National Orientation

of Chief Facilitators on
the Implementation of the
National Learning Camp (NLC)
for Grades 1 to 3 for EOSY 2023-2024
Great Eastern Hotel, Quezon City
April 4 & 5, 2024
 Breakout Session

Walkthrough of the
National Learning Camp
Teaching-Learning Resources (TLRs)
for Reading in Grades 1 to 3
(Intervention, Consolidation, and Enhancement Camps)

Jerome C. Hilario
Resource Person
Session Objectives
At the end of the session, participants will
explain the features and components of
NLC-TLRs in Reading across grade levels;
demonstrate effective utilization of
different NLC-TLRs in Reading across
grade levels through a lecture
demonstration; and
exhibit a strong commitment to ensuring
the seamless implementation of NLC for
EOSY 2023-2024.
Session Flow
Characteristics of Learners in Reading and
the Rationale of NLC

The NLC-TLR structure, components, & the

lesson coverage

Lecture demonstration on the use of NLC-

TLRs
Flags Up!
Each group of learners is assigned a
color: Red for the Intervention Group,
Yellow for the Consolidation Group, and
Green for the Enhancement Group.
You will be provided with colored cards
in Red, Yellow, and Green.
Raise the appropriate color card if the
characteristic shown defines a learner
in that specific group.
Flags Up!
Flags Up!

Need to build
foundational
reading skills
Flags Up!
Benefits from instruction to
deepen comprehension,
expand vocabulary,
improve fluency, and refine
reading strategies
Flags Up!

Engages in verbal,
analytical,
persistent, and
creative behaviors
Flags Up!

Requires intensive,
targeted
interventions
Flags Up!
Needs support in
higher-level
comprehension and
critical thinking
Flags Up!
Demonstrates strong
metacognitive skills
and critical thinking
abilities
Flags Up!

Difficulty
understanding
what was just read
Flags Up!

Able to read
simple texts
independently
Flags Up!

Proficient in
reading skills and
comprehension
Flags Up!

Difficulty sounding
out and
recognizing words
Flags Up!
Reflection on Understanding:
How did you find the activity of identifying
characteristics of learners in different reading
groups?
Did you notice any patterns or common themes
among the characteristics within each group?
Were there any characteristics that you found
challenging to assign to a specific reading
group? Why?
Flags Up!
Implications for Instruction:
How might understanding the characteristics of
learners in different reading groups inform your
instructional planning?
What instructional strategies might be effective
for addressing the needs of learners in the
intervention group? The consolidation group? The
enhancement group?
Stages of Reading Development in
Chall's Model
Stage 1 - Initial Reading or Decoding Stage
(Grades 1-2, Ages 6-7)
Learning the relation between letters and sounds
and between printed and spoken words
Being able to read simple text containing high
frequency words and phonically regular words
Using skill and insight to "sound out” new one-
syllable words.
Stages of Reading Development in
Chall's Model
Stage 2 - Confirmation, Fluency, Ungluing from
Print (Grades 2-3, Ages 7-8)
Child reads simple, familiar stories and selections
with increasing fluency. This is done by consolidating
the basic decoding elements, sight vocabulary, and
meaning context in the reading of familiar stories
and selections.
Characteristics of Learners in

READING
in the context of the
National Learning Camp
Intervention Group
1. Difficulty sounding out words
2. Difficulty recognizing words
3. Difficulty understanding what was just read
4. Lack of fluency when reading
5. Limited vocabulary knowledge
6. Struggles with basic comprehension skills
7. Requires intensive, targeted interventions
8. Need to build foundational reading skills (e.g., phonemic
awareness, phonics, fluency, vocabulary, comprehension
strategies)
Consolidation Group
1. Able to read simple texts independently
2. Struggles with complex texts or tasks
3. Needs support in higher-level comprehension
and critical thinking
4. Requires reinforcement of basic reading skills
5. Benefits from instruction to deepen
comprehension, expand vocabulary, improve
fluency, and refine reading strategies
Enhancement Group
1. Proficient in reading skills and comprehension
2. Reads at or above grade level
3. Demonstrates strong metacognitive skills and critical
thinking abilities
4. Engages in verbal, analytical, persistent, and creative
behaviors
5. Readiness for advanced or enriched instruction
6. Benefits from opportunities to engage with challenging
texts, explore complex ideas, and further develop reading
fluency, comprehension, and critical thinking skills.
The Need to Group Learners in

READING
Why Group Learners?
allows teachers to provide targeted instruction
and support that meets the diverse needs of
learners.

enables teachers to differentiate instruction

based on individual needs, ensuring that each
learner receives the appropriate level of support
and challenge.
Why Group Learners?
allows for the effective allocation of resources,
enabling targeted interventions and
reinforcement activities that address specific
skills or concepts.

enables teachers to target instruction at the

appropriate level of challenge, ensuring that
learners receive instruction aligned with their
abilities.
Why Group Learners?
based on their needs can promote engagement
and confidence in reading, as learners receive
support aligned with their abilities and experience
success.

facilitates academic growth and development by

addressing specific areas of weakness and
building upon existing strengths.
 Rationale of the
National Learning Camp
for Grades 1 to 3 in
READING
Rationale of NLC for KS 1 in Reading
NLC addresses literacy needs in Grades 1 to
3, focusing on enhancing skills like reading,
comprehension, and critical thinking.
NLC aims to provide early intervention and
support to prevent literacy difficulties and
equip students with essential skills for future
learning.
Categorization of Learners Based
on CRLA Profiles
CRLA categorizes students into Full, Moderate,
Light Refreshers, and Grade Ready, guiding
teachers to pinpoint strengths and areas for
growth.

It informs instructional decisions by offering

insights into students' literacy needs and
capabilities.
What is CRLA?
The Comprehensive Rapid Literacy Assessment
(CRLA) is a 5-minute per language reading
assessment in L1, L2, and L3 designed to help
teachers quickly determine the reading profiles of
Grades 1 to 3 learners and develop appropriate
reading instruction for each profile.

MAIN GOAL: to identify children who need additional

support and what support they need in reading.
Rationale ofNLC for KS 1 in Reading
NLC framework includes three camps:
Intervention, Consolidation, and Enhancement,
tailored to address students' diverse learning
profiles.

It ensures comprehensive support for students at

different stages of literacy development,
promoting equitable access to high-quality
instruction.
Intervention Camp
Intervention Camp aids Full and Moderate
Refreshers with direct instruction on previous
grade-level concepts, focusing on foundational
literacy skills.

It offers structured activities and personalized

instruction to develop skills like alphabet
knowledge, phonological awareness, and
comprehension strategies.
Consolidation Camp
Consolidation Camp reinforces grade-specific
literacy competencies for Light Refreshers
through diverse instructional modalities.

It solidifies students' understanding of essential

literacy concepts like alphabet knowledge,
phonics, vocabulary, and comprehension
strategies.
Enhancement Camp
Enhancement Camp targets Grade Ready
learners, delving into advanced literacy
competencies through immersive experiences
with diverse texts and metacognitive strategies.

It enhances fluency, comprehension, vocabulary,

and critical thinking abilities essential for
navigating complex texts.
Rationale ofNLC for KS 1 in Reading
Integration of NLC framework facilitates targeted
literacy support for Grades 1 to 3, ensuring
interventions align with students' needs and
learning trajectories.

It empowers teachers to provide personalized

learning experiences, fostering inclusivity and
promoting literacy success.
Rationale ofNLC for KS 1 in Reading
NLC for Key Stage 1 offers early intervention and
support, promoting skills development in reading,
comprehension, and critical thinking.

It empowers educators to meet the unique needs

of every student, fostering a culture of lifelong
learning and ensuring equitable access to high-
quality literacy instruction.
 Structure, Components,
& Content of the
National Learning Camp
Teaching & Learning Resources
Structure of the Lessons
Component 1: A short review of knowledge and
understandings based on the Learning Competencies of the
grade and the content of the previous lessons
Component 2: A description of the purpose of the lesson
Component 3: An orientation to the language and
vocabulary to be encountered in the text for analysis in the
next stage of the lesson – Language Practice
Structure of the Lessons
Component 4: The main activity of the lesson made up of:
A. The teacher reading the chosen text, with some focus on
the vocabulary identified in the Language Practice section
B. The provision of a first set of questions on the text which
move from literal to inferential levels and that students
answer on their worksheets, followed by correction &
discussion of answers.
Structure of the Lessons
C. The provision of a second set of questions (usually three)
on the text which move from literal to inferential to
application levels and that students answer on their
worksheets, followed by correction and discussion of
answers.
Component 5: A Conclusion based on questions concerning
student responses to the lesson, including the strategies
they used to answer the questions.
Lesson Component 1:
(7 mins.)

Lesson Short Overview

This offers teachers the chance to:
review or preview previously encountered
information;
address previous content in the form of questions;
note what students already know;
elicit answers to reinforce the important content,
and
address briefly issues that may arise.
Lesson Component 1:
(7 mins.)

Lesson Short Overview

The questions set reminds students of the
knowledge, skills, and understanding developed
when first studying the topic area, which is relevant
to the lesson.
Lesson Component 2:
(3 mins.)

Lesson Purpose/Intention
This component offers students to
be acquainted students with the lesson's purpose
and/or intention;
see a link with their schema and connect it to
their responses in Component 1.
Lesson Component 2:
(3 mins.)

Lesson Purpose/Intention
It is the time to address what students might
expect/aim to achieve. Teachers should clarify, in
clear language, the student's learning intention and
what success will look like.
Lesson Component 3:
(5 mins.)

Lesson Language Practice

This component concerns language use and focuses
on words or phrases that are to be used, or that were
forgotten or found difficult in the past.

It considers the whole lesson and identifies

words/phrases that can potentially cause students
difficulties.
Lesson Component 3:
(5 mins.)

Lesson Language Practice

The language identified is restricted to less than 6
words/phrases so that there is enough time for
practice within the time available.
Lesson Component 3:
(5 mins.)

Lesson Language Practice

The language identified is restricted to less than 6
words/phrases so that there is enough time for
practice within the time available.
Lesson Component 4:
(25 mins.)

Lesson Activity
Component 4 has three aspects, 4A, 4B, and 4C.
It addresses the ‘key idea’ for the lesson.
It is applying known content to solve non-routine
problems.
Lesson Component 4:
(25 mins.)

Lesson Activity
This requires students to interpret/understand the
‘stem’ correctly (4A) before answering questions
of differing degrees of complexity related to the
stem (4B & 4C - two separate sets of questions
related to the same stem are asked).
4A: Reading and
(5 mins.)

Understanding the Stem

Component 4A involves understanding the language
of the stem. The purpose here is for:
the teacher to model fluent reading of the stem;
students to read the passage or describe the
figure, etc;
4A: Reading and
(5 mins.)

Understanding the Stem

Component 4A involves understanding the language
of the stem. The purpose here is for:
any unfamiliar language (possibly addressed in
Component 3) to be identified; and
students to hear and experience fluency in
reading the stem.
4B: Solving the
(10 mins.)

First Set of Questions

It involves a set of questions associated with the
stem. Students will need to refer to the stem as
they prepare to answer the set of questions.
All students write down responses or attempts at
each question. (It is OK for students to make
errors.)
4B: Solving the
(10 mins.)

First Set of Questions

All students start on the same set of questions at
the same time.
Time should be used to have student discussions,
explanations, reasoning, etc about the answers.
4C: Solving the
(10 mins.)

Second Set of Questions

The structure is very similar to 4B. It allows a refresh
for student brain processing as a new starting point.
It also allows the class to become centered around
all students starting a new activity.
4C: Solving the
(10 mins.)

Second Set of Questions

For teachers, this approach serves two purposes.
to bring all students back together to proceed as
a group.
to understand and practice activities where
different sets of questions can be used with a
single stem.
Lesson Component 5:
(5 mins.)

Lesson Conclusion
It offers a student-focused wrap-up to the main
intentions of the lesson.
It helps students reflect on their progress, achievement of
goals, and their performance and understanding during
the lesson. There is a chance here to confirm student
progress during the lesson.
It has a high metacognitive aspect which can be further
enhanced by teacher modeling.
Lesson Content
Intervention Camp - Letter Sounds, Alphabet
Knowledge, and Phonological Awareness

Consolidation and Enhancement Camps -

Most Essential Learning Competencies in
Reading
Lesson Content
INTERVENTION CAMP Phonological Awareness
Rhyming Songs
1. Mm, Ss, Aa Sentence Segmentation
2. Ii, Oo, Ee Syllable Segmentation and Blending
3. Bb, Uu, Tt Onsite-Rime, Blending, and Segmentation
Blending and Segmenting Individual Phonemes
4. Kk, Ll, Yy
5. Nn, Gg, NGng Letter Knowledge
Vocabulary Development
6. Pp, Rr, Dd Introduce the Letter Name
7. Hh, Ww, Cc Introduce the Letter Sound
8. Jj, Ff, Zz Model How the Letters Should be Written
Provided Guided & Independent Practice
9. Qq, Vv, Xx, Ññ
Listening Comprehension
Cite stories related to the letters for the day
Lesson Content
GRADE 1 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Nakasusunod sa napakinggang panuto na may 1-2
hakbang
2. Napapalitan at nadadagdagan ang mga tunog upang
makabuo ng bagong salita
3. Nababaybay nang wasto ang mga salitang natutuhan
sa aralin at salitang may tatlo o apat na pantig
4. Nabibigay ang susunod na mangyayari sa
napakinggang kuwento
Lesson Content
GRADE 1 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Naibibigay ang paksa ng talata.
2. Naiuugnay ang sariling karanasan sa napakinggang
kuwento
3. Nakapagbibigay ng sariling hinuha
4. Natutukoy ang kahulugan ng salita batay sa
kasingkahulugan
5. Natutukoy ang mahahalagang detalye kaugnay ng
paksang napakinggan
Lesson Content
GRADE 2 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Nagagamit ang magalang na pananalita sa
pagtatanong ng lokasyon ng lugar
2. Nasasabi ang mensahe, paksa o tema na nais ipabatid
sa maikling kuwento o alamat
3. Naibibigay ang susunod na mangyayari sa pabula.
4. Naisasalaysay ang binasang teksto nang may tamang
pagkakasunodsunod sa tulong ng mga larawan,
pamatnubay na tanong at story grammar
Lesson Content
GRADE 2 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Napag-uugnay ang sanhi at bunga ng mga pangyayari
sa binasang talata at teksto
2. Nakapaglalarawan ng mga bagay, tao, pangyayari, at
lugar
3. Nababasa ang mga salitang madalas na makita sa
paligid at batayang talasalitaan
Lesson Content
GRADE 2 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Nabibigyang kahulugan ang mga salita sa
pamamagitan ng pagbibigay ng kasingkahulugan at
kasalungat, sitwasyong pinaggamitan ng salita (context
clues), pagbibigay ng halimbawa, at paggamit ng
pormal na depinisyon ng salita
2. Naibibigay ang mga sumusuportang kaisipan sa
pangunahing kaisipan ng tekstong binasa
Lesson Content
GRADE 3 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Nasasagot ang mga tanong tungkol sa kuwento, usapan,
teksto, balita at tula
2. Nailalarawan ang mga elemento ng kuwento (tauhan,
tagpuan, banghay)
3. Naisasalaysay muli ang teksto nang may tamang
pagkakasunod-sunod ng mga pangyayari sa tulong ng
pamatnubay na tanong at balangkas
4. Nakapagbibigay ng wakas ang binasang kuwento
Lesson Content
GRADE 3 COMPETENCIES COVERED
(Enhancement and Consolidation)
1. Nakapaglalarawan ng mga tao, hayop, bagay at lugar
sa pamayanan
2. Nasasabi ang paksa o tema ng teksto, kuwento o
sanaysay
3. Naibibigay ang mga sumusuportang kaisipan sa
pangunahing kaisipan ng tekstong binasa
4. Napag-uugnay ang sanhi at bunga ng mga pangyayari
sa binasang teksto
5. Naibibigay ang buod o lagom ng tesktong binasa
Walkthrough of the NLC-TLRs in
READING
(Intervention Camp)
 Sample
NLC-TLRs
bit.ly/SampleNLCTLRs
(Intervention
Camp)
(Intervention
Camp)
(Intervention
Camp)
Walkthrough of the NLC-TLRs in
READING
(Consolidation and Enhancement Camps)
(Consolidation
Camp)
(Consolidation
Camp)
(Enhancement
Camp)
(Enhancement
Camp)
Application: Two Stars and a Wish
In groups of four, provide each
with a copy of an NLC lesson
plan and have it reviewed.
Using the template, require each
group to accomplish it by
providing comments (2 stars)
and suggest any
recommendations (1 wish).
 Sample
NLC-TLRs
bit.ly/SampleNLCTLRs
Application: Two Stars and a Wish
Comments Recommendation
Lesson Components (2 Stars) (1 Wish)

1. Lesson Short Review

2. Lesson Purpose

3. Language Practice

4. Lesson Activity

5. Lesson Conclusion
Reflection
In groups, answer this question:

How will you show your commitment to

ensuring the seamless and effective
implementation of NLC for EOSY 2024?

I will show my commitment by: