MODULE:7

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Introduction

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Lesson 7.3 Instructional Support Materials to promote
Literacy

• Identified instructional materials which have the

essential elements of language learning and
appropriate for the learner’s level and skills
• Matched instructional materials with larning
outcomes and startegies.
• Developed instructional materials that promote
literacy in Hiligaynon and appropriate to the learners
level, culture and context.
Because reading and writing are central to learning skills and content in any curricul
um, teaching in the mother tongue needs to consider the development of graded re
ading materials which are generated from well established orthography. Creating an
d using teaching leaming materials appropriate to the language, level, culture, and c
ontext of the first language learners is considered a critical element in any MTB-MLE
program to A broad range of instructional materials for children can be used support
learning in Mother Tongue. These may include real objects that can demonstrate co
ncepts in the curriculum, picture cards to facilitate classroom discussion and other o
ral language activities, and text-based print materials to promote literacy developm
ent and provide content in the learner's mother tongue. Likewise, these teaching an
d learning materials will build on the learners' language and culture while also ensur
ing that the curriculum-based competencies are attained and mastered.
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 techniq

ue that fosters tnatural literacy development. It also offers opp
ortunity for sharing the print and illustrations with a whole gro
up of children in ways that one might share a standardized boo
ks with just a few.
.A big book has:
enlarged text, extra spacing between words, and li
mited print, on each page so everyone can read it;
✔️clear connection between the words and the pictu
res:
✔️repetition of words in the text;
✔️rhyme, and rhythm;
✔️a story that is engaging, interesting, fun, and easil
y remembered,
✔️and predictable text that enables the reader to pre
dict how the story will develop and end
There are pedagogical reasons why big books are considered the best in
promoting literacy.

Here are some of these beliefs;

Use of big books fosters the skill of reading in use such as concept about
print, left to right direction, etc.
✔️It encourages children to imitate and join in with literate behavior.
✔️It creates a non-threatening condition for learning.
✔️It promotes quiet intense concentration as the learners focus on the te
xt that the teacher tracks as well as the illustrations that suggest meanin
g of the text.
✔️It fosters non-competitive and cooperative learning.
Big Book Events
Shared Reading

Teacher and children read enlarged text toge

ther. Shared book reading is based on the un
derstanding that children learn to read by re
ading and seeing others read. Reading Big B
ooks or Small Books provide many opportun
ities for children to develop understanding a
bout reading. The focus should be on reading
for meaning and reading for enjoyment. Chil
dren in K to 3 should be read to everyday.
Another proven effective material for enhancing langauge literacy in the u
se of small books. stories in bigbook can be utilized and produce in a redu
ced version the small book. The same procedures can be employed in it's
production. the smaller size usually measuring of 6" x6".

SAMPLE FORMAT OF GUIDED READING LESSON USING SMALL BOOKS

1. Story introduction
2. Story Walk/ Picture Walk
3. First reading of the story
4. Second Reading
5. Independent practice or the follow-up activities
Modeled Reading (The Read-Aloud)

This event using big books is where a teacher reads aloud selecti
ons to children.

The following are the benefits of Modeled Reading

➤Provides a model of reading fluency with expression
➤Develops story comprehension
➤ Enriches concept and vocabulary development
➤ Provides opportunity to hear sophisticated story syntax
➤ Encourages prediction
➤Fosters enthusiasm for reading
Stories suitable for shared book reading have:
✔️Impact and excitement
✔️A good plot
✔️Interesting pictures that support the text ✔️
Rhyme, rhythm and re
petition

There are many advantages to using shared book reading:

✔️Builds a "community of reader"

✔️Promotes reading strategies
✔️Increases awareness of concepts of print ✔️
Builds sight word voc
abulary
✔️Develops fluency
✔️Increases comprehension
✔️Expands children vocabulary
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:
➤ Promotes students use of a variety of reading strategies.
➤ Develops comprehension
➤ Encourages independent reading
➤ Strengthens thinking skills
➤ Allow teachers to work with individual groups of children on specific reading skills.
➤ Build sight word vocabulary

INDEPENDENT READING
✓ Extension of reading fluency
✔ Development of authomaticity with word recognition
✓ Support writing development
✓Promote for reading for enjoy- ment and information
✓Fostering of self-confidence as children read familiar and new text.
Another print based material for effective teaching of Mother
Tongue is the alphabet chart. This can generated when there is
an accepted and well established orthography or writing system
for a mother tongue.
Alphabet chart shows off a big letter followed by a
representative image beggining with that letter. The name of the
image is printed below it. Its is mean to enhance the folowing
literacy skills;Letter recognotion/alphabet knowledge; Letter
order; Phonological skill and picture identification.
Alphabet Primer can be the
instructional material that best fit
the need to teach basic literacy
concept and eventually beginning
reading in Mother Tongue. An
Alphabet primer may not be in
chart form but in booklet form it is
sometimes called the “The Sound of
Language Book”
• to read stories and with them in the
language they know best;
• to provide them with a variety of
short easy-to-read stories
• to encourage them to write their
own stories
The sound of language book introduces
students to the sounds that are
associated with symbols that are used to
write in their language. It also reaches
students how to put the sounds together
to read the words and sentences on a
printed page.
 Key Symbol Key Picture

•/ U u /

Key Word • uhong- (mushroom)

Key Symbol Sentence Making Word
/Uu/

• uma
ma lan • ulan
• utan

Key Sentence
u tan
• May uhong sa uma
• Nag-ulan sa uma
E.
Picture
File &
Activity
Cards
 Different Standards for
Picture File Formats

JPG/JPEG PNG GIF

Commonly used Best for simple
Supports
for photos with graphics with
many colors. transparency
and has better limited colors.
Compresses file Supports animation
size well but with quality than but lower quality.
some quality JPG, but larger
loss. file size.
Advantages of
Using Activity Cards
1 Engaging 2 Flexible
Hands-on and
interactive Can be used for individual,
approach keeps small group, or whole class
students focused activities.
and motivated

3 Targeted
Allows you to tailor content to specific
learning
 Incorporating Picture Files

Photos Illustrations Diagrams

Enhance Enhance cards
Incorporate visual
models to help
cards with with real-world students
real-world images to understand
images to illustrate key complex
illustrate key concepts. information.
concepts.
Best Practices
Test and Refine Consider Organize and
Accessibility Store
Pilot your
activity cards Ensure your Use binders,
and get cards are folders, or
feedback to inclusive and digital catalogs
accommodate to keep your
improve them. diverse learners. cards
organized.
 Conclusion
- Picture file activity cards can be
a highly engaging and effective
learning tool - Consider different
file formats, design principles,
and best practices to create
quality cards - Align your activity
cards with specific learning
objectives for maximum impact
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 activity after shared reading by the
impromptu question and answer 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.
Hiligaynon

May tutoy nga kaki sa amon balay. May kuring nga abo didto man sa amon. Ang
tutoy kag kuring pirmi nagadugsing. Mag-abyan ang duwa. Katahum sa ila.

English

There is a brown puppy and a gray kitten at home. They play together. They are
friends. It is nice to look at them.
hese 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 garden and point to them the parts of this flower using
mother tongue as medium of instruction? You can even ask them a point
to parts of their body and name them. For language arts can play "I spy
with my eye something that begins with 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?
Learning Objectives

• Postulated the standarsd /competencies in leaarnig

the mother tongue
• Choosen appropriate assessment tools to measure
learning of the mother tongue
• Constructed assessment exemplars
Assessment is the act of evaluating,
appraising and/or estimating the
features, qualities,performances, and
need of the learners.
As laid down in the Department of Education Policy Guidelines on
classroom Assessment (DO 8, s. 2015), assessment is a process that
is used to keep track of learners' progress in relation to learning
standards and in the development of 21" century skills; to promote
self-reflection and personal accountability among students about
their own learning; and to provide bases for the profiling of student
performance on the earning competencies and standards of the
curriculum. Specifically, lassroom assessment is an ongoing process
of identifying, gathering, ive and qualitative information rganizing,
and interpreting quantitative sout what learners know and can do.
As provided in the policy guidelines there are two types of
Massroom assessment, namely, formative and summative:

Formative assessment may be done at any time during the

teaching. learning process and assesses learning so
teachers can make adjustments in their instruction. On the
teachers' part, formative assessment provides opportunity
for reflection on their own progress.
Ways of doing formative assessment include teacher observation and
guidance of learners in their tasks 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 a student's learning.

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. To do this, teachers use methods to measure student learning
that have been purposely designed to assess how well students have
learned and are able to apply their learning in different contexts.
The results of summative assessment are recorded and are ported to the
learners and their parents or guardians. There are other akeholders who
would need the information like the principals, achers in the next grade
or the guidance teachers who would help idents cope with challenges
they experience in school.

As specified, too, in the Policy Guidelines on Classroom Assessment r K-

12, learners may be assessed individually or collaboratively. dividual
assessment is done through unit tests and quarterly aminations while
collaborative assessment may be done through armers' participation in
group activities where they need to cooperate produce evidence of their
learning.
There at these components of summative assessment,
Written Work (WW) Performnce Task (PT) and
quarterly Assessment (QA) written icludes all forms of
written output, while performance thats allow learners
to show what they know and are able to do diverse ways
like demonstration, oral,works multimedia presentaions
and research projects.
Let's begin with the acquisition of the 21st century skills of our
students.They are the following:

1. Learning and Innovation skills

1.1 Creativity and curiosity
1.2 Critical thinking, problem solving and risk-taking
1.3 Adaptability, managing complexity and self-direction.
14 Higher-order thinking and sound reasoning

2. Information, media and technology skills

2.1 Visual and information literacies
2.2 Media Literacy
2.3 Basic, scientific, economic and technological literacies
2.4 Multicultural literacy and global awareness
3. Effective communication skills

3.1 Teaming, collaboration and interpersonal skills

3.2 Personal, social and civic responsibility
1.3 Interactive communication.

4. Life and career skill

4.1 Flexibility and adaptability 4.2 Initiative and self-
direction
4.3 Social and cross-cultural skills 4.4 Productivity and
accountability
4.5 Leadership and responsibility.
Mother tongue as a subject contains the skills that the
pupils have to achieve specifically ;

1. LEARNING AREA STANDARD

use mother tongue appropriately and effectively in oral visual and
written communication in a variety of situations and for a variety of
audiences,context and purposes including learning of the content
subject and language.

2. KEY STAGE STANDARD

by the end of Grade III students will enjoy communicating in thier
fist language on familiar topics for a variety of purposes and
audience using basic vocabulary and phrases.
The Activities are divided onto twelve domain, namely:

1.Oral Language
2.Phonological Skills
3.Book and Print Knowledge
4.Phonics and work recognition
5.Fluency
6.Composing
7.Grammar Awareness
8.Vocabulary and Concept Development
9.Listening Comprehension
10.Reading Comprehension
11.Attitude towards Reading
12.Study Skills
 Domain: Phonological Awareness
SAMPLE
A. • Grade 1
Objective: Orally segment a two to three-syllable-word syllabic parts

Activity: Listen as I say some word. Make one clap after you hear a syllable

1. Flower--- flo+wer.How many claps did you make?

how many syllables are there(clap) (clap)in the word flower?
2. Kitte--- kit+ten. How many claps did you make?
How many syllables are there(clap) (clap) in the word kitten?
3. Lollipop---lol+li+pop. How many clap did you make?
How many syllables are there(clap)(clap) in the word lollipop?
SAMPLE Domain: Fluency
B. Grade 2
Objective: Read the poem with ease and fluency.
Assessment: Rubrics on Reciting on Poem.
Activity: As you read the poem, I’m going to listen to you.

Criteria 4-95-100% 3-85-90% 2-75-80% 1-65-70%

performance performance performance or lower
performance

Fluency

Pronounciation

Intonation

Expression
Sample C Domain: Word Recognition
Grade 1
Objective: Matching words with pictures and objects.
Activity: Draw a line to connect the picture with its word name.

Mat

Bat

Hat

Cat
Sample D Domain: Grammar
Awareness
Grade 3
Objective: Differentiate count, from mass nouns
Activity: Read the story below. After reading, do the two activities:

Do this: Underline all the nouns in the story below:

I like hats, I have a hat for every ocassion. My hat for school is red while for the
playground its blue. I have a hat that made of straw and a hat made of cotton. Look,
there is a hat of clay.

One day I placed a pack of rice a bottle of honey, and handful of beans in my hat. I do not
have a bag where to place them.

My friends find it funny to see me always wearing a hat. But they say, “Hey Lucy, you
look smart with your hat on”

So, I decided I will wear hat always.

Do This: Write the nouns you have underlined in the story in
their proper groups.

Count Nouns Mass Nouns

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.