Different strategies and

techniques in teaching
Mother Tongue

MTB-MLE
 Reporters:
• Bautista, Vina • Lopez, Bea
• Bernales, Riella • Nicolabo, Jaynysikx
• Catampatan, Angel • San Pablo, Jharian
• Doroteo, Maurine • Vallo, Frency
• Gile, Honelyn
 Objective:
• Recognize and recall different strategies
and techniques in teaching.
 Introduction
The two end goals of Mother Tongue-
Based Multilingual Education are lifelong
learning and communicative competence.
With the utilization of this native language
which language is familiar to the learners,
these goal appear to be achievable.
 Introduction
However, some teachers who have
been assigned to teach the mother tongue
are hesitant to handle the subject because
they lack the confidence due to their
incompetence in the language as well as
the dearth of trainings in the use of the
language.
 Introduction
In teaching the mother tongue, the
initial focus from Grade 1 to 3 is the
development of literacy and numeracy
skills and the learning concepts about the
language, skills and competence which will
later be transferred in the learning of the
second language (Filipino and English).
 Introduction
As learning progresses, these macro
skills- listening, speaking, reading, writing,
and reviewing spiral across grade levels
and across languages. The ultimate goal is
both oral and written discourse in the three
languages. (Enclosure No. 1 to DepEd
Order No. 31, s. 2012)
 Strategies in Teaching Different Learning
Areas with the Integration of the Macro Skills.

1. Listening and Speaking Strategies

2. Reading Strategies

3. Writing Activities
 1. Listening and Speaking
Strategies

These activities develop the listening and

speaking abilities of the learners as these
strengthen phonological awareness. and
phonemic
 Phonological Awareness
Is the ability of the learner to
manipulate sounds and words, or "play"
with sounds and words.

This skill includes recognizing

rhyming words, blending of sounds, and
syllabication.
 Phonemic Awareness
Is focused on the ability to hear and identify sounds in
particular words.
To focus attention and further sustain the interest of
learners, integration of listening and speaking can be applied in
activities that draw out kinaesthetic responses.
These require physical and mental alertness from the
learners to perform the necessary movements assigned by the
teacher as she tells the story.
These responses can be nodding of the head, clapping,
stomping, or saying aloud a particular word or phrase
Poetry and rhyme exercises can make
learners easily memorize the poem. They
can also associate words when they hear
with their own vocabulary which will
activate prior knowledge and therefore
develop their ability to discriminate letter
sounds. One activity for this strategy is
"Planted Words."
 The Total Physical Response
strategy can also be employed where the
teacher gives directions which the learners
act out. This activity develops the listening
and acting skills of the learners.
 2. Reading Strategies
"Color-coded reading" can be employed to assess
reading readiness.

The teacher prepares a paragraph with

sentences that are written or highlighted in different
colors. Then that teacher groups the class and
assigns a particular color similar to the colors in the
paragraph to identify each group.
 Each group is made to read the lines
whose color is similar to the color
assigned to them. In this way, learners are
focused on their lines and as they read,
the teacher can gauge their difficulty in
pronunciation, syllabication, and phrasing.
This activity also enhances participation of
the learners.
 ➤ Interpretative/ Dramatic Reading

Hones learners' skill to express

themselves orally. With this, learners are
given the chance to speak with proper
phrasing, correct pronunciation, correct
stress and intonation.
It is also effective to non-speakers of the
language because as they listen to their
classmates deliver their lines, these non-
speakers would be swayed and moved by
the performance of their classmates. This
can eventually persuade them to learn to
speak and enjoy language.
 Routine Activities
Indirectly perform a big role in teaching and
learning the language. Prayers and greetings,
similar to the reminders and sayings posted on the
walls form a part of the routine of learners. These
are regularly read during or before the class ends.
These also reserve as visual aids and reading
corner materials for other learning areas.
 3. Writing Activities
Writing activities are also facilitated with the use of
instructional materials. One of these is the interactive
board.

Activities in a writing class can provide effective

interaction among learners. Activities like writing the
alphabet on air, on the back of the seatmates, or
illustrating answers or spelling of the words with body
movements.
• For viewing, the teacher develops materials
for viewing activities like hand and/or stick
puppets and pictures for storytelling.

• In science, there are other strategies and

materials that can be utilized to develop the
learners' understanding of concept. Two of
these are the "Fishing" and "Farming".
 PLANNING AND
EXECUTING A LESSON
IN THE MOTHER
TONGUE.
 The Lesson Plan
The plan for a lesson in the mother tongue has the following parts:

A. Objectives

B. Content/subject matter

C. Materials

D. The procedure/process

E. Assessment
 It has the following steps as suggested by Corpuz
(2013):

1. Preliminary Activities The lesson starts with

a prayer said in the MT followed by the
greetings in the same language. Afterwards,
initiatory activities are done to set mode for
learning. Some of these are:
a. Poetry Reading
b. Action Song
c. Short Story Reading
d. Vocabulary Building
 2. Lesson Presentation
a. Unlocking of Difficult Words
This part of the lesson prepares pupils for comprehension. The teacher
provides examples in sentences, as well as synonyms and antonyms. This is
also done throgh the aid of puzzles, jumbled letters, word hunt and pictures.

b. Reading of the Story

Initial reading is done by the teacher for modelling. This is followed by group
reading, then individual reading.

c. Comprehension Questions

These are the questions that focus on the learners' ability to answer the WH
questions. It is also a way of checking what the pupils did not understand
which can be a basis for the teacher to further expound and reiterate what
was discussed.
1) Cabbage Peel

2) The Interactive Board

3) Worksheets
d. Own Examples

Examples are elicited from where the pupils are. These may
come from their home environment, school, and other personal
experiences and observations.

e. Boardwork / Drills

The integration of oral and written activities will strengthen the

learners' communication skills.

f. Integration of Values

One way to integrate valuing in the lesson is with the use of

metacards. This illustrates that values are not only taught, they are
also caught. These cards maybe in the form of smileys, thumbs
up/down, or small red or blue square cards.
 3. Summary

This part of the lesson captures the

understanding of the lesson by the
learners.
 4. Assessment
Some suggested activities for this part of the lesson
is the story map and sequencing.

a. Story Map

In a diagram, the story is retold by the learners. The

diagram is drawn on the board, and beside it is a pool of
pictures. The teacher then asks questions and the
learners choose a picture from the pool of pictures to
answer.
b. Sequencing

The teacher prepares in simple sentences

the sequence of the events in the story.
These are written on strips of Manila Paper
and are distributed to several learners. The
learners will determine the correct order of
the sentences based on the story.
 5. Assignment
The assignments serves as a challenge to the learner to
do independent learning. Specifically, the assignment is given
for three reasons:

a. To enrich the lesson

b. To achieve mastery

c. To prepare for the next lesson

 Reference:
• Strategies in Teaching The Mother Tongue | PDF | Re
ading Comprehension | Learning (scribd.com)