CHAPTER 7- TEACHING

METHODOLOGIES
CHAPTER 7. TEACHING METHODOLOGIES
I. TWO-TRACK APPROACH
A. THE MEANING TRACK
B. THE ACCURACY TRACK
II. TOTAL PHYSICAL RESPONSE
III. AUDI-LINGUAL METHOD
IV. LANGUAGE EXPERIENCE APPROACH
• 

•At the end of this chapter, you must be able to do the

following:
•1). Identify the specific method to teach Mother Tongue;
•2). Construct own lesson exemplar on one’s mother tongue;
•3). Online demo teaching
• 
 TWO- TRACK
MEANING- UNDERSTANDING THE
WHOLE TEXT
ACCURACY (LEARNING WORD
IDENTIFICATION)
FOUR ESSENTIAL COMPONENTS OF LANGUAGE EDUCATION

Emphasis on meaning (Focus Emphasis on accuracy (Focus

on whole texts) on parts of the language)
Listening Students listen in order to They recognize and distinguish
understand and respond to what sounds, syllables, words and
they hear. sentences.
Speaking They speak in order to They use correct vocabulary,
communicate their thoughts and pronunciation and grammar.
ideas to others.
Reading They read for enjoyment and to They recognize parts of words
understand and use new ideas (letters, syllables, tone marks,
and information etc.), sentences and paragraphs,
and can sound them out.
Writing They write in order to They form letters properly and
communicate their thoughts and neatly, spell words correctly, and
ideas. use correct grammar.
MEANING TRACK ACCURACY TRACK

Shared reading Picture and ket word

Experience story Big box

Listening story and Sentence making

library time
Creative writing Spelling and
handwriting
  
THE READING PLAN

THE READING PLAN, USED IN BOTH THE MEANING TRACK AND ACCURACY
TRACK, IS COMPOSED OF THE FOLLOWING SEQUENCE OF ACTIVITIES:

1. Teacher reads the entire text to the students. [If the students have already
learned the letters in the text, they read it together to the teacher.]

2. Teacher reads the text with all the students.

3. Teacher reads one part of the text with one or two student volunteers.
4. One or two student volunteers read part of the text by themselves.
5. Teacher and students read the entire text together.
IMPORTANT: In Steps 2 & 3, the teacher always reads with the students. Students should not listen to the
teacher read a sentence and then repeat it. (NO PARROTING)
 WHAT PART OF LESSON PLAN WILL YOUR
SEE THIS?
IV. PROCEDURES
BEFORE THE LESSON This part of the lesson plan will
PREPARATION
 
A. Reviewing previous lessos or
always remain
presenting the new lesson
B. Establishing a purpose for the lesson
(MOTIVATION)
C. Presenting examples/ instances of
the new lesson 

TEACHER ACTIVITY LEARNER’S ACTIVITY

DURING THE LESSON 1. The teacher will read the entire Learners will listen
D. Discussing new concepts and text to students
practicing new skills # 1
 WHAT PART OF LESSON PLAN WILL YOUR SEE THIS?

DURING THE LESSON TEACHER ACTIVITY LEARNER’S ACTIVITY

D. Discussing new 1. The teacher will read the entire text to students Learners will listen
concepts and practicing (WRITE THE TEXT HERE)
new skills # 1

E. Discussing new concepts 2. Teacher reads one part of the text with one or two -Read with the teacher
and practicing new skills #2 student volunteers.
(Teacher write the parts which you will read with the -Read the text with
learner/student) teacher/listen
3. One or two student volunteers read part of the text by
themselves.
4. Teacher and students read the entire text together. -Teacher and students read
IMPORTANT: In Steps 2 & 3, the teacher always the entire text together.
reads with the students. Students should not listen to
the teacher read a sentence and then repeat it. (NO
PARROTING)
 WHAT PART OF LESSON PLAN WILL YOUR SEE THIS?

DURING THE
DURING THE LESSON
LESSON TEACHER ACTIVITY
TEACHER ACTIVITY LEARNER’S ACTIVITY
LEARNER’S ACTIVITY
F. Developing
F. Developing Mastery
Mastery (Leads
(Leads II have
have here
here some
some words.words. Match or
Match or paste
paste itit with
with the
the same
same word
word in
in the
the
to Formative
to Formative Assessment
Assessment 3) 3) Match or
Match or paste
paste itit with
with the
the bigbook/poster story.
bigbook/poster story.
(MEANING TRACK)
(MEANING TRACK) same
same word
word in
in the
the
Select 44 words
Select words fromfrom the the bigbook/poster story.
bigbook/poster story.
story to
story to useuse for for the the
karayan bag Gabriel sapatos
Matching Word
Matching Word activity.
activity.
Write each
Write each word
word onon aa piece
piece Select 33 short
short sentences
sentences Match the
Match the sentences
sentences in
in the
the stripe
stripe of
of paper.
paper. Show
Show the
the
Select sentences that
that matches
matches in
in the
the story
story board.
board.
of paper
of paper soso the
the words
words are are from the
the story
story that
that you
you will
will sentences
from
the same
the same size
size as
as the
the words
words use forfor the
the “Hide-a-Word
“Hide-a-Word
use
in the
in the Big
Big Book
Book or or poster
poster activity. Have
Have aa straight
straight
activity.
story.
story. stick ready
ready to
to use
use as
as aa
stick Napan idiay karayan.
Select 33 short
Select short sentences
sentences pointer.
pointer.
from the
from the story
story that
that you
you will
will
use for
use for the
the “Hide-a-Word
“Hide-a-Word Inkarga na diay bado idiay bag
activity. Have
activity. Have aa straight
straight
stick ready
stick ready to to use
use as as aa Naragsak ni Gabriel ta nakadigos idiay
pointer.
pointer. karayan.
AFTER THE
AFTER THE LESSON
LESSON Leaners will
Leaners will read
read individually
individually
Evaluation
Evaluation
MEANING TRACK LESSON #1
(MINIMUM OF 40 MINUTES)
SHARED READING STORY, CREATIVE WRITING, LIBRARY TIME

•SHARED READING (20 minutes)

•Preparation (Do this before class begins.)
•If you are using a Big Book or Poster Story:
•Practice reading the story aloud 2-3 times so you can read it
fluently and with understanding.
•Select 4 words from the story to use for the Matching Word
activity. Write each word on a piece of paper so the words are the
same size as the words in the Big Book or poster story.
•Select 3 short sentences from the story that you will use for the
“Hide-a-Word activity. Have a straight stick ready to use as a
pointer.
 MEANING TRACK LESSON #1
(MINIMUM OF 40 MINUTES)
SHARED READING STORY, CREATIVE WRITING, LIBRARY TIME

•If you are using small books:

•Take out the small books. You should have enough to give one book to every 1 or 2 students.
•Practice reading the story aloud 2-3 times so you can read it fluently.
• Select 4 words from the story to use for the Matching Word activity and select 3 short sentences
from the story that you A Poster Story is a large sheet of paper with 4-5 short sentences and a picture
beside each sentence. The words and pictures should be large enough to read from about 3 meters away.
• If you are not able to develop enough Big Books, you can use small books instead. The small book lesson is
done the same way as the Big Book lesson except that each student or pair of students has their own
book. will use for the “Hide-a-Word activity. You will write these words and sentences on the
chalkboard.
• S&D Malone, 2011
1.Introduce the Shared Reading story
 1. INTRODUCE THE SHARED READING STORY

DURING THE LESSON TEACHER ACTIVITY LEARNER’S ACTIVITY

D. Discussing new Tatta nga aldaw basaen tayo ti Learners will listen
concepts and practicing maysa nga storya ti naadot nga
new skills # 1 ubing.
(Introduce the story topic but do not 1.Adda ba ti ammo you nga
show students the cover picture yet.
Ask them questions about people and nasadot?
events in their own lives to encourage 2. Apay nga makunan nga
them to think and talk about the story nasadot isuna?
topic.)

E. Discussing new concepts Tatta garud kitaen you ti ladawan

and practicing new skills #2 idiay rupa na ti storya tayo itatta.
Anya ti makuna you idiay ladawan? What I know What I want What I
Anya ngata ti storya na daytoy to know learned
nasadot nga ubing?
(K-W-L) Kasla ni Juan Apay nga
tamad. nasadot isuna?
Kasla ni manang
DURING THE LESSON TEACHER ACTIVITY LEARNER’S ACTIVITY
F. Developing Mastery (Leads Teacher will read the text LEARNERS MUST BE LISTENING AND PAYING
to Formative Assessment 3) slowly and clearly , moving ATTENTION
(MEANING TRACK) the pointer under the text
Show the students the picture as he/she reads
that goes with the first page of
(PASTE THE STORY HERE)
the text. Ask them to describe
the picture. Then say, “Let me
read this page to you.” Read
the text for that page, moving
the pointer smoothly under the
text as you read. 1. Apay nga makuna nga
As you are reading, stop 2 or 3 nasadot diay ubing? 1. Nasadot diay ubbing ta agay ayam lang ti ammo na.
times to ask, “What do you 2. Anya ti madi na nga Madi na tulungan ni mama na.
think will happen next?” aramiden? 2. Madin diay ubbing nga apan agala ti runo nga
Encourage students to share pangsungrod da. Madi na nga agluto.
their ideas freely (no incorrect
answers!)

AFTER THE LESSON Leaners will read individually

Evaluation
DURING THE LESSON TEACHER ACTIVITY LEARNER’S ACTIVITY
AFTER THE LESSON 1. Sino ti nasadot? ORAL RECITATION:
Evaluation 2. Ayanna ti balay diay 1. Ti nasadot nga ubing ket ni Dessa
When you have finished ubing? 2. Ti balay da ket idiay Kabayan.
reading the entire story, ask 3. Ayanna ti pag-alaan diay 3. Ti pag-alaan na ti pangsungrod ket idiay bakir.
the students some simple ubing ti pangsungrod da? 4. Apannak agala basta saan nga rabii.
comprehension questions 4. No sika diay ubing apan 5. Kaasi ni mama/ saan kami nga mangan etc.
(what? who? where? ka ba no ibaon daka ni
when?) and some higher mama iray maymaysam?
level questions like these: 5. Anya ti mapasamak no
“Why do you think that saan mo ammo nga
happened?” or “What would tumulong?
have happened if…?” or
What part of the story did
you like the best? What part Teacher reads again using the
didn’t you like? Why? pointer.
 3. Do the Matching Word activity.
Show the students the Matching Word cards that you prepared.
Then show them the Big Book (or Poster Story) sentence that has the same words
as the word cards. (See the gray “Preparation” box above.)
Call for volunteers for each Matching Word card. Volunteers take turns putting
their word cards under the matching words in the sentence. Invite a classmate to
help anyone that has trouble finding the correct matching words. When they
match the word correctly, read the word with them and everyone clap.
If you are using a small book, write the words on the chalkboard rather than on
cards. Show students one of the words you wrote on the chalkboard and tell them
to open their books to that page, hold up their books and point to the matching
word. Check that they are pointing to the correct word.
4. Do the Hide-a-Word activity.
Find the first sentence that you chose for the Hide-A-Word activity. Read
that sentence with the students.
Hold a small piece of paper over one of the important words in that sentence.
Read the sentence again, including the word that is covered, with the
students. Ask the students, “Which of the words in that sentence did I
cover?”
If they say the correct word, uncover the word and praise them. Then read
the sentence again with the students.
If they say the wrong word, point to the word they said to show them that
this is not the word that is covered. Read the sentence again and let them
try again to identify the covered word.
Do this with the other “Hide-A-Word” sentences.
 
 MEANING TRACK LESSON #2 (40 MINUTES)
EXPERIENCE STORY AND LISTENING STORY + LIBRARY TIME
EXPERIENCE STORY (25 MINUTES)

•Preparation (Do this BEFORE class begins.)

•Plan a short activity, ideally related to the weekly theme, that the
students can do together, either in the classroom or outside. For
example, if the theme is “Fruit”, bring some bananas to class and let
students divide the bananas so everyone has some. Be sure to plan
activities in which the students are actively involved, not just listening to
or watching you.
•Have the chalkboard and chalk (or whiteboard and markers) ready.
1.Do the “experience” (activity) together.
• Refer to the weekly theme and then have the
students do the activity together.
• When they finish, ask questions that
encourage them to talk about what they did,
saw, smelled, touched, and heard.
1. Students make up a story about their experience.
• Once the students have talked about their
experience, tell them, “Now you can create your own
story about this experience. I will write your story on
the chalkboard as you tell it to me.” Give the
students a few minutes to talk together about what
they want to put into their story.
1. Write the story as the students dictate it to you, sentence by sentence.
• Ask the students what they want to say first in their story.
• When one of the students tells you a sentence, repeat the sentence
and ask the class “Is that what you want to say first?” If they say yes,
write the sentence just as they said it to you. If they want to change the
sentence, re-write it as they tell you.
• After you write the sentence, read it to the students. Again ask, “Is that
what you want to say?” If they want to change the sentence again, write
what they want to change so they are satisfied.
• Then ask, “What would you like to say next?” Again, write just what they
tell you.
•(You may need to encourage the students to keep their sentences
short.) Do the entire story—about 4-6 short sentences—like that.
4.Read the story to the students.
• Read the entire story to the students. Ask
them if they want to make any changes to
their story. Write the changes they tell you
to make.
4. Students give their story a title.
• Ask, “What title do you want to give your story?” Let them
discuss this. Deciding on a title is a meaningful activity
because the title should fit with what the story is about.
• When they have agreed on a title, write it as the students
dictate it you.
• Read the story again, using Steps 2-5 of the
Reading Plan.
• Later, copy the story neatly onto a large sheet of
paper and put it on the wall.
  
MEANING TRACK LESSON REVIEW (40 MINUTE LESSON)
REVIEW SHARED READING STORY OR EXPERIENCE STORY (20 MINUTES)

• Review of previous lesson

• (select one sentence from the shared story or the experience story. Then write
each word in a flash card. Let the learners arrange the words.
• Example:
big saw snake we green big
1.Students retell yesterday’s Shared Reading story or
Experience Story.
• Ask the students to think about yesterday’s story.
Ask them to tell you the sequence of events in the
story: “What happened first? Then what
happened?
•Etc.)
Encourage them to tell the whole story like that. If
they can remember without questions, that’s even
better.
1.Read the story with the students
• Read the story with the students. If
students hesitate at some point, stop
and encourage them to continue reading
with you. Important: Do not read first
and do not let the students just repeat
what you said.
1. Students put word cards together to make a sentence from the story
• Write the selected sentence on the chalkboard in large letters.
Then ask for volunteers—one student for each word in the
sentence.
• Mix up the word cards and give one word card to each volunteer.
Make sure the cards are not in order.
• Ask the volunteers to put themselves in a line so that the word
cards are in the correct order to make the sentence. Encourage
the rest of the students to help them to stand in the right order so
they can read the sentence.
• You and the volunteers read the sentence to the rest of the class.
Then everyone read the sentence together.
ACCURACY TRACK LESSON: NEW KEY WORD (40 MINUTES)
(YOU CAN SEE THIS ON THE DEMO UPLOADED IN THE GOOGLE CLASSROOM- FILIPINO DEMO-TEACHING)
BUT FOR YOUR DEMO- USE YOUR OWN LANGUAGE)

•Preparation (Do this BEFORE class begins.)

•Put the key word picture, the key word and syllable boxes
and the Big Box on the chalkboard.
•Leave space between the keyword and the Big Box for the
“Break-the-Word and Make-the-Word” activity.
•Leave space below the Big Box for the “Break-the-Sentence
and Make-the Sentence” activity.
• IMPORTANT: The teacher should never read anything to
the students that they can read themselves. In a normal
Accuracy Track lesson, the only thing that is new is the
letter/sound that is introduced in the key word. All the other
words and sentences use letters that the students have
already learned. Students feel encouraged when they read
words and sentences without the teacher’s help. So help
them when necessary, but always let them try to read by
themselves first.
 •PICTURE AND KEY WORD (10
minutes) NN
1. Write the new letter on the chalkboard.
• Point to the new letter. Ask the
students to say the name of the
letter. Let a volunteer find the letter niyog
on the Alphabet Chart.
• Tell them, “Today we are going to niyog ni
learn the sound of the letter __
when we read it in words and go ga
sentences.
yo
• Point to the key word
picture. Tell the
students, “Daytoy ti
ladawan ti niyog”
Introduce the key word
picture.
1. Introduce the key word.
• Point to the key word and read it to the students.
• Keep pointing to the key word as you read it with the
students 2-3 times.
• Do the syllable activity.
• NOTE If the key word has only one syllable, do the activity
on the left. If the key word has more than one syllable, do
the activity on the right.
 IN SOME LANGUAGES, THE NAME OF THE LETTER IS THE SAME AS THE SOUND IT
REPRESENTS IN THE LANGUAGE. THIS ACTIVITY CAN ALSO BE DONE WITH THE
SYLLABLES IN A 2- AND 3-SYLLABLE WORD. IT IS A WAY OF PRACTICING PHONEMIC
SEGMENTATION (A FORM OF PHONEMIC AWARENESS) THAT SUPPORTS YOUNG
LEARNERS’ UNDERSTANDING OF HOW TO DECODE NEW WORDS.

“Clap/ left hand / right hand” Syllable boxes for two- or three-syllable
for one syllable key word12 key word
Point to the key word (Ex: Point to the key word (Ex: kuli) and read it.
“tik”) and read it.
Point to the first letter of the Then point to the syllables in the syllable boxes
word and say the sound: “t”. as you read each syllable distinctly
Point to the second letter (or ku li
rime) and say the sound: “ik”
once and say “tik”.
5. DO THE “BREAK-THE-WORD” ACTIVITY

• Write the key word on the left side, under the key word syllable boxes.
• Read the key word with the students.
• Then say, “Now I will write the part of the key word that has our new letter for today.” Write
that part of the word under the key word so the new letters are in a straight column. Read
the part of the word with the students.
• Continue writing each smaller part of the word and reading it with the students. (This may
take only one step or it might take 3 or 4 steps, depending on the length of the key word.)
• When only the new letter is left, write it directly under the new letter in the line above. Read
the new letter with the students.
• Read the whole “Breaking Word” column with the students.
 6. DO THE “MAKE-THE-WORD” ACTIVITY

• Tell the students, “First we “broke” the new word apart, down to the new letter. Now we will
“make” our new word by putting the parts together again. First I will write our new letter by
itself.”
• Write the new letter to the right of the “Breaking Word” Activity and read the new letter with
the students.
• Tell the students, “Now I will write the part of the new word that has our new letter.”
• Write the part of the word under the new letter so the new letters are in a straight column.
Then read that part of the word with the students.
• Follow that pattern, using as many steps as you did with the “Break-the-Word” activity.
Finally, write the entire word so the new letters are in a straight column and read the word
with the students.
SAMPLE OF BREAKING THE
WORD

kabanbantayan
Break the word make a new word

k ka
ban bantay
ta tak
yan bantayan
SAMPLE OF BREAKING THE SENTENCE (10
MINUTES)

1.Write the “Break and Make the Sentence” word on

the chalkboard.
• Write the word on the chalkboard, under the Big Box.
Ask the students if they remember seeing this word in
the Big Box. Point out that it is the word they will use
to “break and make” a sentence today.
• Write the sentence for today to the left under
the Big Box
1. Do the “Break-the-Sentence” activity.
•Do the Break-the-Sentence Activity the same way you did the
Break-the-Word activity above.
SAMPLE OF BREAKING THE
SENTENCE

bantay napanak diay • Ti adayo bantay.

• Lugar ti ket tayo bantay.

1. Do the “Make-the-Sentence” Activity.

• Build the sentence back up from the word to the whole sentence, the same way you did the
“Make-the-Word” activity above.
 HERE IS AN EXAMPLE OF THE ACTIVITY USING “BIT” AS THE “BREAK AND MAKE THE
SENTENCE” WORD.

Break-the-sentence Make-the sentence

Diay kaduak nga ubbing ket nakradkad ken Make sentences

nasirip
Break the sentence:
nasireb kaduak diay ubbing nga ken
nakaradkad
 HERE IS AN EXAMPLE OF THE ACTIVITY USING “BIT” AS THE “BREAK AND MAKE THE
SENTENCE” WORD.

Break-the-sentence Make-the sentence

bit
bit the boy
The dog bit the boy.
LESSON PLANNING

• Grouping
• Due date of lesson plan
• Demo teaching