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THE MULTIGRADE TEACH-LEARN PACKAGE Copyright 2009 Developed and published by the Bureau of Elementary Education, Department of Education through the Staff Development Division, with the participation of competent multigrade teachers, school administrators, and advocates from different regions of the country.

All Rights Reserved

No part of this book may be reproduced in any form by any means, electronically or mechanically, including photocopying or recording without prior written permission from the Bureau of Elementary Education, Staff Development Division. First produced and printed in 2009

For more information, please call the Staff Development Division, BEE at telephone numbers (02) 687-29-48 or (02) 632-13-61, local 2058/2171.

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FOREWORD The Multigrade Teach-Learn Package is a resource guide for multigrade teachers in public elementary schools. Over the years, multigrade teachers have requested for instructional materials that would help improve their teaching skills as well as learning of their pupils, and ease them the burden of preparing adjunct lessons and related teaching devices for multigrade classes. This material, especially designed for multigrade teaching, provides lesson guides and learning exercises in different learning areas. It directs teachers on how to effectively and efficiently execute the teachinglearning activities in a class of two grade levels. It is expected that with this new multigrade instructional package, the learning performance of pupils in multigrade schools will be at par with their counterparts in monograde schools. So, to our esteemed multigrade teachers, I will discuss no more of this material for further information. In the next pages are instructions on the use of the lesson guides. Read and understand them by heart for after all, you hold the key to every childs learning. Use the guide to the optimum and harness childrens potentials, leading them to become equipped and responsible individuals. Also, I commend the writers, subject consultants, editor, and the project management staff for their collaborative efforts, enthusiasm, and creativity in coming up with this excellent material. Only the best and meaningful of multigrade teaching practices!

JESLI A. LAPUS Secretary

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FOREWORD Multigrade teachers had been struggling to prepare teaching materials for their multigrade classes. This includes writing of lesson plans and exercises and preparing other instructional devices. To respond to this frequently mentioned dilemma of multigrade teachers, the Bureau of Elementary Education through the Staff Development Division prepared this Multigrade Teach-Learn Package. The lessons in this package provide effective teaching-learning approaches as well as show the teachers movement in a multigrade class as she/he shifts from one grade to another. Thus, teaching time is spent efficiently and productively. The lessons in the package are suggestive in nature. Teachers may adopt or modify them to meet the pupils needs. Likewise, they could utilize available visual aids or exercises to augment the lessons as necessary. However, teachers should be aware that each learning area has specific instructions on how the lessons should be delivered. These should be noted so that the lessons are taken up appropriately and effectively. I believe that with the use of this material, multigrade teachers will be able to carry out the objectives of the lessons operationally, and thus contribute to the improvement of teachers teaching skills and pupils learning performance. Again, with the Multigrade Teach-Learn Package, the challenge of teaching multigrade classes could become a little easier!

YOLANDA S. QUIJANO Director IV, BEE

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ACKNOWLEDGEMENT The project management staff of the Bureau of Elementary Education acknowledges the participation and contributions of the following in the development, production, and bringing into fruition of this teaching-learning material for multigrade classes: The regional directors and schools division superintendents, who generously responded to our requests to send writers from their regions and divisions; The writers multigrade teachers, principals, coordinators, and advocates who were challenged to give their best in writing the guides and learning exercises the multigrade way; The illustrators, who never tired portraying images, graphics, and scenery to enhance understanding of lessons and make learning more interesting and enjoyable to children; The encoders, who spent countless hours encoding and formatting the lesson guides; and The project coordinator, support staff, and editor for all grades and subjects who devoted and spared wakeful nights reviewing and editing the materials during and after the workshops. We could not have accomplished this enormous task of providing excellent materials to our multigrade teachers if not for the efforts and cooperation of our respected and skillful partners. Our gratefulness would not suffice the time, energy, and expertise they shared in finalizing these lesson exemplars. We salute their proficiency!
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THE PROJECT MANAGEMENT TEAM Yolanda S. Quijano Angelita M. Esdicul Fe M. Villalino Jocelyn S. Tuguinayo Director IV, BEE Director III, BEE OIC-Chief, SDD, BEE OIC-Asst. Chief, SDD, BEE

PROJECT COORDINATOR/WRITER Jaime B. Bunga Senior Education Program Specialist ASSISTANT PROJECT COORDINATOR Paz Levita V. Galapir Education Program Specialist II OVERALL EDITOR/WRITER Aurea Jean A. Abad Editor/Consultant RESOURCE PERSON/WRITER Catalina D. Credo Education Supervisor DepED, Negros Oriental Dane Publishing House, Inc. SDD, BEE SDD, BEE

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THE ENGLISH WRITERS TEAM Name Belen Sibal Dylin Garcia Ma. Sheila V. Lagoda Alice Angeles Ester Futalan Marires Abansado Designation Asst. Chief, EDD (Retired) Principal Principal ES I Principal Principal Office/Agency DepED, Region II DepED, Quezon DepED, Naga City DepED, Catanduanes DepED, Negros Oriental DepED, Negros Oriental

SECRETARIAT AND SUPPORT STAFF Adelaida B. Gawiran Cleotilde Y. Ferrer Elizabeth G. Owit Glenda M. Granadozin Glotilde de Guzman Rommell B. Liwanag Ronald M. Rosales Cholita Tiong Rebecca Cortes Gloria Yungca Senior Education Program Specialist Education Program Specialist II Education Program Specialist II Administrative Assistant Administrative Aid Administrative Staff Administrative Staff OIC-Assistant Chief Administrative Assistant III Cashier III SDD, BEE SDD, BEE SDD, BEE SDD, BEE SDD, BEE Office of the Director, BEE Office of the Director, BEE Accntng. Division, DepED, CO Accntng. Division, DepED, CO Cash Division, DepED, CO

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ENCODERS Marcelino Bataller Roy Concepcion Glotilde de Guzman Rowena Dio Romeo Granadozin Anna Lourdes A. Abad Henry Lee A. Magahis Ronnel C. Adani Jonever Bergavera Florian F. Cauntay Abigail Alzona Annabelle D. Verde Arlene L. Berdera April Anne I. Marcos Marian A. Anastacio Monaliza A. Ibarra Administrative Aid Administrative Aid Administrative Aid Administrative Aid Admin. Assistant V Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder Freelance encoder CDD, BEE CDD, BEE SDD, BEE SDD, BSE Office of the Asst. Sec., DepED

ILLUSTRATORS Eric de Guia Fermin Fabella Administrative Assistant II Administrative Assistant II Office of the Director, BEE Office of the Director, BEE

INTRODUCTION The Department of Education, in its desire to improve access, equity, and quality of elementary education in the country, expanded its delivery of education through the Multigrade Program in Philippine Education (MPPE). The MPPE is one of the priorities in the implementation of programs and projects of the Bureau of Elementary Education (BEE) considering that multigrade schools are among the low-performing centers of learning in the country. These schools often have insufficient instructional materials and facilities, and fewer qualified teachers to handle multigrade (MG) classes. Teachers in these schools are faced with the challenge of teaching two or more grade levels using curriculum for each corresponding grade level. Likewise, they assume the task of planning and organizing instructional activities that cater to the needs of a class with two or more grades. Consequently, the teachers are compelled to develop extra materials and design teaching strategies to make pupils engage meaningfully in the learning activities. The Bureau of Elementary Education through the Staff Development Division seeks to underpin support to the plight of these teachers through training and intervention programs which include development and provision of teaching and learning materials. Among the materials developed by the BEE and selected field education officers is the Multigrade Teach-Learn Package (MG-TLP). The MG-TLP contains multigrade lesson plans and pupils learning exercises in different learning areas that augment those found in existing textbooks in public elementary schools. With the use of MG-TLP in MG schools, it is expected that pupils learning performance will be improved. Initially, this MG-TLP in Mathematics I and II consists only of lesson plans for the first and second grading periods. The BEE desires so much to provide you with the complete lesson guides for all grading periods. However, constraints such as development and evaluation of the lesson guides take time and muscle to
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complete. Generation of funds for this project is also a big consideration. So, the complete lesson plans for the third and fourth grading periods shall be distributed to you as soon as they are through and ready for use. FEATURES OF THE MG-TLP The lessons are written in a semi-detailed form following the specific steps in lesson development from preparatory to evaluation activities. They are drafted in a two-column format for a combination class of two grade levels such as Grades I and II, Grades III and IV, and Grades V and VI. The lessons put emphasis on the teaching flow or movement of the teacher from one grade to the other. Icons are placed on the right side of each column to signal the flow of teacher movement from the start of the lesson to the end. The icons are as follows: The group/grade is having seatwork with some monitoring and supervision by the teacher. The children are doing group activity with some guidance and monitoring by the teacher. The teacher is directly teaching or assessing the group/grade. The group/grade is performing on the assigned task with the guidance of the pupil-teacher. The teacher monitors the group from a distance.
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The group/grade is having free activity with the guidance of the pupilteacher. The group/grade is given a very short activity enough for the teacher to give instruction to the other group.

DEVELOPMENT OF THE MG-TLP IN ENGLISH (GRADES V AND VI) Everyone agrees that language arts skills are taught best in an integrated context. This is the unifying thread of the activities presented in the English lesson plans for multigrade classes. The contextualization basically refers to: 1. teaching listening, speaking, reading, and writing as part of the total language arts. 2. Emphasizing listening, speaking, reading, and writing instruction that makes use of oral and written texts and concepts from different subjects across the curriculum. The intent of the prepared lesson plans is to help the multigrade teachers: 1. plan an integrated lesson that involves the four macro skills (listening, speaking, reading, writing) simultaneously developed in one lesson.
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2. effect integration across the curriculum. 3. execute an integrated learning plan with flexible time for a one-week lesson in a multigrade class. Each lesson provides for an integration of related competencies taken from the PELC for two grade levels and are blended into one meaningful learning plan intended for a one-week lesson. It adopts the Four-Pronged Approach which consists of the following parts: 1. Story reading/Shared Reading/Storytelling/Poem Study (for GLR) 2. Post-reading Activities (for CT) 3. Language Lesson (for GOLD) 4. Phonics Lesson (for TS)

All the lessons follow this sequence: First Prong: Developing Genuine Love for Reading (GLR) Pre-Reading The pre-reading activities taken up on the first day include: 1. Unlocking of new/difficult words, phrases, concepts and difficult sentence patterns. Varying context clues are utilized to pave the way for children to give meanings of difficult words and phrases found in the selection.

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2. Motivation which involves the activation of prior knowledge related to the story. 3. Raising of motive question which is a question drawn from the pupils and parallel to the motivation.

This pre-reading activities make use of games and graphic organizers like Prediction chart, KWL and many more. During Reading 1. The teacher reads the story with the book page facing the children for lower primary. The directed reading and teaching activity [DRTA], shared reading and silent reading are employed to make reading interesting and suited to their age and grade level. 2. Occasional questions are asked during the storyreading to lead them to understand the selection. These guide questions are boxed and are usually found on the right side of the page corresponding to the paragraph from where the questions are based.

Post Reading Second Prong: Developing Comprehension and Critical Thinking Skills (CT)

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In this part of the lesson which may be taken up on the second day, the story is used as a springboard for the development of comprehension and critical thinking skills. Engagement Activity 1: The children are given task cards for small group activities and are done cooperatively. The outputs of these activities are interspersedly presented and integrated during the discussion of the story. Engagement Activity 2: Discussion of the story uses the Gradual Psychological unfolding (GPU) technique, where questions are sequenced in such a way that they logically unfold the story. The teachers next question is based on the response of the previous question. At times, questions are categorically asked according to of questions: literal, interpretative, critical, and application. the dimensions

At other times, options to the correct answer are already provided and are intended as scaffolding for pupils with reading difficulties and who need help most.

Third Prong: Grammar and Oral Language Development (GOLD) On the third day of the lesson, the target structure is introduced using the selection as a springboard. It follows the steps in presenting a grammar lesson which involves the presentation, comparison, abstraction, generalization,

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application processes. The children are given the chance to use the structures they have learned in fun situations such as contests and games.

Fourth Prong: The Transfer/Transition Stage (TS) This stage, which may be taken up on the fourth day, may be explained using the three circles below:

Oral Experiences Language

Printed Symbols

A learner gains experiences, which are relayed to others through the oral language. His experiences and those of others are recorded, using the printed symbols. For a learner to access the recorded experiences, he has to decode the printed symbols and TRANSFER them to oral language. The process of decoding is through the Phonics Approach, which systematic way of introducing the Filipino children to formal reading and preparing them for a smooth transfer of decoding skills to Filipino. Technique which is explained in the MG Manual may be used for primary. is a very in English The Fuller the lower

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Curriculum Links: This phase of the lesson which may be taken on the fifth day of the plan provides for the integration of concepts in the different subject areas into the English lessons. It is one way of making English lessons fun and realistic. It involves the development of the multi-intelligences of every child.

USING THE MG-TLP IN ENGLISH (Weekly Lesson Plan) While the plans are not prescriptive the teachers are encouraged to use the lessons as planned to the childrens advantage. The materials listed therein are low-cost, indigenous, and easy to prepare. The activities are varied and meaningfully balanced in order to present a relevant and integrated whole lesson. While it is true that material preparation as well as implementing the plan may be tedious, the joy of seeing children happily doing the activities as well as learning in the process, far outweighs the hard work that goes into it. For the lesson plan to be effectively taught, it calls for a communicative, personalized teacher to pupil, pupil to pupil and pupil to material interaction which calls for a teacher to be very creative rather than just plainly enumerating and following the activities. The general plan follows this format: I. Objectives A. English Macro Skills interrelatedly combined
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B. Insights/Values C. Curriculum Links II. Subject Matter Reading Language III. Materials IV. Procedure A. Pre-Reading 1. Unlocking of Difficulties 2. Motivation 3. Raising of motive questions B. During Reading C. Post Reading Activities Engagement Activity 1 Engagement Activity 2 D. Grammar and Oral Language E. Transfer/Transition Stage (3rd day) (4th day) ( 2nd day) (1st Day)

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Phonics Lesson - Decoding F. Curriculum Links V. Evaluation VI. Assignment (5th day) (5th day) (5th day)

WHY DID WE GO INTO THE INTRICACIES OF INTEGRATING ALL THESE ASPECTS IN THE PLAN? In our daily lives we are constantly applying our knowledge and skills in an integrated way. Likewise, in our teaching lives, we continuously grapple with time content coverage, student motivation, student performance or effective learning in general. One way to solve the problem as recommend by a number of educators is to use integration, i.e. build bridges between and among the language areas and between language and the different subject areas. Right now, integration as an approach to teaching has become a demand. WHY THEN DO WE INTEGRATE? 1) 2) 3) 4) 5) It is a natural way how people learn. There is a smooth flow of topics. Learning becomes easy and meaningful. It lessens time elements since it allows cutting across the curriculum. Modern program is adopting it.

Happy teaching then the integrated way!

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