Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
ISO 9001:2015 www.cbsua.edu.ph
TÜV-R 01 100 1934918

COLLEGE OF DEVELOPMENT EDUCATION

BACHELOR OF ELEMENTARY EDUCATION

Learning Module in
CONTENT AND
PEDAGOGY FOR THE
MOTHER TONGUE
WEEK 7-12
This learning module belongs to:

_____________________________________________________
(Name of Student)

_____________________________________________________
(Address)

_____________________________________________________
(Contact Number/email)

This learning module is prepared by:

AQUILINO P. MATEO, JR.

____________________________________________________
Subject Teacher

Teacher’s Note

To All Students:
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We are facing a big challenge right now and this challenge affects all sectors including
education. While fighting the battle against Covid-19, we will continue to learn using the
flexible mode of instruction. I crafted this module to help you learn the lessons for your year
level while you are staying at your home.

We pray that this challenge will be over very soon. You need to keep healthy and keep
learning while staying in the comfort of your home.

God Bless you!

Truly yours,

Sir Don

Table of Contents
Module Parts and Content Page Number
Introduction ………………………………………………… 4
Pre-Assessment……………………………………………… 4
Learning Resources ……………………………………… 5
Explore………………………………………………………… 21
Discussion Board……………………………………………. 23
Post-Assessment……………………………………….……. 26

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 References……………………………………………………… 26
Second Assessment Instructions………………………... 27

Introduction
As future teachers of Mother Tongue as a subject, you are expected to play the role
of a language teacher; thus, it is vital that you understand the nature and dynamics
of communication and language learning. In this unit, Teaching and Learning the
Mother Tongue, you will be exposed to the five macro skills of communication and
the teaching and learning strategies that you can use in the classroom for your
young learners to acquire and enhance these skills. A variety of instructional
activities will be provided for analysis and you are expected to design your own
instructional activities in your chosen Mother Tongue. In addition, lessons on
choosing and developing on-grade and culturally relevant instructional materials are
also covered in this unit. Hopefully, the tasks that you will complete here will equip
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you with the adequate knowledge and skills to teach Mother Tongue as a learning
area. In learning a language there are skills that everyone needs to acquire and
master for him or her to

Pre-Assessment
ACTIVITY 1. Your task is to classify the six macro skills (speaking, listening, reading,
writing, representing, viewing) as productive or receptive. Write your answers on the
box provided.

PRODUCTIVE SKILLS RECEPTIVE SKILLS

ACTIVITY 2. Categorize the activities below as involving top-down or bottom-up

processing. Before the item, write BU for bottom-up and TD for top-down approach.

______ 1. Listen to a 2-minute-long conversation about getting around the city.

______ 2. Writing a story based on a picture of a city.
______ 3. Act out situations.
______ 4. Answer a completion test by selecting the appropriate verb to complete
the thought of a sentence.
______ 5. Summarizing a conversation.

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 Learning Resources
The Macro Skills of Communication

In learning a language there are skills that everyone needs to acquire and master for
him or her to communicate effectively. We call them “macro skills.” Macro skill are
defined by the skill that constitute it: speaking, listening, reading and writing. Recent
literature adds two more skills: representing and viewing (Barrot, 2016). They are
now commonly called the Six Macro Skills of Communication. These “language
macro skills” is divided into “productive” and “receptive” skills.

In the Mother Tongue Curriculum Guide prescribed by DepEd, only five macro skills
are covered: speaking, listening, reading, writing and viewing. Any of which may
overlap and be interconnected with each other in a given learning activity.

Teaching for Meaning and Accuracy

When you teach the language macro skills of listening, speaking, reading, writing,
and viewing, you are responsible in helping these macro skills meaningfully and
accurately. This is called “balanced teaching method.”

According to Malone (2000), a balanced teaching method allows learners to

successfully learn a language by:

 focusing on the parts of the language (teaching for accuracy); and

 focusing on the whole text (teaching for meaning).

Malone (2001) compared the three teaching methods that are commonly used in
Which one focuses on accuracy and which one focuses on meaning?
teaching language in the early years: The Part-to-Whole, the Whole-to-Part, and
the Balanced
A studentMethods.
is shown a sequence of pictures and she will be asked to tell the
story.
Part-to-Whole is a teaching method in which instruction begins with the most basic
A student draws a picture of her favorite place and she tells the class
unit of language
about it. learning and works up to more complex aspects of language
learning. More attention is given to constructing meaning through language. For
example, the teacher provides premium in the practice of forming letters, spelling
words, and copying texts.

On the other hand, the Whole-to-Part teaching method emphasizes the importance
of the learners’ understanding of the context in which the language is used. This
teaching method emphasizes the importance of meaning-construction in the learners
use of his or her language. The use of Big Book in storytelling activities is one
example of this method where the goal of the activity is to make the learners
understand the story with the aid of the Big Book.

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Balance method is the combination of the two methods described above. Below are
selected instructional activities that are believed to be examples of the use of the
balance method.

 shared reading  independent reading

 interactive read aloud  shared reading
 guided reading  interactive writing

Choosing On-Grade and Culturally Relevant Instructional Materials

Where do you get the instructional materials in teaching Mother Tongue?

Definitely, you have ideas where these materials can come from. From songs,
poems, fictions, non-fictions, informative environmental prints, online and non-online
resource materials told in the Mother Tongue, etc. one could easily get a relevant
material in terms of grade level and cultural background nowadays.

Using books such as the ones mentioned above and other culturally relevant (CR)
materials allows students to see their own lives represented within texts and
acknowledges and honors students’ home languages and cultures. By choosing CR
texts and materials, teachers open space in class discussions for multiple viewpoints
to be heard, support students’ identities as bilingual learners and enhance all of their
students’ understandings of the reading and writing process. Purposefully selecting
meaningful CR instructional materials is one step that teachers can make toward
creating more culturally relevant and responsive classrooms.

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In What do you think is the learning goal of the instructional material in the
previous page?

Characterize the material. What format was used? What are its
distinctive features? What it is all about?

What grade level do you think this material can be used?

choosing the instructional materials, you must need to remember two important
criteria: the material must be on-grade (i.e., appropriate to the grade level of your
learners) and culturally relevant (i.e., your learners can relate to the material).

Below is a summary grid developed by Malone (2000) that shows the common
characteristics of graded reading materials.

 Reading for new readers

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  Reading for learners who are gaining fluency
 Reading for learners who want to read in another language that they
understand and speak
 Reading for learners who have become life-long readers and learners

Developing On-Grade and Culturally-Relevant Instructional Materials

As a teacher of Mother Tongue, you can develop your own literature in various ways:

 L1 speakers can create their own stories;

 They can put their traditional oral literature into written form;
 They can translate materials form one language to another;
 They can adapt materials form outside of their community so that it is relevant
and interesting to local readers; and
 Learners can make their own stories as they gain fluency in reading and
writing (Malone, 2013 p.13).

Mother Tongue instruction, especially in the Philippines, is relatively young. One of

the major challenges in the implementation of MTB-MLE in the country is the scarcity
of on-grade and culturally relevant instructional materials using the language of the
mother tongue. Hence, being a teacher of Mother Tongue as a learning area, you
are also expected to develop your own instructional materials (IM) using the mother
tongue of your class by creating your own IM and translating and adapting written
materials into the language of the mother tongue.

In creating your own stories that you will use in teaching Mother Tongue as a
language, it is vital that you first identify clearly your audience, the purpose of your
story, and the overall plot of your story.

a) make sure that you make your stories short and easy-to-read;
b) Use natural, familiar language of your readers when composing story;
c) Write about people, places, activities, and experiences that are familiar and
relatable to your readers.
d) Create stories that can be pictured or illustrated to help your new readers
understand the text better; and
e) Write for a specific person who you think represents the people who will read
your story.

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Another important task that you will be required to do as a teacher of Mother Tongue
is to translate stories into your class’ mother tongue. In translating, you need to
remember that a good translation is all about translating meaning not words. The
translation must be (1) clear that allows readers to understand the translation, (2)
accurate in which the translation communicates the same ideas of the original
author, and (3) natural because it is written suing a language that is familiar to the
intended readers (Malone, 2013).

Creating illustrations is also a vital art in creating a story book. Malone (2013)
provides simple guidelines on how you should create your illustrations.

a) Illustrations should show only what is happening in the text;

b) Illustrations should be about people, places, and objects that are familiar to
the readers.

c) People and objects should usually be complete figures. For example, if the
picture is of a person, it should include all parts of the body: head, body, arms
and hands, legs and feet; and

d) Illustrations should fill most of the space that is provided. The lines should be
simple (no unnecessary shading or details).

When you are done with the inside pages, create your story title page with
illustrations.

Language Teaching and Learning Strategies for Listening and Viewing

The majority of texts that students nowadays are encountering and creating are
multimodal, one where the meaning is communicated by more than one mode (e.g.
written text, audio, still pictures, moving pictures, gesture, use of space, etc.) This
has huge implications for our educational system. In fact, some countries have
added the skills of viewing and visually representing in the traditional four macro
skills of reading, writing, listening, and speaking.

Listening and viewing are essential in comprehending and appreciating multimodal

texts. Viewing is defined by the Canadian Common Curriculum Framework as an
active process of “attending and comprehending visual media such as television,
advertising images, films, diagrams, symbols, photographs, videos, dramas,
drawings, sculptures, and paintings.” Viewing helps students develop the knowledge
and skills to analyze and evaluate visual and multimodal texts. Listening is one of the
major skills in language acquisition. Learning to listen to the target language can only
be perfectly adapted through listening (Renukadevi, 2014).

An early view of listening saw it as the mastery of discrete skills or micro skills (e.g.
Richard, 1983). A skills approach on the other hand focused on the development of

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such things as (Rost, 1990): discriminating sounds in the words, especially phonemic
contrasts, deducing the meaning of unfamiliar words, predicting content, noting
contradictions, inadequate information, ambiguities, and differentiating between fact
and opinion. Applied linguists theorized bottom-up and top-down models of
processing to explain the nature of listening. We can see here the importance of
prior knowledge in comprehension.

Bottom-up processing helps students recognize lexical and pronunciation features

to understand the text. Because of their direct focus on language forms at the word
and sentence levels, bottom-up exercises are particularly beneficial for lower-level
students who need to expand their language repertoire. As they become more aware
of linguistic features of the input, the speed and accuracy of perceiving and
processing aural input will increase.

Top-down processing relies on prior knowledge and experience to build the

meaning of a listening text using the information provided by sounds and words. To
arrive at a meaning of a text, the listener draws on personal knowledge of the
context, topic, speakers, situation, and the world, matching it to the aural input. The
table below lists some skills for each approach.

Bottom-up Listening Skills Top-down Listening Skills

 distinguish individual sounds,
word boundaries, and stressed
syllables
 identify though groups
 listen for intonation patterns in
utterances
 listening for gist, main ideas, topic,
and setting of the text
 listening for specific information
 sequencing of the information
 prediction

 identify grammatical forms and  guessing

functions
 inferencing
 recognize contractions and
connected speech
 recognize linking words

Understanding the viewing process is as important as understanding the listening

and reading process. Effective and active viewers ask these questions:

 What is the text representing?

 What is the purpose of the text?
 To whom is the text directed?
 How is the text constructed?
 What assumptions, interests, beliefs, biases, and values are portrayed in the
text?

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  What is my reaction to the text? What causes this reaction?

They also engage in the following procedure:

1. Pre-viewing. Students prepare to view by activating their schema (the prior

knowledge they bring to the study of a topic or theme), anticipating a
message, predicting, speculating, asking questions, and setting a purpose for
viewing.

2. During viewing. Students view the visual text to understand the message by
seeking and checking understanding, making connections, making and
confirming predictions and inferences, interpreting and summarizing, pausing
and reviewing, and analyzing and evaluating.

3. After viewing/responding. Students respond personally, critically and

creatively to visual texts by reflecting, analyzing, evaluating, and creating.

Mendelson (1994) posits the methodologies in the teaching of listening as

characterized by the assumptions listed below.

 Listening materials should be based on a wide range of authentic texts,

including both monologues and dialogues.

 Schema-building tasks should precede listening

 Strategies for effective listening should be incorporated into the materials.

 Learners should be given opportunities to progress to progressively structure

their listening to a text several times and by working through increasingly
challenging listening tasks.

 Learners should know what they are listening for and why.

 Tasks should include opportunities for learners to play an active role in their
own learning.

Other Research-Based Teaching Strategies for Listening

1. Listen and draw. To make listening more intentional and test students’ spatial
skills, have students follow and illustrate your instructions. Let them compare
drawings with peers afterwards.

2. Asking questions to help students listen. Posing questions before the listening
task keeps students focused and directed.

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3. Purposeful Listening. Research ahs shown that when students know why they
are listening, they are more focused. Systematically presenting (1) listening for main
ideas, (2) listening for details, (3) listening to make inferences, help students develop
a sense of why they listen and which skill to use to listen better.

4. Listening with peer interaction. Encouraging interaction with classmates and

native speakers through listening expands communicative contexts and enhances
self-confidence.

Teaching Viewing Frameworks

The table below lists three frameworks for teaching viewing skills; each of them
requires students to interact with the viewed material.

The 3Cs (Color, Camera, Paintings and The Visual Thinking

Character) and the 3Ss photographs: See, Think, Strategies (VTS)
(Story, Setting, Sound) Wonder
framework for film and
video
Color What do you see? Students silently examine
carefully selected art
What colors do you see? What do you think about images.
what you see?
What do the colors make The teacher asks these
you feel? What does it make you three open-ended
wonder? questions.
What mood do you think
the colors create?  What is going on in this
picture?
Camera
 What do you see that
What shots have been makes you say that?
used?
 What more can we
Through whose eyes do find?
we see the story?
Students then …
When do we see different
characters’ point of view?  Look carefully at the
image
When does the camera
move and when does it  Talk about what they
stay still? observe
Character  Back up their ideas
with evidence
What do the main
characters look like?
 Listen and consider the
view of others
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How do they speak and
what do they say?  Discuss may possible
interpretations
How do they behave?
 Construct meaning
Which character interests together
you the most? Why?
The teacher …
Story
 Listens carefully to
What happens in the each comment
beginning, middle, and at
the end of the story?  Paraphrase student
responses
What are the most demonstrating
important things (events) language use
that happen in the story?
 Points to features
How do we know where described in the
the story takes place? artwork throughout the
discussion
How long does the story
take place in “real time”?  Facilitates student
discussions
Setting
 Encourages scaffolding
Where does the action
of observations and
take place?
interpretations
When and how does the
 Validates individual
setting change?
views
How could you tell where
the story was taking
place?  Links related ideas
and points of
How could you tell when agreement/
the story was taking disagreement
place?
 Reinforces a range of
Sound ideas

How many different

sounds do you hear?
What are they?

How does the music make

you feel?

Are there any moments of

silence?

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Can you hear any sound
effects?

Language Teaching and Learning Strategies for Speaking

TED (Technology Entertainment Design) talks have become viral nowadays. This
revolution in education revived the power of storytelling to disseminate ideas and
innovations in many aspects of life. Effective speaking skills is requisite to powerful
oral presentations.

Speaking is an interactive process of making meaning that includes producing,

receiving, and processing information (Brown, 1994) Oral language (OL),
Phonological Awareness (PA), Vocabulary and Concept Development (VCD), and
Grammar Awareness (GA) are four of the language domains related to speaking.

Oral language consists of phonology, grammar, morphology, vocabulary,

discourse, and pragmatics.
Phonological awareness includes the ability to identify and manipulate sounds
in oral language, from parts of words to syllables and phrases.
Vocabulary and concept development is the exposure and acquisition of new
and unfamiliar words, and also their application in language and the generating of
big ideas or generalization.
Grammar awareness is knowing how grammar and related component
structures are used in communication.

Note Cards on Principles and Approaches in the Teaching of Speaking

1. Proficiency-Oriented Teaching of Speaking Skills

Hadley (1993) proposes five principles for proficiency-oriented teaching:

 Opportunities must be provided for students to practice using the language in

a range of contexts likely to be encountered in the target culture.

 Opportunities should be provided for students to carry out a range of functions

(tasks) necessary for dealing with others in the target culture.

 Instruction should be responsive to the affective as well as the cognitive

needs of students and their different personalities, preferences, and learning
styles should be taken into account.

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  Cultural understanding must be promoted in various ways so that students are
sensitive to other cultures and prepared to live more harmoniously in the
target language community.

2. Current Approaches to the Teaching of Speaking

 Speaking and oral interaction is seen as the basis for learning.

 Non-native usage as well as native usage both serve as models.

 Both accuracy and fluency are a primary goal with a greater tolerance of
errors.

 Oral proficiency is viewed as dependent upon mastery of lexical phrases and

conversational routines.

 Pair and group activities predominate in the classroom.

Language Teaching and Learning Strategies for Reading

Reading as a macro skill is an “interactive process” that involves the reader, the text,
and the writer. Goodman (2005) specifically defines reading “as the process of
relating written symbols to oral language, of constructing meaning from written text.”
In simple words, reading involves decoding the written text and making sense and
deriving meaning from the printed word.

From the definition of reading, the two basic processes in reading were highlighted –
decoding and comprehension. Decoding is the ability of the individual to figure out
the pronunciation of the printed words and ultimately determine the word’s meaning;
on the other hand, comprehension is the ability to construct meaning by interacting
with a text (Harris and Hodges, 1995, in Cooper, et al, 2018) Early reading
instruction is focused on decoding and as a child progresses in his or her reading,
the focus shifts from decoding to comprehension. The curriculum of the Mother
Tongue (from K to Grade 3) reflects the competencies needed by a child to
successfully decode and comprehend printed texts using his or her mother tongue.

According to Lenters (2004/2005), for someone to be able to read, one has to:

 understand the alphabet

 develop sight vocabulary to read fluently with automaticity);
 develop strategies to help with comprehension and fluency;
 read texts that match his/her reading level and interests; and
 engage in extensive reading.

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These are the fundamentals of reading that you always need to remember when you
prepare a lesson on reading; this list is consistent with the language domains and
competencies in the Mother Tongue curriculum.

The Three major Approaches in the Teaching of Reading to Young Learners

1. Phonic Approach - The phonic approach to the teaching of reading has been
used for centuries. In the 19th century. The approach was named 'phonics'. Since
this time, it has been developed and modified to what we have today.

Today, a phonics approach is used to varying degrees, in most reading methods. A

phonic approach to reading is an which teaches the relationship between the sounds
of the letters and their written form. It is a form of de-coding. The words can be de-
coded by learning what the letters say.

The phonic approach is based on two assumptions. One is that the sound or
phoneme of a letter has a correlation to the letter or graphemes. The second is that
once children have learned the relationship between the letters and sounds, they can
say the printed words by blending the sounds together.

When we learn to read by the phonics method, we find out that individual alphabet
letters are turned into sounds.

The letter b says bi which is different from its letter name bee. In time we realize that
letter sounds get blended together to make words.

A child may not initially know the word bat but when the letters are blended slowly
and smoothly together, they say biii---aaa---tt.

It is then they can think about the word's meaning. They'll imagine a flying mouse-
like creature or something with which to hit a ball.

Later the child learns that small groups of letters can be linked together in patterns
and whenever they are read, they make the same sound.

They learn how to blend groups of letters like str as in the word strip. Then they find
they can recognize the same str pattern in other words, for example string, stranger,
strawberry.

By learning to memorize small clusters of letters, they'll recognize those same

patterns when they appear in other words that are read.

This makes reading so much easier. It's a form of recycling...using different groups of
letters over and over again.

This is a finely structured step-by-step approach to reading. It takes some time to

learn but it ensures that children do not risk failure.

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By applying the phonics approach, the child finds out how to decode virtually any
word of any length.

The other huge benefit of teaching phonics approach is that the student
simultaneously learns to write and spell words of varying size and complexity.

Once individual patterns are learned, hundreds of other words are automatically
recognized and can be read and written as they arise.

Children and adults feel empowered when they acquire this skill.

2. Whole Word Approach – The whole language approach to teaching reading

uses stimulating literature that children find very interesting. It is a method where
children are taught how to read by making them understand how words are put
together and used to create meaningful sentences in a language.

One of the main characteristics of the whole language approach is that it encourages
children to be able to recognize the core words in a sentence rather than having to
read out all the words phonetically. It uses literature as a tool for learning and will
encourage children to use their reading and writing skills for simple, everyday tasks,
like leaving notes or making lists. This ensures that there is meaning behind what
they read and write, instead of simply learning the phonetics of a language and then
having to decode each word without knowing what it means.

Whole language supporters believe that learning to read by sounding out letters as a
method is too slow and rather boring.

Instead, they think that children should learn to read entire words by sight. They
should learn the words' meanings.

Here's an example of how it works.

The teacher reads a short story to the class, something within the children's
experience. It might be, for example, about a new pupil starting school.

Included in the story are some key words, for example girl, boy, teacher, friend,
lunch.

The keywords are put up on a board for the children to see. The teacher then
discusses how the words are spelled, what they mean and gets the children to
practice writing them.

This method focuses on children learning to read by picking and retaining words that
interest them, much in the same way as they develop vocabulary.

It emphasizes communication and ideas. It also relies on them memorizing

thousands of words...about 800-a-year.

3. The Language Experience Approach (LEA) – is a literacy development method

that has long been used for early reading development with first language learners. It

17
is also perfect for diverse classrooms. It combines all four language skills: listening,
speaking, reading, and writing. Working on the four language skills side by side aids
fluency.

An LEA lesson is centered around a learner-generated text. The rationale behind

LEA is that materials with familiar vocabulary and ideas are more meaningful and
accessible than texts found in pre-prepared books. For teachers wanting to work on
reading fluency with emergent readers, learner-generated texts are ideal.

The following sections describe the steps of a Language Experience Approach

lesson.

STEP #1: A Shared Experience

The LEA process begins with something the class does together, such as a field trip,
an experiment, or some other hands-on activity. If this is not possible, a sequence of
pictures (that tell a story) can be used, as can a student describing a sequence of
events from real life.

STEP #2: Creating the Text

Next, the teacher and students, as a group, verbally recreate the shared experience.
Students take turns volunteering information, as in a large-group discussion. The
teacher transcribes the student’s words on the board in an organized way to create
the text.

STEP #3: Read & Revise

The class reads the story aloud and discusses it. The teacher asks if the students
want to make any corrections or additions to the story. Then she marks the changes
they suggest and makes further suggestions, if needed.

STEP #4: Read and Reread

The final story can be read in a choral or echo style, or both. Students can also read
in small groups or pairs, and then individually.

STEP #5: Extension

This text can be used for a variety of literacy activities like illustrations or creating
comprehension questions.

Language Teaching and Learning Strategies for Writing

We all have struggled with writing. Yes, it is true that writing may be considered as
one of the most complex among the macro skills because beyond the need of the
writer to express his or her though and emotions in words, the skill also requires
other elements in writing such as the accuracy in grammar, punctuation, and
spelling.

In this lesson, we will focus on the teaching of “emergent writing” for “emergent
writers.” Emergent writing, according to Berninger (2009), involves the act of

18
producing physical marks (mechanics), the meanings attributed to those marks
(composition), and the understanding on how written language works (orthographic
knowledge).

Stages of Emergent Writing

Emergent writers discover many ways to send written messages. The writing
samples that follow demonstrate different kinds of writing evident in a kindergarten
classroom. Each sample demonstrates one or more of the qualities of effective
writing.

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Sample Writing Activities that Highlight Meaning and Accuracy

We will go back to the two-track method being spoused in the teaching of Mother
Tongue: The Meaning Track and the Accuracy Track. Some of the activities that
follow highlight meaning, communication, and critical thinking (Meaning Track); some
emphasize correctness of structure/form (Accuracy Track).

INSTRUCTIONAL ACTIVITY

1 Give students their name card and they will practice forming the letters to write
their names on a sheet of paper.
2 Ask students to think about an experience in school.

Each student draws a picture that shows something about school and they
write whatever they want to about their picture. When they are finished,
students will share their stories with a partner.
3 Take the students out in the field. They will be asked to create pictures on the
ground. The they will be asked to explain their work to others.
4 Tell the students to imagine their most favorite person. They will create a
picture that shows their most favorite person. Then, they will be asked to share
their picture to their class.
5 On the chalkboard, make 8-10 rows of five letters. Each row has two letters
that are the SAME and three that are DIFFERENT. Example: b a m a l

20
 Volunteers will come to the chalkboard and point to the two letters in each row
that are the SAME. They will explain how they identified the two that are the
same.
6 Ask students to draw lines and circles and they will practice drawing these
shapes.
7 Encourage students to talk about a special event that has taken place
recently. Each student will create a picture that shows what they remember
best about the event.
8 Practice students to draw five straight lines on the paper. Go around to
encourage and help them.

Sample Instructional Strategies that Can be Used in Teaching Mother Tongue

INSTRUCTIONAL STRATEGIES

Students will draw pictures of familiar people. Then, the students will explain the
picture to the class.
The teacher will choose an interesting topic and embed the teaching of writing into
related art. The teacher will start drawing some parts of an object and the student will
be asked to complete the drawing.
The teacher will teach the letters of the alphabet. One letter will be taught per day.
Students will be asked to create cards with simple message to their parents.
Students will play Tic-Tac-Toe to develop their skills in making a circle and an X.
Students will be asked to keep a personal journal.
Students will be taught on how to take orders (e.g., food orders).
Students will make an autograph book at the end of the school year.

Explore
Activity 1. Let us check your understanding of teaching for meaning and accuracy.
Identify the focus of the instruction in the classroom activities below by writing TA in
the blank if the activity highlights accuracy, and TM if the activity highlights meaning.

_______ 1. A student is shown a sequence and she will be asked to tell the story.

_______ 2. A student draws a picture of her favorite place and she tells the class
about it.

_______ 3. A student follows dotted lines to form letters.

_______ 4. A student matches the sound to its letter counterpart.

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_______ 5. A student reads and writes her own name correctly.

Activity 2. Categorize the activities below as involving top-down or bottom-up

processing. Before the item, write BU for bottom-up and TD for top-down.

_______ 1. Listen to a 2-minute-long conversation about getting around the city.

_______ 2. Answer a completion test by selecting the appropriate verb to complete
the thought of a sentence.
_______ 3. Summarizing a conversation.
_______ 4. Writing a story based on a picture of a city.
_______ 5. Determining a poem’s rhyme scheme.

Activity 3. Read and analyze the different instructional activities or learning

experiences aimed at developing a child’s early speaking skills. For each activity,
identify the language domain and the target competency/ies that is/are being
targeted by the activity.

1. Play or say a tongue twister then tell the learners that they are going to repeat the
sentence bit by bit after you. Start by asking your learners to repeat the last part of
the sentence until they complete the tongue twister.

Language Domain: __________________________________________________

Speaking Competency/ies: ____________________________________________

2. This activity is done by pairs. Give ach a picture. The pictures should be the
almost the same with two or three elements missing form each picture. Without
showing each other the pictures, they should describe their pictures to each other
and try to find which objects are missing.

Language Domain: __________________________________________________

Speaking Competency/ies: ____________________________________________

3. Have students listen to stories. Then, have them retell the stories aloud. Record
their retellings in their own words to create a language experience chart that can be
used for future reading.

Language Domain: __________________________________________________

Speaking Competency/ies: ____________________________________________

4. Use role-play cards for students to assume the role of a specific person or
character and to react to a stimulus or prompt as that person.

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Language Domain: __________________________________________________
Speaking Competency/ies: ____________________________________________

5. Sing or read songs. Children can bring in a favorite song to perform alone or as a
group, but make sure you have heard the song first and can approve it.

Language Domain: __________________________________________________

Speaking Competency/ies: ____________________________________________

Activity 4. Identify the competency/ies form the Mother Tongue Curriculum Guide
that is being addressed in each of the writing strategies below.

INSTRUCTIONAL STRATEGIES COMPETENCY/IES BEING

ADDRESSED
Students will draw pictures of familiar
people. Then, the students will explain
the picture to the class.

The teacher will choose an interesting

topic and embed the teaching of writing
into related art. The teacher will start
drawing some parts of an object and the
student will be asked to complete the
drawing.

The teacher will teach the letters of the

alphabet. One letter will be taught per
day.

Students will be asked to create cards

with simple message to their parents.

Students will play Tic-Tac-Toe to

develop their skills in making a circle
and an X.

Students will be asked to keep a

personal journal.

Students will be taught on how to take

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orders (e.g., food orders).

Students will make an autograph book

at the end of the school year.

Discussion Board
Your task now is to create an instructional activity that specifically targets one or
more reading competency/ies from the Mother Tongue Guide. Complete the
template on the succeeding page.

At the bottom of the page, you will find “Process Questions” for you to answer briefly.

CRITERIA FOR GRADING

Clarity of learning objectives 5 PTS.
Are the objectives clearly defined?
Alignment of the activity with the 10 PTS.
learning objectives Does the activity directly address/meet
the stated objectives?
Student engagement 10 PTS.
Does the activity/ies engage students to
actively involve in their learning?
Time-benefit 5 PTS.
Does the activity require a reasonable
amount of time for the amount of learning
that exceeds expectation?
TOTAL 30 POINTS

INSTRUCTIONAL ACTIVITY -READING

Activity Title: ______________________________________________________

Target Grade Level: _____________ Time Required: ________________
Type of Student Work: (Individual, Pair, or Group Work)
Learning Objectives:

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At the end of the activity, the students are expected to:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

Activity Description:

Criteria for Grading: (if possible, include a rubric if necessary)

PROCESS QUESTIONS:
1. How would you describe a clearly defined set of learning objectives? Can you
consider your work as being one?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Is the instructional activity well-aligned with the learning objectives? Defend your
answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Does the activity encourage active student engagement? Explain briefly.

___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. If the student completes the activity, can the teacher determine whether or not the
student has met the stated learning objectives?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Post-Assessment
On the blank, write the letter T if the statement is true and F if it is false.

______ 1. Prior knowledge is important in comprehension.

______ 2. Decoding can ultimately determine meaning through figuring out the
word’s pronunciation.
______ 3. Conventional writing precedes phonetic writing.
______ 4. Top-down model helps students recognize lexical and pronunciation
features to understand the text.
______ 5. The Philippines has a scarcity of on-grade and culturally-relevant
instructional materials using the language of the mother tongue.
______ 6. Culturally-relevant instructional materials are materials in which students
can easily achieved high grades.
______ 7. In Whole-to Part Method, less attention is given to constructing meaning
through language.
______ 8. Speaking is a productive skill.
______ 9. A good translation is all about translating meaning, not words.
______ 10. Phonic method is a direct method of teaching reading focusing on
learning the words by sight.

References

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https://wowlit.org/blog/2018/03/19/culturally-relevant-materials-building-community-
in-the-classroom/

https://www.slideshare.net/PauloMamansag/grade-2-mother-tonguebased-
multilingual-education-bikol-lm

https://dataworks-ed.com/blog/2014/08/concept-development-what-it-is-and-why-it-
is-relevant/

https://ezinearticles.com/?What-is-the-Phonic-Approach-to-Reading?&id=4628230
https://k12.thoughtfullearning.com/teachersguide/writing-spot-assessment/stages-
emergent-writing

A Course Module for Content and Pedagogy for the Mother Tongue. Lim, JM, et al.
Rex Book Store. 2020

SECOND ASSESSMENT

Note: For your second assessment, write a 200-word reflective essay that details the
learnings that you gained in this particular module and how you plan to utilize them
as a future Mother Tongue teacher. Use Arial 12, single space and A4 paper for
your essay.

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