BLUEPRINT OF

LEARNING
INTERVENTIONS
ANCHORED ON
STRATEGIC FORESIGHT

IMPLEMENTATION PLAN IN
ENGLISH KEY STAGE 1
CURRICULUM
FRAMEWORK
IN ENGLISH
 Communicative Competence, Multiliteracies, & Futures Literacy

Teacher

Community-
Materials,
Industry
Letter Facilities &
Relevance & C
Decoding Equipment
C Partnership
U
U R S
R S U
U R
R I P
P Making
I P
FEEDBACK

F EEDBACK
P Compreh Meaning Sound C
C U O
U O ension through Decoding
School ICT L R
L R Language
Division TA Environment U T
U T
M
M
Word
Decoding
School
Leadership & Assessment
Management

Theories of Language Learning & Acquisition

FRAMEWORK OF LEARNING INTERVENTIONS

FOR ENGLISH
 RATIONALE
In education, among the most expected consequences of the COVID-19 pandemic are that student performance/
achievement will stagnate or decline and that existing inequities will increase. The PISA further showed that only
one in five Filipino learners aged 15 achieved at least the minimum proficiency level in Overall Reading Literacy.
The 2019 Southeast Asia Primary Learning Metrics, on the other hand, said only 10 percent of the country’s
Grade 5 learners achieved the minimum proficiency at the end of primary education.The World Bank estimated
that as of June, learning poverty in the Philippines is at 90.9 percent. Learning poverty is defined as the
percentage of 10-year-old children who cannot read or understand a simple story. (PNA, November 26,2022)
In Balik Barangay Manibaug Pasig Elementary School the increasing number of non-decoders and non-
comprehenders were found based on the Literacy profiling. These include orientation to print, letter name
knowledge, letter sound knowledge, beginning letter sound, familiar word reading, invented word decoding, oral
passage reading, reading comprehension, listening comprehension, and dictation and spelling.
 RDA results
LEARNERS’ CONTEXT 100

90 87.9
The results of the Regional Diagnostic Assessment
administered in the beginning of the school year 80
72.9 73.86
shows the critical learning gaps of learners in Key
70
Stage 1 that there is much learning retention for
Grade 1,2 and 3 However, the Grades 2 and 3 60

didn’t reached the 75% mark. There are 50

interventions implemented in schools failed to
40
address the problems in literacy.
30

20

10

0
Series1

Grade 1 Grade 2 Grade 3

 Issues Concerns Challenges

Academically behind in literacy The increasing number of non- Lack of motivation of students
decoders and non- comprehenders Lack of family support
 TYPES OF LEARNERS

NON- NON-
DECODERS COMPREHENDERS COMPREHENDERS

These are the learners who are These are the learners who can perform These are the learners who can perform
having difficulty in decoding skills decoding skills but have difficulties in well both decoding and comprehension.
of reading such as letter comprehending the text read
decoding, sound decoding, and
word decoding/fluency.
 STRATEGIES PER TYPES OF LEARNERS
LEARNER A: NON-DECODERS
Letter Decoding

Orientation to Print Letter Name Knowledge

Sound Decoding

Sound Knowledge Beginning Letter Sounds

Word Decoding

Step 5: Familiar Word Reading Step 6: Invented Word Decoding Step 7: Oral Passage Reading

Comprehension

Reading Comprehension Listening Comprehension Dictation and Spelling

STRATEGIES PER TYPES OF LEARNERS

LEARNER B: NON-COMPREHENDERS

• Noting Details
• Getting the Main Idea
• Determining Cause and Effect
• Sequencing Events
• Distinguishing Facts from Opinion
• Predicting Outcomes
• Making Inferences
• Making Generalizations
• Drawing Conclusions
TEACHING
STRATEGIES
FOR NON-
DECODERS
 SINGING THE ALPHABET SONG WITH A TUNE OF “TWINKLE,TWINKLE
LITTLE STAR”

Brief Description:
Twinkle, Twinkle little star is a slow song. A very slow pace is most important so that
children are forced to articulate the letters LMNOP.
Materials Needed:
Alphabet Chart
Detailed Description: Make a alphabet chart that students will be able to see. This song chart
shows the letters arranged as they will be sung to match the tunes.
 ALPHABET MATCH
Brief Description:
Alphabet match is a fun hands-on activity for kids to help recognise and learn their alphabet letters. 
It is also a great opportunity to introduce upper case and lower case letters and match them in a fun
puzzle like activity.
Materials Needed
26 bottle tops, card board, foam letters
Detailed Description: traced around the bottle tops onto the paper and wrote the lower case alphabet
letters inside the circles.The foam letters are upper case (or capital letters) and the letters written on
the paper are lowers case, the aim of the activity is to match the two letters together, Aa, Bb, Cc, etc.
 CATCH LETTER FISH : NAME AND
SOUND THE LETTERS
Materials Needed:
Improvised fishing rod
Letter Fish( Printed and laminated in paper)
Basin
Details Description : The teacher calls a learner, and the child will catch the letter fish
after he/ catch he will name and give the sound the letter if the learner didn’t name and
sound letter she/ he will have to put it back in the big basin.
 PHONICS BINGO GAME

Materials Needed:
Card board
Pictures

Call out a letter. If your child has a picture on her Bingo card that starts with that
letter, have her cover the picture.
 THIS IS THE WAY I SPELL WORDS
Materials needed:
Scrabble

Details Description : Using the letters from a Scrabble game to create a fun learning activity,
select an ending sound (such as –at, an,ad). Then, practice moving consonants to the beginning
of the word. The learner will write the words he/ she formed in a piece of paper
TEACHING
STRATEGIES FOR
NON-
COMPREHENDERS
NOTING DETAILS
Noting is the practice of writing
down or recording key points of
information. It helps the learners to
comprehend and retain
information.

Material to Use:
Reading Material for Noting Details
with incorporation of the Levels of
Comprehension
GETTING THE MAIN IDEA
The main idea is the "key concept" being expressed.  Details, major
and minor, support the main idea by telling how, what, when, where,
why, how much, or how many.  Locating the topic, main idea, and
supporting details helps you understand the point(s) the writer is
attempting to express.  Identifying the relationship between these will
increase your comprehension.

Material to Use:
Reading Material for Getting the Main Idea with incorporation of the
Levels of Comprehension
DETERMINE CAUSE & EFFECT
Cause and effect in a piece of writing help the reader follow a
coherent thread through the material. Identifying cause and
effect relationships in literary texts can help readers better
understand events that occur and the reasons why the events
occur in the story.

Material to Use:
Reading Material for Cause and Effect with incorporation of the
Levels of Comprehension
SEQUENCING OF EVENTS
Sequencing refers to the identification of the components of a
story — the beginning, middle, and end — and also to the
ability to retell the events within a given text in the order in
which they occurred. The ability to sequence events in a text is
a key comprehension strategy, especially for narrative texts.
Sequencing is also an important component of problem-solving
across subjects.

Material to Use:
Reading Material for Sequencing Events with incorporation
of the Levels of Comprehension
DISTINGUISH FACTS FROM
OPINIONS
It helps the learners to have the ability to evaluate information and
develop critical thinking skills. It is important for learners to be able to
recognize differences between facts and opinions so they know what to
believe and what to consider as someone's perspective. Separating
fact from opinion is central to interpreting information intelligently.

Material to Use:
Reading Material for Distinguishing Facts from Opinion with
incorporation of the Levels of Comprehension
PREDICT OUTCOMES
•It involves the ability of readers to get
meaning from a text by making informed
predictions. Good readers use predicting as a
way to connect their existing knowledge to new
information from a text to get meaning from
what they read.

Material to Use:
⮚ Reading Material for Predicting Outcomes with
incorporation of the Levels of Comprehension
DRAW CONCLUSIONS
•Drawing conclusions and inferences is a skill
that develops over time. The skill requires
children to put together various pieces of
information and relies on good word
knowledge. It helps the reader to develop skill
by providing experience with inferential
information, making implied information more
clear, and helping your child draw conclusions
based on the evidence.

Material to Use:
⮚ Reading Material for Drawing Conclusions with
incorporation of the Levels of Comprehension
TEACHING
STRATEGIES FOR
COMPREHENDER
S
 •You can provide your students with direct instruction on how to use semantic maps.
Below is an example of a step-by-step set of directions, which can be especially beneficial
for struggling students.
•Pick a word you don’t know from a text you are reading and mark the word. If you're
using digital text, you can highlight, bold, or underline the word.
•Use a blank map or begin to draw a map or web (either on paper or using an online tool).
•Place the word you don’t know in the center of the map.
•Pronounce the word. If necessary, use an online dictionary with audio to help you.
SEMANTIC •Read the text around the word to see if there are related words you can add to your map.
If you're using digital text, you can get the computer to read the text to you using the text-
MAPPING to-speech function (if necessary).
•Use an online dictionary or online thesaurus to look up the word and find a definition.
•Find words and phrases that fit with the meaning. Select pictures/images (online or from
available resources) or draw pictures that fit with the meaning.
•Add these words, phrases, or images to your semantic map.
•If you're working online, print out the map.
•Read the text again, applying the meaning of the word to the text.
•Share and compare your map with your classmates.
PQ4R (PREVIEW, QUESTION, READ,
REFLECT, RECITE AND REVIEW )
•PQ4R method stands for preview, question, read, reflect, recite, and review. PQ4R is a
metacognitive strategy that encourages students to estimate, ask, read, reflect, recite, and
repeat reading material to be understood and mastered in their own way.
1. PREVIEW:
Encourage Look through the pages of reading passage and read the headings of the
chapter and any sections dividing the chapter. Read the first and last paragraph in each
section. View the illustrations in each section. Read the captions under the pictures and
take a few minutes to look at charts, graphs, or maps.
2.QUESTION:
Encourage the learners to think about the information they learned in the Preview. Ask
theirselves questions about it. Think about what they already know about ideas they saw
during Preview. What do you think are main points that will be raised in the chapter? What
do you expect to learn from reading this material?
Read:
Read the passage. Make a note of important ideas on
paper/computer. If the book belongs to you, consider making
notes in the margins and highlight important parts in the book.
If you just can't imagine writing in your book, make notes on
paper.
•Reflect: 
Students are encouraged to think back on the material learnt
to check understanding or ask if they have new questions.
This need not be reviewed by the teachers but serves as a
method to help students realize their own potential of learning.
 SCAFFOLDING
•Scaffolding is breaking up the learning into chunks and
providing a tool, or structure, with each chunk. When
scaffolding reading, for example, you might preview the text
and discuss key vocabulary, or chunk the text and then read
and discuss as you go.

•Don't Jump In—Slow Down and Set it Up. ...

•Teach Unfamiliar Words and Concepts. ...
•Guide Students Through Key Texts in Class. ...
•Use Small Group Work Strategically.