FOR WRITING

Listed below are some of the language domains in the Mother Tongue curriculum directly related to reading. Your task is to match the language domain/to its equivalent performance standard, and to a sample competency of that domain.

Language Domain Content/Performance Standard

1. Phonological

Skills A Uses developing vocabulary in both oral and written form

2. Phonics and Word

Recognition B Values reading and writing as communicative activities

3. Fluency C Reads with sufficient speed, accuracy, and proper expression in reading grade level text

4. Reading

Comprehension

5. Vocabulary and Concept

Development

6. Attitude towards

Reading D Demonstrates knowledge of the alphabet and decoding to read, write, and spell words correctly E Demonstrates understanding that words are made up of sounds and syllables and uses this knowledge to discriminate and manipulate sound patterns F Comprehends and appreciates grade level narrative and informational texts Competency

1 Gives the beginning letter/sound of the name of each picture 2 Reads grade level texts with appropriate speed 3 Uses expressions appropriate to the grade level to react to local news, information, and propaganda about school, community, and other local activities

4

i Shows love for reading by listening attentively during story reading and making comments or reactions

5 Notes important details in a grade level narrative or informational text

6 Uses the combination of affixes and root words as clues to get the meaning of words

Write your answers here:

1. / 2. / 3. /

4. / 5. ___ ___/ 6. ______ /.

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.

These are the fundamentals of reading that you always need to remember when you prepare a lesson on reading; this list is consistent with the language domains and competencies in the Mother Tongue curriculum.

At this point, you will be asked to read and analyze different instructional activities or learning experiences aimed at developing a child's early reading skills. With a partner, imagine that you will be doing these activities to your class. For each activity, identify the language domain and the competency/ies that is/ are being targeted by the activity. Kindly identify as well the most appropriate grade level for the described activity.

Activity 1:

Play the game Stand Up/Sit Down. This game is like Simon says. Say pairs that rhyme and pairs that do not rhyme. Students go from one position to the next only if the words rhyme. The student's responses will tell you if they are getting the concept. Language D o m ain :_______ ____________________________ _________ Reading Competency/ies:______;________ __________________________ Suggested Grade L e v e l:______ ______________________ ________■

Activity 2:

The students match the letter or word cards with the pictures displayed. Write the letters for a picture on the outside of a small paper bag. Students find the picture that matches the letters and put the picture in the bag. Language Domain: ■_________________________________ Reading Competency/ies:____________________________ ____________ Suggested Grade Level: __________________ " __________ _______ _

A ctivity 3:

The students will select a book from the choices that you provide as a teacher. They will then have to read their books silently. As they read, you move around and ask each student to read aloud selected sections where you note his or her fluency to determine which skills need to be taught. After reading, the students will share and discuss their books with each other.

Language Domain: ______________________________________________ Reading Competency/ies:_______________ _________________________ _ Suggested Grade L e v e l:_________;___________ _______________

A ctivity 4:

You show them the big book and then you discuss the book cover, read the title, author, illustrator, and other book features. Encourage the students to discuss the cover and some of the pages of the book. Just make sure that you do not give away the entire story. Ask them to predict and share what they think will happen in the book. Language D o m ain :___________________________________ ____________ Reading Competency/ies:_________________ ________ _________ Suggested Grade L e v e l:___________________________________ _______

A ctivity 5:

Students will read words by syllables. Write a syllable on the board and have students read it. Then write another syllable on the board and have the students read it. Then have them read the wor^l formed by putting the two syllables together. For example, students read "ba" and then "ta" and then "bata." Language Domain: _______ : .' ■■■■-■ ■ ■ - - . _________ _ Reading Competency/ies:______ ' ______ _______________ ______ Suggested Grade Level: ___________________________________________

III. ABSTRACT

In your course Teaching English in the Elementary Grades (Language Arts), you will have a comprehensive discussion of teaching reading. The instructional strategies that you will learn in that course, though it is L2 instruction, may also be applied to Mother Tongue instruction.

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.

The matrix below shows the three approaches to the teaching of reading and a set of sample activities for each approach. With this input, your responsibility is to come up with your own, simple definition and characterization of each approach.

Approaches toTeaching Reading Example Activities

What does the approach mean to you? In what ways will the approach be useful to you in teaching reading in the Mother Tongue?

Phonics • identify the first sound in a word • look for objects in the class that rhyme • 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.

Whole Language • 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? - 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.

Language The students participate in a common Experience experience (e.g. a field trip, a story, or a picture that evokes feelings). They will then discuss and decide what to write. They dictate the "story" to 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.

IV. APPLY

Similar to your previous Apply activities in the other macro skills, complete the template below.

INSTRUCTIONAL ACTIVITY- READING

Activity Title: Target Grade Level: Time Required: Type of Student Work: Individual, Pair, or Group Work Learning Objectives: At the end of the activity, the students are expected to: 1. 2. 3. v-

Activity Description:

Criteria for Grading (if possible, include a rubric if necessary):

PROCESS QUESTIONS: 1. Are the learning objectives clearly defined? If not, what suggestions do you have to improve them?

2. Is the instructional activity well-aligned with the learning objectives?

, | | „ , ASSESSING STUDENT LEARNING U N T V FOR THE MOTHER TONGUE

Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development (Huba, 1991). Like in any other course, assessment is highly valued, given that these are tools that would allow you to evaluate learning outcomes against pre-identified standards and learning competencies in order to develop a better understanding of what students know, understand, and can do with their knowledge as a result of their education experiences; to improve students' learning and development; and to evaluate programs and make decisions on how to improve student learning.

In this unit, you will focus on the fundamental concepts behind language assessment, especially in acquiring and learning the Mother Tongue. You will be familiarized to the various assessment strategies and forms that can help you determine your students'progress and achievement of your set learning goals.

LESSON 1 PRINCIPLES OF LANGUAGE ASSESSM ENT

Lesson Objectives: At the end of the lesson, students are expected to: • explain the definition of assessment in education; • differentiate between the five principles of language assessment; • compare various models of language assessment; • familiarize themselves with the traditional and nontraditional assessments pertinent to MotherTongue instruction; and • analyze sample assessments in MotherTongue instruction. Instructional Materials Needed: none

I. ACTIVATE

Learning Activities:

In pairs, discuss the KWL chart on Assessment.

What 1 know about Assessment What do i want to know about Assessment What 1 learned about Assessment

Assessment is a vital part in the teaching and learning process. Without which, the process will be left hanging as to where the students are at, how the learners faired, and how the learners soared after a given lesson. Assessment are forms of verification and evidence that aids the teacher in making informed > decisions with regards to future plans for the discussion and activities that are age and grade appropriate to the learners. Assessment helps the teacher plan for the next steps to take if learners have exhibited proficiency already, or on