Republic of the Philippines
Department of Education
Region VIII
SCHOOLS DIVISION OF TACLOBAN CITY
Tacloban City
Feedback, observations and findings for the Improvement of the Implementation of the
Learning Recovery Curriculum or the Key Stage 1 Foundation for Effective Learning Transitions
(KFELT)
1. DLL Preparation
- DLL should be prepared daily. It is to give way to some adjustments that may be necessary in
the teaching-learning process. The daily planning of how the lesson should be recited is very
crucial to the learning process. But DLL should be brief and prepared by logging only
important key points/ phrases/ sentences.
2. Remedial Plan (RP)
- As agreed during the training, there will only be one (1) RP that will be prepared by the
teacher. Entries in the RP should be extracted from the SUMMARY OF ERRORS (SoR). The
Summary of Errors can only be made if the ASSESSMENTS had been conducted, as the errors
reflected in the SoR are the common and/ or individual errors committed by the learners.
- RP should be the basis for the preparation of the DLL.
- As agreed, the teacher had to mark the skills or competencies that have already been
tackled in the same RP that was prepared by the teacher.
- A copy of the Remedial Plan should always be available on the table of the teacher as
reference when the School Head (SH) or the Master Teacher (MT) would check the DLL or
when observation of classes is conducted.
- SH or MT should not require a new RP every time the checking of DLL is done.
3. On the Use of Lesson Maps
- To ensure that the target skills would be covered for the entire duration of 8-week
implementation, the timeline or budget of lesson should be followed.
- In the case of Grade 2, Budget of Lessons in Filipino is suggested while a specialize Lesson
Maps with timeline is suggested for English, focusing only on Alphabet Knowledge, Listening
Comprehension, Oral Language, Phonological Awareness and Vocabulary Development (see
another files).
- For Grade 2 and 3, a specialized Lesson Map is suggested for Mother Tongue.
- For Grade 3 Filipino, the Lesson Map in Filipino given by the Regional Office should strictly be
followed. However, a budget of lesson should be made by the teachers to ensure that the
target lessons will be delivered.
- For Grade 3 English, the different domains in the Lesson Maps should not be taught
sporadically. Even if the lesson map is presented by domains, it does not mean that these
domains should be taught in isolation. Learners may have been identified to be in the AK
level only at the beginning, but eventually, these learners should be taught, too, word
reading, sentence reading with the comprehension. Therefore, it is suggested that the
timeline and the strategies in the Project PROWESS intervention mechanism may be
adopted.
4. Clarifications on the contextualized INSTRUCTIONAL ROUTINE used in the teaching-learning
procedure.
- The Instructional Routines suggested to Grade 1 (Mother Tongue) and Grades 1 to 3
(Mathematics) as well as the Instructional Routine for Grades 2 & 3 (Mother Tongue, Filipino
and English) shall be followed strictly especially during the DEVELOPMENTAL PHASE (Day 1)
of the target skill/s. This is to ensure that the target skill which may be taught or modelled in
Primer Approach, Marungko or Fuller Method using Explicit Instruction should be delivered
with MEANING. Hence the use of Two-Track Method is required.
- As instructed during the training, the Follow-up Lesson may no longer be using the complete
Two-Track but may focus only on the Accuracy Track (reinforce the teaching/modelling) and
should devote more time on the DIFFERENTIATED LEARNING ACTIVITIES using the LEARNING
STATIONS.
- On the Day 1 or the Developmental Phase of the Lesson, The 15-minute (Grade 1) or the 5minute (Grades 2 & 3) visit of the Learning Stations during the PREPARATION TIME is NOT yet
doing the actual target task but as a PRE-task only of what the learners would be doing in
the actual differentiated learning tasks. The learners will use the learning stations again
during the Differentiated Learning tasks with a longer time as they will do the tasks assigned
to their ability groups.
- However, the use of the Learning Stations during the Follow-up Lessons may be longer as the
learners would now focus on doing more tasks.
- See this ROUTINE originally prescribed by RO which may be adopted when follow up lessons
are conducted:
For Mother Tongue, Filipino and English (Grades 2 and 3)
TIME
(minutes)
ROUTINE
COMPONENTS
30
Learning Station Activities
Reading | Writing | Listening | Speaking
Reading- Vocabulary, Word Reading, Fluency,
Reading Comprehension
Writing- Vocabulary, Writing letters, words,
sentences, stories
Listening- Phonological Awareness, Listening
Comprehension
Speaking- Vocabulary
60
Differentiated Learning
Activities
• Teacher-Directed
Instruction
• Guided Practice
• Independent Practice
Phonological Awareness
Vocabulary
Alphabet Knowledge
Word Reading
Reading Fluency and Comprehension
15
Assessment
5
Synthesis/ Transition/ Closing
For MATHEMATICS (Grades 1-3)
TIME
(minutes)
ROUTINE
COMPONENTS
30
Learning Center Activities
Numbers | Addition | Subtraction | Multiplication and
Division
Numbers- Counting, Representing, Comparing,
Ordering
Addition- 1-digit, 2-digit, 3-digits
Subtraction- 1-digit, 2-digit, 3-digits
Multiplication and Division- from 2s to 10s
60
Differentiated Learning Activities
• Teacher-Directed
Instruction
• Guided Practice
• Independent Practice
Understanding Numbers
Addition
Subtraction
Multiplication and Division
15
Assessment
5
Synthesis/ Transition/ Closing
Note:
Other clarificatory notes may be sent, depending on the observations, feedback and findings.
Prepared by:
GRETEL LAURA M. CADIONG, EdD.
Education Program Supervisor