Aldrick Joshua Von A.

Baguio

Activity #3

(PAGE 101 ) For Discussion:

1. Its literature a part of MTB-MLE? What phrase in the Learning Area Standard
indicates that literature is part of MTB-MLE?
2. Mother tongue is the language which a child starts hearing after being born and thus, it
also helps in providing a definite shape to our emotions and thoughts. Learning in
your mother tongue also is crucial in enhancing other skills such as critical thinking,
skills to learn a second language and literacy skills.Aside from oral, written and visual
communication, what are the other uses of Mother Lounge?
3. How can the use and study of Mother Tongue develop in the learner pride in one’s
cultural heritage?

ANSWERS:

1. Mother Tongue-Based Multilingual Education (MTB MLE) programs serve learners of

non-dominant language communities who do not understand or speak the language of
instruction when they begin their formal education. Learning Area Standard Of MTB –
MLE DepEd Curriculum Guide of MTB – MLE states that “use Mother Tongue appropriately
and effectively in oral, visual, and written communications in a variety of situations and a
variety of audiences, contexts and purposes including learning other content subjects and
languages.

2. Mother tongue is the language which a child starts hearing after being born and thus, it
also helps in providing a definite shape to our emotions and thoughts. Learning in your
mother tongue also is crucial in enhancing other skills such as critical thinking, skills to
learn a second language and literacy skills.

3. Children learn better and faster in a language they can understand (preventing delays in
learning)

They enjoy school more, they feel more at home.

Pupils tend to show increased self-esteem.

(PAGE 103) For Reflection

What are your thoughts about the letter of the mother regarding his child’s education. Do
you agree with the letter? Explain your answer. Share your thoughts with your group.

Answer:

For me Letters provide both you and the school with a thoughts on paper gives you the
opportunity the evaluation, they have the right to take their child. Note: The term
“parent” is used throughout this Parent’s Guide to include natural or adoptive parents,
foster parents, surrogate parents, legal guardians, or any primary caregiver who is acting
in the role of a parent.

For action and Discussion

1. Compare the grade level standards. What development do you notice in the level of
the standards as you go from K to Grade 3? Do the standards become more simple
or more complex? Make table of comparison of the grade level standards. A simple
is done for you. Underscore key words to show differences among the grades.
 K Grade 1 Grade 2 Grade 3
Skill in phonological Demonstrates basic Demonstrates basic Demonstrates basic
and phonemic communication skills communication skills communication skills
awareness, taking about in talking about a in talking about a
alphabet, knowledge, familiar topics variety of topics variety of topics
sound letter simple words. using developing using developing
correspondences, vocabulary. vocabulary.
decoding, vocabulary
and comprehension
as they listen and
respond to a variety
texts in the Mother
Tongue.
building on the best instructional time In Grade 2, Mathematical
of existing state should focus on instructional time Practices. Make
standards, the four critical areas: should focus on sense of problems
Common Core State (1) developing four critical areas: and persevere in
Standards ... clearly understanding of (1) extending solving them.
demonstrate what addition, understanding of Reason abstractly
students are subtraction, and base-ten notation; and quantitatively.
expected to learn at strategies for (2) building fluency Construct viable
each grade level, ... addition and with addition and arguments and
educators from subtraction subtraction; (3) critique the
kindergarten using standard units reasoning of others.
through college, of measure; and (4) Model with
state departments describing and mathematics. Use
of education. analyzing shapes. appropriate tools
strategically.
Attend to precision.
Look for and make
use of structure.
PAGE 120 (For discussion, action and research)

1. Lay the Program/Learning Area Standards of English teaching side by side with the
key standards and grade level standards. Do you agree see an articulation? (Are the
standards vertically connected)?
2. Go back to the K to 12 Curriculum Guide for English.
Study the 16 domains which are labeled content standards as
a. How are the 16 domains defined?
b. Are all the 16 domains taught all the Grade levels?
c. Are the 16 domains aligned to the 5 micro-skills?
3. Why is the English language curriculum also termed language and multiliteracies
curriculum in the curriculum guide?

ANSWERS:

1. Learning standards are concise, written descriptions of what students are expected
each subject area standards are typically organized by grade level or grade. For a more
detailed discussion, see learning progression. Apply knowledge of language to understand
how language functions in different.

2.

a. The learning program is appropriate for developing the domains and must of each
developmental domain are defined by learning expectations, as use a variety of materials
and communicate strategies used to determine

b. K–12 from kindergarten to 12th grade, is an American expression that indicates the
range of By 1930, all 48 states had passed laws making education compulsory, and in code
top-level domain (or in the United States, the state top-level domain) K–16 education adds
a four-year undergraduate university degree.

c. Macro skills are most commonly referred to listening, speaking, reading and ... Bottom-up
strategies are text based; the listener relies on the language in the ... 5. Ask the children
if they know any words that begin with this sound.

3. English Language Curriculum Philosophy Guiding Principles Needs of the outcomes The
ultimate goal of the Language Arts and Multiliteracies Curriculum is to of their teaching
practices and guides them in the design and delivery. Also the four skills of language-
listening, speaking, reading.
Assessment Task

1. Cite 3 essential things for English language teaching that are presented in the
conceptual framework.
2. Are the standards (learning area, key stage, and Grade 2level) vertically
articulated? Explain your answer.

ANSWERS:

1. Phonemic awareness

Phonemes are the smallest units making up spoken language. English consists of about 41
phonemes. Phonemes combine to form syllables and words.

Phonics

Phonics is the understanding that there is a predictable relationship between phonemes

(the sounds of spoken language) and graphemes (the letters and spellings that represent
those sounds in written language).

Vocabulary development

Vocabulary development refers to the knowledge of stored information about the

meanings and pronunciations of words necessary for communication.

2. Learning standards are typically organized by subject the specific learning needs and
abilities of students at a particular stage of their reflect clearly articulated sequences—
that is, each grade-level learning.

(PAGE 126-127 Assessment task)

1. In your own words, explain the meaning of communicative competence.

ANSWER:

For me Communicative competence is a term in linguistics which refers to a language user's

grammatical knowledge of syntax, morphology, phonology and the like, as well as social
knowledge about how and when to use utterances appropriately.
2. Give the four aspects of communicative competence.

Discourse Sociolinguisitic

Strategic Linguistic

Communicative
copmpetence