1Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teachers Guide

(Unit 1- Week 3 & 4)

Sinugbuanong Binisaya

Department of Education

Republic of the Philippines

Mother Tongue Based Multilingual Education Grade 1Teachers Guide: Sinugbuanong BinisayaFirst Edition, 2013ISBN: 978-971-9981-79-4

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The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dr. Yolanda S. Quijano

Assistant Secretary: Dr. Elena R. Ruiz

Printed in the Philippines ____________

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Telefax:

(02) 634-1054, 634-1072

E-mail Address:

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I. Objectives:

At the end of the week, the pupils are expected to:

1. Talk about the pictures presented in relation to personal experiences

2. Listen and respond to others

3. Give pairs of rhyming words found in nursery rhymes, songs, jingles and chants

4. Give/produce the beginning sounds of letters in a given word

5. Identify differences between letters and differentiate letters from words.

6. Give the letters that begins with the name of the given picture/object

7. Identify specific letter/s in the alphabet, both upper and lower case.

8. Show relationship between sounds and written symbols

9. Match words with pictures and objects.

10. Give the sounds of the specific letter/s in the alphabet

11. Blend specific letters to form syllable/ words

12. Write upper case and lower case letters in print using proper proportion.

13. Write syllables and words using letters Mm/Aa/Tt

14. Use culturally appropriate courteous expressions in different situations.

15. Develop and use vocabulary of words that begin with the target letters.

16. Predict what the story is about based on personal experiences.

17. Confirm predictions after listening to a story.

18. Relate events in the story to personal experiences.

19. Recall important details in:

20. Listening stories

21. Shared reading stories

22. Experience stories

23. Childrens stories listened to.

24. Answer literal level questions to literary text read listened to.

25. Recall important details in:

26. Listening stories

27. Shared reading stories

28. Experience stories

29. Childrens stories listened to.

30. Answer literal level questions related to informational text listened to.

31. Express love for stories by browsing the storybooks read to them and asking to be read more stories.

I. Subject Matter

A. Topics

1. Oral LanguageListening attentively to story/song heard and talk about pictures.

2. Book and Print knowledge

Tracking the text in the correct order.

3. Alphabet Knowledge

Familiarizing with L1 alphabet

4. Word Recognition

Identifying or producing the sound of letter names Ma/Aa/Tt

5. Handwriting

a. Writing a comfortable and efficient pencil grip

b. Writing upper and lower case letter Mm/Aa/Tt

6. Grammar Awareness

Identifying names of animals/things

7. Vocabulary Development

Giving the meaning of words presented through pictures or demonstration.

8. Reading Comprehension

Asking and answering simple questions from the story/song/poem

B. Reference

K-12 Curriculum GuideC. Materials

picture of a farm with animals, listening story, chart, song, picture poem, picture puzzle, realia, work trays, letter and syllable cards, riddle

D. Value

Appreciation of the things around

E. Theme: My Family and I - Things I enjoy and people I like.

Example: food, fruits, vegetables, games, toys, friends

II. Procedure

1. Singing the L1 alphabet previously learned

2. Unlocking of Difficulties

Unlock the difficult word through picture.

3. Activating prior knowledge

Nakasulay na ba mong napakong?

4. Motive Questions

Ask: Unsay nahitabo nga napikot man ang mata ni Tata?

5. Listening Story

The teacher reads a story to the whole class in a lively and interesting manner then stops once in a while to ask questions.

Ang Mata ni Tata

Sinulat ni Nena V. Mioza

Gihan-ay ni Ninie C. Del Rosario

Adunay usa ka bata nga ginganlan og Tata. Nagpuyo siya sa barangay Taya.

Usa ka buntag sa iyang pagmata, iyang nadunggan ang kalangas sa iyang silingan. Nidalagan siya padulong sa plasa nga walay limpyo ang mga mata. Uy Tata tawag sa iyang mama. Milingi si Tata ug napakong sa lamesa. Ayay, ayay siyagit ni Tata. Giduol dayon siya sa iyang Mama. Naunsa ka, Tata? pangutana sa iyang Mama. Sakit kaayo ang akong mata, tubag ni Tata, dungan og trapo sa sinina sa iyang mata. Gitan-aw ni Mama ang iyang mata. Hala ka, napikot naman ang imong mga mata. Sa sunod gani, mag-amping ka,pahimangno ni Mama.

After reading the story, the teacher asks the pupils to answer some questions.

a. Diin nahitabo ang istorya ni Tata?

b. Unsa may nahitabo kang Tata usa ka adlaw niana?

c. Ngano mang napikot ang mata ni Tata?

d. Kon kamo si Tata,unsay angayan nimong buhaton sayo sa buntag?

6. Engagement Activity

Show and tell

a. The teacher places a magic bag containing pictures of things/animals which name begins with letter Mm.

b. A pupil picks a picture, show it to his/her classmates and ask somebody to tell its name and talk something about it.

1. Singing the L1 Alphabet song (for letter familiarization)

2. Review ( Q and A activity)

a. Recall the story listened to yesterday by asking questions.

b. Have the pupils tell the names of animals/ things mentioned in the story that begins with the sound of m (/m/).

c. The teacher shows the key picture. She lets pupils identify the picture.

mata

Key word

ta

ma

3. Teach the letter name and sound of Mm

a. Using the pictures, the teacher says the sound of Mm and the children follow.

Say: What other names of things begin with letter Mm?

b. Show a chart with word having letter Mm.

Box the letter Mm that you can find in every word.

4. Writing letter Mm

a. Say: This is the big letter M. (Teacher demonstrate how big letter M is written with counting). Do this three times.

b. Let the pupils do it by writing on air, desk and at the back of their classmate and palm.

c. Say: This is small letter m. (Teacher demonstrates how small letter m is written with counting). Do this three times.

d. Let the pupils do it by writing on air, at the back of their classmate and palm.

5. Writing Exercises

a. Guided Practice

Connecting Dots (as one group in a class)

Connect the dots to form the big and small letter Mm following the correct stroke with counting. If a teacher has big class size, she can call 3 pupils at a time and have them do the writing of big and small letter Mm with counting at the same time.

b. Independent Practice

Tracing letter Mm by the pupils

This will be done individually using activity worksheet.

1. Review/Recalla. Review of the previous story ( Ang Mata ni Tata)

Ask: Where did the story happen?

Where does Tata live?

b. Review of past lesson letter Mm. Show pictures that begin with the letter Mm and let pupils identify them. Say: In what letter does the name begin?

c. Produce the sound and write the letter (Mm) on the board.

2. Introducing Letter Aa, /a/

a. Presenting new set of pictures.

b. Teacher names the picture one by one.(Giving emphasis on the beginning sound of the picture name)

This is a picture of an /aaa/atis.

This is a picture of an /aaa/ abokado.

.adlaw

.apa

atsal

abaga

c. Recognizing the letter sound of /a/.

What sound do you hear at the beginning of the picture name?

The teacher produces the /a/ sound as the pupils listen.

Give the sound /a/ three times.

d. Recognizing Letter name Aa.

Show a flashcard with letter Aa made of sand paper.

This is Mama A and Baby a. It gives the sound /a/.

Produce the sound three times.

1. Review of past lesson letter Mm and /m/ (sound m); Aa and /a/

Writing Letter Aa

a. This is how we write Mama A and Baby a. (Teacher traces the letter in the flashcard using the forefinger.)

b. Call volunteer pupil/s to trace the sand paper with a finger as he/she gives its sound.

2. Write Mama A and Baby a on the air, on the palm, on their classmates back, or on the desk. (Encourage pupils to count along with the number of strokes as they write letter Aa. A has 3 strokes, a has 2 strokes)

Activities

a. Letter Box

b. Trace big and small Aa on the given space. (Broken line must be provided for pupils to trace the letter on.

c. Connect the picture with letter Aa, if it begins with the /a/(sound) (The pictures in the boxes are the following: adlaw, atis, abokado, mata, apa, mais

d. Look at the set of letters. Circle letter with /a/ (sound)

mac

akb

rma

1. Review on the two letters previously learned. (Mm and Aa)

Primer Track: Using the Big box

ma

am

mama

word breaking and making

mama

m

ma

ma

m

mama

Note: Si is a sight word. It must be taught as whole word.

Introducing Letter Tt

1. Review of two learned letters. Ring the beginning letter of the following pictures. Listen as the teacher says the name of the picture.

2. Present new sets of pictures. (Pictures that begins with Tt) Here are some pictures, can you name them? Can you tell something about the pictures?

3. Recognizing the letter name Tt and /t/ (sound)

a. What sound do you hear at the beginning of the picture name?

b. The teacher produces the /t/ sound as the pupils listen.

c. Give the (sound) /t/ three times.

4. Recognizing Letter name Tt.

a. Show flashcards of Big letter T and small letter t made of sand paper.

b. This is Mama T and Baby t. It gives the sound /t/.

c. Produce the sound three times.

5. Writing Letter Tt.

a. This is how we write Mama T and Baby t. (Teacher trace the letter in the flashcard using the finger.)

b. Call volunteer pupil/s to trace the sand paper with a finger as he/she gives its sound.

6. Write Mama T and Baby t on the air, on the palm, on their classmates back, or on the desk. (Encourage pupils to count the number of stroke as they write letter Ii.)

Activities

1. Introducing a song: (create your own tune to suit the lyrics)

a. Unsay sugod nga tingog ang inyong nadungog?

b. Unsay sugod nga tingog ang inyong nadungog?

c. Nga inyong nadungog sa talong talong?

/t/ ang sugod nga tingog ang nadungog.

/t/ ang sugod nga tingog sa

talongtasa

... tuhod

tudlo

... tiilMystery Box

Put letter blocks or letter cards inside the box. (Teacher says the sound and pupils pick out the letter with the same sound as the teacher produced.)

1. Teach the primer lesson on Tt

Key picture and Key word

mata

matat

tata

tmata

a. Teacher says the picture name one at a time by producing the initial sound of each. Say the word three times.

This is a picture of a /ttt/talong

This is a picture of a/ttt/tasa

This is a picture of a/ttt/tuhod

b. Ask: What sound do you hear at the beginning of each picture? Teacher produces theletter sound again and again as pupils follow.

c. Present sets of picture on the board. Which among the pictures begins with /t/, listen as the teacher says the name of the picture? Check the picture that begins with ,/t/

d. Present flashcards with letter Tt as a symbol of the sound, /t/. The letter is made of cartolina. Say, Class this is the letter sound like /ttt/ (Produce the sound 3x)

The letter name is /Tt. This is big T and here is small t.

Can you point where big /T/ and small t is?

e. Tracing Letter: Trace the letter Tt made of and paper on the flashcard.

f. Can you write Big T and small t?

g. Practicewriting on the paper the letter name big T and small t.

1. Big Box for word building

ma

at

Mama, Tata, ata, mata,

2. Using the Primer Track

Sentence making word

ma

at

Mama ni Tata. Mama

TataMama ni Tata

3. Practice Writing Tt

1. Review of Learned Letters (m, a, t)

Activities

a. Give the sound of the letter on a letter card. (Teacher shows the card m,a,t then the pupils give each sound.

b. Writing the letter m, a, t on the board.

c. Let the pupils name the picture and give the beginning sound. (Pictures begins with m, a, t)

d. Connect the picture with its beginning sound.

Ex.

e. Game

Guessing Game/Riddles

f. Work Trays

Teacher prepares several set of trays with letter card of m, a, and t. Place pictures that begin with the letters learned (at least 3 pictures). Call pupils to volunteer to work on. Encourage pupils to give the sound and place the pictures beside the letter card.

Ex.

g. Write Big and small letter (Mm, Aa, Tt)

1. Singing the L1 Alphabet song (for letter familiarization)

2. Review Exercises

Pair the Flashcard Game

a. Each of the boys will be given one of the big letters M, A and T.

b. Each of the girls will be given one of the small letters m, a and t.

c. At the count of 10, they will find their pair. ( Big and Small Letter)

d. The teacher asks each pair to name the letter they are holding and to give the sound.

3. Concept Development

a. Picture Puzzle

Group the pupils into 5. In 3 minutes form the picture.

Ask: What is shown in the picture that you formed?

Do you eat this at home?

The teacher writes the name of Mata on the board.

What are the 3 letters of the word?

b. Whats the Word?

The teacher will show pictures to the pupils. Opposite the picture is its incomplete name. Give the beginning letter of each picture. Pupils may choose from letters Mm, Aa, or Tt.

Ask:In what letter does each word begin?

Give the sound of the letter.

c. Work Trays

Teacher prepares several sets of trays with letter card of Mm, Aa and Tt.

Say: Pick one realia from the table. Show it to your classmates. Say the name of the object, the beginning letter and sound. Drop the picture to the right work tray.

Ex. mata, mais, manok ,garapon, iba, garangan, unlan ,etc.

ISBN: 978-971-9981-79-4

adlaw

abokado

For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,

Curriculum Development Division

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Meralco Avenue, Pasig City, Philippines 1600

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Development Team of the Teachers Guide

Authors: Nena V. Mioza, Gea Catalan Alonso, Caren S. Selgas, Virginia S. Cayon, Jennifer O. Artiaga, Ritchie C. Barrera, Ninie del Rosario and Jocelyn Conta

Consultant: Rosalina J. Villaneza

Editors: Atty. Manuel Lino Faelnar, Dr Romeo Macan, Mrs. Aida Zafra and Mr. Jes B. Tirol

Graphic Artists: Jason Villena, Jayson R. Gaduena, Bienvenido Saldua and Erich David Garcia

Layout Artist: Aileen Nacario Ilagan

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

atis

DAY 3

Syllablebox

Key picture

DAY 2

napikot

DAY 1

Weeks 3 and 4

apa

atsal

abaga

DAY 4

DAY 5

Si mama

Words and sentences forspelling and handwriting practice

DAY 6

tasa

tudlo

talong

tuhod

tawo

DAY 7

DAY 8

Tata

Sentence breaking and making for spelling and handwriting practice

DAY 9

m

a

t

DAY 10

Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teachers Guide

Sinugbuanong Binisaya