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Annotation Objective 10

The document outlines the annotation template for Proficient Teachers (Teacher I-III) for the school year 2024-2025 in the Republic of the Philippines. It specifies the objectives that require annotations, focusing on the implementation of learning programs that cater to the needs of all learners. The provided means of verification and descriptions emphasize the importance of adapting and contextualizing learning programs to enhance reading skills among students.

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Ritchelle Crisostomo
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144 views1 page

Annotation Objective 10

The document outlines the annotation template for Proficient Teachers (Teacher I-III) for the school year 2024-2025 in the Republic of the Philippines. It specifies the objectives that require annotations, focusing on the implementation of learning programs that cater to the needs of all learners. The provided means of verification and descriptions emphasize the importance of adapting and contextualizing learning programs to enhance reading skills among students.

Uploaded by

Ritchelle Crisostomo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
SCHOOLS DIVISION OFFICE OF CITY OF BOGO
BOGO CENTRAL SCHOOL II
San Vicente St., Bogo City, Cebu

Annotation Template for Teacher I-III (Proficient Teachers)


S.Y. 2024-2025
NOTE: Only the objectives below are the objectives that need annotations as specified
in DM No. 17, s. 2025.

Objectives Means of Description of Annotations


Verification (MOV) the MOV
Presented
10. Adapt and Any of the following; MOVs The reading accomplishment report
implement  Proof of presented is highlights the program’s relevance
learning Implementatio the reading by aligning strategies with students’
programs that n of learning remediation reading levels and ensuring
ensure programs accomplishmen meaningful interventions. Its
relevance and  Proof of t report as responsiveness is evident in using
responsivenes contextualizati proof of assessment data to identify
s to the needs on, localization implementation struggling readers, adjust teaching
of all learners and of the reading approaches, and provide targeted
(PPST indigenization remediation support. Through differentiated
Indicator of learning program instruction, engaging literacy
4.3.2) programs implemented in activities, and continuous progress
 Proof of my class. monitoring, the program fosters a
adaptation of supportive environment for literacy
learning growth. Overall, the report
programs showcases a well-structured,
 Action plan for learner-centered program that
adaptation and effectively addresses reading
implementatio challenges.
n of learning
programs

Prepared:
RITCHELLE C. ARCILLAS Noted by:
Teacher III
EVELYN M. MONTILLA
School Head

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