela / P. Princesa The conduct of this training to help better the students in un-
10. Marny D. Beltran / Occ. Min.
aimed at providing teachers with derstanding the materials to be
ROMEL S. MADIA
Editor not just applicable strategies to be read.
 Februa3
Page
ry 11,
February 11, 2019-Day 1

Dalisay focuses on Noting Significant Details

By Lee F. Fonte
The PRIMALS speaker clarified various strategies in Noting
Significant Details as the seminar continuous.
Eddie Dalisay, a MT-II, SHS at Oriental Mindoro stressed the relevance of
the said topic to teaching-learning process. He also pointed out the challenge on how to create active readers in
the classroom who will be literate and critical adults.
He even elucidated that identifying implicit, explicit and significant details was an important skill for the 21st
century learners to remember while reading the text.
In addition, the relationship between the comprehension strategies and comprehension skill were emphasized
by him. He added that skills must always work in tandem with strategies. He said that learners must only be
taught the skills but must be trained to have their own strategies in understanding the text.
He further discussed a framework for teaching close reading to adolescent learners. He stressed that
adolescents need direct and explicit instructions on how to use and apply comprehension strategies. He further
stated that being able to note significant details from the text whether visual or verbal lead one to understand the
text more clearly and deeply.
To further enhance the reading skills, he introduced a lot of strategies. Question-Answer-Response (QAR) was
one of these strategies shared which according to him is a potent strategy that would surely improve the learners’
reading skills. He stressed that this strategy was developed for the teachers to teach the skills and strategy for
students to learn how to enhance their ability to answer comprehension questions through a systematic means.
With this presentation, the participants realized that the skill in noting significant details could be easy if they
have appropriate strategies to employ.