Project RISE launches Teacher Training Program to enhance early literacy in grade one

by Vincent Malales, Project RISE | Jan 30 2025

Project RISE (Reading Initiatives with Stakeholders Engagement), a collaborative project of 91精品黑料吃瓜-IIT and KU Leuven funded by VLIRUOS launched the first three sessions of its 12-part teacher training program, "Enhancing Early Literacy: A Training on Reading Pedagogy and Instructional Materials Development for Grade 1 Teachers." This initiative aims to empower grade one educators with a deeper understanding of critical reading and literacy subdomains and introduce research-based strategies to enhance classroom activities and instructional materials.

Ten grade one teachers from RISE partner schools attended the initial sessions which were held on January 11, 18, and 25. The training focused on equipping participants with strategies for teaching phonological awareness, phonics, vocabulary, comprehension, text analysis, and writing skills. It also addressed supporting at-risk children and integrating 21st-century literacies, such as multiculturalism, gender equality, and environmental stewardship, into reading instruction. Finally, the training emphasized fostering reading proficiency by developing quality instructional materials and integrating literacy subdomains into lesson plans.

The training blended theoretical foundations with practical activities, encouraging teachers to reflect on their classroom experiences and build upon their existing knowledge.

Session one focused on foundational literacy skills. Asst. Prof. Vita Caparoso led sessions on phonological awareness and book and print knowledge, emphasizing engaging, multisensory activities. Assoc. Prof. Ciedelle Grageda facilitated a session on phonics and word study, promoting a systematic approach to improve decoding and word recognition. Assoc. Prof. Onnah Talle led the vocabulary and word knowledge session, highlighting techniques to enhance vocabulary instruction aligned with the Matatag Curriculum.

On the other hand, session two explored strategies to strengthen comprehension and address diverse learning needs. Assoc. Prof. J-Roel Semilla (online), led a session on comprehending and analyzing text, focusing on evidence-based read-aloud interventions. Assoc. Prof. Ciedelle Grageda addressed intervention strategies for at-risk children, including those with dyslexia, ADHD, and autism. Prof. Rizalina Gomez presented strategies to develop writing skills through engaging activities and differentiated support. Prof. Ruben Abucayon introduced methods for incorporating 21st-century literacies into reading instruction.

Lastly, session three highlighted instructional materials and lesson planning. Assoc. Prof. Shelanee Ruales discussed the impact of quality instructional materials on reading proficiency. Asst. Prof. Vita Caparoso and Assoc. Prof. J-Roel Semilla (online) guided teachers on integrating literacy subdomains and 21st-century literacies into lesson plans aligned with the Matatag Curriculum and Project RISE’s research-based strategies. Teachers drafted the first five of 32 lesson plans.

Dr. Myra Ambalong, from the Department of Education, attended the first and third sessions and commended the teachers for their active participation, emphasizing the training's importance in improving the reading skills of grade one learners.

These sessions mark the beginning of a broader initiative to prepare teachers for the development of innovative lesson plans and instructional materials, which are set to be implemented in the upcoming school year.

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