Lesson 7. GED116 FF
Lesson 7. GED116 FF
Lesson 7. GED116 FF
Determining what language of instruction will be used to teach children are one of the most
important decisions that educational planners make.
Linguistic believe that the language(s) used in the classroom dramatically affect’s children’s
opportunity and ability to learn.
The first language is used as a subject of study and as language of instruction of other key
subjects in grade one to three.
Known to unknown
we learn when we use what we already know to help us understand what is new.
learners who were found to have well developed skills in their first language have been shown
to acquire additional languages more easily and fully in return positive impact on academic
achievement.
Cognitive Development
The use of the learner’s home language in the classroom promotes a smooth transition between
home and school.
Discovery learning
Active Learning
peer interaction is the best means for learners to think-talk together creatively to solve
problems.
Fairy-tale
We learn new language best when the leaning process is non-threatening and meaningful.
valuing students with talents in their home language more powerfully enables learning than
valuing learners of English whose home language is irrelevant to academic success
Phonics and word recognition Demonstrates knowledge of the Applies grade level phonics and
alphabet and decoding to read, word analysis skills in reading,
write and spell words correctly writing, spelling words.
Four strategies:
1. Two-Track Approach
1. Two-Track Approach
Learning how to read and write in the mother tongue has a “Meaning track” (focus on the
whole text) and an “Accuracy track” (focus on the sounds of the language”.
A. Meaning Track
- Makes use of shared reading, experience story, listening story and library time.
Steps in Teaching:
- Uses picture and key words, big box, sentence-making and breaking, spelling and
handwriting.
Steps in Teaching:
2. Audio-Lingual Method
Step 1. Modeling
Step 2. Students
A. What is TPR?
TPR is a method for learning a language that combines listening and responding
responding to the directions and then respond to the directions themselves (no
speaking at first).
This strategy is based on the theory that the memory is enhanced through association
with physical movement; hence, it is built around the coordination of speech and
action.
In TPR, 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
Step 3. DEMONSTRATION. Students listen to the directions again and respond with
appropriate physical actions. (Students do not speak at first. They just respond through
physical actions. Later, when they are ready, they start giving commands to each other and
The Language Experience Approach interrelates the different language arts and uses
the children’s experiences as basis for reading materials. The rationale for this approach
“What I can think about, I can talk about. What I can say, I can write—
or someone can write for me. What I write, I can read. I can read what I
LEA is consistent with schema theory. Because it uses the child’s experiences as basis
for written language, the child has adequate schemata to comprehend the material and can
thus develop the schema for reading, that includes the idea, that written words have
B. Steps in LEA:
Step 4. Recording pupil’s experiences or cooperative writing of the story on a chart, the
board, or a computer. Make sure students can clearly see what you write. With young pupils,
try not to rephrase their sentences unless grammatical errors make text meaning confusing.
Step 5. Reading the text aloud, modeling fluency and making connections between speech
Step 6. Inviting students to read and reread the text orally and silently. This promotes
fluency.
Step 7. Once the complete text is known by a student or group, begin to focus on the
smaller components of the text such as sentences, words, letters. This will foster word
recognition skills.
Inspire Oneself
Because reading and writing are central to learning skills and content in any curriculum,
teaching in the mother tongue needs to consider the development of graded reading materials
which are generated from well-established orthography. Creating and using teaching learning
materials appropriate to the language, level, culture, and context of the first language learners is
considered a critical element in any MTB-MLE program.
A broad range of instructional materials for children can be used support learning in
Mother Tongue. These may include real objects that can demonstrate concepts in the curriculum,
picture cards to facilitate classroom discussion and other oral language activities, and i-based
print materials to promote literacy development and provide content in the learner's mother
tongue. Likewise, these teaching and learning materials will build on the learners' language and
culture while to ensuring that the curriculum-based competencies are attained and mastered.
Inculcate Concepts
BIG BOOKS
Big books are oversized books with enlarged prints. It is usually tended for 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 illustrations with a
whole group of children in ways that one might share a standardized books with just a few. There
are pedagogical reasons why big books are considered the best in promoting literacy.
Use of big books fosters the skill of reading in use such as concept about print,
left to right direction, etc.
It promotes quiet intense concentration as the learners focus on the text that the
teacher tracks as well as the illustrations that suggest meaning of the text.
It fosters non-competitive and cooperative learning.
enlarged text, extra spacing between words, and limited print; on each page so everyone
can read it;
predictable text that enables the reader to predict how the story will develop and end.
Shared Reading
Teacher and children read enlarged text together. Shared book reading is based on the
understanding that children learn to read by reading and seeing others read. Reading Big Books
or Small Books provide many opportunities for children to develop understanding about reading.
The focus should be on reading for meaning and leading for enjoyment Children in K to 3 should
be read to everyday.
A good plot
This event using big books is where a teacher reads aloud selections to children.
Encourages prediction
Guided Reading
Teacher selects appropriate text for a small group of children who are similar in strengths
and needs to provide instruction that targets specific reading strategies. The following are
usefulness of guided reading
Develops comprehension
Allows teacher to work with individual groups of children on specific reading skills
Independent Reading
Children should read independently. Big books and small books in Mother Tongue
displayed in the classroom will expose the learners to the printed symbol of the language they
constantly hear. Eventually this print-rich environment will allow them to read independently.
The values of independent reading cover the following: extension of reading fluency;
development of automaticity with word recognition; support writing development; promotion of
reading for enjoyment and information; and fostering of self-confidence as children read familiar
and new text.
B. SMALL BOOKS
Another proven effective material for enhancing language literacy is the use of Small
Books. Stories in Big Books can be utilized and produced in a reduced version - the Small Book.
The same procedure can be employed in its production. The smaller size usually measuring
6"x6" is ideal.
Small Books can also be used in Guided Reading. It is a small group instructional model
that allows the teacher to select appropriate text for a small group of children of similar strengths
and needs to provide instruction that targets specific reading strategies.
Here is a Sample Format for a Guided Reading Lesson Using Small Book
1. Story Introduction
Read the title of the author's and illustrator's names. Talk about the cover illustrations.
Assess children's prior knowledge. Ask questions. Cover text if desired, and have
children predict the story line through the pictures.
Teacher models reading. (The teacher only holds a copy of the small book.)
The teacher may now distribute copies of small books. Children read silently
Discuss the meaning of text, and invite children to read aloud to confirm answers.
Have children read quietly but simultaneously. Ask children to read the story silently.
Prompt and praise children's reading strategy use and awareness of concepts of print.
Talk about ideas and feelings about the story to connect it to children's lives.
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
Another print based material for effective teaching of Mother Tongue is the alphabet
chart. This can easily be generated when there is an accepted and well-established orthography
or writing system for a mother tongue.
Alphabet chart shows off a big letter and small letter followed by a representative image
beginning with that letter. The name of the image is printed below it. It is meant to enhance the
following literacy skills; Letter recognition/alphabet knowledge; Letter order, Phonological skill
and Picture identification.
D. ALPHABET PRIMER
As teachers, we want to help our students become fluent readers. We want them to
understand that reading is a meaningful process. We want them to understand that the symbols
on a page are associated with certain sounds, that the sounds go together to form words and the
words go together to communicate meaning. The best way to help students understand that
printed texts have meaning is;
to read stories to and with them in the language they know best;
to encourage them to write their own stories—even before they can form all the
symbols correctly—and then encourage them to "read" their stories to their
classmates.
The best way to help new readers learn to read accurately is to teach hem the sounds that
are associated with each symbol (or letter) of their alphabet so they can put the symbols together
to form words and then put the words together to form sentences.
An adjunct of the alphabet chart is the alphabet primer and it functions as described on
top. To teach basic literacy concepts and eventually beginning reading in Mother Tongue, an
alphabet primer can be the instructional material that best fit the need.
An alphabet primer may not be in chart form but in booklet form. Ris sometimes called
the "Sound of Language Book.”
The sound of language book introduces students to the sounds that are associated with the
symbols that are used to write in their language. It also teaches students how to put the sounds
together to cad the words and sentences on a printed page.
Each lesson in the Sounds of our Language book has the following parts:
1. The new symbol that is to be learned in that lesson
5. The "Break-the-Word and Make-the-Word" activity using the new key word
6. The Big Box with syllables or symbols from the key word plus other syllables or symbols
that the students have already learned
8. Short text (1-2 sentences) for reading practice (usually starts about Lesson 10)
The activity that follows is an example of an alphabet primer page used in an Accuracy Track for
teaching beginning reading with the letter u in Hiligaynon
ma lan
u tan
F. ACTIVITY CARDS
Instructional games can be played with this cards that may support development of the following
competencies;
Critical thinking skills as they do the sorting, matching, and associating related themes to
the visual images.
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 experiences culled from prior knowledge which are stimulated by
pictures in the chart. These picture files must represent community knowledge and cultural
practices that learners should be made aware of. Just like big books chart stories can be used in
shared reading activity. Also, they can be used for impromptu question and answer activity after
shared reading by the teacher. It can be made out of A3 sized paper or half of a Manila paper and
clipped together on the top side with other chart stories so that it will be easy to flip over. Below
is an example of chart stories in Hiligaynon.
May tutoy nga kaki sa amon balay. There is a brown puppy and a gray
May kuring nga abo didto man sa kitten at home. They play together.
amon. Ang tutoy kag kuring pirmi They are friends. It is nice to look
nagadugsing. Mag-abyan ang at them.
duwa. Katahum sa ila
H. REALIA
These are real objects that can be used in the lesson. 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 the language is the essence.
For example, why show a picture of a gumamela when you can bring the class to the g.
"den and point to them the parts of this flower using mother tongue as medium of instruction?
You can even ask them to point to parts of their body and name them. For language arts you can
play "I spy with my eye something that begins with the letter and your students can always give
the name of the object in their first language. Isn't it amazing to use realia in teaching and
learning in MTB MLE?
Assessment in Mother Tongue
Assessment - Is the act of evaluating, appraising, and/or estimating the features, qualities,
performance and needs of learners.
1. Formative Assessment- may be done at any time during the teaching learning process and
assesses learning so teachers can make adjustments in their instruction.
2. Summative Assessment - is seen as assessment of learning which generally done toward the
end of a period of learning in order to describe the standard reached by the learner, usually
content and performance standards.
1. Written Work (WW) - includes all forms of written outputs. Which involves writing rather
than doing something practical or giving spoken answers.
2. Performance Tasks (PT) - allow learners to show what they know and are able to do in
diverse ways like demonstration, group presentation and oral work.
3. Quarterly Assessment - Measures student learning after each quarter; come in the form of
objective tests, performance-based tests.
Learning and innovation skills increasingly are being recognized as the skills that separate
students who are prepared for increasingly complex in work environments in the 21th century, in
those who are not. A focus on creativity, critical thinking, communication and collaboration is
essential to prepare students for the future.
Self-Direction: Are students able to set goals related to learning, plan for the
achievement of those goals, independently manage time and effort and independently
assess the quality of learning and any products that result from the learning experience?
Curiosity: Do students have a desire to know or a spark of interest that leads to inquiry?
Creativity: Are students able to bring something into existence that is original, whether
personally (original only to the individual) or culturally (where the work adds
significantly to a domain of culture as recognized by experts)?
Basic Literacy: Can students demonstrate language proficiency (in English) and
numeracy at levels necessary for success on the job and in a Digital Age society?
Economic Literacy: Can students identify economic issues, examine the consequences
of changes in economic conditions and public policies, and weigh costs against benefits?
Technological Literacy: Do students know what technology is and how it can be used
efficiently and effectively to achieve specific goals?
Visual Literacy: Can students interpret, use, and create visual media in ways that
advance thinking, decision making, communication, and learning?
Information Literacy: Are students able to evaluate, locate, synthesize, and use
information effectively, and accomplish these functions using technology?
Teaming and Collaboration: Can students cooperatively interact with one or more
individuals, working with others to solve problems, create novel products or learn and
master content?
Interpersonal Skills: Are students able to read and manage their own and others’
emotions, motivations, and behaviours during social interactions or in social-interactive
contexts?
Social and Civic Responsibility: Can students manage technology and govern its use in
ways that promote the public good and protect society, the environment, and democratic
ideals?
Interactive Communications: Do students generate meaning through exchanges using a
range of contemporary tools, transmissions, and processes?
The ability to navigate the complex life in work environments in the globally competitive
information age requires students to pay rigorous attention to developing adequate life and
careers skills.
Initiative and self direction: taking initiative and being self directed means to
initiate or look for ways to help and accomplish tasks without being told to by
someone else.
Social and cross cultural skills: described as the ability to effectively interact with
others in divers groups in situation.
Productivity and accountability: is the ability to create a product using these skills:
setting and meeting goals, prioritizing needs, managing time, working ethically,
colleagues and clients. Accountability and Productivity are interconnected.
Leadership: The leader has to maintain confidence and assure everyone set backs are
natural. The important thing is to focus on the larger goal. Leaders must do their jobs
on the basis of their strength.
Responsibility: means you do the things you are supposed to do and accept the result
your action. A responsibility something you are expected to do.