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1

Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teacher’s Guide

(Unit 2- Week 13)

Bikol

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Department of Education

Republic of the Philippines

Mother Tongue Based Multilingual Education – Grade 1

Teacher’s Guide: Bikol

First Edition, 2013

ISBN: 978-971-9981-80-0

 

Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may among other things, impose as a condition the payment of royalties.

The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dr. Yolanda S. Quijano

Assistant Secretary: Dr. Elena R. Ruiz

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Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat

(DepEd-IMCS)

Office Address: 2nd Floor Dorm G, PSC Complex, Meralco Avenue

Pasig City, Philippines 1600

Telefax: (02) 634-1054, 634-1072

E-mail Address: imcsetd@

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I. Objectives

1. Use expressions appropriate to the grade level in predicting events/situations

2. Express love for stories by browsing the storybooks read to them and asking to be read more stories

3. Give/ Produce the beginning sound of letter/s in a given word

4. Orally segment a two or more syllable word into its syllabic parts

5. Give the new spoken words when two or more syllables are joined to form words

6. Make one-to-one correspondence between written and spoken words

7. Point out that spoken words are represented in written language by specific sequence of letters

8. Recognize correct spelling of words

9. Give the letter that begins with the name of a given object/picture

10. Identify specific letters in the alphabet, both upper and lower case

11. Show relationship between sounds and written symbols

12. Match words with pictures and objects

13. Give the sounds of the specific letters in the alphabet

14. Blend specific letters (n,a,i,g,o,s,k,m,y,u,t,b,l,r) to form syllables, words, phrases and sentences and short paragraph

15. Understand that there is a correct way to spell words

16. Spell and write words using phonemic awareness and letter knowledge

17. Write upper and lower case letters in print using proper proportion

18. Write words, phrases, sentences and paragraph correctly

19. Observe some mechanics when copying/writing sentences; capitalization, white space between words and correct punctuation marks

20. Discuss meanings and develop vocabulary through meaningful and concrete experiences

21. Develop and use vocabulary of words that begin with the target letter (Rr)

22. Relate events in the story to include events/celebration/radio broadcast/local news listened to

23. Make inferences on the character’s feelings and traits based on the story, events, and celebration listened to

II. Subject Matter

A. Skills:

1. Using expressions appropriate to the grade level in predicting events/situations

2. Expressing love for stories by browsing the storybooks read to them and asking to be read more stories

3. Giving/ Producing the beginning sound of letter/s in a given word

4. Orally segmenting a two to three syllable word into its syllabic parts

5. Giving the new spoken words when two or more syllables are joined to form words

6. Making one-to-one correspondence between written and spoken words

7. Pointing out that spoken words are represented in written language by specific sequence of letters

8. Recognizing correct spelling of words

9. Giving the letter that begins with the name of a given object/picture

10. Identifying specific letters in the alphabet, both upper and lower case

11. Showing relationship between sounds and written symbols

12. Matching words with pictures and objects

13. Giving the sounds of the specific letters in the alphabet

14. Blending specific letters (n,a,i,g,o,s,k,m,y,u,t,b,l,r) to form syllables, words, phrases and sentences and short paragraph

15. Understanding that there is a correct way to spell words

16. Spelling and writing words using phonemic awareness and letter knowledge

17. Writing upper and lower case letters in print using proper proportion

18. Writing words, phrases, sentences and paragraph correctly

19. Observing some mechanics when copying/writing sentences; capitalization, white space between words and correct punctuation marks

20. Discussing meanings and developing vocabulary through meaningful and concrete experiences

21. Developing and using vocabulary of words that begin with the target letter (Rr)

22. Relating events in the story to include events/celebration/ radio broadcast/local news listened to

23. Making inferences on the character’s feelings and traits based on the story, events, and celebration listened to

B. Selection: Regatta

Sinurat ni: Meriam Z. Tandog

C. Reference: K+12 Curriculum, MTB-MLE Indicators

D. Materials: box, ball, pictures, letter cards, short stories using the letters learned

E. Theme: Personal Hygiene and sanitation

F. Value: Giving value to local events/celebrations in own locality

III. Procedure

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Interactive Reading

A. Pre-Reading Activity

1. Unlocking of Difficulties: through action, picture and context clues.

a. regatta - picture and context clue: An regatta iyo an karera kan mga baruto sa salog.

b. karera - picture of a race; action: Call 2 pupils to race.

c. baruto - picture of a boat

d. salog - picture of a river

2. Motivation:

a. Teacher shows a boat made from folded paper.

▪ What is this?

Ano ini?

▪ Let’s sing a song about boat.

Makanta kita manungod sa baruto.

| |

|An Baruto |

|(Tune: Row Row Row Your Boat) |

| |

|Sagwan, sagwan, sagwan |

|Sa sadit na baruto. |

|Madya na, madya na, madya na kamo. |

|Maugmang magsagwan. |

Manungod sa ano an kanta?

Nakahiling na kamo nin nagkakarerang baroto?

Sain nindo ini nahiling?

3. Motive Question:

Sa istoryang saindong madadangog aaramon ta kun anong kawat an ginibo sa salog?

B. Reading the story

1. Interactive Listening Story

Teacher reads the story then pauses for awhile to ask questions. Pupils guess what will happen next. Then the teacher continues reading the story.

| |

|REGATTA |

|Sinurat ni: Meriam Z. Tandog |

| |

|“Dali Berto, mahuhuri kita!” kurahaw ni Nitoy. |

|“Madali lang mapaaram pa ako ki Nanay,” sabi ni Berto. “Ika nagpaaram ka na?” |

|“Kasubanggi pa,” simbag ni Nitoy. |

|“Ano ta sibot-sibot kamo?” hapot ni Estong, kakawat ni Nitoy. |

|“Madalan kami ni Nitoy nin karera kan mga baruto sa salog,” sabi ni Berto. |

|“Gusto mong mag-iba? Diyan lang sa libod na Lolo Tasyo”, sabi ni Nitoy. “Iyo, paduman na ngani ako,”|

|simbag ni Estong. |

|Dali-dali sindang nagduman sa libod na Lolo Tasyo. Madali na magpuon an karera. Nahiling ninda na |

|kadakul na baruto an nag-iiritok-itok sa salog. Ba’go ining pinta asin an mga sakay pare-pareho an |

|kulor kan saindang T-shirt. |

|“Prrrt” ini an nadangog ninda. “Mapuon na po kita kan regatta ngunyan na taon,” sabi kan namamahala |

|kan karera. “An inot po iyo an karera na saro an sakay kan baruto.” |

|“Ano po an gustong sabihon kan regatta?” hapot ni Estong ki Lolo Tasyo. |

|“An regatta iyo an apod sa karera o parariya kan mga baruto, may iba-ibang kategorya an karera. |

|Igwang saro sana an lunad, duwa, lima, abot sa sampulong lunad. Maparariya sinda. Kun siisay an |

|matibay magsagwan asin makaabot tulos sa kasagkuran, iyo an magana. Dakulang premyo ang itatao |

|sainda. Ini ginigibo sana pag Peñafrancia. |

|“Mga taga-digdi po sa Naga gabos?” padagos na hapot ni Estong. |

|“An mga parasagwan hali sa iba-ibang lugar kan Bikol. May mga dayo hali sa Libmanan, Magarao, |

|Sabang, Camarines Norte, Albay. Dawa isay puwedeng magbali. |

|“Dali, Pula, dali!” kurahaw kan mga tawong nasa gilid kan salog. |

|Nahiling na Estong, Nitoy asin Berto na naiinot na sa linya an pulang barutong may sakay na sarong |

|tawo. Pero an berdeng baruto naglalamag. “Dali, Berde, dali, yaon na an yelong baruto, aabutan ka |

|na!” kurahaw ni Estong. Gabos na kabali sa regatta igot na marhay magsagwan asin talagang gusto |

|nindang manggana sa karera. |

|“Pula! Pula! Pula!” kurahaw kan mga tawo. Nahiling ninda na inot ng maray an barutong pula. Matibay |

|magsagwan an lunad kaini. Nahiling na naman nindang naglilinya na giraray an iba pang baruto, |

|ngunyan may lunad na ining duwa. Saro sa inutan, saro sa hurihan. May pula, berde, yellow, brown, |

|orange na mga baruto. |

|“Bang!” Pagputok kan badil paitaas, sabay-sabay na nagsagwan an mga nagkakarera. Marikas na naghiro |

|an saindang mga kamot. Pakaabot duman sa saindang lilibutan, naglibot asin balik giraray. Grabe na |

|an pagkururahaw. Ginaganahan man pati an mga parasagwan na kaskasan an saindang pagsagwan. |

|“Dali, Blue, dali! kurahaw ni Lolo Tasyo. Ugma sindang magparahiling sa mga nagkakarera. Matitibay |

|talaga sinda. Tinapos ninda an paghiling kan regatta. |

|“Mapuli na kita, gutom na ako,” sabi ni Berto. |

|“Iyo. Maugma palan an regatta. Sa utro taon kitang tulo madalan giraray kaini sa libod ni Lolo |

|Tasyo.” |

|“Maduman na po kami, Lo. Salamat na maray po.” |

|“Sige, ingat kamo pagpuli, ta kadakul an awto sa dalan,” sabi ni Lolo Tasyo. |

2. Creative Activity

Maggibo nin bangkang papel. Magkarera sa palanggana.

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A. Review

1. Ano an apod sa kawat na karera kan mga baruto?

2. Sain ini ginigibo?

3. Sa anong letra nagpupuon an apod na Regatta?

4. Anong mga pangaran an nagpupuon sa letrang Rr?

Presentation

Teacher presents pictures of things/objects that begin with letter Rr.

|[pic] |[pic] |[pic] | |

| | | |[pic] |

|[pic] |[pic] | | |

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Teacher names the pictures. Ask: What is the beginning sound of the objects in the pictures?

Modeling

1. Introducing letter Rr and its sound /r/.

a. What is the initial letter of the names of the pictures?

Ano an kapinunan na letra kan mga pangaran kan nasa ritrato?

b. What sound do you hear at the beginning of the names?

Ano an nadangog nindo na tanog kan kapinunan kan pangaran kan mga ritrato?

c. Show letter card with big and small letter Rr. “This is letter Rr. It gives the sound /r/. Teacher repeats the sound three times /r/ /r/ /r/.

d. Teacher gives the names of the following pictures. Pupils repeat after the teacher.

e. This is a picture of………/r/ /r/ /r/ relo

Ritrato ini nin ………/r/ /r/ /r/ regalo

………/r/ /r/ /r/ rosas

….…../r/ /r/ /r/ repolyo

….…../r/ /r/ /r/ radyo

…..…./r/ /r/ /r/ rosa

…….../r/ /r/ /r/ rosaryo

f. Let each pupils produce the sound /r/.

2. Writing Letter Rr

a. Teacher shows the letter card with letter Rr made of cut-out sandpaper.

b. Teacher traces the cut-out letter with the finger while counting the number of strokes.

c. Let all pupils trace the sandpaper letter and count the number of strokes.

d. Let them practice writing big and small letter Rr on the air, palm, back of classmate, and on the desk using their finger.

Guided Practice

1. Trace the broken lines to make letter Rr.

Talaon an mga putol-putol na linya tanganing makagibo nin letrang Rr.

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2. Tsekan an kahon na kapareho kan letra sa inot na kahon.

[pic]

3. Color the gift with letter Rr. Color them with pink.

Kuluran nin rosa an regalo na igwang letrang Rr.

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Independent Practice

1. Check the letter Rr inside the box.

Tsekan an Rr sa laog kan kahon.

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2. Color the object inside the box that begins with the sound /Rr/. Listen as the teacher says its name.

Magdangog sa paratukdo. Kuluran an bagay na nasa laog kan kahon na nagpupon sa tanog na /r/.

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3. Color the objects that have partner letters. Make all Rr Pink.

Kuluran nin rosa an mga bagay na may mga kaparehong letra.

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Primer Track Lesson (Key Letter Rr)

A. Review

Show pictures that begins with letter Rr. Give the initial sound before saying the name of the pictures.

1. Present the Key Picture and Key Word: rosas

Ipahiling an tampok na ritrato asin an tampok na tataramon.

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a. What does the picture tell?

Ano an ipinapahiling sa ritrato?

b. This is a picture of a_________.

Ini an ritrato kan____________.

c. Teacher points to the key word.

Ituturo kan paratukdo an tampok na tataramon.

d. This is how we write the key word.

Arog kaini an pagsurat kan tampok na tataramon.

e. Write the key word inside the box below the key picture.

Isusurat kan paratukdo an tampok na tataramon sa laog kan kahon sa baba kan tampok na ritrato.

f. Read the key word 2-3 times with the pupils.

Babasahon an tampok na tataramon nin nagkapirang beses kasabay an mga aki.

2. Syllable Box

a. Teacher points to the key word and reads it at normal speed.

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Ini an tampok na tataramon. An pagbasa kaini rosas.

b. Point to each syllable as teacher reads it distinctly.

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Ini an mga silaba na nagbibilog kan tampok na tataramon.

Babasahon ko an kada silaba, ro sas.

c. Read each syllable again, clapping once for each syllable. Do this again and have the pupils clap with the teacher.

Babasahon ko giraray an mga silaba asin sasabayan nindo ako sa pagpakpak mantang pigbabasa an kada silaba.

3. Word Breaking

a. Teacher writes the key word on the left side under the syllable box. Read it to and then with the pupils.

b. Teacher writes the new letter directly under the new letter above. Read it to then with the pupils.

c. Teacher continues writing each smaller part of the word and reading it to and with the pupils.

d. Teacher writes the new letter directly under the new letter above. Read the new letter to and with the pupils.

e. Teacher reads the whole Break-the-Word column with the pupils.

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[pic]

rosas

ro

r

4. Word Making

a. Teacher writes the new letter to the right of the Break-the-Word column and reads the new letter with the pupils.

b. Teacher writes the part of the word with the new letter so the new letters are in a straight column, then, reads the parts of the word with the pupils.

c. Follow the pattern using as many steps as in the Break-the-Word Activity.

d. Finally, write the entire word so the new letters are in a straight column and read the word with the pupils.

e. Pupils read the key word, syllable box, break the word and make the word together. Volunteers read alone.

[pic]

rosas r

ro ro

r rosas

5. Big Box

|ra |ro |ri |la |

|li |lo |ba |bi |

|to |yo |ma |mi |

|ka |sa |na |ki |

a. Pupils read letters/syllables as teacher points to each box.

b. First, move the pointer across each row of the Big Box as pupils read.

c. Then, move the pointer down each column as they read.

d. Next, point to different letters or syllables randomly.

e. Volunteers read each letter or syllable as teacher points to it.

f. Teacher makes necessary corrections, if mistakes are committed.

6. Finding the words in the Big Box

a. Pupils generate other words using letters and syllables in the Big Box.

b. These may be words they previously learned or other words they have not learned/introduced by the teacher.

c. Read the words with the pupils as they identify them.

d. Ask the pupils, “Is the word correct?” If yes, read it with the pupils. If not, another pupil points to the correct letters.

e. Write each new word on the chalkboard.

f. Pupils read all the generated words in the word list together.

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g. Teacher chooses from among the generated words a word that he/she may use in a sentence.

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7. Sentence Breaking

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rosas r

ro ro

r rosas

|ra |ro |ri |la |

|li |lo |ba |bi |

|to |yo |ma |mi |

|ka |sa |na |ki |

[pic]

Rosa an rosas ni Rosa.

Rosa an rosas ni

Rosa an rosas

Rosa an

Rosa

a. Teacher writes the Sentence Making Word (rosa). Points to it and reads it with the pupils. Tell the pupils that the word will be used to make a sentence.

b. Teacher writes the whole sentence under the Big Box on the left side.

c. Teacher moves the pointer under the sentence as he/she reads it with the pupils.

d. Teacher writes the part of the sentence with the sentence-making words directly under the same word above.

e. Teacher uses the pointer and reads every part of the sentence with the pupils.

f. Teacher writes the next smaller part of the sentence.

g. Teacher uses the pointer and reads every part of the sentence with the pupils.

h. Teacher writes the sentence-making word directly under the same words in the rows above and reads it with the pupils.

8. Sentence Making

[pic]

rosas r

ro ro

r rosas

|ra |ro |ri |la |

|li |lo |ba |bi |

|to |yo |ma |mi |

|ka |sa |na |ki |

[pic]

Rosa an rosas ni Rosa. Rosa

Rosa an rosas ni Rosa an

Rosa an rosas Rosa an rosas

Rosa an Rosa an rosas ni

Rosa Rosa an rosas ni Rosa.

a. Teacher tells the pupils, “Now, we will make the sentence again.”

b. Teacher writes the sentence-making word under the Big Box on the right side.

c. Teacher points to the word as he/she reads it with the pupils.

d. Teacher writes the next biggest part of the sentence under the sentence-making word above.

e. Teacher uses the pointer and reads the part of the sentence with the pupils.

f. Now, teacher writes the entire sentence so that the sentence-making word is just under the same word above.

g. Teacher uses the pointer and reads the sentence with the pupils.

B. Guided Practice

1. Pupils read the words, phrases and sentences from key word, syllable box, word-breaking, word-making, big box, new word, sentence-breaking and sentence-making.

2. Call volunteers, pairs/dyads, rows, groups, and the entire class to read.

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rosas r

ro ro

r rosas

|ra |ro |ri |la |

|li |lo |ba |bi |

|to |yo |ma |mi |

|ka |sa |na |ki |

Rosa an rosas ni Rosa. Rosa

Rosa an rosas ni Rosa an

Rosa an rosas Rosa an rosas

Rosa an Rosa an rosas ni

Rosa Rosa an rosas ni Rosa.

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Review

1. Present the key picture and say its name as the key word.

2. Show letter cards with previously learned letters. Give the sound of each letter.

Guided Practice

1. “Jumbled Letters” Put the cards with previously learned letters on the table. Let pupils form syllables. Teacher writes all the syllables formed on the board and reads them.

2. “Big Box” Group pupils into 5. Give each group set of syllables on a big box. Let them form as many words as they can from the syllables. Have them write the words on a manila paper and post on the board.

3. “Guided Reading” Guide the pupils in reading the words, phrases and sentences with letters previously learned.

Words:

rosas rosa raso

karo saray kuro

muro saro sira

arko mara ara

sara arak bari

barato arin armas

arugan arugon asukar

birik burak libro

Phrases:

an rosas rosa na rosas

saro an muro barato an sira

arugon sa libro mara na muro

saro na burak bari na muro

Sentences:

1. An rosas kulor rosa.

Ano an kulor rosa?__________

2. An burak nasa libro.

Hain an burak?_____________

3. Bari an burak na rosas.

Arin an nabari?_____________

4. Mara an muro ni Rosa.

Siisay an may marang muro?_________

5. Barato an sira sa Naga.

Ano an barato sa Naga?______________

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A. Enrichment

1. Reading Syllables: Teacher blends 2 letters together to form a syllable. Write the syllables on letter cards. Pupils read.

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2. “Fill in the Missing Syllable” Teacher shows pictures with missing syllable on its name. Pupil chooses card with the correct syllable to complete the word.

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3. Phoneme Awareness

a. Sa anong tanog nagpupuon an tataramon na rosa? ______

b. Pira an tanog kan letra an madadangog sa rosa?______

c. Ano an bagong tataramon an mabibilog kun dadagdagan ta nin letrang s sa hurihan kan rosa? ______

d. Anong bagong tataramon an mabibilog kun riribayan/sasalidahan an letrang o nin i sa tataramon na rosa?______

e. Ano an tataramon na mabibilog kun sasararuon an mga letrang s, a, r, o? ______

f. 6. Magtao pa nin mga bagay na nagpupuon sa tanog na /r/? _________

B. Independent Practice

1. Isurat an nawawarang letra sa pangaran kan nasa ritrato.

[pic]

2. Isurat sa kahon an mga pangaran kan nasa ritrato.

[pic]

3. Draw a ring around the word that you make when you slide down the hill. Say the word.

Bilugan an tataramon na mabibilog kun ika marusdos sa sadya na bulod. Sabihon in.

[pic]

4. Ispeling: Isurat an mga tataramon na ididikta kan paratukdo.

1. rosas

2. rosa

3. raso

4. saro

5. muro

C. Post Assessment: Read the short story and answer the questions.

Basahon an istorya asin simbagan an mga hapot.

| |

|An Rosaryo |

|Sinurat ni: Claire Barcelona |

| |

|May rosaryo si Rosa. Kulor rosa an rosaryo ni Rosa |

|“Kisay mo itatao an rosaryo na rosa?" hapot ni Manay Rita. |

|“Sa amiga ko na si Rona, Manay Rita,” simbag ni Rosa |

|"Ako may rosas man na itatao sa saiya, Rosa," an sabi ni Manay Rita |

|"Sana magpaugma ta si Rona, Manay Rita, sa itatao ta na rosaryo asin rosas," an sabi ni Rosa. |

1. Siisay an may rosaryo?________

2. Ano an kulor kan rosaryo ni Rosa?__________

3. Para kiisay an rosaryo?___________

4. Ano man an itatao ni Manay Rita ki Rona?_____________

5. Ano kaya an mamatian ni Rona sa itatao saiyang rosaryo asin rosas ninda Rosa asin Manay Rita?______________

ISBN: 978-971-9981-80-0

-----------------------

Development Team of the Teacher’s Guide

Authors: Nemia Cedo and Claire Barcelona

Consultant: Rosalina J. Villaneza

Editors: Shilee Boras-Vega, Evelyn Bautista, and Evelyn Estadilla-Pateño

Graphic Artists: Deo Moreno, Jason Villena, and Erich Garcia

Layout Artist: Aileen Nacario Ilagan

ur

or

ir

ar

ro

ru

ri

ra

Day 5

rosa

rosas

rosa

rosas

rosa

rosas

rosa

Sample of generated words

mami kama biko

mayo rosa barato

rosas

rosas

ro

sas

rosas

rosas

Day 3

Day 2

Day 4

Day 1

WEEK 13

For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,

Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: bee-deped@,

bee_director@

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@.ph.

We value your feedback and recommendations.

Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide

Bikol

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