LESSON 4.

Strategies for Promoting Literacy and Numeracy

Assessment Task 4
A. For each given domain, write down the literacy strategies used by the cooperating teacher during
your class observation.
Observation Strategies
1. Oral Language Always encourage conversation among the students and
conduct a small classroom debate.
2. Phonological Awareness By using puzzle and word games
3. Book and Print Knowledge Help children understand the relationship between spoken
and written language.
4. Alphabet Knowledge Providing hands on and multi-sensory activities
5. Phonics and Word Recognition By writing a reflection about the story they have read.
6. Fluency Giving task such as group or individual reporting.
7. Spelling Always correct misspelled words in their essay or reflection.
8. Writing and Composition Encourage the students in writing their journals or giving
tasks like movie analysis or song compositions.
9. Grammar Awareness and Structure Writing essay and reflection

10. Vocabulary Development Giving vocabulary enhancement activities like word of the
week, creating graphic organizers, and word search.
11. Reading Comprehension Always have follow-up questions about the topic discussed
12. Listening Comprehension Analyzing elements of music.
Source: Department of Education.2016. K-12 Curriculum Guide for English.

B. Write down the literacy strategies used by the cooperating during your class observation in the
following subject.
Observation Strategies
1. Language (English/Filipino/Mother The teacher used 3 medium in communicating her
Tongue) student. She used English, Filipino, and Mother Tongue
in order for her student to understand her lesson.
2. Mathematics The teacher used play money in solving problem so that
the student and easily understand and answer the given
task.
3. Science The teacher conducted an experiment so that the student
can see in actual and understand the lesson.
4. History/Araling Panlipunan/Social The teacher organize games in her discussion in order
Studies for her student to enjoy and participate in her lesson.
5. Values Education/Conduct Education The teacher establish games, role playing and play in
order for her to know her student attitude toward her
classmates.
6. Computer/ICT
7. Music, Arts, Physical Education, and The teacher used audio and video presentation in her
Health (MAPEH) discussion so that her student can understand her topic
and lesson easily.
8. Technology and Livelihood Education The teacher used diagram and graph.
 9. Others:

Process Questions
1. How can literacy and numeracy affect one’s life?
Many elements of your life, including your social interactions, schooling, and professional chances,
can be considerably improved by developing an appropriate level of reading and numeracy. Your
ability to read, write, and comprehend information has a big impact on your abilities.

2. How can literacy and numeracy improve the learner’s academic performance?
Independent readers have better understanding, language comprehension, and basic knowledge than
non-readers. They improve as readers and outperform their peers.

3. In the absence of digital technologies and printed, materials, what do you think are the
strategies you can use to promote literacy and numeracy?
As a teacher, I want my students to be more engaged in their studies. I may begin by setting clear and
transparent goals for my students, involving parents, encouraging parents to use community
resources, and focusing on teacher professional learning that improves literacy and numeracy
teaching. Learning gaps can be bridged with targeted instruction.

Reflections
Complete the following

1. I realized that being a future educator I need to improve my literacy and numeracy skill in order
for me to become and effective and efficient teacher to my student.

2. I believe that having literacy and numeracy skills and different strategies in teaching help me to
develop my student and to succeed in life.

3. I feel that I need to use different teaching strategies if I become a teacher so that I can rely my
lesson to my student and they can understand easily
.

4. When I welcome a teacher, I will used literacy and numeracy skills in my lesson so that I can
measure my student’s ability to understand the effective use of language and communication skill
to improve my students’ academic performance. Also, knowing how literacy and numeracy and
understanding the learner's competence are essential in identifying appropriate strategies to
promote literacy and numeracy among my students.
.
Reference:
Pawilen G. T. et.al ( 2017).Field Study I : A Guide For 21st Century Student Teachers. REX Book Store
Manila, Philippines
Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point

Completeness Responded all Missed 1 to 2 Missed more than No evidence of
items (indicators/ indicators or 2 indicators or responding the
lists) based on the research - based research - based template.
viewed demo instructional instructional
lesson. strategies used by strategies used by
the demo teacher the demo teacher
based on the demo based on the demo
lesson. lesson or the
responses are not
complete.
Accuracy Responses are With at least 2 Responses are not No evidence of
accurate as to the responses that are congruent to the responding the
content of the not congruent to viewed demo template.
viewed demo the viewed demo lesson.
lesson. lesson.
Note: 20 points per template

Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point

Details and Answer to the Answer to the Answer to the No evidence
Evidence question provides question provides question does not of responding
enough details and insufficient details provide details and the question.
evidence that and evidence that evidence that
support ideas/ support ideas/ support ideas/
opinions/arguments. opinions/arguments. opinions/arguments.
Accuracy and Response to the Response to the Response to the No evidence
Organization question is based on question is based on question is based on of responding
research findings or mere opinion or a mere opinion or a the question.
a valid source and invalid source and invalid source and
is accurate as to the is partially accurate is totally inaccurate
content of the as to the content of as to the content of
viewed demo lesson the viewed demo the viewed demo
or of this lesson. It lesson or of this lesson or of this
has well-organized lesson. It has well- lesson. It has dis-
and clear beginning, organized but organized and
body, and unclear beginning, unclear beginning,
conclusion. body, or body, and
conclusion. conclusion.
Note: 10 points per Process Question
 Rubrics for Student’s Reflections
4 – Above 3 – Meets 2 – Approaching 1 – Below
Expectations Expectations Expectations Expectations

Reflective The reflection The reflection The reflection The reflection

Thinking explains the explains the attempts to does not
student’s own student’s demonstrate address the
thinking and thinking about thinking about student’s
learning his/her own learning but is thinking
processes, as well learning vague and/or and/or
as implications for processes. unclear about the learning.
future learning. personal learning
process.

Analysis The reflection is The reflection is The reflection The reflection

an in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
derived learning to to self or others. learning to the
self or others, and student or others
the enhancement is vague and/or
of the student’s unclear.
appreciation for
the discipline.

Making The reflection The reflection The reflection The reflection

Connections articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning
learning experience and learning or
experience and content from experience and experiences.
content from other other courses, content from
courses, past past learning other courses,
learning, life experiences, past learning
experiences and/or and/or future experiences, or
future goals. goals. personal goals,
but the
connection is
vague and/or
unclear.