Mother Tongue-Based

Multilingual Education
(MTB-MLE)
Teachers Guide

Sinugbuanong Binisaya

1
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teachers Guide
(Unit 4- Week 33)

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
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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
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and Erich David Garcia
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Office Address:
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Telefax:
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E-mail Address:
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Week33
33
Week
I.

Objectives: At the end of the week, the pupils are expecte to

1. Use culturally appropriate expressions in giving opinion, ideas, views,
etc. In a given situations/issues/news/events.
2. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
3. Read grade one level text in four to five word-phrases with appropriate
intonation, expression and punctuation cues.
4. Correctly spell descriptive words as it is used in the sentences.
5. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
6. Predict what the story, school and community events, situations, activity,
legends, blogs, etc. based on context clues.
7. Write essay and story observing correct punctuation marks,
capitalization, indentions and format.
8. Use appropriate describing words expressing degree of comparison in
talking about persons, places and things.
9. Recognize words that show the degree of a descriptive words (e.g. More,
most)
10. Retell story, legends and etc. read using own words with emphasis on
the correct sequence of events.
11. Retell news articles, TV broadcast and etc. Read and listened using own
words with emphasis on the correct sequence of events.
12. Show love for reading by listening attentively during story reading and
making comments.

II.

Subject Matter
A.

Topics
1. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situations/issues/news/events.
2.

Word Recognition
Reading stories, legends, essays, news articles, blogs, etc.
containing high frequency words and words studied.

3.

Fluency
Reading grade one level text in four to five word -phrase with
appropriate intonation, expression and punctuation cues.

4. Spelling
a. Spelling correctly of previously learned words
b. Spelling of descriptive words as they are used in the sentences.
5. Handwriting
a. Spelling correctly of previously learned words
b. Spelling correctly of descriptive words use in a sentence.
6. Composing
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format.
1

7. Grammar Awareness
Using appropriate describing words expressing degree of
comparison in talking about persons, places and things.
8. Vocabulary
Recognizing words that show the degree of a descriptive words (e.g.
More, most)
9. Comprehension on Literary Text
Retelling story, legends and etc. read using own words with
emphasis on the correct sequence of events.
10. Comprehension on Informational Text
Using own words with emphasis on the correct sequence of events.
11. Attitude towards Literature
Showing love for reading by listening attentively during story reading
and making comments.

III.

B.

References
K- 12 Curriculum
Two Track Approach to teaching Children to Read and Write Their First
Language

C.

Materials:
Story: Sa Umahan news article, pictures to show comparison, objects,
charts
Sinulat : Cristita R. Toradio

Learning Activities:

DAY 1
A. Pre-Reading
1.
Unlocking of Difficulties
a. umahan (through picture clue)

b. punoan (through picture clue)

c. nanuk/ nanuktok (through demonstration)

pis (chick) (through picture clue)

d. moadto (through context clue)

mas dako (through demonstration, picture clue)

2. Activating Prior Knowledge Developing Motivation for the story

Present a picture of a tree/ an animal. Describe it.
Can you name some trees/ animals found in your locality?
Let the pupils name trees /animals found in the place.
3. Developing a purpose for reading
Say: Karon, magbasa kita og usa ka sugilanon. Susihon nato
unsay nakita sa bata nga laki sa iyang pag-adto sa umahan.
B. During Reading (shared reading)
(Use the Reading Plan)
Bigbook
Sa Umahan
ni : Cristita R. Toradio
Sayo nga nimata si Ador. Gitabangan niya si Lolo Isko pag-andam
sa ilang pagkaon. Moadto sila sa umahan. Samtang naglakaw sila
padulong sa umahan, nakita ni Ador ang dako nga punoan sa
santol. Sa unahan nakita niya ang mas dako nga punoan sa
mangga kay sa punoan sa santol. Paspas nga naglakaw si Lolo
Isko ug si Ador. Misinggit siya pag-abot sa umahan. Nakita niya
ang kinadak-an nga punoan sa abokado.
Adunay mga hayop sa umahan. May gamay nga itik nga
naglakaw-lakaw ilalom sa kinadak-ang punoan sa abokado. Kalit
milupad ang manok nga mas gamay pa kaysa itik. Nagtuk usab
ang pis sa kinagamyan nga wat.
Nalingaw si Ador sa iyang nakita didto sa umahan. Malipayon siya
3

nga nipauli sa ilang balay.

1. Answering comprehension questions.
Who went to the farm? (Kinsa ang niadto sa umahan?)
What did Ador see as they were walking to the farm?
(Samtang naglakaw sila sa umahan, unsay nakita ni Ador?)
How did he describe the trees? (Giunsa niya paghulagway ang
mga kahoy?)
What animals did he see? How did he describe each?
(Unsa man nga mga hayopan ang iyang nakita? (Giunsa usab
niya paghulagway ang matag usa?)
Upon arrival on the farm, what did he feel? Why?
(Sa pag-abot sa umahan, unsa ang iyang gibati? Ngano man?)

DAY 2
A. Engagement activities:
1. Recall the story
2. Give each group the activity
Group I - Draw the trees as described in the story.
Discuss the questions and write your answer on the blank.
1. What did Ador say about santol tree?
(Unsa ang gikasulti ni Ador bahin sa kahoy nga santol?)
2. How did he compare the mango tree to the santol tree?
(Giunsa niya pagtandi ang kahoy nga mangga ug sa kahoy nga
santol?)
3. What word describes the avocado tree when he compares it to the
two trees? (Unsa nga pulong ang naghulagway sa kahoy nga
abokado kon itandi sa nahisgotang duha ka kahoy?)

Group II Draw the animals found in the story. Arrange according to

their sizes.
1. What is the size of the duck?
2. Which animal is smaller than the duck?
3. Where do you place the chick? Why?

Group III Arrange the pictures that happen in the story. Teacher
prepares the picture.

Group IV Write the events that happened in the story.

First,
Next,
Then,
Finally,

DAY 3
A. Grammar lesson
1. Preparatory Activity
Do the game BRING ME, Let pupils describe the object.
2. Presentation
Present real objects. Let pupils describe the objects. Compare
the sizes of objects.

3.

What object is long? Which one is longer? Which is the

longest? ( taas, mas taas/taas-taas, kinatas-an)

Generalization:
How do we compare persons, things, and places? What words
do we use to compare them?

4. Guided Practice
A. Present pictures. Let pupils describe each. Compare the
person

5. Independent Practice
Compare the following pictures using the three degrees of
adjectives.

6. Application
Fill the spaces with the correct form of adjectives:

7. Evaluation
Underline the adjective that makes each sentence correct.

DAY 4
1. Present a news article about barangay.

Barangay Ko, Ampingan Ko

Ang Barangay Masagana usa ka talagsaon nga lugar.
Ang mga pamilya nagpuyo sa nindot nga balay. Mas nindot nga
tan-awon ang ilang limpyo nga palibot. Kinanindotan usab ang
ilang plasa nga gitabangan pag-atiman sa tanan.
Ang mga buotan nga kabataan mitabang sa pagtanom sa
mga tanaman. Gitabangan sila sa ilang mas buotan nga mga
ginikanan. Nahimo kining nagmalampuson tungod sa ilang
Kapitan nga labing buotan sa tanan. Angay ba silang sundon sa
tanan?
1. What is the news about?
(Mahitungod sa unsa ang balit?)
2. How did the people in the barangay keep their place clean and
green? (Giunsa sa mga taga-barangay ang lugar nga
magpabiling lunhaw ug limpyo?).
3. What will happen if all of the barangays will do the same?
(Unsa kaha ang mahitabo kon ang tanang barangay
maghimo sama niini?)
4. Do we need to follow them? Why?
(Kinahanglan ba kitang mosunod kanila? Ngano man?)

2. Write the three degrees of adjectives used in the news.(Isulat ang tulo ka
matang sa pagtandi ginamit ang pulong-ighuhulagway/pungway
(adjectives) nga nahisulat sa balit
_______________
__________________
_________________
_______________
__________________
__________________
3. Retell the news you read.

DAY 5
4. Let the children visit the different spots of the school campus. Let them
observe the things they see, and record their observations. Have a group
discussion.
5. Write 3 to 5 sentences on How to take care of our environment.

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