Mother Tongue-Based

Multilingual Education
(MTB-MLE)
Teachers Guide

Sinugbuanong Binisaya

1
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teachers Guide
(Unit 1- Week 3 & 4)

Sinugbuanong Binisaya

This instructional material was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and
other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.

Department of Education
Republic of the Philippines

Mother Tongue Based Multilingual Education Grade 1

Teachers Guide: Sinugbuanong Binisaya
First Edition, 2013

ISBN: 978-971-9981-79-4
Republic Act 8293, section 176 indicates that: No copyright shall subsist in
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exploitation of such work for profit. Such agency or office may among other things,
impose as a condition the payment of royalties.
The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz

Development Team of the Teachers Guide

Authors: Nena V. Mioza, Gea Catalan Alonso, Caren S. Selgas, Virginia
S. Cayon, Jennifer O. Artiaga, Ritchie C. Barrera, Ninie del Rosario and
Jocelyn Conta
Consultant: Rosalina J. Villaneza
Editors: Atty. Manuel Lino Faelnar, Dr Romeo Macan, Mrs. Aida Zafra and
Mr. Jes B. Tirol
Graphic Artists: Jason Villena, Jayson R. Gaduena, Bienvenido Saldua
and Erich David Garcia
Layout Artist: Aileen Nacario Ilagan

Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
2nd Floor Dorm G, PSC Complex, Meralco Avenue.
Pasig City, Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
imcsetd@yahoo.com

Weeks33and
and44
Weeks
I.

Objectives:
At the end of the week, the pupils are expected to:
1. Talk about the pictures presented in relation to personal experiences
2. Listen and respond to others
3. Give pairs of rhyming words found in nursery rhymes, songs, jingles and
chants
4. Give/produce the beginning sounds of letters in a given word
5. Identify differences between letters and differentiate letters from words.
6. Give the letters that begins with the name of the given picture/object
7. Identify specific letter/s in the alphabet, both upper and lower case.
8. Show relationship between sounds and written symbols
9. Match words with pictures and objects.
10. Give the sounds of the specific letter/s in the alphabet
11. Blend specific letters to form syllable/ words
12. Write upper case and lower case letters in print using proper proportion.
13. Write syllables and words using letters Mm/Aa/Tt
14. Use culturally appropriate courteous expressions in different situations.
15. Develop and use vocabulary of words that begin with the target letters.
16. Predict what the story is about based on personal experiences.
17. Confirm predictions after listening to a story.
18. Relate events in the story to personal experiences.
19. Recall important details in:
20. Listening stories
21. Shared reading stories
22. Experience stories
23. Childrens stories listened to.
24. Answer literal level questions to literary text read listened to.
25. Recall important details in:
26. Listening stories
27. Shared reading stories
28. Experience stories
29. Childrens stories listened to.
30. Answer literal level questions related to informational text listened to.
31. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.

I.

Subject Matter
A. Topics
1. Oral Language
Listening attentively to story/song heard and talk about pictures.
2. Book and Print knowledge
Tracking the text in the correct order.
3.

Alphabet Knowledge
Familiarizing with L1 alphabet

4. Word Recognition
Identifying or producing the sound of letter names Ma/Aa/Tt
5. Handwriting
1

a. Writing a comfortable and efficient pencil grip

b. Writing upper and lower case letter Mm/Aa/Tt
6. Grammar Awareness
Identifying names of animals/things
7. Vocabulary Development
Giving the meaning of words presented through pictures or
demonstration.
8. Reading Comprehension
Asking and answering simple questions from the story/song/poem
B. Reference
K-12 Curriculum Guide
C. Materials
picture of a farm with animals, listening story, chart, song, picture poem,
picture puzzle, realia, work trays, letter and syllable cards, riddle
D. Value
Appreciation of the things around
E. Theme: My Family and I - Things I enjoy and people I like.
Example: food, fruits, vegetables, games, toys, friends
II.

Procedure

DAY 1
1. Singing the L1 alphabet previously learned
2. Unlocking of Difficulties

napikot
Unlock the difficult word through picture.
3. Activating prior knowledge
Nakasulay na ba mong napakong?
4. Motive Questions
Ask: Unsay nahitabo nga napikot man ang mata ni Tata?

5. Listening Story
The teacher reads a story to the whole class in a lively and interesting
manner then stops once in a while to ask questions.

Ang Mata ni Tata

Sinulat ni Nena V. Mioza
Gihan-ay ni Ninie C. Del Rosario
Adunay usa ka bata nga ginganlan og Tata. Nagpuyo siya sa
barangay Taya.
Usa ka buntag sa iyang pagmata, iyang nadunggan ang
kalangas sa iyang silingan. Nidalagan siya padulong sa plasa
nga walay limpyo ang mga mata. Uy Tata tawag sa iyang
mama. Milingi si Tata ug napakong sa lamesa. Ayay, ayay
siyagit ni Tata. Giduol dayon siya sa iyang Mama. Naunsa
ka, Tata? pangutana sa iyang Mama. Sakit kaayo ang
akong mata, tubag ni Tata, dungan og trapo sa sinina sa
iyang mata. Gitan-aw ni Mama ang iyang mata. Hala ka,
napikot naman ang imong mga mata. Sa sunod gani, magamping ka,pahimangno ni Mama.

After reading the story, the teacher asks the pupils to answer some
questions.
a. Diin nahitabo ang istorya ni Tata?
b. Unsa may nahitabo kang Tata usa ka adlaw niana?
c. Ngano mang napikot ang mata ni Tata?
d. Kon kamo si Tata,unsay angayan nimong buhaton sayo sa buntag?
6. Engagement Activity
Show and tell
a. The teacher places a magic bag containing pictures of things/animals
which name begins with letter Mm.
b. A pupil picks a picture, show it to his/her classmates and ask
somebody to tell its name and talk something about it.

DAY 2
1. Singing the L1 Alphabet song (for letter familiarization)
2. Review ( Q and A activity)
a. Recall the story listened to yesterday by asking questions.
b. Have the pupils tell the names of animals/ things mentioned in the
story that begins with the sound of m (/m/).
c. The teacher shows the key picture. She lets pupils identify the picture.

Key picture

mata

Key word

Syllablebox

ma

3. Teach the letter name and sound of Mm

a. Using the pictures, the teacher says the sound of Mm and the children
follow.
Say: What other names of things begin with letter Mm?
b. Show a chart with word having letter Mm.
Box the letter Mm that you can find in every word.
4. Writing letter Mm
a. Say: This is the big letter M. (Teacher demonstrate how big letter M is
written with counting). Do this three times.
b. Let the pupils do it by writing on air, desk and at the back of their
classmate and palm.
c. Say: This is small letter m. (Teacher demonstrates how small letter m
is written with counting). Do this three times.
d. Let the pupils do it by writing on air, at the back of their classmate and
palm.
5. Writing Exercises
a. Guided Practice
Connecting Dots (as one group in a class)
Connect the dots to form the big and small letter Mm following the
correct stroke with counting. If a teacher has big class size, she can
call 3 pupils at a time and have them do the writing of big and small
letter Mm with counting at the same time.
b. Independent Practice
Tracing letter Mm by the pupils
This will be done individually using activity worksheet.

DAY 3
1. Review/Recall
a. Review of the previous story ( Ang Mata ni Tata)
Ask: Where did the story happen?
Where does Tata live?
b. Review of past lesson letter Mm. Show pictures that begin with the
letter Mm and let pupils identify them. Say: In what letter does the
name begin?
c. Produce the sound and write the letter (Mm) on the board.

2. Introducing Letter Aa, /a/

a. Presenting new set of pictures.

atis

apa

abokado

atsal

adlaw

abaga

b. Teacher names the picture one by one.(Giving emphasis on the

beginning sound of the picture name)
5

This is a picture of an /aaa/atis.

This is a picture of an /aaa/ abokado.
.adlaw
.apa
atsal
abaga
c. Recognizing the letter sound of /a/.
What sound do you hear at the beginning of the picture name?
The teacher produces the /a/ sound as the pupils listen.
Give the sound /a/ three times.
d. Recognizing Letter name Aa.
Show a flashcard with letter Aa made of sand paper.
This is Mama A and Baby a. It gives the sound /a/.
Produce the sound three times.

DAY 4
1. Review of past lesson letter Mm and /m/ (sound m); Aa and /a/
Writing Letter Aa
a. This is how we write Mama A and Baby a. (Teacher traces the letter in
the flashcard using the forefinger.)
b. Call volunteer pupil/s to trace the sand paper with a finger as he/she
gives its sound.
2. Write Mama A and Baby a on the air, on the palm, on their classmates
back, or on the desk. (Encourage pupils to count along with the number of
strokes as they write letter Aa. A has 3 strokes, a has 2 strokes)
Activities
a. Letter Box

b. Trace big and small Aa on the given space. (Broken line must be
provided for pupils to trace the letter on.

c. Connect the picture with letter Aa, if it begins with the /a/(sound) (The
pictures in the boxes are the following: adlaw, atis, abokado, mata,
apa, mais

d. Look at the set of letters. Circle letter with /a/ (sound)

m

DAY 5
1. Review on the two letters previously learned. (Mm and Aa)
Primer Track: Using the Big box
m
a

a
m

mama

word breaking and making

mama
ma
m

m
ma
mama
Words and sentences forspelling and
handwriting practice

Si mama

Note: Si is a sight word. It must be taught as whole word.

DAY 6
Introducing Letter Tt
1. Review of two learned letters. Ring the beginning letter of the following
pictures. Listen as the teacher says the name of the picture.

2. Present new sets of pictures. (Pictures that begins with Tt) Here are some
pictures, can you name them? Can you tell something about the pictures?

tasa

talong

tuhod

tudlo

tawo

3. Recognizing the letter name Tt and /t/ (sound)

a. What sound do you hear at the beginning of the picture name?
b. The teacher produces the /t/ sound as the pupils listen.
c. Give the (sound) /t/ three times.
4. Recognizing Letter name Tt.
a. Show flashcards of Big letter T and small letter t made of sand paper.
b. This is Mama T and Baby t. It gives the sound /t/.
c. Produce the sound three times.
5. Writing Letter Tt.
a. This is how we write Mama T and Baby t. (Teacher trace the letter in
the flashcard using the finger.)
b. Call volunteer pupil/s to trace the sand paper with a finger as he/she
gives its sound.
6. Write Mama T and Baby t on the air, on the palm, on their classmates
back, or on the desk. (Encourage pupils to count the number of stroke as
they write letter Ii.)
Activities
1. Introducing a song: (create your own tune to suit the lyrics)
a. Unsay sugod nga tingog ang inyong nadungog?
b. Unsay sugod nga tingog ang inyong nadungog?
c. Nga inyong nadungog sa talong talong?
/t/ ang sugod nga tingog ang nadungog.
/t/ ang sugod nga tingog sa
talong
tasa
... tuhod
9

tudlo
... tiil
Mystery Box
Put letter blocks or letter cards inside the box. (Teacher says the sound
and pupils pick out the letter with the same sound as the teacher
produced.)

DAY 7
1. Teach the primer lesson on Tt
Key picture and Key word

mata
mata
ta
t

t
ta
mata

a. Teacher says the picture name one at a time by producing the

initial sound of each. Say the word three times.
This is a picture of a /ttt/talong
This is a picture of a/ttt/tasa
This is a picture of a/ttt/tuhod
b. Ask: What sound do you hear at the beginning of each picture?
Teacher produces the letter sound again and again as pupils
follow.
c. Present sets of picture on the board. Which among the pictures
begins with /t/, listen as the teacher says the name of the picture?
Check the picture that begins with ,/t/
d. Present flashcards with letter Tt as a symbol of the sound, /t/. The
letter is made of cartolina. Say, Class this is the letter sound like
/ttt/ (Produce the sound 3x)
The letter name is /Tt. This is big T and here is small t.
Can you point where big /T/ and small t is?
e. Tracing Letter: Trace the letter Tt made of and paper on the
flashcard.
f.

Can you write Big T and small t?

g. Practice writing on the paper the letter name big T and small t.

10

DAY 8
1. Big Box for word building

2. Using

the

Mama, Tata, ata, mata,

Primer

Track

Tata
Sentence making word

Mama ni Tata.
Tata

t
Sentence breaking and making for

Mama
spelling and handwriting practice
Mama ni Tata

3. Practice Writing Tt

DAY 9
1. Review of Learned Letters (m, a, t)
Activities
a. Give the sound of the letter on a letter card. (Teacher shows the card
m,a,t then the pupils give each sound.
11

b. Writing the letter m, a, t on the board.

c. Let the pupils name the picture and give the beginning sound.
(Pictures begins with m, a, t)
d. Connect the picture with its beginning sound.
Ex.

e. Game
Guessing Game/Riddles
f.

Work Trays
Teacher prepares several set of trays with letter card of m, a, and t.
Place pictures that begin with the letters learned (at least 3 pictures).
Call pupils to volunteer to work on. Encourage pupils to give the sound
and place the pictures beside the letter card.
Ex.

m
a
t

g. Write Big and small letter (Mm, Aa, Tt)

12

DAY 10
1. Singing the L1 Alphabet song (for letter familiarization)
2. Review Exercises
Pair the Flashcard Game
a. Each of the boys will be given one of the big letters M, A and T.
b. Each of the girls will be given one of the small letters m, a and t.
c. At the count of 10, they will find their pair. ( Big and Small Letter)
d. The teacher asks each pair to name the letter they are holding and to
give the sound.
3. Concept Development
a.
Picture Puzzle
Group the pupils into 5. In 3 minutes form the picture.
Ask: What is shown in the picture that you formed?
Do you eat this at home?
The teacher writes the name of Mata on the board.
What are the 3 letters of the word?
b.

Whats the Word?

The teacher will show pictures to the pupils. Opposite the picture is its
incomplete name. Give the beginning letter of each picture. Pupils
may choose from letters Mm, Aa, or Tt.

Ask:

In what letter does each word begin?

Give the sound of the letter.

13

c.

Work Trays
Teacher prepares several sets of trays with letter card of Mm, Aa
and Tt.
Say: Pick one realia from the table. Show it to your classmates.
Say the name of the object, the beginning letter and sound. Drop
the picture to the right work tray.
Ex. mata, mais, manok ,garapon, iba, garangan, unlan ,etc.

14

For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,
Curriculum Development Division
2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 638-4799 or 637-4347
E-mail Address: bee-deped@pldtdsl.net,
bee_director@yahoo.com

ISBN: 978-971-9981-79-4