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

CHteria for Gmtling Quality of the Selected Exemplar Depth and Breadth of the Analysis Clarity and Conciseness of the Presentation lO pts. 15 pts. lO pts.

Collaboration 5 pts.

TOTAL 30 pts. Lesson Synthesis:

1. What new insights did you learn from this lesson?

2. What is the importance of understanding the language macro skills in relation to your responsibility of teaching MotherTongue as a subject?

LESSON 2 TEACHING FOR MEANING AND ACCURACY

Lesson Objectives: At the end of the lesson, students are expected to: understand and differentiate teaching for meaning and accuracy; • know and differentiate the most common teaching methods in language instruction— whole-to-part, part-to-whole, and balanced method; • analyze various instructional activities; and • create instructional activities using the competencies from DepEd's Curriculum

Guide of Mother Tongue. Instructional M aterials Needed: copy of the Mother Tongue Curriculum Guide, laptop, or bond paper for the writing of the instructional activity

Learning Activities:

I. ACTIVATE

When you teach the language macro skills of listening, speaking, reading, writing, and viewing, you are responsible in helping the learners build the competence (and confidence) in using these macro skills m eaningfully and accurately. This is called as a "balanced teaching method."

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).

Let us check your understanding of teaching for meaning and accuracy. Read and understand the enumerated actual language classroom activities. Identify the focus of the instruction. Write (TA) in the blank if the activity highlights accuracy, and (TM) if the activity highlights meaning. ______ 1. A student is shown a sequence of pictures and she will be asked to tell the story. ______ 2. A student draws a picture of her favorite place and she tells the class about it.

3. A student follows dotted lines to form letters. ' 4. A student matches the sound to its letter counterpart. 5. A student reads and writes her own name correctly.

IE. ANALYZE

Malone (2001) compared the three teaching methods that are commonly used in teaching language in the early years: the Part-to-Whole, the Whole-to- Part, and the Balanced Methods.

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 language learning. More attention is given to skill-development through drills, and less attention is given to constructing meaning through language. For example, the teacher provides premium in the practice of forming letters, spelling words, and copying text.

On the other hand, the Whole-to-Part teaching method emphasizes the importance of the learners' understanding of the context in which the language is used. This teaching method emphasizes the importance of meaning- construction in the learner's use of his or her language. The use of Big Book in storytelling activities is one example of this method where the goal of the activity is to make the learners understand the story with the aid of the Big Book.

Balanced method is the combination of the two methods described above. Below are selected instructional activities that are believed to be examples of the use of the balanced method. Try to identify the activity that is being described in nos. 1 to 3. Use the list shown below: a. shared reading d. independent reading b. interactive read aloud e. shared writing c. guided reading f. interactive writing

Activity Description Write your answers here 1 Teachers select a Big Book that is slightly above the level of most students in the class. Teachers and students read out loud, together. Often, the text contains rhyming words or patterns that are predictable for students to read with the teacher. The teacher can cover up certain parts of the text (a letter, a word, or a phrase) to have students predict what makes sense based on the skill being covered.

2 The students will read the same book appropriate to their reading level. The teacher introduces the book, points out vocabulary words and allows the students to do a picture walk. Then, students wil have to read the book on their own, at their own pace while the teacher listens and assists. The teacher prepares a comprehension check afterwards.

3 The class collaboratively creates a written work. The teacher models the writing and the students help in composing it.

The teacher models a range of skills like grammar, phonics, punctuation, spelling, and the writing process itself.

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II. ABSTRACT

Your task this time is to figure out the characteristics of a balanced literacy instruction. With a partner, go back to the sample activities provided in the Analyze activity. Discuss with your partner how each sample combine the part- to-whole and the whole-to-part methods. Complete the grid below.

Activity 1 Describe a specific part of the activity that shows whole- to-part instruction. Describe a specific part of the activity that shows part-to- whole instruction. Why do you consider the activity as an example of balanced method?

Activity 2

Activity 3

IV. APPLY

Your final task for this lesson is to create two classroom activities that directly address the learning competencies of the Mother Tongue Curriculum Guide. Be guided by the instructions that follow: 1. Find a partner who will help you design the activities. 2. Read through the Curriculum Guide (CG) of the Mother Tongue 3. Decide on the competencies that you want to address. For each activity, you should address two or more competencies reflected in the CG using one of the themes specified. 4. Your final work should contain the following:

Activity 1

Learning Competencies (should be lifted from the CG) Teaching Method Used(Whole-to- Part, Part-to-Whole, or Balanced Literacy) Title of the Activity Description of the Activity

Activity 2