Urdaneta City University

College of Teacher Education

1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

UNIT II:
INSTRUCTIONAL PLANNING FOR MOTHER TONGUE

LESSON 1:
COMPONENTS OF INSTRUCTIONAL PLANNING
BACKGROUND
- Planning instructional is complex process requiring knowledge of planning
components such as what to teach, how to teach, and how well the students should
know the content after the lesson (hunt er al,.1999).
- The units aims sharpen your knowledge and skills necessary to engage in this
process of instructional planning.

ROBERT MILLS GAGNE

(August 21, 1916 – April 28, 2002)
- He was an American Educational psychologist or best known for his “Condition
of Learning” in 1965.

GAGNE’S NINE EVENTS OF INSTRUCTION.

1. Gagne Attention (Reception)
- Present a new problem or scenario to pique interest and grab the learner’s
attention.
2. Informing the learner of the objective (Expectancy)
- Inform the learner about what they will be able to accomplish and how they will
be able to accomplish and how they will use knowledge gained.
3. Stimulate recall of prior knowledge (Retrieval)
- Remind learners of related information and knowledge they already have to help
them build on previous knowledge and skills.
4. Present the content (Selective Perception)
- Present the materials through text, words, image, sound etc.
5. Providing performance (responding)
- Asking learners to respond, demonstrating learning.
6. Elicit performance (Responding)
- Asking learners to respond, demonstrating learning.
7. Providing Feedback (Reinforcement)
- Giving immediate feedback on learner’s performance.
8. Assessing Performance (Retrieval)
- Assessing and providing feedback to learners.
9. Enhancing Retention and transfer (Generalization)
- Providing diverse practice to generalize the capability.

Murthy and Ram’s (2015) Integrative Approach to English language Teaching in L2

1. Activating prior knowledge
2. The teaching- Learning Cycle
a. Building knowledge of the field (vocabulary building, sharing prior
experiences, practicing grammatical patterns, meaning-making, and
communicative activities)
b. Modeling the genre under focus
c. Joint construction of the genre (oral to written)
 d. Independent construction of the genre
3. Evaluation of learners

They similarities and They Different?

The two models are same in stimulating prior knowledge where aims to recall
stimulate stored knowledge and they are same in evaluation that aims to determine if the
instruction is successful and that the students learned the topics. Gagne’s model and
Murthy and Ram’s integrative approach to English language teaching are different
because Gagne’s model have nine outlines and information, intellectual skills, also his
instructional model has five major categories of learning verbal information, intellectual
skills, cognitive strategies, motor skills and attitude. Different internal and external
conditions are necessary for each type of learning. While Murthy and Ram’s integrative
approach only have three main outline: activating prior knowledge. Teaching-learning
cycle, and evaluation of learners.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 2:
INSTRUCTIONAL PLANNING CYCLE

WHAT IS INSTRUCTIONAL PLANNING?

It is an act or process of making or carrying out plans. Teacher use and utilize
appropriate curricula, instructional strategies, resources and data during the planning
process to address the diverse needs of students.

PURPOSE OF INSTRUCTIONAL PLANNING

•To ensure clear learning objectives
•To guide the teaching process
•To assess student progress
•To promote continuous improvement.

ADDIE Model
The ADDIE model is an instructional design tool that can help HR and training
professionals create, organize and streamline effective learning and development
programs in their organization. Although developed in the 1970s, the ADDIE training
model remains the most commonly used model for instructional design because it’s
simple yet highly effective.

A- Analysis
Analyze your situation to understand the gaps you need to fill
D- Design
Based on your analysis, make informed decisions to design the best possible
learning experience
D- Development
Bring your learning experience to life by building your end product
I- Implementation
Distribute your learning end product to your audience
E- Evaluation
Evaluate if your learning end product is effective. Make any necessary updates
and cycle back to the analysis phase.

ADDIE's main goal is to provide a structured method of creating training

programs. It is also, however, a powerful model for improving the way in which future
iterations are created. Getting feedback on every aspect of the courses is really important
so that you can improve and revise the content.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 3:
INSTRUCTIONAL PLANNING MODELS FOR MOTHER TONGUE
INSTRUCTIONS

1. ACTIVATE
GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTB-MLE

Principle 1. Known to the unknown

- Learning requires meaning. We learn when we use what we already know to help
us understand what is new.
- 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.

Principle 2. Language and Academic Development

- Students with 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.

Principle 3. Cognitive Development

- Students who use their multilingual skills have been shown to develop both
cognitive flexibility and divergent thinking.
- Higher Order Thinking Skills
When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use
it to create new ideas and information

Principle 4. Discovery Learning

- We learn when someone who already understands the new idea or task helps us to
“discover” the new idea and then use it meaningfully.

Principle 5. Active Learning

- Peer interaction.- Children learn best through peer interactions in which they work
together creatively to solve problems.
- Second language active learning - Young children gain confidence in learning a
new language when they begin with “hear-see-do” (Total Physical Response )
activities.
- Purposeful Talk - Talking helps us make sense of new ideas and information.

Principle 6. Meaning and Accuracy

- Successful language learning involves hearing, speaking, reading and writing
activities that focus on both meaning and accuracy

Principle 7. Language Learning/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 us gain confidence in
our
ability to use the language meaningfully.
 - Research in second-language acquisition indicates that it takes a minimum of 2
years to learn basic communicative skills in a second language when society
supports
that learning.
- “Errors” are a normal part of second-language learning. Second language learners
benefit from opportunities to receive feedback in a respectful and encouraging
way.

Principle 8. Affective component: Valuing the home language/culture

- Valuing students with talents in their home language more powerfully enables
learning than just valuing learners of English whose home language is irrelevant
to
academic success
- The classroom environment

2. ANALYZE
Instructional Model 1
PLANNING MOTHER TONGUE-BASED EDUCATION PROGRAMS IN
MINORITY LANGUAGE COMMUNITIES (MALONE 2010)
- Establish the learning outcomes for each subject in the program.
- Establish the indicators for each subject in the program
- Develop instructional plan
- Develop assessment tools (portfolio, teacher-administered oral reading test, final
exams, and learner self assessment

Instructiona model 2
FORWARD DESIGN LANGUAGE TEACHING ( RICHARDS 2001 )
1. Choose a topic for a lesson
2. Select a resource
3. Choose instructional methods based on the resource and the topic
4. Choose questions / test type to assess student understanding of the material

- Forward design starts with syllabus planning, moves to methodology, and is

followed by assessment of learning outcomes.
- forward design is based on the assumption that input, process, and output are
related in a linear fashion

TYPICAL LESSON PLAN OF A DESIGN:

TOPIC - the teacher chooses a topic
RESOURCES – The teacher select a resource
INSTRUCTIONAL METHODS – The teacher chooses instructional methods
based on the resource and the topic
ASSESSMENT- the teacher chooses questions to assess student's understanding
about the topic.

CONTENT PROCESS OUTCOMES

FORWARD DESIGN APPROACHES:

1. communicative Language teaching
2. content-based instruction (CoBI) and content and language integrated learning
(CILL)

FEATURES OF FORWARD DESIGN:

SYLLABUS
- language-centered, content divided into its key elements, sequenced from simple to
complex, predetermined prior to a course, and linear progression.
METHODOLOGY
- trans-missive and teacher-directed, practice and control of elements, imitation of
models and explicit presentation
ROLE OF TEACHER
- teacher as an instructor, model, and explainer transmitter of knowledge, and
reinforcer of correct language use
ROLE OF LEARNER
- accurate mastery of language forms, application of learned material to new contexts,
and understanding of language use
ASSESSMENT
- norm-referenced, summative end-of-semester or end-of-course test. Assessment of
learning and cumulative mastery of taught forms.

Instructional model 3
BACKWARD DESIGN LANGUAGE TEACHING (wiggins & mctighe)

1. identify desired results

-instructor must consider the learning goals of the lesson, unit, or course. Wiggins and
McTighe provide a useful process for establishing curricular priorities.
2. determine assessment evidence
-instructors consider the assessments and performance tasks students will complete in
order to demonstrate evidence of understanding and learning.
-Use the list below to help brainstorm assessment methods for the learning goals of
the course.
*term paper
*short-answer quizzes
*free-response questions
*homework assignments
*lab project
*practice problems
*group projects
3. plan learning experiences and instructions
- instructor begins to consider how they will teach. This is when instructional
strategies and learning activities should be created

Leverage the various instructional strategies listed below:

-large and/ or group discussion
-interactive lecturing and thin-pair-shares
-flipped classroom
-cooperative learning (including team-based and project-based learning
-guided note-taking
-guided inquiry for problem-solving

Instructional model 4
TASKED-BASED LANGUAGE TEACHING ( Richards 2001)
1. identify target tasks through needs analysis
2. design classroom tasks
3. apply TBLT methodology
4. identify language and other demands of the tasks
5. follow up language work

- tasked-based language teaching (TBLT) is a method of teaching that focuses on using

the actual target language to complete meaningful tasks.

THEORETICAL PRINCIPLES OF TBLT BY RICHARDS AND ROGERS (2001)

LANGUAGE THEORY
 -language is primarily a tool for conveying meaning, and TBLT views meaning as a
key focus in language instruction.
-Task-based instruction is influenced by a variety of language models, including
structural, functional, and interactional models.
-In language use and learning, lexical units are essential.
-“conversations” is the central focus of language and the keystone of language
acquisition.

THEORY OF LEARNING
-Tasks provide both the input and output processing necessary for language
acquisition
-Task activity and completion are motivating because they appeal to learner’s
learning styles and may include physical exertion, teamwork, and partnership.
-For a specific pedagogical aim, learning difficulty can be negotiated and fine-tuned.

WHAT IS A TASK?

CRITERIA FOR TASK IN TBLT (Rod Ellis defines task in terms of four key criteria)
1. Meaning
2. Gaps – there are 3 types of gaps
3. Information gap
4. Opinion gap
5. Reasoning gap
6. Use of learners’ on resources
7. Communicative outcome

TYPICAL PROCEDURE
1. pre-task
-at this stage, the topic is introduced through activities such as
-Prior knowledge activation
-Brainstorming
-Visual aids
-Games
-Discussions
-Vocabulary activities
-Reading
2. task activity (cycle)
-the teacher gives clear instructions about the task
3. post-task
-this stage provides an opportunity for learners to compare their products with a similar
product by a native/ fluent speaker

ADVANTAGES OF TBLT
IMPLICIT LEARNING
INCIDENTAL LEARNING
MEANINGFUL LEARNING

DISADVANTAGES OF TBLT
-Some teachers criticize TBLT for focusing mainly on fluency at the expense of
accuracy
-TBLT requires a high level of creativity and initiative on the part of the teacher
-TBLT requires resources beyond the textbooks and related materials usually found in
language classrooms
-Evaluation of task-based instruction can be difficult. The nature of task-based
learning does not allow it to be objectively measurable

ABSTRACT
Malone (2010) indicates that in order for learners to become successful learners,
they must be able to:
 listen and read with understanding;
 speak and write to communicate thoughts, ideas, needs and experiences;
 read letters, words, and sentences correctly; and
 speak and write correctly.

A "balanced teaching method" that enables learners to develop all four skills (listening,
speaking, reading, and writing)can be divided into two "tracks." One track emphasizes
accuracy or correctness and focuses on the parts of the language. The other track
emphasizes meaning and communication and focuses on whole texts.

Four skills Emphasis: meaning Emphasis: accuracy

and communication or correctness
Listening Listen in order to Recognize and distinguish
understand, think critically, sounds recognize parts of
and respond creatively. words, and follow
directions.
Speaking Speak with understanding in Use language correctly
order to communicate (pronunciation and
thoughts, ideas, needs, and grammar).
experiences.
Reading Read for meaning and Decode words by
understanding. recognizing their parts
(letters, syllables, tone
marks, etc.)
Writing Write creatively in order to Form letters property and
communicate thoughts, neatly, spell words
ideas needs, and accurately, and use
experiences. grammar correctly.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 4:
DEVELOPING INSTRUCTIONAL PLANS FOR MOTHER TONGUE
INSTRUCTION

Apparently the curriculum guide serves as teachers blueprint for planning and
designing the curriculum. It contains standards which are broad guidelines for students
achievement. It will be your job to interpret these standards using unpacking strategies.
Unpacking means extrating the component knowledge and skills required by a
standard in order to understand the learning expectations and can clearlt articulate those
expextations to students and parents. Unpacking serves three purposes: (a) to establish
focus of standards and competencies, (b) to link standards, competencies and teaching,
and (c) to contextualize teaching.
STRATEGIES FOR UNPACKING STANDARDS AND COMPETENCIES IN
THE CURRICULUM GUIDE

ANALYZE THE STANDARD

we used to understand the standard first because it helps the teachers to become
more effective and meet to need of their student.
DETERMINE THE NATURE OF COMPETENCY (knowledge, skills and values)
It means to describe the individual's characteristics and personality.
IDENTIFY TOPIC OR CONTENT
Identifying the topic and content helps a you to understand the main idea.
SELECT ASSESSMENT STRATEGIES
It refers to different tools and techniques employed by the instructor to evaluate
their student.
PLAN LEARNING EXPERIENCE
this is to check the students prior knowledge ,skill levels and potential and also
identify a series of specific learning goals.
SELECT/DESIGN INSTRUCTIONAL
Instructional material must be carefully planned , selected, organized, refined and
use.

TYPES OF STANDARD
•Content Standard -define what students are expected to know.
•Performance Standards - defines the expected proficiency level
•Learning area standard - describes the content knowledge that is students are expected
to learn in a specific academic disciplines
•Key stage standards- this is to measure how a student is performing and learning in
particular areas of study that have been set out in the national curriculum
•Grade level standard - define what is students should understand and be able to do by
the end of each grade.

5 MACRO SKILLS
1. READING - the action or skill of reading written or printed matter silently or aloud.
2. SPEAKING -the action of conveying information or expressing one's thoughts and
feelings in spoken language.
3. WRITING - the activity or skill of marking coherent words on paper and composing
text.
4. LISTENING - paying attention not only to the story, but how it is told, the use of
language and voice, and how the other person uses his or her body.
5. VIEWING -the action of inspecting or looking at something.

12 DOMAINS IN MTB-MLE CURRICULUM

1.) Oral language (OL) is the use of spoken language to communicate. It involves the
ability to understand, listen, and speak, as well as being able to use grammar, vocabulary,
and pronunciation correctly. It is an important part of literacy development and is
essential for communication, learning, and social interaction.

2.) Phonological Awareness (PA) is the understanding of the sounds of language and the
ability to manipulate them. It is an important pre-literacy skill that helps children
recognize spoken words, syllables, and phonemes. PA prepares children for learning how
to read and write when they are older. It also helps them build their vocabulary and
develop an understanding of how language works.

3.) Books and Print Knowledge (BPK) is a field of knowledge that focuses on the study
of books, manuscripts, documents, and other printed materials. It includes the study of
their physical and textual elements, their production, and their reception and circulation
through different contexts. BPK can involve the study of rare books, manuscripts, and the
history of printing and publishing, as well as the application of digital technologies to the
preservation and analysis of printed materials.

4.) Phonics and Word Recognition (PWR) is a type of instruction that teaches children
how to connect the sounds of spoken language to the letters of written language, which in
turn enables them to decode unfamiliar words. It involves breaking down words into their
individual sounds, blending those sounds together to make words, and learning to
recognize common word patterns. It also helps children learn to spell words using sound-
symbol relationships, and to use contextual clues to identify unknown words. PWR is an
essential part of learning to read, particularly in the early stages.

5.) Fluency (F) is the ability to easily and accurately express oneself in a language. It is
often described as the ability to speak a language with accuracy, speed, and confidence.
Fluency is a combination of pronunciation, grammar, syntax, and comprehension that
enable a person to communicate effectively and naturally in a language. Fluency is
different from fluency in a language, which is the ability to read and write a language.

6.) Composing (C) is a form of music creation that involves combining multiple layers
of sound to create a cohesive piece of music. It involves the use of different instruments
and sounds, as well as the manipulation of sound within a mix. Composing (C) can be
used for creating soundtracks, songs, and sound effects for all kinds of media.

7.) Grammar Awareness (GA) is an educational program designed to help students

become more aware of the grammar forms and rules they use in their written and spoken
language. It focuses on helping students identify, analyze, and use correct grammar in
their communication. The program is based on the premise that when students become
more aware of the grammar structures they use, they will be better able to produce correct
and effective communication.

8.) Vocabulary and Concept Development (VCD) is a process of teaching language in

which children use their existing knowledge to learn new words and concepts. It focuses
on building a child’s understanding of a particular topic by introducing new words and
concepts related to it. The goal is to help children develop a deep understanding of the
topic and its related concepts, so they can use the language to express their knowledge.
This type of instruction includes activities such as listening to stories, discussing topics,
and using images to learn new words.
9.) Listening comprehension (LC) is the ability to understand spoken language. It
involves recognizing and interpreting the meanings of words and phrases, and then using
that information to understand the speaker’s message. Listening comprehension is an
important component of language learning, as it allows learners to absorb information
more quickly and effectively.

10.) Reading comprehension (RC) is the ability to understand text, including its
context, structure, and meaning. It involves the ability to read and interpret text, as well
as to identify and understand the main ideas, details, and implications of a text. Reading
comprehension is an important component of many school curriculums, and is essential
for academic success.

11.) Attitude towards Reading (ATR) is an attitude that a person holds towards the
activity of reading. It refers to the individual’s feelings, beliefs, and perceptions about
reading, which can range from positive to negative. Positive ATR is associated with
higher levels of reading engagement, motivation, and comprehension. Negative ATR is
associated with decreased reading engagement and comprehension.

12.) Study Skills (SS) are the strategies, techniques and methods used to help a student
acquire, retain and recall information. This includes techniques such as note taking, time
management, organization, test preparation, and active reading. Developing good study
skills can help students succeed in school and beyond.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

UNIT III:
TEACHING AND LEARNING THE MOTHER TONGUE

LESSON 1:
THE MACRO SKILLS OF COMMUNICATION

WHAT IS MACRO SKILLS IN COMMUNICATION

In learning any language, there are skills that everyone needs to acquire and
master for him or her to communicate effectively. Macro skills are defined by the skills
that constitute it: speaking, reading, writing, and listening. Recent literature adds two
more skills: representing and viewing (Barrot, 2016).

WHY DO WE HAVE TO STUDY OR WHY DO WE HAVE TO ACQUIRE

THESE FIVE MACRO SKILLS?

Because the five macro skills are important because these skills are essential for
communicating and to communicate with each other's.

THE SIX MACRO SKILLS OF COMMUNICATION

1. LISTENING – it refers to understand, interpret and evaluate.

2. SPEAKING- is the delivery of language through the mouth.

3. READING- is the process of looking at a series of written symbols and getting

meaning from them.

4. WRITING- is the process of using symbols (letters of the alphabet, punctuation and
spaces) to communicate thoughts and ideas in a readable form.

5. REPRESENTING- can be defined as the ability to recognize and create elements in

different modes.

6. VIEWING- the act or an instance of looking at or watching, as a television program.

 RECEPTIVE SKILLS
 Listening & Reading
 PRODUCTIVE SKILLS
 Writing & Speaking
 ORAL SKILLS
 Listening & Speaking
 LITERACY SKILLS
 Writing & Reading
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 2:
TEACHING FOR MEANING AND ACCURACY

TEACHING FOR MEANING AND ACCURACY (MALONE, 2000)

SUSAN E. MALONE, PH.D.

• the proponent of Planning Mother Tongue-Based Education
Programs in Minority Language Communities
• Certified Senior Literacy and Education Consultant, Summer
Institute of Linguistics International
• From 1982 to 1991, she served as technical advisor, first to the
Kaugel language community in the Western Highlands Province
and then to the PNG National Department of Education in support
of mother tongue education for preschool children.
• Dr. Malone received her PhD in Educational Leadership and Policy Studies from
Indiana University in 1997.
• Since then, she has served as an SIL Literacy and Education consultant, working
with language communities, governments, and non-government organizations in
over 30 countries in Africa, Asia, and the Pacific, supporting their efforts to
establish strong and sustained MTB MLE programs.
• She has facilitated numerous workshops relating to MLE program planning,
curriculum and materials development and teacher training.
• Her MTB MLE resource materials are used by practitioners around the world.
• As Asia Area Literacy Coordinator for SIL International (1998-2008), Dr.
Malone, with UNESCO and Mahidol University, coordinated the first two
Bangkok Language and Education Conferences.
• She is the author of the 2016 “MTB MLE Resource Kit. Including the Excluded”,
produced by UNESCO’s Asia and the Pacific Regional Bureau for Education
(Bangkok).

FIVE MACRO SKILLS IN LANGUAGE TEACHING:

 Reading
 Writing
 Listening
 Speaking
 viewing

Teaching these language macro skills to your learners will help them in building their
confidence and competence in a “meaningful” and “accurate” way.

According to Malone (2000), a balanced teaching method allows learners to successfully

learn a language by:
-focusing on the parts of the language(teaching for accuracy); and
-focusing on the whole text(teaching for meaning).

*accuracy—refers to how correct learner’s use of the language system is, including their
use of grammar, pronunciation and vocabulary. It is also compared to fluency when we
talk about the learner’s level of speaking or writing.

*meaning—is the thing one intends to convey especially language.

Teaching for meaning and accuracy. Decoding text requires accuracy, while
comprehending texts requires decoding skills within a meaningful context.

The L1 is used for expression and the teacher facilitates the development of the L2 to
enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the
learning of the L2 by supporting the L2 development for communication. Both meaning
and accuracy are important, but in classrooms that teach only L2 , there is often primary
focus on accuracy until the L2 is sufficiently learned. This delays actual meaningful
learning until the L2 can support that learning.

The following standards illustrate teaching for meaning and accuracy:

STORY TRACK PRIMER TRACK

Focus on Meaning Focus on Correctness

Listening Listen in order to Recognize and distinguish
understand, think critically sounds; recognize parts of
respond creatively words
Speaking Speak with understanding, Use correct vocabulary,
to communicate knowledge, pronunciation, gramma
ideas, experiences
Reading Read with understanding to Decode by recognizing
apply, analyze, evaluate, parts of words, sentences
and to create new
knowledge
Writing Write to communicate Form letters properly and
knowledge, ideas neatly; spell words
experiences, goals accurately; use correct
grammar
Viewing View in order to understand, Recognize and distinguish
think critically respond print and non-materials and
creatively be able to critic the
materials objectively.

THREE TEACHING METHODS (MALONE, 2001)

•PART-TO-WHOLE
- is a teaching method in which instruction begins with the most basic unit of
language learning and works up to more complex aspects of learning language.
- more attention is given to skill-development through drills and less attention is
given to the construction of meaning through language.
•WHOLE-TO-PART
- is a teaching method in which it emphasizes the importance of meaning-
construction in the learner’s use of his or her language.
- it also emphasizes the importance of the learner’s understanding of the context
in which the language is used.
•BALANCED METHOD
- is the combination of the first two methods.
- is a teaching method wherein you as a teacher, is responsible in helping your
learners build the competence and confidence in using the macro skills meaningfully and
accurately.

EXAMPLES OF INSTRUCTIONAL ACTIVITIES UNDER BALANCED

METHOD:
1. SHARED READING- Shared reading usually involves the whole class and the
teacher reading an enlarged text (for example, a big book, website projected via the
interactive whiteboard or large-screen tv) that is beyond the level students can read by
themselves.
2. INTERACTIVE READ ALOUD- is a whole-group instructional context in which
you read aloud a selected text to the whole class, occasionally and selectively pausing for
conversation. Students think about, talk about, and respond to the text as a whole group
or in pairs, triads, or quads.

3. GUIDED READING- is an instructional practice or approach where teachers support

a small group of students to read a text independently.

4. INDEPENDENT READING- is a practice which supports students to develop and

practice those goals while reading texts that are easy to decode, are familiar, or provide
high levels of engagement. By participating in independent reading, students can practice
decoding and comprehension strategies.

5. SHARED WRITING- is an instructional approach to teach writing to students by

writing with them. The process of writing is demonstrated by the teacher through a “write
aloud” process. The teacher acts as a scribe while the students contribute ideas.

6. INTERACTIVE WRITING- has been described by Swartz as "a teaching method in

which children and teacher negotiate what they are going to write and then share the pen
to construct the message." Interactive writing is a cooperative event in which text is
jointly composed and written. It allows a teacher and students to literally "share the pen"
to create a joint sentence or message. Typically used in the primary grades, interactive
writing is a powerful instructional medium for teaching phonics, spelling principles,
rimes, writing conventions, and other key early writing skills.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 3:
CHOOSING ON-GRADE AND CULTURALLY RELEVANT INSTRUCTIONAL
MATERIALS

 INSTRUCTIONAL MATERIALS
Instructional materials are those materials used by a teacher to simplify their
teaching. The use of instructional materials is essential in teaching and learning Mother
Tongue as a subject. These materials should be aligned with the learning objectives and
goals, age-appropriate, culturally sensitive, and engaging for learners.

 "VIS-À-VIS"
is a French term that means "face to face" or "in relation to." In the context of
learning, "vis-à-vis learning" refers to a teaching method in which a teacher interacts
directly with a student or a group of students in a face-to-face or one-on-one setting.

SOURCES OF INSTRUCTIONAL MATERIALS FOR MOTHER TONGUE

INSTRUCTION
1. Textbook
Textbooks are the most common source of instructional materials in formal
education. These materials are usually produced by publishers and are aligned with the
national curriculum.
2. Workbooks
Workbooks are supplemental materials that provide exercises and activities to
reinforce learning.
3. Teacher-made materials
Teacher-made materials are customized materials created by teachers to suit the
needs of their learners.
4. Digital sources
Digital resources, such as videos, audio recordings, and websites, provide an
alternative source of instructional materials.

EVALUATING INSTRUCTIONAL MATERIALS FOR MOTHER TONGUE

INSTRUCTION VIS-A-VIS LEARNING
a) Learning goals
Learning goals refer to what learners are expected to learn or achieve after using
the materials. The materials should be aligned with the learning goals and
objectives of the curriculum.
b) Distinctive features
Distinctive features refer to the characteristics of the materials that make them
unique and effective in teaching and learning.
c) Grade level appropriateness
Refers to the materials' suitability for the learners' age and level of language
proficiency.

CHOOSING ON-GRADE AND CULTURALLY RELEVANT MATERIALS

1) Alignment with Learning Goals
The materials should be aligned with the learning goals and objectives of the
curriculum. They should be appropriate for the learners' age and level of language
proficiency.
 2) Cultural Relevance
The materials should be culturally relevant and sensitive to the learners' cultural
background and experiences. They should represent the learners' culture and traditions
accurately.
3) Engagement
The materials should be engaging and interesting for learners. They should
incorporate various media, such as audio, video, and graphics, to enhance the learners'
motivation and interest.
4) Authenticity
The materials should be authentic and meaningful for learners. They should
reflect real-life situations and contexts and promote the use of language in authentic
situations.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 4:
DEVELOPING ON-GRADE AND CULTURALLY RELEVANT
INSTRUCTIONAL MATERIALS

IMPORTANCE OF DEVELOPING ON-GRADE AND CULTURALLY

RELEVANT INSTRUCTIONAL
• Inclusive education is critical for providing quality education to all learners, regardless
of their background or abilities.
• Developing on-grade and culturally relevant instructional materials helps to ensure that
all learners have access to learning materials that are appropriate for their level of
understanding and that reflect their culture and experiences.
• This presentation will provide guidelines and strategies for developing on-grade and
culturally relevant instructional materials.

WHAT IS MOTHER TONGUE

- The language which a person has grown up speaking from early childhood.

THE IMPORTANCE OF MOTHER TONGUE INSTRUCTION

- Provides strong foundation by developing a cognitive skills and comprehension of
the academic content from day one.

ANALYZING A PIECE OF LITERATURE USING MOTHER TONGUE

• The basic elements of a short story include plot,characters, setting, theme, and style.
• Analyzing a piece of literature written in mother. Tongue helps students understand
these elements more deeply.

GUIDELINES FOR DEVELOPING MATERIALS FOR MOTHER TONGUE

INSTRUCTION
• Materials should be culturally relevant and age appropriate.
• They should align with the curriculum and learning objectives.
• They should be inclusive of different genders, abilities, and cultures. They should
incorporate multiple modes of learning.

WRITING AND EDITING LEVEL 1 STORIES:

• It is suggested that a Level 1 story should no be longer than eight sentences and must be
“picturable”.
• Rewrite your story into eight sentences.
• Make sure that each sentence can be illustrated
• Write using clear and concise language
• Edit for grammar, spelling, and punctuation

TRANSLATING STORIES TO MOTHER TONGUE LANGUAGE:

The translation must be:
• Clear that allows readers to understand the translation
• Accurate in which the translation communicate the same ideas of the original author,
and natural because it is written using a language that is familiar to the intended readers

Malone (2013) provides you with the basic guidelines that you need to remember
when writing your own stories:
a) Make sure to keep your stories short and easy-to-read:
b) Use natural, familiar language of your readers when composing your story:
c) Write about people, places, activities, and experiences that are familiar and
relatable to your readers:
d) Create stories that can be pictured or illustrated to help your new readers
understand the text better, and
e) Write for a specific person who you think represents the people who will read
your story.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 5 & 5.1:

LANGUAGE TEACHING AND LEARNING STRATEGIES FOR LISTENING
AND VIEWING

JULIAN TREASURE'S TED TALK 5 WAYS TO LISTEN BETTER

SILENT- Silence of 3minutes a day helps to reset our ears to quiet so that we can listen
well.
THE MIXER- Even in a noisy environment try to listen to as many individual channels
as you can heard and differentiate.
LISTENING POSITIONS - Speaking is the delivery of language through the mouth. To
speak, we create sounds using many parts of our body, including the lungs, vocal tract,
vocal chords, tongue, teeth and lips.
SAVOURING- This is about enjoying the most mundane sounds. For instance, the
tumble dryer of a washing machine. We can enjoy any sound as long as we listen.
Listening positions.
RASA- It's a Sanskirt word for juice or essence and the acronym stands for recieve,
appreciate, summary, ask it summaries the process of active listening.

MODELS OF PROCESSING TO EXPALIN THE NATURE OF LISTENING

BOTTOM-UP LISTENING SKILLS

- distinguish individual sounds and stressed syllables
- identify thought groups
- listen for intonation patterns in utterances
- identify grammatical forms and functions
- recognize contractions and connected speech
- recognize linking words
TOP- DOWN LISTENING SKILLS
- listening for gist, main ideas, topic and setting of the text
- listening for specific information
- sequencing the information
- prediction
- guessing
- inferencing
BOTTOM-UP PROCESING - Helps students recognize lexical and pronunciation
features to understand the text.
TOP-DOWN PROCESSING- Relies on knowledge and experience to build the
meaning of listening text using the information provided by sounds and words.

THEY ALSO ENGAGE IN THE FOLLOWING PROCEDURE;

PRE-VIEWING
looking over your reading material in order to become familiar with its content
before you actually begin reading it.

DURING VIEWING
During viewing refers to the activities that happen while watching the video or
film. This can include things like taking notes, discussing the content with others, or
analyzing the cinematography, acting, or plot.
AFTER VIEWING
After viewing refers to the activities that happen after the video or film has ended.
This can include things like reflecting on what was seen, discussing the content with
others, or writing a review.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 5.2:
LANGUAGE TEACHING AND LEARNING STRATEGIES FOR SPEAKING

What is TED (Technology Entertainment Design)?

- A TED talk is a recorded public-speaking presentation that was originally given at
the main TED (technology, entertainment and design) annual event or one of its
many satellite events around the world.
- TED is a nonprofit devoted to spreading ideas, usually in the form of short,
powerful talks, often called "TED talks.“
- TED talks are limited to a maximum length of 18 minutes but may be on any
topic.

THE FOUR LANGUAGE DOMAINS RELATED TO SPEAKING

1. ORAL LANGUAGE (OL)
- is often associated with vocabulary as the main component. However, oral
language is comprised of much more. In the broadest definition, oral language
consists of six areas: phonology, grammar, morphology, vocabulary, discourse,
and pragmatics. The acquisition of these skills often begins at a young age, before
students begin focusing on print-based concepts such as sound-symbol
correspondence and decoding. Because these skills are often developed early in
life, children with limited oral language ability are typically at a distinct
disadvantage by the time they enter kindergarten (Fielding et al., 2007).
2. PHONOLOGICAL AWARENESS (PA)
- is "the recognition that words have constituent sounds. Constituents of a word
(e.g., book) may be distinguished in three ways: by syllables (/book/), by
onsets and rimes (/b/ and /ook/), or by phonemes (/b/ and /oo/ and /k/)“
- Phonological awareness, or the awareness of and ability to work with sounds in
spoken language, sets the stage for decoding, blending, and, ultimately, word
reading. Phonological awareness begins developing before the beginning of
formal schooling and continues through third grade and beyond.
3. VOCABULARY AND CONCEPT DEVELOPMENT (VCD)
- Vocabulary refers to the words that we know. In the course of acquiring
vocabulary, we form concepts in our head, an indispensable foundation of
language skills. A robust vocabulary positively influences other areas of
communication — listening, speaking, reading and writing.
- Basic concepts are words that children need to understand to perform in everyday
tasks. It is important for children to have a good understanding of different
concepts as it helps them follow instructions and be specific in what they are
talking about.
4. GRAMMAR AWARENESS (GA)
- is a skill which could allow its possessor to identify the structure of a language
rather than the meaning. Therefore, the activities to promote this skill should be
logically different from activities to promote either production skills or
comprehension skills.

SPEAKING COMPETENCIES

- Pronunciation
- Structure
 - Vocabulary
- Content
- Fluency

PROFICIENCY-ORIENTED TEACHING OF SPEAKING SKILLS

- Opportunities must be provided for students to practice using the language in a
range of contexts likely to be encountered in the target culture.
- Opportunities should be provided to students to carry out a range of functions
(tasks) necessary for dealing with others in the target culture.
- The development of accuracy should be encouraged in proficiency –oriented
instruction. As learners produce language, various forms of instruction and
evaluative feedback can be useful in facilitating the progression of their skills
toward more precise and coherent language use.
- Instruction should be responsive to the affective as well as the cognitive needs of
students, and their different personalities, preferences, and learning styles should
be taken into account.
- Cultural understanding must be promoted in various ways so that students are
sensitive to other cultures and prepared to live more harmoniously in the target
language community.

CURRENT APPROACHES TO THE TEACHING OF SPEAKING

- Speaking and oral interaction is seen as the basis for learning.
- Non-native usage as well as native usage both serve as models.
- Both accuracy and fluency are a primary goal with a greater tolerance of errors.
- Oral proficiency is viewed as dependent upon mastery of lexical phases and
conversational routines.
- Pair and group activities predominate in the classroom.

CASE STUDY ON SINGAPORE SCHOOLS’ TEACHING OF TAMIL

LANGUAGE
- Use local context-based materials, so that the topics are familiar to the students
- Use the domain-based vocabulary, that is, words as they are used in real, everyday
living.
- Use age-related content, that is topics that are relevant to the students at their
particular stage in life.

BALANCE BETWEEN FLUENCY AND ACCURACY IN THE TEACHING OF

SPEAKING
- According to Mazouzi (2013), learners’ activities should be designed based on an
equivalence between fluency and accuracy achievement. Both fluency and
accuracy are important elements of communicative approach.
- Hedge (2000) expressed that fluency is the ability to answer coherently by
connecting the words and phrases, pronouncing the sounds clearly, and using
stress and intonation.
- The second characteristic of speaking performance is accuracy. Learners should
pay enough attention to the exactness and the completeness of language from
when speaking such as focusing on grammatical structures, vocabulary, and
pronunciation (Mazouzi, 2013). To gain accuracy in terms of vocabulary means to
select suitable woards in the suitable contexts.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 5.3:
LANGUAGE TEACHING AND LEARNING STRATEGIES FOR READING

 Reading as a macro skill is an “interactive process” that involves the reader, the
text, and the writer.
 Goodman (2005) specifically defines reading as “the process of relating written
symbols to oral language, of constructing meaning from written text”.

BASIC PROCESSES IN READING

 Decoding- It is the ability of the individual to figure out the pronunciation of
printed words and ultimately determine the words meaning.
 Comprehension- It is the ability to construct meaning by interacting with a text.

(Harris & Hodges, 1995, in Cooper, et, al, 2018)

LANGUAGE DOMAINS OF MOTHER TONGUE THAT ARE DIRECTLY

RELATED TO READING

 Phonological Skills
 Phonics and Word Recognition
 Fluency
 Reading Comprehension
 Vocabulary and Concept Development
 Attitude towards Reading

 PHONOLOGICAL SKILLS
refer to the ability to recognize and manipulate the sounds of spoken language,
including recognizing and producing rhyming words, identifying individual sounds in
words, and blending sounds together to form words.

 PHONICS AND WORD RECOGNITION

refer to the ability to decode written words by associating letters with their
corresponding sounds and using this knowledge to read words accurately and fluently.

 FLUENCY
refers to the ability to read text quickly, accurately, and with expression. Fluent
readers are able to read text smoothly and automatically, without having to sound out
words or pause frequently.

 READING COMPREHENSION
 refers to the ability to understand and interpret written text. Skilled readers are
able to identify the main idea of a text, make inferences, and draw conclusions based on
what they have read.

 VOCABULARY AND CONCEPT DEVELOPMENT

refer to the ability to understand and use a range of words and concepts in written
and spoken language. Skilled readers have a broad and diverse vocabulary and are able to
use context clues to figure out the meaning of unfamiliar words.

 ATTITUDE TOWARDS READING

refers to an individual's beliefs and feelings about reading. Positive attitudes
towards reading are associated with greater reading achievement and more frequent
reading habits.

ACCORDING TO LENTERS (2004/2005), FOR SOMEONE TO BE ABLE TO

READ, ONE HAS TO:

 Understand the alphabet;
 Decode;
 Develop sight vocabulary to read fluently (with automaticity);
 Develop strategies to help with comprehension and fluency;
 Read texts that match his/her reading level and interests; and
 Engage in extensive reading

In this course though, you will only focus on the three major approaches in the
teaching of reading to young learners: Phonics, Whole Language, and Language
Experience.

 PHONICS
- involves learning the sound-symbol relationships in decoding words.

 WHOLE LANGUAGE
- tends to involve using a certain amount of phonemic awareness skills, but also
teaches kids how to use other contextual clues to a word’s meaning (e.g. the words before
and after the unknown word, picture cues, length of the word, small words or word
structures within the unknown word, known words that look like the unknown word etc.).

 LANGUAGE EXPERIENCE
- an approach integrates speaking and listening, reading and writing through the
development of a written text based on first hand experiences.

APPROACHES TO
TEACHING AND EXAMPLES ACTIVITIES
READING
 identify the first sound in a word
 look for objects in the class that rhyme
PHONICS  sort pictures or make a collage of
objects that begin with the same letter- sound or rhyme
 toss a ball to a student after saying a word. The student has to
think of a word that begins with the same sound.
 reading aloud where students are given the chance to hear
stories, poems, songs, chants, and other texts read aloud, with
 opportunities to chime in words or lines are repeated.

 shared reading involves the students in reading. Teacher may

ask these questions after reading:
-Did you like the story?
-What was your favorite part?
WHOLE LANGUAGE -Who was your favorite character?
-Do you want to read it again?
-Do you want to see the pictures again?

 guided reading allows teachers to work with small groups of

children who are at the same reading level, providing support
or scaffolding while they read.
 independent reading encourages students to read
independently and
motivates them to read a variety of texts.
 The students participate in a common experience (e.g. a field
trip, a story, or a picture that evokes feelings). They will then
LANGUAGE discuss and decide what to write. They dictate the "story" to
EXPERIENCE the teacher, who writes it so everyone can see. Everyone then
reads what the teacher has written and decides on what to edit.
Then, they will copy into their notebooks what is written on
the board.
 Urdaneta City University
College of Teacher Education
1 San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail: [email protected]

LESSON 5.4:
LANGUAGE TEACHING AND LEARNING STRATEGIES FOR WRITING
EMERGENT WRITING

 Emergent writing, according to Berninger (2009), involves the act of producing

physical marks (mechanics), the meanings attributed to those marks
(composition), and the understanding on how written language works
(orthographic knowledge).
 According to Berninger (2009), emergent writing is the earliest stage of writing
development in young children, typically between the ages of 4 and 7. This stage
is characterized by children’s attempts to make marks on paper or other surfaces
that resemble writing. These marks may include scribbles, lines, and shapes that
are not yet recognizable as letters or words.
EMERGENT WRITING STAGES
 Drawing and imitative writing - this type of early writing, the child writes a
message or shares ideas with others through drawings and imitative writing.
Scribbling and random letters are often considered to be an imitation of “grown-
up” writing.
 Copying Words - Copying words is a stage of written language development in
which children learn to reproduce words or short phrases that they see in their
environment, such as on signs, labels, or in books.
 Drawing and Strings of Letters - In this type of early writing, the child writes
with random letters but has a definite message to convey.
 Early Phonetic Writing – Early phonetic writing is a stage of written language
development in which children begin to use letters or letter-like forms to represent
the sounds of spoken language.
 Phonetic Writing - Phonetic writing refers to a form of writing in which the
spelling of words reflects their pronunciation, rather than following conventional
spelling rules. In other words, phonetic writing involves using letters or
combinations of letters to represent the sounds of spoken language, rather than
using standardized spelling conventions.
CONVENTIONAL WRITING
- conventional writing refers to the stage in which children begin to use correct
spelling, grammar, and punctuation in their writing, following the standardized rules and
conventions of the language they are writing in.