Page 1 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , WEEK 13-15:, , -, , Introduction, Mother Tongue Based-Multilingual Education (MTB-MLE) policy in The Philippines, involves implementation of local mother tongues as the language of instruction in Kindergarten, to year three (K -3), with the official languages (Filipino and English) being introduced as the, language of instruction after grade three. In this module we will discuss the framework of MTBMLE and the teaching strategies in developing MTB-MLE to the students., , Learning Objectives, At the end of the discussion, the students are expected to:, a) describe the existing framework of MTB-MLE;, b) apply the concepts for teaching and learning to MTB-MLE;, c) identify the different strategies for oral development;, d) identify the listening and speaking strategies;, e) describe the reading strategies; and, f) apply the correct forms of writing., , Pre-Competency Checklist, Directions: What is your personal speaking and reading strategy in learning a specific language?, Write your answer below., ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 2 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Learning Resources, , , , Young, C., et.al (2016). Mother Tongue-Based Multikingual Education: Guide for, Teacher Educators and Students. Published by LORIMAR Publishing, Inc., K to 12 Curriculum Guide Mother Tongue: https://www.deped.gov.ph/wpcontent/uploads/2019/01/Mother-Tongue-CG.pdf, , Explore, Introduction, Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner, program for education as a salient part of the implementation of the K to 12 Basic Education, Program. Its significance is underscored by the passing of Republic Act 10523, otherwise known, as the “Enhanced Basic Education Act of 2013.”, MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and, additional languages are used in the classroom. Learners begin their education in the language, they understand best - their mother tongue - and develop a strong foundation in their mother, language before adding additional languages. Research stresses the fact that children with a solid, foundation in their mother tongue develop stronger literacy abilities in the school language. Their, knowledge and skills transfer across languages. This bridge enables the learners to use both or all, their languages for success in school and for lifelong learning. In terms of cognitive, development, the school activities will engage learners to move well beyond th basic whquestions to cover all higher order thinking skills in L1 which they can transfer to the other, languages once enough Filipino or English has been acquired to use these skills in thinking and, articulating thoughts., With the nd goal of making Filipino children lifelong learners in their Li (MT), L2, (Filipino, the national language), and L3 (English, the global language) the learners are more, thatn prepared to develop the competencies in the different learning areas. This will serve as their, passport to enter and achieve well in the mainstream educational system and in the end,, contribute productively to their community and to the larger society as well as Multilingual,, Multiliterate, and Multi-Cultural Citizens of the country., Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 3 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , For the effective implementation of the MTB-MLE, it is suggested that the two-track, method be used, that is the primer track to focus on accuracy and the story track to focus on, meaning. Learning via the two-track method to gain proficiency in leteracy as well as, comprehend academic content and gain curriculum mastery, creative and critical thinking skills, for decisive decision-making., MTBMLE provides:, , , Literacy. We only learn to read once. Learning to read in the L1 develops skills that, transfer to reading any other languages. Comprehension in reading other languages only, occurs after oral proficiency has developed such that vocabulary of the written L2 text is, already part of the learners’ spoken vocabulary., , , , Prior knowledge. Engaging learners in a discussion of what is already familiar to them, using the home language and culture enables better learning of the curriculum through, integration and application of that knowledge into current knowledge schemes., , , , Cognitive development and higher order thinking skills (HOTS). Using the learners’, mother tongue provides a strong foundation by developing cognitive skills and, comprehension of the academic content from day one. The knowledge, skills, attitudes,, and values gained through the mother tongue better support learning of other languages, and learning through other languages later., o As learners articulate their thoughts and expand ideas, both language and critical, thinking are strengthened. MTBMLE cultivates critical thinking through talking, about ideas in the familiar language. When teaching only in the L2, critical, thinking is postponed until L2 is sufficiently developed to support such analysis., , , , Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and, writing the L2s (L2, L3) of the classroom using sound educational principles for building, fluency and confidence in using the other languages for lifelong learning. Reading in the, L2 is only introduced after basic L1 reading fluency and L2 oral proficiency are, developed. Comprehension in reading the L2 occurs after the development of that spoken, L2. Once sufficient oral and written proficiency in the L2 are developed, a gradual, transition to using the L2 as medium of instruction can progress without the L1 support., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 4 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , , , Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not, sufficiently developed to be used alone. 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., , , , Teaching for meaning and accuracy. Decoding text requires accuracy, while, comprehending texts requires decoding skills within a meaningful context. 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., , , , Confidence building and proficiency development for two or more languages along the, following macro-skills (listening, speaking, reading, writing, and viewing ) for both, meaning and accuracy ., GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE, , Principle 1. Known to the unknown, 1.1. Learning requires meaning. We learn when we use what we already know to help us, understand what is new., “The most important single factor influencing learning is what the learner already, knows. Ascertain this and teach him/her accordingly.” Ausubel, D.P.(1968). Educational, Psychology. A Cognitive View. New York: Holt, Rinehart & Winston, Application: Start with what the learners already know about a topic and use that to, introduce the new concept. Beginning with the learners’ first language and culture will, better facilitate mastery of the curriculum content., “Nowhere is the role of prior knowledge more important than in second language, educational contexts. Students who can access their prior knowledge through the, language and culture most familiar to them can call on a rich array of schemata, whereas, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 5 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , students who believe they can only use that knowledge they have explicitly learned in, the second language are limited in their access.”(Chamot, 1998, p.197)., 1.2. 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., Application: Develop an awareness of how the L1 works to support learning the L2, L3., Claude Goldenberg. “Teaching English Language Learners: What the Research Does –, and Does Not – Say.” American Educator, Summer 2008: 8-23., 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., Application: Continue the oral development of L1 and begin reading in L1 to strengthen L2 and, L3 learning as well as academic achievement across the curriculum. Fred Genesee, Kathryn, Lindholm-Leary, William Saunders, and Donna Christian. Educating English Language, Learners: A Synthesis of Reasearch Evidence. Cambridge University Press, 2006., Principle 3. Cognitive Development, 3.1 Students who use their multilingual skills have been shown to develop both cognitive, flexibility and divergent thinking., Application: Continue developing critical thinking in the L1 as well as in L2 and L3., Jim Cummins. Multilingual Matters, 2001., 3.2 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., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 6 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Application: In all subjects, focus on activities that build understanding and that, encourage students to apply, analyze, and evaluate what they have learned to create, new knowledge. CF Bloom’s Revised Taxonomy., Remember Understand Apply, , Analyze, , Evaluate, , Create, , Repeat, , Explain, , Use, , Examine, , Assess, , Use what, , what we, , what we, , what we, , what we, , What we, , We learn to, , hear or, , hear or, , hear or, , learn to, , Hear or, , discover,, , read, , read, , read, , discover, , Read, , Invent, and, , patterns, , create, , Principle 4. Discovery Learning, 4.1 We learn when someone who already understands the new idea or task helps us to, “discover” the new idea and then use it meaningfully., Application: Find out what the students already know about a topic. Then provide, activities that let them use their knowledge to learn the new concept or task. Bruner, J.S., (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University, Press. Also at http://www.learning-theories.com/discovery-learningbruner.html, Principle 5. Active Learning, 5.1 Peer interaction. Children learn best through peer interactions in which they work, together creatively to solve problems., Application: Do most class activities in teams or pairs. Encourage students to talk with, each other and compare ideas in order to solve problems., 5.2 Second language active learning. Young children gain confidence in learning a new, language when they begin with “hear-see-do” (Total Physical Response ) activities., Application: Begin the L2 language learning time by focusing on listening and, responding to oral language. Children listen to a command, observe someone respond to, the command and then respond in action (no talking at first)., 5.3 Purposeful Talk. Talking helps us make sense of new ideas and information., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 7 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Application: 1) Ask a lot of “higher level” questions and give students time to think and, then respond. 2) Provide plenty of opportunities for students to work in teams, sharing, and comparing their ideas., Principle 6. Meaning and Accuracy, Successful language learning involves hearing, speaking, reading and writing activities that focus, on both meaning and accuracy., Application: Include plenty of activities that focus on both MEANING and ACCURACY., Principle 7. Language Learning/Language Transfer, 7.1 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., Application: Begin the L2 language learning time by focusing on “hear-see-do” activities, than enable students to build up their “listening vocabulary” before they are expected to, talk. Introduce reading and writing in L2 only when they have built up a good hearing, and speaking vocabulary., 7.2 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.It takes five years or more to learn enough L2 for learning complex academic, concepts. Thomas & Collier; 2003, Cummins, 2006, 7.3 “Errors” are a normal part of second-language learning. Second language learners benefit, from opportunities to receive feedback in a respectful and encouraging way. It is helpful, when teachers respond first to the content of what the student is saying or writing…, focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada. How, Languages Are Learned, 3rd ed., Oxford University Press, 2006., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 8 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Principle 8. Affective component: Valuing the home language/culture, 8.1 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., Application: Learners are encouraged when they know they are valued in the classroom, and their language and heritage are seen as resources. Jim Cummins, Promoting Literacy, in Multilingual Contexts, Research Monograph #5, The Literacy and Numeracy, Secretariat, Ontario Ministry of Education, 2007, p. 3, 8.2 The classroom environment, Children from ethno-linguistic language groups thrive in a welcoming environment in, which teachers and peers value them as a positive presence in the classroom and the, school; encourage their use of their L1; provide books, visual representations, and, concrete objects that reflect their backgrounds and interests., 11 Ways to Improve Your Students’ Oral Language Skills, Oral language is one of the most important skills your students can master—both for, social and academic success. Learners use this skill throughout the day to process and deliver, instructions, make requests, ask questions, receive new information, and interact with peers., Encourage conversation., Every social interaction gives students a new opportunity to practice language. Some of, your students might need a little guidance from you to engage in conversations, so spark, interactions whenever you can. Ask questions, rephrase the student’s answers, and give prompts, that encourage oral conversations to continue., Model syntactic structure., Your students may not use complete oral syntax in informal speech, but encourage them, to do so when they’re in the classroom. When a student uses fragmented syntax, model complete, syntax back to them. This builds oral language skills and gives students practice in a skill, necessary for mastering written language., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 9 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Maintain eye contact., Engage in eye contact with students during instruction and encourage them to do the, same. Maintaining eye contact will help learners gauge their audi-ence’s attention and adjust, their language, their volume, or the organization of their speech. This will help them be better, under-stood, communicate more clearly, and successfully interpret nonverbal cues about their, clarity., Remind students to speak loudly and articulate clearly., Ask students to feel the muscles used for speech while they’re talk-ing and monitor their, volume and articulation. Remind them that clear and loud-enough speech is essential for holding, the attention of the group and communicating their information and opinions effectively., Explain the subtleties of tone., Your students have probably experienced playground arguments related to tone;, misunderstandings are common when students are using loud outdoor voices. Remind your, students how tone of voice—which includes pitch, volume, speed, and rhythm—can change the, meaning of what a speaker says. Often, it’s not what they say, it’s how they say it that can lead to, misunderstanding of motives and attitudes. Ask your students to be mindful of tone when they’re, trying to get a message across, and adjust their volume and pitch accordingly., Attend to listening skills., Ensure that your students are listening by using consistent cues to get their attention. You, might use a phrase like “It’s listening time” to give students a reminder. Some students might, also benefit from written reminders posted prominently on your wall., Incorporate a “question of the day.”, During each school day’s opening activities, ask a question to encourage talk. (You can, even write one on the board so your students can read it and start thinking about their answer as, soon as they come in.) Start with simple one-part questions like “What is your favorite animal?”, If a student doesn’t answer in a complete sentence, model a complete sentence and ask the, student to repeat your model. Once your students are successfully answering these simple, questions in com-plete sentences, move to two-part questions that require more complex, answers: “What is your favorite animal? Why?”, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 10 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Compile a class booklet of students’ phrases., Give your students a sentence to finish, such as “When my dog got lost I looked…” Have each, student contribute a prepositional phrase to com-plete the sentence (e.g., at the grocery store, in, the park, under the bed). Then have your students create a class booklet by writing and, illustrating their phrases. When all the phrase pages are assembled into a booklet, students can, practice reading the very long sentence with all the places they looked for the dog. Encourage, them to come up with a conclusion to the story., Question to boost comprehension., Asking questions before and after a reading assignment not only helps sharpen oral, language skills, it also helps students think about what they’re read-ing and absorb information, from the words. You might try the following strategies to facilitate reading comprehension:, , , If there’s an introduction to the story or passage, ask students to read it and answer, purpose-setting questions: “Where does the story begin? “What kind of story or article is, this? Why do you think so?”, , , , Ask students to predict outcomes: “What will happen? How do you know?”, , , , After the reading, ask students to reveal whether their predictions were correct and, identify where the ending or conclusion begins., , , , Have students summarize the passage: “Who were the characters?” “What was the plot?”, “What was the outcome?” “What was the main idea?” “What were the supporting, details?”, , Never assume students understood your instructional talk., You use oral lan-guage every day to teach—but some students may not be getting your, message. In this chart from Berninger & Wolf’s book, Beverly Wolf shares some examples of, how students in her classroom misinterpreted sentences delivered orally:, Be aware of the potential disconnect between what you say and what your students hear., Go over your message and present it in multiple ways to be sure all students understand., Teach concept words., Some students may have difficulty with abstract concepts such as before, after, or, following, and with sequences such as days of the week or months of the year. To help students, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 11 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , learn and retain these concepts, you may need to present and review them many times and in, multiple ways. For example:, • You might ask stu-dents to identify which holiday comes in each month and then review, holidays for other months in sequence: “Groundhog Day is in February. What holiday is, in March? In April?”, • Have students identify the month before or after a given month. “May is before June, and after April.” “May is between April and June.”, 12 Ways to Get Students Speaking & Listening, 1. Use Think-Pair-Share + cold-calling as often as possible., For example: “Take ___ seconds (or minutes) to jot down your thoughts about, ____. [Wait the allotted time.] Now, take one minute to tell your partner what you, thought. Then look at me when you’re both ready to share with the class.” Use popsicle, sticks to cold-call, to ensure that you’ll call on everyone eventually. Make it clear to, students that you expect everyone to have something to say because they’ve all just, written and talked about their ideas., Speaking-Student-5When asking students to share, you can increase the rigor (and, strengthen listening skills) by asking them to report on what their partners said. Let’s face, it: when invited to “share with a partner,” many students are simply waiting for the other, person to stop talking so that they can say what they think. Their definition of listening,, as my friend Katy Wischow once put it, involves “staring in silence.”, Having to report on their partners’ ideas forces students to listen more carefully. It, also gives them valuable practice in paraphrasing and summarizing. Note: the first few, times you do this, be sure to warn them so that they are prepared., 2. Encourage students to restate or paraphrase – not repeat – what their peers say., Speaking-Student-7If you ask them to “repeat” what others say, you miss an, opportunity for them to practice paraphrasing. Repeating requires no thought. Also,, repetition is boring – we heard it the first time. Make sure students know how to, paraphrase and why it’s important., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 12 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , When teaching students the value of paraphrasing — a vital conversational skill, as well as a key critical reading skill – you might try the approach that Heather Lattimer, describes in Thinking Through Genre. Her colleague asks students to talk about how they, responded to an excerpt from Bad Boy, by Walter Dean Myers., Each time the first few students answer, Lattimer’s friend ignores what they said, and instead tells her own reaction. The students become uneasy and reluctant to volunteer, their thoughts. Then she calls on another student and paraphrases what he said before, giving her own ideas. The students are surprised (and, quite frankly, relieved). Then she, debriefs with the students on the different ways she conversed with students. They get the, point: paraphrasing is a way to show that you are listening to the other person., 3. Move from paraphrasing to inference as much as you can, and ask students for, evidence to back up their ideas or arguments., Speaking-Student-1-100For example: “What can you infer from what James just, said? What evidence gave you that idea?” Teach students how to paraphrase and infer, early in the year so that they can log many hours of practicing these skills., Also, clarify the difference between argument and evidence. No matter what, grade or subject you teach, even if the terms are not new to them, the review will, establish a common language in the room. Posters can serve as handy reminders. The, more students are invited to explain their ideas, the stronger their inference and, comprehension skills will become., 4. Treat students as sleuths out to solve a mystery., Tell them that they are the Detectives, and you are the Clue-Provider. My high, school Latin teacher was a master at this. He knew that if we had to figure things out, we, would not only remember them but also be able to explain them. In his class, in order to, catch all of the clues, we had to listen very carefully., 5. Ask why as often as possible, to give students more opportunities to explain their, ideas., Speaking-Student-8This will boost their inference skills. Even when they give the, “correct” answer, ask them why because (1) they might have guessed and (2) their, explanation will teach others in the room who might not have understood the material., Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 13 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Note: The first few times you ask why, students who aren’t accustomed to being, questioned might back away from their response or become defensive. I like to tell, students, “I’m not asking why because I think you’re wrong; I’m asking why because I, genuinely want to know how you think and because your explanation will help your, classmates understand this better.”, 6. Require students to respond with complete sentences., This practice will enhance their fluency and comprehension. Explain why you, have this expectation (which is for their benefit) to make it the norm in your class., Initially you might have to correct them a few times and model it or provide sentence, starters, but students will quickly get the hang of it. I’ve taught sample lessons in, classrooms where I made it the norm within five minutes. Set high standards for, discourse in your room, and students will meet or exceed them., 7. Don’t repeat what students say., Students are like cats who want more food in their bowl: they train us! If you, allow students to train you to repeat what they say, then they won’t develop proper, speaking or listening skills. When you repeat what students say, it sends the message that, they should not to listen to one another. It also teaches them to mumble because they, know you will amplify everything., Speaking-Student-4Another downside is that repeating unnecessarily lengthens, class discussions and undermines the ratio of student cognitive work. Doug Lemov, describes an array of methods for enhancing this ratio, including unbundling (asking, numerous questions to dissect a topic or problem), feigning ignorance, and batchprocessing (instead of responding to every single comment, responding after several have, been made), among others., 8. Use think-alouds to model how you think, including the questions you ask and the, way you figure things out., Then you can invite students to pair up and practice their own think-alouds., Making thinking visible in this way makes it more accessible for everyone, especially, those students who might otherwise believe that “some people just ‘get it,’ and some, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 14 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , people don’t.” They will see that in fact reading and thinking require work. Good readers, wrestle with the text., 9. Invite students to ask questions as often as possible., Speaking-Student-6But this does not mean asking, “Does anyone have any, questions?” for which the answer is almost invariably, “No.” Instead, ask, “What, questions could we ask in this situation?” or “What questions can we ask about ____?”, Then write their questions down on the board to show how much you value them. As a, default, students need to know the utility of applying Five Ws and the H (who, what,, when, where, why, and how) to pick apart texts., 10. When reading aloud, require students to listen with a purpose or question in mind., Reading aloud mindlessly is boring. It’s an invitation to daydreaming at best and, disruptive behavior at worst. But you can’t blame the students; if you fail to engage them,, they will find something to do. Spare yourself the agony by hooking them with a great, question. For instance, invite them to make predictions based on evidence from the text, so far. Then: “OK, let’s see who’s right!” and read the next bit., 11. When lecturing or presenting new material, provide guided notes to keep students, engaged., In addition to keeping students actively involved, guided notes provide models of, good note taking, another important skill. They also ensure that everyone walks away, with the same basic information and a review sheet for later reference., 12. Whenever a difficult-to-pronounce word appears, engage the entire class in choral, pronunciation of the word., It’s highly probable that if one student mispronounces a word, others in the room, would make the same mistake. In fact, if you correct this one person and move on,, chances are good that the word will pop up again and someone else will stumble over it., So, it’s better to spare this first reader the embarrassment and instead send a positive, message to the whole class, which is this: “This is an important word, and we all need to, know how to pronounce it. So let’s go.”, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 15 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Reading Strategies, 1. Project Words, To help students develop automaticity with word recognition, flash one word at a time on, the board or wall by quickly turning a projector on and off. Have students orally read, each word as it comes up., 2. Repeat and Speak, When asking students to write letters, words, or sentences, use the following process to, engage multiple language skills at the same time: Say the letter, word, or sentence twice., Have students repeat it back twice. Have them write it once. Finally, have them read it, aloud once., 3. Allow Think Time, When asking a question, allow enough “think time” for students to generate an answer., 4. Sort Words, Have students sort words from a story into parts of speech., 5. Follow Along, When students are “following along” as you read out loud, randomly stop in different, places and ask the students to chorally complete each sentence., 6. Teach Phonics, When teaching subject area words, don’t neglect phonics. For example, when introducing, the word “atmosphere,” don’t begin by writing the word. Instead, pronounce the word,, break it into spoken syllables, and then write it one syllable at a time. Finally, discuss the, meanings of parts of the word (i.e., “atmos” is Greek for “vapor, steam,” and “sphere” is, Greek for “globe, ball”)., 7. Cue the "ABCs", Have students use each letter of the alphabet to begin a word that relates to a specific, topic. For example, if the topic is weather, students may choose the word “arid” for the, letter A, the word “barometer” for letter B, and so forth., 8. Use Nonsense Words, Use nonsense words to assess students' knowledge of the alphabetic principle., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 16 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , 9. Employ the 3-2-1 Strategy, Use the 3-2-1 strategy to measure student engagement. After students read a passage,, have them write 3 things they learned, 2 things that are interesting, and 1 question they, may have about what they read., 10. Inference, To teach inference, gather a suitcase full of objects, and have students describe what the, owner of the suitcase must be like based on inferences made from the items in the, suitcase. Relate the activity to clues that the author gives in a story or passage from which, students can draw inferences., Writing Activities for Kids, 1. Journaling for Beginners, For this activity, you’ll need to provide a journal. If your students are extra techy,, you can even provide them with a digital journal. You don’t have to spend lots of money, to make the journal special. You can simply fold and staple a few pages and let the, students decorate the cover with stickers, pictures, or just with markers and crayons., If your students aren’t strong writers, they can draw. The important thing is, learning self-expression., Tell them to write (or draw) what they did throughout the day. How they brushed, their teeth, what breakfast they had, how they prepared for school…anything. It’s even, better if you can encourage them to express feelings, such as happiness, excitement,, anger, or whatever else they are feeling., You can teach the parents how to support journaling at home, too., 2. Cards & Letters, When you assign homework, your students don’t always see the greater purpose., But, writing cards and letters is real-life writing with a purpose. Whenever there’s a, holiday, you can use this method to get them to write and have fun while doing it. Let, them design and write cards for Father’s Day, Valentine’s Day, Christmas, and all other, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 17 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , holidays. This practice will also help your students learn the standard format for writing, friendly letters., 3. Fill in the Story, It was a sunny day. The little tiger just woke up… He saw the _____________,, and he said _____________. Together, they ____________________________. Then,, they ________________________. They had lots of fun. They agreed to, ________________________., You’d be surprised to see how creative your students can get with few simple, sentences. If you need inspiration, then you can get some worksheets with blank stories., 4. Drawing Words, How would you draw the Moon? How would you draw the word “precious”?, Think of different words. They can signify items, but you should also let them play with, abstract concepts, such as love or beauty., This activity inspires writing because it helps the students understand the true, meaning and importance of every word they use., 5. Birthday Messages, Whenever someone has a birthday, get the entire class to write a message. You, can get a big piece of paper where everyone will have space to write. You can also turn, this into an art project, so the students will have an authentic purpose for writing., The sentences can start with, “I wish you…” Let everyone express their message, and appreciation for the friend., 6. Cut Out My Name, This is a great way to teach cursive writing. Get some paper and fold each piece, lengthwise. Each student should write their name in cursive on one half, with the fold, being at the bottom. Cut around the upper side of the name., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 18 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , When you unfold the paper, you’ll get a symmetrical figure. Each name gives a, different figure. What does it look like? A bug! Let them draw or paint on the clean side, of the paper., 7. Chalkboard Writing, For this activity, you’ll need clipboards, chalkboard paint, a paint brush, tape, and, chalks. Tape the clipboards on the sides, so you’ll get a nice frame for your board. Then,, paint the middle with a coat of chalkboard paint. Let it dry, and apply a second coat., When that dries, you can remove the tape, and the chalkboard will be ready., You can get all students to tape their own boards, and you’ll be the painter. When, the tiny boards are ready, they can use them to write answers to your questions., 8. Write A Choose Your Own Adventure, Write a collaborative class story in the style of “Choose Your Own Adventure.”, Start a story and bring that story to a fork in the road. Allow students to write the, optional paths that the story can take. Once you have a couple of student-written options,, continue the story in the same way. If you have older students, it’s fun to put them in, small groups. Tell the groups they need to have at least three branches, and when, everyone is done, trade stories and read each other’s adventures., 9. Vocabulary Challenge, Pick a new word for the students to learn. Think of something unusual. Explain, the word. Tell them to use it in a sentence. Then, tell them to write a short story around, that sentence. If you turn this into a team activity, it will be more fun., 10. Typing Challenge, The students love this one! Students have to learn how to type, right? This is a fun, way to practice writing and typing! You can project a Google Doc and call up a student, to write for one minute. The next student will add on to what the first student wrote for, one minute. One after another, the students work together to write a (HILARIOUS) short, Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

Page 19 : Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , story. They felt like real writers. Grab a free digital composition notebook to use with, this strategy., , Discussion Board, Directions: Read and answer the question below. Write your answer on the space provided, below., 1. What is the most significant learning you got from this lesson?, , Post-Competency Checklist, Directions: Write a semi-detailed lesson plan using 2-3 writing activities we discussed above., This activity is handwritten and will be written in a pad paper. Take a picture of your output then, upload it in our VLP for checking., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT