Professional Documents
Culture Documents
EDUCATION
PREPARATION
Write a paragraph about your most memorable experience in your mother tongue)
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(title)
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How was your experience in writing the paragraph? Did you have any difficulty writing
the correct spelling of the words?
In any language, spelling always poses as a problem to many. Incorrect spelling of words
may change their meaning. To properly convey the idea, correct spelling is important.
PRESENTATION
Cebuano-Visayan Orthography: Phoneme-Grapheme Correspondence
Usa sa ka pinulungan nga punitiku, gilituk sibǜ paglituk, and Sugbu-anun nga
binisayȃ gititik nga nagsubay sa gitawag ug sistima nga alpa-bitiku nga panitik, di-in and
matag punima (patingug ug katingug) ni-tugmá sa matag grapima (titik sa alpabitu): and
labi’ng tukmá, labi’ng gamhanan nga paghulagway linyal sa iya’ng pa-agi sa panitik di-in
nag-katugmá ang iyang punuluhiya u gang iya’ng urtugrapiya.
The equivalence between the vowel phonemes and their symbolic letters, between the
consonant phonemes and their symbolic letters reveal the Cebuano Visayan language possess
an orthographic correspondence back to its own orthography.
Due to its innate American and Hispanic influences, Cebuano Visayan, like all Philippine
languages, uses the letter of the Latin alphabet, thus writing down the Malay speech sound in
Western Spelling in Cebuano Visayan.
Ang mga Patingug sa Alpabitinu’ng Tingug-Titik Sistima sa Panitik
The vowels in an Alphabetic Sound-Letter System of Spelling
Ang Sugbu-anun nga Binisayȃ aduna’y tulu lamang ka mga punima nga patingug:
[i],[a], ug [u]’ Busa, tulu lamang ka mga tima-ilhan’g titik ang gigamit sa pagsulat nila sa
mga pulung pinasikad sa sistima nga panitik alpabatiku: li, Aa ug Uu.
Cebuano-Visayan has only three vowel phonemes: [i],[a], ug [u]. Hence, only three
symbolic letters must be used in writing them down in words based on the alphabetic apelling
system: li, Aa ug Uu.
MGA PATINGUG MGA PUNIMA MGA GRAPIMA MGA PULUNG NGA PANIG-
Vowels Phonemes Graphemes INGNAN
ATUBANG [i] Li ILIS ilis change
Front DILI dili roll
LIKIT likit no
TUNGÃ [a] Aa ANA ana that way
Center ASA asa where
ANAK anak child
LUYÚ [u] Uu ULU ulu head
Back SUKÚ sukǘ angry
TULU tulu three
Ang Sugbu-anun nga Binisayá adunay upat ka mga diptunggu (mga linangkub nga
tagurha ka mga patingug):
Tungud kay, sa gibatbat na, aduna’y mga impluwensiya ang gikan sa Kinatsila ug
Ininglis nga nahimu na’g na andan sa Sugbu-anun nga Binisaya, sa mga basahun, sukad
pa sa panahun nga kulunyal hangtud migamit sa titik nga Oo bisan u gang paningug nga
gitima-an ma-u ang [u], ug sa titik nga Ee bisan u gang paningug nga gitima-an ma-u ang
[i].
Since, as stated earlier, there exists an acculturation of influences from the Spanish and
American in Philippine tradition, writers of Cebuano Visayan publications, since colonial times
until today, use the letter Oo even if the phoneme is symbolized is [u], and letter Ee even if the
phoneme is symbolized [i].
Linguisticall, this manner of spelling defies learned orthography. But this is not erroneous,
rather, it can be called in linguistic parlance, cultural tradition. Therefore, following the goal of
this pedagogic grammar, it is best to be consistent with the correspondence between
phonology and orphology in writing down Cebuano Visayan spelling by the teachers. This
cultural tradition can be added later when, in higher studies, literary works have been studied
and analyzed.
Ang Mga Hunung Glutal ubsan sa mga Patingug Dinha sa Panitik
Glottal Steps with the vowels in spelling
Ang hunung glutal usa ka punima nga wala’y tima-ilhan nga titik sa alpabetu nga
linatin. Busa kini nga punema sagad dli masabtan sa mga manunulat nga ma-alamun: ma-
u-kini ang nidangat sa paggamit ug langyaw nga titik sinulat tima-an sa lumad nga
paningug. Ang hunung glutal usa ka lumad nga punima nga wala sa pinulungan sa
kinasadpanun, busa ka yang alpabitu’ng Linatin kinasadpanun man, wala’y titik siya nga
alang ni-ini nga punima.
The glottal stop is a phoneme that has no symbolic letter in the Latin alphabet. Thus, this
phoneme is most often misunderstood by educated writers: this is the consequence for using a
foreign letter as the written symbol to signify a native phoneme. The glottal stop is a native
phoneme that does not exist in any Western language, thus because the Latin alphabet is
western, it has no letter to signify this speech.
Ang hunung glutal mahimug mahimutang human sa tulo ka mga patingug nga
duna ug wala’y asinto sa mga pulong. Kung kini, ma-hitabun ang mga hunung glutal
human sa mga paningug nga wala’y asintu gitiman-an ug ['] ibabaw sa gesundan nga mga
patingug. Ang [^] getimaan ibabaw sa mga patingug nga ana-ay asintu kung ang hunung
glutal musunud ni-ini nila.
The glottal stop is a phoneme that has no symbolic letter in the Latin alphabet. Thus, this
phoneme is most often understood by educated writers: this is the consequence for using a
foreign letter as the written symbol to signify a native phoneme. The glottal stop is a native
phoneme that does not exist in any Western language, thus, because the Latin alphabet is
western, it has no letter to signify this speech.
Ang hunung glutal mahimu’g mahimutang human sa tulu ka mga patingug nga
duna ug wala’y asintu sa mga pulung. Kung kini, ma-hitabǘn ang mga hunung glutal
human sa mga paningug nga wala’y asintu gitima-an ug (`) ibabaw sa gisundan nga mga
patingug. Ang (^) gitima-an ibabaw sa mga patingug nga ana-ay asintu kung ang hunung
glutal musunud ni-ini nila.
The glottal stop may come after the three vowels in stressed and unstressed positions in
words. When this occurs (`) is symbolized the unstressed vowels followed. The symbol (^) is
marked on the preceding stressed vowel.
GISUNDAN NGA MGA HUNUNG GLUTTAL SA WALA’Y MGA HUNUNG GLUTAL SA NA-
MGA PATINGUG ASINTU’NG PATINGUG A’Y ASINTU’NG PATINGUG
Preceding Vowels Glottal Stops in Unstressed Vowels Glottal Stops in Stressed Vowels
[i] Ḯ` ì BATḮ batì Î^î BATÎ batî
feel PULUNG
[a] Ã` à KAHÃ kahà Â^â KAHÂ kahâ
frying pan indeed
[u] Ù` ù LUTÙ lutù Û^û LUTÛ lutû
cook clicking
sound
The glottal stop in medical position, either between two vowels, or between a
consonant and a vowel, is marked with a hypen (-).
Ang
Aduna’y napulu’g lima ka mga grapima nga gigamit sa Sugbu-anun nga Binisayâ
harun pagtitik sa iya’ng napulu’g lima ka mga pu-nima’ng katingug.
Cebuano Visayan has fifteen graphemes used to print its fifteen consonant phonemes.
MGA KATINGUG MGA PULUNG NGA PANIG-
Consonants INGNAN
Key Words
MGA PUNIMA Phonemes MGA GRAPIMA Graphemes
[p] Pp PAPA papa daddy
PAPAS papas erase
PAPIL papil paper
[t] Tt TUTUK tutuk stare
TADTAD tadtad chop
TITIK titik letter
[k] Kk KATKAT katkat climb
KITKIT kitkit nibble
KAKÃ kaka spider
[b] Bb BABUY babuy pig
BABAYI babayi female
BATBAT batbat discuss
[d] Dd DAKDAK dakdak throw down
DUTDUT dutdut push
DISDIS disdis slash
[g] Gg GUGMA gugma love
GANTI ganti prize
GAMIT gamit use
[m] Mm MAMA mama mommy
MATA mata eyes
MARKA marka marka
[n] Nn NINDUT nindut nice
NANA-UG nana-ug come down
NA-A na-a present
[ng] NG ng NGANU nganu why
NGITNGIT ngitngit dark
NGISI ngisi grin
[l] Ll LALAKI lalaki male
LALIK lalik sculpt
LALUM lalum deep
[r] Rr RAYNA rayna queen
RILIS rilis railway
RA ra only
[s] Ss SAMUK samuk chaos
SUSI susi key
SAKSI saksi witness
[h] Hh HAKUT hakut gather
HAYHAY hayhay hang
HAPIT hapit almost
[w] Ww WALÃ walâ none
WANANG wanang space
WALU walu eight
[y] Yy YUTÃ yutâ land
YUGYUG yugyug shake
YAMUG yamug mist
Ang digrapu nga katingug MG mg, kung itakdù sa grapima nga patingug Aa,
mahimu nga MGA mga, nga bungatùn nga (manga). Ang MGA mga usa ka pulung nga
kinahanglan idugtung sa mga ngalanpulung harun mahimu’ng daghan. Usa ka tipik-
pulung ang MGA mga nga nagtima-an sa gidaghunan.
The consonant digraph MG mg, when attached to the vowel grapheme Aa, becomes
MGA mga, that should be sounded as (manga). MGA mga is a word that needs to be attached
to nouns in order to pluralize them. MGA mga is a particle that marks plurality.
Ang Sugbu-anun nga Binisayâ usa ka buhi nga pinulungan, bu-sa nagtubû kini
pina-agi sa paggamit ug mga pulung hinulaman gikan sa mga langyaw nga pinulungán
(sagad sa Ininglis ug Kinatsila). Ma-usab kini’ng mga hinulaman’g langyaw nga pulung sa
linumad nga panitik ug gani sa kahulugan kung gigamit na sila ug dugay (usa ka siglu u
tunga sa siglu). Apang ang mga bag-u nga pulung gihulaman magpabilin ang ang ila’ng
langyaw nga panitik. Ang mga prupyu nga pangalan sa tawu ug luggar nga hinulamán dili
ma-usab ngadtu sa pagkalinudmanun ang panitik.
Cebuano Visayan is a living language, hence, it is evolving through the use of
borrowed words from foreign languages (usually from English and Spanish). These foreign
borrowed words would be nativized in spelling and even in meaning when these are used
considerably for a long time (a century or half a century). But recently borrowed words still
retain their foreign spelling. Proper names of people and places that are borrowed are never
nativized in spelling.
Gigamit ang giyún (-) alang sa (1) mga hunung glutan sa tunga sa nagtupad nga
mga patingug ug tungá sa katingug ug usa ka patingug, (2) nga pulung binali-balik nga
duha ug mmas daghan pa sa duha ka mga silaba, u (3) mga sinakup nga pulung.
The hyphen (-) must be used for: 91) glottal stops between successive vowels and
between a consonant and a vowel, (20 words in repetition with two or more syllables, and 93)
compound words.
MGA PULUNG NGA ANA-A’Y HUNUNG MGA PULUNG NGA BINALIK-BALIK NGA
GLUTAL SA TUNGA SA DUHA KA DUHA/ DAGHAN KA MGA SILABA
PATINGUG
Words with Glottal Stop between Two Vowels
Words in Repetition with Two/More syllables
DU-UL du-ul near BALIK balik repeated
LA-UG la-ug greedyBAHUG-BAHUG bahug-bahug
messy fight
SU-UL su-ul pain KA-UN KA-UN ka-un ka-un
eating leisurely
TI-IL ti-il foot APIL-APIL apil-apil meddle
ANU-US anu-us soot LA-IN LA-IN la-in lain separated
MGA PULUNG NGA ANA-A’Y HUNUNG MGA SINAKUP NGA PULUNG
GLUTAL SA TUNGÁ SA KATINGUG UG Compound Words
PATINGUG
Words with Glottal Stop between Consonant
and Vowel
BUG-US bug-us sincere BALAY LUNGSUD balay lungsud city hall
UL-UL ul-ul gnawing pain APAS-SUMPAY apas-sumpay sequel
TIM-US tim-us pure BATAKAN-BALA-UD batakan-bala-ud
Basic law/constitution
AD-AD ad-ad chop ASUL-DAGTUM asul-dagtum
dark blue
TUN-AN tun-an study KAKHA-TUKÁ kakha-tukà
impoverished
MGA HUMUNIMU
Homonyms
Ang mga humunimu (mga pulung nga tukma ang paglituk apan dili parihas ug
ipasabut) gikinahangan nga ititik ug tukma sama sa tukma nila’ng paningug. Ang ila’ng
gamit sa sinulat nga tudling ma-u na’y mudipirinsiya nila.
Homonyms (words of the same pronunciation but are different in meaning) must be
spelled in the same manner like their phonetic congruence. Only their use in the written
sentence will differentiate them.
Ang mga panulbuk sa pagsulat tima-an sa mga punima suprasigmintal. Ang mga
tunu-sulti gitima-an sa mga tulbuktapus ug gang mga hunung sulud sa tudling gitima-an
sa mga tulbukhunung.
Punctuations in writing signify suprasegmental phonemes. Intonations are symbolized by
end punctuations and pauses inside the sentence are marked by pausal punctuations.
Ikaw ba kini?
Is that you?
Nganu nga nagtakubán ka?
Why are you pretending?
Ang mga tulbuk hunung (,),(;),(:), (-), (‘), (“ ”) nitima-an sa mga sglit nga
hunung-pamulung dinha sa tudling human sa mga hugpung isip.
Pausal punctuations (,),(;),(:), (-), (‘), (“ ”) signifiy the momentary junctures within
the sentences after through units.
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PRACTICE
A. Kumpituha ang pagtuki sa mga paglingkit sa duha ka mga pulung gina-
mitan ug apustrupu puina-agi sa sulud sa mga blanku nga bahin sa talad sa ubos.
Gibuhat ang isip 1 alang nunimu.
Complete the analysis of the contractions of two words using the apostrophe by filling
out the blank parts of the table below. Number 1 is done for you.
Ihustu ang panitik ni-ini nga mga pulung sa sa Sugbu-anun nga Binisayâ sa mga
balnku, dinagku na mga titik sa una’ng blanku ug ginagmay nga mga titik Sa
ikaduha. Gihimù ang isip 1 alang kanimu.
Correct the spelling of these Cebuano Visayan words on the blanks, capital letters on the
first blank and small letters on the second. Number 1 is done for you.
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PERFORMANCE
I. Isulat ang sakto nga panitik ni-ini’ng mga hinulama’ng langyaw nga pulungnga
nalumadnun na sa gamit.
II. Isulat ang hustu nga panulbuk ni-ini nga sugilagming. Gihimu ang una’ng tudling alang
kanimu.
Write the correct punctuations on the short narrative. The first sentence is done for you.
SI TATAY NANGHAGIS
(Gikan ni N.Suerte.50)
REFERENCES:
Prepared by:
PREPARATION
Introduce yourself in writing using your mother tongue. Then identify the parts of speech
used in your sentences.
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PRESENTATION
Cebuano Visayan Morphology
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Morphology is the term used by linguists for the study of the system of word formation.
The word morphology comes from the Greek word MORPHĒ, meaning FORM. Hence,
morphology is a study concerning the structure of words in the utterance of a language called
morpheme.
As examples, two words , KINAGAMYAN ang PINULUNGAN, are analyzed following the
criterion in determining a morpheme in this table..
MGA PULUNG MGA MAKAHULUGANUN’G MGA SUSAMA NGA MGA
WORDS KINAGAMYAN’G BAHIN PULUNG-HULMA
Smallest Meaningful Units Similar Word-Forms
KINAGAMYAN KINA- prefix KINADAK-AN
Smallest GAMAY small biggest
-AN suffix KINAMAHALAN
KINA+GAM(A)Y+AN most costly
KINA-ITUMAN
Blackest
KINAKUSGAN
strongest
PINULUNGÁN -IN- prefix SINULTI-AN
Language PULUNG word Speech
-AN suffix SINAYAWAN
P-+IN+-ULLUNG+AN Dancing
TINAN-AWAN
gaze
It can be observed from the illustration of the examples in the table that words are
formed by meaningful units, the morphemes.
It can further be observed that morphemes, according to word segment, can be: (1) free
morphemes that can stand by themselves in being meaningful, and (2) bound morphemes that
have to be attached to free morphemes in order to become meaningful.
According to sentential relationship of the morphemes, they can be: (1) lexical
morphemes (content words), and (2) grammatical morphemes (function words)
Sumalà sa panagdikit-bahin sa naga-id nga mga murpima, mahimù nga mga: (1)
murpima impliksyunal (nipabilin sa mga tudling-gamit), ug (2) murpima diribasyunal (ni-
usab sa mga tudling-gamit).
Kung tan-awun ang pulung-tipak nga makahuluganun, busa kina-gamyan kini nga
hulma sa pulung, kiní nga murpima ma-ilá nga gawas-nun kay makabarug sa ka-
ugalingun sa pagkamakahuluganun- usá siya ka murpima nga usá ka pulung.
Ang mga naga-id nga mga murpima ma-u kadtu’ng mga murpima nga nahadikit-
bahin. Kini’ng mga naga-id nga murpima, sumalà as panagdikit-bahin, aduna’y duruhá ka
matang: murpima inpliksyunal ug murpima diribasyunal.
Bound morphemes are those morphemes which are affixes. These bound morphemes,
according to affiation, are of two types: inflectional morphemes and derivational morphemes.
Ang mga murpima inpliksyunal nalingkit ngadtu sa mga unud-pulung nga dili ma-
usab ang ila’ng matang sumalà sa sangkap sa pinu-lungán. Duna usab nga mga
inpliksyunal ng murpima nga walá naha-lingkit sa unud-pulung apangipunû lang sa mga
unud-pulung, mahimun’g mag-una u masunud sa mga unu-pulung.
Inflectional morphemes are attached to the content words that do not change their type
as to part of speech. There are also inflectional morphemes that are detached from content
words, could be before or after the content words.
Kini’ng mga nahalingkit nga mga murpima inpliksyunal gitawag ug mga dikit-
bahin (dikit-sugud, dikit-sulud, dikit-tapus) ug kadtu’ng walâ nahalingkit sa mga unud-
pulung gitawag ug mga tipik-pulung (mga marka-inpliksyun).
These attached inflectional morphemes are known as affixes(prefix, infix,suffix) and those
detached inflectional morphemes are called particles (inflection-markers).
Atu’ng tuki-un ang tanan nga mga inpliksyunal nga mga murpi-ma’ng naga-id sa
talad sa ubus.
Let us analyze all the inflectional bound morphemes in the table below.
Indikatibu’ng
Pasibu
Indicative Passive
Gidaghanun sa
Gibuhat
Plurality of Doer
Ang mga naga-id nga murpima, mga dikit-bahin nga mipa-uusab sa mga
unud-pulung. Sila gilingkit, ngadtu sa mga la-in nga matang sumalà sa sangkap sa
pinulungan. Sila gitawág ug diribasyunal nga mga murpima’ng naga-id.
Bound morphemes, are affixes that changed the content words. They are attached as
to different types according to parts of speech. These are known as derivational bound
morphemes.
This table below illustrates the changes in parts of speech done by the affixes that
are derivational bound morphemes.
TARUNG straight
KAtarung Dikit-sugud
righteousness Prefix
PUTLI pure
KAputli purity
Ngalan-pulung NAG- SANINÀ dress Dikit-sugud
Ngadtu sa NAGsaninà dress up Prefix
Pulung-diwà
Noun to Verb MAG- MAGsaninà Dikit-sugud
will dress up Prefix
Dagway-ngalan PUTI white Dikit-sugud
Ngadtu sa NAputi whitened Prefix
Pulung-diwa MAputi will whiten
Adjective to Verb SUBÛ sad Dikit-sugud
NAGMAsuLun-UN Dikit-sulud ug Dikit-
fretted tapus
Prefix,Infix and Suffix
MAGMAsuLub-UN Dikit-sugud
will fret Dikit-sulud ug Dikit-
tapus
Prefix,Infix and Suffix
Ang mga Sugbu-anun nga Binisayà nga mga tipik-pulung nga bu-lag, makabarúg nga
usá marka unud pulung. Ki-ní na mga marka unud-pulung (tipik pulung) nagpahayag sa gitawág
sa mga linggwista ug RILATIBASAYUN nga nilakip ni-ini nga mga prusisu:
The Cebuano Visayan particles which are separate, each can stand as a word, are
content-word markers (particles) express what linguists call RELATIVIZATION which involves the
following processes:
3. Ang mga pag-ilá sa kasagaran nga mga hulma sa mudipikasyun nga nagpakità nga silà
mga sangputanan rilatibasasyun;
The identificaction of modification structures revealing them as results of relativization;
Sa mga hulma mudipikasyun, nga nahulma sa ulu-pulung ug iya nga tighulagway, tipik-
pulung NGA gigamit nga marka ulu-pulung ug marka apusitibu.
In modification structures, which are formed by a head-word and its modifier, the
particle NGA is used as head-word marker and appositive marker.
Tighulagway/apusitibu
modifier/appositive
Sa mga hulma rilatibisasyun tali sa pulung-diwà ug iya nga ubhitu ang tipik-
pulung UG gigamit nga marka ubhitu ug marka dagway diwà.
In relativation structures between a verb and its object, the particle UG is used as an
object marker and an adverb marker.
pulung-diwà
verb
tipik-pulung
particle
pang-ihàp
counter
tipik-pulung
particle
Ang tanan nga mga ngalan sa mga tawu gigamitan ug mga tipik-pulung, Ang
tipik-pulung SI gigamit sa usa ka ngalan-tawu nga daghan.
All person’s names are used with particles. The particle SI is used with a singular
person’s name. The particles SILA NI are used with plural person’s names.
mga ngalan-tawu
person’s names
MGA: Marka Gidaghanun
MGA: Plurality Marker
(counter marker)
tinagsa nga mga
ngalan tuwaw
singular nouns
marka dinaghan
plurality marker
Pinasikad sa sulud-murpima, ang mga purma linguistika mahimù ug: bugtung, tiningub,
sinagul.
NI + KA NIKA-
PRACTICE
PAGBANSAY SA MORPULUHIYA
Kumplitu kining talad sa mga gawasnun’g murpima. Gihimu ang isip 1 alang nimu.
PERFORMANCE
Ilha ang matang sa matag pulung sa matag tudling sa mubung sulay-say pinasubay sa
bahin sa pamulung: ngalan-pulung, hulip-ngalan, pulung-diwà, pulung-ilá, dugtung-
pulung, tuwáw-pulung, bahin-pulung, tipik-pulung.
Identify the type of every word in each sentence in this short essay according to parts of speech:
noun, pronoun, verb, adjective, adverb, article, conjunction, interjection, preposition, particle.
REFERENCES:
LESSON IV: Mother-Tongue Curriculum Guide: Grade Level Standards and Domain
• developed any kind of brief instructional plan following the Grade Level Standards for
KINDERGARTEN (CLO3) .
PREPARATION
Directions: Write Agree if you think the statement is correct; otherwise write
Disagree.
_______________ 1. Literacy development depends on the development of oral language.
_____________ 2 Brain development research shows that reading aloud to children every day
decreases their brain's capacity for language literacy skills
_______________ 3. Phonological awareness is a broad term that includes phonemic awareness.
_______________ 4. Word recognition must be accurate.
_______________ 5. Reading is getting meaning from and giving meaning to the written symbols.
______________6. Literacy development depends on the development of written language.
______________7. Comprehending Informational text locate information from expository texts and
use this information for discussion or written production.
______________8. Reading is getting meaning from and giving meaning to the printed lines.
______________9. Alphabet knowledge paves the way for phonics and word recognition.
________________10. Oral language refers to one’s knowledge and use of the structure, meanings
and uses of the language.
PRESENTATION
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Grade 3
The learner demonstrates communication skills
in talking about variety of topics using
expanding vocabulary and phrases, shows
understanding of spoken language in different
contexts using both verbal and non-verbal
cues, vocabulary and language structures,
cultural aspects of the language, reads and
writes literary and informational texts.
https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf
Each grade level has to develop the learner to demonstrate knowledge and skills
independently and in meaningful contexts. These knowledge and skills are reflected in
the domains of literacy in the K to 12 by which Mother Tongue belongs and verbalized
in the content and performance standards in the teaching of MT from grades one to
three. These standards are non-negotiable. The domains are stated below.
1. Oral Language
2. Phonological Awareness
3. Book and Print Orientation
4. Alphabet Knowledge
5. Word Recognition
6. Fluency
7. Spelling
8. Handwriting
9. Composing
10. Grammar Awareness
11.Vocabulary
12. Reading Comprehension
12.1 Activating Schema/Prior Knowledge
12.2 Comprehension Strategies
12.3 Comprehension of Literary Texts
12.4 Comprehension of Informational Texts
13. Attitude Toward Language
14. Study Skills
Reading
Development among
the Beginning Domains of Literacy
PRACTICE
Learners
Domains of literacy during the emergent literacy stage
Having a sense of being a reader and developing individual choices of and tastes for texts to
read for various purposes such as for learning or for pleasure.
Brain development research shows that reading aloud to children every day
• increases their brain's capacity for language literacy skills and
• is the most important thing that one can do to prepare them for learning to read
Oral language refers to one’s knowledge and use of the structure, meanings and uses of
the language.
• Literacy development depends on the development of oral language (in the language of
literacy).
• One cannot be successful in learning to read (and write) in a language that he does not
understand.
➢ Phonological Awareness involves work with rhymes, syllables, onsets and rimes.
➢ Phonemic awareness is the ability to notice, think about and work with the individual
sounds in spoken words.
Syllable detection
• Ipalakpak ang mga pantig sa iyong pangalan:
Halimbawa: Margarita Mar-ga-ri-ta
• Ipalakpak ang mga pantig sa sasabihin kong salita: mata butiki
Phonemic awareness
refers to knowing and being acquainted with books and how print works.
• identifying the parts of a book: front and back cover, and its pages.
• knowing that a book has an author and illustrator and telling what they do.
• holding the book right side up.
• flipping the pages of the book sequentially, one page at a time
• knowing where a story begins.
• tracking the story line from left to right and from top to bottom while the story is being
read to them.
• making the correct return sweep.
• consistently looking at the left page first before looking at the right page.
• realizing that the message of most books is in the print and not the pictures.
• making one to one correspondence between written and spoken words
• telling that print in the form of words corresponds to speech.
The ability to recognize, name, and sound out all the upper and lower case letters of the
alphabet.
Each letter of the alphabet
• has a name
• has an upper and a lower case
• is written in a certain way
• has a distinct sound
Alphabet knowledge paves the way for phonics and word recognition.
Domain 6: Handwriting
Beginning Literacy in L1
Domain 8: Spelling
being able to convert oral language sounds into printed language symbols
• During the early years grammar awareness is taught indirectly through oral activities.
• Explicit teaching of grammatical structures
• Games and contests for encouraging use of grammatical structures
• The story read during the storyreading serves as the springboard in teaching a grammar
lesson.
being able to formulate ideas into sentences or longer texts and represent them in the
conventional orthographic patterns of written language
The ability to read orally with speed, accuracy and proper expression
Fluency
• Accuracy
• Automaticity
• Proper Expression
• Word recognition must be accurate, rapid and require little conscious attention so that
attention can be directed to the comprehension process
• One reason students may not comprehend text is thatthey are spending all their
attention and energy on figuring out the words.
Knowledge of words and their meanings in both oral and print representations
Teaching Vocabulary
Fluency
COMPREHENSION
Vocabulary
Comprehension Skills
Use of context and prior knowledge: activating prior knowledge conceptually related to text and
establishing a purpose for reading.
Comprehension Strategies: being self-aware as they discuss and analyze text to create new
meanings and modify old knowledge.
Comprehending Literary text respond to literary text through the appreciation of literary devices
and an understanding of story grammar.
Comprehending Informational text locate information from expository texts and use this
information for discussion or written production.
▪ Reading is getting meaning from and giving meaning to the printed symbols.
• If you are able to decode the words but you do not get meaning from them, do you
“read”?
Were you able to decode the words?
Were you able to understand the words?
the dialogue? the story?
Did you “read”?
A general term for techniques and strategies that help a person read or listen for specific
purposes with the intent to remember.
PRACTICE
Identify the core language arts skill and domain of literacy where the activities in teaching
Mother Tongue belong.
PERFORMANCE
Make a brief instructional plan in Mother Tongue following the standards and domains
for kindergarten and highlight also the instructional materials that you will use.
REFERENCES:
Alcudia, F. F. et al. (2016). Mother Tongue: for Teaching and Learning. Metro
Manila: Lorimar Publishing, Inc.
https://www.teacherph.com/kindergarten-curriculum-guide/
https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-
CG.pdf
Prepared by: