MODULE 7: Use of Mother

Tongue as a Subject
 What is Mother Tongue?
 The mother tongue is the first language a
child learns, typically from their parents
or primary caregivers. It is deeply
intertwined with a child's cultural identity,
shaping their understanding of the world
and their place within it.
 The use of mother tongue as a subject in
education has gained significant traction
in recent years, with many advocating for
its inclusion in the curriculum. This
approach, often referred to as Mother
Tongue-Based Multilingual Education
(MTB-MLE), recognizes the importance
of a child's first language in fostering
cognitive development, academic
success, and cultural identity
Lesson 7.1: The Foundation Skills of Mother
Tongue as a Subject
 Inculcate Concepts
K to 12 emphasizes a holistically developed Filipino with 21" century skills such
as information, media and technology skills, learning and innovation skills, life and
career skills and communication skills. Parallel to these skills are learning areas that
will contextualize the skills mentioned. These are languages, arts and humanities,
mathematics and science and technology and livelihood. Communication in
mother tongue is a key competence in the language area. It is very important
because it fits in with the principle of equality and access for all.
 "Foundational knowledge across learning areas and core competencies in
communications" fits the focus of this lesson Mother Tongue (MT) as a subject.
As a subject MT falls under language arts.
There are eight guiding principles in teaching and learning in MTB-
MLE as stipulated in K to 12 Mother Tongue Curriculum Guide
(December, 2013). They are the following;

Known to the Unknown

 Learning requires meaning. We learn
when we use what we already know to
help us understand what is new. Another
premise to this first principle is that
second language learners use what they
know in their own language to help
develop other languages. This positive
transfer effect has been found to be
significant in reading.
Language and Academic
Development
 Learners who were found to
have well developed skills in
their first language have been
shown to acquire additional
languages more easily and
fully and that, in turn, has a
positive impact on academic
achievement.
Cognitive Development

 The use of the learners' home

language in the classroom
promotes a smooth transition
between home and school. It
means learners get more
involved in the learning
process and speeds up the
development of basic literacy
skills.
Discovery Learning

 Learning something new is

easy if it is anchored on what
is known. Reading in the first
language is faster because
what has been experienced
through listening and speaking
will simply be seen in print.
Active Learning
 Peer interaction is the best
means for learners to think-
talk together creatively to
solve problems. Purposeful
talk allows them to make
sense of new ideas and
information and what better
means to do it than in the first
language.
Meaning and Accuracy
Meaning  Successful language
 Is the thing one intends to convey
learning full and listening,
especially language.
speaking, reading and
Accuracy
writing activities
 refers to how correct learners use of
the language system is, including meaningfully and
their use of grammar, pronunciation accurately.
and vocabulary. It is also compared
to fluency when we talk about
learners level of speaking or writing.
Language Learning or
Language Transfer

 We learn a new language best when the learning

process is non-threatening and meaningful and
when we can take "small steps" that help ability to
use the language meaningfully.
Affective Component: Valuing
the home language/culture

 Valuing powerfully
students with talents in
their home language more
enables learning than just
valuing learners of
English whose home
language is irrelevant to
academic success.
The two-track method is a teaching approach that divides the learning process into two distinct
tracks: the story track and the primer track. This method aims to provide a well-rounded
learning experience by balancing both understanding and precision.

Story Track Primer track

 Listening - Listen in order to understand,  Recognize and distinguish sounds;
think critically and respond creatively. recognize parts of words
 Speaking- Speak with understanding, to  Use correct vocabulary, pronunciation and
communicate knowledge, ideas, and grammar
experiences.
 Decode by recognizing parts of analyze,
 Reading- Read with understanding to apply, words and sentence
evaluate and create new knowledge.
 Form letters properly and neatly ideas, use
 Writing- Write to communicate knowledge, correct grammar
experience goals.
 Recognize and distinguish print and non-
 Viewing- View in order to understand, think
print material and be able critic the
responsively and respond creatively.
materials objectively
There are 12 domains,these are the following;
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD

1. ORAL LANGUAGE manifests beginning oral language uses beginning oral language skills
skills to communicate in different to communicate personal
contexts. experiences, ideas and feelings in
different contexts.
2. PHONOLOGICAL SKILLS demonstrates understanding that uses knowledge of phonological
words are made up of sounds and skills to discriminate and
syllables. manipulate sound pattems.
3. BOOK & PRINT KNOWLEDGE demonstrates understanding of the demonstrates knowledge and
basic features of a book and how understanding of the organization
print works, as a prerequisite for and basic features of print
reading.
4. PHONICS & WORD RECOGNITION demonstrates knowledge of the reads with sufficient speed,
alphabet and decoding to read, write accuracy, and proper expression in
and spell words correctly reading grade level text.
5. FLUENCY demonstrates the ability to read grade reads with sufficient speed,
one level text with sufficient accuracy, and proper expression in
accuracy, speed, and expression to reading grade level text.
support comprehension.
6. COMPOSING demonstrates the ability to uses basic knowledge and
formulate ideas into sentences skills to write clear, coherent
or longer texts using sentences, and simple
developmental and paragraphs based on a variety
conventional spelling of stimulus materials

7. GRAMMAR AWARENESS demonstrates awareness of speaks and/or writes correctly

language grammar and usage for different purposes using the
when speaking and/or writing. basic grammar of the language.

8. VOCABULARY & demonstrates developing uses developing vocabulary in

CONCEPT DVELOPMENT knowledge and use of both oral and written form
appropriate grade level and
concepts.
9. LISTENING Demonstrate understanding of comprehends and appreciates
COMPREHENSION grade level narrative and grade level narrative and
informational text. informational texts
 Lesson 7.2: Teaching Methodologies that
Enliven the Class
 There are four strategies that we need to learn.These are:
1. Two-Track Approach
a. With focus on meaning
b. With focus on accuracy
2. Total Physical Response (TPR)
3. Audio-Lingual Method (ALM)
4. Language Experience Approach (LEA)

I. Two-Track Approach
The TWO-Track Approach in learning how to read and write in the mother tongue has
a "Meaning Track" (focus on the whole texts) and an "Accuracy Track" (focus on the sounds of
the language).
 Jim Cummins said, "the most effective approaches to developing initial
reading skills are those that combine extensive and varied exposure to meaningful
prints (story, meaning track) with explicit and systematic instruction in phonemic
awareness and letter-sound correspondence (primer, accuracy track). These two
tracks are two sets of reading strategies and it is hoped that overtime the tracks
wil converge. If this is achieved, the children are now on the Reading
Expressway!"
 THERE ARE FOUR (4) MAJOR
STEP,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. THE ACCURACY TRACK
 Accuracy Track uses picture and key words, big box,
sentence-making and breaking, spelling and handwriting.

 THESE ARE THE FIFTEE(15) STEP IN THE ACCURACY

TRACK:
 Step 1. The teacher introduces the keyword picture.
 Step 2. The teacher introduces the keyword.
 Step 3. The teacher does the syllable activity with the class.
 Step 4. She works on the "Break - the - Word" activity with the
class.
 Step 5. She 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 Big 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. Teachers 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
 TOTAL PHYSICAL RESPONSE (TPR)
 TPR is a language learning method that
involves listening, observing, and
responding to directions, with later
activities offering opportunities for
speaking in a relaxed environment.
 involves language learning through
hearing, seeing, doing. We hear meaningful
language (directions), we observe others
following the directions, and then we
respond to the directions through physical
action.
 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.
 STEPS IN TPR METHOD;
 STEP 1; DIRECTION
 STEP 2 ; MODELING
 STEP 3; DEMONSTRATION
 AUDIO LINGUAL MEDIA
 This method 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.
 The objectives of ALM are accurate
pronunciation and grammar, which is the ability
to respond quickly and accurately in speech
situations and knowledge of sufficient
vocabulary to use with grammar patterns. The
learning structure or grammar is the starting
point for the student.
 Reading the dialogues aloud, repetition of model
sentences and drilling are the main activities.
Key structures from dialogues are the basis of
pattern drills.
There are six steps to follow in ALM;
 Step 1. Modeling.
 Step 2. Students
 Step 3. Using drills for practice.
 Step 4. Teaching Substitution and Transformation drills.
 Step 5: Teaching pronouncation lesson.
 Step 6: Grammar exercise.
 LANGUANGE EXPERIENCE APPROACH
(LEA)
 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 has been stated very concisely by
one of its proponents, R. V. Allen:
 "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, 1 can read. I
can read what I write. and what other
people can write for me to read."
There are 9 steps when LEA is used as a
strategy:
 Step 1. Participating in a common experience.
 Step 2. Discussing the experience
 Step 3. Generating vocabulary
 Step 4. Recording pupils' experiences or cooperative writing of the story
 Step 5. Reading the text aloud, modeling fluency and making connections
between speech and print by pointing to each word.
 Step 6. Inviting students to read and reread the text orally and silently.
 Step 7. Once the complete text is known by a student or group, begin to
focus on the smaller components of the text
 Step 8. Writing the finished story on an experience chart
7.3: Instructional Support Materials to promote
Literacy
 A broad range of instructional materials for children can be used to support
learning in Mother Tongue.
 The Department of Education (DepEd) issued the Guidelines on the Utilization of
Downloaded Funds for Materials Development and Production of Mother
Tongue-Based Multilingual Education (MTB-MLE) Program.
 The materials that can be utilized in the teaching and learning of Mother Tongue
have been identified. The types of print materials to be developed and reproduced
are as follows:
Story Books in big and small book format for listening;
Flash/Activity Cards (letters/numbers);
Basic Sight Words (Grade level words and picture dictionary);
and Thematic Picture Chart for oral literacy
 Big Books
 Big books are oversized books with
enlarged prints. It is usually
intended 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.
 Here are some 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.

What are the features of a big book?

A big book has:
 enlarged text, extra spacing between words, and limited print; on each page so everyone
can read it;
 clear connection between the words and the pictures;
 repetition of words in the text;
 rhyme, and rhythm;
 a story that is engaging, interesting, fun, and easily; remembered, and
 predictable text that enables the reader to predict how the story will develop and end.
Modeled Reading (The Read-Aloud)

 This event using big books is where a

teacher reads aloud selections to
children.

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.
 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.
 When to Use Small Books
 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.

ALPHABET CHART
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.

ALPHABET PRIMER
A primer is a book designed to
teach children to read, usually
featuring simple stories,
illustrations, and repetitive text
that emphasizes the alphabet.
 A primer is a book designed to teach children to read, usually
featuring simple stories, illustrations, and repetitive text that
emphasizes the alphabet.

Why do we need 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 read the words and sentences on a printed page.
KEY SYMBOL /U u/

KEY PICTURE

KEY WORD UHONG (MUSHROOM)

SYLLABLE BOXES U-HONG

BREAKING WORK and U-HONG
MAKING WORD FROM
BIG BOX UHONG

MA LAN
U TAN

SENTENCE MAKING WORD ULA UTA

UMA
N N

MAY UHONG SA
KEY SENTENCE UMA.

NAG-ULAN SA UMA.
 Picture Profile
 A good picture or photograph can be
used as a prompt for oral discussion.
it can be pictures of basic concepts
that need to be learned or locally
familiar scenes like the market,
church, mountains, events, etc.
 These pictures can also be visual
images of name words and action
words. These can be mounted on a
frame or board to make it more
durable.
Activity Charts
 Instructional games can be
played with this cards that may
support development of the
following competencies;
 Emergent readers need as many
strategies as possible in order to
determine meaning in the
material they read. Flashing
cards during drill for
identification may be a good
scaffold for the skill
development.
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.
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 are
the essence.
7.4: Assessment that Works

Two types of classroom assessment namely, formative and summative:

 Formative assessment - may be  Ways of doing formative

done at any time during the assessment include teacher
teaching- learning process and observation and guidance of
assesses learning so teachers learners in their tasks through
can make adjustments in their interaction and dialogue.
instruction. On the teachers' Recording is also an important
part, formative assessment aspect of formative assessment.
provides opportunity for It is done by documenting and
reflection on their progress. tracking learners' progress using
systematic ways that can easily
provide insight into a student's
learning.
 B. Summative assessment is  The results of summative
seen as assessment of learning assessment are recorded and
which generally done toward the are reported to the learners and
end of a period of learning in their parents or guardians. There
order to describe the standard are other stakeholders who
reached by the learner, usually would need the information like
content and performance the principals, teachers in the
standards. To do this, teachers next grade or the guidance
use methods to measure teachers who would help
student learning that have been students cope with challenges
purposely designed to assess they experience in school.
how well students have learned
and are able to apply their
learning in different contexts.
 There are three components of summative assessment; Written Work (WW),
Performance Tasks (PT), and Quarterly Assessment (QA). Written work
includes all forms of written outputs, while Performance Tasks allow learners to
show what they know and can do in diverse ways like demonstration, group
presentations, oral work, multimedia presentations, and research projects.

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.
 1.4 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
 3.3 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
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,contexts and purposes including
learning of other content subjects and languages;
Demonstrate appreciation of various forms of
literacy genres and take pride in one's cultural
heritage.
THANKYOU Y’ALL