Republic of the Philippines

ISABELA STATE UNIVERSITY

Cauayan City Campus

Cauayan City, Isabela

COLLEGE OF EDUCATION

EED SPEC 314

CONTENT AND PEDAGOGY FOR THE MOTHER-TOUNGUE

TEACHER’S GUIDE FAMILIARIZATION,

ACTIVITY SHEET PREPARATION, AND
CONTEXTUALIZED BIG BOOK CREATION

Prepared by:
Rhealei, Antalan J.
Capulong, Shaina Kim N.
Sinense, Krystal Joy M.
Introduction

In the K to 12 basic education system, teacher’s guides and learning

activity sheets (LAS / activity sheets) are foundational materials for
structuring lessons and guiding learners toward mastering the Most
Essential Learning Competencies (MELCs). DepEd issues teacher’s guides
and provides LAS templates, which teachers adapt or supplement.

Well-designed activity sheets help scaffold learning, provide structured

practice, and enable independent learner work. The LAS template
typically includes background/panimula, learning competency (with code),
instructions, exercises, guide questions, student reflection, and answer
key.

Meanwhile, Big Books (oversized books with large print and illustrations)
are used in shared reading to allow all learners to see text and pictures,
participate, and gradually take more responsibility for reading. This
approach is well supported in the literature on early literacy and shared
reading.

In this module, we integrate these three components: understanding

guides and sheets, designing activity sheets for Grades 2 & 3 in varied
learning areas, and making a Big Book with local meaning
(contextualization).

By the end of this module, learners will be able to:

a. Describe the purpose, structure, and features of teacher’s guides

and learning activity sheets (LAS), and explain the steps in creating a big
book for shared reading.

b. Appreciate and commit to using locally developed teacher’s guides,

well-designed activity sheets, and big books as tools to enhance learner
engagement and comprehension.

c. Prepare one sample activity sheet for Grade 2 (any learning area)
and one for Grade 3, and assemble a small prototype Big Book (3–4
pages) suitable for shared reading in the local context.
 Lesso
n
Teacher’s Guides &
1 Activity Sheets
Let’s Examine!

Teacher’s Guide & Activity Sheets

A Teacher’s Guide (TG) is a detailed companion for teachers that

provides suggested lesson flow, strategies, scaffolding, assessment ideas,
and adjustments/differentiation. It helps ensure lessons align with
curriculum goals and are responsive to learners’ needs.

Activity Sheets / Learning Activity Sheets (LAS) are structured tasks

given to students, often aligned with the TG, meant to reinforce, apply, or
assess the lesson content. In the Philippine K–12 / DepEd context, LAS are
often used as self-directed materials for learners, especially in blended or
home-based learning setups.

Together, the TG and LAS help bridge instruction and learner

engagement, ensuring that what the teacher plans is connected to what
learners do independently or in guided practice.

I. COMPONENTS/STRUCTURE
In this lesson, we will examine the essential components that make up
both the Teacher’s Guide (TG) and the Learning Activity Sheet (LAS)
or activity sheets. A clear understanding of these components ensures the
materials we develop are coherent, learner-centered, and aligned with the
curriculum.

I.I Components of a Teacher’s Guide (TG)

A Teacher’s Guide is a structured document that supports teachers in
delivering lessons effectively. It typically begins with the title of the
lesson or unit, often aligned with the Most Essential Learning
Competency (MELC). Following this is a rationale or overview, which
provides a brief explanation of the lesson’s importance, its relevance to
learners’ lives, and how it connects to prior knowledge. This sets the
stage for meaningful learning and helps the teacher understand the "why"
behind the lesson.

One of the most critical parts is the Learning Competency section. This
includes the exact MELC or curriculum code and its description, ensuring
that the lesson remains aligned with national standards. After this, the
key concepts or content focus are laid out—these include the main
ideas, academic terms, or skills that learners are expected to master.

The Materials and Resources section outlines all the tools required for
the lesson. This includes textbooks, visuals, manipulatives, digital tools, or
supplementary materials. A well-prepared list helps avoid disruptions
during instruction.

The heart of the Teacher’s Guide lies in its Lesson Flow or Procedures.
This portion provides a step-by-step breakdown of the lesson, usually
divided into phases such as Motivation or Opening, Lesson Development,
Practice or Application, and Consolidation or Closure. Each step includes
guidance on what the teacher should do or say, sometimes with
suggested time allotments. Some guides also offer sample scripts or
prompts to help new teachers phrase their questions or instructions
effectively.

A good TG also includes Scaffolding and Differentiation Strategies,

offering tips for supporting struggling learners or extending the lesson for
advanced students. For instance, this might include using concrete
examples for visual learners or posing open-ended questions for critical
thinkers.

Additionally, Guiding or Probing Questions are included at various

stages of the lesson to check for understanding and to encourage deeper
thinking. These questions should be strategically placed to help learners
reflect on what they are learning and connect it to real-life situations.

Another important component is the Assessment or Checkpoints

section. This includes short tasks, questions, or activities that allow
teachers to evaluate if learning objectives are being met. These may take
the form of exit slips, group work, or short quizzes.

The Teacher’s Guide may also suggest Remedial or Enrichment

Activities, which are optional tasks for learners who either need more
support or are ready to go beyond the lesson. This ensures inclusivity and
responsiveness to different learner needs.

Lastly, most Teacher’s Guides conclude with Teacher Notes, Tips, or

Reflection Prompts. These can include anticipated learner difficulties,
classroom management suggestions, or prompts for the teacher to reflect
on what worked and what could be improved. Some guides also include
answer keys, sample responses, or rubrics for assessing learner
output.

These components are commonly found in official DepEd Teacher’s Guides

and learning materials. (See DepEd Bureau of Learning Resources; DepEd
Learning Portal; DepEd Order No. 42, s. 2016 – Policy Guidelines on Daily
Lesson Preparation).

[Link] Components of a Learning Activity Sheet (LAS)

The Learning Activity Sheet (LAS) or activity sheet is a learner-
centered resource designed to guide students through self-directed tasks.
It is especially useful in modular, blended, or distance learning contexts.
The standard format of a LAS—as adopted in many DepEd divisions—
follows a structure that promotes clarity, engagement, and assessment.

The LAS typically begins with the Basic Information Header, which
includes the learner’s name, grade level, section, date, and subject. This
basic identification helps in organizing and tracking submissions.
Next comes the Title or Lesson Focus, which briefly tells the learner
what the activity is about. This is followed by the Learning Competency,
written in full, along with its curriculum code (e.g., EN6G-Ia-1). Including
the MELC ensures that the activity is focused and standards-based.

The Introduction comes next. This section serves to activate prior

knowledge, explain the importance of the lesson, and give learners a
sense of what they are about to learn. Sometimes called the "Concept
Digest," it may include short explanations, examples, or guiding questions
to stimulate thinking.

Following the introduction is the Instructions. These must be clear,

simple, and direct. Poorly written instructions can confuse learners, so this
part should be carefully constructed. Where appropriate, the instructions
may also include an example to serve as a model.

The Main Activities or tasks come next. These are structured exercises
or problem-solving tasks that allow learners to demonstrate
understanding of the concept. Good activity design involves scaffolding
—starting from simpler items and gradually increasing in complexity.
Activities should be varied (e.g., multiple choice, drawing, matching,
writing short responses) and designed to assess the targeted competency.

Some LAS include Guide Questions or Support Prompts to help

learners process the task or check their understanding. These are
especially helpful in encouraging metacognitive thinking—learners
thinking about their own learning process.

In more comprehensive LAS formats, a Reflection section is included at

the end. This could be a short question like, “What part of this lesson was
difficult for you?” or “What did you learn today that you can apply in real
life?” Including such reflection tasks encourages personal connection and
deeper understanding.
After the tasks, the LAS may also include a Rubric or Criteria for
Scoring, especially for output-based tasks like essays, posters, or
projects. This ensures transparency in how learner work will be evaluated.

Finally, the LAS often includes a Answer Key to allow learners (or
teachers) to check their work. Including an Acknowledgment of
Sources or References is also important to maintain academic integrity
and provide additional reading.

Below is a more detailed breakdown of the typical components of a

Teacher’s Guide and an LAS (Activity Sheet), including which parts support
teaching and which support learner activities.

Section Purpose / What to include

Overview / Rationale Brief introduction to the lesson or unit, its

importance, and connection to learners’ prior
knowledge

Learning The specific MELC or competency code(s) that

Competencies / the lesson is targeting
Standards

Key Concepts / Main ideas, academic vocabulary, principles

Content Focus learners must understand

Materials / Resources What the teacher and learners need: books,

visuals, manipulatives, supplementary materials

Lesson Flow / Step-by-step sequence (e.g. opening /

Procedures motivation, development, consolidation,
assessment)

Scaffolding / Suggestions for supporting slower learners and

Differentiation extending faster ones

Guiding Questions / Questions to ask at each stage to probe

 Prompts thinking, check comprehension

Assessment / Ways to check for mastery: informal questions,

Checkpoints quick quizzes, exit slips

Remedial / Enrichment Alternative or additional tasks, remediation for

Activities learners who struggle, enrichment for advanced
ones

Teacher Reflection Notes to help the teacher reflect on what

Notes / Tips worked, anticipated challenges

Answer Key / Sample For tasks and activities aligned with the LAS or
Answers class work

II. Activity Sheets (LAS) — Typical Format

LAS are constructed with some core parts. According to DepEd Sarangani
(for example), LAS often have these main segments:
1. Basic Information — learner name, grade, subject, quarter, date,
etc.
2. Concept Digest / Background / Introduction — a brief
explanation of the concept or context to situate the tasks
3. Activity / Tasks — the exercises or questions that learners must
complete

Other LAS templates (used in many divisions) extend this to include:

 Learning competency / MELC code
 Clear instructions (panuto)
 Exercises / guided tasks
 Support / guiding questions
 Reflection / extension tasks
 References / additional resources
 Answer key

III. Example (Short) — Sample TG + LAS Fragment

Teacher’s Guide (Fragment)
  Competency: Identify and use singular and plural nouns.
 Key Concepts: Definition of noun, how to form plurality (-s, -es).
 Lesson Flow:
 Motivation / Opening: Show photos of 1 cat vs 2 cats; ask
learners, “What changed in the word?”
 Development: Introduce rule for adding “s”/“es”; practice
examples.
 Guiding Questions: What is a noun? When do we add “es”
instead of “s”?
 Support / Scaffolding: Provide list of irregular plural nouns;
model few before learners try.
 Remedial / Enrichment: For learners struggling, use
manipulatives (objects); for advanced, ask them to form plurals of
more complex nouns.
 Assessment: Quick exit slip: convert 5 singular nouns to
plural.
 Teacher Tip: Emphasize sound endings (e.g. nouns ending in
s, x, ch, sh).

IV. LAS (fragment for learners):

Basic Info: Name ____, Grade ___, Date ___
Concept Digest: “A noun names a person, place, thing, or idea. To make
many, we often add s or es.”
Tasks:
1. Write the plural form of each: cat → ___ ; dog → ___ ; box → ___ ;
church → ___
2. Write a sentence using “boxes” and “churches.”
3. (Challenge) Change these: baby → ___ ; fox → ___
Reflection (optional): Why do we add “es” to “box” but only “s” to
“cat”?
Answer Key:
1. cats, dogs, boxes, churches
2. Sample: “The boxes were placed near the churches.”
3. babies, foxes

Lesso
Preparing Activity
n
Sheets for Grade 2 &
2 Grade 3

Preparing Activity Sheets for Grade 2 & Grade 3 (Across

Specializations)
 This lesson focuses on the process of designing effective Learning
Activity Sheets (LAS) for learners in Grade 2 and Grade 3, across
various subject areas or specializations, including English, Filipino,
Mathematics, Science, and Araling Panlipunan. Activity sheets for these
grade levels must reflect developmental appropriateness, curriculum
alignment, and pedagogical clarity.

Activity sheets are particularly vital in modular and blended learning

modalities, as they serve as self-contained learning tools that support
learners in mastering key competencies even with minimal direct
instruction.

I. General Principles in Designing Activity Sheets

When developing activity sheets for Grade 2 and Grade 3 learners,
regardless of subject area, the following key principles must guide your
work:
1. Curriculum Alignment – Activities must directly address the
appropriate Most Essential Learning Competency (MELC) for the
specific grade level and subject. Use the official DepEd MELCs
document (DepEd, 2020) as your reference.
2. Developmental Appropriateness – Tasks should match the
cognitive, language, and fine motor development of children aged
7–9. Instructions must be short, clear, and concrete.
3. Scaffolding – Tasks should move from simple to complex, offering
guidance at first and gradually increasing learner independence.
4. Use of Visuals and Local Context – Younger learners understand
better when activities include visual aids, real-life examples, and
localized content.
5. Clear Instructions – Use short, action-based sentences. Model the
expected output when necessary.
6. Variety of Task Types – Mix exercises such as matching, coloring,
fill-in-the-blanks, labeling, sentence completion, drawing, or story
sequencing.
7. Reflection and Self-Assessment – Include a simple section
asking learners to think about what they learned or found difficult.
8. Answer Key – Include correct answers or sample responses for
checking purposes.

II. Core Components of an Activity Sheet

Regardless of subject, a well-designed LAS typically includes:
  Header – Learner’s Name, Grade Level, Section, Subject, Date
 Title of the Activity
 Learning Competency with MELC Code
 Short Introduction / Background
 Instructions (Panuto)
 Main Task / Activities
 Reflection or Extension Task
 Answer Key / Rubric (if needed)
 Prepared by / References

III. Sample Activity Sheet Designs Across Specializations

Below are sample breakdowns of activity sheets tailored to various
specializations for Grade 2 and Grade 3.

GRADE 2 EXAMPLE
A. English (Grade 2) – Vocabulary Development
 MELC: Use common synonyms and antonyms in context. (EN2V-IIIa-
7)
 Task Design:
 Match the pictures to their correct word (e.g., happy ↔ smiling child).
 Choose the antonym: "The opposite of hot is ____." (cold)
 Write your own sentence using a pair of synonyms.
 Reflection Prompt: "What word did you learn today that you can
use in a story?"

B. Filipino (Grade 2) – Pangngalan (Nouns)

 MELC: Nakikilala ang mga pangngalan. (F2WG-IIIa-1)
 Task Design:
  Kulayan ang mga larawan na pangngalan.
 Isulat kung ang salitang may salungguhit ay ngalan ng tao, hayop, bagay, o lugar.
 Bumuo ng pangungusap gamit ang pangngalang "paaralan".
 Pagninilay: “Ano ang iyong paboritong pangngalan at bakit?”

C. Mathematics (Grade 2) – Addition of 2-digit Numbers with

Regrouping
 MELC: Adds 2-digit numbers with sums up to 99 (M2NS-Ia-23)
 Task Design:
 Solve: 35 + 47 = ___.
 Circle the number that shows regrouping.
 Color the correct sum from a set of choices.
 Draw a picture to show adding tens and ones (e.g., base-10 blocks or bundles).
 Challenge Task: Create your own addition problem and solve it.
 Reflection: “What helps you remember how to regroup when
adding?”

D. Science (Grade 2) – Parts of a Plant and Their Functions

 MELC: Identify the parts of a plant and their functions (S2LT-Ia-b-1)
 Task Design:
 Match the plant part (root, stem, leaf, flower) to its correct function.
  Label the parts of the plant in a diagram.
 Color the different parts of a plant (using a provided image).
 Complete this sentence: “The roots help the plant _______.”
 Extension Task: Draw your favorite plant and label its parts.
 Reflection: “What part of a plant do you find most interesting, and
why?”

E. Araling Panlipunan (Grade 2) – Mga Uri ng Tirahan

 MELC: Naipaliliwanag ang kahalagahan ng iba’t ibang uri ng tirahan
sa komunidad (AP2KPK-Ia-1)
 Task Design:
 Match the picture to the correct type of house (e.g., bahay kubo, apartment,
bungalow).
 Encircle the types of homes found in your community.
 Complete this sentence: “Ang bahay ay mahalaga dahil ito ay _______.”
 Identify if the following are "urban" or "rural" homes.
 Extension Task: Gumuhit ng uri ng tirahan sa inyong lugar at
ipaliwanag ito.
 Pagninilay: “Anong uri ng tirahan ang gusto mong tirahan balang
araw? Bakit?”

GRADE 3
A. English (Grade 3) – Using Simple Present Tense of Verbs
 MELC: Use simple present tense of verbs in meaningful sentences
(EN3G-IIIa-1.4)
 Task Design:
 Choose the correct verb: “She ____ to school every day.” (go/goes)
  Match the subject to its correct verb form: e.g., "They" ↔ "play", "He" ↔ "plays"
 Fill in the blanks using the correct simple present form: “My father ______ (cook)
dinner every night.”
 Write 2 sentences using simple present tense verbs about your daily routine.
 Challenge Task: Interview a family member and write 2 sentences
about what they do every day.
 Reflection Prompt: “What did you learn about using action words
in your sentences?”

B. Filipino (Baitang 3) – Paggamit ng Panghalip Panao (Personal

Pronouns)
 MELC: Nagagamit ang angkop na panghalip panao sa
pagsasalaysay (F3WG-IIIa-3.2)
 Task Design:
 Piliin ang tamang panghalip panao para sa larawan.
Halimbawa: [Larawan ng isang lalaki] → siya / sila / ako / kami
 Isulat muli ang pangungusap gamit ang angkop na panghalip:
“Si Carla ay nagwalis ng bakuran.” → “_____ ay nagwalis ng bakuran.”
 Punan ang patlang:
“Ako ay nag-aaral. Ikaw ay nagbabasa. Tayo ay ______.”
 Gumawa ng 2 pangungusap gamit ang panghalip na ako at sila.
 Pagninilay: “Paano nakatutulong ang paggamit ng panghalip panao
sa paggawa ng kwento?”

C. Mathematics (Grade 3) – Addition of 3-digit Numbers with

Regrouping
  MELC: Add 3-digit numbers with sums up to 999. (M3NS-Ia-20)
 Task Design:
 Solve 5 vertical addition problems.
 Circle the regrouping step in a sample solution.
 Word problem: “Lita has 125 stickers. She bought 237 more. How many does she
have now?”
 Reflection: "What helps you add large numbers faster?"

D. Science (Grade 3) – States of Matter

 MELC: Identify solids, liquids, and gases. (S3MT-Ia-b-1)
 Task Design:
 Sort objects into 3 categories: solid, liquid, gas.
 Draw an example of each state of matter.
 Explain: What happens to ice when left under the sun?
 Reflection: “What surprised you about gases?”

E. Araling Panlipunan (Grade 3) – Mga Simbolo ng Bansa

 MELC: Natutukoy ang mga pambansang sagisag ng Pilipinas.
(AP3KPK-Ia-1)
 Task Design:
  Pag-uugnay: Idugtong ang larawan sa tamang sagisag (e.g. Sampaguita ↔
Pambansang bulaklak).
 Pagkilala: Anong pambansang sagisag ang nasa larawan?
 Isulat: Bakit mahalaga ang ating mga pambansang sagisag?
Pagninilay: “Ano ang gusto mong maging sagisag ng Pilipinas kung ikaw
ay pipili?”

IV. Differentiation for Grade 2 vs. Grade 3

Grade 2 learners benefit from:
 Stronger visual scaffolds
 Limited text per task
 Simple, familiar vocabulary
 Fewer but focused tasks (3–4)
Grade 3 learners are ready for:
 Simple sentence construction
 Basic reasoning and explanation
 Task variety (fill-in, writing, drawing)
 4–6 interrelated tasks per sheet

Common Errors in Designing LAS for Early Grades

 Writing instructions that are too abstract or wordy
 Overloading the page with too many questions
 Including tasks that are not directly aligned with MELCs
 Assuming all learners have prior background knowledge
 Using vocabulary above grade level
 Not leaving enough space for learners to respond
Always test your LAS with another teacher or a small group of learners to
check for clarity and effectiveness.

Lesso
n Creating a Big
Book
3
I. What is a Big Book?
A Big Book is a large, illustrated storybook that allows a group of
learners to read together with the support of a teacher or facilitator. It is
intentionally designed to be visible from a distance, with large text and
bold images, so all learners can see and engage in the reading process
simultaneously. Big Books are commonly used in early childhood, adult
literacy, and multilingual classrooms where shared reading enhances
language learning, vocabulary building, and print awareness.

Unlike standard books, a Big Book encourages whole-class

participation, enabling learners to see how reading works—how text
moves from left to right, how pictures support comprehension, and how
sounds connect to letters and words.
II. Purpose of a Big Book
Big Books are grounded in shared reading pedagogy—a powerful
method to model fluent reading, build vocabulary, and foster participation
in literacy-rich environments.

The purposes include:

1. Facilitating Shared Reading
The teacher reads the story aloud while pointing to each word. Learners
can see both text and illustrations, allowing them to follow along,
anticipate language patterns, and join in repeated parts.

2. Modeling Reading Behavior

Teachers use Big Books to model:
 Left-to-right tracking,
 Word boundaries,
 Intonation and expression,
 Text-image relationships.

3. Reinforcing Vocabulary and Structures

Big Books use repetitive, familiar language which helps learners
absorb common phrases, sight words, and sentence structures naturally.

4. Building Engagement through Familiar Themes

When Big Books reflect learners' lives—their language, culture, family,
and environment—they become more meaningful and memorable.
Learners relate personally to the content, which boosts confidence and
motivation.

5. Supporting Thematic Instruction

Teachers can design Big Books to introduce or reinforce themes in lessons
(e.g., health, safety, values). This thematic integration helps link reading
to real-life understanding.

III. Characteristics of an Effective Big Book

To be pedagogically sound and practically usable, a Big Book must meet
several essential criteria:

1. Size and Visibility

 Text and pictures must be clearly visible from up to 5 meters away.
 Use large fonts and bold illustrations.
 Letters should be evenly spaced and aligned for finger-pointing.

2. Simple, Repetitive Language

 Use natural language that mimics local speech patterns.
 Repetition helps learners predict and remember sentence
structures.
 Short sentences (one or two per page) are ideal.
Example:
Page 1: "Lita wakes up early."
Page 2: "She sweeps the yard."

3. One Idea per Page

Each page should express a single, clear idea that matches a
corresponding image.
Avoid:
 Complex scenes,
 Multiple actions in one sentence,
 Long text blocks.

4. Illustrations that Match the Text

 Drawings should directly depict the content of the text.
 Use simple lines, thick outlines, and bright colors.
 Focus on central elements—avoid clutter or unnecessary detail.

5. Contextual Relevance
 Choose culturally familiar themes (e.g., planting rice, market day).
  Include recognizable people, clothing, food, and places.
 Use the local language or bilingual text if appropriate.

6. Durable Construction
 Bind pages with string or yarn through punched holes.
 Use cardboard covers and reinforce edges with masking tape.
 Laminate if possible to increase longevity.

IV. Steps in Creating a Big Book

Creating a Big Book is a structured process that combines content
development, visual design, and hands-on assembly. Below are the
recommended steps:

Step 1: Select a Topic

Choose a familiar and relevant topic for your target learners.
Examples:
 A family’s daily routine,
 Going to the market,
 Preparing food,
 A visit to the farm.
Tip: The topic should be something learners can visualize and talk about
easily.

Step 2: Plan the Story

 Break down the topic into 10–20 short segments.
 Each segment represents a scene or action to be placed on a
single page.
Example outline for "My Day":
1. I wake up.
2. I brush my teeth.
3. I eat breakfast.
4. I go to school.
...
Each sentence should be:
  Grammatically correct,
 Short and clear,
 Easy to illustrate.

Step 3: Draft the Text

 Write each sentence in pencil on the intended page.
 Keep it simple, using high-frequency words and structures.
 Avoid long descriptions or difficult vocabulary.
Once satisfied, trace the text with a black marker for visibility.

Step 4: Illustrate the Pages

 Draw pictures to match each sentence.
 Use pencil first, then black marker for outlining.
 Add crayon or colored pencil for color.
Ensure that learners can understand the text without needing a
translation, just by looking at the picture.

Step 5: Layout the Pages

 Use A3-sized (or larger) paper.
 Maintain margins:
o 1 cm on the binding side,
o 3 cm at the bottom (for page numbers).
 Layout options:
o Text and image on the same page,
o Or text on one side, image on the opposite.

Step 6: Assemble and Bind the Book

1. Tape pages back-to-back to form double-sided sheets.
2. Create a title page with:
o Book title,
o Author(s),
o Illustrator(s),
o Language.
3. Design a colorful cover page using cardboard.
4. Punch 2–3 holes along the binding edge.
5. Bind with yarn, string, or fasteners.
 6. Reinforce the spine with masking tape.
Test the book by flipping through pages and checking for correct sequence
and durability.

Step 7: Use the Book in Class

 Conduct shared reading sessions.
 Point to each word as you read.
 Encourage learners to chime in.
 Use gestures and expression.
 Re-read over multiple days for reinforcement.
 Discuss the story afterward to build comprehension.

Big Books are a powerful, low-cost, and flexible way to build literacy and
language skills—especially when they reflect learners’ real lives and
languages. Creating your own Big Book also fosters creativity and can
become a collaborative learning activity in itself. Whether used to
introduce a new theme, reinforce vocabulary, or model reading behavior,
a well-made Big Book is an essential tool for inclusive, participatory, and
joyful learning.

Let’s Enrich!

ACTIVITY 1

Subject: Big Book Creation

Goal: Understand and apply the correct sequence of steps involved in

creating a Big Book.

Instruction. Below is a list of steps involved in using Big Books for

teaching. Your task is to put these steps in the correct order by numbering
them from 1 to 7 according to how you think the process should flow.

_________ Assemble and Bind the Book

_________ Draft the Text

_________ Select a Topic

_________ Layout the Pages

_________ Use the Book in Class

_________ Illustrate the Pages

_________ Plan the Story

ACTIVITY 2

Subject: Math (Grade 2)

Goal: Create a math worksheet that is fun and easy for kids like you to do.

1. Choose a math topic you want to work on. For example:

 Telling time

 Counting money

 Measuring things

2. Think about your everyday life:

 What do you usually do at certain times?

 What money do you use at stores near you?

 How do you or your family measure things at home?

3. Create your own worksheet:

 Start with a short story or greeting, like “Liza is buying snacks. Let’s
help her count!”

 Add colorful pictures of places or things you know (like your local
store or tricycle)

 Write simple and clear instructions

 Include 3 to 5 questions that start easy and get a little harder

  Add a section where students can draw or write how they felt doing
the worksheet

4. Swap your worksheet with a classmate. Try solving their worksheet

and then tell them what you liked or didn’t like about it. Was it fun? Was it
easy or hard?

What You Will Submit:

 Your fun math worksheet

 The worksheet you solved from your classmate with your feedback

 A short note about how making this worksheet changed the way you
think about math activities

ACTIVITY 3

Subject: Big Book Creation (Grade 2)

Goal: Make a storybook that shows children’s feelings, culture, and

values.

Instruction:

1. Get into groups of 3 or 4.

Talk and come up with a short story that:
 Has a main character who kids can relate to (like a child afraid of
storms, learning to share, or missing someone)
 Happens in a place you know (like your neighborhood, village, or
school)
 Shows a good value or feeling (like kindness, bravery, or feeling
lonely)
2. Write and create your Big Book:
 Make 8 to 10 pages with easy and repeating words
 Use 3 to 5 new words in your story
 Draw colorful pictures that kids will like
 At the end, add:
o 3 questions about the story to check understanding
o A short “Talk About It” page with questions like:
 “Have you ever felt like the character?”
  “Who helps you when you’re sad?”
3. Make a Teacher’s Guide page:
 Write tips on how to read the story with kids
 Suggest questions to ask while reading
 Explain how to make kids feel safe and included during reading
4. Perform a fun reading of your story in class! Use your voice and
expressions to bring it to life.

What You Will Submit:

 Your Big Book
 The Teacher’s Guide page
 Your group’s story reading performance
 Your personal reflection:
“What I hope my story will make a child feel is…”
Scoring Rubric (20 Points)

Category Points Criteria

Content 5 Story is complete

and clear, relevant to
children’s culture and
emotions.

Creativity of 5 Illustrations are

Design colorful and
attractive; creative
presentation.

Language 5 Simple, easy to

Appropriateness understand, includes
3–5 new words
suitable for kids.

Demonstration of 5 Includes clear

Understanding questions and “Talk
About It” section;
shows understanding
of story and purpose.
 Let’s develop!

I. Instructions: Choose the best answer or complete the item as indicated.

1. What is the main purpose of a teacher’s guide?

a) To provide learners with worksheets
b) To give teachers a roadmap for lesson delivery aligned with the
curriculum
c) To replace the textbook completely
d) To assign homework only

2. Which of the following is NOT a typical component of a

Learning Activity Sheet (LAS)?
a) Background or introduction
b) Learning competency with code
c) Teacher’s personal notes
d) Instructions or panuto

3. When preparing an activity sheet for Grade 2 learners, which

approach is most appropriate?
a) Use complex texts with no pictures
b) Use simple language, lots of visuals, and scaffolded tasks
c) Include only multiple-choice questions
d) Make learners copy long paragraphs

4. What does “scaffolded progression” in an activity sheet mean?

a) All exercises are equally difficult
b) Exercises go from easy to more complex to support learning
c) There is no order to the tasks
d) The sheet contains only true or false questions

5. What kind of language is ideal for a Big Book?

a) Complex and technical language
b) Simple, repetitive, and natural language that reflects local speech
patterns
c) Formal academic language only
d) Language unrelated to learners’ experiences

6. Why is it important to include a reflection or extension section

in an activity sheet?
a) To fill empty space
b) To encourage learners to think deeper and relate learning to real life
c) To make the sheet longer
d) To confuse learners

7. Which of the following statements about teacher’s guides is

TRUE?
a) Teacher’s guides should never be adapted by the teacher
b) Teacher’s guides provide sample teaching strategies and assessment
tips
c) Teacher’s guides are the same for all grade levels
d) Teacher’s guides contain only answers for worksheets

8. How should a teacher use a Big Book during shared reading?

a) Read silently without showing the book to learners
b) Read aloud, point to each word, encourage learners to join in, and use
gestures and expression
c) Give the book to learners and ask them to read alone
d) Only show pictures and skip the text

9. What is the main benefit of using activity sheets aligned with

the teacher’s guide?
a) They make lesson preparation harder
b) They ensure learners practice competencies in a structured and
consistent way
c) They reduce the teacher’s role in the classroom
d) They make the class longer

10. Which of the following is a good practice before using a new

activity sheet with learners?
a) Give it without reviewing to save time
b) Pilot test the sheet with a few learners and revise based on feedback
c) Only use activity sheets from the previous year
d) Ignore errors in the activity sheet

II.

Instructions: For each statement, write True or False. If False, explain

why.
1. A teacher’s guide provides a step-by-step roadmap for delivering
lessons and aligning activities with curriculum goals.
Answer:_______
Explanation: ___________________________________________

2. Big Books should use small fonts to fit more words on each page.
Answer:_______
Explanation: ___________________________________________

3. Learning Activity Sheets (LAS) must include clear instructions and be

designed to match the learners’ competency level.
Answer:_______
Explanation: ___________________________________________

4. The teacher’s guide is only useful for new teachers and should not be
adapted by experienced educators.
Answer:_______
Explanation: ___________________________________________

5. Big Books support vocabulary building by using repetitive and simple

language aligned with learners’ real-life experiences.
Answer:_______
Explanation: ___________________________________________

Answer key 1. 6

Let’s Enrich! 2. 3

Gawain 1 3. 1
4. 5

5. 7

6. 4

7. 2

Let’s Develop!

I.
II.
1. b
1. True
2. c 2. False
Explanation: Big Books should use large fonts so
3. b text and pictures are visible to all learners in the
classroom.
4. b 3. True
4. False
5. b Explanation: Teacher’s guides are useful for both
new and experienced teachers and can be
6. b adapted to fit different teaching styles and
contexts.
7. b
[Link]
8. b
9. b
10. b

Gawain 2 Gawain 3

1. Answer may vary

Answer may vary
References

Department of Education. (2016, June 17). Policy Guidelines on Daily

Lesson Preparation for the K to 12 Basic Education Program (DepEd Order
No. 42, s. 2016). [Link]
policy-guidelines-on-daily-lesson-preparation-for-the-k-to-12-basic-
education-program/

DepEd Tambayan. (n.d.). Learning activity sheets (LAS) template.

Retrieved from [Link]
[Link]

Most Essential Learning Competencies (MELCs) for School Year 2020–

2021.
Available on DepEd's Learning Resource Management and Development
System (LRMDS): [Link]

English 2 Learning Activity Sheet (LAS) Sample.

Access through DepEd Commons: [Link]

Mathematics 3 Learning Activity Sheet (LAS) Sample.

Available on the DepEd Learning Resource Portal:
[Link]

Department of Education Region IV-A. (2021). Mathematics LAS Grade 3 –

Addition with Regrouping. Learning Resource Management and
Development System (LRMDS). [Link]

Department of Education. (n.d.). DepEd Learning Resource Portal (LR

Portal). [Link]

SIL International. (2017). Making a Big Book. Retrieved from:

[Link]

INOVASI. (2020). The Big Book with Local Context Jumpstarts Students’
Reading Skills. Retrieved from: [Link]
with-local-context-jumpstarts-students-reading-skills