(Enclosure No.

4 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

SCHOOL-BASED IN-SERVICE TRAINING (INSET) PLAN

PROPONENT PROFILE

School San Vicente Central School School ID 123247

Garpesa St. Brgy. Destacado, San Vicente, Northern Samar

School Address

School Telephone No. School Email Address [email protected]

N/A

Focal person JOANNIE T. GASID Email Address [email protected] Mobile No. 09507533188

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INSET PROFILE

Designing Effective Instructional Materials: Bridging Reading in Context

Title

Rationale
Reading in context goes beyond simply decoding words, it involves comprehending text within. The quality of learning is greatly
influenced by the quality of teaching. Effective materials should foster this deeper understanding for providing opportunities for
students to analyze text within its context, engage in critical thinking, and make connection to their experiences as their prior
knowledge. Interactive materials are the key to engaging learners and promoting active learning. Materials should be tailored to
different learning styles to ensure accessibility to all learners. Instructional materials can bridge reading in context, fostering a deeper
understanding of text and equipping learners with essential skills for lifelong learning.

Daet (2016) on his study, Development and Validation of Big Books for Grade I MTB-MLE Curriculum, cited that elementary pupil
are visual learners. They learn more if they see what is being taught to them. Hence it is a must that a teacher provides an
instructional material which caters the needs of pupil. His study proves that using big book as an instructional material is an
effective tool to enhance the pupils’ reading comprehension.

As stated in the Republic Act 10533 or the Enhanced Basic Education Act of 2013 Section 10.3 states that “The production and
development of locally produced teaching and learning materials shall be encouraged. The approval of this materials shall be
devolved to the regional and division education unit in accordance with national policies and standards” This is supported by DepEd
Order No. 32 series of 2020 which highlights the need of localizing and contextualizing the curriculum to meet diverse needs of
learners. Contextualized reading materials are essential for fostering meaningful learning experience that resonate with learners’ lives

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 and environment.

Though located in Northern Samar, San Vicente is an island municipality who is not speaking the Waray-Waray dialect. Learners and
teachers are Cebuano speaking thus, there is a need to contextualize materials that could aid the improvement of reading ability of
learners. Limited resources for Sinugbuanong Binisaya reading materials, there is a need for contextualizing and making of reading
materials. Since not all schools have electricity, big books would be of great help in the enhancement of learners’ reading ability.

With the alarming result from the 2024 Philippine Informal Reading Inventory of San Vicente District, data shows that out of 1,274
learners, there are 344 learners or 27% who fall from Frustration level in Filipino and 482 learners or 37.83 % fall from Instructional
level and only 452 learners or 35.47% are Independent learners in Filipino. However, there are 346 learners or 27.16 % are
Frustration learners, 350 learners or 27.47% are Instructional learners, and only 260 learners or 20.41% are Independent learners.
Data shows the alarming number of frustration learners in the intermediate class needs remediation in terms of reading
comprehension.

However, in the primary level data from San Vicente District result of the Comprehensive Reading Learning Assessment is used to
assess the reading level of learners. Out of 393 learners, 138 or 35.11 % are on full Refresher Course or needs intervention, 98 or
24.94% falls on Moderate, 91 learners or 23.16 % falls on Light Refresher and only 66 learners or 16.80 % are Grade Ready.

These data show that there is a need to make reading materials that could catch the interest of learners and would enhance their
reading level ability. Learners should be exposed to various learning materials. Contextualized story books could not only catch the
interest of the learners but can also help reader connect new information from their prior knowledge and learning environment.

Program Description Program Focus Content:

The Designing Effective Instructional Materials: Bridging Reading program is a five-day intensive course designed to equip educators with effective
adequate knowledge and skills in the making of reading materials (big book) to lessen the number of slow readers in the school. Emphasis is placed

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 on developing effective reading materials that meet the diverse needs of learners and in the classroom. Through this, it can help learners develop
strong reading skills and become confident, independent readers.

Program Objectives:

 Results Objective: Participants will make a contextualize Big Book by school level one in the primary grades and one in the intermediate
grade.
 Application Objective: Back in the classroom, the participants will be able to use the instructional material that can be utilized in teaching
that could enhance their reading skills.
 Terminal Objective: By the end of the 3-day training, the participants will be able to make a well-crafted contextualize reading materials
(big book) that caters the need of the learners.
 Enabling Objectives: Specifically, the participants will be able to:
o Knowledge: Identify and understand the guidelines and standards in making of contextualize instructional material for reading.
o Skills: Craft a Contextualized Instructional Material (big book) that would address the improvement of reading ability of specific
learners’ reading stage.
o Attitude: Develop creativeness of teachers in making of contextualized instructional material to improve their reading skills of
learners.

Professional Standard Philippine Professional Standard for Teachers

Focus Professional Domain/s Strand/s Indicator/s
Standard with specific
Domain/s, Strand/s, 1. Content Knowledge Strategies for promoting literacy and numeracy skills Use a range of teaching strategies that enhance
and Indicator/s and Pedagogy (PPST 1.4.) learner achievement in literacy and numeracy skills
(PPST 1.4.2)

Participants Profile:

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 41 elementary school teachers handling reading subjects (Filipino, English, and NRP)

Target Participants Master Teacher – 1, Teacher III – 12, Teacher II -9, Teacher I - 19

Indicative Dates of
Delivery Platform Face to face November 25-27, 2024
Implementation

INSET CONTENT DETAILS

Assessment Resource
Session
Duration Topic Methodology Strategies & Outputs Speaker/Subject-
Objectives
Tools Matter Expert

1 Day 1 Opening Program Program Management

Team
(8:00 – 9:00)
1 hour

Health Break

9:00 – 9:30  Common

 To familiarize  Pre-  Diagnostic Toolkit:
Reading
participants Training A set of resources
Difficulties of
with common Quiz: and checklists for
Elementary
reading Children
Lectures and Assess assessing reading
Laura B. Magdaraog
difficulties Presentations baseline difficulties.
and their knowledge MAED, Ed.D. CAR
Understandin Discussion of Topic
g Reading underlying of reading
on the common
Difficulties of causes. reading difficulties difficulties.
Elementary  Group  Reflection Paper:

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 Learners of elementary Activity
school. Report Personal insights on
9:30 – 11:00
 Checklist what kind of short
(1 hour and  To give on the story will the teacher
30 minutes) background background make.
knowledge in knowledge
the about
importance of contextualiz
 Importance of
contextualizat Reading ation
ion of reading Materials, its
Importance of materials Lectures and
Contextualizatio Joannie T. Gasid
Contextualiza Presentation of
n
tion the Importance of MAED,
Reading Materials
11:00 – 12:30 Teacher In-Charge
(1 hour and 30  Development of
minutes) Contextualized Hands-On
Learning Activities:
Resources & Answering of
Contextualized Checklist about
Strategies contextualization

12:30 – 1:00
( 30 minutes)

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 Social Content
Guidelines Lectures and  Strategy
Presentations Application:
On the background Participants
Intellectual Property
Rights knowledge in the implement
Day 2 Bea Olmedo
things to consider strategies in
To equip participants
Guidelines in when making a making Making of Big Book Division Learning
a background
2 making of Guidelines on Page Contextualized contextualized implementing the Resource Personnel
knowledge of the
Contextualize Design and Lay outing Reading Materials reading material. background knowledge in
topic needs to
Reading (Big Book) making of learning
Materials consider in making of (Break Out Session for materials.
Peer Feedback:
reading material. Artist)
(8 hours) Structured peer
Argie Ty
Hands on reviews to provide
Activities feedback on Division Artist Guild
Workshop on
Workshop on strategy
Storybook writing
Storybook writing application.
(Break Out Session for
Writers)

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3


Group
 Contextualized
Workshops:
Reading Material: The
Collaborative
Big Book output
making of
Big Book presented for Validation
To develop a reading materials
Presentation: and Quality Assurance
contextualized (Big Book)
Participants for implementation in the
reading materials
present their classroom.
(Big Book) for Workshop Proper Action Planning: Program Management
outputs for
Day 3 learners Developing Team
feedback.
Workplace
Application for Action Plan: Strategies for
classroom sustaining the making of
implementation contextualized reading
material.

BUDGET ESTIMATE PLAN

Budget
Funding Source MOOE and SEF 60,000.00
Requirements

MONITORING AND EVALUATION PLAN

Level of M&E Objectives Methods and Data Sources Schedule of Person/s Support Needed User of M&E

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 Tools M&E Responsible Data

Results What will be What Who and/or what When will M&E Who will be What resources Who will use the
measured? methods/tools documents will activities be accountable for are needed to data gathered?
will be used to provide data or undertaken? ensuring that implement M&E
collect data? evidence on the M&E activities activities?
indicators? are done?

Determine
Behavior whether
participants are
applying the
Classroom Learning Action Third Quarter GIYA Tools/
knowledge and School Heads,
observations/ Plan and Classroom of the school School Head Classroom
skills learned in Master Teacher
GIYA Tool Observation Tool year Observation Tool
their classrooms
and daily
teaching
practices.

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Learning

 Pre-test:
Measure the Before the
extent to which Training
participants have End-of-Day Begins Program Program
Survey Contextualized
gained new Evaluation Tool and  Post Test: as Management Management
Questionnaire Big Book
knowledge and Pre- and post-test Team Team
an evaluation
skills from the
of the
training.
training

Reaction Assess
participants'
immediate
Daily: After the Program Program
reactions to the Survey End-of-Day Laptop and
training Management Management
training content, Questionnaire Evaluation Tool Internet Access
Sessions Team Team
delivery, and
overall
experience.

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Declaration:
I hereby declare the information provided in this application is true and
correct and there have been no misleading statements, omission of any
relevant facts nor any misinterpretation made.
I agree with DepEd-National Educators Academy of the Philippines to be the
co-owner of all the data gathered and the copyright of any publication of the
use of these data.

To be signed by the PD Program Proponent/s:

Program Proponent JOANNIE T. GASID

Signature

Date October 9, 2024

This Form is not valid if not signed.

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