strategies-in-teaching-the-mother-tongue.pptx

Strategies

1. STRATEGIES IN TEACHING THE MOTHER TONGUE

2. In teaching the mother tongue, the initial focus from Grade 1 to 3, is the development of literacy and numeracy skills and the learning concepts about the language, skills and competence which will later be transferred in the learning of the second language (Filipino and English).

3. As learning progresses, these macro skills - listening, speaking, reading, writing, and viewing spiral across grade levels and across languages. The ultimate goal is both oral and written discourse in the three languages. ( Enclosure No. 1 to DepEd Order No. 31, s. 2012 )

4. Strategies in Teaching Different Learning Areas with the Integration of the Macro Skills. Listening and Speaking Strategies Reading Strategies Writing Activities

5. 1. Listening and Speaking Strategies These activities develop the listening and speaking abilities of the learners as these strengthen phonological and phonemic awareness.

6. Phonological Awareness Is the ability of the learner to manipulate sounds and words, or “play” with sounds and words. This skill includes recognizing rhyming words, blending of sounds, and syllabication. Phonemic Awareness - Is focused on the ability to hear and identify sounds in particular words.

7. To focus attention and further sustain the interest of learners, integration of listening and speaking can be applied in activities that draw out kinaesthetic responses . These require physical and mental alertness from the learners to perform the necessary movements assigned by the teacher as she tells the story. These responses can be nodding of the head, clapping, stomping, or saying aloud a particular word or phrase.

8. Poetry and rhyme exercises can make learners easily memorize the poem . They can also associate words when they hear with their own vocabulary which will activate prior knowledge and therefore develop their ability to discriminate letter sounds. One activity for this strategy is “Planted Words.”

9. The Total Physical Response strategy can also be employed where the teacher gives directions which the learners act out. This activity develops the listening and acting skills of the learners.

10. 2. Reading Strategies “ Color -coded reading” can be employed to assess reading readiness. -The teacher prepares a paragraph with sentences that are written or highlighted in different colors . Then that teacher groups the class and assigns a particular color similar to the colors in the paragraph to identify each group.

11. Each group is made to read the lines whose color is similar to the color assigned to them. In this way, learners are focused on their lines and as they read, the teacher can gauge their difficulty in pronunciation, syllabication, and phrasing. This activity also enhances participation of the learners.

12. Interpretative/ Dramatic Reading Hones learners’ skill to express themselves orally. With this, learners are given the chance to speak with proper phrasing, correct pronunciation, correct stress and intonation. It is also effective to non-speakers of the language because as they listen to their classmates deliver their lines, these non-speakers would be swayed and moved by the performance of their classmates. This can eventually persuade them to learn to speak and enjoy language.

13. Routine Activities -indirectly perform a big role in teaching and learning the language. Prayers and greetings, similar to the reminders and sayings posted on the walls form a part of the routine of learners. These are regularly read during or before the class ends. These also reserve as visual aids and reading corner materials for other learning areas.

14. 3. Writing Activities Writing activities are also facilitated with the use of instructional materials. One of these is the interactive board. Activities in a writing class can provide effective interaction among learners. Activities like writing the alphabet on air, on the back of the seatmates, or illustrating answers or spelling of the words with body movements.

15. For viewing , the teacher develops materials for viewing activities like hand and/or stick puppets and pictures for storytelling. In science, there are other strategies and materials that can be utilized to develop the learners’ understanding of concept. Two of these are the “Fishing” and “Farming”.

16. PLANNING AND EXECUTING A LESSON IN THE MOTHER TONGUE.

17. The Lesson Plan The plan for a lesson in the mother tongue has the following parts: Objectives Content/subject matter Materials The procedure/process Assessment

18. It has the following steps as suggested by Corpuz (2013): 1. Preliminary Activities The lesson starts with a prayer said in the MT followed by the greetings in the same language. Afterwards, initiatory activities are done to set mode for learning. Some of these are: a. Poetry Reading b. Action Song

19. c. Short Story Reading d. Vocabulary Building 2. Lesson Presentation a. Unlocking of Difficult Words This part of the lesson prepares pupils for comprehension. The teacher provides examples in sentences, as well as synonyms and antonyms. This is also done through the aid of puzzles, jumbled letters, word hunt and pictures.

20. b. Reading of the Story Initial reading is done by the teacher for modelling. This is followed by group reading, then individual reading. c. Comprehension Questions These are the questions that focus on the learners’ ability to answer the WH questions. It is also a way of checking what the pupils did not understand which can be a basis for the teacher to further expound and reiterate what was discussed.

21. Cabbage Peel The Interactive Board Worksheets d. Own Examples Examples are elicited from where the pupils are. These may come from their home environment, school, and other personal experiences and observations. e. Boardwork / Drills The integration of oral and written activities will strengthen the learners’ communication skills.

22. f. Integration of Values One way to integrate valuing in the lesson is with the use of metacards . This illustrates that values are not only taught, they are also caught. These cards maybe in the form of smileys , thumbs up/down, or small red or blue square cards. 3. Summary This part of the lesson captures the understanding of the lesson by the learners.

23. 4. Assessment Some suggested activities for this part of the lesson is the story map and sequencing. a. Story Map In a diagram, the story is retold by the learners. The diagram is drawn on the board, and beside it is a pool of pictures. The teacher then asks questions and the learners choose a picture from the pool of pictures to answer.

24. b. Sequencing The teacher prepares in simple sentences the sequence of the events in the story. These are written on strips of Manila Paper and are distributed to several learners. The learners will determine the correct order of the sentences based on the story. 5. Assignment The assignments serves as a challenge to the learner to do independent learning. Specifically, the assignment is given for three reasons:

25. To enrich the lesson To achieve mastery To prepare for the next lesson This can be done by asking the learners to share their own experiences related to the lesson, or to bring to class a drawing which represents their own interpretation of the story, a picture, or anything that symbolizes the part of the story they can relate to.

26. SAMPLE INSTRUCTIONAL PLAN 1

27. SAMPLE INSTRUCTIONAL PLAN 11

28. References: https://www.slideshare.net/AbegailDimaano8/433172315strategiesinteachingthemothertonguepptx A Course Module for Content and Pedagogy for the Mother Tongue, Lim et al. 2020