(Enclosure No. 7 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Sample Workplace Application Plan (WAP) Template

Name of Learner Jhon Kent C. De Leon Office and Position

Norbel E. Agustin
Mark Andrei L Gara
Princes Jepoy V. Mejares
Ralp F. Espelimbergo
Princess R. Manlolo
Ericka T. Viana
Jewel Ellise A. Merlin
Title of PD Programs Date of Delivery
PD Program
Provider
Name of Immediate Office and Position
Supervisor

Background and Rationale of WAP Plan:

There are several reasons why a child might struggle with writing letters and sounds. Here are some common factors:

- Developmental Delays: Some children may have a developmental delay that affects their fine motor skills, which are essential for
writing. This could include issues with hand-eye coordination, muscle strength, or dexterity.
- Sensory Processing Issues: Children with sensory processing difficulties may have trouble with the tactile sensations of writing, or
they may be overwhelmed by the visual and auditory stimuli involved in learning letters and sounds.
- Language Delays: Difficulties with language development can impact a child's ability to understand and use the sounds of language,
making it harder to connect letters to sounds.
- Visual-Motor Integration Challenges: Some children have trouble integrating visual information with motor skills. This can make it
difficult to copy letters or to remember how to form them.
- Learning Differences: Children with learning disabilities like dysgraphia or dyslexia may have specific challenges with writing and
spelling.
- Lack of Exposure: Limited exposure to letters and sounds can hinder a child's development in this area.
- Underlying Medical Conditions: Certain medical conditions, such as cerebral palsy or autism spectrum disorder, can affect fine
motor skills and language development, impacting a child's ability to write.

Rationale:

It's important to understand that struggling with letter and sound writing is not necessarily a sign of a serious problem. However, it's
essential to address these difficulties early on to avoid frustration and potential learning challenges in the future.

Early identification and intervention can:

- Build a strong foundation: Addressing these challenges early can help children develop the skills they need to succeed in reading
and writing.
- Boost confidence: Providing appropriate support can help children feel more confident in their abilities and prevent them from
becoming discouraged.
- Prevent future issues: Early intervention can help minimize the potential for academic difficulties that can arise from struggling with
writing.

Expected Performance Improvement

Competencies for Development Key Result Area(s) Expected Improvement in Means of Verification
Performance Indicator
To write the letters of the 1. Fine Motor Skills The provided search results offer To verify the progress of Kinder
alphabet in uppercase and Development: a broad perspective on students struggling with writing
lowercase form - Hand-eye coordination: kindergarten performance and and producing sounds of the
- Can trace lines and shapes its importance for future alphabet, educators can utilize a
with increasing accuracy. success. While they don't variety of means of verification:
To produce the sound of the - Can use a pencil or crayon explicitly state "expected
letter it stands for with a controlled grip. improvements," they highlight 1. Formal Assessments:

2
- Can copy simple shapes and key areas where positive
patterns. changes can be observed. - Standardized Tests: These
- Muscle strength and dexterity: Here's a breakdown of expected tests provide a benchmark for
- Can hold a writing tool for improvements in performance comparing a child's performance
extended periods without indicators for Kinder students, to national norms.
fatigue. based on the provided - Curriculum-Based
- Can manipulate small objects information: Assessments: These
with precision. assessments measure a child's
- Can use their fingers to isolate 1. Cognitive Development: progress on specific skills taught
and manipulate individual in their curriculum. They can be
letters. - Increased Literacy Skills: administered regularly to track
Children are expected to show improvement over time.
2. Letter Recognition and progress in letter recognition, - Teacher-Created Assessments:
Formation: sound identification, phonemic Teachers can create their own
awareness, and early reading assessments tailored to the
- Visual discrimination: skills specific needs of their students.
- Can identify uppercase and - Enhanced Numeracy Skills: This allows for more
lowercase letters. Kindergartners are expected to individualized evaluation.
- Can distinguish between demonstrate improved number
similar-looking letters (e.g., b/d, sense, counting, basic 2. Informal Observations and
p/q). arithmetic, and spatial reasoning Documentation:
- Letter formation: - Improved Problem-Solving
- Can write uppercase and Abilities: Children are expected - Anecdotal Records: Teachers
lowercase letters with to show greater flexibility and can keep written notes about a
increasing accuracy and creativity in approaching child's progress during
legibility. challenges, demonstrating classroom activities or
- Can use correct letter improved problem-solving interactions. This provides
formation techniques (e.g., strategies detailed insights into their
starting points, directionality). - Enhanced Attention and Focus: development over time.
- Can write letters in a Kindergartners are expected to - Checklists and Rubrics: These
consistent size and spacing. show increased concentration tools can be used to track a
and engagement in learning child's mastery of specific skills.
3. Phonological Awareness: activities, indicating better They provide a structured way
attention span to document progress.
- Sound isolation: - Portfolio Assessments: Children
- Can identify the initial, medial, 2. Social and Emotional can collect their work in a
and final sounds in words. Development: portfolio, showcasing their
3
- Can isolate sounds in growth over time. This allows for
syllables. - Increased Social Competence: a more holistic view of their
- Sound blending: Children are expected to development.
- Can blend sounds together to demonstrate improved
form words. communication, cooperation, 3. Parent Communication and
- Sound segmentation: and conflict resolution skills Collaboration:
- Can break words apart into - Enhanced Emotional
individual sounds. Regulation: Kindergartners are - Regular Parent-Teacher
expected to show better self- Conferences: These meetings
4. Letter-Sound awareness and self-control, provide an opportunity for
Correspondence: managing their emotions more teachers and parents to discuss
effectively a child's progress and develop
- Matching letters to sounds: - Increased Empathy and strategies for supporting their
- Can identify the sound that Understanding: Children are learning.
each letter represents. expected to show greater - Home-School Communication:
- Can match letters to their compassion and understanding Regular communication
corresponding sounds. for others' feelings, fostering between teachers and parents,
- Sound-to-letter mapping: positive interpersonal through notes, emails, or phone
- Can write the letter that relationships calls, can help ensure that both
represents a given sound. parties are aware of a child's
- Can spell simple words by 3. Physical Development: progress.
sounding them out. - Parent Involvement: Parents
- Improved Fine Motor Skills: can be involved in supporting
5. Early Literacy Skills: Kindergartners are expected to their child's learning at home
show greater dexterity, hand- through activities such as
- Print awareness: eye coordination, and precision reading aloud, playing games,
- Understands that print carries in tasks involving small muscles, and providing opportunities for
meaning. such as writing and drawing writing practice.
- Can identify words in a book. - Enhanced Gross Motor Skills:
- Can follow the direction of Children are expected to 4. Multidisciplinary
print from left to right. demonstrate better balance, Collaboration:
- Vocabulary development: coordination, and strength in
- Has a growing vocabulary of activities involving large muscle - Speech-Language Pathologist:
spoken words. groups, such as running, A speech-language pathologist
- Can understand and use new jumping, and climbing can assess a child's
words learned through reading. phonological awareness and
4. Overall Engagement and provide interventions to address
4
6. Motivation and Learning: any difficulties.
Engagement: - Occupational Therapist: An
- Increased Student occupational therapist can
- Interest in writing: Engagement: Kindergartners are assess a child's fine motor skills
- Shows a genuine interest in expected to show greater and provide interventions to
writing and exploring letters. interest and participation in improve their hand-eye
- Enjoys using writing tools and learning activities, indicating a coordination and dexterity.
materials. more positive attitude towards - Special Education Teacher: A
- Positive attitude towards school special education teacher can
learning: - Improved Attendance and provide specialized instruction
- Is willing to try new things and Punctuality: Children are and support to students with
persevere through challenges. expected to have better learning disabilities or other
- Feels confident in their ability attendance and timeliness, challenges.
to learn. reflecting a more supportive
home environment and a 5. Data Analysis:
Remember: These KRAs are a greater willingness to learn
general guide. The specific - Progress Monitoring: Teachers
goals and objectives for each Important Considerations: can track a child's progress over
child will vary based on their time using data collected from
individual needs and strengths. - Individualized Approach: It's assessments and observations.
It's important to work with a crucial to remember that each This allows for identifying areas
qualified professional to child develops at their own pace. where a child is making good
develop a personalized learning Performance indicators will vary progress and areas that need
plan that addresses the child's based on individual needs and more support.
unique challenges. strengths. - Data-Driven Instruction:
- Targeted Interventions: Early Teachers can use data to inform
identification of areas for their instruction and adjust meet
improvement allows for tailored the needs of their students.
interventions to support each
child's growth. By utilizing these various means
- Holistic Perspective: Evaluating of verification, educators can
kindergarten performance accurately assess the progress
should consider a wide range of of Kinder students struggling
factors, including cognitive, with writing and producing
social-emotional, and physical sounds of the alphabet,
development. ensuring they receive the
appropriate support and
5
 By focusing on these key areas interventions to reach their full
and providing appropriate potential.
support, educators can expect to
see significant improvements in
the performance of Kinder
students, setting them on a
strong path for future academic
and life success.

Type of Intervention
Committee Work Job Shadowing Informal JEL Activities (Please Others (Please
√ Job Expansion Special Project specify) specify)
√ Job Rotation √ Stretch Assignments √ WAP Implementation
Briefly describe the intervention (e.g., type of special project, nature of committee and role of learners, etc.), and specify duration and
offices where learner will be assigned, if appropriate. Use one to two paragraphs.

Application Objective

State what learner will be able to do by the end of the WAP, following ABCD (Audience-Behavior-Condition-Degree) guidelines.
Learning Objectives Activities Timeline Learning Support/Resources
(What learner be able to (Activities that learner will engage in to (Start-end of Facilitator (Office order, information,
do by the end of an meet each learning objective) each activity) (Immediate etc. needed)
activity/learning session) Supervisor or
peer assigned to
guide learner)
Learning should be enjoyable. Use Quarterly Adviser Learning Materials
The learner are able to do games, songs, and hands-on activities to Parent Teaching Materials
of an activity or learning keep learners engaged. Peer
session, we need to Adapt activities to meet individual needs. Master Teacher
understand the specific Some learners may need more practice
learning objectives of that with certain letters or sounds.
session. Incorporate a variety of senses to
strengthen learning.

6
 Regular practice is key to mastery.

Prepared by (name and position): Learner’s Signature Date

SHERIL P. ELAURIA/ Teacher III

Reviewed by (name and position): Signature Date

JEREMY M. ESPIRITU/ MT I

Approved by (name and position): Learner’s Signature Date

CYNTHIA S. TRIVIŃO/ PRINCIPAL IV