Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
VITALI DISTRICT
Km. 73, MCLL Hi-way, Vitali,
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ACTION PLAN ON DISTRICT- BASED LEARNING ACTION CELL

S.Y 2019-2020

I- Rationale:
The need for the teaching and learning of the 21st century skills, such as collaboration, communication, problem-solving and creativity, entail a re-skilling
and upgrading of the knowledge of the teachers in terms of classroom management and latest pedagogies has become imperative in the recent years. Learning
Action Cell of Vitali District provides teachers with various skills needed to be more competent and competitive in teaching the 21st century learners. This is
also designed to upgrade the quality of teaching and learning school; as a result, the performance of the pupils will be improved.
Through this training, teachers will be able to equip themselves with added know-how on pedagogies, knowledge on content and other ideas related to
teaching-learning where the learners are active participants in their own learning and where their growth is continuously developed. In return, they can use
multiple strategies in one lesson to ensure all children are learning.

II- Objective:
a. To enhance the teachers’ pedagogical knowledge, skills and attitudes in literacy and numeracy skills.
b. To improve teachers’ ability in assessing the learners in literacy and numeracy skills.
c. To improve the teaching-learning process will lead to improved learning among the pupils.
 DISTRICT LEARNING ACTION CELL PLAN

Phase Objectives Strategies/ Activities Persons Involved Time Frame Resources Success Indicators
Funds Source of
Funds
Planning  Organize the Learning  Call the teachers for a PSDS, School August 5, 2019 Target objectives and
Action Team and its meeting planning. Head, Facilitators other activities were
members  Orient the teachers on finalized for
 Set the desired schedule the goals and objectives implementation
for DISLAC of DISLAC
 Identify the participants  Assign DISLAC
 Determine the budgetary facilitators or leader
requirement and the DISLAC
documenter for every
session
 Setting-up of the
schedule most
preferred by the
teachers
 Preparation of
materials needed for
the DISLAC
 Determine the required
budget for the DISLAC

Implementation  Conduct three-day  Conduct the three-day School Head, September 4-6, Teachers will be
DISLAC based on the DISLAC following the Facilitators, 2019 enhanced and updated
attached matrix of matrix of “Mentoring Teachers on the current
DISLAC Schedule per Topic” Concerned pedagogical
 Regular checking of approaches. Teachers
attendance and outputs will be updated on the
of the team and its current issues, trends
members and development based
 Proper utilization and on DepEd Orders and
materials Memoranda
  Full implementation of
the proposed three-day
DISLAC
Monitoring  Determine the  Monitor the three-day PSDS, September 4-6, DISLAC Sessions
/Evaluation performance efficacy DISLAC – its schedule, School Head 2019 achieved its objective
 Assessment of training attendance, process and
strategies outputs
 Application of skills  Assess DISLAC
learned in training strategies, inputs and
outputs
 Provide technical
assistance to DISLAC
strategy and process
when needed
 Evaluate how learned
skills from the training
are applied
 DISTRICT LEARNING ACTION CELL MONITORING SCHEDULE PER TOPIC

Topics/ Sessions Session Objectives Time Frame Persons Involved Activities Success
indicators
The nature of  Enhance reading skills using one’s September 4, 2019 School Heads, School’s Discussion Feed backing
informative texts knowledge of text structure; English Coordinator Workshops
 Describe the genre/ global structure of
various types of informative/
expository texts;
 Determine the organizational patterns
of informative/ expository texts;
 Identify the factors to consider in
selecting appropriate reading texts for
learners; and
 Explain readability
 Explain the nature of narrative texts;
The nature of narrative
 Identify the elements of narrative texts
text
as found in story grammar;
 Use story grammar in applying
organizational and critical reading
skills; and
 Use graphic organizers appropriate for
narratives as aid for and assessment of
comprehension
Understanding Reading  Review the definition of reading September 4, 2019 School Heads, School’s Discussion Feed backing
Comprehension comprehension and its underlying English Coordinator Workshops
related skills;
 Define the process of reading;
 Describe the characteristics and skills
of proficient Junior readers;
 Discuss and understand the
taxonomies of Reading instruction;
and,
 Study and classify the learning
objectives of a sample lesson plan
Pre-reading principles  Explain some basic propositions of September 4, 2019 School Heads, School’s Discussion Feed backing
 and strategies the schema theory. English Coordinator Workshops
 Explain the importance of schema
1. Schema Theory activation and the principles that
underlie pre-reading strategies.
 Describe a variety of ways to unlock
key words and concepts in the text to
be read.
 Describe a variety of ways to activate
students’ prior knowledge, as well as
raise their interest and motivation to
read texts purposively.
 Structure pre-reading activities for a
chosen text for which objectives have
been previously stated.

2. Activating Prior  Describe the role of prior knowledge

Knowledge in reading comprehension;
 Explain the importance of schema
activation and the principles that
underlie pre-reading strategies; and,
 Plan a pre-reading lesson focusing on
activation of prior knowledge.

Developing Vocabulary  Identify the possible sources of September 4, 2019 School Heads, School’s Discussion Feed backing
and Concepts difficulties a reader may have in English Coordinator Workshops
understanding the text;
 Describe the Dale’s Cone of
Experience;
 Explain the principles of teaching and
learning that teachers should consider
in choosing instructional devices and
activities;
 Explain the principles that underpin
the development of vocabulary;
 Identify the considerations teachers
 should remember in unlocking of
words and concepts; and,
 Plan a pre-reading activity focusing
on development of vocabulary and
concepts.
Developing a Purpose  Identify strategies that can be used for September 4, 2019 School Heads, School’s Discussion Feed backing
for Reading developing a purpose for reading; English Coordinator Workshops
 Identify strategies that are versatile in
that they cover all the three main aims
of Pre-reading;
 Explain the factors to be considered in
structuring the Motivation-Motive
Question Tandem; and
 Structure a pre-reading lesson plan
based on the text they have chosen to
work on.
Discussion Strategies  Identify the different discussion September 5, 2019 School Heads, School’s Discussion Feed backing
and Talk in the strategies used to focus on English Coordinator Workshops
Literacy Classrooms comprehension skills.
 Apply the various discussion
strategies for developing
comprehension skills.
The Art of Questioning  Understand the role of post-reading September 5, 2019 School Heads, School’s Discussion Feed backing
activities; English Coordinator Workshops
 Discuss the value of questioning and
discussion strategies in the literacy
classroom;
 Apply the various teaching strategies
for developing comprehension skills,
and
 Manifest commitment in guiding
students in generating their own
questions about the text.
Connecting Reading  Gain a clearer understanding of the September 5, 2019 School Heads, School’s Discussion Feed backing
and Writing connection between reading and English Coordinator Workshops
writing; and
  Explore effective ways of treating
reading and writing connection.
Explicit Teaching of  Describe and explain the steps of September 5, 2019 School Heads, School’s Discussion Feed backing
Reading explicit teaching; English Coordinator Workshops
Comprehension Skills:  Demonstrate explicit teaching
Framework and activities in reading comprehension
Procedure strategy instruction; and,
 Structure a lesson illustrating the
explicit teaching of a particular
skill/strategy in the teaching of
reading comprehension and/or other
literacy domains.

The Writing Process  Compare writing as product with September 5, 2019 School Heads, School’s Discussion Feed backing
writing as process; English Coordinator Workshops
 Identify the steps in teaching writing
through process approach;
 Use diverse techniques in pre-writing,
drafting, revising, editing and
publishing; and
 Employ the 6+ traits in assessing
written outputs.
Formative Assessment  Be acquired with the different September 6, 2019 School Heads, School’s Discussion Feed backing
Strategies formative assessment strategies in English Coordinator Workshops
order to use them properly; and,
 Share their general understanding of
the assessment process based on their
experience and practice
The Learning Action  Improve the teaching-learning process September 6, 2019 School Heads, School’s Discussion Feed backing
Cell (LAC) that will lead to improved learning English Coordinator Workshops
among the students;
Workshop on the Re-  Nurture successful teachers;
entry Action Plans for  Enable teachers to support each other
the conduct of the to continuously improve their content
DISLAC and pedagogical knowledge, practices,
skills and attitudes;
  Foster a professional collaborative
spirits among school heads, teachers
and a community as a whole.
 Plan and create a Learning Action
Cell (LAC) Plan

Demonstration  Demonstrate the whole process of September 6, 2019 School Heads, School’s Discussion Feed backing
Teaching, processing Explicit Teaching English Coordinator Workshops
and feedback

Prepared by: Noted by:

Cindy May L. Pajarito VERJAR M. ISMAEL

Teacher-III ESHT–II/ District English Focal Person

BERLINO M. FLORES
Public Schools District Supervisor
Verified by:

MILDRED D. DAYAO, Ed.D.

Chief, Curriculum Implementation Division

Recommending Approval:

OLIVER B. TALAOC, Ed.D.

OIC, Office of the Assistant Schools Division Superintendent

APPROVED:

FELIX ROMY A. TRIAMBULO, CESO VI

Schools Division Superintendent