Republic of the Philippines

Commission on Higher Education

DARAGA COMMUNITY COLLEGE
Salvacion, Daraga, Albay

PORTFOLIO
IN
MOTHER
TONGUE
TABLE OF CONTENTS:
Title………………………………………………………………………………1
Acknowledgement…………………………………………………………….3
List of Report…………………………………………………………………..4
Instructional Planning Cycle……………………………………………….5
Instructional Planning Models of Mother Tongue……………………..6
Developing Instructional Plans for Mother Tongue……………………7
The Macro Skills of Communication……………………………………..23
Teaching for Meaning and Accuracy……………………………………..28
References………………………………………………………………………34
Members………………………………………………………………………...35

ACKNOWLEDGEMENT:
 It is always a great relief when you are done with something you have been
working on for a long time. It is the same when completing final project. Unlike
other assignments, a portfolio is a compilation that is successfully completed with
the mental and moral guidance of mentors, principal, family, classmates, and
friends.
This portfolio wouldn't be complete without acknowledging those people
behind this. It is a pleasure to thank those who made this possible and who
supported us in any respect during the completion of this portfolio.
First and foremost, we would like to convey our heartfelt gratitude to our
teacher for her dedication in teaching Mother Tongue subject to us. Her tremendous
support and being an active and effective teacher.
Secondly, to our family for their encouragement and inspiring words, moral
and financial support and for making this portfolio worthy.
Third, is to our members in this portfolio. For your help in building idea and
despite of distance you thoroughly send the information that we need to complete
this portfolio. For sharing your laughter and fun as we all go along our field of
endeavor.
And especially, we would like to thank God Almighty for giving us the
strength and guidance to make the right decision every day.

LIST OF REPORTS:
●Instructional Planning Cycle
●Instructional Planning Models for Mother
Tongue
●Developing Instructional Plans for Mother
Tongue
●The Macro Skills of Communication
●Teaching for Meaning and Accuracy
 INSTRUCTIONAL
PLANNING
CYCLE
Jeffry M. Pamplona

INSTRUCTIONAL
PLANNING
 is the ability of teacher to visualize and forecast into the future of
what, why and how of the teaching learning process.

IMPORTANCE OF INSTRUCTIONAL PLANNING

-Provides for logical sequencing and pacing lessons
-Economizes cost- time and energy
-Provides for a variety of instructional objectives
-Creates the opportunity for higher level of questioning
-Guides teachers
-Provides direction to the teachers
-Correlates instructional events
-Develop a sequence of well-organized learning experiences
-Present a comprehensive, integrated and meaningful content at an
appropriate level
-Prepares pupils/students for the day's activities

COMPONENTS OF INSTRUCTIONAL PLANNING

-The teacher's attitudes, beliefs, orientations and teacher's social
background
-The pupils/student's age, background, knowledge, motivational level of
interest.
-The type of content that influences the planning process, textbook and
other instructional materials.
-The learning content which is characterized by the subject matter
guidelines
-Materials resources which include equipment/ tools for teaching
-Time frame which is considerable

PRINCIPLES OF INSTRUCTIONAL PLANNING

-To understand the rationale of the course in the context of the goals of the
educational institution
-To determine what content to incorporate into the course in relation the
set objectives
- To clarify thrusts of the course
-To decide on the reasonable time frame for the course
-To identify the important components of the lesson; see if they meet
-To determine the appropriate approach in view of the goals

TYPES OF INSTRUCTIONAL PLANNING

1. Course Plan- a long range teacher guide is usually called a map
or course of study
2. Unit Plan- reflects a long range goals and it means of organizing
various aspects of the course of the study and serve as a basis for
developing a set of related daily teaching plans and educational
activities.
3. Lesson Plan- a very important tool of a teacher.
 INSTRUCTIONAL
PLANNING
MODELS
OF
MOTHER
TONGUE
CHAN MARTINEZ

JOHN LOOYD CASINO

RODULLO ALJON REY NUNEZ

INSTRUCTIONAL PLANNING OF MOTHER

TONGUE
LESSON OBJECTIVES:
At the end at the lesson, students are expected to:
-recall the description and meaning of the principles that govern the teaching and
learning of Mother Tongue;
- relate the principles of teaching Mother Tongue to instructional planning:
-examine instructional planning models for their merits and applicability to one's
teaching and learning context; and
-observe Mother Tongue classes to determine and examined teaching strategies
employed by teachers/colleagues.

FOUR INSTRUCTIONAL MODEL

Instructional Model 1 Planning Mother Tongue-Based Education
Programs in Minority Language Communities (Malone, 2001)
1. Establish the learning outcomes for each subject in the program.
2. Establish the indicators for each subject in the program.
3. Develop instructional plan.
4. Develop assessment tools (portfolio teacher- administered oral
reading tests, final exams, and learner self-assessment.

INSTRUCTIONAL MODEL 2 FORWARD DESIGN

LANGUAGE TEACHING (RICHARDS 2001)
1. Choose a topic fora lesson.
2. Select a resource.
3. Choose instructional methods based on the resource and the
topic.
4. Choose questions/test type to

INSTRUCTIONAL MODEL 3 BACKWARD DESIGN

LANGUAGE TEACHING (WIGGINS AND
MCTIGHE)
1. Identify desired result.
2. Determine assessment evidence
3. Plan learning experiences and instruction.

INSTRUCTIONAL MODEL 4 TASK BASED

LANGUAGE TEACHING (RICHARDS, 2001)
1. Identify target tasks need analysis.
2. Design classroom tasks.
3. Apply TBLT methodology.
4. Identify language and other demands of the tasks.
5. Follow up language
INSTRUCTIONAL
PLANS
FOR
MOTHER
 TONGUE
JABES POTRACIO
JENNEL OPENA

LESSON 4 DEVELOPING INSTRUCTIONAL

PLANS FOR MOTHER TONGUE
INSTRUCTION
Lesson Objectives:
At the end of the lesson, students are expected to:
Unpack the students in the curriculum guide;
Determine the nature of competencies;
Identify topic or
content of instruction;
Select assessment
strategies; and
Plan learning
experiences.
Instructional Materials Needed: Mother Tongue Curriculum Guide

II. ANALYZE
Apparently, the curriculum guide serves as teachers' blueprint
for planning and designing the curriculum. It should not be taught
as is. It contains standards which are broad guidelines for student
achievement. It will be your job to interpret these standards using
unpacking strategies.
Unpacking means extracting the component knowledge and
skills required by a standard in order to understand the learning
expectations and can clearly articulate those expectations to
students and parents. Unpacking serves three purposes: (a) to
establish focus of standards and competencies, (b) to link
standards, competencies, and teaching, and (c) to contextualize
teaching.

Step 1. The first step in the figure involves analysis of the

standards. Standards articulate what a student should be able to
know, understand, and do by the end of the year, and they set
equitable benchmarks across classrooms and schools.

Read the discussion below on the various types of standards

stipulated in the curriculum guide.
CONTENT STANDARD
•Answer the questions, "what do students want to know, be able to
do, and understand?"
•Defines what students are expected to know (Knowledge: facts
and information), and what they should be able to do (process or
skills) with what they know
•The meanings or understanding that they construct or make as
they process the facts and information
PERFORMANCE STANDARD
•Answer the question, "what do we want students to do with their
learning or understanding?" and "how do we want them to use
their learning or understanding?"
•Defines the expected proficiency level •Products and/or
performances as evidence that students can transfer or use their
learning in real-life situations.

TYPES OF STANDARD
LEARNING AREA STANDARD:
(This defines the broad outcomes for MIB-MLE learning area.)
Example: Use Mother Tongue appropriately and effectively in
oral, visual, and written communication in a variety of situations
and for a variety of audiences, contexts, and purposes, including
learning of other content subjects and languages, demonstrate
appreciation of various forms of literacy genres, and take pride in
one's cultural heritage.
KEY STAGE STANDARD
(This defines the specific outcomes for key stages such as K-Grade
3, Grades 4-6, and Grades 7-10.)
Example: K-Grade3- by the end of Grade 3, students will enjoy
communicating on their first language on familiar topics for a
variety of purposes and audiences using basic vocabulary and
phrases read 11 texts with understanding, and create their own
stories and text in their 11.

GRADE LEVEL STANDARD:

(This defines the specific outcomes for the language domains in
each Grade level.)
Example: Kindergarten- the learner demonstrates skills and
strategies in phonemic awareness, alphabet knowledge, sound-
letter correspondences, decoding, vocabulary, and comprehension
as they enjoy listening and responding to a variety of texts in their
Mother Tongue.
Step 2. Examine the competencies by determining the target
language domain.

The five macro skills (reading, listening, speaking, writing, and

viewing) are further categorized into 12 domains in the MTB-MIF
curriculum

Oral Language (OL)

Phonological Awareness (PA)
Book and Print Knowledge (BPK)
Phonics and Word Recognition (PWR)
Fluency (F)
Composing (C)
Grammar Awareness (GA)
Vocabulary and Concept Development (VCD)
Listening Comprehension (LC) Reading Comprehension (RC)
Attitude towards Reading (ATR)
Study Skills (SS)
STEP 3: Determine the nature of competencies (Knowledge, Skills
and Values)
The target of competency maybe knowledge (conceptual and
factual understanding), skills (ability to perform or demonstrate
linguistic skills and activities), and values (appreciation for
language, development of right attitudes and dispositions).
Competency:
Talk about oneself and one's personal experiences (family, pet,
favorite food)
Language Domain:
Oral Language (OL)
Nature:
Skill

STEP 4: DETERMINE THE TOPIC OR CONTENT AND TIME

ALLOTMENT
The target competency contains specific topic or lesson. The first
column of the curriculum guide "Quarter/Week/Theme" provides
clue to the topic at hand.
Competency:
Talk about oneself and one's personal experiences (family, pet,
favorite food)
Language Domain:
Oral Language (OL)

Nature:
Skill
Topic:
Talking about oneself and other topics

The curriculum guide provides the minimum standard for the

Filipino learners. The time allotment in the first column of the
curriculum guide proper also serves as the minimum duration of
learning the topic. Our learners may acquire or develop the target
competency much ahead of the expected time.

STEP 5: SELECT ASSESSMENT STRATEGIES

The most important principle to remember when selecting
assessment strategies is constructive alignment. It is the coherence
among the learning outcomes, assessment, and learning
experiences in an educational program.
STEP 6: PLAN LEARNING EXPERIENCES.
MAKE SURE TO MATCH THE LEARNING ACTIVITIES
WITH LEARNING OUTCOMES
Target Competency:
•Recognize that printed text has meaning
•(Focus on Whole Language/Meaning)
•Recognize letters of the alphabet, tone marks, and other language
features (Focus on Parts of Language/Accuracy)

Learning Activities/Experience:
•Look at pictures of familiar scenes and say what they mean
•Take part in Shared Reading Activities.
•Use books independently, turn pages in correct order, pints to and
talks about picture

•Read short simple stories with picture

•Read/say the sound of letters in isolation
•Read/sound out short words in isolation.
•Write the letters of the alphabet
•Read and write own name correctly

THE
MACRO
SKILLS
OF
COMMUNICATION
ANNALYN VIBAR

JERALD NEGRETE
References:
According to Journal articles on the topic 'Macro-skills'
Knowledge in four macro-skills (i.e., listening, speaking, reading,
and writing) are needed by learners for effective communication.
The consistent search for improvement on these macro-skills helps
promote self-development, effective communication and success in
many different environments and context.

OBJECTIVES
Define different macro skills of communication
• Discuss the macro skills of communication

SLIDE 1: The macro skills of learning • The four macro skills of

communication are listening, talking, reading, and writing. This is
true for essentially any language.

SLIDE 2: MACRO SKILLS ARE LISTENING Active listening is

considered the most effective because the listener is not only
listening with interest but actively acknowledging listening by
brief responses.
SPEAKING
Speaking can be intimidating experience, even in your native
language, let alone when learning of a new language.

READING • children can learn to read by first learning ABCs and

sounding of letters to discover what sound they make .The
phonetic approach to reading using sound unit to figure out of the
words is arguably the best approach .
WRITING • Writing is perhaps the most complex of the
communication skills and takes the most time to master as with
any other skills

Slide 3:
Competitive competences Communicate language teaching
involves developing language proficiency through interactions
embedded in meaningful contexts.

LINGUISTIC
Understanding and using vocabulary language conversations
(grammar, punctuation and spelling Syntax (eg.sentence structure)

STRATEGIC
Having awareness of social rules of language non-verbal
behaviors, cultural references.

DISCOURSE
Understanding how ideas are connected through patterns of
organization, cohesive and transitional devices. Own knowledge
Based from our report we need to understand how macro skills are
important especially to children they need to understand different
macro skills for learning to enhance their self-confidence for
effective communication.

Own knowledge Based from our report we need to understand

how macro skills are important especially to children they need to
understand different macro skills for learning to enhance their self-
confidence for effective communication.
TEACHING
FOR
MEANING
AND
ACCURACY
APRIL NEO

ANGELA SALLAN
 JOHN DENCEL PERALTA

TEACHING FOR MEANING AND ACCURACY

SLIDE-1
Importance of meaning and accuracy
-meaning: focus on understanding concepts rather
than rote memorization.
ACCURACY: provide correct and reliable information to
students.
-by emphasizing both meaning and accuracy we
empower students to think critically and apply
knowledge affectively.

SLIDE 2: STRATEGIES FOR TEACHING MEANING

-a real -life examples: relate concepts to student
experiences to understanding.
-encourage questioning: promote curiosity to deepen
understanding and challenge assumptions.
-foster collaboration: engage students in discussions.

SLIDE-3 STRATEGIES FOR TEACHING AND

ACCURACY
-utilize reliable resources: encourage students to verify
information from credible sources.
-fact checking exercises: teach students how to verify
information independently.
-prompt critical analysis: encourage students to
scrutinize information using evidence and logical
reasoning.

SLIDE-4: BLENDING MEANING AND ACCURACY

- Scaffold learning: start with building a strong
foundation of accurate information and gradually
introduce complex ideas for deeper understand the
relevance and application of knowledge.
-incorporate critical thinking: engage students in
analyzing and evaluating information for both
meaning and accuracy.

SLIDE-5: ASSESSING MEANING AND ACCURACY

-design assessments that go beyond rote memorization
-assess student's ability to apply knowledge in real life
scenarios
- include opportunities for student to evaluate the
accuracy of information.

SLIDE-6: IMPLEMENTING TECHNOLOGY

- explore online data bases and resources.
- use educational apps and plat forms to engage
students in interactive learning experiences.
-leverage technology for collaborative activities and
discussions.

IMPORTANCE OF TEACHING FOR MEANING AND

ACCURACY
1. Understanding concepts: when teaching for
meaning, the focus is on helping students understand
the underlying concepts and principles rather than
just memorizing information.
2. Long term retention: when students understand the
meaning behind, what they learn, they are more
information for longer periods of time.
3. Higher order thinking skills: teaching for meaning
promotes higher order thinking skills such as analysis,
synthesis, and evaluation.

4. Avoiding misconceptions: teaching for accuracy help

to address and correct student misconceptions by
ensuring accurate and reliable information is provided,
teachers can prevent the propagation of false or
misleading ideas.
5. Promoting creativity: when students understand the
meaning and accuracy or the content, they are better
equipped to think critically and creatively this allows
them to explore alternative perspectives.

Teaching for Meaning and accuracy

Melone (2001) compared the three teaching methods
that are commonly used in the teaching language in
the early years this methods includes:

Part to whole
Whole to part
Balance methods
Part to Whole

A teaching methods which instruction begin with the

most basic unit of language learning and works up to
more complex of language learning

More attention is given to skill development through

drills and less attention is given to constructing
meaning through language
Whole to part
A teaching methods that emphasize the importance of
the learners understanding of context in which the
language used

This teaching methods emphasize the importance of

meaning construction in the learner use of his her
language

Balance methods
When you teach the language macro skills of listening
speaking reading writing and viewing you are
responsible for helping the learners build the
competence in using these macro skills meaning fully
and accurate

According to Malone a balance teaching method allows

learning to successfully learn language.
REFERENCES
https://www.globalpartnership.org/content/mother-tongue-
instruction
https://www23.statcan.gc.ca/imdb/p3Var.pl?
Function=DEC&Id=34023#:~:text=Definition,is%20the
%20second%20language%20learned.
https://unesdoc.unesco.org/ark:/48223/pf0000161121
https://documents1.worldbank.org/curated/en/
527021468104056444/pdf/
563290PUB0Box31guage0of0Instruction.pdf
https://files.eric.ed.gov/fulltext/EJ1178270.pdf
https://www.researchgate.net/topic/Mother-Tongue/
publications.

MEMBERS:
1.JEFFRY PAMPLONA
2.APRIL NEO
3.ANGELA
SALLAN
4.ALJON REY
RODULLO
5.JERALD NEGRETE
6.JOHN DENCEL PERALTA
7.CHRISTIAN MARTINEZ
8.ANALYN VIBAR
9.JABES PATRICIO
10.JENNEL OPEÑA
11.JOHN LLOYD CASIÑO