Capacity Building of Key Stage 1

Teachers on Learning Recovery in

Literacy and Numeracy via School-
based Learning Action Cell
 Module 1
Session 5

Making Contextual Meaning

 Introduction

The more reflective you are, the more

effective you are.
- Hall and Simeral
 Professional Standards Covered

Proficient Teacher
1.5.2 Apply a range of teaching strategies to develop
critical and creative thinking, as well as other higher-order
thinking skills.
 Professional Standards Covered

Proficient Teacher
3.2.2 Establish a learner-centered culture by using
teaching strategies that respond to their linguistic,
cultural, socio economic and religious backgrounds.
 Professional Standards Covered

Highly Proficient Teacher

1.5.3 Develop and apply effective teaching strategies
to promote critical and creative thinking, as well as
other higher-order thinking skills.
 Terminal Objective

At the end of the session, the participants shall be able

to:

Highly Proficient Teachers

Simulate one of the teaching-learning activities in
teaching the concept of making contextual meaning,
and

Proficient Teachers
Create teaching-learning activities for teaching the
concept of making contextual meaning.
 Enabling Objectives

● Identify varied strategies for vocabulary development

that develop critical and creative thinking, as well as
other higher-order thinking skills;
● Apply knowledge and understanding of teaching
strategies for getting contextual meaning; and
● Share reflection on one’s practices in using strategies
for personal development
 Leading Activity 1

Teacher Michael taught vocabulary

development to his class. The specific
competency is determining the appropriate words
based on the selection read. He chose a story
that interested his grade 3 pupils and
strategically marked parts of the story that would
require answers.
Photo taken from google images
 Leading Activity

During the discussion, he asked the pupils to

use a dictionary or any other reference material
to ensure that they supplied the needed word.
The pupils obliged, and they all got the correct
answers.

Photo taken from google images

 Leading Activity

When Teacher Michael gathered the formative

assessment results during the evaluation, almost
all of the learners got a perfect score.

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 Leading Activity

Answer the following questions.

1. What are Teacher Michael’s good teaching
practices? Need improvement?
2. Was Teacher Michael able to achieve the
objective? Why do you say so?
3. If it were you, how would you teach the
lesson?

Photo taken from google images

 Leading Activity 2

Teacher Ana’s lesson is vocabulary

improvement through context clues. She
presented sets of ‘unfamiliar’ words and
asked the pupils to match the meaning of the
words from the options given (matching
type).

Photo taken from google images

 Leading Activity 2

The result of the assessment was

indecisive. Some pupils got high scores and
others very low. Their scores vary.

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 Leading Activity 2

Teacher Ana is torn and cannot decide if the

pupils learned the meaning of the unfamiliar words.
Upon asking questions, Teacher Ana found out that
most of the pupils guessed the correct answer while
a few others already knew the right meaning of the
words.

Photo taken from google images

 Leading Activity 2

Answer the following questions.

1. What do you think is the reason for the results of the

assessment?
2. Did Teacher Ana use the appropriate assessment
to measure the competency? Why do you say so?

3. If you were Teacher Ana, what would

you have done differently? Explain.

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 Key Concepts/Contents

Contextual Meaning - definition of a word or symbol by

explaining the meaning of the phrase or statement in
which it occurs
 Key Concepts/Contents

Getting the Main Idea- is getting the author's message

about the topic. It is often expressed directly or it can be
implied.
 Key Concepts/Contents

Higher order thinking skills - Higher-order thinking,

known as higher-order thinking skills, is a concept of
education reform based on learning taxonomies. The idea
is that some types of learning require more cognitive
processing than others, but also have more generalized
benefits.
 Key Concepts/Contents

Inferring - deduce or conclude (information) from

evidence and reasoning rather than from explicit
statements.
 Key Concepts/Contents

Reading Comprehension -the ability to process text,

understand its meaning, and to integrate with what the
reader already knows.
 Key Concepts/Contents

Teaching strategies- refer to the methods, techniques,

procedures, practices, approaches and systems teachers
employ in their classroom practice to advance student
learning
 Key Concepts/Contents

Vocabulary Enrichment - enables an individual to speak,

write, and read in confidence and effectiveness.
 Suggested Teaching-Learning Activities

• Word Association

• Vocabulary Charade

• Scavenger Hunt

• Match Pictures to Text

 Suggested Teaching-Learning Activities

• Word Association

Word Association is an activity in which a word is given to a

student and then that student must say an associated
word or phrase
 Suggested Teaching-Learning Activities

• Word Association

pig
 Suggested Assessment Strategies

The Big Pig

Jig is a pig.
He is a big pig.
Jig fell into a pit.

Photo taken from google images

 Suggested Teaching-Learning Activities

• Vocabulary Charade

Vocabulary Charade is an activity in which some of the

players try to guess a word or phrase from the actions of
another player who may not speak
 Suggested Teaching-Learning Activities

• Vocabulary Charade

walk
 Suggested Assessment Strategies

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Val and Don

It is a beautiful day. Val and Don went to the river. They
walk carefully because there are many stones near the
river.
 Suggested Teaching-Learning Activities

• Scavenger Hunt

Scavenger Hunt is an activity in which players try to find

specified items within a particular period of time
 Suggested Assessment Strategies

Len loves writing. She always uses her red pen.

She puts her pens inside her bag, a container of
her school things.
 Suggested Teaching-Learning Activities

• Match Pictures to Text

Match Pictures to Text is an activity in which students

match vocabulary words or word against pictures
 Suggested Assessment Strategies

Bob’s Pet

Bob’s pet has big ears and hops a lot.

It is inside the box. It is a hare.
 Suggested Assessment Strategies

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1
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3
images

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2
 Other Teaching-Learning Activities

• Use of Graphic Organizers:

Semantic Map

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 Other Suggested Teaching-Learning
Activities

• Use of Graphic Organizers: Semantic Map

Semantic maps (or graphic organizers) are maps or

webs of words. The purpose of creating a map is to
visually display the meaning-based connections
between a word or phrase and a set of related words or
concepts.
 Other Suggested Teaching-Learning
Activities
How to Do It
● Tell the learners what is a semantic map.
● Show an example of a semantic map with labels: Core
or Middle Circle-Word to be Defined and Webs or
Smaller Circles-Meanings of the Word to be Given
Meaning
● Write the a word in the core.
● Ask the learners to complete the webs by writing the
words that they would relate based on the selection
read.
● Ask the learners to explain their answers based on their
understanding of the selection.
 Other Suggested Teaching-Learning
Activities

Let us try it!

Photo taken from google images

 Other Suggested Teaching-Learning
Activities

• Build a
Story

Photo taken from google images

 Other Suggested Teaching-Learning
Activities

• Build a
Story
Build a Story is a modified version of cloze tests
wherein certain portions of a passage are removed.
Learners are expected to fill in the blanks based on
their understanding to ‘build a story’. The
correctness of answers will depend on the meaning
deduced from the passage.
 Other Suggested Teaching-Learning
Activities

How to Do It
• Show the title to the learners.
• Based on the title, ask the learners to give their idea on
what the selection is about.
• Let the learners read the story with strategic blanks.
These blanks would correspond to words that will be
supplied by the learners.
• Ask the learners to fill in the blanks.
 Other Suggested Teaching-Learning
Activities

How to Do It
• The answers will be deduced by reading comprehensively
and contextually.
• When finished, ask learners to read the story that they
have built.
• Let them explain why they supplied the given answers.
• Tell them that the answers should be based on their
understanding of the selection.
• For the less advanced learners, options may be given.
 Other Suggested Teaching-Learning
Activities

Let us try it!

The Caring Granny

Nick is sick. His granny gets the

_________. She makes him _________.
Then she mixes a _________ and
makes him take a sip. Granny is a
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_________ kin. Nick is a _________ kid.
 Other Suggested Teaching-Learning
Activities

• Vocabulary through
Arts

Photo taken from google images

 Other Suggested Teaching-Learning
Activities

• Vocabulary through
Arts
Vocabulary through arts is a performance-based task
that elicits learners’ understanding of a vocabulary
word through various forms of performances like
acting out, singing, illustration, etc.
 Other Suggested Teaching-Learning
Activities

How to Do It
• Tell the learners to read the story.
• Ask them to express their understanding of the word based on
the selection read. Learners may act like they are providers
since in the selection.
• Let the learners explain why they acted as providers to elicit
their understanding of the word based on the selection read.
• Instead of acting out, learners may express their answers
through different performance-based tasks.
• Use rubrics in evaluating the learners’ performance.
 Other Suggested Teaching-Learning
Activities

Let us try it!

Photo taken from google images

 Other Suggested Teaching-Learning
Activities

Flash Connotations

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 Other Suggested Teaching-Learning
Activities

Flash Connotations
The teacher will show flash cards with words that may
have either positive or negative connotations. Pupils will
raise their right hand if the word has a positive
connotation and raise their left hand if it is otherwise.
 Other Suggested Teaching-Learning
Activities

Word Category

Photo taken from google images

 Other Suggested Teaching-Learning
Activities

Word Category

The teacher will provide pupils with a list of

words that may be grouped together according
to their context. Then the pupils will tell why they
put together the same words.
 Other Suggested Teaching-Learning
Activities

Quick Writes

Photo taken from google images

 Other Suggested Teaching-Learning
Activities

Quick Writes

The teacher will give words and the pupils who were
already grouped will write as many words as they can
that are connected to the given word. They will be given
10 minutes to do so.
 Application

For Highly Proficient Teachers

∙ Select one of the teaching-learning activities that were
covered in the session for teaching the concept of making
contextual meaning.
∙ Model the chosen activity by explaining its relevance and
demonstrating how it is applied in the classroom.
∙ Simulate the activity as if you were teaching students,
ensuring that Proficient Teachers can observe and
understand the key strategies.
 Application

For Proficient Teachers

• Brainstorm and create at least one additional teaching-
learning activity designed to teach the concept of making
contextual meaning.
• After developing your activity, submit it for review,
ensuring it is clearly outlined for classroom
implementation.
• Include a brief explanation of the rationale behind your
activity and how it enhances students' understanding of
contextual meaning.
 Rubrics
Criteria Highly Proficient Teachers (5 points) Proficient Teachers (5 points)
Created an additional activity that clearly
Chose an activity that is highly relevant and
aligns with the competency of making
Selection and Alignment aligns with the competency of making
contextual meaning and enhances student
contextual meaning.
understanding.
Demonstrated the chosen activity with clarity, Provided a well-structured activity with clear
Clarity of Demonstration guiding the audience step-by-step in its instructions for classroom implementation,
application. ensuring each component is easy to follow.

Simulated the activity effectively as if teaching Developed an original activity that

Effectiveness of Simulation a real class, showing how strategies engage demonstrates creative strategies for helping
learners and promote contextual meaning. students grasp contextual meaning.
Submitted a comprehensive activity plan that
Modeled strategies that actively engaged
covers objectives, materials, and steps to
Engagement and Interaction participants, encouraging observation,
engage students in understanding contextual
reflection, and questions.
meaning.
Provided insightful reflections on the activity’s Included a clear rationale explaining how the
Reflection and Justification strengths and effectiveness in teaching activity promotes student understanding and
contextual meaning. critical thinking about contextual meaning.

Scoring Guide:
∙ 5: Outstanding execution, highly effective and relevant.
∙ 4: Good, but with minor areas for improvement.
∙ 3: Satisfactory, met expectations but with several areas for
improvement.
∙ 2: Needs improvement, partially met expectations.
∙ 1: Did not meet expectations.
Self-Reflection
 Self-Reflection

ead eart ands

What do I What do I feel? What can I

know? do?
 Self-Reflection
Points of Reflection Question Answer
What teaching strategies that
develop critical and creative
ead thinking, as well as other
higher-order thinking skills do
I know about vocabulary
What do I development, specifically for
know? the competency determining
the appropriate word to use
in the selection context?
 Self-Reflection

Points of Reflection Question Answer

How confident am I in
ensuring that I foster a
eart
learner-centered culture in
my class? Explain.
What do I feel?
(scale of 1-5, 5 being the highest)
 Self-Reflection

Points of Reflection Question Answer

What do I do to ensure that
I deliver quality instruction
ands
to my learners?

What can I
do?
 Closure

“One forgets words as one forgets names.

One’s vocabulary needs constant fertilizing
or it will die.”

~ Evelyn Waugh
 Resource Library
• Kurniawati, W. (2012). Strategies For Vocabulary Enrichment Employed By The
Teacher At The Fifth Year Of SD NI Jatirejo, Girimarto, Wonogiri (Doctoral
dissertation, Universitas Muhammadiyah Surakarta).Fifth Year Of SD NI Jatirejo,
Girimarto, Wonogiri (Doctoral dissertation, Universitas Muhammadiyah
Surakarta).
• Lewis, A., & Smith, D. (1993). Defining Higher Order Thinking. Theory Into
Practice, 32(3), 131– 137. http://www.jstor.org/stable/1476693
• Patra, I., Hashim Alghazali, T. A., Sokolova, E. G., Prasad, K. D. V., Pallathadka, H.,
Hussein,
• R. A., ... & Ghaneiarani, S. (2022). Scrutinizing the effects of e-learning on
enhancing EFL learners’ reading comprehension and reading
motivation. Education Research learners’ reading comprehension and reading
motivation. Education Research International, 2022.
 Resource Library
• Rules for Charades. (n.d.). https://www.cs.umd.edu/users/nau/misc/charades.html
• Scavenger hunt Definition & Meaning | Britannica Dictionary. (n.d.).
• Staake, J. (2022b, April 28). 20 Meaningful Vocabulary Activities for Every Grade.
We Are
• Teachers. https://www.weareteachers.com/vocabulary-activities/
• Teaching Strategies. (n.d.). ECU Intranet.
https://intranet.ecu.edu.au/learning/curriculum-design/teaching-strategies
tutoring/writing-math-tutoring/main-idea