Mother Tongue as a Subject.

K to 12
- Learning and innovation skills, life and career skills and communication skills are all
emphasized in K-12.
- Communicating in your own language is a skill that is very important in the field of
language.

As articulated in the K-12 PQF (Philippine qualification framework - a national framework that
defines educational qualifications at various levels establish standards for qualification result)

Grade 1 to 10 learners must:

- Possess foundational knowledge across a range of learning areas with the core
competencies in communication; scientific, critical and creative thinking and the use of
technologies.
- Have an understanding of right and wrong, one’s history and cultural heritage and deep
respect for self, others and their culture, and the environment.

8 GUIDING PRINCIPLES IN TEACHING AND LEARNING IN MTB-MLE

In oral, visual and written communication a variety of situations and for a variety of
audiences, contexts and purposes, including learning of other content subjects and languages,
demonstrating appreciation for various forms of literacy genres and taking pride’s one’s cultural
heritage.

Standard reading strategies and teaching mother tongue

Five core skills in language
These knowledge and abilities are represented in the domain of literacy in k-12
THE DOMAINS ARE THE FOLLOWING:
https://www.studocu.com/ph/document/de-la-salle-university-dasmarinas/assessment-in-physica
l-education-and-health-education-for-k-12/output-2-14-domains-of-literacy-chart/59990667
- Oral language
- Phonological skills
- Book and Print knowledge
- Alphabet knowledge
- Phonics and word recognition
- Fluency
- Spelling
- Handwriting
- Composing
- Grammar awareness
- Vocabulary and concept development
- Listening comprehension
- Reading comprehension
- Attitude towards reading and study skills

Grade Level standard

A quarter has around 10 subject
Teaching Methodologies that Enliven the class

The term teaching method refers to the general principles, pedagogy and management
strategies used for classroom instruction. Your choice of teaching methodology depends on
what fits your educational philosophy, classroom demographics, subject areas and school
mission statement.

FOUR STRATEGIES TO ENLIVEN THE CLASS

1. Two-Track Approach - consist of 2 tracks that can be used at the same time

a. Meaning track: Focus on the whole text. Makes use of shared reading experience
story, listening story and library time, reading alone and creative writing.

Steps in Teaching, Using the meaning Track:

Step 1: Introduce the shared reading story
Step 2: Read the story using the reading plan
Step 3: Do the matching word activity
Step 4: Do the Hide-A-Word activity

b. Accuracy Track: Focus on the sounds of the language. Uses pictures and
keywords, big box, sentence-making and breaking, spelling and handwriting.

Steps in using Accuracy Track:

Step 1: The teacher introduces the key word picture
Step 2: The teacher introduces the key word
Step 3: The teacher does the syllable activity with the class
Step 4: The teacher works on the break-a-word activity
Step 5: The teacher works on the make the word activity with the class
Step 6: Class works on the big box for word building
Step 7: Students find the new keyword in the big box
Step 8: Students find other words in the box
Step 9: The teacher points to all the words found by the students as they read
those to her.
Step 10: Do the break-the-sentence activity
Step 11: Do the make-the sentence activity
Step 12: The teacher points to the parts of the break-the-sentence and
make-the-sentence activity as students read to her
Step 13: The teacher show how to write the new letter in the air and on their
partner’s back and on their hand
Step 14: Students practice writing the new keyword on their paper or slate
Step 15: Spelling
 “The most effective approaches to developing initial reading skills (decoding) are those
that combine extensive and varied exposure to meaningful prints with explicit and systematic
instructions in phonemic awareness and letter sound correspondence.”

— Jim Gummins

2. Total Physical Response (TPR) - Is a method for learning a language that combines
listening and responding physically to direction. Language learners listen to directions,
observe others responding to the directions and then respond to the directions
themselves. It involves language learning through hearing – seeing – doing. The
teacher has an active and direct role because he is the one who decides what to teach,
models, and presents the new material, and selects supporting materials for classroom
use.
Three Steps in TPR
Step 1: Directions - the teacher introduces new vocabulary through directions or
instructions.
Step 2: Modeling - teacher and two volunteer students respond to the directions through
modeling the appropriate action,
Step 3: Demonstration - students listen to the directions again and respond to the
appropriate physical actions. Students do not speak at first, they just respond to physical
actions

3. Audio-Lingual Method (ALM) - emphasizes spoken language with correct pronunciation

and grammar. Language learning is viewed as habit formation; hence, repetition and drill
are used to teach students correct forms in the new language.

Objectives of ALM
- Accurate pronunciation
- Grammar - the ability to respond quickly and accurately in speech situations and
knowledge of sufficient vocabulary to use grammar patterns, the learning
structure of grammar is the starting point for the students.

Steps in the ALM

Step 1: Modeling
Step 2: Students
Step 3: Using drills for practice
Step 4: Teaching substitution and transformation drills
Step 5: Teaching pronunciation lesson
Step 6: Grammar exercise
 4. Language Experience Approach - interrelates the different language arts and uses the
children’s experiences as basis for reading materials. Since the stories used in the LEA
are developed by the children, they are motivational. Because they are the language of
the children, the reading material is meaningful to them. LEA is consistent with the
schema theory. Reading grows out of nature. Observations made during dictation and
reading of a language experience story and during the follow-up activities can provide
the teacher with diagnostic insights into children’s reading difficulty.

Suggested strategies to generate the stories from children

1. Let them perform an activity and ask them to explain what they did/saw step by step.
2. Ask a pupil to draw a picture and underneath it, the teacher writes the sentence dictated
by the pupils.

Instructional Support Material to Promote Literacy

To synchronize and decentralize the production of indigenized teaching and learning

materials, monitoring, evaluation, and search for the implementation of this MTB-MLE. The
Department of Education (DepEd) issued guidelines on the utilization of downloaded funds for
the materials development and production of mother tongue based multilingual education
(MTB-MLE) programs.

Indigenous materials - it is the local materials that the teachers are commonly used to their
teaching especially in teaching indigenous learners.

Types of print material to be develop and reproduced are as the following:

● Story book bug and small book format for listening
● Flash/activity card (letters and numbers)
● Basic sight word (grade level word and pictures dictionary)
● Thematic picture for the oral literacy

Indigenous materials that the teacher should use

A. BIG BOOKS
are oversized books with enlarged print. It is intended for a shared reading activity for the
whole class.
○ According to Holdaway (1979). The use of big books is a technique that fosters
natural literacy development. It also offers an opportunity for sharing the print and
illustration with the whole group of children that might share a standardized with
just a few.
● Features of BigBooks
○ Enlarge text, extra spacing between words, and limited print on each page so
everyone can read it.
○ Clear connection between the words and pictures.
○ Repetition of the words in the text
 ○ Rhyme and rhythm
○ A story that is engaging, interesting, fun, and easy to remember.
○ Predictable text that enables the reader to predict how the story will develop and
end.
● Pedagogical reason why bigbook are considered the best in promoting literacy. Hence
are some of these beliefs:
○ Use of big books fosters the skills of reading in use such as concepts about print,
left to right direction, etc.
○ It encourages children imitate and join in with literate behavior
○ It create a non-threatening environment condition of learning
○ It promotes quite intense concentration as well as the illustrations that suggest
meaning of the text
○ It fosters non-competitive and cooperative learning.

Stories Suitable for share reading

● Impact for shared book reading
● Have a good plot
● Interesting that support the text
● Rhyme, rhythm and repetition

Advantages of using big book

- Build a “community of reader”
- Promote reading strategy
- Increase awareness of concept of print
- Build sight word vocabulary
- Develops fluency
- Increase comprehension
- Expands children vocabulary

Benefits of modeled reading

● Provides a model of reading fluency with expression
● Develop story comprehension
● Enriches concepts and vocabulary development
● Provides opportunity to hear sophisticated story syntax
● Encourage prediction
● Poster enthusiasm for reading

Guided Reading
- Promotes student use of variety of reading strategies
- Develop comprehension
- Encourages independent reading
- Strengthen thinking skills
- Allow teacher to work with individual group of children on specific reading skills
 - Build sight word vocabulary.

Independent reading
● Extension of reading fluency
● Development of automaticity with word recognition
● Support writing development
● Promote for reading for enjoyment and information
● Fostering and self-confidence as children read familiar and new text.

B. Small Book
Another proven effective material enhancing language literacy in the use of small books,
stories in big books can be utilized and produced in a reduced version of the small book. The
same procedures can be employed in its production. The smaller size usually measures 6” x 6”.
Small book is a small version of a big book where it is useful in fostering knowledge and
understanding of learners. Small book also consists of letters and pictures but only a few
learners can share it. Small books have guidelines that should be followed.

SAMPLE FORMAT OF GUIDED READING LESSON USING SMALL BOOK

1. Story Introduction
a. Read the title of the author’s and illustration names
b. Talk about cover illustration
2. Story walk/ Picture walk
a. Assess children’s prior knowledge. Ask questions
b. Cover the text if desired, and have children predict the story line through the
pictures.
c. Highlight and glorify concepts.
d. Explain usual language or language pattern.
e. Model and call attention to appropriate reading strategies.
3. First reading of the story
a. Teacher models reading
b. Models the language pattern and concepts about print
c. Model the awareness use of reading strategies
d. The teacher may now distribute copies of small book, children can read easily
e. Ask focus questions.
f. Guide children to silently read a selection
g. Discuss the meaning of text, and invite children to read aloud to confirm actions.
4. Second Reading
a. Have children read aloud
b. SImultaneously
c. Have children read aloud quietly but simultaneously
d. Ask the children to read the story silently
e. Prompt and praise children reading strategy use and awareness of concepts of
print
 f. Discuss the story
g. Talk about the literary elements
h. Talk about ideas and feeling about the story to connect it to children’s lives
i. Retell story
j. Present the skills lesson
k. Talk about concepts of print, vocabulary and language structures
l. Highlight sight word
m. Discuss literary elements
5. Independent practice or the follow-up activities
a. Have children read independently or in pairs
b. Have children read chorally
c. Ask children to respond in writing
d. Have children participates in one or more follow-up activities
e. The purpose of guided reading is to encourage reading and the focus is on
mastery of reading strategies and elements of literature.

C. ALPHABET CHART
Show off big letters followed by a representative image beginning with the letters. This
can easily be generated when there is an accepted and well established orthography or writing
system for the mother tongue. It is a teaching aid used in teaching language. It is one of the
indigenous materials that foster and develop the student’s understanding and help the learners
to read letters, numbers and pictures. It also helps learners to interact and start communication
with others. It also allows students to have fun thinking, pointing, matching, pronouncing, and
speaking.

D. Alphabet Primer
Is a first book for teaching of reading such as an alphabet books basal reader, the word
also refers to any book that represents the list of basic elements of any subjects. An alphabet
primer may not be in chart form but in booklet form. It is sometimes called the “sound of
language book”. It is a combination of letters and pictures. We as educators want to help our
students to become fluent readers. We want them to understand that reading is a meaningful
processed and we want them to understand the symbols associated with certain sounds so the
best way to help our student is to help them understand the printed text and read a story
together and provide them a variety of short easy to read stories that is based on their mother
tongue language like about places, people or activities that are familiar to them.

E. Picture File
A good picture and photograph can be used as a prompt for oral discussion. It can be a
picture of basic concepts that need to be learned or a locally familiar scene like a market ,
church, mountain, event. This material aims to ensure acquisition of concepts necessary for
learning a mother tongue. Naming the picture in L1 makes a strong vocabulary skills building
activity.
F. Activity Cards
Instructional games can be played with this cards that may support development of the
following:

- Speaking skills as learners respond to questions elicited from the photo.

- Critical thinking skills as they do the sorting, matching and associating related themes to
the visual image.
- Multisensory awareness can be strengthened as more senses react to the visual
stimulus presented by the teacher and manipulated by the learners.

G. Chart stories
These are charts with pictures and stories that are usually used to develop listening
skills, oral language skills and fluency among young learners. They aim to develop spontaneity
in learners when they repeat experience culled from prior knowledge which are stimulated by
pictures in the arts.

H. Realia
These are real objects that can be used in lessons. These instructional materials take
out learning from the four walls of the classroom and expose learners to multisensory learning in
a borderless setting where culture and prior knowledge of language is the essence. Realia
refers to the objects or items from real life which are used in the classroom to illustrate in
teaching vocabulary or to serve as an aid to facilitate language accusations and productions in
which reality are used in the classroom instructions by educators to improve students'
understanding of other cultures in real life situations.

ASSESSMENT
Is the act of evaluating, appraising, and/or estimating the features, qualities,
performances and needs of learners. As laid down in the department of education policy
guidelines on classroom assessment (DO 8s, 2018) assessment is a process that is used to
keep track of learners progress in relation to learning standards and in the department of 21st
century skills.

Two types of Classroom assessment

1. Formative assessment - May be done at any time during teaching, learning process and
assess learning so teachers can make adjustments in their instructions. On the teacher’s
part, formative assessment provides an opportunity for reflection on their own progress.
Ways of doing formative assessment include teachers observation and guidance of
learners in their task through interaction and dialogue. Recording is also an important
aspect of formative assessment. It is done by documenting and tracking learners’
progress using systematic ways that can easily provide insight into student learning.

2. Summative Assessment - Is seen as assessment of learning which is generally done

towards the end of the period of learning in order to describe the standards reached by
 the learners, usually content and performance standard. To do this, teachers use
methods to measure students' learning that have been purposely designed to assess
how well students have learned and are able to apply their learning in different contexts.

Three COmponents of Summative Assessment

1. Written Work (WW) - Includes all form of written outputs
2. Performance Task (PT) - Allow learners to show what they know and are able to do in
diverse ways like demonstration, group presentation, oral work, multimedia presentation,
and research actions.
3. Quarterly Assessment (QA) - It measures student’s learning at the end of the quarter.

Acquisition of the 21st Skills of students

1. Learning and innovation
1.1. Creative and curiosity
1.2. Critical thinking, problem solving and risk taking
1.3. Adaptability, managing complexity and self-direction
1.4. Higher-order thinking and sounds reasoning

2. Information Media, and technology skills

2.1. Visual and information literacy
2.2. Media literacy
2.3. Basic, science, economic, and technology literacies
2.4. Multicultural literacy and global awareness

3. Effective communication skills

3.1. Teaming, collaborative and interpreting skills
3.2. Personal, social and civic responsibility
3.3. Interactive communication

4. Life Career Skill

4.1. Flexibility and adaptability
4.2. Initiative and self-direction
4.3. Social and cross-culture skills
4.4. Productivity and accountability
4.5. Leadership and responsibility