Capacity Building of Key Stage 1 Teachers on

Learning Recovery in Literacy and Numeracy

Module 1

Session 5
Making Contextual Meaning
 Module 1
Session 5

MODULE NO. 1 SESSION 5

SESSION TITLE: MAKING CONTEXTUAL MEANING

SESSION OBJECTIVES:
Terminal Objectives:
At the end of this 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
Specifically, they shall be able to:

● Identify varied teaching and assessment strategies for contextual meaning to

learners
● Apply knowledge and understanding of teaching strategies for getting
contextual meaning
● Share reflection on one’s practices in using strategies for personal
development

CONTENT: Vocabulary Development

Determining the appropriate word to be

used on the context of the selection

ESTIMATED TIME REQUIRED: 240 minutes

2
 Module 1
Session 5

INTRODUCTION

Welcome teachers!
Your learning journey starts with a single step. But unlike this trite expression, the
step that you will undertake is not your first. As teachers, you have been on this
journey long enough to know that there had been gaps along the way. In order to
address such gaps, there has to be conscious effort to acknowledge and work for
one’s betterment.
This module will help you in reflecting on your personal teaching practices and
guide you in identifying the appropriate strategies to be used for one of the least
mastered skills for key stage 1.
It is with high hopes that this module will help you examine the knowledge and
skills that all teachers, regardless of learning area and grade level, need to
understand in order to help learners gain these fundamental skills necessary to
develop and improve the focus competency.

TARGET INDICATOR/S & COMPETENCY/IES

● PPST Indicator
o 1.5.2 Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
o 3.2.2 Establish a learner-centered culture by using teaching
strategies that respond to their linguistic, cultural, socio-
economic and religious backgrounds.
o 5.3.2 Use strategies for providing timely, accurate and
constructive feedback to improve learner performance.

3
 Module 1
Session 5

OVERVIEW

Module 5 provides relatable situations that classroom teachers encounter in the

course of their instructional time. Such situations are intended for periods of reflections
as teachers probe further and detail strategies that are appropriate and useful in
achieving mastery of the specific learning competency of this module.

It is designed in such a way that theoretical and actual practice meet. These two
converge as they are geared towards the achievement of improving learners’
performance. It provides suggested activities that are useful for teachers as they carry
out their day-to-day functions.

SUPPORT GROUP

Situation 1:

Teacher Michael taught vocabulary development to his class. The specific

competency is to determine the appropriate words based on the context of the
selection. He chose a story that is interesting to his grade 3 pupils and strategically
marked parts of the story which would require answers. During the discussion, he
asked the pupils to use a dictionary or any other reference material to ensure that
they supply the needed word. The pupils obliged and they all got the correct
answers. During the evaluation, when Teacher Michael gathered the results of the
formative assessment almost all of the learners got a perfect score.

1. What is Teacher Michael’s good practices in teaching? 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?

4
 Module 1
Session 5

Situation 2:

Teacher Ana gave an assessment on vocabulary improvement specifically

determining the appropriate words based on the context of the selection. She used
a pen and paper test and gave unfamiliar words and options for pupils to choose
from. The result of the assessment was indecisive. There were some pupils who
got high scores and others very low. The range of scores were spread out. Teacher
Ana is torn and cannot decide whether the pupils knew the correct answer or not.
Upon asking questions, Teacher Ana found out that the majority of the pupils
guessed the correct answer while a few others already knew the right meaning of
the words.

1. What do you think is the reason for the learners’ dismal results?
2. Is the assessment appropriate for the competency being measured? Why
do you say so?
3. How can Teacher Ana improve her learners’ performance?

5
 Module 1
Session 5

Key Concepts

1. Vocabulary Enrichment - enables an individual to speak, write,

and read in confidence and effectiveness.
2. Reading Comprehension -the ability to process text,
understand its meaning, and to integrate with what the reader
already knows.
3. Inferring - deduce or conclude (information) from evidence and
reasoning rather than from explicit statements.
4. Getting the Main Idea)- is getting the author's message about the
topic. It is often expressed directly or it can be implied.
5. Teaching strategies- refer to the methods, techniques,
procedures, practices, approaches and systems teachers employ
in their classroom practice to advance student learning
6. Critical thinking- Critical thinking is the analysis of available
facts, evidence, observations, and arguments to form a judgment.
The subject is complex; several different definitions exist, which
generally include the rational, skeptical, and unbiased analysis or
evaluation of factual evidence.
7. 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.
8. Teaching and learning process- Combined processes where an
educator assesses learning needs, establishes specific learning
objectives, a transformation process of knowledge from teachers to
students.
9. Learner centered culture- is to keep the focus on what each
student is learning rather than what the teacher is teaching. Within
a learner-centered culture, the teacher becomes a guide to each
student's learning rather than providing a one-way delivery of
information in a one size fits all format.
10. Constructive feedback -is the type of feedback aimed at
achieving a positive outcome by providing someone with comments,
advice, or suggestions that are useful for their work or their future.
The outcome can be faster processes, improving behaviors,
identifying weaknesses, or providing new perspectives.

6
 Module 1
Session 5

11. Learner performance- A measure of how well students are

learning in terms of knowledge and skills development

7
 Module 1
Session 5

SUGGESTED LEARNING ACTIVITIES:

Word Association
● Let pupils read a selection and ask them what word comes to
mind after reading.
● Tell them to explain why that word came to mind based on what
they have read.

Vocabulary Charade
● Give words that are related to the selection that will be read by the pupils.
● Let the pupils read the selection then choose the related word by
acting it out.
● The other pupils will guess the appropriate word.

Scavenger Hunt
● Lead the pupils to a scavenger hunt.
● Leave words that they will ‘hunt’. Such words should all be
related to the selection that they have read.
● The pupils will then show the words that they have hunted and
explain why they got those words.

Match Pictures to Text

● Show pictures to learners. Let them give a word about the picture.
● Tell them to match the picture to the selection that they have
read and explain their answer.

8
 Module 1
Session 5

SUGGESTED ASSESSMENT STRATEGIES

Use of Graphic Organizers (Semantic Map)

● Use a semantic map to elicit the pupils’ answer to the task:
determine an appropriate word related to the selection.
● The core would show their answer and the webs would reflect
how they arrived at the answer given.
● Their responses would reflect whether or not they have
answered using the context of the selection read.

Build a Story/Selection (Fill in the Blanks)

● Give a story/selection with strategic blanks.
● These blanks would correspond to words that will be supplied
by the learners.
● The answers will be deduced by reading
comprehensively and contextually.
● For the less advanced learners, options may be given.
● Another variation of this assessment is through a
conversation test instead of a story.

Vocabulary through Arts (Performance-based Task)

● Based on the selection, learners will give a word.
● This word will be expressed through various forms like
illustration or action.
● A story about the value of eating vegetables may elicit the pupil to
give the word healthy. The pupil may act it out by flexing his arms.

9
 Module 1
Session 5

OTHER SUGGESTED 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. The teacher may devise another way of letting the pupils
respond such as other physical activity like jumping a certain number
of times or using smiley/frowny icons.

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. For example, the pupil may put together
the words – drive, park and wheels as his explanation may reveal his
understanding of cars. Similarly, another pupil may put together the
words – trees, park and birds since this pupil may be thinking of the
public garden.

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. For example, the teacher
will give the word blue. Pupils may write sad, peace, relax, etc. After 10
minutes, each group will give their answers and explanations. The
groups will cross out similar responses and the one which has the most
remaining answers wins.

10
 Module 1
Session 5

SIMULATION ACTIVITY

After thoroughly exploring this module, you are now tasked to do the following
activities:

For Highly Proficient Teachers

• After the discussion, 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.

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

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.

11
 Module 1
Session 5
Criteria Highly Proficient Teachers (5 Proficient Teachers (5 points)
points)
Selection and Chose an activity that is highly Created an additional activity
Alignment relevant and aligns with the that clearly aligns with the
competency of making competency of making
contextual meaning. contextual meaning and
enhances student
understanding.
Clarity of Demonstrated the chosen Provided a well-structured
Demonstration activity with clarity, guiding the activity with clear instructions
audience step-by-step in its for classroom implementation,
application. ensuring each component is
easy to follow.
Effectiveness Simulated the activity effectively
Developed an original activity
of Simulation as if teaching a real class,
that demonstrates creative
showing how strategies engage
strategies for helping students
learners and promote
grasp contextual meaning.
contextual meaning.
Engagement Modeled strategies that actively Submitted a comprehensive
and engaged participants, activity plan that covers
Interaction encouraging observation, objectives, materials, and steps
reflection, and questions. to engage students in
understanding contextual
meaning.
Reflection and Provided insightful reflections Included a clear rationale
Justification on the activity’s strengths and explaining how the activity
effectiveness in teaching promotes student
contextual meaning. understanding and 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.

12
 Module 1
Session 5

SELF-REFLECTION

3H: Let us reflect on our practices. Answer the questions in the points of
reflection relative to the target learning competencies.

Points of Reflection Question Answer

What do I know? What teaching strategies

that develop critical and
creative thinking, as well as
other higher-order thinking

ead
skills do I know about
vocabulary development,
specifically for the
competency determining the
appropriate word to use in
the selection context?
What do I feel? How confident am I in
ensuring that I foster a
learner-centered culture in

eart
my class? Explain.
(scale of 1-5, 5 being the
highest)

What can I do? What do I do to ensure that

I deliver quality instruction
to my learners?

ands

13
 Module 1
Session 5

Resource Library

https://games4esl.com
https://www.weareteachers.com/vocabulary-
activities/ https://www.k5learning.com/
https://www.igi-global.com › dictionary › gamified-learning

14