Professional Documents
Culture Documents
I. Objectives
1. Introduce oneself, family, friends and others using naming words and
pronouns in culturally appropriate manner.
2. Talk about pictures presented using appropriate local terminologies with ease
and confidence – animals, mechanical objects, musical instruments, and
environment.
3. Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator)
4. Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and environment
5. Predict what the story is about based on personal experiences
6. Recall important details in listening stories, shared reading stories,
experience stories listened to
7. Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments
8. Respond to the story through the following engagement activities:
Group 1 – Solbaren ti Puzzle
Group 2 – Pagparisen
Group 3 –Pilien
Group 4 – Idrama
9. Perceive/Comprehend and produce sounds heard locally from – animals,
mechanical objects, musical instruments and environment
10. Write using a comfortable and efficient pencil grip
11. Trace and copy lines (straight, slanting, horizontal, curve, circular)
B. Focus Skills
1. Grammar Awareness:
Introducing oneself, family, friends and others using naming words
and pronouns in culturally appropriate manner
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment
3. Book and Print Knowledge:
Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments
and environment
23
5. Reading Comprehension:
a. Predicting what the story is about based on personal experiences
b. Confirming predictions after listening to a story
c. Relate events in the story to personal experiences
d. Recalling important details in listening stories, shared reading stories,
experience stories or children’s stories listened to
e. Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments
6. Phonological Awareness:
a. Perceiving/Comprehending and producing sounds heard locally from
– animals, mechanical objects, musical instruments and environment
b. Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
a. Writing using a comfortable and efficient pencil grip
b. Tracing and copying lines (straight, slanting, horizontal, curve,
circular)
C. Reference: K to 12 Curriculum
F. Value: Appreciating the different sounds heard by taking care of the things
and animals that produce these sounds
III. Procedure
DAY 1
A. Preparatory Activity
Teach the song “Kumusta Ka?” to the tune of “How are You?”
Kumusta Ka?
(To the tune of Good morning. How are you?)
24
B. Lesson Proper
1. Presentation
a. Present a hand puppet. Say: Daytoy ni Ana. Dumngeg kayo ti
ibagana.
Ana: Ti nagan ko ket Ana Reyes.
Innem ti tawen ko.
Agnaedak idiay Baculod, Alcala, Cagayan.
Ti nagan ni tatangko ket Tomas Reyes.
Ti nagan ni nanangko ket Nena Reyes.
b. Ask the following questions:
Ania ti nagan ti ubing?
Ania ti imbagana?
Sadino ti pagnaedanna?
Ania ti nagan ni tatangna?
Ania ti nagan ni nanangna?
c. Present a conversation through a Puppet Show. Introduce the three
puppets and proceed with the conversation.
Conversation
25
2. Modelling
Repeat Ana’s introduction then let the pupils introduce themselves using
the following pattern:
Ti naganko ket ____________.
________ ti tawenko.
Agnaedak idiay ___________________.
Ti nagan ni tatangko ket _________________.
Ni nagan nanangko ket __________________.
3. Guided Practice
Gather the pupils into a big circle. Pass a ball around as music is played
over a CD player. When the music stops, the pupil who is holding the ball
will go to the center of the circle to answer his/her classmates questions
as follows:
a. Ania ti naganmo?
b. Mano ti tawenmo??
c. Sadino ti pagnaedam?
d. Ania ti nagan ni tatangmo?
e. Ania ti nagan ni nanangmo?
4. Independent Practice
Have the pupils go around and introduce themselves to someone and
get to know his/her name, age, where he lives, father and mother.
Ex.
Ti naganko ket _____________________________.
_____ ti tawenko.
Agnaedak idiay __________________________.
Ti nagan ni tatangko ket _______________________.
Ti nagan ni nanangko ket ________________.
Ket sika? Ania ti naganmo? Mano ti tawenmo? Sadino ti pagnaedam?
Ania ti nagan ni tatangmo? Ania ti nagan ni nanangmo?
5. Application
Ask the pupils to get a partner and have them introduce themselves
and their partners in front of the class using the following pattern:
Ex.
Ti naganko ket ____________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
Daytoy ti gayyemko. Ti naganna ket ______________.
Isu ket ______________ tawenna
Agnaed isuna idiay ______________.
Ti nagan ni tatangna ket ______________.
Ti nagan ni nanangna ket ______________.
26
DAY 2
A. Pre-Reading Activities
1. Motivation
Ask the pupils to close their eyes and identify the sounds that they
hear. Ask: Ania dagiti uni a nangngeg yo? Ania dagiti uni a
mangmangegyo iti inaldaw?
2. Unlocking of Difficulties
Unlock the following words:
a. Arubayan (illustration)
b. Ariangga (demonstration )
c. Orasion (synonyms, context clues)
3. Previewing
Present the smallbook. Display the cover and point to the title
explaining that these words are called title and that a title is the name of
the story. Point to and read the author’s and illustrator’s names,
explaining to the children that an author is a person who writes the story
and an illustrator is one who draws the pictures for the story. Talk about
the title and ask the pupils to predict what the story might be about.
Preview the book’s illustration on page 1 to help children make their
predictions.
4. Motive Question
Ask: Ania ngata dagiti uni a nangngeg da Lito ken Ana?
B. During Reading
1. First Reading by the Teacher
Open the book and read the whole story showing each page with the
illustrations to pupils.
(Every time the teacher reads a story he/she talks about the title, opening
to the first page, identifying the front and back cover, pointing to the first
and last words, etc.)
27
“Tiki-tik-tiktak!Tiki-tik-tiktak!”
Gapu ta napigsa ti tudo, innala ni Lito ti gitarana. Innala met ni Ana ti
tambor.
“Kring!Kring! Kring!” kinuna ti gitara.
“Bum-bum-bum!” kinuna ti tambor.
Naragsakda a mangpatpatokar kadagiti instrumentoda idi mangngegda ti
aweng ti kampana ti simbaan.
“Orasionen, ading. Intan idiay altar. Agur-uray itan da tatang ken nanang,”
kinuna ni Lito.
2. Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.
28
DAY 3
A. Preparatory Activities
1. Teach the pupils a song about animals.
Song
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
(Aso, aw)
(Billit, twit)
(Pato, kwak)
2. Ask: What animals were mentioned in the poem? What sound does each
one make? Do you have pets? Say something about your pet. How do
you take care of your pets?
B. Lesson Proper
1. Presentation
Let the pupils listen to the recorded sounds of animals, mechanical
objects, musical instruments, sound of the environment, or using real
objects. Ask the children to identify the sounds they hear.
2. Modelling
Let the pupils to listen to the sounds of animals and objects and let them
imitate these sounds for the second time. Let the pupils imitate the
sounds.
29
3. Guided Practice
Guessing Game
Group the children into two. One group produces the sound while the
other guesses the animal, mechanical object, musical instrument, and
sound from the environment that produces it. The children do the reverse
with each group in the next round. The group that gives more correct
answer wins.
4. Independent Practice
The teacher asks the pupils to work in pairs. One pupil says an animal or
object and another pupil produces the sound.
5. Application
The teacher asks the pupils to pick an object or stuff animal/toy animal
from the box and produce the sound that it makes.
DAY 4
A. Preparatory Activities
Game: Group the pupils into two. Give each group a set of pictures of
animals, mechanical objects, musical instruments and sounds from the
environment.
Let one group produce a sound. The other group shows the picture that
produces the sound. Let the group exchange roles. The group that gets more
correct answers wins the game.
B. Lesson Proper
1. Presentation
Hand Puppet
Say: Daytoy ni Bantay. Magusgustuanna ti agtaray-taray. Agtaray ditoy.
Agtaray didiay.Nagadu ti lamma ti sakana iti dalan. Adda diretso. Adda
met killo. Ni Bantay ket nakaay-ayat nga aso.
2. Modelling
a. Show vertical, slanting and horizontal, curve and circular lines drawn
on the chalkboard.
b. Say: these are the lines made by Bantay. Let us also draw these lines
in the air using our forefinger.
3. Guided Practice
Ask the pupils to write the different lines at the back of their seatmate by
using their fingers. Ask them to write these lines on their desk.
4. Independent Practice
The teacher asks the pupils to write these lines on their slates.
30
3. patingig nga uged 4. Agkillokillo nga uged
5. Application
The teacher asks the pupils to write these lines on their paper.
DAY 5
A. Post Assessment
1. Agpipinasa ti bola dagiti ubbing. Ti ubing ti makasippaw ti bola ket isu ti
mangiyam-ammo ti bagina babaen iti pagsungbat kadagiti sumaganad:
Ti naganko ket _________________________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
2. Pagparisen ti ayup/bambanag iti awengna. (The teacher shows pictures
of animals, mechanical objects, musical instruments and sounds from the
environment, the pupils produce the sound).
a. a. Brum! Brum!
c. c. Kwak! Kwak!
d. d. Tiki-tik-tik-tak!
31
Lesson Guide in Grade 1 - Ilokano: Week 2
I. Objectives
1. Distinguish and produce sounds heard (loud and soft; high and low; fast and
slow)
2. Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator).
3. Track the text in the correct order: page by page, left to right, top to bottom.
4. Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and environment.
5. Confirm predictions after listening to a story.
6. Relate events in the story to personal experiences.
7. Recall important details in listening stories, shared reading stories,
experience stories listened to.
8. Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments.
9. Use culturally appropriate courteous expressions in different situations.
10. Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants.
11. Perceive/Comprehend and producing sounds heard locally from – animals,
mechanical objects, musical instruments and environment.
12. Write with a comfortable and efficient pencil grip.
13. Use beginning writing skills in tracing/connecting dots to form lines/figures.
B. Focus Skills
1. Grammar Awareness:
Use culturally appropriate courteous expressions in different
situations.
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment
3. Book and Print Knowledge:
Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator.
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments
and environment.
5. Reading Comprehension:
a. Predicting what the story is about based on personal experiences
b. Confirming predictions after listening to a story
32
c. Relate events in the story to personal experiences
d. Recalling important details in listening stories, shared reading stories,
experience stories or children’s stories listened to
e. Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments.
6. Phonological Awareness:
a. Perceiving/Comprehending and producing sounds heard locally from
– animals, mechanical objects, musical instruments and environment
b. Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
a. Writing using a comfortable and efficient pencil grip
b. Tracing and copying lines (straight, slanting, horizontal, curve,
circular)
C. Reference: K to 12 Curriculum
D. Materials:
Radio/cassette/karaoke and other multi-media materials if available;
“Celendro”, pitch pipe or indigenous materials like coconut/banana leaves;
Whistle, clock; Bottles containing different levels of water; Red and blue
flaglets; Musical instruments/Objects that produce sound (e.g. stones,
wooden stick, cans, iron rod, or any materials available in the locality; Realia:
clock, whistle, ukulele, etc.; Pictures of tricycle, jeep, airplane etc.
F. Value: Courtesy/Panagraem/Panagdayaw
DAY 1
A. Preliminary Activities
Have the pupils sing the song “Kumustaka?” which they learned the previous
week.
Ask: Ania dagiti balikas a nangiyebkas ti panagdayaw iti kanta?
Answer: How are you? (Kumustaka?)
I’m fine. Thank you. (Nasayaat met. Agyamanak.)
B. Pre-Reading
1. Motivation/Activating Prior Knowledge
a. Siasino dagiti tattao a pinanawanyo idiay balayyo idi immay kayo ditoy
pagadalan?
b. Nagpakada kayo kadakuada? Kasano a nagpakada kayo?.
33
c. Siasino ti immune a nasabat mo idi dumanon kayo ti pagadalan?
Kinablaawam ti nasabatmo wenno isu ti nangkablaaw kenka?
Kasanom a kinablaawan wenno kasanonaka a kinablaawan?
2. Unlocking of Difficulties
Unlock the following words:
a. Bimmaringkuas (demonstration)
b. Insigida (synonym)
c. Pagiskuela (context clue)
3. Previewing
Present the book to the pupils. Talk about the title, author and illustrator.
Ask them to predict what the story might be about. Preview the book’s
illustration on page 1 to help children make their predictions.
4. Motivation
Ask: Ania dagiti inaramid ni Dindin sakbay a simrek ti eskuela?
C. During Reading
1. First Reading
Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the storyline page by page, left to
right, top to bottom.
Umuna nga aldaw itatta iti pagiskuela ni Dindin. Masapul a masapa nga
agriing. “Dindin, anak, agriingkan. Umuna nga aldaw ita iti pagiskuelam,
inriing ni Nanangna.
Bimmaringkuas nga insigida ni Dindin.
“Naimbag a bigatmo, Dindin,” kablaaw ni Nanangna.
“Naimbag a bigatmo met, Nanang.” Insungbat ni Dindin.
“Naimbag a bigatmo, Dindin,” kablaaw met niTatang na.
“Naimbag a bigatmo met, Tatang.”
“Nakasagana ti pammigatmon, anak. Manganka a kas ari a kunada,”
Impalagip ni Nanangna.
“Napuduten ti pagdigosam,” kinuna met ni Tatangna.
“Agyamanak, Nanang ken Tatang, “ insungbat ni Dindin.
“Awan aniamanna, anak,” insungbat da Tatang ken Nanangna.
Nagsagana daytoy para iti ipapanna idiay eskuela.
Sakbay a napan idiay eskuela, nagpakada kenni Tatang ken Nanangna ket
kinunana, “Innakon, Tatang. Innakon, Nanang.”
“Dios ti kumuyog kenka, Dindin,” insungbatda kenkuana.
Siraragsak ni Dindin a simrek iti pagiskuelaanna.
2. Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.
34
D. Post Reading
1. Guide the pupils in answering the motive question.
2. Group the pupils into three and guide them to do the following activities:
35
Comprehension Checkup Engagement Activities.
Ania dagiti nasayaat a galad ni Group 3 –Smiley
Dindin? Mangikabil ti iti ladawan a
mangipakpakita ti kinamanagdayaw.
Ikabil ti no saan a
mangipakpakita ti kinamanagdayaw
3. Let the pupils answer the questions and present their outputs.
DAY 2
A. Preparatory Activities
1. Teach the pupils the song “Naimbag a Bigatmo” to the tune of “Good
Morning, Merry Sunshine.”
2. Let the pupils recall the story learned the previous day. Have them
answer the following questions:
a. Siasinno ti ubing a babai?
b. Kasano a kinablaawan dagiti naganakna isuna idi nakariing?
c. Ania ti insungbatna?
d. Ania ti inaramidna sakbay a napan ti eskuela?
e. Kasano a nagpakada kadagiti nagannakna?
f. Ania ti insungbatda kenkuana?
g. Ania ti napintas a galad nga adda kenni Dindin?
36
B. Lesson Proper
1. Presentation
a. Ask: Ania ti nadayaw a balikas nga inaramat da Dindin ken dagiti
nagannakda idi kaririing ni Dindin?
Answer: Naimbag a bigatmo.
Innakon
Dios ti kumuyog.
b. Give the following situations and let the pupils think of an appropriate
courteous expression for each situation.
Idi simmangpet ni Dindin iti eskuela iti dayta a bigat, kasano ngata
ti panangkablaawna kenni maestrana wenno maestrona? No sika
ti maestrana wenno maestrona, ania met ti isungbatmo?
Ania ngata ti ibaga ni Dindin iti maestrana wenno maestrona
sakbay nga agawid? Ania met ti ibagana kadagiti kaeskuela
anna?
Kasano ngata ti pangkablaawna ni Dindin kenni maestrana wenno
maestrona iti malem? No sika ti maestrana wenno maestrona,
ania met ti isungbatmo?
Kasano ngata ti panangkablaawna kenni maestrana wenno
maestrona iti rabii? No sika ti maestrana wenno maestrona, ania
met ti isungbatmo?
No kayat mo ti rumuar ti siled a pagadalam, ania ti ibagam kenni
maestram weno maestrom?
Ania ti ibagam iti tao a nakaited ti pabor kenka?
No “Agyamanak” ti ibaga kenka ti tao a naikkam ti pabor, ania met
ti isugbatmo?
No nabaddekam ti saka ti kaeskuelaam, ania ti ibagam?
2. Oral Practice
a. Say the courteous expressions.
b. Say the courteous expressions with the pupils.
c. Say the courteous expression with individual pupils.
d. Each pupil is asked to say the courteous expressions independently.
3. Generalization
Ask: Ania dagiti nadayaw a balikas nga ar-aramatentayo kadagiti
nadumaduma a situasion? Apay a masapul nga aramatentayo dagitoy?
4. Guided Practice
Hand Puppet Show
Group the pupils by 2’s. Give them a pair of hand puppets. Guide the
pupils to make a dialogue using courteous expressions.
5. Independent Practice
Role Playing
Let pupils form dyads. Give each pair a situation in which they can
dramatize using courteous expressions.
C. Application
Present some situations. Let them identify the correct courteous expressions
to be used for each situation.
37
DAY 3
A. Preparatory Activities
Game: Produce That Sound
Teacher shows picture of animals. Pupils are requested to choose a partner
and agree on what animal they like to portray. They are made to produce the
sound/s one at a time. After which, to the whole class, they are made to
imagine that they are at the zoo and it is feeding time.
Examples:
1. duck
2. tiger
3. gorilla
4. dog
5. chicken
While examples are given, pupils are asked to identify, if sound produced is
loud, soft, high, low, fast or slow.
B. Lesson Proper
1. Presentation
Let pupils listen to different sounds played over a CD or Cassette tape.
Let them identify the animals, mechanical objects, musical instruments
and sounds from the environment. Ask: Ania kadagitoy nga aweng ti
nakapsut? napigsa? nasinggit? nabangag? napaspas? nainayad?
2. Modelling
Let the pupils listen to the sounds for the second time. Ask them to imitate
the sounds.
3. Guided Practice
Partner Talk
A Pupil works with a partner. They will talk about their preferences about
the sound they heard: “Ania ti kaykayatyo, nakapsut nga aweng wenno
napigsa ga aweng? Apay?”
4. Independent Practice
Game: Nakapsut wenno Napigsa?
a. Teacher asks the children to form one big group in the middle of the
room.
b. Two posts will be placed at the sides of the room. Post A for Loud
Sound and Post B for Soft sound.
c. A radio will be played with a full volume sound and pupils will be
asked to go to the appropriate Post A. (Pupils who commits error will
be made to sit down.).
d. Next sound from the radio will be adjusted to soft volume. Pupils will
be asked to go to the appropriate Post B. (Pupils who commits error
will be made to sit down.)
e. Step 3 and 4 will be repeated several times alternately or randomly
until two or four pupils are left standing and will be declared as
winners.
38
C. Application
Let the pupils listen to some sounds. Ask them to clap one if it is a soft sound,
twice if it is a loud sound.
DAY 4
A. Preparatory Activities
1. Healthy Body from Head to Toe
Sing a song:“Saka, Tumeng, Abaga, Ulo”
Song
Tune: Good Morning, Merry Sunshine
Naimbag a bigatyo amin
Kaeskuelaak ken gagayyemko
Naimbag a bigatmo met
Nasingpet a manursuro.
Agdigos a kanayon
Aggisigis ti ngipen
Agsida ti dinengdeng
Ken nadumaduma a natnateng
Maturog a nasapa
Tapno bagi ket pumigsa
Kastoy ti aramiden
Salun-at pagtalinaeden.
B. Lesson Proper
1. Presentation
a. High and Low Sounds
Introduce high or low sounds. Use a pitch pipe to produce high and
low sounds.
b. Fast and Slow Sounds
Introduce fast and slow sounds. Use a drum or maracas. Beat the
drum fast then slow or shakes the maracas fast or slow. Pupils clap
their hands when they hear fast sound and shake their hands when
they hear slow sound.
2. Oral Practice
Have the pupils listen to the sounds again. Let them imitate the high
and low sounds. Do the same with the fast and slow sounds.
39
3. Guided Practice
a. Game: High and Low Sounds
Pupils will raise red flaglets when they hear high sound and white
flaglets when they hear low sound.
b. Game: Fast and Slow
Pupils will stump their feet when they hear slow sound. They will clap
their hands when they hear fast sounds.
4. Independent Practice
a. Let’s Sing High and Low.
Pupils sing with the teacher common song in the L1, “Saka, Tumeng,
Abaga, Ulo”. Teacher mimics the sound of common animals or plays
a previously recorded sound with high or low pitch (e.g. goat for high
pitch and cow for low pitch).
b. Let’s Sing Fast and Slow.
Pupils sing with the teacher common song in the L1, Saka, Tumeng,
Abaga, Ulo” in fast and slow pace.
5. Application
Ayanna tay Uni?
Pupils are grouped into two. Team A forms a circle on a sitting position.
Each pupil is task to produce a sound. Team B is assigned as “it” to
search where the sound identified by the teacher come from. All the
members of Team B are blindfolded. The Team is given 10 seconds to
identify who among the members of the team is producing the sound. The
teams take turn as “it”. the team that identifies the more number of team
members producing the sound wins.
6. Writing Activity
Tracing/Connecting Dots
Using Worksheet pupils connect dots to form objects that produce:Soft
and loud sound (e.g. clock, drum)
40
7. Connecting Dots/Tracing Figures
Divide the pupils into 4 groups. Each group will be given activity sheet
with figures of objects that produce a soft and a loud sound. They have to
connect the dots or trace figures using crayons. Then they have to
publish their work and produce the sound again? Teacher will process
their responses.
DAY 5
A. Post Assessment
1. Use Courteous Expressions
Teacher gives situations and lets the pupils say the appropriate courteous
expression for each situation.
Denggenyo ti basaen ni maestra/maestroyo. Ikkan ti kur-it () ti kahon
nga addaan ti unmo a sungbat.
1. Nasabatmo ni Lelang Ikka iti maysa a bigat. Ania ti ibagam?
a. Naimbag a bigatyo, Lelang.
b. Papananyo, Lelang?
2. Nagpakada ti gayyemmo a bimmisita kenka. Ania ti isungbatmo?
a. Sige, gayyem.
b. Dios ti kumuyog kenka, gayyem.
3. Naguni ti kampana iti pagadalanyo. Nagtataray kayo a napan
nakilinya. Nabaddekam ti saka ti kaeskuelaam. Ania ti ibagam?
a. Dispensarennak. Saan ko nga inggagara.
b. Agyamannak.
4. Natukkolti lapis mo. Pinabuludannaka ti kaeskuelaam. Ania ti ibagam
kenkuana?
a. Agyamannak
b. Awan ti aniamanna.
2. Produce and Identify That Sound
-Teacher divides the pupils into two groups. Each group will take turn to
draw out object/picture from the box. They have to produce appropriate
sound while the other group will distinguish whether they hear: loud or
soft; high or low; fast or slow.
Example:
Clock – soft
Bell – loud
3. Move That Body
-Pupils listen to the sound played or produced by the teacher. They have
to move their body based on the sound they heard.
Example:
Loud – Maysa nga addang ti kannawan
Soft – Maysa nga addang ti kanigid
Fast – Agpalakpak
Slow – Iwagwag dagiti ima nga agpangato
4. Connect Dots/Trace objects that produce loud/soft; high/low; fast / slow
sounds.
41
Lesson Guide in Grade 1 - Ilokano: Week 3 & 4
I. Objectives
At the end of the week pupils are expected to:
1. Listen and respond to others
2. Developing and use vocabulary by listening to and discussing selections read
aloud.
3. Predicting what the story is about based on personal experiences.
4. Confirming predictions after listening to a story
5. Relating events in the story to personal experiences
6. Answering literal level questions related to informational text listened to.
7. Expressing love for stories by browsing the storybooks read to them and
asking to be read more stories.
8. Identify differences between letters
9. Identify names of persons, things and places.
10. Give the pairs of rhyming words found in nursery rhymes, songs, jingles,
chants
11. Show relationship between sounds and written symbols
12. Produce the beginning sound of words starting with a, n and i
13. Identify the beginning letter of the name of the given picture/object
14. Identifying letter Aa, Nn and Ii and their sounds both upper and lower case
15. Identifying names of persons, things and places.
16. Identify letters Nn, Aa and Ii and its sound.
17. Match words with pictures and objects
18. Blend specific letters to form syllables/words.
19. Writing upper and lower case letter Aa, Nn, and Ii correctly.
B. Focus Skills
1. Oral Language:
a. Talking about the pictures presented in relation to their personal
experiences.
b. Listening and respond to others
2. Phonological Skills:
a. Giving the pairs of rhyming words found in nursery rhymes, songs,
jingles, chants
b. Producing the beginning sound of words starting with a, n and i
3. Book and Print Knowledge:
Identifying differences between letters
4. Alphabet Knowledge:
a. Identifying the beginning letter of the name of the given picture/object
42
b. Identifying letter Aa, Nn and Ii and their sounds both upper and lower
case
c. Showing relationship between sounds and written symbols
5. Word Recognition:
a. Giving the sound of the alphabet – Aa, Nn and Ii
b. Matching words with pictures and objects
c. Blending specific letters to form syllables/words.
6. Handwriting:
Writing upper and lower case letter Aa, Nn, and Ii
7. Grammar Awareness:
Identifying names of persons, things and places.
8. Vocabulary:
Developing and use vocabulary by listening to and discussing
selections read aloud.
9. Reading Comprehension:
a. Predicting what the story is about based on personal experiences.
b. Confirming predictions after listening to a story
c. Relating events in the story to personal experiences
d. Answering literal level questions related to informational text listened
to.
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
III. Procedure
DAY 1
A. Preliminary Activities
1. Take out the Big Book the select 3 or 4 words from the story to use for the
Matching Word activity and…
2. Write each word on a piece of paper the same size as the words in the
story.
3. Select 2 or 3 short sentences from the story that you can use for the
Hide-A-Word activity.
4. Write these sentences on the chalkboard (CB).
Reminder: Have a pointer ready. Hold the pointer under the words as you
go through the Reading Plan. Do not point to each word separately but
run the pointer smoothly under each sentence.
5. Introduce the Shared Reading Story
B. Pre-reading Activities
1. Unlocking of difficult words
a. Nadungngo (Context Clue)
b. Arubayan (Synonym)
c. Nagtagibi (Context clue)
43
d. Nanakem (Context Clue
2. Motivation
Malaksid kada tatang ken nanangyo, siasino pay naayat kadakayo?
With the teacher showing the cover picture, the teacher asks:
Apay ngata nga adda iggem ti ubing a bag? Ania ngata ti gagara
dagiti agaama ti balay ti baket?
3. Motive Question
Apay nga ina ti awag ni Lallay kenni Innok na a Kallang ket baket a
balasang isuna?
C. Read the story using the Reading Plan
1. Read the title of the story. Ask several students to tell about their
experiences with that topic.
2. Open to the first page of the story. Point out the main points in the picture
and then read the text for that page, moving the pointer smoothly under
the sentence as you read.
3. Do the same for each page, stopping 2 or 3 times and ask, “What do you
think will happen next?”
4. When you have finished reading the story, ask the students some
questions.
44
D. Post reading activity
1. Pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
Engagement 1
(Discussion of the Story)
(Small Group Activities)
1. Siasino ti baket a balasang? Group 1 – Agaramid iti balaybalay
2. Siasino ti kadkaduana idiay ket idrowing dagiti tattao nga
balayda? Apay ngata a duduada agnaed ditoy
iti balayda?
3. Siasino met dagiti agnaed iti
balayyo?
4. Siasino ti magusgustuan unay ni Group 2 – Idrama iti kababalin ni
Innok Kallang? Apay ngata a innok kallang ken dagiti
magusgustuanna ni Lallay? kaannakanna.
5. Iladawanyo man ni Innok
Kallang? Ania dagiti pasamak iti
sarita a mangibaga kadagitoy?
6. Adda met kasla ni Innok Kallang Group 3 – Ipakita no kasano ti
iti biagyo? kinadunggo ni Innok na a
7. Apay nga imbilang ni Lallay nga Kallang kenni Lallay
ina ni Innokna a Kallang?
3. Then read the story following Steps 2-5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
4. Do the Matching Word activity
a. Select the Matching Word cards that you prepared for the Shared
Reading Story.
b. Give one of the Matching Word cards to a volunteer. (If you are using
a small book, write the words one by one on the CB instead of on
word cards.)
c. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on
the CB) that you selected.
5. Do the Hide-a-Word activity.
a. Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
b. Then hold a small piece of paper over one of the important words in
that sentence...
c. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
45
d. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
e. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again,
using the pointer to show them the words they are reading. Let them
try again to say the word.
f. Do this with the other two “Hide-A-Word” sentences.
DAY 2
A. Grammar
1. Show some pictures of words found in the story.
2. Ask them to give the names of the pictures. Tell them what kind of words
these are (nagan ti tao, banag ken lugar). Tell them that these are called
nouns (pangnagan).
3. Ask them to look for other nouns from the story.
4. Show pictures of these nouns and have the pupils classify them into
names of persons, things and places.
5. Mystery Box: Get a box and put pictures of persons, things and places.
Let each pupil pick one and identify each name. As the pupil to name the
picture and put them in the appropriate column in the pocket chart.
46
DAY 3 & 4
Developing Oral Language Proficiency
A. Preparatory Activities
1. Present some pictures that begin with letter Aa, Nn, Ii. Ask the pupils to
name the pictures.
2. Say the name of each picture by letter. Emphasize its initial sound. Say it
again a few times.
3. Ask the pupils what sound they hear at the beginning of each picture.
4. Recite the jazz chant learned the previous day. Ask the pupils to give
some words starting with /a/, /n/,/i/ from the jazz chant
B. Lesson Proper
1. Presentation
The teacher shows the picture of “ani”. Pupils are asked to share their
experiences about their “ani”.
2. Discussion
Teacher presents the Primer Track for the Letter Aa, Nn, Ii.
47
LESSON 1 LETTERS Aa, Nn and Ii
a n i
ani
nana
ni
ina
naani
inani
ani
a ni
ani a
an an
a ani
a in i
na ni an
48
a. Picture And Key Word
Introduce the keyword picture.
Ani
Point to the picture then tell the pupils , “Daytoy ti “ani” ni Tata
Toni.
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.
b. Syllable Box
a ni
49
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, read it to
and with the pupils.
Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.
a in i
na ni an
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words/phrases on the
Word Chart or chalkboard. Read with the children using the
Reading Plan.
ani nana ni
ina naani inani
ti ina ni nana
adu ti ani ani ni nana
ti inani naani da
50
DAY 5 & 6
The teacher recites the jazz chant “Ani da Nana Nina”. The teacher elicits from
the pupils words that have /a/, /n/, /i/ and words that rhyme.
Nana Nina
Nina Nana
ina Ana
ani Nini.
Nana Ana
Nini inani
Nana inna
A. Letter Nn
1. Show picture that begin with letter Nn.
N M n w m n m
N N N r v W U
N u N N n y q
N N m m
51
B. Handwriting
1. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of
/n/. The teacher says the cheer, as he/she stops, the children more
around the room to look for objects beginning with /n/. Children name the
object and tell the beginning sound.
2. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the
air with you. Do this about 3-4 times.
a. Guided Practice
Then show them how to write the letter on the palm of one hand using
the finger of their other hand. Do this 3-4 times.
b. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can
see it. Children practice writing the letter on their slates or in their
exercise books 10 times. Go around the room and help anyone that
is having trouble forming the letter.
C. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.
52
D. Evaluation
1. Trace big N and small N on the given space
DAY 7 & 8
Introducing Letter Aa and Ii
A. Review on letter Nn
Show pictures that begin with letter Nn and name them.
B. Presentation
Present pictures that start with a.
53
1. Teacher name the picture one by one giving emphasis on the beginning
sound of the picture.
Daytoy ti ladawan ti …atis.
Daytoy ti ladawan ti …alutiit.
Daytoy ti ladawan ti …arado.
D Daytoy ti ladawan ti a…abokado.
Daytoy ti ladawan ti …abaniko.
Daytoy ti ladawan ti…apa.
2. Recognizing the letter sound of / a /
a. Ask the pupils what sound they hear at the beginning of the picture.
Produce the /a/ sound as the pupils listen.
b. Do it a few times. Let them repeat the sound.
c. Ask the pupils to give other words that begin with the sound of /a/.
4. Recognizing Letter name Aa.
a. Present flashcard with letter Aa as a symbol of the sound /a/. Tell
them that the letter name is Aa. Present the big letter A and the small
letter a.
b. Present some flashcards. Let them identify the big letter A and the
small letter a.
C. Activities
1. Letter Box
Call the pupils to encircle the big Letter Ask them to underline the small
letter a.
N a A b I H a A
B A S A A a n c
2. Connect the picture with letter Aa if it begins with the sound /a/.
Aa
54
D. Handwriting
1. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of
/a/. The teacher says the cheer, as he/she stops, the children more
around the room to look for objects beginning with /a/. Children name the
object and tell the beginning sound.
2. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the
air with you. Do this about 3-4 times.
3. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
4. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see
it. Children practice writing the letter on their slates or in their exercise
books 10 times. Go around the room and help anyone that is having
trouble forming the letter.
E. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.
55
F. Evaluation
1. Trace big and small Aa on the given space.
DAY 9
Introducing Letter Ii
56
2. Present a set of pictures of words that begins with Ii. Let the pupils name
the pictures.
D. Handwriting
1. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of
/i/. The teacher says the cheer, as he/she stops, the children more around
the room to look for objects beginning with /i/. Children name the object
and tell the beginning sound.
2. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the
air with you. Do this about 3-4 times.
3. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
4. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can
see it. Children practice writing the letter on their slates or in their
exercise books 10 times. Go around the room and help anyone that is
having trouble forming the letter.
57
E. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.
F. Evaluation
1. Trace Big I and small i then copy the word.
58
2. Write the missing letter.
a. Oni on _____
b. Nini N____n____
c. Ani ____na
d. Ina In ____
e. Nona ___on___
DAY 10
Review of Learned Letters (n,a,i)
A. Review
1. Give the sound of the letter on a letter card. (Teacher show the card n, a,
i, then the pupils give each sound.
2. Writing the letter n,a,i on the board.
3. Let the pupils name the picture and give the beginning sound. (Pictures
begins with n, a, i)
B. Guided Practice
1. Connect the picture with its beginning sound.
Ex.
2. “Big Box” Teacher will introduce the Big Box. Form syllables from the
letters learned (n,a,i). Write the generated syllable on a big box.
Teacher will read the syllables inside the big box. Generate words from
the syllables. Teacher reads the generated words.
a an na
in ni ini
59
Generated words:
ani na Ana
ina inani naani
3. Independent Practice
“Work Trays”: Teacher prepares several set of trays with letter card of n,
a and i. Placed pictures that begins with the letters learned (at least 3
pictures). Call pupils to volunteer work on a tray. Encourage pupils to
give the sound and placed the pictures beside the letter card.
Ex.
mother coconut veggie
n a i
gabi fan avocado
4. Post Assessment
Trace the generated word from the syllables. Read with the teacher (ani,
ina, inani, Nini, Nani)
5. Activities
a. Mystery Box: Put lettercards inside the box. Let the pupils pick one
and produce the sound of the letter.
b. Connecting Dots. Make letters Nn, Aa and Ii by using dots. Let pupils
connect the dots.
6. Evaluation:
60
61
Lesson Guide in Grade 1 - Ilokano: Week 5
I. Objectives
1. Participate actively during story reading by making comments and asking
questions
2. Develop and use vocabulary of words that begin with the target letter/s.
3. Identify names of persons, places, animals, and things.
4. Predict what the story is about based on what one knows about characters,
setting and incidents.
5. Confirm predictions after listening to a story.
6. Recall important details in stories, events, situation to personal experiences
7. Relate events in the story to personal experiences.
8. Answer literal level questions related to literary text listened to.
9. Respond to the story through the following engagement activities:
Group 1 – Solbaren ti Puzzle
Group 2 – Siak Kadi?
Group 3 – Iladawan
Group 4 – Ipabuya
10. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
11. Make one-to-one correspondence between written and spoken words.
12. Use names of person, places, animals, and things appropriately in
sentences.
13. Use the correct noun markers (ni, da) in identifying names of persons,
places, animals and things.
14. Give the letter that begins with the name of a given picture/objects.
15. Identify letter Tt, both upper and lower case.
16. Show relationship between sounds and written symbols
17. Give/produce the beginning sound of letter in a given word.
18. Orally segment a two to three-syllable word into its syllabic parts.
19. Match words with pictures and objects.
20. Give the sounds of Tt.
21. Blend specific letters to form syllables/words.
22. Write upper case and lower case of Tt in print using proper proportion.
23. Write syllables and words correctly.
24. Correctly spell previously learned words.
62
B. Focus Skills
1. Oral Language:
Participating actively during story reading by making comments and
asking questions.
2. Phonological Awareness:
c. Giving/producing the beginning sound of letter in a given word.
d. Orally segmenting a two to three-syllable word into its syllabic parts.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols
5. Word Recognition:
Matching words with pictures and objects
6. Handwriting:
Writing upper and lower case letter Tt
7. Grammar Awareness:
a. Use names of person, places, animals, and things appropriately in
sentences
b. Using the correct noun markers (ni, da) in identifying proper names.
8. Vocabulary:
a. Developing and using vocabulary of words that begin with the target
letter/s.
b. Identifying names of persons, places, animals, and things.
9. Spelling:
a. Understanding that there is the correct way to spell words
b. Spelling and writing words using phonemic awareness and letter
knowledge
10. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story
c. Relating events in the story to personal experiences.
d. Recalling important details in stories, events, situation to personal
experiences
e. Recalling important details in stories, events, and situations read
aloud.
f. Answering literal level questions related to literary text listened to.
g. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
- Mary Stringer and Nicholas Faraclas
- Kangaroo Ground, Australia: SIL Australia
63
- Revised by Susan Malone and Dennis Malone
- October 2008
- Ilokano Primer Track
- Developed by Leila P. Areola
D. Materials:
- Pictures
- Bigbook
- Flashcards
- Pocket Charts
E. Strategies:
- Shared Reading
- Acting Out
- Games
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
Word Web: Ask the pupils about their pets. Ask them also how they take
care of their pets.
2. Unlocking of Difficult Words
Taraken (Illustration)
Taripatuen (Synonym)
Tinakkuban (Demonstration)
3. Previewing
Present the big book with the poem “Ti Tarakenko a ni Tami.” Talk
about the title, author and illustrator. Ask them what they think the story is
about by looking at the cover. Allow them to make predictions about the
story.
4. Motive Question
Show them again the cover.
Ask: Ania ngata ti mapasamak iti ikan iti sarita?
64
Ti Tarakenko a ni Tami
Sarita ni Leila P. Areola, Ph.D.
Inladawan ni Noel B. Corpuz
65
Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Ania ti impanamnama ni Teli kenni Group 2 –Agtaraken Tayo!
tiana a Tani? No dakayo ti akin taraken kenni Tami,
Ania ti insingasing ni tiana a Tani kasanoyo met daytoy a taripatuen?
kenkuana a pangikabilanna ti
“aquarium’?
D. Discussion/Presentation:
Let pupils answer the comprehension questions and present their outputs.
1. Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Do the Matching Word activity
a. Select the Matching Word cards that you prepared for the Shared
Reading Story.
b. Give one of the Matching Word cards to a volunteer. (If you are using
a small book, write the words one by one on the CB instead of on
word cards.)
c. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on
the CB) that you selected.
3. Do the Hide-a-Word activity.
a. Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
b. Then hold a small piece of paper over one of the important words in
that sentence.
c. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
d. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
e. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again,
using the pointer to show them the words they are reading. Let them
try again to say the word.
f. Do this with the other two “Hide-A-Word” sentences.
66
DAY 2
Developing Language Competencies
A. Preparatory Activities
Game: Find Me (Sapulennak)
Show the pupils the following suggested pictures. Let each pupil pick
out a picture that shows a noun (balikas a pangnagan) and have him/her tell
whether it is a name of a person, thing or place.
dentista bola simbaan pulis
tasa parke maladaga bayabas
tiendaan maestra payong ospital
B. Lesson Proper
1. Presentation
Recall the story “Ti Tarakenko a ni Tami”
a. Comprehension Questions
Let the pupils answer the following questions:
Siasino ti adda tarakenna? Ni Teli
Siasino ti adda sagutna? Ni teli
Siasino ti agkabsat? Da Teli ken Temi
Siasino ti nangisagut kenni Tami? Da Tio Toni ken Tia Tani
Siasino ti nagpakan ti adu kadagiti ikan? Ni Temi
Siasino ti namagbaga kenni Temi? Ni Teli
b. Show the pupils pictures of the following persons with these phrases
written below them.
Ni Teli Da Tio Toni ken Tia Tani
Ni Temi Da Teli ken Temi
c. Discussion
Ask: Mano ti bilang dagiti tattao ti umuna a batog? (maysa) Mano a
bilang dagiti tattao iti maikadua a batog? (dua)
2. Oral Practice
Tuck the pictures of the following persons on the board. Let them pick
one and use ni or da in telling the names of the persons on the picture.
Dr.Tinio Tano ken Mina
Lelang Ana ken Lelong Selo Lina
Uliteg Kanor ken Ikit Ikka Manong Ramon
3. Generalization
a. What article comes before a singular proper noun? (ni) When do we
use ni?
b. What article comes before a plural proper noun? (da) When do we
use da?
4. Guided Practice
Pick Me Up: Ask the pupils to pick a picture of a person from the box.
Have them place the picture on the proper column on the pocket chart.
Have another set of pupils pick a flashcard with the word ni or da and
have them place it on the appropriate picture.
Nora Nanang ken Tatang
Manang ken Manong Alona
67
Kaka Kulas Lena ken Nati
5. Independent Practice
Distribute pictures of persons with names below them. Let them group
themselves according to their number (singular, plural). Let each member
of the group name the picture by using ni or da.
Atty Reyes Lito ken Kiana
Nida ken Dino Santi
Linda Tito ken Tia Tita
Gani ken Gina Boni
Mr. ken Mrs. Abana
C. Application
Pupils are asked to give the noun marker of nouns. A pupil starts to
mention a noun then calls for a classmate to provide the noun marker. This
activity goes on until the teacher feels that the pupils have already mastered
the use of noun markers “ni” ken “da”.
D. Evaluation
Isurat ti ni no ti pangnagan ket saggaysa, da no sagdudua wenno sagga-adu.
1. _______ Rona
2. _______ Dani ken Aladin
3. _______ Uliteg Nano ken Ikit Lena
4. _______ Tata Pilo
5. _______ Miss Abad
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
Let the pupils recall the story “Ti Tarakenko a ni Tami”
1. Let them answer the following questions to:
a. Siasino ti adda tarakenna?
Answer: Teli
b. Ania ti nagan ti tarakenna?
Answer: Tami
c. Siasino ti nangisagut kenni Tami?
Answer:Tio Toni ken Tia Tani
d. Ania ti impanamnama ni Teli kada Tio Toni ken Tia Tani?
Answer: Taripatuen na ti tarakenna
e. Siasino ti nagpakan ti adu kadagiti ikan?
Answer: Temi
f. Ania ti dimmakkel kadaydiay taraken ni Teli?
Answer: Tian
g. Ania ti nalipatan ni Teli nga inaramid?
Answer: Tinakkuban ti ‘aquarium’
h. Siasino ti namagbaga kenni Temi?
Answer: Teli
68
2. Present the following words with letter Tt .
Beginning
teli taraken
temi taripato
tio takkub
tia toni
tani tami
LESSON 2 LETTER Tt
a n i t
tata, tian,tani,
tina, tiani, naata,
ita, innat, anit-it,
intan, iit,
tian
ti an
tian t
tia ti
ti tia
n tian
i ta ni
nin na nat
ti an tia
69
Basaen dagiti sumaganad:
tata tian tani
tina tiani naata
ita innat anit-it
iit ti tina ti tian
ni tata ti anit-it dagiti itati tiani
tian
Point to the picture then tell the pupils , “Daytoy ket tian.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.
b. Syllable Box
ti an
tian
tia
ti
t
Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils,
then with the pupils. Continue reading each smaller part of the word.
70
(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, read
the new letter to the pupils and then with the pupils.
t
ti
tia
tian
Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, Read it to
and with the pupils.
Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.
I ta ni
nin na nat
ti an tia
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it
that word is correct. If so, write the keyword on the “Word Chart”
or on the Chalkboard and read it to and with the pupils. If it is not
correct, ask another child to find the Key Word and write it
correctly on the Word Chart or Chalkboard.
71
Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words on the Word Chart
or chalkboard.
tata tian tina tiani iit
naata ita innat anit-it intan
Read all the words on the Word Chart with the pupils.
g. Oral Practice
Pupils form words from the Big Box
Listen to some words taken from the story:
Beginning
teli taraken
temi taripato
tio takkub
tia toni
tani tami
Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word again
as the pupils repeat after him/her.
h. Guided Practice
The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
/t/ … udo tudo /t/…teltel teltel
/t/…ugot tugot /t/…ukak tukak
sagu…/t/ sagut takro…/t/ takrot
72
Game
- Show pictures with letter t written on it. Produce the sound
then let them repeat.
- Game: Distribute pictures with /t/ to the pupils. Ask those with
letter t to stand or run to the front. Let them say words that
contain /t/.
i. Independent Practice
Ask the pupils to name other objects that start with /t/.
C. Application
The pupils are grouped into three. The groups are made to enumerate as
many objects /even names of classmates with /t/. The group with the most
number of answers wins.
D. Evaluation
Coloring pictures whose names begin with /t/. Present sets of pictures on the
board. Let the pupils identify the picture of objects that start with /t/.
tako takiag sarming tansan
tapingar sagad tasa tangan
tambor tali tabukol tengnged
sinelas tiggaak tulang tulang
DAY 4
Handwriting And Spelling
A. Preparatory Activities
Let the children play “The Ball’s Mine!” Gather Pupils into a circle. Play music.
When the music stops, let the pupil who is holding the ball give a word that
starts with Tt. Repeat the process.
B. Writing Activity
1. Modeling by the Teacher
Show the pupils how to write big letter T on the air. Let them repeat after
you. Do this several times. Do the same with the small letter t.
2. Guided Practice
Let the pupils practice writing letter Tt on their palm, back of their
seatmate and on their desk.
Trace the big T and the small t on a given space.
73
3. Independent Practice
Write the new letter on the chalkboard. Let the pupils copy on their slates
over and over.
C. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.
74
D. Evaluation
Isurat ti kurang a letra.
1. Tina ____ina
2. tali ____ali
3. Toti ____o___i
4. Nita Ni___a
5. tisa ____isa
E. Spelling
1. Dictate the key word for letter Tt. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate on their paper.
3. Dictate 2-3 words from the previous lessons. Let the pupils write each
word.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
Assessment
75
D. Giving new spoken words when two or more syllables are joined.
ta ti in
na it ti
ni nat nit
i a o
G. Activity Sheets
76
Lesson Guide in Grade 1 - Ilokano: Week 6
I. Objectives:
1. Orally segment a two to three-syllable word into its syllabic parts.
2. Make one-to-one correspondence between written and spoken words.
3. Give the letter that begins the name of a given object/picture.
4. Identify letter Kk and its sound.
5. Write upper and lower case letter Kk.
6. Use the correct noun markers (ti, dagiti) in identifying common and proper
names.
7. Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
8. Predict what the story is about based on what one knows about characters,
setting and incidents.
9. Recall important details in stories read.
10. Respond to the story through the following engagement activities:
Group 1 – Tuladen
Group 2 – Acting Out
Group 3 – Ipabuya
Group 4 – Dumngeg Kayo Manen
A. Story:
Kinningkingan
Sarita ni Leila P. Areola, Ph.D.
Inladawan ni Noel B. Corpuz
B. Focus Skill:
1. Oral Language
Reciting/singing with ease and confidence rhymes, jingles, riddles,
chants, song, lullaby in culturally appropriate manner.
2. Phonological Awareness
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into syllabic parts.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
a. Giving the letter that begins the name of a given object/picture.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols
5. Word Recognition:
a. Matching words with pictures and objects.
b. Give the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables/words.
77
6. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing syllables, words, and phrases correctly.
7. Grammar Awareness:
Using the correct noun markers (ti, dagiti) in identifying common and
proper names.
8. Vocabulary:
a. Developing and using vocabulary of words that begin with the target
letter/s
b. Identifying and using common noun markers.
9. Spelling:
a. Understanding that there is the correct way to spell words
b. Spelling and writing words using phonemic awareness and letter
knowledge
10. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story.
c. Relating events in the story to personal experiences.
d. Recalling important details in: Shared reading stories listened to.
e. Giving the correct sequence of three event.
f. Showing love for reading by listening attentively during story reading
and making comments.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revise by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
E. Strategies:
Shared Reading
Puppet Show
Acting Out
Games
78
G. Theme: My Family and I
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
Ask the pupils what games do they like best to best. Ask them to share
their most unforgettable experience about playing their favorite games.
2. Unlocking of Difficult Words
a. napatakleb (demonstration)
b. kingking (demonstration)
c. maliwayan(context clue)
d. napalikuko (demonstration)
3. Previewing
Present the big book with the story “Kinningkingan.” Talk about the title,
author and illustrator. Have them look at the cover of the book showing a
girl crying in pain because of a broken arm. Ask: Maipapan ngata ti ania ti
sarita? Ania ngata ti mapasamak iti sarita?
4. Motive Question
Have them look at the first page of the book showing Kay and friends
playing inviting her to play kinningkingan. Ask: Ania ngata ti mapasamak
kenni Kay?
Kinningkingan
Sarita ni Leila P. Areola
Inladawan ni Noel B. Corpuz
79
Kasta met a dinagdagus da Karla ken Karen a nangsukat iti sapatos
da iti tsinelas.
Naiddaan na iti kanawan nga imana isu a natukkol iti takiag na.
Manipud idin, inkarin ni Kay a saanen nga agay-ayam iti
kinningkingan.
Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Siasino dagiti aggagayyem? Group 1 – Tuladen
Apay a saan a maiyulo ni Kay iti Tuladen ti inaramid da Karen
ad-adalenna? kenni Karla idi napan da iti siled ni
Ania ti inaramid dagiti Kay.
gagayyemna iti laglargada?
Ania ti inyayab dagiti gagayyem Group 2 –Acting out
na kenkuana? Ipakita no kasanoyo a balakadan
Napintas kadi a pagsarmingan iti dagiti gagayyem ni Kay.
inaramid dagiti gagayyemna?
No saan a napintas, ania ti
balakadmo kenkuada?
Ania iti napasamak kenni Kay? Group 3 – Ipabuya
No dakayo ti gagayyem ni Kay, . Ipabuya ti mabalin nga
ania iti inaramidyo idi natukkol ti aramidenyo kenni Kay
takiag na?
No dakayo ni Kay, ikari yo met a
saan kayon nga agay-ayam iti
Kinningkingan? Apay?
Dagiti sumaganad a ladawan ket Group 4 – Dumngeg Kayo
mangiparang kadagiti Manen!
paspasamak iti sarita. Urnosenyo Isalaysay iti grupo ti sarita babaen
dagiti ladawan ket isalaysayyo kadagiti ladawan nga inyurnos da.
dagiti pasamak iti sarita.
80
D. Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
DAY 2
Developing Language Competencies
A. Preparatory Activities
Review
Game: Find Me (Sadino ti Ayan Mo, Gayyemko?)
Show the pupils the following suggested pictures of persons with names
written below them. Let each pupil pick out a picture and have him/her use Ni
or Da in telling the names of the person/s in the picture from the bigbook.
Maestra Kay
Karen ken Karla Karen
Nanang ken tatang nanang
B. Lesson Proper
1. Presentation
a. Present the following dialogue through a Puppet Show.
81
(Dayalogo)
Oras iti mirienda, nagkita da Kiko ken Nika iti sango iti
ikantina.
Kiko: Naimbag a bigatmo, Nika.
Nika: Naimbag a bigatmo met, Kiko.
Kiko: Kumustaka?
Nika: Nasayaat met,gayyem.
Kiko: Ania ti gatangem a mirienda?
Nika: Saba a nalingta ti kayatko.
Kiko: Nasayaat ti saba para iti bagi.
Nika: Kusto dayta, Kiko. Kaykayatak dagiti prutas gapu
ta makapasalun-at iti bagi.
b. Comprehension Questions
Let the pupils answer the following questions:
Siasino dagiti nagkita?
Sadino da a nagkita?
Kaano da a nagkita?
Ania ti kayat ni Nika a mirienda?
Apay a kayatna daytoy?
Sika, ania met ti kayatmo a mirienda? Apay a daytoy ti kayatmo?
c. Show the pupils pictures of the following objects with these phrases
written below them.
Ti saba dagiti saba
Ti aso dagiti aso
ti lobo dagiti lobo
ti lapis dagiti lapis
ti ubing dagiti ubbing
2. Discussion
a. Ask: Mano a tao/banag/ayup ti nadakamat iti umuna a batog? (two or
more) Ania nga artikulo ti naaramat? (ti)
b. Mano a tao/banag/ayup ti nadakamat iti maikadua a batog? (two or
more) Ania nga artikulo ti naaramat? (dagiti)
3. Oral Practice
Mystery Box
Let each pupil pick up an object or a group of objects as suggested below
from the Magic Box. Let them say the name of each object or group of
objects by using ti or dagiti.
bola sagaysay libro
munyeka bayabas kuaderno
panio pal-id tisa
(The teacher may add more objects in the Magic Box).
4. Generalization
a. What article comes before a singular common noun? (ti) When do we
use ti?
82
b. What article comes before a plural common noun? (dagiti) When do
we use dagiti?
5. Guided Practice
Game: Find a Pair.
Group the pupils into two. Give each pupil in the first group pictures with
persons/objects/animals. Give the other group flashcards with ti or dagiti.
Let each one find a partner so that they can form the following phrases
Ti baka dagiti billit
Ti kotse dagiti kaykayo
Ti balay dagiti kamatis
ti basket dagiti lames
ti pinggan dagiti tattao
(The teacher may add more pictures).
6. Independent Practice
Game: Where Do I Belong?
Distribute the following pictures of persons/objects/animals with names
below them. Let them group themselves according to their number
(singular, plural). Let each member of the group name the picture by
using ti or dagiti.
lames babbai
pusa sabsabong
bestida luglugan
pala banbantay
kallugong karkarton
7. Evaluation
Isurat ti “ti” sakbay ti pangnagan a saggaysa (singular). Isurat ti “dagiti”
no ti pangnagan ket sagdudua wenno saggaadu.
a. _______ telebisyon
b. _______ mulmula
c. _______ sandia
d. _______ kabalyo
e. _______ basbaso
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Let the pupils recall the story “Kinningkingan” Let them answer the
following questions:
a. Ania ti nagan dagiti aggagayyem?
Answer: Ni Kay, Kare, Karla
b. Ania ti magusgustuan da nga ay-ayamen?
Answer: kinningkingan
c. Malaksid nga aggagayyem da, siasinnoda da pay kenni Kay?
Answer: kaarruba
d. Siasinno to agbagkat kadagiti bag da?
Answer: Ti maabak
83
2. Present the following words with letter Kk, if possible, with pictures.
Beginning Ending
karabasa tulbek
kaimito tukak
kalesa sultak
karison landok
kawar latok
kabatiti pariok
kulibangbang tukak
kabibi palok
kaldero pariok
Kandela anak
LESSON 3 LETTER Kk
a N i t k
ka in
kain k
kai ka
ka kai
k kain
i nik in na
ka ti kan ik
ik nak ka kit
84
Inikkannak ti Inikkannak ti kain ni Nana
Inikkannak Inikkannak ti kain ni Nana Ikka.
ti kikit inikkannak
nakitak kikit ni kaka
ti ikan anak ni ikit
dagiti ikan anik-ikda
kain
Point to the picture then tell the pupils , “Daytoy ket kain.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.
b. Syllable Box
ka in
85
c. Do The “Breaking Word” Activity
kain
kai
ka
k
Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils,
then with the pupils. Continue reading each smaller part of the word.
(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, read
the new letter to the pupils and then with the pupils.
i nik in na
ka ti kan ik
ik nak ka kit
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
86
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
Pupils find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the pupils as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another pupil to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
Read all the words on the Word Chart with the pupils.
i. Oral Practice
Pupils form words from the Big Box.
Listen to some words taken from the story:
Kay
Karen
Karla
kingking
kinningkingan
kaarruba
87
Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word
again as the pupils repeat after him/her.
j. Guided Practice
The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
/k/ …abalio kabalio /k/…arabasa karabasa
/k/…arga karga /k/…amatis kamatis
ungi…/k/ rasos tuka…/k/ tukak
Game: Show a flashcard with letter k written on it. Produce the
sound then let them repeat.
Game: Distribute flashcards with words with /k/ to the pupils. Ask
those with letter k to stand or run to the front. Let them say words
that contain /k/.
k. Independent Practice
Let the children sing “Kalapati” and have them identify words with /k/.
The are made to clap their hands everytime the word with /k/ is
mentioned.
Kalapati
C. Application
Ask the pupils to name other objects that start with k.
D. Evaluation
Marisan ti nalabaga dagiti ladawan a ti naganna ket agrugi ti /k/, berde ti
dagiti ladawan a ti naganna ket agturpos ti /k/.
88
DAY 4
Handwriting And Spelling
A. Preparatory Activities
1. Game: Sippawennak, Matinnagakon!
2. Gather Pupils into a big circle. Say, Sippawennak, Matinnagakon! as you
throw a stuffed animal in the air. The pupil who catches the stuffed toy will
give a word that starts with Kk. Let him say the phrase as he/she throws
the stuffed toy in the air. Repeat the process.
B. Writing Activity
Modelling by the Teacher
Show the pupils how to write big letter K in the air. Let them repeat after you.
Do this several times. Do the same with the small letter k.
1. Guided Practice
Let the pupils practice writing letter Kk on their palm, back of their
seatmate and on their desk.
Trace big letter K and small letter k on the given space.
89
2. Independent Practice
Write the new letter on the chalkboard. Let the pupils copy on their slates
over and over.
C. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.
D. Evaluation
Isurat ti kurang a letra.
1. Nika Ni__a
2. Kiko __i__o
3. kita __ita
4. ikan i__an
5. anak ana__
90
E. Spelling
1. Dictate the key word for letter Kk. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 3-5 words from the previous lessons. Let the pupils write each
word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
D. Giving new spoken words when two or more syllables are joined.
Teacher jumbles the following syllables. Teacher gives clues to form new
words.
kan to I a nak
ka in kit na kita
91
E. Writing the upper and lower case of Kk
F. Spelling
Spelling previously learned words correctly.
1. ikan
2. itik
3. kain
4. kinnan
5. inikkat
92
Lesson Guide in Grade 1 - Ilokano: Week 7
I. Objectives
1. Develop and use vocabulary of words that begin with Ss
2. Predict what the story is about on what one knows about character, setting
and events.
3. Confirm predictions after listening to a story.
4. Modify prior knowledge based on new knowledge from the story
5. Recall important details in a story listened to.
6. Give the correct sequence of three events
7. Show love for reading by listening attentively during story reading and making
comments.
8. Respond to the story through the following engagement activities:
Group 1 –Show Me (Iladawan Mo)
Group 2 –Paint Me (Ipintam)
Group 3 –Complete Me (Kumpletuennak)
Group 4 - Lights, Camera, Action! (Ipabuya)
9. Tell their own stories related to the picture with ease and confidence
10. Using the correct noun markers ti and dagiti
11. Give/produce the beginning sound of /s/ in a given word.
12. Orally segment a two to three-syllable word into its syllabic parts.
13. Make one-to-one correspondence between written and spoken words
14. Give the letter that begins with the name of a given picture/objects.
15. Identify Ss, both upper and lower case.
16. Show relationship between sounds and written symbols
17. Match words with pictures and objects.
18. Blend specific letters to form syllables, words and phrases.
19. Write upper case and lower case letter Ss in print using proper proportion.
20. Write words, syllables, phrases and sentences correctly.
21. Spell previously learned words correctly.
22. Spell and write words using phonemic awareness and letter knowledge.
B. Focus Skills
1. Oral Language:
Telling their own stories related to the picture with ease and
confidence
2. Phonological Skills:
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.
93
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
Identifying specific letters in the alphabet, both upper and lower case.
b. Showing relationship between sounds and written symbols.
5. Word Recognition:
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words and phrases.
6. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
7. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, syllables, phrases and sentences correctly.
8. Grammar Awareness:
Using the correct noun markers ti and dagiti.
9. Vocabulary:
Developing and using vocabulary of words that begin with the target
letter/s.
10. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story.
c. Modifying prior knowledge based on new knowledge from the story.
d. Recalling important details in a story listened to.
e. Giving the correct sequence of three events
f. Showing love for reading by listening attentively during story reading
and making comments.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
- Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Value: Gratitude
94
E. Theme: My Family and I
III. Procedure
DAY 1
A. Pre-reading Activities
1. Unlocking of Difficulties
a. Kasangay (Illustration)
b. Sangaili (Synonym)
c. Pensionado (Illustration, Context Clues)
d. Inyarakup (Demonstration)
2. Motivation
Kasanoyo a rambakan ti kasangayyo?
(Fill the Word Web)
3. Motive Question
Kasanoda a rinambakan ni Sabrina ti kasangayna?
Adda suman ken sinibalo nga insagut ni ikitna a Susing. Agsasabali met
a maris ken sukog ti biskuit ti insagut ti tiona a Sito. Pansit ken litson met ti
insagut ni lelongna a Sendong a pensionado. Ket salad, keyk ken sorbetes
met ti insagana da Tatang ken Nanangna.
95
Nagduduma ti marisda. Adda nalabaga, asul, mala-rosas ken
dadduma pay.Nagyaman ni Sabrina kadagiti bisitana.
Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Siasino ti agkasangay? Group 1 –Iladawan ti kasangay
Sadino a napasamak ti istoria?
Siasino dagiti sangailina? Idrowing dagiti makita iti
Kasanoyo met a rambakan ti kasangay ni Sabrina.
kasangayyo?
96
E. Do the Matching Word activity
1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.
F. Do the Hide-a-Word activity.
1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.
DAY 2
Developing Language Competencies
A. Preparatory Activities
1. Action Song
2. Review
a. Give a review on the story “Dagiti Sagut ni Sabrina” read the previous
day.
b. Siasino ti nagkasangay?
c. Siasino dagiti sangailina?
d. Ania dagiti sagutda kenkuana?
e. Ania kadagitoy a sagut ti magusgustuanna?
B. Lesson Proper
1. Presentation
Show pictures of the objects that follow. Say their names while showing
each of the pictures.
ti suman dagiti sagut
ti sinibalo dagiti sangaili
ti sorbetes dagiti sapatos
ti salad dagiti sagana
97
2. Modeling
Say the names of these objects again. Let the pupils repeat the phrases.
3. Discussion
a. Mano a suman ti makita iti ladawan? (maysa)
b. Ania a balikas ti naisurat sakbay iti sarita? (ti)
c. Mano a suman ti makita iti ladawan? (dua/lima/adu)
d. Ania a balikas ti naisurat sakbay iti sarita? (dagiti)
4. Generalization
a. Ania ti aramaten a balikas sakbay ti nagan a maymaysa ti
dakdakamatenna? (ti)
b. Ania ti aramaten a balikas sakbay ti nagan nga nasursurok ngem
maysa ti dakdakamatenna? (dagiti)
5. Guided Practice
Show some objects. Let pupils use ti and dagiti in naming/identifying
these objects.
6. Independent Practice
Mastery Box: Let pupils pick some pictures from the box. Let them name
the picture that they pick using ti or dagiti. Let the each pupil name an
object/s by using ti or dagiti.
Ex.
ti lapis dagiti libro
ti lamisaan dagiti bag
C. Application
Marisan ti nalabaga ti lobo no ti balikas ket “ti”, kiaw wenno duyaw no ti
masapul na ket “dagiti”.
D. Evaluation
Ikkan ti kur-it () no ti sarita ket “ti” ti masapul na, ekis () no ti sarita ket
“dagiti” ti kasapulanna.
1. _____ tao
2. _____ babbaro
3. _____ amma
4. _____ nateng
5. _____ agikit
DAY 3
Developing Oral Language Proficiency: LESSON 4 – LETTER Ss
A. Preparatory Activities
1. Present some pictures that begin with letter Ss. Ask the pupils to name
the pictures.
98
2. Say the name of each picture. Emphasize its initial sound. Say it again a
few times.
Daytoy ket…sabong. Daytoy ket…sobre.
Daytoy ket…sagad. Daytoy ket…sipilyo.
Daytoy ket…sagaysay. Daytoy ket…santol.
3. Ask the pupils what sound they hear at the beginning of each picture.
4. Ask the pupils to give some words starting with /s/
B. Lesson Proper
1. Presentation
The teacher shows the picture of feet “saka”. Pupils are asked to share
their experiences about their “saka”.
2. Discussion
Teacher presents the Primer Track for the Letter Ss.
LESSON 4 LETTER Ss
a n i t k S
sa ka
saka s
sak sa
99
sa sak
s saka
na ka sak Ki
kit si san Sa
it ni an Tan
sik i ko Kan
Saka
Point to the picture then tell the pupils , “Daytoy ket saka.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.
b. Syllable Box
sa ka
100
that is directly below the keyword. Read that part of the word to
the pupils, then with the pupils. Continue reading each smaller
part of the word. (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, read the new letter to the pupils and then with the
pupils.
na ka sak ki
kit si san sa
it ni an tan
sik i ko kan
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
101
Pupils find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the pupils as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another pupil to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
sakit saniit siit sina sika
anis asin sikka saka siak
Read all the words on the Word Chart with the pupils.
j. Guided Practice
The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
102
/s/ … agana sagana /s/…sukog sukog
/s/…agut sagut /s/…uman suman
raso…/s/ rasos kalkalpa…/s/ kalkalpas
Game: Show a flashcard with letter s written on it. Produce the
sound then let them repeat.
Game: Distribute flashcards with words with /s/ to the pupils. Ask
those with letter s to stand or run to the front. Let them say words
that contain /s/.
k. Independent Practice
Ask the pupils to name other objects that start with s.
A. Application
Naganan dagiti ladawan nga adda iti labutab. Isurat ti Ss no ti rugi ti nagan ti
ladawan ket kasla ti rugi ti umuna nga awing ti sabong.
B. Evaluation
Coloring pictures whose names begin with /s/. Present sets of pictures on the
board. Let the pupils identify the picture of objects that start with s.
103
DAY 4
Handwriting And Spelling
Handwriting
A. Preparatory Activity
Pupils are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /s/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /s/. Pupils name the object and tell the
beginning sound.
B. Writing Activity
Modeling by the Teacher
Show the pupils how to write the new letter in the air and on their hand. With
your back to the children, tell the children to watch your hand as you “write”
the new letter in the air. Make sure you make the letter very large so they can
see you do write it. Have them practice writing the letter in the air with you.
Do this about 3-4 times.
C. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Trace big S and small s on the given space.
D. Independent Practice
1. Pupils practice writing the new letter on their paper or slate
2. Write the new letter on the chalkboard. Make it large so everyone can see
it. Pupils practice writing the letter on their slates or in their exercise
books 10 times. Go around the room and help anyone that is having
trouble forming the letter.
104
E. Application
1. Children practice writing the new key word on their paper or slate.
2. Write the new key word in large letters on the chalkboard. You may need
to write it several times so everyone can see clearly how you write it.
Pupils write the new keyword 10 times on their slates or in their exercise
books. Walk around the room to see how they are doing. Help anyone
that is having trouble writing the word.
3. Activity
Ikkan ti maris ti ikan nga aglaon ti balikas nga agrugi ti /s/. Ugedan ti letra
s.
105
F. Evaluation
1. Complete the name of each picture. Encircle the missing letter.
a. Sabon ___abon s n l
b. Siko ___ iko n s l
c. Sagad ___ agad k lm
d. Laso la___o b k s
e. Santol ___antol d s n
G. Spelling
1. Dictate the key word from today’s lesson. Pupils write the word on their
paper or slate.
2. Dictate the key word from the last lesson. Pupils write the word on their
paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by on pupils write each
word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.
DAY 5
Assessment
B. Sequencing of events
Teacher shows pictures of the events in the story. Pupils are asked to
sequence the pictures as they happened in the story
106
D. Matching words with pictures
Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. sabot
2. saba
3. abas
4. tabasi
5. sippit
E. Giving new spoken words when two or more syllables are joined.
Pagkamangen babaen ti uged dagiti balikas tapno mabakukel ti sao.
a kas
ka sin
so
sa kit
sik si
si ki
ti it
na
F. Writing the upper and lower case of Ss
Practice writing the upper and lower case of Ss in your notebook.
G. Spelling
Spelling previously learned words correctly.
1. asin 6. sakit
2. kaso 7. sikki
3. ikkis 8. sika
4. anis 9. siko
5. saka 10.siit
H. Activity Sheet
107
Lesson Guide in Grade 1 - Ilokano: Week 8
I. Objectives:
1. Relate their own stories related to the picture presented with proper phrasing
and pausing.
2. Make one-to-one correspondence between written and spoken words.
3. Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
4. Predict what the story is about on what one knows about character, setting
and events.
5. Confirm predictions after listening to a story.
6. Recall important details in a story listened to.
7. Give the correct sequence of three events.
8. Show love for reading by listening attentively during story and making
comments.
9. Respond to the story through the following engagement activities:
Group 1 – Puzzle
Group 2 – Iladawan
Group 3 – Agpilika
Group 4 – Ipakitam
10. Use the directional prepositions (daytoy, dayta, daydiay) in sentences.
11. Give/Produce the beginning sound of letter in a given word.
12. Orally segment a two to three-syllable word into syllabic parts.
13. Give the beginning letter of the name of a given object/picture.
14. Identify the letter Oo, both upper and lower case.
15. Show relationship between sounds and written symbols.
16. Match words with pictures and objects.
17. Give/Produce the sounds of letter Oo.
18. Blend specific letters to form syllables/words.
19. Write upper and lower case letter Oo in print using proper proportion.
20. Write words, phrases and sentences correctly.
21. Spell and write words using phonemic awareness and letter knowledge.
B. Focus Skills:
1. Oral Language:
Relating their own stories related to the picture presented with proper
phrasing and pausing
2. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words
108
3. Vocabulary:
Getting the meanings of words presented through illustrations,
demonstration, use of synonyms and antonyms
4. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story
c. Recalling important details in a story listened to
d. Giving the correct sequence of three events
e. Showing love for reading by listening attentively during story and
making comments
5. Grammar Awareness:
Using the directional prepositions (daytoy, dayta, daydiay) in
sentences
6. Phonological Awareness:
a. Giving/Producing the beginning sound of letter in a given word
b. Orally segmenting a two to three-syllable word into syllabic parts
7. Alphabet Knowledge:
a. Giving the beginning letter of the name of a given object/picture
b. Identifying the letter Oo, both upper and lower case
c. Showing relationship between sounds and written symbols
8. Word Recognition:
a. Matching words with pictures and objects
b. Giving/Producing the sounds of letter Oo
c. Blending specific letters to form syllables/words
9. Handwriting:
a. Writing upper and lower case letter Oo in print using proper proportion
b. Writing words, phrases and sentences correctly
10. Spelling:
Spelling and writing words using phonemic awareness and letter
knowledge
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
109
F. Value: Helpfulness
G. Theme: My Family and Our Roles - helping the family, family rules
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
a. Ask: Agdengdengngeg kayo ti radio? Ania dagiti inpormasion wenno
pasamak a nangngegyo ti radio?
b. Draw the pupils’ attention to the Word Bank.
Say: Kargaantayo ti Word Bank kadagiti balikas a maipapan ti
“radio.”
Ex.
Radio
damdamag kanta
pablaak drama
anunsio
B. Active Reading
1. First Reading: Read the poem.
2. Second Reading: Read the poem again. This time use a pointer as you
show the lines of the poem in each page. Ask questions after reading the
poem.
110
Daniw
Ti Radio ni Orlando
Insurat ni Grace Donata Abugan
111
Comprehension Questions Engagement Activities
Ania ti napasamak iti Group 3 – Urnusen
panaglaglagtona? Urnusen dagiti ladawan babaen ti
Ania ti inaramid ti aso? pannakapasamakda iti daniw.
D. Discussion/Presentation of outputs
Let pupils answer the comprehension questions and present their outputs.
DAY 2
Developing Language Competencies
A. Preparatory Activities
Review
Game - A Race: Group the pupils into two. Give each group a set of pictures
of persons/objects/animals and a set of flashcards with ni, da, ti, and dagiti.
Let them complete the following phrases by tucking the pictures and
flashcards together on the board. The group who will finish the task first will
win.
ni Ana dagiti ayup
ti sua da Niko ken Nika
ni ApongTano da Lelong ken Lelang
ti kalapati dagiti bulbulong
ni Tata Lino dagiti inna
(The teacher may add more pictures)
112
B. Lesson Proper
1. Presentation
a. Present a dialogue through a Finger Puppet Show.
(Dayalogo)
113
5. Generalization
a. Ania a balikas ti inaramat a mangipapan iti lugar weno banag nga
adda ti asideg ti agsasao? (daytoy)
b. Ania a balikas ti inaramat a mangipapan iti lugar wenno banag nga
adda ti asideg bassit ti tao a kasarsarita? (dayta)
c. Ania a balikas ti inaramat a mangipapan iti lugar wenno banag nga
adda ti adayo ti agsasao? (daydiay)
6. Guided Practice
a. Game: Show Me…
Say, “Show me…”(any object). Let the first pupil who can show that
object say, “Daytoy ket payong.” Do these 5-10 times. Ask the pupils
to give a round of applause every time a pupil uses the word daytoy
correctly.
b. Game: Guessing Game
Put different objects inside a box. Give a clue as to what the object is.
Ex. “It is round and red. You play with it.” Have the pupils to guess
what it is by saying, “Dayta ket ______.”
c. Game: What’s that?
Ask the pupils to look outside the classroom. Point to an object and
ask, “Ania daydiay?” Let the pupils answer, “Daydiay ket
_______.”
7. Independent Practice
Distribute the worksheet and have the pupils work independently.
114
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Let the pupils recall the poem “Ti Radio ni Orlando.” Let them answer the
following questions:
a. Siasino ti adda sagutna?
Answer: Ni Orlando
b. Siasino ti nangited ti sagutna?
Answer: Ni Apong Oktabio
c. Ania ti sagutna?
Answer: transistor a radio
d. Ania ti inaramidna idi mapatokarna ti radio?
Answer: Naglaglagto.
e. Ania ti napasamak iti ipanaglagtona?
Answer:Nabaddekanna ti luppo ti aso a nakauldag ti isuelo.
f. Ania ti inaramid ti aso?
Answer: Kinagatna ti tammudo agraman kuko ti saka ni Orlando
g. Kasano ti panangtulong dagiti kakabsatna kenkuana?
Answer: Intarayda isuna iti ospital.
h. No sika ni Orlando, kasano ka nga agyaman kadagiti kakabsatmo?
(Accept all sensible answers).
2. Present the following words with letter Oo, if possible, with pictures.
3. Ask, “What sound do these words begin with?” Let the pupils give more
words with letter Oo.
115
LESSON 5 LETTER Oo
a n i t k s o
oso, akot-akot,
kona, sao, sako
tako, kanito,
kanto, aso, akto
anito,
oso
o so
oso s
os os
s oso
na kan ka so
o a ki ko
si tak to sa
ak no ni ta
ti sako ti aso
saka ti oso ti tako
saona diay kanto
116
a. Picture And Key Word
Introduce the keyword and key picture.
oso
Point to the picture then tell the pupils , “Daytoy ket “oso.”
[Let the pupils respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.
b. Syllable Box
o so
Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.
117
Read the entire keyword lesson using Steps 2-5 of the Reading Plan.
Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
oso siko kaso tako
kanto akto sikanto taso
Read all the words on the Word Chart with the pupils.
118
Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
DAY 4
Handwriting And Spelling
A. Preparatory Activities
Game: Relay
Gather Pupils into a big circle. Pass a ball around as music is played over a
CD player. When the music stops, the pupil who is holding the ball will say a
word with letter o at the beginning, middle or ending. Repeat the process.
B. Writing Activity
1. Modelling by the Teacher
Show the pupils how to write big letter O in the air. Let them repeat after
you. Do this several times. Do the same with the small letter o.
2. Guided Practice
Let the pupils practice writing letter Oo on their palm, back of their
seatmate and on their desk.
Trace big O and small o on the given space.
3. Independent Practice
Distribute worksheets to the pupils. Let them do the activity.
4. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.
119
C. Spelling
1. Dictate the key word for letter Oo (oso). Let the pupils write the word on
their slate and then on their paper.
2. Dictate the key word from the previous lesson (kain). Let them write it on
their slate and on their paper.
3. Dictate 3-5 words from the previous lessons (ina, nana, anak, tata, kita).
Let the pupils write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
tao tono
kona akto
anito kanito
DAY 5
Assessment
_______
_______
_______
120
b. Skill: Using the directional prepositions (daytoy, dayta, daydiay) in sentences
Direction: Pilien to umno a balikas para iti ladawan.
121
c. Skill: Word Recognition
Direction: Pagparisen dagiti sarita ken ti ladawanna.
1. oso a.
2. aso b.
3. sako c.
4. Nita d.
5. Otso e.
d. Skill: Writing upper and lower case letter Oo in print using proper proportion
Direction: Isurat ti kurang a letra.
1. Oscar __scar
2. Lito Lit__
3. Carlos Carl__s
4. oso __s__
5. Oyo __y__
e. Activity Sheets
122
123
Lesson Guide in Grade 1 - Ilokano: Week 9
I. Objectives:
1. Develop and using vocabulary of words that begin with the target letter/s
2. Predict what the story is about on what one knows about character, setting
and events. Confirm predictions after listening to a story.
3. Modify prior knowledge based on new knowledge from the story
4. Recall important details in a story listened to.
5. Give the correct sequence of three events
6. Show love for reading by listening attentively during story reading and making
comments.
7. Respond to the story through the following engagement activities:
Group 1 – Idrowing
Group 2 – Agpilika
Group 3 – Tuladem
Group 4 – Ipakitam
8. Relate their own stories related to the picture presented with proper phrasing
and pausing.
9. Orally segment a two to three-syllable word into its syllabic parts.
10. Make one-to-one correspondence between written and spoken words.
11. Point out that spoken words are represented in written language by specific
sequence of letters.
12. Give the letter that begins with the name of a given picture/objects.
13. Identify Yy in the alphabet, both upper and lower case.
14. Show relationship between sounds and written symbols
15. Match words with pictures and objects.
16. Blend specific letters to form syllables, words, phrases and sentences.
17. Write upper case and lower case of letter Yy in print using proper proportion.
18. Write words, phrases and sentences correctly
19. Correctly spell previously learned words.
20. Spell and writing words using phonemic awareness and letter knowledge.
B. Focus Skills:
1. Oral Language
Relating their own stories related to the picture presented with proper
phrasing and pausing
2. Phonological Awareness
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.
124
3. Book and Print Knowledge:
a. Making one-to-one correspondence between written and spoken
words
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
5. Word Recognition:
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases and sentences correctly.
7. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge
8. Vocabulary
Developing and using vocabulary of words that begin with the target
letter/s
9. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events. Confirming predictions after listening to a story.
b. Modifying prior knowledge based on new knowledge from the story.
c. Recalling important details in a story listened to.
d. Giving the correct sequence of three events.
e. Showing love for reading by listening attentively during story reading
and making comments.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Big Books Pocket Charts
Pictures Flashcards
Story Mystery Box
125
E. Strategies:
Shared Reading
Acting Out
Games
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
Ask: Ania dagiti obram ti balayyo? Ania kadagitoy ti bingaymo nga obra ti
inaldaw?
2. Unlocking of Difficult Words
a. Nadalimanek (context clue, Antonym)
b. karaykayen (demonstration)
c. Agkaykay (demonstration)
d. Panagbibinnulig (Context Clue, Synonym)
3. Previewing
a. Present the big book with the story “Ti Nakaaapal a Pamilia ni Tata
Yulo”. Talk about the title, author and illustrator. Have them look at the
cover of the book showing a happy family.
b. Ask: Apay ngata a napauluan ti sarita iti “Ti Nakaaapal a Pamilia ni
Tata Yulo”?
4. Motive Question
a. Have them look at the first page of the book showing Tata Yulo’s
children working on their assigned task..
b. Ask: Ania ti ipakpakita ti ladawan? Ania ngata ti mapasamak iti
sumaruno a panid?
126
Kadagiti tallo nga annakda, adda naituding nga obra ti maysanmaysa. Ni
Manong Yano ti innauna nga anakda. Bingayna ti agdalus ti arubayanda.
Inaldaw a karaykayenna dagiti nagtinnag a bulbulong ken naiwarwara a
rugrugit.
127
Comprehension Questions Engagement Activities
Ania met ti pakakunikuman ni Tata Group 3 – Mannalonnak Ita!
Yulo? Ipakita dagiti mabalin nga ob-
Iladawan man dagiti aramid obraen ni Tata Yulo iti talon ken
wenno obra dagiti mannalon a kas kumanna
kenni Tata Yulo?
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.
128
DAY 2
Developing Language Competencies
A. Preparatory Activities
Review
Game - A Race: Group the pupils into four. Give each group a set of pictures
of persons/objects/animals and a set of flashcards with ni, da, ti, and dagiti.
Let them complete the following phrases by tucking the pictures and
flashcards together on the board. The group who will finish the task first will
win.
ni Padre Yulo dagiti babbalay
ti kahoy da Nikoy ken Yena
ni Apong Yano da Yari ken Kiray
ti wasay dagiti adu a bunga ti kasuy
ni Tata Inoy dagiti yema
(The teacher may add more pictures)
B. Lesson Proper
1. Presentation
Dagitoy dagiti yoyo ni Yayo
Dagita met adda ti rabaw ti lamisaan dagiti yoyo ni Yula
Nalabaga ti maris iti amin a yoyo ni Yayo
Asul met dagiti yoyo ni Yula
Dagidiay a tiendaan ti naggatanganda kadagiti yoyo.
Comprehension Questions
Let the pupils answer the following questions:
a. Ania ti ipakpakita diay agsasao?
b. Siasino ti akinkukua ti yoyo?
c. Sadino a masapulan ti yoyo ni Yula?
d. Sadino ti naggatanganda kadagiti yoyo?
2. Discussion
Ask the following questions:
a. Kasano ti pangipakaammo ti agsasao ti kaadda kadagiti yoyo ni
Yayo?
Answer: Dagitoy dagiti yoyo ni Yayo
b. Idi ibagbagana daytoy, ig-iggamanna ngata dagiti yoyo ni Yayo? Ania
a balikas ti inaramatna a mangibaga nga ig-iggananna? DAYTOY
c. Ania met ti imbagana maipanggep kadagiti yoyo ni Yula?
Dagita a yoyo nga adda ti rabaw lamisaan dagiti yoyo ni Yula.
d. Ig-iggamana dagiti yoyo ni Yula idi imbagana daytoy? Ania a balikas ti
inaramatna a mangipakita a saanna nga ig-igganan dagitoy? DAGITA
e. Sadino ti naggatanganda kadagiti yoyo?Asideg kadi ti agsasao dagiti
tiendaan? Ania a balikas ti inaramatna a mangipakita nga adayo
dagitoy? DAGIDIAY
3. Oral Practice
a. Teacher shows vegetable fruits ti the pupils and say:
Dagitoy dagiti bunga dagiti mulmulayo a natnateng.
Let pupils them repeat the sentence.
129
b. Point to the windows and say:
Dagita tawa ket nadalus
Let the pupils repeat the phrase
c. Point to the children playing from afar and say:
Dagidiay nga ub-ubbing ti binaonko a nagpuros kadagitoy bungbunga
ti natnateng.
4. Generalization
a. Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti asideg ti agsasao? (dagitoy)
b. Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti asideg bassit ti tao a kasarsarita? (dagita)
c. Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti adayo ti agsasao? (dagidiay)
5. Guided Practice
Game: Show Me…
Say, “Show me…”(show 2 or more objects). Let the first pupil who can
show that object say,
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti…
Do these 5-10 times. Ask the pupils to give a round of applause every
time a pupil uses any of these words correctly.
6. Independent Practice
It’s Guessing Time
Teacher provides clues that requires the answer to start with:
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti
7. Application
The pupils are made to use the phrases:
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti…
8. Evaluation
1. Adda kaniam ti dua a munyeka a ginatang ni nanangmo. Kayat mo
nga ipakaammo kadagiti kaeskuelaam. Kasano ti pangibagam
kadagiti kaeskuelaam?
____ Dagita ti dua a munyekak.
____ Dagitoy dagiti dua a munyekak.
130
____ Dagitoy dagiti ullaw nga insalipda iti kinnapintas nga ullaw.
____ Dagdiay dagiti ulaw nga insalipda iti kinnapintas nga ullaw. .
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Let the pupils recall the story “Ti Nakaaapal a Pamilia ni Tata Yulo.” Let
them answer the following questions:
a. Ania ti nagan dagiti agassawa?
Answer: Tata Yulo ken Nana Yumi
b. Siasinno dagiti annakda?
Answer: Yano, Yari, Yula
c. Ania ti ar-aramaten ni Yano a pagdalus ti arubayanda?
Answer: Karaykay
d. Siasinno ti nadalimanek?
Answer: Yari
e. Ania met ti obra ni Yula ti minuyungan?
Answer: agkaykay
2. Present the following words with letter Yy, if possible, with pictures.
Beginning Ending
Sabunganay Lipaylipay
balay Burnay
bantay Innapuy
walay Marunggay
yelo kastoy Bugnay
yarda katay Lumboy
yero sakay Pagay
yema tikoy Kahoy
yantok okoy Katuday
yoyo balay Baybay
yeso wasay Natamnay
lakay Liday
anay kasoy
karaykay barangay
alumanay agpaay
sagayasay ramay
3. Ask the pupils to give more words with letter Yy in the beginning, or
ending.
131
B. Lesson Proper (Primer Track)
LESSON 6 LETTER Yy
a n i t k s o y
yantok, yoyo,
kayo, toyo,
kastoy, katay
sakay, tikoy
itanoy, okoy
sonata
yoyo
yo yo
yoyo y
yoy yo
yo yoy
y yoyo
kay ya yo
o ka a
na ay yam
132
1. Picture And Key Word
a. Introduce the keyword and picture.
yoyo
b. Point to the picture then tell the pupils , “Daytoy ket yoyo.”
[Let the pupils respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.
2. Syllable Box
yo yo
Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.
133
5. Big Box and Word Chart
yoyo y
yoy yo
yo yoy
y yoyo
kay ya yo
o ka a
na ay yam
a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
d. Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
e. Read all the words on the Word Chart with the pupils.
134
c. Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
d. Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
7. Oral Practice
a. Pupils form words from the Big Box
b. Listen to some words taken from the story:
Yulo Balay
Yumi karaykay
Yano Kaykay
Yari Liway
Yula Bingay
c. Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word again
as the pupils repeat after him/her.
8. Guided Practice
a. The teacher says the first sound /s/ and the remaining sound in the
word. The children repeat after him/her. Then the teacher asks pupils
to blend work parts.
/y/ … ero yero /y/…ebkas yebkas
/y/…elo yelo /y/…ema yema
saka…/y/ sakay tiko…/y/ tikoy
b. Game
- Show a flashcard with letter y written on it. Produce the sound
then let them repeat.
- Game: Distribute pictures whose names contain /y/ to the pupils.
Ask those with letter y to stand or run to the front. Let them say
words that contain /y/.
9. Independent Practice
Ask the pupils to name other objects that start with y.
10. Application
Activity Sheet 1.
Naganan dagiti ladawan a makita iti lobo. Ikkate ti ladawan a ti naganna
ket agrugi a kasla aweng ti rugi ti balikas a yoyo.
135
C. Evaluation
Isilpo dagiti ladawan nga adda naganna nga aglaon ti /y/ iti dakkel a Y iti
tengnga.
DAY 4
Handwriting And Spelling
A. Preparatory Activities
Riddles (Burburtia): Let the pupils answer the following riddles. Let the pupils
choose the picture of their answers from the cork board or pocket chart.
1. Maysa a prinsesa, nakatugaw it itasa. (kasoy)
2. Berde a reyna, nakakorona. (bayyabas)
3. Tinudok ko ni digo, timmaray ni tinuno. (barangay)
4. Napintas a prinsesa, nagbado ti nalabaga. (sabunganay)
B. Writing Activity
1. Modelling by the Teacher
Show the pupils how to write big letter Y in the air. Let them repeat after
you. Do this several times. Do the same with the small letter y.
2. Guided Practice
Let the pupils practice writing letter Yy on their palm, back of their
seatmate and on their desk.
Trace big Y and small y on the given space.
3. Independent Practice
Distribute worksheets to the pupils. Let them do the activity.
136
4. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.
5. Evaluation
137
C. Spelling
1. Dictate the key word for letter Yy (yoyo). Let the pupils write the word on
their slate and then on their paper.
2. Dictate the key word from the previous lesson (oso). Let them write it on
their slate and on their paper.
3. Dictate 5 words from the previous lessons (akto, inana, nakita,kanito,
anito). Let the pupils write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
a. kayo
b. yoyo
c. okoy
d. anay
e. yantok
DAY 5
Assessment
_______
_______
_______
138
B. Skill: Using the directional prepositions (dagitoy, dagita, dagidiay) in
sentences.
Direction: Pilien to umno a balikas para iti ladawan.
139
C. Skill: Word Recognition
Direction: Pagparisen dagiti sarita ken ti ladawanna.
1. yero a.
2. yema b.
3. kasuy c.
4. balay d.
5. katuday e.
D. Skill: Writing upper and lower case letter Oo in print using proper proportion
Isurat ti kurang a letra.
1. Yolly __olly
2. tapuy tapu__
3. yariyari ___ari __ari
4. kiday kida__
5. Dr. Yano Dr. __ano
E. Spelling
1. Kayo
2. Okoy
3. Sakay
4. tikoy
5. toyo
140
Lesson Guide in Grade 1 - Ilokano: Week 10
I. Objectives:
Skills
1. Develop and using vocabulary of words that begin with the target letter/s
2. Predict what the story is about on what one knows about character, setting
and events. Confirm predictions after listening to a story.
3. Modify prior knowledge based on new knowledge from the story
4. Recall important details in a story listened to.
5. Give the correct sequence of three events
6. Show love for reading by listening attentively during story reading and making
comments.
7. Respond to the story through the following engagement activities:
Group 1 – Remember Me?
Group 2 – Act out portions of the story
Group 3 – Sequence events in the story
Group 4 – Tell the lesson that you get from the story.
8. Relate their own stories related to the picture presented with proper phrasing
and pausing
9. Give/produce the beginning sound of Mm.
10. Orally segment a two to three-syllable word into its syllabic parts.
11. Make one-to-one correspondence between written and spoken words.
12. Point out that spoken words are represented in written language by specific
sequence of letters.
13. Give the letter that begins with the name of a given picture/objects.
14. Write Mm,, both upper and lower case.
15. Show relationship between sounds and written symbols
16. Match words with pictures and objects.
17. Blend specific letters to form syllables, words, phrases and sentences.
18. Correctly spell previously learned words.
19. Spell and writing words using phonemic awareness and letter knowledge.
20. Write upper case and lower case letter of Mm in print using proper proportion.
21. Write words, phrases and sentences correctly.
A. Focus Skills:
1. Oral Language
Relating their own stories related to the picture presented with proper
phrasing and pausing.
2. Phonological Awareness
a. Giving/producing the beginning sound of of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.
3. Book and Print Knowledge:
a. Making one-to-one correspondence between written and spoken
words.
141
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
5. Word Recognition:
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases and sentences correctly.
7. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
8. Vocabulary:
Developing and using vocabulary of words that begin with the target
letter/s.
9. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events. Confirming predictions after listening to a story.
b. Modifying prior knowledge based on new knowledge from the story
c. Recalling important details in a story listened to.
d. Giving the correct sequence of three events
e. Showing love for reading by listening attentively during story reading
and making comments.
B. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
C. Materials:
Big Books Flashcards
Pictures Pocket Charts
Story Mystery Box
142
D. Strategies:
Shared Reading
Acting Out
Games
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
Ask: Ania dagiti pasamak a dardar-ayanyo no bakasyon? Ania dagiti
saanyo a malipatan a padas kadagitoy?
2. Unlocking of New/Difficult Words through actions and words
Words to be unlocked:
a. dumar-ay
b. makmakan
c. kumamat
3. The teacher introduces the big book, display the cover.
a. Point to the title. Explain to the children that a title is the name of the
story.
b. Say: The title of the story is “Bulan Manen ti Mayo”
c. Point to and read the author’s and illustrator’s names explaining to the
children that an author is a person who writes the story and an
illustrator is one who draws the pictures for the story.
d. Talk about the title and ask the pupils to predict what the story might
be about.
e. Would you really want to know what the story is about?
4. The teacher presents the cover of the big book showing the picture of
May Festival.
Who do you think will be going to the May Festival?
B. During Reading
1. First reading by the teacher
The teacher opens the book and read the whole story showing each page
with the illustration to the pupils.
2. Second Reading
The teacher gives a chance to interact with the text. After reading a page
or several pages, ask questions to help pupils predict and monitor their
comprehension.
143
Bulan ti Mayo Manen
Sarita ni Leila P. Areola, Ph. D.
Inladawan ni Noel B. Corpuz
“Ala, irubbuat yon dagiti lupotyon ta masapa tayo nga agbiahe no bigat, “
kinuna ni Tio Dante. “Saan yo a liplipatan ti lupotyo a pagdigos diay baybay.”
C. Post Reading
1. Lead the class to answer the motive question.
2. Divide the class into 4 groups and give each group an activity.
The discussion of the story follows and the small group activities are
presented as the discussion goes.
144
Comprehension Question Engagement Activity
1. Apay a napnuan unay ti ragsak Group I- Role play the “Tio
dagiti annak ni Tata Munding idi Dante” in your life
umadanin ti Mayo? Apay?
2. Ania ti saanda a maliwayan a
dar-ayan ti tinawen?
3. Siasino ti tartarigagayenda a
sumangpet”
4. Adda met kapada ni Tio Dante ti
biagyo? Ania dagiti aramidna
met a nangparagsak kadakayo?
1. Ania dagiti tarigagayen da Mabel Group II – Dramatize how
ken Maros a luganan? Agpareho Mika felt when they didn’t
nga agkabsat ti kayat? like to tag her along.
2. Apay a saan a kayat ni Maros to
aglugan ti “Ferris Wheel”?
3. Siasino pay ti agrayo a sumurot?
Insurot da? Apay?
1. Malaksid ti peria, sadinno pay Group III – What were the
ti papananda? reminders of Tio Dante and
2. Ania ti bilin ni Tio da Dante their parents before they
kadakuada? left for Aparri?
3. Ania ti kayat nga sawen ti
“kumamat a danum?
4. Adda met padasyo a nagdigusen
ti baybay?
5. No dakayo da Maros kenni Group IV – List down how you
Mabel, kasano met ti prepare yourselves for the
panagrubbuat yo? trip.
145
F. Do the Hide-a-Word activity.
1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence.
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.
DAY 2
Developing Language Competencies
A. Preparatory Activity
1. Drill
Pick a Name: Read along with the teacher the words inside the “Hen’s
Coop”. Tell if the word is a name word or not. (Words written on eggs in
the Hen’s Coop)
2. Review
Below are four big eggs labelled Person, Place, Animal and Thing. Write
each of the following words under the egg it belongs to.
Person Place
Animal Thing
146
3. Lesson Proper
Presentation:
“Munyeka”
Ask:
a. Ania iti adda kenni Monika? Ti munyeka
b. Siasino ti nangted kenkuana? Ni mama na
c. Ania ti nagan ni Mamana? Ni Marita
d. Siasinno ti nangibaga ti “Agyamanak? Ni Monika
e. Siasino ti naginnarakup? Da Marita kenni Monika/ dagiti agina
Say: Kitaen tayo ti pakasurat dagitoy a sarita
4. Oral Practice
a. Teacher writes names of persons and places on the board, let us read
them.
b. Teacher asks pupils to match the names with ni, da, ti or dagiti
5. Generalization
Only one person (Proper Name) – ni Only one (common noun) - ti
Two or more persons - da Plural (common noun) – dagiti
147
6. Guided Practice
7. Independent Practice
Divide the class into four groups. Give a article for each noun listed
below.
I II III IV
Ikit Mona ken
Pusa Artista Lapis ken papel
Uliteg Momoy
Bangko ken
Parke Taraken Eskwela
lamesa
Lalaki Sapatos Madel ken Adel Aldaw
Inang Billit Libro Mabel
8. Application
Write the missing article
a. Agnanaedak ditoy ili ___ Aparri.
b. Napintas diay ti munyeka nga inted ______ manang Bel ken manong
Ben.
c. Taga Cagayan ___ Apo Enrile.
d. Nalamiis idiay igid___i baybay.
e. _________sabsabong ti Baguio ti gagarko a mapan sadiay.
148
9. Evaluation
Ikkan ti kur-it () sabkay ti numero no umno ti artikulo a naaramat, ekis
() no saan nga umno.
_________ 1. Ti elebision _________ 6. Da Maja ken May
_________ 2. Da Mr. Cortez _________ 7. Ni anak
_________ 3. Da taltalon _________ 8. Dagiti pantalon
_________ 4. Ti tugi _________ 9. Ti baboy
_________ 5. Dagiti agkabsat _________ 10. Da Jolly
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Ania a bulan ti kanayon a paspasungadan dagiti annak ni Tata Munding?
Answer: Mayo
2. Ania dagiti nagan dagiti annak ni Tata Munding?
Answer: Maros, Mabel, Mika
3. Ania ti kayat ni Mabel nga aramiden ti peria”
Answer: Makalugan manen ti ‘Ferris Wheel’
4. Apay a saan a maawis ni Maros ni Mabel nga aglugan ti Ferris Wheel?
Answer: Mabuteng nga aglugan
5. Apay a mas magustuan ni Mabel ti aglugan ti Caterpillar?
Answer: Madi a makaulaw
6. Siasino ti mayat a kumuyog?
Answer: Mika
7. Ania ti inyay-ayo dagiti kakabsatna kenkuana?
Answer: munyeka ken makmakan
8. Ania ti impalagip ni tio da a Dante maigapu ti biaheda?
Answer: masapada nga agbiahe
B. Lesson Proper
1. Presentation
The teacher presents the picture of Chicken “Manok”
- Ania daytoy?
- Adda tarakenyo a manok?
2. Discussion:
Teacher presents the Prime Track for letter M.
149
LESSON 7 LETTER Mm
manok
ma nok
manok m
mano ma
man man
ma mano
m manok
na ma ki a
ma to mo sa
an nak mat si
am mi han so
Naamo ti manok ni Ama. Naamo.
Naamo ti manok ni Naamo ti
Naamo ti manok Naamo ti manok
Naamo ti Naamo ti manok ni
Naamo Naamo ti manok ni Ama.
150
a. Picture and Keyword
Introduce the keyword picture.
Manok
Point to the picture then tell the children, “Dagitoy ket manok”
(Let them say manok)
b. Point the keyword under the picture.
Read the keyword
Let children read also
Keep pointing to the keyword as you read it with the children 2 – 3
times.
c. Syllable Box
ma nok
151
When you get back to the keyword, read it to and with the
children.
Read the entire keyword lesson using steps 2 – 3 of the reading
plan.
152
Read the Sentence –Breaking and Sentence-Making Sentences
following the Reading Plan.
h. Oral Practice
Listen to some words taken from the story:
Initial Final
Mario munyeka Immisem
manok Monica ibagam
masitera Marita alaem
baunem
awisem
i. Guided Practice
Distribute rubber bands and invite the children to stretch them.
Highlight /m/ by stretching your rubber band and say: /m-m-m-m/
Do the stretching of rubber band with me and say, /m-m,-m-m/
Repeat these words beginning and ending with /m/ after me as
you stroke your rubber band.
/m-m-m-m/ mais isem /m-m-m-m/
/m-m-m-m/ manok innem /m-m-m-m/
/m-m-m-m/ mani tanem /m-m-m-m/
/m-m-m-m/ madi dalem /m-m-m-m/
/m-m-m-m/ moda kitaem /m-m-m-m/
Teach a song to the tune of “Happy Birthday”
Ania ti umuna nga aweng
Ti balikas a “mais” (2x)
Substitute other words
j. Application
Listen to the story about the three sisters
153
Daytoy ket agrugi /m/
Ken agturpos ti / ansanas/
Pagtipunem ida
Ania daytoy? (mansanas)
Ask: Ania ti insagana ti nanang para kadagiti tallo nga
annakna? Ania ti umuna nga aweng ti balikas?
(The teacher may also give other words for the children to guess)
Daytoy ket agrugi /m/
Ken agturpos ti / ata/
Pagtipunem ida
Ania daytoy? (mata)
Daytoy ket agrugi /rake/
Ken agturpos ti / m/
Pagtipunem ida
Ania daytoy? (rakem)
C. Evaluation
Agdrowing ti no ti nagan ti ladawan ket agrugi ti /m/, no ti nagan ti
ladawan ket agturpos ti /m/.
1. 4.
2. 5.
3.
DAY 4
Writing and Spelling
A. Preparatory Activity
1. “Bring Me” will be played by the children. Teacher prepares pictures,
objects that have the beginning sound of M.
2. The children will go around the room to look for the picture or object being
asked and bring it to the teacher. Let him/her tell the name and produce
the beginning sound of the given object.
154
B. Writing Activity
1. Modeling by the teachers
a. Present the letter M.
Say: This is the big and small letter Mm
b. Watch me as I write the letter in the air
c. Now, let’s all write together in the air. (Do this 3 – 4 times)
2. Guided Practice
a. Writing letter m on their palm (teacher demonstrates)
b. On their armed chair
c. On classmates back
d. Trace big M ad small m on a given space.
3. Independent Practice
Children practice writing on their paper
a. Write the new letter on the chalkboard.
b. Show them the correct way of writing big and small letter “Mm”
c. Children will practice writing the letter on their paper. (Do this ten
times)
d. Go around the room and help everyone that are hard-up in writing the
letter.
C. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.
2. Let them write the new keyword 10 times on their paper or slates.
3. Monitor the pupils. See how they are doing.
155
4. Help everyone that is having trouble in writing this word.
D. Evaluation:
Write the missing letter.
1. Mario ____ario
2. Masitera ____asitera
3. Mangga ____angga
4. Monica ____onica
5. Marita ____arita
6. Munyeka ____unyeka
7. Manok ____anok
Spelling
1. Dictate the key word from today’s lesson
- Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
- Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
- Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
- Walk around the room as the children write to encourage and help them
to know their mistakes.
DAY 5
Assessment
156
C. Matching words with pictures
Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. maso
2. mais
3. marunggay
4. masetas
5. marka
D. Giving new spoken words when two or more syllables are joined.
Pagkamangen babaen ti uged dagiti balikas tapno mabakukel ti sao.
a kas
ma ging
so
mo nas
mi si
kod ki
la mu
na
157
F. Spelling
Spelling previously learned words correctly.
1. mani 6. mani
2. mais 7. ama
3. mansa 8. ima
4. misa 9. mama
5. siam 10. mata
G. Activity sheets
158
Lesson Guide in Grade 1 - Ilokano: Week 11
I. Objectives
1. Give the meaning of words by drawing experiences to bring meaning to
words in context
2. Predict what the story is about
3. Recall important details in a story listened to.
4. Give the summary of the story listened to.
5. Talk about the story by recalling important details in a story.
6. Respond to the story through the following engagement activities.
Group 1 – Lights… Camera… Action
Group 2 – What’s for Christmas.
Group 3 – Noche Buena.
Group 4 – Let Me Do It!
7. Show love fore reading by listening attentively during story reading and
making comments
8. Use names of persons, places, animals and things appropriately.
9. Match words with pictures and objects.
10. Give the sound of the specific letters in the alphabet.
11. Blend specific letters to form syllables, words, phrases and sentences.
12. Identify and produces the beginning sound of Ll
13. Write big and small letter Ll
14. Copy/write phrases and sentences correctly.
15. Spell words correctly.
A. Story:
B. Focus Skills:
1. Oral Language
Reciting/singing with ease and confidence, rhymes, jingles, riddles,
charts, song, lullaby in culturally appropriate manner.
2. Phonological Skills
a. Giving/producing the beginning sound of letter in a given word.
b. Orally segmenting a two or more syllable words into its syllabic parts.
c. Giving the new spoken words when two or more syllables are joined
to form words.
3. Book and Print Knowledge
a. Making one to one correspondence between written and spoken
words.
b. Pointing out that spoken words are represented in written language by
specific sequence letters.
4. Alphabet Knowledge
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet both upper and lower case.
159
c. Showing relationship between sounds and written symbols.
5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sound of the specific letters in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Reading Comprehension
a. Predict what the story, legend, community events, and community
issues.
b. Recall important details in a story, and legends listened to.
c. Give the summary of the story/legends listened to.
d. Show love for reading by listening attentively during story reading and
making comments
7. Grammar Awareness
a. Using names of person, places, animals, and things appropriately in
sentences.
b. Using the correct noun markers (ti, dagiti, ni da) in identifying names
of persons, places, animals and things.
c. Using the directional – daytoy/dagitoy, dayta / dagita, daydiay,
dagidiay, etc.
8. Handwriting
a. Writing upper case and lower case of letter Ll
b. Writing words, phrases and sentences correctly.
c. Observing some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks.
9. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge
C. Reference:
K-12 Curriculum
Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revise by Susan Malone and Dennis Malone
October 2008
Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Big Books Flashcards
Pictures Pocket Charts
Story
160
E. Strategies:
Shared Reading
Acting Out
Games
III. Procedure
DAY 1
A. Pre-Reading Activities
1. Motivation and Building Background
a. Teacher asks pupils what is celebrated during the month of
December.
b. The teacher shows the picture of Baby Jesus. The teacher allows the
pupils to share their thoughts about Christmas.
2. Unlocking of New/Difficult Words through actions and pictures.
Words to be unlocked:
kinablaawan pinagsasangwan
malaksid nadanunan
rinugyanan nagrubuat
impalawag inadal
3. The teacher presents the bigbook. The teacher points to and read the title
of the book. Let the pupils identify the letter in the title and give/produce
the sound of letters. Talk about the title and ask the pupils to predict what
the story might be about.
4. Motivation Activity
a. The teacher presents the cover of the bigbook showing a Christmas
Tree with plenty of gifts surrounded by people.
b. Asks the pupils “Who would you wish to give gifts?” Why?
B. During Reading
1. First Reading by the Teacher (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustration to the pupils.
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages, asks question to help pupils predicts and monitors
their comprehension.
161
Paskua Manen
Haydee Hernandez
Timmakder ni Loren iti sango ket imbagana nga awan iti maitded a sagut
no di laeng ti naimpapuswan a panagayatna amin kadakauada.
162
C. Post Reading
1. Leads the class to answer the motive questions.
2. Divides the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.
163
them when they are correct. Do this with each Matching Word card
(or word on the CB) that you selected.
c. Do the Hide-a-Word activity.
Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
Then hold a small piece of paper over one of the important words in
that sentence...
Re-read the sentence, including the word that is covered. 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.
If they say the wrong word, point to the word they said and show
them that this is NOT the word that is covered. Read the sentence
again, using the pointer to show them the words they are reading. Let
them try again to say the word.
Do this with the other two “Hide-A-Word” sentences.
DAY 2
Developing Langauge Competencies
A. Preparatory Activity
Present some names of persons, animals, objects, and places written in a
flashcard. Ask the pupils read it then let them group where they belong.
B. Lesson Proper
1. Let the pupils read the following words.
regalo litson simbaan
lamesa Christmas Tree Loren
Lolo Lando sala baboy
2. Complete the following sentences using the words above
a. Naimas nga talaga iti _____.
b. Mapan da diay ______ sirok ti _______.
c. Dagiti regalo ket dadiay sirok ti _____.
d. Awan iyi maited ni _____ a regalo.
e. Bibit ni Loren dagiti _____ a napan diay balay da apongna.
C. Oral Practice
Teacher asks the pupils to use the name words presented in graphical name.
164
D. Generalization
Name words tell the names of person, places, animals and things.
E. Guided Practice
Put a check () mark if the name words are used in the sentences correctly.
1. Ipanyo dagita litson diay sirok ti Christmas Tree.
2. Adu dagiti naawatmi a regregalo.
3. Mapan tay agyaman ken agdayaw kenni Apo Hesus.
4. Dagiti regalo ket impan da diay sirok ti Christmas Tree
5. Naimas iti litson a manok.
F. Independent Practice
Divide the class into two. Have the group use the following word in the
sentences correctly. The group with fastest tome to construct sentences will
win the game.
1. Lolo Lano
2. aginaldo
3. lollipop
4. kwarto
5. manok
G. Application
Fill in the correct name word to make sentences correct.
1. Kanayon kami a mapan diay _____ tapno agrukbab ken agyaman kenni
Apo Hesus.
2. Naragsak amin nga tattao kada madanun ti _____.
3. Nagtukar ken nagkanta ni _____.
4. Awan ti _____ ni Loren.
H. Evaluation
Use the following words in the sentences correctly.
1. aginaldo
2. Paskua
3. Apo Hesus
4. ubong
5. regalo
165
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
The teacher uses the story “Paskua Manen” then asks the following
questions to the elicit words with the Letter Ll.
1. Who are the characters in the story?
Answer: Loren, Tata Lito, Lelong Lando, Lelang Loleng
2. What food did they prepare?
Answer: Litson, Lech flan, Lolipop
3. Where did they place the food?
Answer: Lamisaan
B. Lesson Proper
1. Presentation
The teacher shows the picture of squid “laki”. Pupils are asked to share
their experiences about eating “laki”.
2. Discussion
Teacher presents the Primer Track for the Letter Ll.
LESSON 8 LETTER Ll
a n i T K s o y m l
la ki
laki l
lak la
la lak
l laki
Li ki ti ma
La lan a na
Sa ko lay ni
166
Lima kilo a laki ti nalako ni Lina. Lima
Lima kilo a laki ti nalako ni Lima kilo
Lima kilo a laki ti nalako Lima kilo a
Lima kilo a laki ti Lima kilo a laki
Lima kilo a laki Lima kilo a laki ti
Lima kilo a Lima kilo a laki ti nalako
Lima kilo Lima kilo a laki ti nalako ni
Lima Lima kilo a laki ti nalako ni Lina.
laki
Point to the picture then tell the pupils , “Daytoy ket laki.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.
167
b. Syllable Box
la ki
laki l
lak la
la lak
l laki
li Ki ti ma
la Lan a na
sa Ko lay ni
168
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words on the Word Chart
or chalkboard.
li Ki ti ma
la Lan a na
sa Ko lay ni
Read all the words on the Word Chart with the pupils.
169
Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
C. Oral Practice
1. The teacher presents the list of words
litson pandesal
lamesa ospital
leche flan kanal
lolipop balabal
lata pedal
lola opisial
2. Ask the pupils to read the word and find out what is letter that is common
to all the words.
3. What sound do you hear at the beginning of the words?
D. Guided Practice
1. The teacher tells. I am going to say the first sound and the remaining
sound in the words. Blend these word parts.
/l/…ata lata /l/ …ola lola
/l/ … itson litson // …olo lolo
2. Help the children hear how the word parts are blended by extending the
first sound.
3. Present another words and let the pupils spell the word. Teach them the
correct way to spell words.
E. Application
Listen to the riddles and gives what is the correct answer.
Tunggal mapan kay eskuela
Papel ken siak kanayon nga adda.
It begins with l
And ends with s
Put them together
What is it (It’s ______)
F. Evaluation
Ikkan ti kur-it () ti ladawan nga adda /l/ ti rugi weno udi ti naganna.
1. 2. 3. 4.
lapis lollipop lipstick lata
5. 6. 7. 8.
litson papel bag payong
170
9. 10.
baso sapatos
DAY 4
Handwriting And Spelling
Handwriting
A. Preparatory Activity
Children are made to play the “Guessing Game” teacher present a box with
objects that have the beginning sound of (Ll) group the children into two.
Blind fold the children. The group who identify more objects will be the
winner.
B. Writing Activity
Modeling by the Teacher
Show the children the Big and small letter Ll. Tell the children to watch your
hand as you write the new letter in the blackboard following the correct
counting. Have them practices writing the letter in the air with you.
C. Guided Practice
1. Show them how to write the letter on the palm of one hand using the
finger of their other hand. Do these many times.
2. Trace the big L and the small l on the given space.
D. Independent Practice
Have the pupils trace the dots to form Ll on the blackboard and on their
worksheets.
171
E. Application
The children practice writing letter Ll on their papers then on their writing
notebooks. The teacher walks around the room and helps anyone who finds
difficulty in writing the letter.
F. Evaluation
Isurat ti kurang a sarita
1. Lapis ___ apis
2. Papel pape__
3. Lata __ ata
4. Litson __itson
5. Ospital __ospital ___
G. Spelling
1. Present 5 pictures, one after the other.
2. Let the pupils write what is in the picture.
3. Call one by one to spell the word that they wrote in their paper.
DAY 5
Assessment
172
5. Phonological Skills
6. Alphabet Knowledge
7. Word Recognition
8. Grammar Awareness
9. Handwriting
10. Spelling
B. Activity Sheets
173
Lesson Guide in Grade 1 - Ilokano: Week 12
I. Objectives
1. Draw on experiences to bring meaning to words in context.
2. Predict what the story is all about
3. Recall important details in a story
4. Recall important details in a story
5. Give the possible ending of the story listened to
6. Respond to the story through the following engagement activities
Group 1 - Act out a portion of the story
Group 2 - Draw and tell about the things they liked most
Group 3 - Dramatize a portion of the story.
Group 4 - Sequencing events through pictures
7. Show love for reading by listening attentively during story reading and making
comments.
8. Use names of persons, animals and things appropriately in sentences.
9. Identify letter Gg, both upper and lower case.
10. Show relationship between sounds and written symbols.
11. Give/produce the beginning sound of /g/ in a given word.
12. Orally segment a two to three-syllable word into its syllabic parts.
13. Match words with pictures and objects.
14. Blend specific letters to form syllables/words.
15. Write upper case and lower case of Gg in print using proper proportion.
16. Write syllables and words correctly.
17. Correctly spell previously learned words.
A. Story:
Ganuat Iti Pamilia
Sarita ni Beverly S. Cordero
B. Focus Skill:
1. Oral Language
a. Using expressions appropriate to the grade level in classifying things,
animals, objects etc.
2. Phonological Skills
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two or more syllable word into its syllabic parts.
3. Book and Print knowledge
Making one to one correspondence between written and spoken
words.
4. Alphabet Knowledge
a. Giving the letter that begins with the names of a given picture /objects.
b. Identify specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
174
5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting
a. Writing upper case and lower case letters in print, using proper
proportion
b. Writing words, Phrases, sentences correctly
7. Grammar
Using names of persons , places, animals and things appropriately in
sentences.
8. Vocabulary
Drawing on experiences to bring meaning to words in context.
9. Reading Comprehension
a. Predicting what the story is all about.
b. Recalling important details in a story listened to.
c. Showing love for reading by listening attentively during story reading
and making comments.
10. Spelling
a. Understanding that there is a way to spell correct words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
C. References:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
1. Pictures
2. Story
E. Strategies:
Shared Reading
Summarizing
Acting Out
Games
175
G. Theme: Taking Care of Each Other- Our Home and Surroundings, Family
Safety.
III. Procedure
DAY 1
A. Pre- Reading Activities
1. Motivation and Building Background
a. Teacher introduces concept by asking questions about the topic to
elicit pupil’s prior knowledge.
b. The teacher asks what they do on weekends. Showing the picture of a
family working together, the teacher allows the pupils to share their
thoughts.
2. Unlocking of New/Difficult words through actions and pictures
Words to be unlocked:
Garami aggabut ganuat
Igad nasalukag
3. The teacher introduces the bigbook, displays the cover and points to the
title is the name of the story. The teachers points to read the authors and
illustrator’s names explaining to the children that an author is a person
who writes the story and illustrator is one who draws the pictures for the
story. They talk about the title and the pupils are asked to predict what the
story might be about.
4. Motive Question
The teacher presents the cover of the big book showing the picture of a
family.
Teacher: Ania ti ar-aramidenda? Sadino ti ayanda?
B. During Reading
1. First Reading by the Teachers (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustrations to the pupils
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading
a page or several pages, the teacher asks questions to help pupils predict
and monitor their comprehension.
Ganuat ti Pamilia
Sarita ni Bevery S.Cordero
Bakasyon, aldaw ti sabado, adda ganuat dagiti pamilia ni Mang Gaspar iti
pagtaenganda.
“Agriingkayon annakko ta aramidenyo dagitoy ibagak!” Awag ni tatang.
Nagbaringkuasda Gabo ken Galo.
“Ania daydiay Tatang?”
176
“Tumulong kayo nga agasikaso iti trabaho dita ruar. Da ading ken Nanangyo
met ditoy uneg.
Sika Gabo ket gabutem iti ruot diay kanatengantayo.”
“Wen, Tatang. Agsibugakto pay. Kargaak dagitoy galon ti danum idiay
bubon.” siraragsak ni Gabo a nangibaga kenni tatangna/
“Siak met iti mangpakan dagitoy taraken tayo a ganso, Tatang,” insarunoni
Galo.
“Ugasak met dagitoy garapon a nagyanan iti gatas, Nanag,”kinuna met
Grace.
“Wen annakko,ta igadek daytoy niog ta agaramidak iti ginittaan a diket nga
adda sagona, Meriendaen tayo,”
“Yehey! Nagimasen!”kinuna ni Grace.
“Sumalogak idiay talon nga agala ti garami a kanen ti nuangtayo,” kinuna ni
Mang Gaspar. “Idalimanekyunto dagita usarenyo a,” innayun pay ni Nanang
“Kasta, annakko, aggaggaget ken agsalukag kayo,taripatuenyo dagiti
dinguen ken mulmula tayo tapno adda kanayon a pangalaan iti pagbiag
tayo,” “Wen Tatang ,” sungbat dagiti agkakabsat.
C. Post Reading
1. Lead the class to answer the motive questions
2. Divide the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.
177
E. Do the Matching Word activity
1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.
DAY 2
Developing Language Competencies
A. Preparatory Activity
There are four baskets labeled people, place, animals, thing. Place the flash
cards of words under the basket where it belongs.
178
B. Lesson Proper
1. Presentation
- Iti maysa a Domingo, aldaw iti panagdadapun, nagkita da Gem ken
Jasmine.
- Gem: Ania dagita ginatangmo, gayyem?
- Jasmine: Dagitay man arwatek diay eskuela. Gimmatangnak ti
notbuk, papel, lapis, krayola, payong ken bag. Ket sika met, ania iti
ginatangmo?
- Gem: Inggatangannak ni Nanang ti sapatos ken medyasko.
Gimmatang pay ti karabasa, kamote, ikan, karne a para sidami. Kasta
met a gimmatang ti kanen tay baboymi.
- Jasmine: Napananyo gayam idi nakita kayo a naglugan iti karison?
- Gem: Napan kami nagpiknik idiay away. Kaduak da Tatang, Nanang,
manong ken tay asok a ni Gido. Naglaba kami pay ken nanang
idiay waig. Naglanguyak pay idiay ayus.
- Jasmine: Gayyem, umayakto man met agpasiar idiay away no
maminsan.
- Gem: Wen a gayyem, pagunian kanto. Ayabamto ni Lina a
kasinsinmo.
- Jasmin: Sige garud, agyamanak.
2. Comprehension Question
The teacher writes the answers on the board.
a. Siasino dagiti nagkita nga aggayyem?
b. Nagkitaanda a dua?
c. Ania dagiti bitbitda a ginatangda?
d. Ania a taraken ti inggatanganda Gem iti kanenna?
e. Napananda Gem idi nakita ida ni Jasmine?
f. Siasino dagiti kakadduana?
g. Ania dagiti intugotna idiay away?
h. Ania ti inbaga ni Jasmine ken ni Gem?
i. Siasino ti itugotna no sumurotdanto met idiay away?
Answers:
Gem, Jasmine
Pagdadapunan
notbuk, papel, lapis, krayola, paying, bag
karabasa, kamote, ikan, karne, sapatos, medyas
baboy
away,waig
Tatang, Nanang, Manong, Gido
Lina
3. Oral Practice
Teacher asks the pupils to group their answers according to names of:
179
C. Generalization
Pangnagan ti pangawag kadagiti nagan ti tao, lugar, ayup ken banbanag.
D. Guided Practice
Read the sentences and underline the name of persons, places, animals, and
things.
E. Independent Practice
Use the following names of persons, places, animals, and things in
sentences.
Nuang taltalon uliteg garami
Baka karayan apong gallon
F. Application
Use the names of persons, places, animals, and things in sentences. Write
the word on the blank.
1. Napan kami naglangoy idiay ____________.
2. Naggapu ni tatang idiay taltalon a napan nagala iti _____________.
3. __________ iti pinagsakdo ni manong nga pinagsibog na.
4. Nagimas ti linuto ni nanang a______________.
5. __________ ti tarakenmi,a kanayon ko a pakanen.
G. Evaluation
Write if the highlighted word is a name of person, place, animal or thing.
___________1.Napan dagiti agina idiay dapon.
___________2.Naggapu ni Mang Gaston idiay klinika ni Dr.Gado
___________3.Gimmatangak ti gatas ni Ading.
___________4. Nalukmeg diay tarakenmi a nuang.
___________5. Manursuro ni Nanangko.
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. The teacher uses the story “Ganuat ti Pamilia” then asks the following
questions to elicit words with the letter Gg.
Siasino dagiti agakem iti sarita?
Answers:
a. Mang Gaspar, Gabo, Grace
b. Ania ti inaramid ni Gabo? Ania ti inaramatna?
c. Agsibug galon
d. Ania met ti pinakan ni Gabo?
e. Ganso
f. Ania ti kinnanda idi malpasda kadagiti obrada?
180
g. Ginittaan
h. Ania ti inugasan ni Grace?
i. Garapon iti gatas
2. The teacher presents the list of words through pictures following the
reading plan then asked from the children the initial sound of the words
read.
RUGI UDI
galon salukag
gatas sumalog
garapon awag
gitta
3. The teacher asks the pupils to give words that start in letter Gg.
B. Lesson Proper
1. Preparation
a. The teacher shows the picture of a gatas.
b. Children are asked what they know/ experience about gatas.
LESSON 9 LETRA Gg
a N i t k s o y m l g
gatas,gasat, gastos,
gogo, goto, gita, gala,
gatla, galon, gogo,
kagat, agina, agikita,
agiddan, aggigiddan,
masikog, sikog, alog,
salog,
gatas
ga tas
gatas g
gata ga
gat gat
ga gata
g gatas
gi ga lis Na so
to lo a go ka
181
Nagita ti gatas ti ina ni Galo. Nagita
Nagita ti gatas ti ina ni Nagita ti
Nagita ti gatas ti ina Nagita ti gatas
Nagita ti gatas ti Nagita ti gatas ti
Nagita ti gatas Nagita ti gatas ti ina
Nagita ti Nagita ti gatas ti ina ni
Nagita Nagita ti gatas ti ina ni Galo.
gatas
b. Point to the picture and tell the children. Say, “Daytoy ti gatas.” (Let
them focus on the word.)
c. Point to the keyword under the picture. Read the keyword.
182
3. Syllable Box
ga tas
Do the syllable boxes activity. Point to each syllable as you read each
syllable distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with you.
gatas g
gata ga
gat gat
ga gata
g gatas
gi ga lis na
tas i ta gat
to lo a go
a. Present the Big Box with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer.
b. Read the letters or syllable in the Big Box to and with the children.
Read all the letters or syllables in the Big Box and then with the
children. Read left to right and top to bottom.
c. Children find the new keyword in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the key keyword.
183
7. Children find other words in the Big Box.
a. Invite volunteers to find other words in the Big Box. Read the words
with the children as they identify them.
gata kagat alog
igat gita ina
logo salog so
b. Read all the words on the Word Chart with the children.
C. Oral Practice
1. Listen to some words taken from the story.
Initial Final
Garami salukag
Gallon Salog
Gasoline Awag
Ganagan kuliglig
gitta Dalag
2. Ask what sound they hear at the beginning of the words. Have the
children repeat reading the word.
D. Guided Practice
1. The teacher says the first sound /g/ and the remaining sound in the word.
The children repeat after the teacher. Then the teacher asks pupils to
blend word parts.
/g/....asat /g/....oto awa..../g/ bila..../g/
/g/....astos /g/....atas salo..../g/ apo..../g/
2. The teacher makes use of a song to identify the first sound / final sound
of a word. This can be done in fun game.
Tune: “Happy Birthday”
Ti umuna nga aweng(2x)
Ti umuna nga aweng ket aweng a /g/
Ti umuna nga aweng.
184
3. Change the first sound to last sound. Substitute the words.
E. Application
Mother Goose Guessing Game
1. Aglalangoy ti lubnak dagiti lima a gansa. Pagammuan, simmangpet ni
Inang Gansa nga adda ti bag iti tengngedna. Nagtaray nga immasideg
dagiti gansa kenkuana.
“Pugtuanyo no ania daytoy nga itedko kadakayo. Dumngeg.
Mangrugi ti /g/
Agturpos iti /atas/
Pagtipunen ida.
Ania daytoy? (gatas)
Uliten daytoy iti sabali a balikas.
2. Teacher asks: “Ania ti bitbit ni Inang Gansa para kadagiti tallo a gansa?
Ania ti rugi nga aweng ti sarita a nangegyo? Pugtuan dagiti dadduma pay
a banbanag iti bagna.
Mangrugi ti /g/ Agturpos iti /w/
Ken agturpos ti / / Ken mangrugi ti / /
Pagtipunen ida. Pagtipunen ida.
Ania daytoy? (Daytoy ket ______ .) Ania daytoy? (Daytoy ______ .)
F. Evaluation
Marisan dagiti ladawan a mangrugi ti /g/
1. 2.
3. 4.
DAY 4
Handwriting and Spelling
Handwriting
A. Preparatory Activity
Children play the “Giving Game”. Teacher prepares pictures, objects that
have the beginning sound of /g/. Children name the object and tell the
beginning sound.
185
B. Writing Activity
Modelling by the Teacher
Shows the children how to write the new letter in the air and on their hand. Do
it at the back of their seatmate.
C. Guidance Practice
Show them how to write the letter on the palm of one hand using the finger of
their seatmate. Do this 3-4 times.
D. Independent Practice
Children practice writing the new letter on their paper or slate.
E. Application
Children practice writing the new keyword on their paper or slate. Write the
new keyword in large letters on the chalkboard. Children write the new
keyword 10 minutes on their slates or in their exercises books. Walk around
the room and help anyone that is having trouble writing the word.
186
F. Evaluation
1. Write the missing letter
a. gasat __ asat
b. baag baa __
c. gamat __ amat
d. dala dala __
e. galut __ alut
2. Spelling
a. Dictate the keyword from today’s lesson. Children write the word on
their paper.
b. Dictate the key word from the last lesson. Children write the word on
their paper.
c. Dictate 2-5 keywords from earlier lessons, one by one.
d. Children write each word on their paper.
e. Write the spelling words correctly on the Chalkboard.
f. Go around and encourage pupils to write and help them, identify
mistakes.
DAY 5
Assessment
A. The teacher is expected to prepare sets of exercises that assess the
following:
1. Reading Comprehension
a. Recalling the important details of the story
b. Giving the possible ending of the story listened to
1. Phonological Skills
2. Alphabet Knowledge
3. Word Recognition
4. Grammar Awareness
5. Handwriting
6. Spelling
B. Activity Sheets
187
188
Lesson Guide in Grade 1 - Ilokano: Week 13
I. Objectives
1. Relate events in the story to include events listened to.
2. Make inferences on the character’s feelings and traits.
3. Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
4. Use names of persons, places, animals, and things appropriately in
sentences.
5. Match words with pictures and objects.
6. Give the letter that begins with the names of a given picture/objects.
7. Produce the beginning sound of letter/s in a given word.
8. Orally segment a two or more syllable word into its syllabic parts.
9. Blend specific letters to form syllables words, phrases and sentences and
short paragraph.
10. Spell and write words using phonemic awareness and letter knowledge.
11. Write upper case and lower case of Letter Uu in print using proper proportion.
12. Write words, phrases, sentences, and paragraph correctly.
A. Story:
Da Uning ken Unnoy
Sarita ni Marjunetely B. Manzano
B. Focus Skills:
1. Oral Language
Using expressions appropriate to the grade level in classifying things,
animals, objects, etc.
2. Phonological Skills
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two or more syllable word into its syllabic parts.
3. Book and print Knowledge
a. Making one-to one correspondence between written and spoken
words.
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
4. Alphabet Knowledge
a. Giving the letter that begins with the names of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
189
c. Blending specific letters to form syllables, words phrases and
sentences and short paragraph.
6. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
7. Handwriting
a. Writing upper case and lower case of Letter Uu in print using proper
proportion.
b. Writing words, phrases, sentences, and paragraph correctly.
c. Observing mechanic when copying/writing sentences, capitalization,
white space between words and correct punctuation marks.
8. Grammar Awareness
a. Using names of persons, places, animals, and things appropriately in
sentences.
b. Using the correct noun markers (ti, dagiti) in identifying names of
persons, places, animals and things).
9. Vocabulary
Discussing meanings and developing vocabulary through meaningful
and concrete experiences.
10. Reading Comprehension
a. Relating events in the story to include events/celebration/radio
broadcast/local news listened to.
b. Make inferences on the character’s feelings and traits based on the
radio broadcast, and local news listened to.
11. Attitude toward Language
Literacy and Literature – Express love for stories by browsing the
storybooks read to them and asking to be read more stories.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Big book Flashcards
Pictures Letter Cards
Cut-outs of flowers, leaves Worksheets
Chart of Nursery Rhymes, Songs and Dialogs Pocket chart
Comic Strips Activity Boards with
Markers
190
E. Strategies:
Read aloud Acting Out
Shared Reading Songs/Rhymes
Making Inferences Fun Games
F. Value:
Helpfulness
Cleanliness
III. Procedure
DAY 1
Pre-Reading Activities
191
B. During Reading
1. First Reading by the Teacher (reading plan)
Open the book and read aloud the story showing each page with the
illustrations to the pupils.
2. Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.
192
Isu met ti isasangpet ni tatangda Undong a naggapu diay bangkag. Binuguan
met daytoy dagiti imana sakbay a simmango iti lamisaan. Nagsasanguanda
dagiti kalluto nga udang, ubog, ken inabraw nga uggot ti kamotit ken utong.
Inestorya ni tatangda dagiti urbon ken uken nga isagut ni amangna.
Maragsakan dagiti ubbing ta addanto tarakendan nga uken ken ipastorda nga
urbon.
Idi makainnawda, nagsipilyo dagiti ubbing ken nagsarunoda a naglabar diay
asideg ti bubon. Binuguan ni Unnoy dagiti ima ken sakana. Sinabon met ni
Uning a nalaing dagiti uring-uring a rupa ken sikona.
Nagpaisuro dagiti agkabsat kadagiiti leksionda ken ni nanangda sakbayda a
naturog. Nalag-an ti riknada a nakaturog ta nadalus ken nabanglo ti bagida.
C. Postreading
1. Lead the class to answer the motive questions. Divide the class into 4
groups and give each group an activity.
2. The discussion of the story follows and the small group activities are
presented as the discussion goes.
193
Comprehension Questions Engagement Activity
2. Ania ti nasayaat a galad dagiti
agkabsat?
3. Tumultulong kayo met laeng
kenni nanangyo? Kasano?
194
DAY 2
Developing Language Competencies
A. Preparatory Activity
Flower Festival
Read the words on the leaves. Put them on the stems of flowers with labels
Persons, Things, Animals or Places where they belong.
gumamela pinggan
Miss Santos likod ti balay
kusina sapatos
Gonzaga Ana
ubing kallugong
B. Lesson Proper
1. Presentation
a. Ania ti sinabon ni Uning? Ti rupana
Ania ti nsagut ni amang kenni Unnoy? ti urbon
Ania met kenni Uning? ti uken
Ania ti binuguan ni Unnoy? dagiti ima ken sakana
Siasino ti naglabar? dagiti ubbing.
b. Read the sentences and discuss the noun markers “ti” and “dagiti”
used in the sentences.
Sinabon ni Uning ti rupana.
Insagut ni amang ti urbon ken ni Unnoy, ti uken ken ni Uning.
Binuguan ni Unnoy dagiti ima ken sakana.
Naglabar dagiti ubbing.
2. Discussion
a. Ania ti sinabon ni Uning? (rupa)
b. Ania a sao ti nausar sakbay ti sao a rupana? (ti)
c. Ania ti insagut ni amang ken ni Unnoy? (urbon) ken ni Uning? (uken)
d. Ania a sao ti nausar sakbay ti urbon ken uken? (ti)
e. Mano ti rupa, urbon ken uken nga dakdakamaten kadagitoy a
pangungusap?
f. Ania ti binuguan ni Unnoy? (dagiti ima ken sakana)
g. Ania a sao ti nausar sakbay diay ima ken sakana? (dagiti)
h. Siasino dagiti naglabar? (dagiti ubbing)
i. Ania a sao ti nausar sakbay diay sao nga ubbing? (dagiti)
3. Oral Practice
a. Reading the Dialogue
Let the girls read the lines of Uning, and let the boys read the lines of
Unnoy in the dialogue.
b. Sing to the tune of “Ito ang Ulo”
Fill in the blanks with TI or DAGITI to complete the song.
Daytoy _____ ulo agtung-ed tung-ed.
Daytoy _____ abaga agtayye-tayyek.
Daytoy _____ siket, agkinni-kinni.
195
Sibubukel a bagi, agkuti-kuti.
c. Sing to the tune of “My Toes, My Knees”.
_____ tumeng ken _____ saka
_____ siket ken _____ abaga
_____ ulo ken _____ rupa
Buguam tapno nabanglo ka.
4. Generalization
When do we use “ti” or “dagiti”? Guide the pupils to say the following:
a. Use “ti” when referring to only one object.
b. Use “dagiti” when referring to more than one object.
5. Guided Practice
a. Group the pupils into four. Play the “Bring Me” game. Ask for objects
that can be found inside the classroom. For example, say: Please
bring me a blue bag/two pencils.
b. Let the pupils from each group run to the teacher with the correct
objects and say:
c. Daytoy ti _____/Dagitoy dagiti _____. The first group to bring the
object and use the structure correctly gets a point. The group with the
most number of points at the end of the game wins.
6. Independent Practice
a. Get a partner. Ask your partner about the object you are holding. Take
turns in asking and answering the question. Use “daytoy ti,dayta ti or
daydiay dagiti” .
Example:
Pupil 1 holds a pencil.
Pupil 1: Ania daytoy?
Pupil 2: Dayta ti lapis.
Pupil 2: Ania dayta?
Pupil 1: Daytoy ti lapis.
b. Encourage pupils to name objects they see outside the classroom.
Examples: Daydiay ti kayo.
Daydiay ti billit.
c. Let the pupils get object/s from their bag. Tell them to use “ti” or
“dagiti” in naming the objects.
Examples:
Daytoy ti bag ko.
Dagitoy dagiti librok.
7. Application
Kumpletuen ti sumaganad babaen ti pagaramat ti “ti” wenno “dagiti”.
Daytoy _____ taraken ko a pusa.
Ni Unnoy ___ magmagna.
Kagatgatang ______ ay-ayamko.
Daydiay _____ talon a papanak.
Binagkatna _______ prutas.
196
8. Evaluation
Isurat ti “ti wenno “dagiti”
1. _____ billit.
2. _____ Bantay Tabungao.
3. _____ adu a bola.
4. _____ pusa ke aso
5. ____ banga.
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Recall the story “Da Uning ken Unnoy”.
a. Siasino dagiti agay-ayam ti linnemmengan? (Uning and Unnoy)
b. Ania ti pinangtakkub ni Unoy ti bagina? (ules)
c. Siasino dagiti nagluto? (Uping, their mother)
d. Apay a kinatawaan ni Unoy ni Uning? (uring-uring dagiti siko, rupa
ken badona)
e. Siasino ti naggapu sadiay taltalon? (Undong, their father)
f. Ania dagiti pinangrabiida? (udang, ubog, uggot ti kamotit ken utong)
g. Ania ti inted ni lelongda kadagiti appokona? (urbon, uken)
2. Present the answers on the board. Read the words. Pupils repeat the
words.
Uning ules uggot
Unnoy uring-uring utong
Uping udang urbon
Undong ubog uken
B. Lesson Proper
1. Presentation
LESSON 10 LETTER Uu
A n I t k s o y m l g u
197
unas u
una un
un una
u unas
dut sa ku Tu ul
nas in U La nag
ul mu nag Ut ot
Maysa nga ulnas nga unas ti inlako ni Kulas. Maysa
Maysa nga ulnas nga unas ti inlako ni. Maysa nga
Maysa nga ulnas nga unas ti inlanko Maysa nga ulnas.
Maysa nga ulnas nga unas ti Maysa nga ulnas nga
Maysa nga ulnas nga unas Maysa nga ulnas nga unas
Maysa nga ulnas nga Maysa nga ulnas nga unas ti.
Maysa nga ulnas Maysa nga ulnas nga unas ti inlako
Maysa nga Maysa nga ulnas nga unas ti inlako ni
Maysa Maysa nga ulnas nga unas ti inlako ni
Kulas.
198
2. Picture And Key Word
a. Introduce the keyword picture/key word
unas
b. Point to the picture then tell the children , “Daytoy ket Unas”. [Let the
children respond briefly. Don’t try to get them to talk about the picture.
You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the children. Keep pointing to the key word
as you read it with the children 2-3 times.
3. Syllable Box
u nas
Go to the “Breaking Word” column. Read the key word to and then with
the students. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the children,
then with the students. Continue reading each smaller part of the word.
(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, read the new
letter to the children and then with the children).
199
a. Go to the “Making Word” column. Read the new letter to the students
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the children. Read the next bigger part of the word to and with
the students. When you get back to the keyword, read it to and with
the children.
b. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.
dut sa ku tu ul
nas in u la nag
ul mu nag ut ot
a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the children
and then with the children. Read left-to-right and then top-to-bottom.
Use the pointer to point to different letters or syllables randomly.
children read each letter or syllable as you point to it. Correct them if
they read anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the children that found it. Ask the other children it
that word is correct. If so, write the keyword on the “Word Chart” or on
the CB and read it to and with the children. If it is not correct, ask
another child to find the Key word and write it correctly on the Word
Chart of CB.
d. Children find other words in the Big Box. Invite volunteers to find other
words in the Big Box. Read the words with the children as they
identify them. Ask the rest of the class if the word is correct. If not,
invite another child to come and point to the correct letters. Write all
the words on the Word Chart or chalkboard.
e. Read all the words on the Word Chart with the pupils.
200
7. Sentence- Breaking And Sentence- Making
Read the Sentence-Making word to and with the children.
201
9. Discussion
a. Ania ti nakagarot a dinguen? (urbon)
b. Makinkukua iti nakagarot nga urbon? (Unnoy)
c. Taga-ano ti nakigot iti urbon? (Uzon)
d. Asino ti nangipadamag ken ni Unnoy a nakagarot ti urbon? (Uning)
e. Napanan ni Unnoy idi nakagarot ti urbon? (Umpin)
f. Asino ti kaduana a napan idiay Turod Umpin? (Urin)
g. Ania ti inapit da Unnoy idiay turod? (utong)
h. Ania ti mapan tiliwen ni Unnoy idiay karayan apaman a masapulanna
ti urbon? (udang)
i. As the pupils give their answers, put flashcards in the pocket chart.
Ask: What common sound do you hear at the beginning of these
words?(Sound /u/) Teacher produces the sound and let pupils repeat
the sound heard.
C. Generalization
What sound did you learn today?
D. Guided Practice
Divide the class into four groups. Ask each group to write the missing words
that match the pictures to complete the rhyme. Let them read the rhyme after
completing it. Choose from the names below:
202
Gapu Iti Uram
E. Independent Practice
1. Teach a song to the tune of “London Bridge is Falling Down.” Write the
song on a chart. Sing the song and track the print as you sing. Sing the
song several times to encourage the children to sing the song.
Teacher’s Version: Pupils’
Ania ti umuna nga uni /u/
ti umuna nga uni
a mangngeg mo, nga
uni, a mangngeg
mo? nga uni…
A nia ti umuna nga uni /u/
ti umuna nga uni
Iti unas? a mangngeg iti unas.
Substitute these words: ubas,
uleg, ules, udang for unas.
2. The teacher says the first sound /u/ and the remaining sound in the word.
The children repeat after the teacher. Then the teacher asks pupils to
blend word parts.
/U/n … noy /u/r…bon /u/…dang
/U/…ning /u/…les
/U/…ping /u/…tong
H. Application
Look at the pictures. Form the jumbled letters that fit in the word boxes to
answer the following riddles.
203
I. Evaluation
Say each picture name. Cross out the picture that does not belong in the
group.
1. sabong ukis utong
2. uleg urat bag
3. ubas mangga ube
4. sando upa uggot
5. ugsa udang lapis
DAY 4
Handwriting And Spelling
Handwriting
A. Preparatory Activity
Draw a bubble around the letter that sounds /u/.
u U n d m
n c b g U
o p P U h
U j r c u
B. Writing Activity
What sound have you learned?
What is the letter name for sound /u/?
1. Letter
a. Present letter Uu and say: This is big letter U and this is small letter u.
204
b. Demonstrate the proper way of writing letter Uu in the air, on one’s
desk, on one’s palm or on a classmate’s back.
c. Let the pupils say the letter name - “big letter U” or “small letter u” in
each
stroke while writing, then the sound “/u/” for the second round.
d. Write letter Uu on the chalkboard following the straight three lines on
the board as guide. Let the pupils trace dots on the chalkboard and on
paper to form letter Uu.
2. Writing a phrase
a. Write a phrase on the board using words with letter u: ti uring ni
Uning. Read the phrase. Let the pupils repeat the phrase.
b. Call four pupils to write each of the word in the phrase, reminding to
leave enough space after the first word is written.
c. Let the next two pupils copy the phrase below the first “models” of
phrase.
3. Writing a sentence
a. Write a sentence on the board: Nabasa ti uring ni Uning. Read the
sentence. Let pupils repeat the sentence.
b. Call on five pupils to copy each of the word in the sentence. Have
them observe the capitalization, use of punctuation marks and spaces
between the words.
c. Another pupil copies the whole sentence on the board.
4. Guided Practice
a. Children practice writing on their activity boards using their markers.
Let them copy this phrase: ti naburas nga ubas
b. Go around the room and help anyone that is having trouble copying
the phrase.
205
5. Independent Practice
Children practice writing a sentence on their writing notebooks. They
should be encouraged to write following the “three lines” of the
paper/notebook. Go around the room and help anyone that is having
trouble writing the sentence.
Naimas ti sidami nga udang.
6. Application
Children practice writing the new sentences on their writing notebook.
Write the sentence on the chalkboard. You may need to write it several
times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their notebooks. Walk around the room to see
how they are doing. Help anyone that is having trouble writing the
sentence.
7. Evaluation
a. Name the pictures. Write the missing letter to complete the names.
b. Spelling
1. Dictate the key word from today’s lesson. Children write the word
on their paper or slate.
2. Dictate the key word from the last lesson. Children write the word
on their paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by one. Children
write each word.
4. Have the pupils exchange spelling notebooks for the checking.
Let them answer. Ask them to spell properly, by saying the word
before giving each letter and then saying the word being spelled.
Write the correct spelling of words on the Chalkboard and let them
check their seatmate’s work.
206
DAY 5
Assessment
B. Activity Sheets
207
Lesson Guide in Grade 1 - Ilokano: Week 14
I. Objectives:
Skills
1. Talk about the story by recalling important details
2. Discuss meaning and develop vocabulary through meaningful and concrete
experiences
3. Relate events in the story listened to.
4. Make inferences on the character’s feelings and traits based on the story
listened to.
5. Express love for stories by browsing the storybooks read to them
6. Respond to the story through the following engagement activities
Group 1: Draw pictures of animals in the story
Group 2: Act out portions of the story
Group 3: Interpret the feelings of the characters in the story
Group 4: Sequence events in the story, which happened first, second, third
etc.
7. Use correct noun markers (ni, da) in identifying names of persons
8. Give/produce the beginning sound of /d/ and /e/ in a given word
9. Match words with pictures and objects.
10. Write upper case and lower case letters of Dd and Ee.
11. Write words, phrases and sentences correctly
12. Observe some mechanics when copying/writing sentences, capitalization
while space between words and correct punctuation marks.
B. Focus Skill:
1. Oral Language
Talk about the story by recalling important details.
2. Phonological Skills
a. Give/produce the beginning sound of letter/s in a given word.
b. Orally segment a two or more syllable word into its syllabic parts.
c. Give the new spoken words when two or more syllables are join to
form words
3. Vocabulary
Discuss meanings and develop vocabulary through meaningful and
concrete experiences.
4. Reading Comprehension:
a. Relate events in the story to include events/celebration/radio
broadcast/local news listened to.
b. Make inferences on the character’s feelings and traits based on the
story, events, and celebration listened to.
208
c. Make inferences on the character’s feelings and traits based on the
radio broadcast, and local news listened to.
d. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
5. Book and Print Knowledge:
a. Make one-to-one correspondence between written and spoken words.
b. Point out that spoken words are represented in written language by
specific sequence of letters.
c. Recognize correct spelling of words.
6. Alphabet Knowledge
a. Give the letter that begins with the name of a given picture/objects.
b. Identify specific letters in the alphabet, both upper and lower case.
c. Show relationship between sounds and written symbols
7. Grammar Awareness
Use the correct noun markers (ni, da) in identifying names of persons
8. Word Recognition:
a. Match words with pictures and objects.
b. Give the sounds of the specific letter/s in the alphabet.
c. Blend specific letters to form syllables, words, phrases and sentences
and short paragraph.
9. Handwriting:
a. Write upper case and lower case letters in print using proper
proportion.
b. Write words, phrases, sentences and paragraph correctly.
c. Observe some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks.
10. Spelling
a. Understand that there is a correct way to spell words.
b. Spell and write words using phonemic awareness and letter
knowledge.
C. References:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Pictures
Story
209
E. Strategies:
Shared Reading
Sequencing
Acting-out
Games
III. Procedure:
DAY 1
A. Pre- reading Activities
1. Motivation and building background
a. Teacher introduces concept by asking questions about the topic to
elicit pupils’ prior knowledge or help provide background knowledge.
The teacher asks questions to get them to talk and say what they
know.
b. The teacher asks pupils of what they do on their houses. Show the
picture of a boy feeding animals. The teacher allows the pupils to
share their thoughts.
2. Unlocking of new/difficult words through concrete objects, pictures and
action.
dingwen ellek
dakkel agnanaed
taraken
The teacher introduces the big book, displays the cover and point to the
title explaining that these words are called title. The teacher points to and
reads the author’s and illustrator’s names, explaining to the children that
an author is a person who writes the story and an illustrator is one who
draws the pictures for the story.
3. Motive questions
The teacher presents the cover of the big book showing a house in the
farm and ask:
a. Sadino ngata daytoy a balay?
b. Apay ngata a magusgustuanda ti agnaed idiay away?
B. During Reading
1. First reading by the teacher
Teacher opens the book and reads the whole story each page with the
illustrations to the pupils.
2. Second reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages ask questions to help pupils monitor to help pupils
monitor their comprehension.
210
“Diay Talon”
Sarita ni Elvie Salas
C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.
211
2. Give one of the Matching Word cards to a volunteer. (If you are using a small
book, write the words one by one on the CB instead of on word cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are using
a small book, tell the student to point to that word on the page.) Help them if
they have trouble finding the word and praise them when they are correct. Do
this with each Matching Word card (or word on the CB) that you selected.
DAY 2
Developing English Language Comprehension
A. Preparatory Activities
Motivation:
Present the a picture in the farm where Danilo, Dana and Elyo are seen
1. Question : Siasino dagiti nagakem iti sarita
Answer: Da Danilo, Dana ken Elyo
2. Question: Siasino dagiti amo ni Elyo?
Answer: Da Danilo kenni Dana
3. Question: Siasino ti asawa ni Danilo?
Answer: Ni Dana
4. Question: Siasino ti agtartaraken kadagiti ayupda?
Answer: Ni Elyo
5. Question: Siasino dagiti kasta unay ti ellekna ti siniplagan ti upa ni Elyo?
Answer: Da Danilo ken Dana
212
C. Generalization:
1. Aramaten ti “ni” no maymaysa a tao ti dakamaten.
2. Aramaten ti “da” no dua wenno ad-adu ti dakamaten a tattao
D. Guided Practice:
Punuam ti ni wenno da dagiti sumaganad nga ibagak:
1. Nanang ken tatang
2. An-an
3. Ben ken Rod
4. Maestro ken maestro
5. Abrin, Dindin ken Nikka
E. Application:
Ania ti ummo nga aramaten kadagiti sumaganad a ladawan. ni wenno da?
Ugedan ti sungbat.
Ni Da Ni Da
Ni Da Ni Da
Ni Da Ni Da
F. Evaluation:
Ania ti aramaten a sarita kadagiti sumaganad, ni wenno da? Marisan ti
sungbat ti malabaga.
1. Ni, Da Ikit Gonyang ken Uliteg Ino ket agtaltalonda..
2. Ni, Da Ero ket isu ti kasinsinko.
3. Agkakaeskuelaan ni, da David, Flor kennni Beth
4. Ni, Da Dotie ti mangited ti tulong.
5. Ni, Da Jem ken JC ket agkabsat.
213
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Recall story “Diay Talon”
2. Read some words taken from the story.
Danilo
Dana
dinguen
dakkel
dumalaga
Ania ti aweng a pagrugian dagiti nangngeg yo a balikas? /d/
(Produce the sound and let the pupils repeat the sound heard.)
B. Lesson Proper
1. Presentation
The teacher presents the picture of grasshopper “Dudon”
Ania daytoy?
2. Discussion:
Teacher presents the Prime Track for letter Dd.
LESSON 11 LETTER Dd
a n i t k s o y m l g u d
suyod, guyod,
tukad, mukod,
gated, gaod,
gadgad, sagad,
gusod, sugod,
daga, duyog,
dudon dalan, dagum,
dalligan,
dalluyon,dudon,
du don disso,guyod,dita,
damo, daan,
dudon d dakamat, dikki,
dudo du daga, dagdag,
dud dud dagadag, dudon,
du dudo madi, iddog,
d dudon atiddog, idag,
agidag,
na no da tu agiddan,
du do a li aggigiddan
lan don mo ka
tid kan dog sa
214
Atiddog dagiti saka ti dudon Atiddog
Atiddog dagiti saka ti Atiddog dagiti
Atiddog dagiti saka Atiddog dagiti ti saka
Atiddog dagiti Atiddog dagiti saka ti
Atiddog Atiddog dagiti saka ti dudon
dudon
b. Point to the picture then tell the children, “Daytoy ket dudon.”
c. (Let them say dudon)
d. Point the keyword under the picture.
Read the keyword
Let children read also
215
Keep pointing to the keyword as you read it with the children 2 – 3
times.
4. Syllable Box
du don
na no da tu
du do A li
lan don mo ka
tid kan dog sa
216
a. Present the mystery box with letters or syllables in it for this lesson in
the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
b. Open the mystery box. Get letter or syllable read first then with the
children.
Read left to right and then top to bottom.
Bring out one letter or syllable at a time.
Let children read as you show the letters or syllables
c. Children find the new key word in the Mystery Box.
Ask: Who can come and find the letters or syllables that make the
new key word?
Let them read the word that the child brought out from the mystery
box.
d. Ask:
- Is the word correct?
- Who can write on the board?
- Let them read again.
e. There are other syllables and letters in the Mystery box.
Call pupils to find other words.
Write on the board the words that they found.
Let children read the words
(Lead them how to read the words correctly)
atiddog dala damo
tudo saad dua
f. Let the children read all the word again in chorus.
9. Oral Practice
a. Teacher shows pictures with beginning/final sound of /d/:
dakulap igad
dila sagad
dalem diamante
damortis mukod
b. Ask: Ania nga aweng ti mangngeg iti rugi wenno udi ti balikas?
217
c. Have the children repeat reading the words using the Reading Plan.
C. Application
Listen to the story:
The pupils are made to enumerate words with /d/
D. Evaluation
Agdrowing ti iti baba ti ladawan no ti nagannna daytoy ket agrugi ti /d/,
no ti nagan ti ladawann ket agturpos ti /d/.
1. 4.
2. 5.
3.
DAY 4
A. Preparatory Activity
“Bring Me” will be played by the children.
1. Teacher prepares pictures, objects that have the beginning sound of D.
218
2. The children will go around the room to look for the picture or object being
asked and bring it to the teacher. Let him/her tell the name and produce
the beginning sound of the given object.
B. Writing Activity
1. Modeling by the teachers
a. Present the letter D.
b. Say: Daytoy ket dakkel a letra D.
c. Buyaendak a mangisurat kadaytoy.
d. Itatta , datayo amin ti mangisurat iti dakkel a letra D iti angin. (Do this
3 – 4 times)
2. Guided Practice
a. Writing letter m on their palm (teacher demonstrates)
b. On their armed chair
c. On classmates back
d. Trace big D and small d on the given space
3. Independent Practice
Children practice writing on their paper
a. Write the new letter on the chalkboard.
b. Show them the correct way of writing big and small letter “Dd”
c. Children will practice writing the letter on their paper or in their writing
exercise books. (Do this ten times)
d. Go around the room and help everyone that are hard-up in writing the
letter.
C. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.
219
2. Let them write the new keyword 10 times on their paper or slates.
3. Monitor the pupils. See how they are doing.
4. Help everyone that is having trouble in writing this word.
D. Evaluation
Isurat ti kurang a letra.
1. daniw ___aniw
2. Dante ___ante
3. Anud anu__
4. durian ___urian
5. Denis ____enis
6. daga ____aga
7. gatad gata____
E. Spelling
1. Dictate the key word from today’s lesson
Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
Walk around the room as the children write to encourage and help them
to know their mistakes.
DAY 4
Developing Oral Language Proficiency
A. Preparatory Activities
Agadalta a nalaing kinuna ni Ela
Kenni Eba a kaeskuelaanna
Tapno saanda a makaala ti ekis
Iti eksamen a maited ti kada Biernes
Ket sigurado a mapaisemda
Dagiti naregta a nagannakda.
220
C. Lesson Proper
1. Presentation
The teacher presents the picture of letter X “Ekis”
Ania daytoy?
2. Discussion:
Teacher presents the Prime Track for letter Ee.
LESSON 12 LETTER Ee
a n i T k s o y m l g u d e
ekis, elisi,edad,
bales,teltel,keddel,
kettel,leddeg,letteg,
umel,gatel,getta,
ekis bettak,isem,igges,
ules,tegged,benneg,
bettek,bennek,
e kis
sainnek, kebbet,
ekis e kebkeb, uken, sibet,
eki ek diket, ellek, yelo
ek eki
e ekis
kue a es Ka
in ma la Dik
kis la an E
ka ted yat dad
221
Nasakit ti keddel ni Nene.
Adu ti igges iti diket.
Kasta unay iti sainnekna.
Addan edadna idi ageskuela.
Nategged a mannalon ni amana.
Adu a leddeg ti inlakoda.
Kasta unay ti ellekna idi kalman.
Inikkanna ti yelo ti ininomna.
Inulesanna diay uken.
ekis
b. Point to the picture then tell the children, “Daytoy ket ekis.”
(Let them say ekis)
c. Point the keyword under the picture.
Read the keyword
Let children read also
Keep pointing to the keyword as you read it with the children 2 – 3
times.
4. Syllable Box
e kis
222
eki
ekis
a. Read the new letter to the students and then with the children.
b. Point to the part of the word directly under the new letter.
c. Read the part with the children and then with the children.
d. Read the next bigger part of the word to and with the children.
e. When you get back to the keyword, read it to and with the children.
f. Read the entire keyword lesson using steps 2 – 3 of the reading plan.
kue A es Ka
in ma la Dik
kis la an E
ka ted yat dad
a. Present the mystery box with letters or syllables in it for this lesson in
the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
b. Open the mystery box. Get letter or syllable read first then with the
children.
Read left to right and then top to bottom.
Bring out one letter or syllable at a time.
Let children read as you show the letters or syllables
c. Children find the new key word in the Mystery Box.
Ask: Who can come and find the letters or syllables that make the
new key word?
Let them read the word that the child brought out from the mystery
box.
Ask: Is the word correct?
Who can write on the board?
Let them read again.
d. There are other syllables and letters in the Mystery box.
Call pupils to find other words.
Write on the board the words that they found.
Let children read the words
(Lead them how to read the words correctly)
kue a es ka
in ma la dik
kis la an e
ka ted yat na
ekis eskuela eskuelaan
Ited edad madik
Let the children read all the word again in chorus.
223
8. Sentence –Breaking and Sentence Making
a. Read the sentence-Making Word to and with the children
Madik kayat makaala ti ekis idiay eskuelaan. Madik
Madik kayat makaala ti ekis idiay Madik kayat
Madik kayat makaala ti ekis Madik kayat makaala
Madik kayat makaala ti Madik kayat makaala ti
Madik kayat makaala Madik kayat makaala ti ekis
Madik kayat Madik kayat makaala ti ekis idiay
Madik Madik kayat makaala ti ekis idiay eskuelaan.
9. Oral Practice
a. Teacher shows pictures with beginning/final sound of /e/:
elephant escalator
Airplane envelope
Elevator alambre
b. Ask: What sound do you hear from the beginning/ending of these
words?
c. Have the children repeat reading the words using the Reading Plan.
224
A. Application
The children are made to substitute all vowels to /e/.
Agdrowing ti maysa a ladawan a ti nagana ket mangrugi wenno agturpos ti
/e/.
B. Evaluation
Ikkan ti kur-it () ti nagan ti ladawan ket mangrugi ti /e/, ikkan ti ekis () no
agturpos ti /e/
1. eroplano
2. ensaymada
3. madre
4. estatua
5. sobre
A. Preparatory Activity
(“Intayo diay Eskuela” will be played by the children) Teacher asks the
children to give a word that starts or ends in /e/ that they will bring to school.
The teacher writes the answers on the board
B. Writing Activity
Modeling by the teachers
1. Present the letter E.
Say: This is the big and small letter Ee
2. Watch me as I write the letter in the air
3. Now, let’s all write together in the air. (Do this 3 – 4 times)
225
C. Guided Practice
1. Writing letter m on their palm (teacher demonstrates)
2. On their armchair
3. On classmates back
4. Trace the big E and small e on the given space
D. Independent Practice
Children practice writing on their paper
1. Write the new letter on the chalkboard.
2. Show them the correct way of writing big and small letter “Ee”
3. Children will practice writing the letter on their paper or in their writing
exercise books. (Do this ten times)
4. Go around the room and help everyone that are hard-up in writing the
letter.
E. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.
2. Let them write the new keyword 10 times on their paper or slates
3. Monitor the pupils
4. See how they are doing
5. Help everyone that is having trouble in writing this word.
F. Evaluation:
Isurat ti kurang a letra
1. eksakto ____ksakto
2. doble dobl____
3. espiritu ____spiritu
4. espada ____spada
5. higante higant_____
226
G. Spelling
1. Dictate the key word from today’s lesson.
Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
Walk around the room as the children write to encourage and help them
to know their mistakes.
DAY 5
Assessment
B. Activity Sheet
227
Lesson Guide in Grade 1 - Ilokano: Week 15
I. Objectives:
Skills
1. Make one-to-one correspondence between written and spoken words.
2. Point out that spoken words are represented in written language by specific
sequence of letters.
3. Recognize correct spelling of words.
4. Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
5. Relate events in the story to include events/celebrations/radio broadcast/local
news.
6. Make inferences on the characters feelings and traits based on the story,
events or celebrations listened to.
7. Make inferences on the character’s feelings and traits based on the radio
broadcast and local news listened to.
8. Express love for stories by browsing the storybooks read to them and asking
to be read more stories.
9. Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
10. Respond to the story through the following engagement activities:
Group 1 – Flow Chart
Group 2 – Ipakitam
Group 3 – Idrowing Mo
Group 4 – Urnusem
11. Give /Produce the beginning sound of letters in a given word.
12. Orally segment a two or more syllable word into its syllabic parts.
13. Give the new spoken words when two or more syllables are joined to form
words.
14. Give the letter that begins with the names of a given picture/object.
15. Identify specific letters in the alphabet, both upper and lower case.
16. Show relationship between sounds and written symbols.
17. Match words with pictures and objects.
18. Give the sounds of the specific letter/s in the alphabet.
19. Blend specific letters to form syllables, words, phrases, sentences and short
paragraphs.
20. Write upper and lower case letters in print using proper proportion.
21. Write words, phrases, sentences, and paragraphs correctly.
22. Observe some mechanics when copying/writing sentences, capitalization,
space between words and correct punctuation marks.
23. Understand that there is a correct way to spell words.
24. Spell and write words using phonemic awareness and letter knowledge.
228
II. Subject Matter
A. Story:
Ti Pannakapanagan ti Ili ti Alcala
Sarita ni Grace Donata Abugan
B. Focus Skill:
1. Book and Print Knowledge
a. Making one-to-one correspondence between written and spoken
words Pointing out that spoken words are represented in written
language by specific sequence of letters.
b. Recognizing correct spelling of words
2. Vocabulary
Discussing meanings and develop vocabulary through meaningful and
concrete experiences.
3. Reading Comprehension
a. Relating events in the story to include events/celebrations/radio
broadcast/local news
b. Making inferences on the characters feelings and traits based on the
story, events or celebrations listened to
c. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
4. Grammar awareness
Using the correct noun markers (ti, dagiti) in identifying names of
persons, places, animals and things
5. Oral Language
Responding to the story through illustration and dramatization.
6. Phonological Skills
a. Giving /Producing the beginning sound of letters in a given word.
b. Orally segmenting a two or more syllable word into its syllabic parts
c. Giving the new spoken words when two or more syllables are joined
to form words.
7. Alphabet Knowledge
a. Giving the letter that begins with the names of a given picture/object
b. Identifying specific letters in the alphabet, both upper and lower case
c. Showing relationship between sounds and written symbols
8. Word Recognition
a. Matching words with pictures and objects
b. Giving the sounds of the specific letter/s in the alphabet
c. Blending specific letters to form syllables, words, phrases, sentences
and short paragraphs
9. Handwriting
a. Writing upper and lower case letters in print using proper proportion
b. Writing words, phrases, sentences, and paragraphs correctly
c. Observing some mechanics when copying/writing sentences,
capitalization, space between words and correct punctuation marks
10. Spelling
a. Understanding that there is a correct way to spell words
229
b. Spelling and writing words using phonemic awareness and letter
knowledge
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Big Books, Pictures, Story, Flashcards, Pocket Charts, Mystery Box
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
a. Ask: Ammoyo no kasano a nanaganan ti iliyo? Ipagpampannakkelyo
met laeng ti iliyo? Ania dagiti bambanag a maipagpannakkelmo?
b. Game: Flower Power
Say: Daytoy a sabong ket simbolo ti ilitayo. Ania kadagiti balikas nga
adda iti sabong ti mabalin a maipagpannakkelmo. Adda kadi pay
sabali a ipagpapannakkelyo? Isurat daytoy iti paset ti sabong nga
awan nagyanna.
230
Ex.
corn
231
Ti Pannakapanagan ti Ili ti Alcala
Sarita ni Grace Donata Abugan
232
C. Post Reading Activities
1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.
Comprehension Questions Engagement Activities
Siasino ti ubing? Group 1 –Flow Chart
Sadino ti papananna? Kumpletuen ti Flow Chart.
Apay a napan isuna sadiay?
Characters
Setting
Event
D. Discussion/Presentation
Let pupils answer the comprehension questions and present their outputs.
233
E. Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
DAY 2
Developing Language Competencies
A. Preparatory Activities
1. Review
Present cut-outs of three doors. The first door is labelled as Persons
(Tao), the second door Place (Lugar) and the third door Things (Banag).
Let each pupil pick out a picture with appropriate label from the Mystery
Box. Let him/her tuck the picture in the appropriate door.
Lino ubing
234
adidas sapatos
Kitty baka
B. Lesson Proper
1. Presentation
Present the local news.
Local News
Lazaro, nangabak sadiay RSPC
Ni Cassandra “Kaye” Lazaro, maysa nga ubing nga adda iti maika-innem
a tukad iti Alcala Central School ti nangabak iti Photojournalism ti Filipino iti
napalabas a Regional Press Conference a naangay sadiay ili ti
Gattaran,probinsia ti Cagayan idi maika-15 agingga iti maika-17 ti Disiembre,
2012.
2. Comprehension Questions
a. Let the pupils answer the following questions:
Siasino ti ubing?
Ania a salip ti nangabakanna?
Sadino ti nakaangayan ti salip?
Kaano a naangay ti salip?
Sadino ti pakisalipanna a sumaruno?
Kaano a maangay ti salip?
235
Ania dagiti palimedna no apay a nagballigi isuna?
Kayatyo kadi ti agbalin a kas kenni Kaye?Apay?
Kasano kayo nga agballigi iti kayatyo iti biag?
b. Ask: Ania dagiti nagan dagiti tattao, luglugar ken bambanag a
nadakamat iti damag a local? Ania ti awagtayo
kadagitoy?(Nouns/Pangnagan)
c. Present the pictures of the following nouns with appropriate labels
arranged in two columns. Say: Dagitoy dagiti pangnagan a
nadakamat iti damdamag.
3. Discussion
a. Ask: How many nouns are referred to in each picture in the first
column? (One) What word was used before each noun? (Ti)
b. Ask: How many nouns are referred to in each picture in the second
column? (More that one)What word was used before each noun?
(Dagiti)
c. Let the pupil use ti and dagiti in referring to the objects that they see
inside the classroom.
4. Oral Practice
Mystery Box
Put some pictures of nouns on the mystery box. Pictures should be
properly labelled with their names. Let each pupil pick out a picture. Let
him/her identify the noun in the picture by using ti or dagiti.
5. Generalization
Ask: With what kind of nouns do we use ti? (singular) With what kind of
nouns do we use dagiti? (plural)
6. Guided Practice
Game
a. Give each pupil a pair of flashcards. Ti is written on one card while
Dagiti is written on the other card.
b. Show the following suggested pictures one at a time. (Pictures should
be properly labelled.) As you show a picture, ask the pupils to raise
the flashcard which is appropriate for the picture. The pupil who raises
the wrong card will lose his chance to answer on the next picture. Let
the pupils record their scores. You may give rewards to pupils who got
perfect scores.
liblibro bayabas
pusa banbantay
236
sabsabong simbaan
pinggan luglugan
tugtugaw kotse
balay luplupot
7. Independent Practice
Distribute the worksheets and have the pupils work independently.
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Let the pupils recall the selection “Ti Pannakapanagan ti Ili nga Alcala.”
Let them answer the following questions:
a. Siasino ti ubing?
Answer: Ni Pepe
b. Siasino dagiti apongna?
Answer: Da Apong Pedong ken Apong Pina.
237
c. Sadino ti pagnaedan da apongna?
Answer: Sadiay Piggatan.
d. Ania ti ar-aramiden ni Apong Pedong idi sumangpet ni Pepe?
Answer: Isimsimpana ti pangga wenno ulnas iti sirok ti pakak.
e. Ania met ti ar-aramiden ni Apong Pina?
Answer: Pakpakanenna dagiti tarakenda a pusa.
f. Ania ti bitbit ni Pepe?
Answer: Pasarabona kada apongna.
g. Ania dagiti pasarabona?
Answer: Pinya, papaya ken pipino
h. Apay a napan sadiay ayan da apongna?
Answer: Tapno agpatulong ti assignmentna.
i. Ania ti asaynmentna?
Answer: No ania ti naggapuan ti nagan ti ilida nga Alcala.
j. Nagmano ni Pepe kada apongna idi sumangpet isuna. Ania ti
galadna?
Answer: Nadayaw.
k. Ania ti sigud a nagan ti Alcala?
Answer: Fulay.
l. Ania ti kaipapanan ti Fulay?
Answer: Nalabaga a daga.
m. Ania ti naggapuan ti Alcala?
Answer: Manipud ti nagan ni Gobernador Heneral Fracisco de Paula
Alcala.
n. Ania ti kaipapanan ti sarita nga Alcala?
Answer: Pigsa wenno sarikedked.
o. Ania ti imbalakad ni Apong Pedong kenni Pepe?
Answer: Agbasa a nasayaat tapno agbalin a pigsa wenno sarikedked
ti ilida.
p. No sika ni Pepe, ania ti aramidem tapno makalpaska nga agbasa?
Answer: Dumngegak kenni maestra. Aramidek ti assignmentko.
2. Present the following words with letter Pp, if possible, with pictures.
Beginning
panio
pungan
palda
panait
palanggana
pustiso
puto
pagay
payong
palsiit
pugo
paria
238
B. Lesson Proper (Primer Track)
LESSON 13 LETTER Pp
a n I t k s o y M l g u d e p
pus ti so
pustiso p
pustis pu
pusti pus
pust pust
pus pusti
pu pustis
p pustiso
239
kinnit ti sepsep tiempo ti nepnep
napuskol nga ulep tapa ti ugsa
sultip ti pulis narapis a padi
pustiso ti padi napenpen nga pagay
panait ti tapis sipat a nasakit
pustiso
b. Point to the picture then tell the pupils , “Daytoy ket pustiso.” [Let the
pupils respond briefly. Don’t try to get them to talk about the picture.
You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.
2. Syllable Box
pus ti so
Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.
240
a. Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils,
then with the pupils.
b. Continue reading each smaller part of the word. (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, read the new letter to the
pupils and then with the pupils.
a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
241
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
d. Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
puskol pispis mais lapis
poso nepnep tiempo maso
e. Read all the words on the Word Chart with the pupils.
7. Oral Practice
a. Listen to some words taken from the story.
Papaya Puling plastik
pagay Puring
paksiw Pansit
8. Guided Practice:
a. The teacher says the first sound. /p/ and the remaining sound the
word. The children repeat after her. Then the teacher asks pupils to
blend word parts
/p/ agay /p/ iknik /p/ aksiw /p/ lastik
/p/ apaya /p/ ansit /p/ aria /p/ anio
242
b. Teacher asks the first sound. Substitute the words.
C. Application
Listen to these riddles. Look at the pictures on the pocket chart. Read the
riddles in the chart and show the pictures that answers the riddle.
D. Evaluation
Iparis ti ladawan ti umno a naganna.
1. palsiit
2. Pandesal
3. prutas
4. paria
5. bado
DAY 4
Handwriting And Spelling
A. Preparatory Activities
Riddle
Present the following riddles. Let the pupils choose the picture of the correct
answer from the set of pictures in the pocket chart.
243
1. Nagbubukel a kas labulan
Ar-aramaten a panganan. (Pinggan)
2. Napait ti ramanna
Ngem ingget sustansia. (Paria)
3. Init man wenno tudo
Salaknibanna ti ulo. (Payong)
(The teacher may give more riddles with answers that start with Pp.)
B. Writing Activity
1. Modelling by the Teacher
Present to the pupils the big and small letter Pp. Show the pupils how to
write the big letter P in the air. Let them repeat after you. Do this several
times. Do the same with the small letter p.
2. Guided Practice
a. Let the pupils practice writing letter Pp on their palm, on the back of
their seatmate, on their desk, on their slate and on their paper.
b. Trace big letter P and small letter p on the given space.
c. Let them copy words, phrases and sentences with letter Pp on the
blackboard. Guide them in observing capitalization, space between
words and correct punctuation marks.
3. Independent Practice
Let the pupils copy words, phrases and sentences with letter Pp on their
paper observing capitalization, space between words and correct
punctuation marks.
4. Distribute worksheets to the pupils. Let them do the activities.
244
C. Spelling
1. Dictate the key word for letter Pp. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 5 words from the previous lessons. Let the pupils write each word
on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
A. Skill: Make inferences on the characters feelings and traits based on the
story, events or celebrations listened to.
Pagannurutan: Amirisen dagiti situasion. Pilien ti umno a galad nga
ipakpakitada
1. Agmano ni Ruben kadagiti nagannakna no sumangpet nga aggapu
iti pagadalan. Ni Ruben ket ubing a _______________.
a. Nasingpet c. Nadayaw
b. Naasi d. Nagaget
2. Agdigdigos nga inaldaw ni Ana. Aggisgisigis isuna kalpasana
mangan. Ni Ana ket ubing a _________________.
a. Nadalus c. Naanus
b. Natakneng d. Napintas
3. Sursuratan ni Melba ti sango ken likod ti papelna. Agsurat laeng no
kasapulan. Ni Melba ket __________________.
a. Naimut c. Napigsa
b. Nainut d. Naulimek
4. Mangmangan ni Romel ti prutas ken nateng. Isuna ket
_____________.
a. Nakuttong c. Nakuttong
b. Nalukmeg d. Nasalun-at
5. Ilutlutuan ni Nana Rosa ni Lena ti nasalun-at a makan. Isagsaganana
dagiti kasapulan daytoy. Ni Nana Rosa ket maysa nga ina a
______________.
a. Nauyong c. Nadungngo
b. Nagaget d. Nasingpet
B. Skill: Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
Pagannurutan: Isurat ti ti wenno dagiti iti kahon.
245
C. Skill: Match words with pictures and objects.
D. Skill: Give the new spoken words when two or more syllables are joined to
form words.
246
Pagannurutan: Iparis dagiti balikas nga adda ti A kadagiti balikas nga adda ti
batog B tapno makabuo ti sao.
Column A Column B
1. pa a. pe
2. Pe b. tani
3. pi c. tat
4. pu d. lis
5. pal e. pino
G. Spelling
Direction: Write the correct spelling of the following words that I’m going to
dictate.
1. pana 4. pala
2. puso 5. paria
3. pugo
247
H. Activity Sheets
248
Lesson Guide in Grade 1 - Ilokano: Week 16
I. Objectives
1. Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
2. Sequence three events in the story, legend, propaganda, radio broadcast,
and news articles by telling which happened first, second, or last.
3. Express love for stories by browsing the storybooks read to them and asking
to be read more stories.
4. Express opinion on the story and local news heard using culturally
appropriate expressions (I think, I believe, In my opinion etc.)
5. Use names of persons, places, animals and things appropriately in
sentences.
6. Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
7. Use the directional - daytoy, dayta, didiay
8. Give/produce the beginning sound of letter/s in a given word.
9. Orally segment a two or more syllable word into each syllabic parts
10. Give the new spoken words when two or more syllables are joined to form
words
11. Make one-to-one correspondences between written and spoken words
12. Point out that spoken words are represented in written language by specific
sequence of letters.
13. Give the letter that begins with the name of a given picture/object
14. Identify and write both upper and lower case Bb.
15. Show the relationship between sounds and written symbols
16. Match words with pictures and objects.
17. Give the sounds of the specific letter/s in the alphabet.
18. Blend specific letters to form syllables, words, phrases and sentences and
short paragraphs.
19. Understand that there is a correct way to spell words.
20. Spell and write words using phonemic awareness and letter knowledge.
21. Write upper case and lower case letters in print using proper proportion.
22. Write words, phrases, sentences and paragraph correctly.
23. Observe mechanics when copying/writing sentences, capitalization, white
space between words and correct punctuation marks.
C. Focus Skills
1. Reading Comprehension
a. Activating Schema and prior Knowledge
b. Discussing meanings and develop vocabulary through meaningful and
concrete experiences.
249
2. Comprehension of Literary Texts
a. Sequencing 3 events in the story, legend, propaganda, radio
broadcast, and news articles by telling which happened first, second,
or last.
3. Comprehension of Informational Texts
a. Sequencing 3 events in the story, legend, propaganda, radio
broadcast, and news articles by telling which happened first, second,
or last.
4. Attitude Toward Language, Literary and Literature
a. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
5. Vocabulary
a. Discussing meanings and develop vocabulary through meaningful and
concrete experiences.
6. Oral Language
a. Expressing opinion on the story and local news heard using culturally
appropriate expressions (I think, I believe, In my opinion etc.)
7. Phonological Skills
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two or more syllable word into each syllabic parts
c. Giving the new spoken words when two or more syllables are joined
to form words
8. Book and Print Knowledge
a. Making one-to-one correspondences between written and spoken
words
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
c. Recognizing spelling of words
9. Alphabet Knowledge
a. Giving the letter that begins with the name of a given picture/objects
b. Identifying the specific letter/s in the alphabet, both upper and lower
case.
c. Showing the relationship between sounds and written symbols
10. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences and short paragraphs.
11. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
12. Handwriting
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases, sentences and paragraph correctly.
c. Observe mechanics when copying/writing sentences, capitalization,
white space.
250
13. Grammar Awareness
a. Use names of persons, places, animals and things appropriately in
sentences.
b. Use the correct noun markers (ti dagiti) in identifying names of
persons, places, animals and things.
c. Use the directional-daytoy, dayta, dagidiay, etc.
D. References:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
E. Materials:
Pictures
News Story
F. Strategies:
News Reporting Drawing
Sequencing Events Debating
III. Procedure
DAY 1
A. Pre-Reading Activities
1. Motivation and Building Background
a. Ask: Kasano ti kaadu ti populasion ti barrioyo?
b. Ania ngata ti dakdakkel to populasion na, idi wenno ita? Ania ti
mangpadakkel wenno mangpabassit ti populasion ti barrioyo?
2. Unlocking of Difficulties
a. Unlock the following words through actions/gestures and pictures
bassit agnaed panagadu
tattao agkurang
3. The teacher tells the pupils to listen to a News Story about the sudden
increase of the school population of a certain community
251
4. Motive Question
a. When is the population of a community big or small?
b. What made the school population of the community bigger?
News Story:
Iti populasion iti maysa a lugar ket depende iti kinaadu iti tattao nga
agnaed ditoy. No bassit iti bilang iti tao, bassit iti populasion. No adu iti bilang
iti tattao, dakkel iti populasion.
Idi umuna a tiyempo ket bassit iti tattao nga agnaed didiay Baculod, Isu a
bassit met iti populasionda. Bassit met ngarud iti populasion dagiti ubbing
nga agad-adal didiay Baculod Elementary School.
Iti kano kangrunaan a rason ket isu iti epekto iti adu nga immakar a
napan nakipagnaed iti daytoy a lugar ken iti dagus a panagassawa dagiti
tatttao.
252
DAY 2
Developing Language Competencies
A. Preparatory Activity
Warming up:”Sadino ti Pakaibilangak”
Distribute the pictures/names of things to the pupils. Let each pupil tag/paste
what he/she is holding under its proper column
B. Lesson Proper
1. Presentation
a. Present pictures of the following:
Column A Column B
cow cows
bird birds
flower flowers
pencil percils
boy boys
b. Let the pupils look at the pictures in column A.
Ask: Manu ti adda ti ladawan?
Let them say:
- Ti baka
- Ti billit
- Ti sabong
- Ti lapis
- Ti lalaki
c. Let the pupils look at the pictures in Column B.
Ask: Mano amin ti adda iti ladawan?
Let them say:
- Dagiti baka
- Dagiti billit
- Dagiti sabsabong
- Dagiti lapis
- Dagiti lallaki
253
d. Introduce the concept on using Daytoy ti and Dagitoy dagiti
Daytoy ti baka … Dagitoy dagiti baka…
Daytoy ti billit… Dagitoy dagiti billit…
Daytoy ti sabong… Dagitoy dagiti sabsabong…
Daytoy ti lapis… Dagitoy dagiti lapis...
Daytoy ti lalaki… Dagitoy dagiti lallaki
2. Oral Practice
a. Teacher show different object/s.
What sentences can you give about each object or group of objects?
(Teacher gives the bringing of objects by the pupils as an assignment
a day before the day’s lesson)
b. Let the pupils use this is or these are in sentences.
Ex. Dagitoy ket dagiti libro ni Gela.
3. Generalization: When do you use Daytoy ti and Dagitoy dagiti ?
4. Guided Practice
Complete each sentence with Daytoy ti and Dagitoy dagiti.
a. bola ni Allen.
b. prutas a lakona.
c. bag ni maestra
d. kulibangbang a natiliw ko diay minuyunganmi.
e. babbalay a napipintas
5. Independent Practice
Use the following in sentences using Daytoy ti and Dagitoy dagiti.
a. tugtugaw
b. pagadalan
c. ub-ubbing
d. ullaw
e. katre
B. Application
Complete each sentence. Encircle the correct answer only.
254
C. Evaluation
Complete each sentence with Daytoy ti and Dagitoy dagiti
1. ina ni Benedic.
2. mulmula ti minuyunganmin.
3. ti hardin da Anabel.
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. The teacher uses the New Story, then asks the following questions to
elicit words with the letter Bb.
2. Ania daydiay lugar iti damdamag (News Story)?
Sungbat: Baculod
3. Kasano iti populasion idiay Baculod idi umuna a tiyempo?
Sungbat: bassit
4. Teacher writes the words on the board.
Baculod bassit
5. Teacher reads the words and produces the correct sound of letter b.
6. Teacher asks the pupils to read the words and let the pupils produce the
correct sound of b.
7. Teacher presents the list of words through pictures (for words that are
pictureable) following the Reading plan and asks from the children the
initial sound of the words read.
INITIAL FINAL
Bambanti tayab
Baboy kalub
Bigao takkub
Banniit kiteb
Banban ayab
Bulsa subsub
8. Teacher asks the pupils to give other words that start with letter Bb.
B. Lesson Proper
1. Presentation
The teacher shows the picture of “bambanti”. Children are asked what
they know and their experiences about “bambati”
255
2. Discussion
Teacher presents the Primer Track for Letter Bb.
LESSON 14 LETTER Bb
a n i T k s o y m l g u d e p b
bambanti
baso, bado, baka, baki, billit, bigao, bagi, babai, baket, bala,
baba, baak, baliti, balitok, balkot, banban, banaba, banio,
bannog, banbanti, batia, bato, bituen, baut, buok, bantay,
labba, lobo, kalbo, kubbo, timba, lumba, salda , sugabba,
banda,
bam ban ti
bambanti b
bambant ba
bamban bam
bamba bamb
bamb bamba
ba bamban
ba bambant
b bambanti
bi su ban su
bam ti si lab
gab ba nad nu
duan bu ok on
256
banaba banio bannog banbanti
batia bato bituen baut
buok bantay labba lobo
kalbo kubbo timba lumba
sugabba banda bettak benneg
bettek bennek kebbet kebkeb
sibet
Bambanti
b. Point to the picture then tell the pupils , “Daytoy ket bambanti.”
[Let the pupils respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.
4. Syllable Box
bam ban ti
Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.
257
bamban
bamba
bamb
bam
ba
b
Go to the “Breaking Word” column. Read the key word to and then with
the pupils. Point to the part of the word with the new letter that is directly
below the keyword. Read that part of the word to the pupils, then with the
pupils. Continue reading each smaller part of the word. (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, read the new letter to the
pupils and then with the pupils.
bi Su ban su
bam Ti si lab
gab Ba nad nu
duan Bu ok on
a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
258
b. Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
d. Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
buok baduan bamban
sugabba bai labba
e. Read all the words on the Word Chart with the pupils.
9. Oral Practice
a. Let them listen to the following words.
INITIAL FINAL
Ben Tayab
Berto Subsub
Billit Kiteb
Babai Takkub
259
b. Ask what sounds do they hear at the beginning and ending of the
words. Have the children repeat reading the words. Then teacher
reads each word again as the children repeat after him/her.
C. Application
Say: I will show you pictures. Say the name of each picture. If the picture
begins with /b/ clap your hands twice. If it ends with /b/ clap your hands
thrice.
D. Evaluation
1. Timbukelan dagiti balikas a ti aweng a ket agrugi ti /b/.
batia kalub bituen baso nagtayab
260
DAY 4
Handwriting And Spelling
Handwriting
A. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /b/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /b/. Children name the object and tell
the beginning sound.
B. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.
C. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Trace big letter B and small letter b on the given space.
D. Independent Practice
Children practice writing the new letter on their paper or slate.
261
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming
the letter.
E. Application
Children practice writing the new key word on their paper or slate. Write the
new key word in large letters on the chalkboard. You may need to write it
several times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around
the room to see how they are doing. Help anyone that is having trouble
writing the word.
262
F. Evaluation
Give each pupil a worksheet. Instruct them to say the name of each picture. If
the picture name begins with /b/ ask them to write B. If it ends with /b/, let
them write b on their paper
G. Spelling
1. Dictate the key word from today’s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. Children write the word on their
paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by one. Children write
each word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.
DAY 5
Assessment
The teacher is expected to prepare sets of exercises that assess the following:
A. Reading Comprehension
1. Recalling the important details of the story listened to
2. Sequencing of events
B. Phonological Skills
C. Alphabet Knowledge
D. Word Recognition
E. Grammar Awareness
F. Handwriting
G. Spelling
263
Lesson Guide in Grade 1 - Ilokano: Week 17
I. Objectives:
1. Listen and respond to texts by recalling the important details in the story such
as the characters, setting and main events
2. Give the new spoken word when a specified phoneme is added, changed or
removed.
3. Make one-to-one correspondence between written and spoken words.
4. Identify the letters in given words.
5. Identify letter NGng and its sound
6. Correctly spell previously studied words.
7. Write upper and lower case letter NGng.
8. Identify proper names of persons, places and things.
9. Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
10. Relate events in the story to personal experiences.
11. Show love for reading by listening attentively during story reading, and
making comments.
12. Respond to the story through the following engagement activities:
Group 1 – Aramiden ti Story Map
Group 2 – Urnusen dagiti Ladawan
Group 3 – Agpili Ka
Group 4 – Ikkan ti Smiley
B. Focus Skill:
1. Oral Language
Listening and responding to texts by recalling the important details in
the story such as the characters, setting and main events.
2. Phonological Awareness
Giving the new spoken word when a specified phoneme is added,
changed or removed.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
Identifying the letters in given words.
5. Word Recognition:
Identifying letter NGng and its sound.
6. Spelling
Correctly spell previously studied words.
7. Handwriting:
Writing upper and lower case letter NGng.
264
8. Grammar Awareness:
Identifying proper names of persons, places and things.
9. Vocabulary:
a. Getting the meanings of words presented through illustrations,
demonstration, use of synonyms and antonyms.
b. Identifying words that name person, places or things, and actions.
10. Reading Comprehension:
a. Relating events in the story to personal experiences.
b. Show love for reading by listening attentively during story reading, and
making comments.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
Ask: Napadasanyon ti nagsakit ti ngipennan? Ania ti riknana? Ania dagiti
liklikan tapno saan nga agbukbok ti ngipen? Pilien ti ladawan a
mangipakpakita ti panangliklik a maaddaan ti bukbok ti kahon. Ipaskil iti
Flow Chart. (The teacher may use a decorative flow chart to elicit the
interest of pupils.)
265
Dagiti rumbeng nga aramiden
tapno saan nga agbukbuk ti ngipen:
Suggested pictures:
266
3. Previewing
a. Present the big book with the story “Dagiti Ngipen ni Pining.” Talk
about the title, author and illustrator. Have them look at the cover of
the book showing a girl inside a dentist’s clinic. A dentist is looking at
her teeth while her mother looks on.
b. Ask: maipapan ngata ti ania ti sarita? Ania ti mapaspasamak iti ubing
a babai?
4. Motive Question
a. Have them look at the first page of the book showing a girl eating a lot
of sweets.
b. Ask: Ania ti ipakpakita ti ladawan? Ania ngata ti mapasamak iti
sumaruno a panid ?
267
Comprehension Questions Engagement Activities
Ladawan ni Pining
Ladawan ti panagsakit ti
ngipen ni Pining
Ladawan ti klinika ti
dentista
Lugar
Tao
Pasamak
softdrinks nateng
tsokolate gatas
268
Comprehension Questions Engagement Activities
saan nga madadael ti ngipenmo.
Ikkam met ti ti saanmo a
rumbeng nga aramiden.
Pannangan ti kendi
Panaggisigis ti ngipen
Pannangan ti prutas
Panaginum ti soda
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.
269
DAY 2
Developing Language Competencies
A. Preparatory Activities
Review
Present some pictures properly labelled. As you present a picture, let the
pupils clap once if it shows a common noun. Let them clap twice if it shows a
proper noun.
karpintero Tina
Manila parke
libro Nido
Brownie manok
(The teacher may add more pictures to encourage greater participation from
the pupils.)
B. Lesson Proper
1. Presentation
Present a dialogue through finger puppets.
Puppet Show
Maysa nga aldaw immay pimmasiar iti pagadalan dagiti tattao nga
agpaay iti ili. Inyam-ammoda dagiti bagida kadagiti ubbing.
Dr. Abad: Siak ni Dr. Abad. Maysaak a mangngagas. Tultulungak a lumaing
dagiti tattao a masaksakit.
Engr. Ramos: Siak Engr. Ramos. Maysaak nga inhinyero. Agaramidak ti
plano dagiti babbalay, paspasdek ken dadduma pay.
PO3 Cabling: Siakni SPO1 Cabling. Maysaak a pulis. Ar-aramidek amin a
kabaelak tapno agtalinaed a talna ti ili tayo.
ManongTinong: Siak ni Manong Tinong. Maysaak a mannalon. Agmulmulaak
ti pagay, mais ken natnateng a taraontayo.
Adu pay ti nangiyam-ammo ti bagida kas kada Nana Menang nga
aglakalako ti kawes ken sapatos sadiay plasa, ni Tata Dadong nga
270
mangngalap, ni Mrs.Dantes a maysa a narse ken ni Konsehal Martin nga
opisyal iti ilida.
Naragsakan dagiti ubbing a dimngeg kadagiti sangailida.Nagyamanda
kadakuada iti iyuumayda.
2. Comprehension Questions
Let the pupils answer the following questions:
a. Siasino dagiti sangaili dagiti ubbing iti pagadalan?
b. Ania ti obra ti maysa ken maysa kadakuada?
c. Nagustuan ngata dagiti ubbing ti isasangbay dagiti sanagailida? Apay
a nakunam dayta?
d. Kayatmo met kadi ti agpaay ti umili intono dumakkelka?
e. Siasino kadakuada ti kayatmo a tuladen?
3. Ask: Ania dagiti nagan ti tattao, luglugar ken bambanag a nadakamat ti
daniw? Ania ti awagtayo kadagitoy? (Nouns/Pangnagan)
a. Present the pictures of the following objects with their proper labels.
b. Say: Dagitoy dagiti nagan ti tattao, luglugar ken bambanag a
nadakamat ti daniw
pagadalan Dr. Abad mangngagas
tattao Engr. Ramos inhiniero
balbalay paspasdek PO3 Cabling ili
Manong Tinong mannalon pagay
mais natnateng taraon
Nana Menang kawes sapatos
plasa Tata Dadong mangngalap
Mrs.Dantes narse Konsehal Martin
opisyal ubbing sangaili
c. Discussion
Ask: Ania ti kadawyan/naisagsangayan a pangnagan
Let the pupils give more examples of common and proper nouns.
4. Oral Practice
Present the following suggested set of pictures with common names. Let
the pupils give a proper name for each picture.
manursuro pagadalan
pusa pulis
mangngagas motorsiklo
siudad tiendaan
ubing lapis
sabon gatas
271
C. Generalization
Ask: Ania ti kadawyan/naisagsangayan a pangnagan? Kasano nga isurat
dagitoy?
1. Guided Practice
Who’s My Partner? (Siasino ti kaparehak?)
Distribute the following set of flashcards to the pupils. Let the pupils who
are holding flashcards with common nouns find their corresponding
partners who are holding flashcards with proper nouns.
sapatos Luneta
parke Manila
maestra Bantay
siudad Adidas
2. Independent Practice
Distribute the activity sheets and have the pupils work independently.
272
D. Evaluation
Marisan ti flashcard ti nalabaga no kadawyan a pangnagan, asul no
naisangsangayan a pangnagan.
1. Padre Burgos
2. libro
3. Tuguegarao City
4. bestida
5. Samsung
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Let the pupils recall the story “Dagiti Ngipen ni Pining.” Let them answer
the following questions:
a. Siasino ti ubing?
Answer: Ni Pining
b. Ania ti magusgustuanna?
Answer: Mangan ti kendi ken dadduma a sinam-it.
c. Apay a ribrib ti ngipenna?
Answer: Maliwayanna ti aggisigis ti ngipenna.
d. Ania ti napasamak iti naminsan?
Answer: Nagsakit ti ngipenna.
e. Ania ti inaramidna?
Answer: Urayna la ingariet iti tangan ti imana wenno iti ungto ti
punganna.
f. Sadino ti napananda kenni nanangna?
Answer: Napanda iti klinika ti dentista.
g. Ania ti inaramid ti dentista?
Answer: Pinagutna ti binukbok a ngipen ni Pining.
h. Ania ti imbalakad ti dentista kenni Pining?
Answer: Liklikanna ti mangan ti sinam-it ken aggisigis a kanayon.
i. Nagbalbaliw kadi ni Pining? Apay a nakunam dayta?
j. No sikani Pining, ania ti rumbeng nga aramidem tapno maliklikam ti
pannakadadael ti ngipenmo?
(Accept all possible answers)
2. Present the following words with letter NGng, if possible, with pictures.
Beginning Ending
ngipen sabong
ngiwat tarong
ngilaw muging
ngato kalding
ngingi tumeng
ngadas sarming
nganga kulibangbang
273
Ask: With what sound do the words in the first column begin? With what
sound do the words in the second column end?
3. Ask the pupils to give more words that begin and end with letter NGng.
a n I t k s o y m l g u d e p b ng
na tang ne pin
a no ki nang
ag ngi ken en
Napintas a kitaen ti ngipen ni Nenang no agngingi. Napintas
Napintas a kitaen ti ngipen ni Nenang no Napintas a
Napintas a kitaen ti ngipen ni Nenang Napintas a kitkitaen
Napintas a kitaen ti ngipen ni Napintas a kitkitaen ti .
Napintas a kitaen ti ngipen Napintas a kitkitaen ti ngipen
Napintas a kitaen ti Napintas a kitkitaen ti ngipen ni
Napintas a kitaen Napintas a kitkitaen ti ngipen ni Nenang
Napintas a Napintas a kitkitaen ti ngipen ni Nenang no
Napintas Napintas a kitkitaen ti ngipen ni Nenang no agngingi.
274
bulong badang kulibangbang dungngo
singsing pingping sanggir nabanglo
nabangsit ngalngal ngariet pag-ong
Ngipen
b. Point to the picture then tell the children , “Daytoy ket ngipen.”
[Let the children respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the children. Keep pointing to the key word
as you read it with the children 2-3 times.
2. Syllable Box
ngi pen
275
Go to the “Breaking Word” column. Read the key word to and then with
the students. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the children,
then with the students. Continue reading each smaller part of the word.
(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, read the new
letter to the children and then with the children
na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en
a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the children
and then with the children. Read left-to-right and then top-to-bottom.
Use the pointer to point to different letters or syllables randomly.
Children read each letter or syllable as you point to it. Correct them if
they read anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the children that found it. Ask the other children it
that word is correct. If so, write the keyword on the “Word Chart” or on
the Chalkboard and read it to and with the children. If it is not correct,
276
ask another children to find the Key word and write it correctly on the
Word Chart or Chalkboard.
d. Children find other words in the Big Box.
e. Invite volunteers to find other words in the Big Box. Read the words
with the children as they identify them. Ask the rest of the class if the
word is correct. If not, invite another child to come and point to the
correct letters.
f. Write all the words on the Word Chart or chalkboard.
na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en
7. Oral Practice
a. Listen to some words taken from the story:
Initial Medial Final
ngipen tangan Pining
ngariet mangan
sangit
277
Initial Medial Final
ungto
pungan
b. Ask: Ania nga aweng ti manggeg mo iti rugi wenno udi ti balikas?
- Have the children repeat reading the words.
8. Guided Practice
a. Distribute rubber bands and invite the children to stretch them.
b. Highlight /ng/ by stretching your rubber band and say: /ng/
c. Do the stretching of rubber band with me and say, /ng/
d. Repeat these words beginning and ending with /ng/ after me as you
stroke your rubber band.
/ng/ngipen kingking /ng/
/ng/ngariet buneng /ng/
/ng/nganga bakrang /ng/
/ng/ngalangala singsing /ng/
e. Teach a song to the tune of “Happy Birthday”
B. Application
278
Pagtipunem ida
Ania daytoy? (gumatang)
a. Ania ti mapan na gatangen? Natnateng
b. Ania dagiti natnateng a ginatang na a mangngeg ti uni a ng? tarong,
utong
c. Malaksid pinakbet, ania pay ti kayat na a lutuen? Dingengdeng
d. Ania dagiti ginatang na a para dengdengen? Rangaw dagiti natnateng
e. Ania pay dagiti ginatang na a para dengdengen? Sabong dagiti
natnateng
f. Apay a sagpawan na ti paltat ti dengdengen na? mangpananam ti
raman na
(The teacher may also give other words for the children to guess)
C. Evaluation
Ikkan ti ti baba ti ladawan a ti pagrugian ti balikas ket /ng/, no agturpos
ti /ng/.
1. 4.
2. 5.
3.
DAY 4
Handwriting And Spelling
A. Preparatory Activities
Poem
Present the following poem written on a chart. Let the pupils complete each
line by choosing the correct word from the set of flashcards in the pocket
chart.
balatong
1. Nagpablad ni Apong ti sangasupa a ________
utong
2. Ingisarna ti bawang sana linaukan ti ________
kuantong
3. Inikkanna pay ti tarong sana ninayunan ti ________
Lelong
4. Gapu ti imas na uray la napalagto ni ________
279
B. Writing Activity
1. Modelling by the Teacher
Present to the pupils the big and small letter NGng. Show the pupils how
to write the big letter NG in the air. Let them repeat after you. Do this
several times. Do the same with the small letter ng.
2. Guided Practice
Let the pupils practice writing letter NGng on their palm, back of their
seatmate and on their desk.
Trace big letter NG and small letter ng on the given space.
3. Independent Practice
Distribute worksheets to the pupils. Let them do the activity.
C. Application
Ask the pupils to write the new keyword (ngipen) on their slate and then on
their paper. Supervise them while they are doing the activity.
D. Evaluation
Sakaren ti letra a mangbukel ti nagan ti ladawan.
1. n ng m h
2. m k ng y
3. ng Ng N k
4. l M t ng
5. Ng ng l k
280
E. Spelling
1. Dictate the key word for letter NGng (ngiwat). Let the pupils write the
word on their slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 5 words from the previous lessons. Let the pupils write each word
on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
A. The teacher is expected to prepare sets of exercises that assess the
following:
1. Reading Comprehension
a. Recalling the important details of the story
b. Relating events in the story to personal experiences
c. Giving summary
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling
B. Activity Sheets
281
Lesson Guide in Grade 1 - Ilokano: Week 18
I. Objectives
1. Make inferences on what s likely to happen next based on the events in the
story. listened to.
2. Express love for stories by browsing the story books read to them and asking
to be read more stories.
3. Begin to identify and use synonyms, antonyms, homonyms and multiple
meaning words correctly.
4. Listen and retell a story, legends school and community events and local
news summary form.
5. Give/produce the beginning sound of letter in a given word.
6. Orally segment a two or more syllable word into its syllabic parts.
7. Give the new spoken words when two or more syllables are joined to form a
word.
8. Make one to one correspondence between written and spoken words.
9. Point out that spoken words are represented in written language by specific
sequence of letters.
10. Recognized correct spelling and words.
11. Give the letter that begins with the name of a given picture/objects.
12. Identify specific letters in the alphabet, both upper and lower case.
13. Show relationship between sounds of the specific letter/s in the alphabet.
14. Match words with pictures and objects.
15. Give the sounds of the specific letter/s in the alphabet.
16. Blend specific letters to form syllables, words phrases and sentences and
short paragraph.
17. Use names of persons, places, animals and things appropriately in
sentences.
18. Use the correct noun markers in identifying names of persons, places,
animals and things.
19. Understand that there is a correct way to spell words.
20. Spell and write words using phonemic awareness and letter knowledge.
21. Write upper case and lower case letters in print using proper proportion.
22. Write words, phrases, sentences and paragraph correctly.
23. Observe some mechanics when copying/writing sentences.
24. Capitalization: space between word and correct punctuation marks.
282
B. Focus Skill
1. Oral Language
listening and retelling a story and community events and local news in
a summary form.
2. Book and Print Knowledge –
a. Make a one-to-one correspondence between written and spoken
words.
b. Point out that spoken words are represented in written language by
specific sequence of letters.
3. Alphabet Knowledge –
a. Give the letter that begins with the names of the given picture/objects.
b. Identify specific letters in the alphabet, both upper and lower case.
4. Word Recognition
a. Match word with pictures and objects.
b. Give the sounds of specific letters.
c. Blend specific letters to form syllables, words, phrases and sentences
and short paragraph.
5. Spelling
spell and write words using phonemic awareness and letter
knowledge.
6. Handwriting
a. Write upper case and lower case letters in print using proper
proportion.
b. Write words, phrases, sentences and paragraph correctly.
c. Observe some mechanics when copying/writing sentences.
7. Grammar
a. Use name of persons, places, animals and things appropriately in
sentences.
b. Use the correct noun markers in identifying names of persons places,
animals and things.
8. Vocabulary:
Identify and use synonyms, antonyms, homonyms and multiple
meaning words correctly.
9. Reading Comprehension:
a. Make inferences on what is likely to happen next based on events in
the story or legends listen to.
b. Express love for stories by browsing the story books read to them and
asking to be read more stories.
C. Reference
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
283
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials
Pictures
Story
E. Strategies
Shared Reading
Fun Games
F. Value: Diligence
III. Procedure
DAY 1
A. Pre-reading Activities:
1. Motivation and Building Background
a. Teacher introduces concept by asking questions about the topic to
elicit pupil’s prior knowledge or help provide background knowledge.
The teacher asked questions to get them to talk and say what they
know.
b. The teacher presents a picture of Juan Ponce Enrile. The teacher
allows the pupils to share what they know about Juan Ponce Enrile.
2. Unlocking of New/Difficult Words through pictures and actions.
Words to be Unlocked:
arig arubayan rigat
agkaykaykay immisem arapaap
3. Motive Question:
The teacher presents the core of the big book showing Juan Ponce Enrile
running on the street barefooted, then asks:
Sadinno ti papanan ni Juan?
B. During Reading
1. First reading by the teacher
The teacher gives pupils a chance to interest with the text. After reading a
page or several pages, asks questions to help pupils predict and monitor
their comprehension.
2. Second Reading
The teacher gives pupils a chance to interact with text. After reading a
page or several pages, asks question to help pupils predict and monitor
their comprehension.
284
Juan Ponce Enrile
Saritada Natividad A. Bautista, MT2
kenni Rowena D. Gaffud
C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into 4 groups and give each group activities are
presented as discussion goes on.
285
Comprehension Questions Engagement Activity
nagkitada kenni amana? No sika
ni Juan, aramidem met ti
inaramidna, apay?
DAY 2
Developing Language Competencies
A. Preparatory Activity
1. What am I
a. There are words written on the heart. Tell the class if it is a person,
place, animals or thing.
286
kahon
Ana aso
lapis
Tuguegarao
mansanas
manila
pusa
b. Read the words that name persons, places, things and animals. Use
them in sentences.
Lelang Rosing (person) Rapuli (place) ragadi (thing)
Raketa (thing) Rosa (person)
Rasa (animal) reseta (thing)
Example: Ni Lelang Rosing ket agkaykaykay.
Adda ti raketa ni Rosa.
Nangan ni Rema ti rasa.
Napintas a lugar ti Rapuli.
(Call pupils to read the given words and have them use these in their
own sentences)
B. Lesson Proper
1. Show the picture of Lelang Rosing
Lagipenyo man no siasinno daytoy a baket kadaydi sarita a binasa tayo
idi kalman?
Say: Daytoy ni Lelang Rosing a lelang ni Juan.
Look at the picture again.
Ania ti iggananna? (kaykay)
Sadino ti kaykaykayenna? (paraangan)
Siasino ti nakasaritana iti dayta nga aldaw?(Juan)
2. Modeling by the teacher.
Point to the persons/objects in the picture and say:
a. Daytoy ni Lelang Rosing
b. Daytoy ti kaykayna.
c. Daytoy ni Juan.
d. Daytoy nga ubing ket nangato ti arapaapna.
3. Oral Practice.
Divide the class into two groups.
Ask: group A to imitate you in reciting the first rhyme and group B in
reciting the second rhyme.
287
Daytoy ti lata nga innalak kenni Rosa.
Ask: How did the girl present Juan and tin can? What did she say?
Is she holding the can? Juan? Yes
What words does she use? Daytoy
What word did the boy use to refer to the tree and dog?
Daydiay
- Where is the boy?
- Where are the objects he is pointing?
- What word was used to point at the table and book?
4. Generalization: when do we use daytoy, dayta, daydiay?
a. Use daytoy when you are holding a person a thing or an animal.
b. Use dayta if the object is near to the one you are talking to.
c. Use daydiay if you are pointing to an object far from the one speaking.
5. Guided Practice:
Write daytoy, dayta, daydiay on the blank.
______________ ti lobo.
____________ ti pusa.
288
_____________ ti ibon.
______________ti Eva.
______________ti puno.
6. Independent Practice
a. Say: Get a partner:
b. Ask your partner about the about you are holding.
c. Take turns in asking and answering questions. Use daytoy, dayta,
daydiay.
Example:
Boy 1 – Ania daytoy?
Boy 2 – Dayta ket libro.
C. Application
1. Look at each picture.
2. Choose from daytoy wenno dayta what you will use in telling what the
object is.
289
D. Evaluation
Write Ito, daytoy, dayta, daydiay on the blank.
1. ______________ket ullaw
2. ______________ket lapis
3. ______________ket van.
4. ______________ket basket.
5. ______________ket munyeka.
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
Ragsak makitam
Kadagiti rupa ni Rema
Ken Rosa ta nangabakda
Iti raketa gapu ti
Pagay-ayam da.
Ask:
1. Ania iti makitam kadagiti rupa da Rosa ken Rema?
Answer: ragsak
2. Siasino dagiti naragsak?
Answer: Rema ken Rosa
290
3. Pakakitaan ti ragsak da Rema ken Rosa?
Answer: kadagiti rupa da
4. Ania ti inabakda?
Answer: raketa
The teacher presents the list of words through pictures following the reading
plan them asks from the children the initial sound of the words read.
a. What is the initial letter of each word?
Ragsak rupa Rosa Rema raketa
b. Give words that begin with letter r?
B. Lesson Proper
1. Presentation
The teacher shows the picture of a rosas.
Children are asked that they know/experiences about rosas.
2. Discussion
a. The teacher presents the primes track for Letter Rr.
b. Discussion of the Primer Track
LESSON 16 LETTER : Rr
A N I t k s o y m l g u d e p b ng r
tarong, gurong, agurong,
agurnong, urnong, ,
mangiturturong,
rabong,radio, ragadi, ragas,
ramut, ruot, rigat, rupa,
ribrib, rukib, ruangan, raput,
rabii, raman, rambakan,
rosas raniag, , ribo, rikna,riri,
riribok, ragpin, birok, riro,
ro sas romansa, roskas, rosas,
rusuk, ruar, rugit, rugak,
rosas r rungaab , guraman, paria,
rosa ro pariok, rupa
ros ros
ro rosa
r rosas
al ro sa in
pu pa tar gut
sas ton kia da
sak na ro ru
291
Napusaksak dagiti rosas nga Napusaksak dagiti rosas nga indaton ni .
Napusaksak dagiti rosas Napusaksak dagiti rosas nga indaton ni Rosa
Napusaksak dagiti Napusaksak dagiti rosas nga indaton ni Rosa iti
Napusaksak Napusaksak dagiti rosas nga indaton ni Rosa iti altar.
3. Oral Practice
Knock, knock! Who’s there?
a. Tell the children that they will play “ Knock, Knock” Call one pupil
and say” knock, knock” Other pupils will ask who’s there?
b. The pupil who knocks will open the door of the house and name
the picture.
c. Ask: Ania ti aweng a mangngeg iti rugi ti balikas?
292
4. Guided Practice
a. Present words that begin with /r/ in the game. “What’s the word,
That’s the word”.
Agrugi ti /r/ Agrugi ti /r/
Agturpos ti /osas/ Agturpos ti /upa/
Ania daytoy? Ania daytoy?
Agrugi ti /r/ Agrugi ti /r/
Agturpos ti /eyna Agturpos ti /asa/
Ania daytoy? Ania daytoy?
b. The teacher makes use of a song to identify the last sound of a word.
This can be done in fun game.
c. Ask the class to sing the song to the tune of “Happy Birthday”
Teacher’s verse Pupils’ verse
Ania ti maudi nga aweng ti kasar?(2x) /r/ ti maudi nga aweng ti kasar (2x)
Ania ti maudi nga awengna?(2x) /r/ ti maudi nga awengna
Ania ti maudi nga aweng ti kasar? /r/ ti maudi nga aweng ti kasar
d. Tell the class to replace kasar with bakir, baler, kawar etc.
C. Application
Putting sounds together.
1. Say: Now I will say a word sound by sound. Put the sounds together and
say the whole word.
/r/ /o//s/a/s/= rosas /b/a/k/i/r/ = bakir
/r/u/p/a/ = rupa /k/a/w/a/r = kawar
/r/a/s/a/ = rasa /k/a/s/a/r/= kasar
2. Ask: Which of the words begin with /r/?
3. Which ends in /r/
D. Evaluation
293
DAY 4
Handwriting and Spelling
Handwriting
A. Preparatory Activity
1. Show picture/objects that have the beginning sound of /r/.
2. Let pupils name the picture/object.
3. Let them tell the beginning sound.
B. Writing Activity
1. Modeling by the teacher
a. Show the children how to write the new letter in the air and on their
hand.
b. With your back to the children, tell the children to watch your hand as
you “write” the new letter in the air.
c. Make sure you make the letters very big so they can see you do write
it.
d. Have them practice writing the letter in the air with you.
e. Do this about 3 – 4 times
2. Guided Practice
a. Writing letter /r/ on the palm of one hand using the finger of their other
hand.
b. Do this 3 – 4 times.
c. Trace big letter R and small letter r on the given space.
3. Independent Practice
a. Children practice writing the new letter on their paper or slate.
b. Go around the room and help anyone that is having trouble for the
letter.
294
C. Application
1. Children practice writing the new key word on their paper or slate.
2. Write the new key word in large letter on the chalkboard.
3. Write it several times so anyone can see clearly how to write it.
4. Children write the new letter 10 times
D. Evaluation
1. Isurat ti kurang a letra tapno mabukel ti balikas
a. Ragsak __agsak
b. Rupa __upa
c. Rema __ema
d. Rosa __osa
e. Raketa __aketa
f. Rigat __igat
2. Spelling
a. Dictate the key words from today’s lesson.
Children write their word on their paper slate.
b. Dictate the key word from the last lesson.
Children write their word on their paper slate.
c. Dictate 2 – 5 key words from earlier lessons.
One-by-one. Children write each word.
d. Write the spelling word correctly on the chalkboard
e. Walk around the room as they write. Encourage them help them to
identify and match.
DAY 5
Assessment
A. The teacher is expected to prepare sets of exercises that assess the
following:
295
1. Reading Comprehension
a. Recalling important events in the story
b. Making inferences on what s likely to happen next based on the
events in the story listened to.
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling
296
Lesson Guide in Grade 1 - Ilokano: Week 19
I. Objectives
1. Make one-to-one correspondence between written and spoken words.
2. Give the meaning of words through pictures, demonstrations, synonyms,
antonyms, contextual clues, etc.
3. Predict what the story is all about base on personal experiences.
4. Give the summary of the story.
5. Express love for stories by browsing the storybooks read to them and asking
to be read more stories
6. Answer wh-questions
7. Respond to the story through the following engagement activities:
Group 1 – Act out a portion of the story
Group 2 – Draw and tell about the event they like most
Group 3 – Sequencing events through pictures
Group 4 - Interpreting the feelings and traits of the characters in the story
8. Write correctly proper names
9. Identify and produce the beginning sound of Ww
10. Associate names of objects and pictures with printed symbols
11. Associate words with pictures
12. Write big and small letter Ww
13. Copy/Write words/phrases and simple sentences.
14. Spell previously learned words correctly.
B. Focus Skill:
1. Oral Language
Listen and retell a story
2. Phonological Skills
a. Give/produce the beginning sound of of letter/s in a given word.
b. Orally segment a two or more syllable word into its syllabic parts.
c. Give the new spoken words when two or more syllables are join to
form words.
3. Book and print Knowledge
a. Make one-to-one correspondence between written and spoken words.
b. Point out that spoken words are represented in written language by
specific sequence of letters.
c. Recognize correct spelling of words.
4. Alphabet Knowledge
a. Identify and produce the beginning sound of Ww
b. Give the letter that begins with the name of a given picture/objects.
c. Identify specific letters in the alphabet, both upper and lower case.
d. Show relationship between sounds and written symbols.
297
5. Word Recognition
a. Produce the sound of Ww
b. Match words with pictures and objects.
c. Give the sounds of the specific letter/s in the alphabet.
d. Blend specific letters to form syllables, words, phrases and sentences
and short paragraph
6. Spelling
a. Understand that there is a correct way to spell words.
b. Spell and write words using phonemic awareness and letter
knowledge.
7. Handwriting
a. Write upper case and lower case letters in print using proper
proportion.
b. Write words, phrases, sentences and paragraph correctly.
c. Observe some mechanics when copying/writing sentences:
capitalization, write space between words and correct punctuation
marks.
8. Grammar
Write correctly the proper names
9. Vocabulary
Begin to identify and use synonyms, antonyms, homonyms and
multiple-meaning words correctly.
10. Reading Comprehension
a. Predict what the story is all about base on personal experiences.
b. Give the summary of the story.
c. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Pictures
Story
E. Strategies:
Shared Reading
Dialogue
Summarizing
298
Acting Out
Games
III. Procedure:
DAY 1
A. Pre-Reading Activities
1. Motivation and Building Background
a. Teacher introduces concept by asking questions about the topic to
elicit pupils’ prior knowledge or help provide background knowledge.
The teacher asks questions to get them to talk and say what they
know.
b. The teacher asks pupils of what they do on weekends. Showing the
picture of a creek “WAIG” the teacher allows the pupils to share their
thoughts. As the teacher writes the words that the pupils give in the
word map.
2. Unlocking of New/ Difficult Words through actions and pictures
Words to be unlocked:
Dissuor Darusdus
Wagteng-wagteng Assiw
Kurimes Dinaliasat
3. The teacher introduces the big book, display the cover and points to the
title explaining that these words are called title and that a title is the name
of the story. The teacher points to and read the author’s and illustrator’s
names, explaining to the children that an author is a person who writes
the story and an illustrator is one who draws the pictures for the story.
They Talk about the title and ask the pupils to predict what the story might
be about. Preview the book’s illustration on page 1 to help children make
their predictions.
4. Motive Question
The teacher presents the cover of the bigbook showing the father and two
sons riding on a carabao and heading towards the creek “WAIG” then
asks: Sadino ngata ti papananda? Ania ti gandat da sadiay?
B. During Reading
1. First Reading by the Teacher(Reading Plan)
Teacher opens the book and read the whole story showing each page
with the illustrations to the pupils.
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading
a page or several pages, ask questions to help pupils predict and monitor
their comprehension.
299
Ti Naparabur a Waig
Sarita ni Leila P. Areola, Ph.D.
Inladawan ni Noel Corpuz
Kasta unay ragsak da Wali ken Wino ta mapanda manen diay waig nga
agkurimes ken agdarusdos iti nadumaduma a lames ken lagdaw. Malaksid
kadagitoy, agtiliw da pay ti agatol.
Ngem kada Wali ken Wino, agdigos ti gagar da iti dissuor iti nalawa a
waig.
C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.
300
Comprehension Questions Engagement Activity
tatangda a Wising?
5. Kasta kadi met ti marikriknam
no adda papananyo?
6. Sadino ti kangrunaan a
pappapananyo?
1. Mano a daras a mapmapanda Group 2 – Draw and tell about the
idiay waig ? reminders of Tata Wising
2. Ania dagiti palagip ni Tata
Wising sakbay a pimmanawda
idiay balayda?
1. Kasano ti pakadanonda iday Group 3 – Dramatize how Wino
waig?? looked like when he expressed
2. Apay a saan a kayat ni Wio ti his fear on riding on a calf
agsakay iti urbon?
3. Iladawamman tay rupana nga
agmadi nga agsakay?
4. Adda kadi met padas yo a
nagsakay ti urbon? Kapada
kadi ti padas ni Wino?
1. Adayo kadi ti waig? Group 4 – Retelling the Story
2. Apay nga ibagam nga through pictures
adayo/asideg?
3. Ania ti nangngeg kagiti
agkabsat idi umadani dan diay
waig? Iladawanyo man ti
kaririknada?
4. No sika ni Wali wenno Wino,
kasdiay met ngata ti
mariknam? Apay?
5. Ania ti saguday a naadalmo
kada Wali ken Wino?
6. Iyistoryayo manen ti sarita.
301
F. Do the Hide-a-Word activity.
1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the students,
“Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then read
the sentence again.
5. If they say the wrong word, point to the word they said and show them that
this is NOT the word that is covered. Read the sentence again, using the
pointer to show them the words they are reading. Let them try again to say
the word.
6. Do this with the other two “Hide-A-Word” sentences.
DAY 2
Developing Language Competencies
A. Preparatory Activity
1. Review
a. What is a noun?
b. What are the kinds of noun?
2. What Am I
Below are four big hats labeled People, Place, Animal, Thing. Write each
of the following words under the hat that it belongs.
rosas rosal altar doktor
nabanglo insagut Nora Dr. Ubano
parokia. Rosa Mr. Andam
B. Lesson Proper
1. Presentation
Aggayyem da Rona ken Rina. Idi mapan diay eskuela, nasabat da ni
Marisol. Kasinsin ni Rona ni Marisol.
Rona : Naimbag a bigatmo, Marisol.
Marisol : Naimbag met a bigatmo, kasinsin.
Rona : Apay, kasinsin naggapuam?
Marisol : Naggapuak dita Sto. Nino Clinic ngem awan met ni Dr.
Simon.
Rona : Saan sa ngamin iti nga aldaw ti batang na ket dita klinik.
Sabado ken Martes laeng.
Marisol : Wen ngarud. Isu nga agsublian to manen a no Sabado.
Rona : Sige ngaruden, insan ta maladaw kamin ti eskuela.
Marisol : Ikumustanakto kada Ikit Rosing ken Uliteg Rodi insan.
302
Rona : Idanonkonto kada nanang ken tatang, insan.
2. Comprehension Questions:
The teacher writes the answers on the board.
a. Siasino dagiti aggayyem mapan iday eskuela?
b. Siasino to nasabat da?
c. Siasino ti agkasinsin?
d. Naggapuan ni Marisol?
e. Ania ti nagan diay klinik a naggapuan na?
f. Sisiasino to doctor ni Marisol?
g. Nadanon na ti doctor? Ania dagiti aldaw a kaadda ti doctor?
h. Sinno dagiti pinakumustaan ni Marisol?
i. Kaano-ano ni Rona ida?
3. Oral Practice
Teacher asks the pupils to match the names.
Answers:
Rona Uliteg
Rona, Marisol Ikit
Rina nanang
Dr. Simon Aldaw
Sto. Nino Clinic Klinik
Rosing agkasinsin
Rodi aggayyem
Martes Tatang
Sabado Doctor
4. Generalization
a. Proper nouns are particular names of persons, places, things or animals.
They start with a capital letter.
b. Common nouns are common names of persons, places, things or
animals. They start with a small letter
5. Guided Practice
Put a check () mark on the proper noun and cross () mark on the common
nouns. (See attached Activity Sheets)
6. Independent Practice
Word Relay
Divide the class into three groups. Have the group give a proper noun for
each common noun listed below. The group with has the the most number of
correct answers wins the game.
babai ili eskuelaan
doctor principal mangisursuro
aso pagilian opisial ti ili
303
istoria mannurat siudad
7. Application
Draw a kite if the highlighted word is a proper noun and a star if it is a
common noun.
8. Evaluation
Write P before the number, if the word is a proper noun and C, if it is a
common noun.
______ 1. libro
______ 2. Filipino
______ 3. library
______ 4. National Bookstore
______ 5. Manila
______ 6. papel
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. The teacher uses the story, “Ti Naparabur a Waig” then asks the following
questions to elicit words with the letter Ww.
a. Who are the characters in the story?
Answer: Tata Wising, Wali, Wino
b. Where are they going?
Answer: Waig
c. What will they do in the creek?
Answer: Agtiliw ti agatol, etc.
304
d. What were the reminders of Tata Wising to the children?
Answer: nateng nga maabraw para pangaldaw nga adda iti rabaw ti
lamisaan, bawang, wayway dagiti nuang, assiw a pangikabilan da
kadagiti matiliw da, wasay
e. What was the reason of the refusal of one of Tata Wising’s children to
ride on the calf (baby carabao)?
Answer: Wagteng-wagteng
f. How did they ease their tiredness of their long travel?
Answer: Agsagsagawisiw da
g. What made them excited when they got near the creek?
Answer: awer ti danum nga aggapu iti dissuor nga agtennag iti waig
h. The teacher presents the list of words through pictures (for words that
are pictureable) following the Reading Plan then asks from the
children the initial sound of the words read:
INITIAL FINAL
Wasay Nadlaw
Waig Sagawisiw
wagteng-wagteng Agtiliw
Wising, Abraw
Wali Pangaldaw
Wino Rabaw
Wayway Assiw
i. The teacher asks the pupils to give words that start in letter Ww.
B. Lesson Proper
1. Presentation
The teacher shows the picture of an axe “WASAY”. Children are asked
that they know/experiences about “WASAY”
2. Discussion
Teacher presents the Primer Track for the Letter Ww.
LETTER : Ww
wasay
wa say
305
wasay w
wasa sa
way way
wa wasa
w wasay
in ga Wer da
war say Wi num
wad a Wa lut
so na Ka sing
a, n, i, t, k, s, o, y, m, l, g, u, d, e, p, b, ng, r, w
nawatwat, rawis, wirawir, awir, awer, aweng, tawen, tawar, wara, wayway, wayas,
wen, wenno, wagteng, wakray, rabaw, wara, wang-it, wagwag, wingiwing, dawis,
away, awan, awid, gawed, agawa, gawid, wakray, liwliwa, liwliw, bawang, awis,
aywan, babawi, pagiwarnak, wara, wakray, waksi, wagsak, waras, warnak, warsi,
way, warwar, watwat, nawatwat, waya, wengweng, witiwit, wirawir, waig, walo,
kawkaw, assiw, kissiw, liwliw, pukkaw, aglawlaw, aldaw, uyaw, araraw, angaw,
rabaw, ababaw, atiw, babalaw, ullaw,
wasay
Point to the picture then tell the children , “This is an axe “wasay”
306
[Let the children respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the children. Keep pointing to the
key word as you read it with the children 2-3 times.
b. Syllable Box
wa say
307
in Ga Wer da
war Say Wi num
wad A Wa lut
so Na Ka sing
Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the
children and then with the children. Read left-to-right and then
top-to-bottom. Use the pointer to point to different letters or
syllables randomly. children read each letter or syllable as you
point to it. Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the children that found it. Ask the
other children it that word is correct. If so, write the keyword on
the “Word Chart” or on the Chalkboard and read it to and with
the children. If it is not correct, ask another children to find the
Key word and write it correctly on the Word Chart or Chalkboard.
Children find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the children as they identify them. Ask the rest of the
class if the word is correct. If not, invite another child to come
and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
awer kawar galut danum
wadwad aso wadawad warwar
dawa gusing daga wara
Read all the words on the Word Chart with the students using
the Reading Plan.
308
Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
g. Oral Practice
Listen to some words taken from the story:
INITIAL FINAL
Wasay Nadlaw
Waig Sagawisiw
wagteng-wagteng Agtiliw
Wising, Abraw
Wali Pangaldaw
Wino Rabaw
Wayway Assiw
Ask what sound do they hear at the beginning of the words. Have
the children repeat reading the word. Then teacher read each
word again as the children repeat after him/her.
h. Guided Practice
The teacher says the first sound /w/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
/w/ … ara wara /w/…arsi warsi
/w/…aras waras /w/…ay way
raba…/w/ rabaw dana…/w/ danaw
The teacher makes use of a song to identify the first sound/final
sound of a word. This can be done in fun game.
Use the song “London Bridge is Falling Down” for the words
ending in /w/ to answer the question: “What’s the last sound that
you hear?”
Or teach a song to the tune of “Happy Birthday.”
Can you say the last sound? (2x)
It’s the first/last sound in w________ /_______w.
Can you say the first/last sound
Substitute the words
C. Application
Say: Listen to the story about monkeys. Look at this picture that shows
Mother Monkey and the young monkeys. Write the story on a chart. Find out
what happened in the story.
309
Mother Monkey’s Guessing Game
Three monkeys were waiting for someone at home. Soon, Mother Monkey
came with a basket in her hand. So, the monkeys ran to meet her.
Mother Monkey said, “Guess what I have for you. Listen.”
It begins with /w/.
And it ends with /adwad/.
Put them together,
What is it? (It’s wadwad.)
Repeat the chant for other words
Teacher says: What did Mother Monkey have for the three monkeys? What
is the first sound you hear in each word? /w/.
Mother Monkey made the monkeys guess the other things in the basket. She
said:
It begins with /w/. It ends with /w/
And it ends with /_/ And it begins with /_/
Put them together. Put them together.
What is it? (It’s __.) What is it? (It’s __.)
D. Evaluation
Coloring pictures whose names end with /w/.
1. Kite 4. Ocean
2. Rattan 5. Lamp
3. Sole 6. housefly
DAY 4
Handwriting And Spelling
Handwriting
A. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /w/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /w/. Children name the object and tell
the beginning sound.
B. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.
C. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Trace the big letter W and small letter w on the given space.
310
D. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming the
letter.
E. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.
F. Evaluation
Write the missing letter.
1. waksi ___aksi
2. wagwag ___ag___ag
3. Waling-waling ___aling-___aling
4. Wena ___ena
5. Winnie ___innie
6. wadwad ___ad___ad
G. Spelling
1. Dictate the key word from today’s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. children write the word on their
paper or slate.
311
3. Dictate 2-5 key words from earlier lessons, one by on. children write each
word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.
DAY 5
Assessment
B. Activity Sheets
312
Lesson Guide in Grade 1 - Ilokano: Week 20
I. Objectives
1. Give the meaning of new words through pictures/ context clues and
demonstration.
2. Use correctly the terms referring to conventions of print:(book, front and back
cover, beginning, ending, title, page, author, and illustrator).
3. Answer wh- questions.
4. Identify the characters, setting and main events in the story.
5. Infer the feelings of characters in the story.
6. Respond to the story through the following engagement activities:
Group I – Draw and describe one’s feeling
Group II – Dramatize portions of the story
Group III – Compare the food prepared by Nana Huling with the food
prepared by their mother for Noche Buena.
Group IV – Sequence events in the story
7. Identify and produce the beginning sound of Hh.
8. Associate names of objects and pictures with printed symbols.
9. Write big and small letter Hh.
10. Copy/Write words/phrases and simple sentences.
B. Focus Skill:
1. Oral Language
Listen and respond to text by recalling the important details in the
story such as the: a. characters b. setting c. main events in the
story.
2. Phonological Skills
a. Give pairs of rhyming words.
3. Book and print
a. Use correctly the term referring to conventions of print: (book, front
and back cover, beginning, ending, title, page, author, and illustrator).
4. Alphabet Knowledge
Identify and produce the beginning sound of Hh.
5. Word Recognition
a. Produce the initial sound of Hh.
6. Handwriting
a. Write using a Comfortable and Efficient Pencil grip.
b. Write the Upper and Lower Case Letter of Hh.
7. Grammar
Write correctly the proper nouns.
313
8. Reading Comprehension
a. Identify the characters, setting and main events in the story.
b. Make inferences on the character’s feelings and traits.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Pictures
Story
E. Strategies:
Shared Reading
Summarizing
Acting Out
Games
III. Procedure
DAY 1
A. Pre-Reading
1. Motivation and Building Background
(Teacher introduces concept by asking questions about the topic to elicit
pupils prior knowledge or help provide background knowledge. The
teacher asks questions to get them talk and say what they know.
Ask : Ania ti ramrambaken tayo kada December 25? Ania dagiti
kadawyan nga ar-aramiden tayo iti rabii ti December 25?
Show the picture of a family having their Noche Buena. The teacher
allows the pupils to share their thoughts. Write their answers in the word
map.
314
Example:
spaghetti
Noche
happy Buena Giving gifts
happy
B. During Reading
1. First reading by the teacher (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustrations to the pupils.
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages, asks questions to help pupils predict and monitor
their comprehension.
315
Naragsak A Paskua
Sarita ni Conchita Rarangor
316
Nadanonan ti alas dose ti rabii, naragsak da nga nagkikinnablaaw
sada pinagsasangoan inda insagana. Naragsakda a nagi-innawat regalo kas
paset ti pinagkikinnablaawda.
C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into four groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.
317
Comprehension Questions Engagement Activity
ti gibus ti sarita? Father fixing the
5. Ania a saguday ti maadaw iti cage in the garage
daytoy a sarita?
People eating
ham, tupig,
macaroni, etc. and
exchanging
gifts
People eating
ham, tupig,
gifts gifts
macaroni, etc. and
exchanging
gifts
318
DAY 2
Developing Language
A. Preparatory
1. Lead the class to sing the song written on the board.
a. Idi ubingak a bassit
b. Innalanak ti ansisit
c. Innak indardarumpis
d. Diay sirok ti kamantiris
e. Sinno ti nangala ti ubing?
f. Inan-ano ti ansisit ti ubing?
g. Sadino ti nangidardarumpisan na?
2. Review: Raise your right hand if the word is a proper noun and clap twice
if it is a common noun.
aso Elmer mangisursuro
Tagpi Nana Huling dentist
Brownie sapatos plasa
B. Lesson Proper
1. Presentation
Listen as the teacher reads the poem.
2. Comprehension Questions
a. Sino ti nagtagtagainep?
b. Sinno dagiti kadduana a nagpaspasiar?
c. Sadino ti nakadanunanda?
d. Anya dagiti nakita da?
e. Nangikkanda dagiti binuras da a prutprutas?
f. Anya ti napasamak kadakuada?
g. Agpaypayso kadi daytoy nga napasamak? Apay?
h. Dakayo napadasan yo kadin ti nagtagtaga-inep? Anya ti natagtaga-
inep yo?
319
3. Oral Practice
a. Let the pupils observe the beginning letter of following words.
Hannah Manning Mely Huling Sallagonting
b. Ask them whether they are proper noun or common noun.
c. Ask how they are written.
4. Generalization
Proper nouns are particular names of persons, places, things or animals.
They start with capital letters.
5. Guided Practice
Write the underlined word in each sentence correctly.
a. Nakaragragsak ti agnaed ditoy pilipinas.
b. Ti claveria ket nadalus a lugar.
c. Mapan kami a sangapamilyaan nga agbakasyon diay vigan
d. Ni mrs. santos ti maestrada iti Filipino.
e. Kaykayatko a buy-buyaen ti e-boy.
6. Independent Practice
Pick a card. Write the word correctly on the board.
C. Application
Show the students names of places, persons, things and animals. If they
were written correctly, draw a happy face if not draw a sad face.
D. Evaluation
Copy the words, then write them correctly.
1. darlyn santos 4. lucky
2. laoag city 5. cagayan store
3. colgate 6. safeguard
DAY 3
Developing Oral Language Proficiency
A. Preparatory Activities
1. Drill
Let the pupils read the words with initial, medial and final /r/
Initial /r/ Final/r/
radyo parpar
ramot natiritir
rukib aparador
relo bitor
320
ragadi kabusor
regalo kaldero
ramay sugador
2. Review
Distribute pictures with initial and final/w/ sounds and word cards to the
pupils. Tell them to match the pictures with the words.
3. The teacher uses the story “Naragsak A Paskua”, then asks the following
questions to elicit words with the letter Hh.
a. Siasino dagiti nagakem ti sarita? (Huling, Tata Hulio, Henry, Henyo,
Nana Heling, Tata Homer)
b. Ania ti magusgustuan a kanen ni uliteg Hulio ? (bibingka a kahoy)
c. Ania ti binagkat ni uliteg Hulio? (kahon)
d. Ania ti tartarimaanen ni Tata Homer? (hawla)
e. Ania ti taraken ni Henry? (kuneho)
f. Ania a taraon ti magusgustuanda Henry ken Henyo? (hamon)
g. The teacher presents the list of words through pictures.(for words that
are pictureable)
h. Following the Reading Plan, the teacher asks from the children the
initial sound of the words read.
Initial
Huling Henry
Homer habonera
Heling hamon
hepe henyo
hawla Henio
The teacher asks the pupils to give words that start in letter Hh.
B. Lesson Proper
1. Presentation
The teacher shows some pictures of words that start in letter Hh. Children
are asked what they know/experiences about them.
2. Discussion
Teacher presents the Primer Track for the letter Hh.
321
LETTER : Hh
a n i t K s o y m l g u d e p B ng r w h
hamon
ha mon
hamon h
hamo ha
ham ham
ha hamo
h hamon
ha pe ka he
na in mon do
ha na len de
sa ban hi gut
322
kahoy biahe husto bandehado
dehado bahada higante alkohol
hamon
Point to the picture then tell the children , “Daytoy ket hamon.”
[Let the children respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the children. Keep pointing to the
key word as you read it with the children 2-3 times.
b. Syllable Box
ha mon
Do the syllable boxes activity (IMPORTANT: Do this only if the
keyword has more than one syllable. If only one syllable, skip this
part.) Point to the keyword and read it at normal speed. Point to
each syllable as you read each syllable distinctly. Read each
syllable again, clapping once for each syllable. Do this again and
have the students clap for syllable with you.
323
is directly below the keyword. Read that part of the word to the
children, then with the students. Continue reading each smaller part of
the word. (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, read the new letter to the children and then with the children
ha pe ka he
na in mon do
ha na len de
Sa ban hi gut
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the
children and then with the children. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. children read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the children that found it. Ask the
other children it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
children. If it is not correct, ask another children to find the Key
word and write it correctly on the Word Chart or Chalkboard.
324
Children find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the children as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another child to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
hamon harana sagut
hepe bandehado Helen
kaha
Read all the words on the Word Chart with the students using the
Reading Plan.
g. Oral Practice
Listen to some words taken from the story:
Initial
Huling habonera
Homer hamon
Heling Henio
hepe hardin
hawla henyo
Henry
Ask what sound that they hear at the beginning of the words.
Have the children repeat reading the words. Then the teacher
read each word again as the children repeat after him/her.
325
h. Guided Practice
Let the pupils play the Game “ Climb the Hill”. Group the pupils
into four groups. Each group will be given the same set of
exercise. The group who finish first wins the game.
Match the words with the pictures with letter Hh on the chart.
C. Application
Name each picture. Check the box below the picture if it has an initial sound
/h/, cross it if the picture sounds different.
D. Evaluation
Write words that starts with letter Hh.
326
DAY 4
Handwriting And Spelling
Handwriting
B. Preparatory Activity
Ask the pupils to get the picture that has letter H in the carousel.
C. Writing Activity
Modeling by the Teacher.
Show the children how to write the new letter in the air and on the their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.
D. Guided Practice
Show them how to write on the palm of one hand using the finger of their
other hand. Do this 3-4 times. Trace the big letter H and small letter h on the
given space.
E. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming the
letter.
327
F. Application
Children practice writing the new key word on their paper or slate. Write the
new key word in a large letters on the chalkboard. You may need to write it
several times so everyone can see clearly how to write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around
the room to see how they are doing. Help everyone that is having trouble
writing the word.
G. Evaluation
Isurat ti kurang a letra tapno mabukel ti balikas.
H. Spelling
1. Dictate the key word from today”s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. Children write the word on their
paper or slate.
3. Dictate 2-3 key words from earlier lessons, one by one. Children write
each word.
4. Write the spelling words correctly on the chalkboard. Walk around the
room as they write to encourage them and help them to identify their
mistakes.
328
DAY 5
Assessment
B. Activity Sheet
329
Lesson Guide in Grade 1 - Ilokano: Week 21
I. Objectives:
1. Predict what the story based on context.
2. Make inferences on what is likely to happen next based on the events in the
story.
3. Locate specific information in the text to find answer to simple questions.
4. Express love for stories by browsing the storybooks read to them and asking
to be read again.
5. Respond to the story through the following engagement activities:
a. Group 1 – Solbaren ti Puzzle
b. Group 2 – Agannadka
c. Group 3 – Iladawan
d. Group 4 – Pagparisen
6. Discuss meanings and develop through meaningful and concrete
experiences.
7. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
8. Read basic sight words listed found in the Appendices.
9. Read phrases, sentences and short stories containing high frequency words
and words studied.
10. Read aloud grade one level text at a rate of approximately 60 words per
minute.
11. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
12. Identify proper names of persons, places and things.
13. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
14. Write using phonic knowledge for different purposes – sentences, lists.
15. Spell correctly previously learned words.
16. Spell correctly proper names of persons, places and things.
B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event/
situation / issues / radio broadcast and local news based on context.
b. Making inferences on what is likely to happen next based on the
events in the story, fable, legend, school or community event/
situation / issue / radio broadcast and local news.
c. Locating specific information in the text to find answer to simple
questions.
330
d. Expressing love for stories by browsing the storybooks read to them
and asking to be read again.
2. Vocabulary:
Discussing meanings and develop through meaningful and concrete
experiences.
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
Identifying proper names of persons, places and things
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words
b. Spelling correctly proper names of persons, places and things
331
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask: Ania dagiti nadumaduma nga importante a luglugar iti ili tayo?
Pick out the picture that will show the important places in the community
then tuck them on the corkboard/flannel board in order to form a collage.
3. Previewing
Present the book with the story “Ti Simbaan ti Alcala.” Give them a few
minutes to look at the cover and familiarize themselves with the picture
and the text. Talk about the title, author and illustrator. Ask them what
they think the story is about by looking at the cover. Allow them to make
predictions about the story.
332
4. Motive Question
Show them again the cover with a boy and his grandfather marvelling at
the Alcala church. Ask: Ania ngata ti ar-aramiden ti ubing ken ti apongna
a lakay?
Ti Simbaan ti Alcala
Sarita ni Grace Donata S. Abugan
2. Second Reading: Let the pupils interact with the text. After reading a
page, ask questions to check their comprehension. Before proceeding to
the next page, let the pupils make inferences about what will happen
next.
333
C. Post Reading Activities
1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the engagement activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.
DAY 3
Developing Language Competencies
A. Preparatory Activities
Game: Group the pupils into two. Give each group the following set of
flashcards containing common nouns. Let them classify the flashcards into
Persons, Places, Animals and Things. The group that will finish first and have
more correct answers will win.
libro baka parke
334
B. Lesson Proper
1. Presentation
Let the pupils recall the story “Ti Simbaan ti Alcala” which was taken up
the previous day by asking them the following questions:
Siasino ti ubing?
Answer: Ni Abel
Sadino ti pagnaedanda?
Answer: Sadiay Ilocos Norte
Sadino da a simmarungkar?
Answer: Sadiay Alcala, Cagayan
Siasino dagiti apongna?
Answer: Da Apong Lando ken Apong Pinang
Ania ti nagan ti taraken nga aso da apongna?
Answer: Bantay
Ania ti naglugananda?
Answer: Motorsiklo a Honda
Ania dagiti palagip ni Apong Pinang iti panagluganna ti motorsiklo?
Answer: Agtugaw a nasayaat. Agkapet kenni apongna.
Ania dagiti buybuya a nakitana iti panagpasiarda iti ili?
Answer: Nalawa a kataltalonan ken kakomkomanan, naberde a
turturod ken kabanbantayan, nalitnaw a waig ken atiddog a karayan ti
Cagayan. nadaeg a munisipio, napintas a parke, ken nadalus a
tiendaan ti ili, dakkel a simbaan
Ania ti nakaisalatan ti imatangna?
Answer: Dakkel a simbaan
Siasino ti patron ti Alcala?
Answer: Ni Santa Filomena
Kaano daytoy a naaramid?
Answer: Idi panawen dagiti Kastila
2. Oral Practice
Show the pupils the following words written on cloud-shaped flashcards.
Remind them that these are some of the answers that they have given
earlier. Read the words and let them repeat after you.
Bantay Honda
Apong Lando
335
4. Guided Practice
Present the following flashcards with common nouns written on them. Let
the pupils give a proper noun for each common noun that you flash.
5. Independent Practice
a. A Race
Group the pupils into two. Give each group the following flashcards
that contain common and proper nouns. Let the pupils pick out only
the proper nouns and tuck them on a cork/flannel board assigned to
them. The group that will pick out more correct flashcards will win the
game.
6. Application
Let the pupils do the Activity Sheet.
Ask the pupils to match the common noun with its proper noun.
336
C. Evaluation
Direction: Timbukelan ti bukod-a-nagan.
1. manang Lina maestra balasang
2. Spotty pusa aso baboy
3. gatas dulse Nido tsokolate
4. taltalon karayan barrio
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Let the children play “The Ball’s Mine!” Gather pupils into a circle. Play music
as pupils pass the ball to one another. When the music stops, let the pupil
who is holding the ball give an example of a proper noun.
B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following words written on flashcards. Ask them
to read all the words.
Bantay Honda
Apong Lando
b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
Let the pupils copy a short story. Supervise the pupils as they do the
activity.
337
3. Independent Practice
Ask the pupils to write about their favorite person.
C. Application
Let the pupils copy correctly the short story by using capital letters at the
beginning of sentences and proper nouns.
D. Evaluation
338
E. Spelling
1. Dictate the following proper nouns. Let the pupils write the words on their
slates.
Bantay Honda
Apong Lando
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the proper nouns that they
learned. Let the pupils write each short sentence on their paper. Check
their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
Assessment
339
APPENDICES
Appendix A
High Frequency Words
ti iti idi ni
Appendix B
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
19 dagidiay 39 isuna 59 ketdi 79 ngata 99 wen
20 dagita 40 ita 60 kinuna 80 ngato 100 wenno
340
Lesson Guide in Grade 1 - Ilokano: Week 22
I. Objectives:
1. Predict what the story based on context.
2. Make inferences on what is likely to happen next based on the events in the
story.
3. Locate specific information in the text to find answer to simple questions.
4. Express love for stories by browsing the storybooks read to them and asking
to be read again.
5. Respond to the story through the following engagement activities:
a. Group 1 – Karamannakkadi?
b. Group 2 – Idrowing
c. Group 3 – Idrama
d. Group 4 – Ilista
6. Discuss meanings and develop through meaningful and concrete
experiences.
7. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
8. Read basic sight words listed in the Appendix.
9. Read phrases, sentences and short stories containing high frequency words
and words studied.
10. Read aloud grade one level text at a rate of approximately 60 words per
minute.
11. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
12. Use proper names of persons, places and things.
13. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
14. Write using phonic knowledge for different purposes – sentences, lists,
15. Spell correctly previously learned words.
16. Spell correctly proper names of persons, places and things.
B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event/
situation/issues/radio broadcast and local news based on context.
b. Making inferences on what is likely to happen next based on the
events in the story, fable, legend, school or community event/
situation/issue/radio broadcast and local news.
c. Locating specific information in the text to find answer to simple
questions.
341
d. Expressing love for stories by browsing the storybooks read to them
and asking to be read again.
2. Vocabulary:
Discussing meanings and develop through meaningful and concrete
experiences.
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues.
6. Grammar Awareness:
Using proper names of persons, places and things.
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format.
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words.
b. Spelling correctly proper names of persons, places and things.
342
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Show a pot. Ask: Ania daytoy? Siasino ngata dagiti agar-aramid iti
daytoy? Kasano ngata ti panagaramidda iti daytoy?
2. Unlocking of Difficult Words
a. manglalais (synonym)
b. danggayan (context clue)
c. kettang (demonstration)
d. iginggina (context clue)
e. maluksaw (demonstration)
3. Previewing
Present the book with the story “Ti Salip ti Panagkanta.” Give them a few
minutes to look at the cover and familiarize themselves with the picture
and the text. Talk about the title, author and illustrator. Ask them what
they think the story is about by looking at the cover. Allow them to make
predictions about the story.
4. Motive Question
Let the pupils look at the first page of the book showing Nana Sita, Tata
Selo and Susan with the trimmings of a town fiesta as background.
Ask: Daytoy ti pamilia Santos. Papananda ngata?
343
Comprehension Check-up Engagement Activities
Aniati ig-iggaman dagiti Group 2 – Idrowing
makisalip? Mangdrowing ti banga.
Apay a kastoy ti ig-iggamanda?
Ania ti ipakpakita ti kanta?
Ania dagiti addang iti Group 3 – Idrama
panagaramid ti banga? Ipakita no kasano ti panagaramid
ti banga babaen ti panagsurot
kadagiti balikas ti kanta.
Nagustuanyo kadi ti kanta? Apay? Group 4 – Ilista
Ania ti pakaipapanan ti kanta? Isurat dagiti nasayaat a saguday a
Rumbeng kadi nga ipagpannakkel rumbeng nga ipagpannakkel dagiti
dagiti saguday dagiti Ilokano? Ilokano.
Apay?
DAY 3
Developing Language Competencies
A. Preparatory Activities
Game: Where’s My Partner?
Prepare flashcards with common nouns and corresponding flashcards with
proper nouns. Distribute the flashcards with common nouns to the boys and
the flashcards with proper nouns to the girls. Play some music. Let the pupils
dance to the music. Stop the music and let the boys holding the cards with
common nouns find the girls holding the cards with the corresponding proper
noun.
Ex:
siudad Mongol
B. Lesson Proper
1. Presentation
Let the pupils recall the story “Ti Salip ti Panagkanta” which was taken up
the previous day by asking them the following questions:
Siasino dagiti mangbukbukel ti pamilia Santos?
344
Answer: da Tata Selo, Nana Sita ken Susan
Sadino ti papananda?
Answer: sadiay plasa
Apay a mapanda sadiay?
Answer: Mapanda agbuya ti salip ti panagkanta
Ania ti ig-iggaman dagiti makisalip?
Answer: banga
Apay a kastoy ti ig-iggamanda?
Answer: Gapu ta ti pagsasalipanda a kanta ket “Agdamdamili”
Ania ti ipakpakita ti kanta?
Answer: panagdamili
Ania ti kaipapanan ti kanta?
Answer: maipapan ti kinagaget
Ania dagiti addang iti panagaramid ti banga?
Answer: pitpiten ti napigket a daga, santo sukogen, damilien linisen,
pasilengen
Nagustuanyo kadi ti kanta? Apay?
(Answers may vary.)
Ania dagiti saguday dagiti Ilokano nga ipakpakita ti kanta?
Answer: ti kinagaget dagiti Ilokano
Rumbeng kadi nga ipagpannakkel dagiti saguday dagiti Ilokano?
Apay? (Answers may vary.)
2. Oral Practice
a. Present the following proper nouns written on flashcards.
b. Say: Dagitoy dagiti sumagmamano a balikas a makita iti sarita a “Ti
Salip ti Panagkanta.” Ania a kita ti balikas dagitoy? (Naisangsangayan
a Pangnagan / Proper Noun)
Susan Ilokano
3. Generalization
Ask: When do we use proper nouns?
4. Guided Practice
Present again the flashcards to the pupils. This time, let them use the
proper nouns in their own sentences.
5. Independent Practice
A Game
Have the pupils form a circle. Play a lively song over a cassette or CD
player. Have the pupils pass a ball around as the music is playing. When
345
the music stops, the pupil holding the ball picks a flashcard from the box.
The pupil uses in a sentence the proper noun written on the flashcard.
Repeat the process.
6. Application
Let the pupils do the Activity Sheet.
Let the pupils complete the sentences by writing the correct proper noun.
C. Evaluation
346
DAY 4
Handwriting and Spelling
A. Preparatory Activities
1. Let the pupils recall the song “Agdamdamili.” You may teach them a
stanza or two of the song.
2. Ask: Ania ti maipaay dagiti agdamdamili kadatayo?
3. Say: Nabasatayo kadagiti naglabas nga aldaw ti maipapan ti sarita a “Ti
Salip ti Panagkanta.”
B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following words taken from the story which are
written on the board. Call the pupils to trace them.
Susan Ilokano
b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
Let the pupils copy a short story. Supervise the pupils as they do the
activity.
347
3. Independent Practice
Ask the pupils to write about their community helper.
C. Application
Let the pupils copy correctly the short story on Appendix E by using capital
letters at the beginning of sentences and proper nouns.
D. Evaluation
348
E. Spelling
1. Dictate the following proper nouns. Let the pupils write the words correctly
on their slates.
Susan Ilokano
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the proper nouns that they
learned. Let the pupils write each short sentence on their paper. Check
their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
Assessment
APPENDICES
Appendix A
DagitiMannamili
Saritani Grace Abugan
Piesta ti ili. Napan nagbuya ti pamilia Santos ti salip iti panagkanta sadiay
plasa.
“Apay nga adda banga nga iggem dagiti makisalip?” dinamagni Susan
kenni nanangna.
“Ti napilida a pagsasalipan ket ti kanta nga ‘Agdamdamili’,” kinunani
Nana Sita.
“Mangrugin ti salip,” impalagip ni Tata Selo.
Ti sumaganad ket isu ti balikas ti kanta a nangegda:
Agdamdamili
Dakami a taga-away
Adayo a lugar
Ragsakmi’t inkam idar-ay
Nupay no nakurapay.
Ragsakmit’ nagpaiduma
Ta inkam ipakita,
Urnosmi a sangapada
Mangted ili’t ragsakna
Taga-awaykami nga agdamdamili
Naragsak ti biagmi, ta awan ti dukdukotmi
349
Nupay no adu’t manglalais kadakami
Ta napanglawkam nga mannamili
Appendix B
High Frequency Words
ti iti nga dagiti
ni kenni ket ta
ken no pay da
Nagaget dagiti Ilokano.
Naragsak ti pamilia Santos.
Nagbuya da Tata Selo, Nana Dina ken Susan.
350
Appendix C
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
19 dagidiay 39 isuna 59 ketdi 79 ngata 99 wen
20 dagita 40 ita 60 kinuna 80 ngato 100 wenno
351
Lesson Guide in Grade 1 - Ilokano: Week 23
I. Objectives:
1. Predict what the story based on context.
2. Give the cause or the effect of certain events in the story, read
3. Locate specific information in the text to find answer to higher level questions.
4. Answer higher level questions about the story, school and community
events/situations/issues, radio broadcast and local news, etc. read
5. Express love for stories by browsing the storybooks read to them and asking
to be read more stories
6. Respond to the story through the following engagement activities:
a. Group 1 – Idrama
b. Group 2 – Agpili
c. Group 3 – Patuggutan
d. Group 4 – Pagparisen
7. Discuss meanings and develop through meaningful and concrete
experiences.
8. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
9. Read basic sight words listed in the Appendix.
10. Read phrases, sentences and short stories containing high frequency words
and words studied.
11. Read aloud grade one level text at a rate of approximately 60 words per
minute.
12. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
13. Identify the pronouns used in sentences
14. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
15. Write using phonic knowledge for different purposes – sentences, lists,
16. Spell correctly previously learned words.
17. Spell correctly proper names of persons, places and things.
B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event /
situation / issues / radio broadcast and local news based on context.
b. Giving the cause or the effect of certain events in the story, fables,
legends, school and community events / situations / issues, radio
broadcast and local news, etc. read
c. Locating specific information in the text to find answer to higher level
questions
352
d. Answering higher level questions about the story / fables / legends,
school and community events / situations / issues, radio broadcast
and local news, etc. read
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
2. Vocabulary:
Discussing meanings and develop through meaningful and concrete
experiences
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
Identifying the pronouns used in sentences
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format
8. Composing:
Writing using phonic knowledge for different purposes –
sentences,lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words
b. Spelling correctly proper names of persons, places and things
353
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask: Agsidsidakayo kadi ti rabong? Paggapuan ti rabong? Ania ti lutona a
kayatyo? Nasustansia kadi daytoy?Ania ti maitedna iti bagitayo?
2. Unlocking of Difficult Words
a. bimaringkuas (demonstration)
b. indonar (synonym)
c. sangaili (context Clue)
d. timmabuno (synonym)
e. lung-ay (context clue)
f. burandis (demonstration)
3. Previewing
Present the book with the story “Ti Pabuya iti Pagadalan.” Let them look
at the cover of the book. Talk about the title, author and illustrator. Ask
them what they think the story is about by looking at the cover. Allow
them to make predictions about the story.
4. Motive Question
Show them the first page of the book with the picture of Nana Mila waking
her daughter Melay.
Ask: Ania ngata ti ibagbaga ni Nana Mila kenni Melay?
354
Comprehension Check-up Engagement Activities
Ania ti mapasamak iti pagadalan Group 2 – Agpili
da Melay iti dayta a bigat? Kur-itan dagiti sangaili a
Siasino dagiti timmabuno iti timmabuno iti pabuya.
pabuya? 1. Gobernador
2. Meyor
3. Kapitan
4. Kagawad
5. Pulis
Ania dagiti impabuya dagiti Group 3 – Patuggutan
ubbing? Patugutan dagiti sensilio a napidut
Ania ti pinalakpakanda ti napigsa? da Melay ken dagiti
Kasano ti pananggungguna ni Apo kaeskuelaanna. Marisan dagitoy.
Mayor Alipio kadakuada?
Apay a naragsak dagiti ubbing? Group 4 – Pagparisen
Apay a nagiburandis ni Apo Mayor Iparis ti epekto (effect) iti gapuna
ti sensilio? (cause)
Rumbeng kadi nga ipagpannakkel
ti sala a “Rabong?” Apay? 1.Nagriing ni Melay a nasapa
gapu ta nagustuanna ti salada
2.Naragsak dagiti ubbing
gapu ta adda pabuyada
3.Napintas a sala ti “Rabong”
gapu tapaset dayoty iti biag tayo
4.Ipagpannakkel tayo ti sala a
Rabong
gapu ta ipakitana dagiti napintas
a lung-ay dagiti Ilokano.
DAY 3
Developing Language Competencies
A. Preparatory Activities
Help the pupils recall the lyrics of Rabong. (See Appendix B.) You may teach
them the steps.
B. Lesson Proper
1. Presentation
Present the dialog on Appendix Dto the pupils using stick puppets then
ask them the following questions:
Siasino dagiti agpapatang?
Answer: Dagiti kameng ti Gunglo dagiti Mannala.
355
Siasino ti adviserda?
Answer: Ni Miss Sorita
Siasino ti mangidaulo ti panaglualo?
Answer: Ni Kiko
Siasino ti mangidaulo ti Nailian a Kanta?
Answer: Ni Lilia
Ania ti salaen da Marta, Lota, Ramon ken Lito?
Answer: Surtido Norte
Ania met ti salaen da Lorna, Emma, Roy ken Pat?
Answer: Nasudi
Apay nga isuda amin ti mangsala ti Rabong?
Answer: Tapno naragragsak
Apay a nagyaman ni Miss Sorita?
Answer: Gapu iti tulong dagiti ubbing a nangileppas kadagiti paset ti
programa.
Apay a maragragsakan ni Miss Sorita?
Answer: Gapu ti panagdisnudo dagiti ubbing
Agdisdisnudo kayo kadi met kadagiti obra iti balay wenno pagadalanyo?
Ania dagitoy?
2. Oral Practice
Present the following sentences on a chart. Say: Dagitoy dagiti
sumaganad a grupo ti balikas a makita iti dayalog a nangegyo.
a. Siak ti mangidaulo ti panaglualo.
b. Sika ti mangidaulo ti Nailian a Kanta.
c. Isuna ti mangidaulo ti Nailian a Kanta.
d. Dakami ti mangsala ti Surtido Norte.
e. Dakayo ti mangsala ti Surtido Norte.
f. Isuda ti mangsala ti Nasudi.
g. Datayo ti mangsala ti Rabong.
Ask: Ania a sarita ti sabali ti panakaisurat na iti umuna a bilang?
(Siak) Siasino a tao ti sinukatan ti sarita a siak? (Kiko) Mano a nagan
ti tao ti sinukatanna? (maysa)
Do the same process with sika, isuna, dakami, dakayo, isuda ken
datayo.
3. Generalization
Ask: Ania a sarita ti pangsukat ti nagan ti maysa a tao nga agsasao?
(siak) Ket no adu ti agsasao? (dakami)
Ania a sarita ti pangsukat ti nagan ti maysa a tao a kapatpatang ti
agsasao? (sika) Ket no adu ti kapatpatang ti agsasao? (dakayo) Ania met
a sarita ti pangsukat ti nagan ti maysa a tao a pagpapatangan dagiti
agsasao? (isuna) Ket no adu ti tao a pagpapatanaganda? (isuda) Ket no
karaman dagiti agsasao ken dagiti kapatpatangda? (datayo) Ania ti awag
kadagitoy a sarita? (pangsandi-ti-nagan).
You may give the answer if the pupils cannot give it.
356
4. Guided Practice
Let the pupils fill in the blanks with the correct pronoun. You can make
similar sentences to develop the concept of pronouns.
_____________ ni Arnel. Addaak ti umuna a tukad ti elementaria.
_____________ kadi ni Ben. Nanangmo kadi ni Nana Nena?
______________ ni Rina. Kaeskuelak isuna.
Agkakaduakami kada Mila, Pat, ken Robin. ____________ ti paradalus
ita nga aldaw.
Kaano ti panagdalusyo? ______________ kadi ti agdalus intono bigat?
Kaano nga agdalus da Lita, Santi ken Lerma? ____________________
kadi ti agdalus ton Biernes?
Dalusantayo ti aglawlaw ti pagadalan. __________________ amin ti
agtitinnulong.
5. Independent Practice
A Game: Siak Met
Have the pupils form a circle. Play a lively song over a cassette or CD
player. Have the pupils pass a ball around as the music is playing. When
the music stops, the pupil holding the ball chooses a pronoun and uses it
in a sentence.
6. Application
Let the pupils do the Activity Sheet.
Let the pupils complete the sentences by writing the correct pronoun. Let
them choose their answer from the box.
357
C. Evaluation
DAY 4
Handwriting And Spelling
A. Preparatory Activities
Let the pupils recall the dialog that they heard yesterday.
Ask: Siasino dagiti agpapatang? Ania ti pagpapatanganda?Ania dagiti sala
dagiti Ilokano a salaenda?
Say: Adda ditoy tatta dagiti sumagmamano a sarita a nangegyo it dayalogo
idi kalman.
B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following pronouns written on the board. Call the
pupils to trace them.
datayo
358
b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
Let the pupils copy a short story Supervise the pupils as they do the
activity.
3. Independent Practice
Ask the pupils to write about their pet.
C. Application
Pagannurotan: Sakaren ti sumaganad nga ababa a sarita. Usaren ti dakkel a
letra iti rugi ti grupo dagiti balikas ken bukod-a-nagan.
359
D. Evaluation
E. Spelling
1. Dictate the following words. Let the pupils write the words on their slates.
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
Assessment
360
APPENDICES
Appendix A
Ti Pabuya iti Pagadalan
Sarita ni Grace Donata S. Abugan
Appendix B
Rabong
Adda bangkagko a namayengmeng
a minulaak ti natnateng.
Nadumaduma a gusgustuen
dengdengen wenno pakbeten.
361
Appendix C
iti
Appendix D
Dialogue
Agpapatang dagiti kameng ti Gunglo dagiti Mannala maipapan kadagiti
rebbengenda para iti pabuyada intono umay a lawas.Kaduada ni Miss Sorita
nga adviserda.
Miss Sorita: Siasino ti mayat a mangidaulonto ti panaglualo?
Kiko: Ma’am, siakto ti mangidaulo ti panaglualo.
Miss Sorita: Sige, Kiko, sikanto ngaruden. Siasino met ti mayat a
mangidaulonto ti nailian a kanta?
Kiko: Ni Lilia, ma’am. Napintas ti bosesna.
Miss Sorita: Wen nga agpayso. Isuna ti mangidaulonto ti nailian a nanta.
Siasino dagiti mangsala ti Surtido Norte?
Marta: Ma’am, siak, da Lota, Ramon ken Lito. dakami ti mangsala iti
dayta.
Miss Sorita: dakayo gayam. Siasino met dagiti mangsala ti Nasudi?
Marta: Da Lorna, Emma, Roy ken Pat, ma’am. Isuda ti mangsala ti
Nasudi.
Lilia: Siasino ti mangsala ti Rabong?
Marta: Datayo amin ti mangsala ti Rabong, Lilia. Naragragsak ngamin
nukua.
Miss Sorita: Agyamannak unay ti tulongyo a nangileppas kadagit paset ti
pabuyatayo. Maragsakannak met ti panagboluntarioyo.
362
Appendix E
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
363
Lesson Guide in Grade 1 - Ilokano: Week 24
I. Objectives:
1. Predict what the story based on context.
2. Give the cause or the effect of certain events in the story read
3. Locate specific information in the text to find answer to higher level questions.
4. Answer higher level questions about the story/fables/legends, school and
community events/situations/issues, radio broadcast and local news, etc.
read
5. Express love for stories by browsing the storybooks read to them and asking
to be read more stories
6. Respond to the story through the following engagement activities:
a. Group 1 – Idowing
b. Group 2 – Idrama
c. Group 3 – Urnusen
d. Group 4 – Ania ti Gapuna
7. Use clues from context to figure out what the words mean.
8. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
9. Read basic sight words listed in the Appendix.
10. Read phrases, sentences and short stories containing high frequency words
and words studied.
11. Read aloud grade one level text at a rate of approximately 60 words per
minute.
12. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
13. Use the pronouns in sentences
14. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
15. Write using phonic knowledge for different purposes – sentences, lists,
16. Spell correctly previously learned words.
17. Spell correctly proper names of persons, places and things.
A. Story: Panaglaga
Sarita ni Grace Donata S. Abugan
B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event/
situation/issues/radio broadcast and local news based on context.
b. Giving the cause or the effect of certain events in the story, fables,
legends, school and community events/ situations/ issues, radio
broadcast and local news, etc. read
364
c. Locating specific information in the text to find answer to higher level
questions
d. Answering higher level questions about the story/fables/legends,
school and community events/situations/issues, radio broadcast and
local news, etc. read
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
2. Vocabulary:
Using clues from context to figure out what the words mean
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
Using pronouns in sentences
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words
b. Spelling correctly proper names of persons, places and things
365
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Show the pupils a bigao (a winnower), labba (a low, wide-mouthed woven
basket without handle where the Ilokanos put grains, beans, and other
harvests), and baki ( a chicken coop).
Ask: Ania dagiti makitayo iti sango? Ania ti usar dagitoy? Siasino ti am-
ammoyo nga agar-aramid kadagitoy?
3. Previewing
Present the book with the story “Panaglaga.” Let them look at the cover of
the book. Talk about the title, author and illustrator. Ask them what they
think the story is about by looking at the cover. Allow them to make
predictions about the story.
4. Motive Question
Show them the first page of the book with the picture of Tata Lino getting
ready to ride on his carabao while Ramon talks to him.
Ask: Sadino ngata ti papanan ni Tata Ramon? Ania ngata ti ibagbaga ni
Ramon kenkuana?
366
Comprehension Check-up Engagement Activities
Siasino dagiti agama? Group 1 – Idrama
Sadino ti papanan ni Tata Lino? Idrama ti panagrubuat ni Tata Lino
Ania ti kayat ni Ramon a ken ti isusurot ni Ramon kenkuana.
mapasamak?
Ania ti inaramid ni Tata Lino iti Group 2 – Idrowing
waig? Idrowing ti waig nga nagpukanan
Ania met ti inaramid ni Ramon? ni Tata Lino iti kawayan.
Ania ti inaramid ni Tata Lino Group 3 – Urnusen
kadagiti kawayan a pinukanna? Isurat dagiti tallo nga addang nga
Ania ti dagiti inaramid ni Tata Lino inaramid ni Tata Lino iti kawayan.
iti kawayan? _____ Linagana dagiti pedaso ti
kawayan.
_____ Pinisi-pisi ni Tata Lino ti
kawayan ti naingpis a paarintiddog.
_____ Kinayasanna aginggana
limminis dagiti napisi-pisi a
kawayan.
Apay a may-ayatan ti Ramon a Group 4 – Ania ti gapuna?
mangbuybuya kenni tatangna nga Isurat ti epekto dagiti sumaganad a
aglaglaga? situasion.
Apay ngata a kayat met ni Ramon 1. Napanda diay waig Tata
a sursuruen ti aglaga? Lino kenni Ramon.
Kayatyo kadi met a surusuren ti 2. Nagpukan ti kawayan ni
aglaga? Apay? Tata Lino.
3. Nagaramid ti bigao, labba
ken baki ni Tata Lino
DAY 3
Developing Language Competencies
A. Preparatory Activities
Song: Kaykayatdaka, Madidaka Kayat
Teach the song on Appendix B.
Ask: Siasino kadakayo ti nadalus? (Siak, ma’am!)
Siasino kadakayo ti nabanglo? (Siak, ma’am!)
367
B. Lesson Proper
1. Presentation
Let the pupils recall the story “Panaglaga” by answering the following
questions:
a. Siasino dagiti agama?
b. Sadino ti napananda?
c. Ania ti inaramid ni Tata Lino kadagiti kawayan?
d. Apay ngata a kayat a sursuren ni Ramon ti aglaga?
e. Ania pay dagiti mabalin nga aramiden ni Tata Lino a pagsapulanna?
2. Oral Practice
Say: Dagitoy dagiti sumaganad a grupo ti balikas a mabalin nga ibaga da
Tata Lino ken Ramon.
Siak ti agkayas, tatang.
Sika latta ti paraiyawat ti kasapulakon, anakko.
Awagam ni manangmo. Isuna ti mangisagad kadagiti nagkayasak.
dakami latta a dua ti agsagaden, tatang.
Sige, dakayo ngarud latta a duan.
Bay-am da nanang ken ading ta isuda ti agisagana ti mirienda.
Nalag-an ti trabaho no datayo amin ket agtitinnulong.
Ask: Ania a sarita ti sabali ti panakisurat na iti umuna a bilang? (Siak)
Siasino a tao ti sinukatan ti sarita a siak? (Kiko) Mano a nagan ti tao ti
sinukatanna? (maysa)
Do the same process with sika, isuna, dakami, dakayo, isuda ken
datayo.
3. Generalization
Ask: Ania a sarita ti pangsukat ti nagan ti maysa a tao nga agsasao?
(siak) Ket no adu ti agsasao? (dakami)
Ania a sarita ti pangsukat ti nagan ti maysa a tao a kapatpatang ti
agsasao? (sika) Ket no adu ti kapatpatang ti agsasao? (dakayo) Ania met
a sarita ti pangsukat ti nagan ti maysa a tao a pagpapatangan dagiti
agsasao? (isuna) Ket no adu ti tao a pagpapatanaganda? (isuda) Ket no
karaman dagiti agsasao ken dagiti kapatpatangda? (datayo) Ania ti awag
kadagitoy a sarita? (pangsukat ti pangnagan) You may give the answer if
the pupils cannot give it.
4. Guided Practice
Let the pupils fill in the blanks with the correct pronoun. You can make
similar sentences to develop the concept of pronouns.
368
5. Independent Practice
A Game: Sippawem
Say: Ipuruakko daytoy a bola. Sippawen ti siasinoman a pagturunganna.
No masippawmo, mangpilika kadagiti sarita a pangsukat ti pangnagan ket
usarem dayoty iti sarsarita.
6. Application
Pagannurotan: Pilien manipud iti uneg ti kahon ti husto a sarita a
mangkumpleto ti patang. Isurat ti sungbat iti blangko.
369
D. Evaluation
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Let the pupils recall the story “Panaglaga.”
Ask: Siasino dagiti agama? Sadino ti napananda? Ania dagiti dadduma pay
nga aramid dagiti Ilokano nga maipagpannakkel tayo?
Say: Adda ditoy tatta dagiti sumagmamano a balikas a makita iti sarita a
naadal tayo.
B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following pronouns written on the board. Call the
pupils to trace them.
sika
panaglaga kinayasan
b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
370
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
Let the pupils copy a short story. Supervise the pupils as they do the
activity.
3. Independent Practice
Ask the pupils to write about their hobbies.
C. Application
371
D. Evaluation
E. Spelling
1. Dictate the following words. Let the pupils write the words on their slates.
sika
panaglaga kinayasan
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
Assessment
372
APPENDICES
Appendix A
Panaglaga
Sarita ni Grace Donata S. Abugan
Appendix B
Song
373
Appendix C
High Frequency Words
ti ni ken ngem
ta no iti nga
Appendix D
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
374
Lesson Guide in Grade 1 - Ilokano: Week 25
I. Objectives
1. Use culturally appropriate expressions to show agreement and disagreement
on a certain topic/s being presented
2. Read by sight words listed
3. Read phrases, sentences and short stories containing high frequency words
and words studied
4. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words
5. Read grade one level text in three-to-four words phrases, and sentences with
appropriate intonation, expressions and punctuation cues
6. Correctly spelled previously learned words
7. Correctly spelled imperatives use in sentences
8. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization, indentions and format
9. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Use imperatives to give simple two-three step directions in a culturally
appropriate manner
11. Identify and use synonyms, antonyms, homonyms and multiple-meaning
words correctly
12. Identify some words that comprise contractions (e.g. can’t- can not, isn’t-is
not)
13. Infer the character’s feelings based on their actions or on what they say
14. Give the cause or the effect of certain events in the story, fables, legends,
etc. read
15. Locate specific information in the text to find answers to higher level
questions
16. Answer higher level questions about the story read
17. Give the cause or the effect of certain events in the school and community
events/situations/issues, radio broadcast and local news, etc. read
18. Answer higher level questions about the school and community events/
situations/issues, radio broadcast and local news, etc. read
19. Express love for stories by browsing the storybooks read to them and asking
to read more stories
375
B. Focus Skills
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say
b. Give the cause or the effect of certain events in the story, fables,
legends, etc. read
c. Locate specific information in the text to find answers to higher level
questions
d. Answer higher level questions about the story/fables/legends, etc.
read
e. Give the cause or the effect of certain events in the school and
community events/situations/issues, radio broadcast and local news,
etc. read
f. Answer higher level questions about the school and community
events/situations/issues, radio broadcast and local news, etc. read
g. Express love for stories by browsing the storybooks read to them and
asking to read more stories
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple-
meaning words correctly
b. Identify some words that comprise contractions (e.g. can’t- can not,
isn’t-is not)
3. Oral Language
Use culturally appropriate expressions to show agreement and
disagreement on a certain topic/s being presented
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
b. Read grade one level text in three-to-four words phrases, and
sentences with appropriate intonation, expressions and punctuation
cues
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in Appendix___
b. Read phrases, sentences and short stories containing high frequency
words and words studied
7. Spelling
a. Correctly spelled previously learned words
b. Correctly spelled imperatives use in sentences
8. Handwriting
Write simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization, indentions and format
9. Grammar Awareness
Use imperatives to give simple two-three step directions in a culturally
appropriate manner
376
C. References: K to 12 Basic Education Curriculum Guide
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils if they had gone to a Trade Fair or exhibit. Ask them the
things they saw and the learning they had from the exhibit.
3. Previewing
Present the big book “Ti Pagsapulanda nga Sangapamilia”. Talk about
the title, author and illustrator. Let the pupils predict what the story might
be about.
4. Motive Question
Ask: Ania ti pagsapulan dagiti sangapamilia iti sarita?
377
C. Post Reading Activities
1. Answer the motive question.
2. Group activity
Group the pupils into three and let them do the following activities.
3. Discussion/presentation
Let the pupils answer the comprehension questions and present their
outputs.
378
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Alisto a nalpas ti panagtarimaan ni
Nana Linda iti nangananda.
DAY 3
Developing Language Competencies
A. Preparatory Activities
Ask the pupils about the things that their mother/father told them to do before
coming to school. Let them share the instructions given to them.
B. Lesson Proper
1. Presentation
a. “Baket, riingemon dagiti ubbing tao mammigattayon tapno
masapatayo a mangrugi iti trabaho,” kinuna ni tata Dante ken Nana
Linda.
b. “Ala, annakko, mapankayon agmolumogen ken agdiram-os ta
mammigattayonton”, kinuna pay ti baket.
c. “Lakay, isardengmo pay dayta ub-ubraem ta mangantayo pay”,
inpukkaw ni Nana Linda.
d. “Ronel, Ruby, bugwanyon dagita imayo ta umaykayon”, inmandar ni
Nana Linda kadagiti dua.
e. “Ala, Ruby, idaulwamon ti panagkararag sakbaytayo nga mangan”,
kinuna ni Tata Dante.
2. Oral Practice
a. Iti umuna a sentence, ania ti inmandar ni Tata Dante kenni Nana
Linda?
b. Iti maikadwa a sentence, ania ti inbaun ti baket kadagiti annakna?
c. Iti maikatlo a sentence, ania ti inmandar ni Nana Linda iti lakayna?
d. Iti maikapat a sentence, ania ti inbaun ni Nana Linda kada Ronel ken
Ruby?
e. Iti maikalima a sentence,ania ti inmandar ni Tata Dante kenni Ruby?
3. Generalization
What were used to give simple directions? Imperatives/Commands
379
4. Guided Practice
Let the pupils get a partner and let them take turns in giving simple two-
three directions while the other follows what the partner says.
5. Independent Practice
a. Distribute strips of cartolina where simple instructions are written. Let
the pupils follow/do the instruction given.
b. Poem
Ti Bilin ni Nanang
Insurat ni Divine Grace Llopis-Areola
6. Application
380
C. Evaluation
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Jazz Chant
Ni Niña adda pusana.
Naamo ti pusa ni Niña.
Mutya ti nagan pusana.
Dungdunguen ni Niña ni Mutya.
Magusgustuan met ni Mutya ni Niña.
Anian a panagpinpinnateg dagiti dua.
B. Writing Activity
Modelling by the Teacher
Present flashcards of imperatives. Let the pupils read the sentences. Write
the sentences on the board following the three straight lines on the board. Let
them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of capital
letters, punctuation marks and indentions.
381
1. Guided Practice
Let the pupils copy a story. Teacher mills around to assist the pupils.
2. Independent Practice
Let the pupils write a paragraph about the things they did before coming
to school that day.
C. Application
D. Evaluation
382
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
paper.
2. Dictate words about the use of imperatives from the previous lesson. Let
them write it on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
383
APPENDICES
Appendix A
Ti Pagsapulan ti Sangapamilia
Insurat ni Divine Grace Llopis-Areola
“Wen lakay”, insungbat ti baket ket simreken iti uneg tapno mapanna
riingen dagiti annakda.
384
Idi nalpasdan a nagkararag, siraragsak dagiti sangapamilia a nagsasango
a nangan.
Appendix B
SIGHT WORDS
1 adda 21 Dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 Dagitoy 42 iti 62 kuak 82 no
3 agingga 23 Dagus 43 ka 63 kuam 83 para
4 Alla 24 Dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 Dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
385
Lesson Guide in Grade 1 - Ilokano: Week 26
I. Objectives
1. Infer the character’s feelings based on their actions or on what they say.
2. Cite the problem and/the most likely solution to story read.
3. Cite the problem and/the most likely solution school and community issues,
events, situations, radio broadcast, news, etc. read.
4. Express love for stories by browsing the storybooks read to them and asking
to read more stories.
5. Read by sight words listed in APPENDIX ___
6. Read phrases, sentences, and short stories containing high frequency words
and words studied.
7. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix )
8. Read with one level text in three-to-four words phrases, and sentences with
appropriate intonation, expressions, and punctuation cues.
9. Use culturally appropriate situations to explain/give reason on a certain
topic/s being presented.
10. Correctly spelled previously learned words.
11. Correctly spelled imperatives use in sentences.
12. Write simple sentences, phrases, paragraph, and stories observing correct
punctuation marks, capitalization, indentions and format.
13. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
14. Use imperatives to give simple four-six step directions in a culturally
appropriate manner.
15. Identify and use synonyms, antonyms, homonyms and multiple-meaning
words correctly.
16. Identify some words that comprise contractions(e.g. Can’t-cannot, isn’t-is not)
B. Focus Skills
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution school and community
issues, events, situations, radio broadcast, news, etc. read.
d. Express love for stories by browsing the storybooks read to them and
asking to read more stories.
386
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple-
meaning words correctly.
b. Identify some words that comprise contractions(e.g. Can’t-cannot,
isn’t-is not)
3. Oral language
Use culturally appropriate situations to explain/give reason on a
certain topic/s being presented.
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words(Appendix )
b. Read with one level text in three-to-four words phrases, and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in APPENDIX ___
b. Read phrases, sentences, and short stories containing high frequency
words and words studied
7. Spelling
a. Correctly spelled previously learned words.
b. Correctly spelled imperatives use in sentences.
8. Handwriting
Write simple sentences, phrases, paragraph, and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
a. Use imperatives to give simple four-six step directions in a culturally
appropriate manner.
b. Express love for stories by browsing the storybooks read to them and
asking to read more stories.
387
III. Procedure
DAY 1 & 2
A. Preliminary Activities
1. Take out the Big Book then select 3 or 4 words in the story to use for the
Matching Word Activity and…
2. Write each word on a piece of paper the same size as the words in the
story.
3. Select 2 or 3 short sentences from the story that you can use for the
Hide-A Word activity
4. Write these sentences on the chalkboard. Reminder: Have a pointer
ready. Hold the pointer under the words as you go through the reading
plan. Do not point each word separately but run the pointer smoothly
under each sentence.
5. Introduce the Shared Reading Strategy
B. Pre-reading Activities
1. Motivation
Ask the pupils if they have vegetable garden at home. Ask what
vegetables are found in their respective backyard gardens.
3. Previewing
Present the big book “Tay Inabraw ni Mayet! Talk about the title, author,
and illustrator. Have them look at the cover of the book by showing a girl
carrying a basket of vegetables. Ask: maipapan ngata ti ania ti sarita?
Ania ngata ti mapasamak iti sarita?
4. Motive Question
Have them look at the first page of the book showing Mayet preparing to
cook. Ask: Ania ngata ti aramiden ni Mayet kadagiti nateng ti
sanguananna?
D. Post-Reading activity
1. Pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
388
Engagement 1
Discussion of the Story
(Small group Activity)
1. Siasino ti ubing idiay sarita? Group 1- Light... Camera… Action
2. Ania ti impukkaw ni nana Tuladen ti mabalin nga itsura ni
Gonyang kenni Mayet? Mayet idi pagawiden ni Nanangna?
3. Ania met ti sungbat ni Mayet?
4. No sika ni nana Gonyang, ania
iti aramidem ti kinaturay ni
Mayet?Nasayaat kadi a pagwadan
daytoy? Apay?
5. Ania ngata ti pagbalinan ti
komunidad wenno pagadala no
umadu ti bilang dagiti ubbing a
dumakkel a naturay?
6.Ania iti ipaaramid ni nana Group 2- Dumngeg ti damag!
Gonyang kenni Mayet? Ipadamag dagiti inaramid ni Mayet
7. Ania kadagitoy ti madi ni mayet sakbay a nagabaw
nga aramiden? Apay
8. Ania dagiti kayatna?
9. No sika ni Mayet, agmadika kadi
met? Apay?
10. Kasano nga insuro ni nana Group 3-Aglutotayo!
Gonyang ni Mayet. Ania dagiti Pagsasarunuen dagti addang nga
addang ti panagabraw? insuro ni nana Gonyang
11. Naimas kadi met laeng ti Group 4 – Idrama
inabraw ni Mayet? Makipatang kenni nanang a
12. No sursuruannakayo ni suruannaka nga agluto
nanangyo nga agluto, kayatmo met
laeng? Apay?
13. Kasanoka a makipatang kenni
nanangmo tapno suruannaka?
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Ania ti impukkaw ni Nana Gonyang?
2. Ania ti insungbat ni Mayet? Kasanona a sinungbatan ni nanangna?
3. Ania dagiti imparamid ni Nana Gonyang kenni Mayet? Kasanona nga
imbaga dagitoy?
389
B. Lesson Proper
1. Presentation Lesson
a. Mayet, anak, umaynak kadi man tulugan nga agimarit kadagitoy
bulbulong nga abrawek.
b. Madamdama bassit, ‘nang ta lippasek pay ti batangko.
c. Ala, dar’sem a ta aldawen. Awan naaramid ni Mayet no di nagawid iti
balayda.
d. Ala, umaykad’toy ta tulungannak nga agimarit.
e. Diak kayat nga imaritan dayta kuantong la ketdi.
f. Suruannakto lattan nga agabraw.
g. Pakisaangmo ngaruden ta banga, anakko.
h. Ikkam ti kagudua-tako a danum.
i. Isaganam metten ta bugguong ken sagatan.
j. Gaw-atem ta basket ta ibabam tay tinuno a paltat.
k. Ipisokmon dita banga tapno ma-iyanger.
l. Bagguongamton intuno agburek.
2. Oral Practice
a. Ania kadagitoy a sentence ti agmanmandar? Basaen dagitoy iti umno
a pannakayebkasda.
b. Basaen dagitoy iti umno a pannakayebkasda.
3. Generalization
What are imperatives? How is command different from request?
4. Guided Practice
No ti sentence ket pagpakpakaasi, pagbalinen daytoy a madar. No
mandar daytoy ket pagbalinen a pagpakpakaasi
a. Mayet, anak, umaynak kadi man tulungan nga agimarit kadagitoy
bulbulong nga abrawek.
b. Madamdama bassit, ‘nang ta lippasek pay ti batangko.
c. Ala, dar’sem a ta aldawen. Awan naaramid ni Mayet no di nagawid iti
balayda.
d. Ala, umaykad’toy ta tulungannak nga agimarit.
e. Diak kayat nga imaritan dayta kuantong la ketdi.
f. Suruannakto lattan nga agabraw.
g. Pakisaangmo ngaruden ta banga, anakko.
h. Ikkam ti kagudua-tako a danum.
i. Isaganam metten ta bagguong ken sagatan.
j. Gaw-atem ta basket ta ibabam tay tinuno a paltat.
k. Ipisokmon dita banga tapno ma-iyanger.
l. Bugguongamton intuno agburek.
390
5. Independent Practice
Guess what!
Divide the class into two. Let one or two students pantomime a request or
command. The students guess the possible command or request. The
group that get the more number of guesses wins.
6. Application
C. Evaluation
391
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Sing with the children the song “Manang Biday”.
Manang Biday, ilukatmo man
‘Ta bintana ikalumbabam
Ta kitaem ‘toy kinayawan
Ay, matayakon no dinak kaasian!
B. Writing Activity
1. Modelling by the teacher
a. Present strips of cartolina containing commands/request. Ask them to
read all the words. Write the sentences following the straight lines on
the board. Let them observe how you write the sentences.
b. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning of each sentence and proper nouns and
period at the end.
2. Guided Practice
The pupils are asked to copy the sentences written on the board. The
teacher mills around to assist the pupils.
392
3. Independent Practice
C. Application
D. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
393
2. Dictate impreratives from the previous lesson. Let them write it on their
slate And on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write the word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
APPENDICES
Appendix A
Tay Inabraw ni Mayet
Insurat ni Leila P. Areola
“Diak kayat nga imaritan dayta kuantong la ketdi, nanang. Diak kayat
ti masiitan. Suruannakto lattan nga agabraw,” impatengteng ni Mayet.
“Amin a trabaho ket masursuro, anak. Agan-annadka laeng tapno
saan ka a masiitan,” impalagip ni nanangna.
Pakisaangmo ngaruden ta banga, anakko. Ikkam ti kugudua-tako a
danum. Isaganam metten ta bugguong ken sagatan. Gaw-atem ta basket ta
ibabam tay tinuno a paltat. Intuno malpasko nga imaritan dagitoy, alaem ta
planggana ta bugguam dagitoy a nalaing, “ pinagsasarunona nga imbaga.
394
“Bugguongamton agburek. Madim liplipatan a sagaten tapno saan a
mairaman a maipisok dagiti babassit a siit.
“Nalpaskon a binugguongan, nanang. Ania ti sumarunon?” sinaludsod
ni Mayet.
Appendix B
SIGHT WORDS
1 adda 21 Dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 Dagitoy 42 iti 62 kuak 82 no
3 agingga 23 Dagus 43 ka 63 kuam 83 para
4 Alla 24 Dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 Dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 Datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 Daydiay 47 kadi 67 laeng 87 saan
8 annay 28 Dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 Daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 Didiay 50 kas 70 likod 90 sango
11 Awan 31 Ditoy 51 kasano 71 madi 91 siak
12 Ay 32 Gapu 52 kasta 72 manen 92 sika
13 Aya 33 Idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 Idiay 54 kayo 74 maudi 94 ti
15 babaen 35 Intan 55 ken 75 met 95 tunggal
16 bassit 36 Intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 Isu 57 kenni 77 ngamin 97 ungto
18 Da 38 Isuda 58 ket 78 ngarud 98 uray
395
Lesson Guide in Grade 1 - Ilokano: Week 27
I. Objectives
1. Infer the character’s feelings based on their actions or on what they say
2. Cite the problem and/the most likely solution to the story read
3. Cite the problem and/the most likely solution school and community issues,
events, situations, radio broadcast, news, etc. read
4. Express love for stories by browsing the storybooks read to them and ask
them to read more stories
5. Identify and use synonyms, antonyms, homonyms, and multiple –meaning
words correctly
6. Identify some words that comprise contractions (e.g. Can’t-can not, in’t-is not)
7. Use culturally appropriate expressions to explain/give reason on a certain
topic/s being presented
8. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
9. Read grade one level text in three-to-four words, phrases, and sentences
with appropriate intonation, expressions and punctuation cues
10. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
11. Read by sight words
12. Read phrases, sentences, and short stories containing high frequency words
and words studied
13. Correctly spell previously learned words
14. Correctly spell imperatives use in sentences
15. Write simple sentences, phrases, paragraph, and stories observing correct
punctuation marks, capitalization, indentions and format
16. Use imperatives to give simple four-six steps directions in a culturally
appropriate manner
A. Poem: Pagrebbengan…Aramiden!
Insurat ni Genalyn C. Oarde
B. Focus Skills
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say
b. Cite the problem and/the most likely solution to the story, legends, etc.
read
c. Cite the problem and/the most likely solution school and community
issues, events, situations, radio broadcast, news, etc. read
d. Express love for stories by browsing the storybooks read to them and
ask them to read more stories
396
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms, and multiple –
meaning words correctly
b. Identify some words that comprise contractions (e.g. Can’t-can not,
in’t-is not)
3. Oral Language
Use culturally appropriate expressions to explain/give reason on a
certain topic/s being presented
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
b. Read grade one level text in three-to-four words, phrases, and
sentences with appropriate intonation, expressions and punctuation
cues
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in Appendix __
b. Read phrases, sentences, and short stories containing high frequency
words and words studied
7. Spelling
a. Correctly spell previously learned words
b. Correctly spell imperatives use in sentences
8. Handwriting
Write simple sentences, phrases, paragraph, and stories observing
correct punctuation marks, capitalization, indentions and format
9. Grammar Awareness
Use imperatives to give simple four-six steps directions in a culturally
appropriate manner
F. Value: Obedience
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils how they dispose their garbage at home and in school.
397
2. Unlocking of Difficulties
a. nagawangan (by context clue)
b. produkto (by synonym)
c. disiplina (by context clue)
d. sangkaterba (by synonym)
e. hazardous (by synonym)
f. non-biodegradable (by synonym)
g. biodegradable (by synonym)
h. compost pile (by picture/context clue)
i. solid waste management (by context clue)
j. pagilian (by synonym)
k. ikagumaan (by synonym)
l. pagrebbengan (by synonym)
3. Previewing
Present the poem to the class. Talk about the title and author. Let them
predict what the story is all about.
4. Motive Question
Ask: Ania dagiti pagrebbengan nga ibagbaga ti daniw?
398
Comprehension Questions Engagement Activities
(Discussion of the Poem) (Small Group Activities)
Siasino ngata ti agsasao iti daniw? Group 1
Ania dagiti nailanad a nagawangan iti
daniw? Iladawan babaen iti drowing ti
Maibilang kadi a parikut dagitoy? kaadu ti basura wenno
Ania ti rumbeng nga ipangpangruna? nagawangan iti nadumaduma a
Iladawan ti kaado ti basura a nailanad produkto.
iti daniw.
Ania dagiti nailanad a nakawarang? Group 2
Ania ti rumbeng nga aramiden
kadagitoy? Idrama dagiti rumbeng nga
Ania ti mapasamak wenno epektona aramiden tapno masolbar dagitoy a
no aramiden dagitoy a banag? klase a parikut.
Kas maysa nga ubing, maaramidmo
kadi met dagitoy?
Ania ti kanayon nga intay Group 3
mangmangegan?
Ania/asino ti akinprograma iti daytoy? Idrowing ti tupa ti agsasao iti daniw
Ania ti rumbeng nga ikagumaan? nga mangipakita iti rikna na nu
Ania ngata ti mabalin nga mapasamak maaramid dagiti pagannurutan ken
nu aramiden tayo dagitoy? pagrebbengan.
Iladawan yo man ti rikna ti agsasao iti
daniw no maaramid dagiti
pagannurutan ken pagrebbengan?
DAY 3
Developing Language Competencies
A. Preparatory Activities
Kas maysa nga ubing, ania dagiti mabalinyo nga aramiden tapno makatulong
kadagiti programa ti uneg ti pagadalan kas koma iti pannakalasin-lasin dagiti
basura?
B. Lesson Proper
1. Presentation
a. Disiplina intayo kadi ipangpangruna,
Umno a panangipakni basura a sangkaterba.
b. Nakawarang a supot ken dadduma a rugit
Piduten, ipakni tallo a kahon idiay igid.
c. Intayo koma ngarud ikagumaan
399
Aramiden pagannurutan ken pagrebbengan.
2. Oral Practice
a. Iti umuna a dua a linya, ania dagiti ibagbagana a rumbeng nga
aramiden?
b. Iti maikadua a dua a linya, ania dagiti ibagbagana nga aramiden?
c. Iti maikatlo a dua a linya, ania dagiti ibagbagana nga aramiden?
3. Generalization
What were used to give simple directions? Imperatives
4. Guided practice
Group the pupils into two. The first pupil will give the directions while the
second pupil will use a Show-me-Board to follow it.
5. Independent Practice
a. Distribute pictures showing the steps in cooking rice. Let the pupils
arrange the pictures then let them write the steps on how to cook rice
based on the pictures.
b. Story
Doktor! Doktor!
Insurat ni Divine Grace Llopis-Areola
400
o Iladawan ni Nana Vinang a kas ina.
o Iladawan ti doktor.
o Ania dagiti bilin wenno pagannurotan nga inbalakad ti doktor nga
rumbeng nga aramiden ni Nana Vinang?
6. Application
7. Evaluation
401
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Agkatawa ka!
“Berto, papanam?”
“Innak sibugan dagiti masetas, Nanang.”
“Ket no agtudtudo.”
“Ania ket ni Nanangen. Problema aya dayta?”
“Agkapoteak, a!”
B. Writing Activity
Modelling by the teacher
Present flashcards of imperatives. Let the pupils read the sentences.
Write the sentences on the board following the three straight lines on the
board. Let them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letters, punctuation marks and indentions.
1. Guided Practice
Let the pupils copy a story. The teacher mills around to assist the pupils.
2. Independent Practice
Let the pupils write their task given by their parents at home.
C. Application
402
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
paper.
2. Dictate words about the use of imperatives from the previous lesson. Let
them write it on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
403
APPENDICES
Appendix A
SIGHT WORDS
1 adda 21 Dagiti 41 Itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 Iti 62 kuak 82 no
3 Agingga 23 Dagus 43 Ka 63 kuam 83 para
4 Alla 24 dakayo 44 Kabayatan 64 kukua 84 pay
5 Amin 25 Dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 Datayo 46 Kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 Kadi 67 laeng 87 saan
8 Annay 28 Dayta 48 Kalman 68 lang 88 sadiay
9 Apaman 29 Daytoy 49 Kanayon 69 latta 89 sakbay
10 Apay 30 Didiay 50 Kas 70 likod 90 sango
11 Awan 31 Ditoy 51 kasano 71 madi 91 siak
12 Ay 32 Gapu 52 kasta 72 manen 92 sika
13 Aya 33 Idi 53 Kastoy 73 manipud 93 tapno
14 Baba 34 Idiay 54 Kayo 74 maudi 94 ti
15 Babaen 35 Intan 55 Ken 75 met 95 tunggal
16 Bassit 36 Intuno 56 Kenka 76 nga 96 uneg
17 Bayat 37 Isu 57 kenni 77 ngamin 97 ungto
18 Da 38 Isuda 58 Ket 78 ngarud 98 uray
404
Lesson Guide in Grade 1 - Ilokano: Week 28
I. Objectives
1. Infer the character s feelings based on their actions or on what they say.
2. Cite the problem and/the most likely solution to story read.
3. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
4. Express love for stories by browsing the storybooks read to them and asking
to read more stories.
5. Respond to the story through the following engagement activities:
a. Group 1- Draw Me
b. Group 2-Make Me a Story Teller
c. Group 3-Help!
d. Group 4 –SMS
6. Identify and use synonyms, antonyms, homonyms and multiple -meaning
words correctly
7. Identify some words that comprise contractions ( e.g. can’t – can not, isn’t – is
not).
8. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy and prosody (phrasing, pausing and emphasis).
9. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words
10. Read grade one level text in three – to four – word phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
11. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
12. Read by sight words
13. Read phrases, sentences and short stories containing high frequency words
and words studied
14. Spell previously learned words correctly.
15. Spell action words in different tenses as it is used in the sentences correctly.
16. Write simple sentences, phrases, paragraph and stories observing correct
punctuation marks, capitalization, indentions and format.
17. Use the correct action words in narrating one’s experiences.
18. Use the correct action words in narrating one s experiences in different forms.
A. Listeninng Story:
Read-A-Thon Contest iti “Aggao Nac Cagayan”
Sarita ni Octavio V. Cabasag
405
B. Focus Skills:
1. Reading Comprehension
a. Infering the character’s feelings based on their actions or on what they
say.
b. Citing the problem and/the most likely solution to story, legends, etc.
read.
c. Citing the problem and/the most likely solution to school and
community issues, events, situations, radio broadcast, news, etc.
read.
d. Expressing love for stories by browsing the storybooks read to them
and asking to read more stories.
2. Vocabulary
a. Identifying and using synonyms, antonyms, homonyms and multiple -
meaning words correctly
b. Identifying some words that comprise contractions ( e.g. can’t – can
not, isn’t – is not).
3. Oral Language
Telling stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
4. Fluency
a. Reading with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
b. Reading grade one level text in three – to four – word phrases and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Writing using phonic knowledge for different purposes-sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Reading by sight words listed in appendix
b. Reading phrases, sentences and short stories containing high
frequency words and words studied
7. Spelling
a. Spelling previously learned words correctly.
b. Spelling action words in different tenses as it is used in the sentences
correctly.
8. Handwriting
Writing simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
Using the correct action words in narrating one’s experiences.
406
F. Value: Showing Support to Children and Community Celebrations
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Ask: Siasino kadakayo ti naanep dagiti nagannakda mapmapan
agbuybuya nangnangruna no maysa ti anakda kadagiti mabuya?
3. Pre-viewing
Present a picture of Jose retelling a story. Talk about the title, author and
illustrator. Ask: Ania ngata ti ar-aramiden ni Jose iti entablado?
4. Motive Question
Have them look at the pictures of the story “Buiag and Malana”.
Ask:Maipapan ngata ti ania iti isalaysay ni Jose iti Read-A-Thon Contest?
407
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Sadino ti papanan da Marlo ken Group 1- Draw Me
Josi? Idrowing ken iladawan dagiti
Apay nga agdardarasda? mabalin a nadumaduma a rupa da
Siasino ni Jose iti biagda? Jose ken dagiti nagannakna
Malaksid ti ayatda a mangbuya iti sakbay a napan entablado ni Jose.
salip, ania pay ngata ti rason no
apay a kayatda ti mapan ‘diay
Tuguegarao?
Ania ngata ti rikna ni Jose idi
nakitana dagiti nagannakna?
Kasta ngata met ti mariknayo?
Apay?
Ania kadi ti adda ti panunotyo no
awan dagiti nagannakyo iti pasken
a dimmar-ayan ni Jose?
Naawatanyo kadi ti insalaysay ni Group 2- Make Me a Story Reteller
Jose? Isurat dagiti pagalagadan
No dakayo ti maikkan ti gundaway tapno agbalin a nalaing nga Story
a mangisalaysay iti binasa, Reteller. Ipaksil iti bulletin board.
maaramidyo ngata kas kenni
Jose? Kasanoyo a maaramid?
Ipaskil dagitoy iti bulletin board
Ania ngata dagiti mabalin a Group 3 – Help!
problema ni Jose iti salip? Kasano Mangaramid ti dialogo ni Jose ken
na ngata a sinolbar daytoy? dakayo a mabalin a mangtulong
Ania ti mabalinmo koma a kenkuana
maitulong kenni Jose
Naayatanka met laeng a dimngeg Group 4 – SMS
iti sarita? Ania a paset daytoy ti Mangaramid ti ababa a
magusgustuam? mensahe a mangisingasing
Kayatmo kadi met ti makisali iti kadagiti mangidadaulo ti “Aggao
Read-A-Thon. nac Cagayan nga addanto manen
“Read-A-Thon Contest” intuno
sumuno a tawen
408
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Ania ngata dagiti ar-aramiden ni Jose kabayatan ti panagsaganana ti
pangisalaysayna ti sarita?
2. Ania dagiti ar-aramiden ni Jose kabayatan ti panangisalaysayna ti sarita.
B. Lesson Proper
1. Presentation
a. Ig-iggaman ni Jose ti libro.
b. Basbasaen a nalaing ti sarita
c. Ikabkabesa ni Jose dagiti importante a pasamak iti sarita.
d. Agtaktakder a nasayaat ni Jose.
e. Kumitkita a kanayon kadagiti agbuybuya.
f. Umis-isem ni Jose ti dadduma.
g. Ingatngato ni Jose dagiti imana.
2. Oral Practice
Bingayen kayo iti tallo a grupo. Ti makabunot ti kaababaan a ruting ket
isu ti mangipakita ti tingnay. Aginnunna a mangpugto kadagiti tingnay nga
aramiden ti maikatlo a grupo dagiti dua a nakaala iti dakdakkel a ruting.
Tignay:
agsipsipat agkatkatawa aglamlampaso
mangmangan agsalsala agmanmaneho
agtartaray aglaglagto agar-arudok
3. Generalization
Kaano a napasamak dagiti tignay? Kasano ti pannakaisurat dagiti tignay
a madama a mapaspasamak?
4. Guided Practice
Game: Find your Partner
Divide the class into two groups. First group will be given pictures and the
second group will be given words. They will match the word with the
picture.
a. Picture of a woman cooking Madama nga aglutluto ni
nanang ti dinengdeng a
rabong ken saluyot itay
bimmabaak.
b. Picture of a man plowing the Agar-arado ni Tata Ino
field itattan diay uma.
c. Picture of a boy kneeling Agparparintumeng ni Rod
diay kapilia.
d. Picture of a girl kissing the Agmanmano a kanayon ni
hand of grandfather Munding kenni Lelong
(agmanmano) Epeng.
409
e. Picture of a boy bathing a Madama nga agpadpadigos
carabao in the river ti nuang ni David idi
simmangpet kami.
5. Independent Practice
Game: Tell and write
Distribute pictures. Let the pupils identify what action each picture tells.
Write your answer on the activity board.
6. Application
C. Evaluation
410
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Teach shows again the story “Nagpasiar ni Inang Baket”.
The pupils are asked to identify the punctuation marks used. The teacher
may ask why these punctuation marks were used.
B. Writing Activity
1. Modelling by the Teacher
Present some pictures with action. Ask them to tell the action. Let them
use the action word in a sentence. Write the sentences on the board
following the correct lines on the board.
Discuss how each of the sentences is written. Emphasize the use of the
capital letter at the beginning of the sentence and the correct punctuation
mark at the end of the sentence.
2. Guided Practice
3. Independent Practice
The pupils will interview their classmates then ask. What did you do
this morning?
Let them write the answer of their classmates using the correct
punctuation marks.
411
C. Application
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
412
2. Dictate action words from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
APPENDICES
Appendix A
“Iti ili ti Enrile, adda maysa a lalaki nga agnagan ti Biuag. Idi nayanak,
maysa a datdatlag a balasang ti bimmisita kenkuana. Gapu ta diosa ti
panagkita ti inana iti balasang, indawatna ngarud a paraburan ti anakna iti
atiddog a panagbiag.
Tallo a babassit a bato iti inbitin ti diosa iti tengnged ni Biuag. Ti maysa
kadagitoy ket isu’t mangsalaknib kenni Buiag iti aniaman a makadakes
kenkuana. Saanman laengen a nasaktan idi naminsan a natinnag daytoy.
Saan pay inan-ano dagiti buaya idi naglangoy iti karayan a pagnaedan dagiti
buaya.
Dagiti dua ket mangted iti naindaklan a kinapigsa ken kinapardas. Idi
agsangpulo ket dua ti tawennan, makataray isuna a naparpartak ngem angin.
413
Kabaelannan nga ibato ti nuang idiay bangir a bantay ken maparut iti
dadakkel a kaykayo ken dadduma pay.
Iti nagtakderanda ket nakitada iti isasangpet iti barangay a naglaon iti
balasang a gapu iti ririda. Saan a naragsakan ti balasang kadagiti
mapaspasamak.
414
Idi rimkuas iti danum, iggem ni Biuag ti kadakellan a buaya sana pinilit a
pinanganga daytoy ket kinaritna ni Malana a bumatok met ti karayan. Ngem
iti inna panagbatok, sinabat ti balasang iti tangatang tapno saan a
madangran.
Kinita ti balasang ni Biuag sana kinuna “Ti pangaramatmo iti buaya ket
nangipakita ti kinatakrotmo. Siak ti anak diay enkantada a nangted ti
pannakabalinmo. Saan a rumbeng a maikkan iti pannakabalin iti kas kenka”.
4. Appendix B
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
415
Lesson Guide in Grade 1 - Ilokano: Week 29
I. Objectives:
1. Tell stories with correct rate, accuracy and prosody (phrasing, pausing and
emphasis).
2. Read by sight words listed in appendix
3. Read phrases, sentences and short stories containing high frequency words
and words studied
4. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words
5. Read grade one level text in three – to four – word phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
6. Spell previously learned words correctly.
7. Spell action words in different tenses as it is used in the sentences correctly.
8. Write simple sentences, phrases, paragraph and stories observing correct
punctuation marks, capitalization, indentions and format.
9. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Use the correct action words in narrating one’s experiences.
11. Identify and use synonyms, antonyms, homonyms and multiple -meaning
words correctly
12. Identify some words that comprise contractions ( e.g. can’t – can not, isn’t – is
not).
13. Infer the character’s feelings based on their actions or on what they say.
14. Cite the problem and/the most likely solution to story, legends, etc. read.
15. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
16. Express love for stories by browsing the storybooks read to them and asking
to read more stories.
B. Focus Skills:
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution to school and community
issues, events, situations, radio broadcast, news, etc. read.
d. Express love for stories by browsing the storybooks read to them and
asking to read more stories.
416
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple -
meaning words correctly
b. Identify some words that comprise contractions ( e.g. can’t – can not,
isn’t – is not).
3. Oral Language
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
b. Read grade one level text in three – to four – word phrases and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in appendix
b. Read phrases, sentences and short stories containing high frequency
words and words studied
7. Spelling
a. Spell previously learned words correctly.
b. Spell action words in different tenses as it is used in the sentences
correctly.
8. Handwriting
Write simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
Use the correct action words in narrating one’s experiences.
417
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Ask the pupils what fiesta celebrations have they experienced joining in
already. Ask what places celebrated these fiestas. Let them share their
experiences about it.
3. Previewing
Present the smallbook “Ti “Longganisa Festival” ‘Diay Vigan. Talk
about the title, author and illustrator. Have them look at the cover of the
book showing the picture of the people preparing longganisa with the old
houses in Vigan as background Ask: Ayanna ngata a napasamak daytoy
a sarita? sarita? Ania dagiti makitayo kadaytoy a ladawan?
4. Motive Question
Have them look at the first page of the book showing the family preparing
for travel. Ask: Sadino ngata ti papanan ti sangapamiliaan? Apay a
sangaangenda?
418
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Sadino ti papanan ti Group 1- Draw and Tell
sangapamiliaan? Idrowing ken ilawlawag dagiti
Ania ti gagarada iti papananda? nakita ti ubing nga agsalsalaysay ti
Ania dagiti marambakan iti Enero sarita nga uray laeng dimmakkel
25? dagiti matana.
Apay a dimmakkel dagiti mata ti
ubing a mangisalsalaysay ti sarita?
Apay a masapul a dinagdagen ida Group 2- Make Faces
ni Tio Pido? Ibaga dagiti pasamak santo
Ania dagiti nabuyada iti igid ti imustra dagiti mabalin nga itsura
kalsada?Plasa? dagiti rupada kabayatan ti
Ania ti kaririknada idi agbuybuyada panagbuybuyada.
iti parada? Plasa? Ipakita met ti mabalin a kaririknam
Naliwliwada kadi met laeng ti no sika ti agbuybuya
panakirambakda ti “Longganisa Group members take turns to
Festival”? perform the tasks
Naparagsak kadi met laeng iti Group 3 - Cut and Paste
pamilana ni Inang Baket? Apay? Children make a collage of
Apay a kasapulan a rambakan iti the advantages of celebrating
piesta? Ania ti maitedna iti fiestas.
tao/komunidad? (Teacher provides children
Ania ngata dagiti rason no apay magazines for the pictures)
nga adda piesta?
No maikkankayo ti gundaway nga Group 4 : Listen Everyone!
mangaramid ti advertisement Pupils show their advertisement
maipapan ti piesta a binuyayo,
kasanoyo nga aramiden daytoy?
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Review
a. Ania dagiti rinambakanda ti aldaw ti Enero 25?
b. Sadino ti napananda?
c. Ania dagiti pasamak iti aldaw ti Enero 25?
d. Apay a napanda idiay igid ti baybay?
419
e. Ania ti inaramid ti Inang Baket idi inyimbitar ni Tio Pido ti Kannawidan
Festival?
f. Naparagsak ngata ti kapamiliana ni Inang Baket?
B. Lesson Proper
1. Presentation
Ipakita dagiti ladawan iti smallbook. Saludsuden no ania ti dagiti naaramid
iti sarita. Isurat dagiti sungbat iti blackboard.
Sungbat: napan, nagsakay, nagbuya, nagparada, nammigat, nangan,
agsagsagad, agin- innaw, agbakbakkat, nangaldaw
2. Oral Practice
Ipabasa dagiti balikas/sao nga nakasurat iti blackboard.
3. Generalization
Kaano a napasamak dagiti tignay?
4. Guided Practice
The teacher lets pupils use the action words written on the board.
5. Independent Practice
a. Kaano ti maudi a pannakirambakyo ti piesta wenno aniaman a
selebrasion? Ania dagiti inaramidyo?
b. Find a partner. Then do an action. Let your partner tell what you are
doing. Do the same with your partner.
6. Application
420
C. Evaluation
421
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Mangipakita ti maysa a ladawan dagiti ubbing a madama nga agdaldalus.
Saludsod: Ania ti madam nga ar-araramiden dagiti ubbing? (Allukuyen dagiti
ubbing nga sumungbat ti kusto ken kumpleto patang (sentence). Isurat dagiti
sungbatda).
1. Kasano ti pannakaisurat ti umuna a sao iti patang (sentence)?
2. Ania dagiti kurtasurat (punctuation mark) nga adda iti ungto ti
patang(sentence)?
B. Writing Activity
Modelling by the Teacher
Present pictures with action and flashcards of action words. Ask the students
to match the picture with the action word. Let them use the word in a
sentence. Write the sentences on the board following the correct and proper
way of writing. Discuss how each of the sentences is written. Emphasize the
use of capital letter in the beginning and period at the end of the sentence.
1. Guided Practice
422
2. Independent Practice
C. Application
423
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate action words from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
424
APPENDICES
Appendix A
“Longganisa Festival” ‘diay Vigan
Sarita ni Leila P. Areola
425
Lesson Guide in Grade 1 - Ilokano: Week 30
I. Objectives:
1. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy and prosody (phrasing, pausing and emphasis).
2. Read by sight words listed in appendix
3. Read phrases, sentences and short stories containing high frequency words
and words studied
4. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
5. Read grade one level text in three – to four – word phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
6. Spell previously learned words correctly.
7. Spell action words in different tenses as it is used in the sentences correctly.
8. Write simple sentences, phrases, paragraph and stories observing correct
punctuation marks, capitalization, indentions and format.
9. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Use the correct action words in narrating one’s experiences.
11. Identify and use synonyms, antonyms, homonyms and multiple -meaning
words correctly
12. Identify some words that comprise contractions ( e.g. can’t – can not, isn’t – is
not).
13. Infer the character’s feelings based on their actions or on what they say.
14. Cite the problem and/the most likely solution to story, legends, etc. read.
15. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
16. Express love for stories by browsing the storybooks read to them and asking
to read more stories.
B. Focus Skills:
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution to school and community
issues, events, situations, radio broadcast, news, etc. read.
d. Express love for stories by browsing the storybooks read to them and
asking to read more stories.
426
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple -
meaning words correctly
b. Identify some words that comprise contractions ( e.g. can’t – can not,
isn’t – is not).
3. Oral Language
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
b. Read grade one level text in three – to four – word phrases and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in appendix
b. Read phrases, sentences and short stories containing high frequency
words and words studied
7. Spelling
a. Spell previously learned words correctly.
b. Spell action words in different tenses as it is used in the sentences
correctly.
8. Handwriting
Write simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
Use the correct action words in narrating one’s experiences.
427
III. Procedure:
DAY 1 & 2
A. Pre-reading Activities
1. Ask the pupils what community celebrations have they experienced
joining in already. Let them identify and share their experiences about it.
2. Unlocking of Difficult Words
a. Difficult words from the story
Sagut (realia)
Pirak (synonym)
Nalungpo (context clue)
Padpadaanan (demonstration)
b. Words with contractions
Agkansionto’n – agkansionto ni
Siakto’t – siakto ti
Litsonendanto’t – litsonendanto ti
‘Intayon – Mapantayon
3. Previewing
Present the big book with the poem “Bakasion iti Paskua”.
Talk about the title, author and illustrator. Have them look at the cover of
the book showing the picture of Christmas merrymaking. Ask: Maipapan
ngata ti ania ti daniw? Ania ngata dagiti padpadaanan nga aramiden ti
autor no madanon ti Paskua?
4. Motive Question
Have them look at the first page of the book showing a house with a star
hung on it Ask: Ania ngata ti marambakan no adda parol a nakabitin iti
balay? Ania ti kaipapanan ti parol a nakabitin iti balay?
428
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
bakasion iti Paskua? classmates to listen to. Let them
Siasino ti agkansionto? sing with you.
No saanmo ammo ti agkansion,
ania ti mabalin mo pay nga
aramiden?
Ania dagiti makitkita tayo a Group 2 – Draw and Color Me
banbanag no sumangbay ti Draw the things that are symbols
Paskua a saan a makitkita kadagiti of Christmas. Color them.
ordinario nga aldaw?
Damagenyo dagiti
kakaduayo no ania ti kayatda nga
aramiden kas mangpakita ti
panangrambak iti Paskua.
Mapmapan kayo kadi Group 3 - Pantomime
kadagiti ninong ken ninangyo no Show the different ways to show
bakasion ti Paskua? respect to our grandparents,
Siasino pay ti paspasiarenyo parents, godparents and other
no bakasion ti Paskua? elderly.
Kasano nga ipakitayo ti
panangrespetoyo kadakuada?
Apay a masapul a respetuen
ida?
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Review
Mangipakita ti ladawan ti Christmas Tree ken parol.
429
Ask: Ania ti umas - asideg a rambakan tayo? Kasano ti
panagsagsaganayo ti umay a Paskua?
B. Lesson Proper
1. Presentation
a. Manganto ti ubas ken mansanas ni adingko.
b. Gumatangto ti baro a badbado ni Nanang.
c. Umayto diay balaymi da ninong ken ninang.
d. Agkantanto dagiti ubbing na maki-Paskua.
e. Mapanto maki-misa de gallo ni manong.
2. Oral Practice
a. Iti umuna a sentence, ania ti obraen ni adingko?
b. Iti maikadua a sentence, ania ti aramiden ni Nanang?
c. Iti maikatlo a sentence, ania ti obraen da ninong ken ninang?
d. Iti maikapat a sentence, ania ti obraen dagiti ubbing a maki-Paskua?
e. Iti maikalima a sentence, ania ti obraenda manong?
3. Generalization
How do we form the future tense of an action word?
4. Guided Practice
Game: Get A Partner
Half of the class will be given flashcards with action words. They will
get a partner and let the one not holding a flashcard give the future tense
of the action word written in the card.
5. Independent Practice
Game: Choose Me
Let the pupils pick their choice of the cutout of different community
helpers. Tell something about them using the future tense of the verb.
(Example: Agkalapto ti adu nga ikan ti gayyemko. Agtarayto a mayor ti
numo ti biang)
Poem
Ti Ayat iti Maysa nga Ina
Insurat ni Haydee P. Hernando
430
C. Application
D. Evaluation
431
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Ask: Ania ti obraenyo into no bigat. Isurat daytoy iti pisara.
B. Writing Activity
1. Modelling by the Teacher.
Present pictures with action word in a pocket chart. Ask them to read all
the words. Let them use in the sentence. Write the answers on the board
following the correct format using correct punctuation marks.
2. Discuss how each of the sentences is written. Emphasize the use of the
capital letter at the beginning and period at the end.
3. Guided Practice
The pupils are made to copy a short story. The teacher will assist the
pupils.
4. Independent Practice
The pupils are asked to write what they will do tomorrow.
C. Application
432
D. Evaluation
E. Spelling
1. Dictate action words n the future tense. Let them write on the board.
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
Assessment
APPENDICES
5. Appendix A
Bakasion iti Paskua
Insurat ni Janet T. Bacunana
433
Lesson Guide in Grade 1 - Ilokano: Week 31
I. Objectives
1. Predict events that happen in the story based on context clues.
2. Tell if the story is real or fantasy.
3. Give the possible endings of a story, legends and etc.
4. Respond to the story through the following engagement activities:
Group 1 – Bring me to Where I am Going
Group 2 – Take this Reminder!
Group 3 – The Different Faces of Gemima in the story
Group 4 – A New Ending
5. Show love for reading by listening attentively during story reading and making
comments.
6. Use clues from context to figure out what the words mean
7. Recognize words that show the degree of a descriptive words (e.g. More,
most)
8. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In
a given situations/issues/news/events.
9. Read grade one level text with an accuracy rate of 95 - 100%.
10. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
11. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
12. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
13. Correctly spell previously learned words.
14. Correctly spell descriptive words as it is used in the sentences
15. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
16. Observe mechanics when copying/writing sentences, capitalization, white
space.
17. Identify describing words in sentences
B. Focus Skills
1. Reading Comprehension
Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
Telling if the story is real or fantasy.
Giving the possible endings of a story, legends and etc
Giving the summary of the propaganda, issues, blogs, advertisements
and etc. read.
434
Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
Using clues from context to figure out what the words mean
Recognizing that two words can make a compound word.
Recognizing words that show the degree of a descriptive words (e.g.
More, most)
3. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situations/issues/news/events.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 - 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spelling previously learned words.
b. Correctly spelling descriptive words as it is used in the sentences
8. Handwriting
a. Observing proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
b. Observing mechanics when copying/writing sentences, capitalization,
white space.
9. Grammar Awareness
Identifying describing words in sentences
435
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what places have they visited during their Christmas
vacation. Ask what ride they took then share their most unforgettable
experience about it.
2. Unlocking of Difficult Words
a. surot (by context clue)
b. ipus (by context clue)
c. alibtak (context clue)
d. napardas (demonstration)
e. bimmuntog (demonstration)
f. naridam (by context clue)
g. nagalis (demonstration)
h. awanan asawa (context clue)
3. Previewing
Present the big book “Ti Umuna a Padas a Panaglugan ti Barangay. Talk
about the title, author and illustrator. Have them look at the cover of the
book showing a girl crying in pain seated on the banca. Ask: Maipapan
ngata ti ania ti sarita? Ania ngata ti mapasamak iti sarita?
4. Motive Question
Have them look at the first page of the book showing Gemima
approaching the banca all alone. Ask: Ania ngata ti mapasamak kenni
Gemima?
436
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Gemima?
Sadino ti papananda?
Ania dagiti paglugananda?
Apay a barangay ti naglugananda?
Ania pay dagiti ammoyo a mabalin
nga pagluganan malaksid ti traysikel
ken barangay?
Apay a natudingan nga ipus isuna?
Ania dagiti pasamak iti panagluganda
iti traysikel?
Ania ti kayatna sawen iti nasam-it nga
isem ni Manong Erro?
Adda kadin ti barangay iti Group 2
pagballasiwan idi simmangpetda Take this Reminder
Gemima idiay karayan?
Siasino ti nasangpetanda?
Iladawanyo man ti bangkero?
Ania ti inaramid ti idi nakababan iti
traysikel?
Ania ti impalagip ni Tata Ladio
kenkuana?
Dimngeg kadi ni Gemima?
No sika ni Tata Ladio, kasanom koma
met a pinalagipan ni Gemima?
Ania iti napasamak iti panaglugan ni Group 3
Gemima ti barangay? The Different Faces of Gem in
Iladawanyo man ti rupa ni Gemima the story
manipud iti panag-wen ni nanangna a
sumurot, iti panagluganda iti traysikel,
iti pannakakitana iti barangay ken ti
pannakapaigalisna.
Ania ngata ti simmaruno a pasamak iti Group 4
sarita? New Ending Give the
No dakayo ti mangited ti pagturposan possible ending of the story
ti sarita, ania daytoy?
Agpaypayso ngata a napasamak
daytoy a sarita wenno aramid lang
daytoy manipud ti imahinasion ti tao?
437
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Iladawan ni nanangna bilang maestra. Answer: naanus, nasingpet
2. Iladawan ni Gemima. Answer: surot, naalibtak, nagaget, alikuteg,
darasudos
3. Ania ti makunayo kenni Manong Erro? Nagaget
4. Iladawanyo man ti Tata Ladio? bassit, naridam,
B. Lesson Proper
1. Presentation Lesson
a. Naanus ken nasingpet a maestra ti nanangna.
b. Naalibtak ngem darasudos nga ubing ni Gemima.
c. Nagaget ni Manong Erro nga agbiahe.
d. Bassit a lakay ni Tata Ladio.
e. Naridam a bangkero ni Tata Ladio
2. Oral Practice
a. Iti umuna a sentence, ania dagiti balikas a mangiladawan iti maestra?
b. Iti maikadua a sentence, ania dagiti balikas a mangiladawan kenni
Gemima?
c. Iti maikatlo a sentence, ania dagiti balikas a mangiladawankenni
Manong Erro?
d. Iti maikapat ken maikalima a sentence, ania dagiti balikas a
mangiladawan kenni Tata Ladio?
3. Generalization
What were used to describe the characters in the story? balikas/sao
4. Guided Practice
Game: Present a friend/Find a New Friend
Group the pupils into two. Let each pupil describe the friend/new found
friend.
5. Independent Practice
a. Game: Describe and Tell
Distribute pictures of persons with names below them. Let them
describe and tell about the picture they are holding.
b. Poem
Ti Manursuro
Insurat ni Leila P. Areola
438
Siasinno ti nagakem iti daniw?
Ania dagiti balikas a nangiladawan kenni Maestro Jose? Ubbing?
6. Application
C. Evaluation
439
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Riddle: Pugtuannak!
Lalakiak ngem atiddog ti kawesko.
Adu latta dagiti sangaili iti dakkel a balayko.
Adda dagiti naragsak, adda met naladingit.
Katulungandak a dumawat ti kaasi ti Apo.
Siasinnoak?
Ania ti “punctuation mark” a makita kadagiti ungto ti sentence?
B. Writing Activity
Modelling by the Teacher
Present flashcards of descriptive words in the pocket chart. Ask them to read
all the words. Let them use the words in sentences. Write the sentences on
the board, following the three straight lines on the board. Let them observe
how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of capital
letter at the beginning and period at the end.
Guided Practice
The pupils are made to copy a story. The teacher mills around to assist
the pupils.
Independent Practice
The pupils are asked to write about how they reached school that day.
C. Application
440
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write it on
their slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
441
APPENDICES
Sinapsapana ni Gemina ti agriing iti aldaw nga awan serrek na iti pagadalan.
Kayatna a mapadasan iti aglugan ti barangay. Isu a kimmarayo kenni nanangna
a sumurot iti pagisursuroanna. Naanus ken nasingpet a maestra ni nanangna.
Surot ti awagda kaniana. Ipus ni nanangna iti dandani amin a pappapananna.
“Ala, agrubbuatka ngaruden tapno saanta a mapanawan iti barangay,”
indagdag ni nanangna nga imbaga. “Nasapa ti biahe ni Tata Ladio no adda
klase.”
Inyalibtakna ti panagrubbuatna. Idi nakasaganan, napannan inayaban ti
Manong Erro. nagaget Ni Mng Erro a mangitultulod kenni nanangna iti
pagballasiwan.
Napardas ti panagpataray ni Manong Erro iti traysikel.
“Saanka unay agpataray ti napardas. Uray ta nasapa pay met laeng,”
impalagip ti maestra.
Nasam-it laeng nga isem ti sungbat ni Manong Erro.
Saan a nabayag ket nakadanondan iti pagballasiwan.
Dagus a bimmaba ni Gemima iti traysikel.
Nakapondon iti barangay iti igid iti karayan. Maysa a bassit a lakay ti
mangur-urnos kadaytoy.
“Naimbag a bigatmo, maestra,” inkablaaw ti lakay.
“Naimbag a bigatmo met, manong,” insungbat ti maestra.
“Nanang, siasino dayta bassit a lakay?” dinamag ni Gem kenni nanangna
“Isu ni Tata Ladio. Isuna ti kanayon a sarsaritaek kadakayo a bangkero nga
awanan asawa. Nadayaw ken naanus a lakay. Kangrunaanna ket naridam a
lakay isuna. Nasapa a kadaaldaw a mangiballasiw kadakami tapno saan kami a
maladaw, ” inlawlawagna.
Ket ti ayat ni Gemima a makapadas nga aglugan ti barangay, inunnaanna ni
nanangna a lumugan ti barangay. Dinagdagusna iti simmagpa.
“Agal-alwadka anakko ta nagalis,” impalagip ni Tata Ladio.
“Ay! Naggalis a talaga…”
Saanna pay nalpas a nabalikas amin nga kayatna nga ibaga ket naipagalis
metten ni Gemima.
442
Lesson Guide in Grade 1 - Ilokano: Week 32
I. Objectives
1. Predict events that happen in the story based on context clues.
2. Tell if the story is real or fantasy.
3. Give the possible endings of a story, legends and etc.
4. Respond to the story through the following engagement activities:
a. Group 1 – Dumngegkayo!
b. Group 2 – …no Sarmingak!
c. Group 3 – Dagiti Nadumaduma a Rupa
d. Group 4 – Ti Baro a Damag!
5. Show love for reading by listening attentively during story reading and making
comments.
6. Use clues from context to figure out what the words mean .
7. Recognize words that show the degree of a descriptive words (e.g. More,
most)
8. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In
a given situations/issues/news/events.
9. Read grade one level text with an accuracy rate of 95 - 100%.
10. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
11. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
12. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
13. Correctly spell previously learned words.
14. Correctly spell descriptive words as it is used in the sentences
15. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
16. Observe mechanics when copying/writing sentences, capitalization, white
space.
17. Use appropriate describing words in taling about persons, places and things.
B. Focus Skills
1. Reading Comprehension
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Telling if the story is real or fantasy.
c. Giving the possible endings of a story, legends and etc.
d. Giving the summary of the propaganda, issues, blogs, advertisements
and etc. read.
443
e. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
a. Using clues from context to figure out what the words mean
b. Recognizing that two words can make a compound word.
c. Recognizing words that show the degree of a descriptive words (e.g.
More, most)
3. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situations/issues/news/events.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 - 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spelling previously learned words.
b. Correctly spelling descriptive words as it is used in the sentences
8. Handwriting
a. Observing proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
b. Observing mechanics when copying/writing sentences, capitalization,
white space.
9. Grammar Awareness
Using appropriate describing words in talking about persons, places
and things
444
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what any news that they can share. Ask them how they
have learned about he news.
2. Unlocking of Difficult Words
a. salisal (by context clue)
b. pagiwarnak (by context clue)
c. pablaak (context clue)
d. kararagsakan (context clue)
e. kalalaingan (context clue)
3. Previewing
Present the big book “Naipablaak ni Nikka”. Talk about the title, author
and illustrator. Have them look at the cover of the book showing a
Maestra Divina showing the newpaper with the picture of Nikka being
awarded with a medal. Ask: Maipapan ngata ti ania ti sarita? Ania ngata ti
mapasamak iti sarita?
4. Motive Question
Have them look at the cover page of the book showing. Apay ngata a
kasta unay ti ragsak ti maestra iti ladawan?
445
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Manoda amin a nagsasalisal? Group 2
Apay a saan a nangabak diay taga- No Sarmingak!
Claveria? lladawan dagiti nakisalisal ti
Ania dagiti sarita a mangiladawan “Read-A-Thon”.
kenni
Nikka a mabalin a nangpangabak
kenkuana?
Ania ti karirikna da Maestra Divina, Group 3
dagiti gagayyemna, nagannakna Dagiti nadumaduma a rupa
kenni idrowing dagiti rupa dagiti
Nikka iti panangabakna? nagakem iti saritaq
Siasinno kadakuada ti
kararagsakan?
Apay?
Kasta ngata met ti kaririknayo no
dakayo ni Nikka?
Ania met ngata ti karirikna dagiti
kinasalisalna?
Nodakayo ti naabak, ania ti
aramidenyo?
Ania ti karit ni Maestra Divina kdagiti Group 4
ubbingna? Ti Baro a Damag!
Ania ti inyay-ayona kadakuada?
Malaksid ti pagiwarnak, ania pay
dagiti mabalin a pakaipablaakan
dagiti damdamag?
Ania dagiti pagsayaatan ti
panagbasa ti pagiwarnak,
panagdengngeg iti radio ken
telebision?
No sungbatanyo ti angaw a
saludsod ni Karlo, ania ngata ti
pakapablaakanna?
Ania ngata a rason a maipablaak?
446
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Iladawan ni Maestra Divina.
2. Iladawan dagiti gagayyen ni Nikka
3. Iladawan ni Nikka
4. Iladawan diay taga-Claveria a nakisalisal?
5. Iladawan ni Karlo
B. Lesson Proper
1. Presentation Lesson
a. Naragsak ni maestra Divina.
b. Naragragsak dagiti gagayyem ni Nikka ngen ni Maestra Divina.
c. Kararagsakan ni Nikka kadagiti amin a naragsakan ti panangabakna.
d. Nagaget ken natulnog nga ubing ni Nikka.
e. Kalalaingan ni Nikka kadagiti amin a nakisalisal.
f. Nalaing diay taga-Claveria ngem iti ti kakapsutan ti boses.
g. Nalalaing diay taga-Gonzaga ngem diay taga-Claveria.
h. Kauubingan ken kabassitan ni Karlo iti pagadalanda.
2. Oral Practice
a. Iti umuna a patang, ania ti balikas a mangiladawan kenni Maestra
Divina?
b. Iti maikadua a patang, ania dagiti balikas a mangiladawan kadagiti
gagayyemna?
c. Iti maikatlo a patang, ania dagiti balikas a mangiladawan kenni Nikka?
d. Siasinno ti nangidiligan ti kinaragsak dagiti gagayyemma? Ania a
balikas ti mangiladawan kadaytoy?Ans. Maestra Divina/Naragragsak
e. Siasinno ti nagidiligan ti kinaragsak ni Nikka?
f. Iti maikapat a patang, ania dagiti balikas a mangiladawan diay taga-
Claveria?
g. Siasinno kadigiti tallo a nakisalisal ti kalalaingan?
h. Siasinno ti nalalaing, diay taga-Claveria wenno taga-Gonzaga?
i. Iti maikalima a patang, ania dagiti balikas a mangiladawan kenni
Karlo?
j. Siasinno kadagiti nangidiligan kenni Karlo?
3. Generalization
Kasano a buklen ti “degrees of comparison dagiti mangiladawan a
balikas?
4. Guided Practice
Lottery Game: Group the pupils into three. Let each pupil describe the
object they pick applying rules on forming degrees of comparison of
adjectives.
447
At-atiddog ti naalami a lapis.
Kaatiddogan ti naalami a lapis.
5. Independent Practice
Game: Bring Me!
The pupils maintain their group. This time, each member of the group is
asked to locate a particular object from among the pictures/objects
scattered by the teacher on the floor. The pupil who is able to respond to
the request of the teacher wins. The three contestants are made to
present and compare what they got.
Say: Among the objects on the floor are balls, bring me the smallest ball.
Student X: Ti bola nga adda kaniak ket isu ti kababassitan.
Student Y: Ti bola nga adda kaniak ket basbassit ngem ti bola ni
_________.
Student Z: Bassit ti bola nga adda kaniak.
6. Application
The teacher presents pictures/objects of different sizes, shapes, qualities.
Pupils are made to compare similar objects presented by the teacher
through a game. Who ever catch the ball takes the slot of answering the
question and who in turn gets the opportunity to throw the ball to another.
448
C. Evaluation
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Experience Story. The pupils are asked to bring out the fruit vegetables they
brought with them.
Sadinno ti naggburasan/nangalaanyo kadagiti intugotyo?
Ania dagita intugotyo?
Pagdidiligenyo man nga iladawan dagiti intugotyo.
Ania kadagitoy ti magusustuan ti grupoyo unay? Apay?
Steps:
1. Do a group activity. Ask students to share an experience related to the
assignment given them.
a. Have the children do the activity or experience.
b. When they finish the activity, encourage the students to talk about
what they did or saw—their experience...
2. Students make up a story about their experience
a. Once the students have talked about their experience, tell them, “Now
write your own little story about this.
3. Let the students take take a sheet of paper to write the story as dictated
by the other members of the group. Each one is asked to write.
a. When the students have had a few minutes to talk together about their
experience, ask them if they would like to create a story about the
experience.
b. When they agree, ask them to think about what they want to say first.
c. Let the students talk a bit and decide what they want to say first.
449
d. When one of the students tells a sentence, repeat the sentence and
ask the class “Is that what you want to say?” If they agree, then let
them write the sentence just as they said it.
e. After they write the sentence, let one of the students read it. Ask, “Is
that what you want to say?” If they want to change the sentence, let
them change it so they are satisfied.
f. Then ask, “What would you like to say next?” Again, let them write just
what they tell.(You may need to encourage the students to keep their
sentences short.)
g. Encourage them to keep the story short (about 6-7 short sentences)...
4. Read the story to the students.
Read the entire story to the students. Let them make changes if they
want. Then read it again.
5. Students give their story a title and you write it above the story
a. 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 accurately describe what the story is about.)
b. Let them write the title just as they say it.
6. Read the entire story again, using the Reading Plan
7. Later, copy the story neatly onto a large sheet of paper and put it on the
wall. If there is time, encourage the students to draw one or more
pictures about their story on the sheet of paper.)
B. Writing Activity
1. Modelling by the Teacher
The teacher writes on the board the first two sentences, following the
three straight lines on the board. Let them observe how you write the
sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to write the story as dictated. The teacher mills
around to assist the pupils.
3. Independent Practice
The pupils continue writing the story as dictated on their own.
C. Application
The pupils are asked to rewrite the experience story in final form.
(See attached news article)
450
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write it on
their slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
451
APPENDICES
Naipablaak ni Nikka
Sarita ni Leila P. Areola
452
Lesson Guide in Grade 1 - Ilokano: Week 33
I. Objectives:
1. Use culturally appropriate expressions in giving opinion, ideas, views, etc. in
a given situation/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 with an accuracy rate of 95-100%
4. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuation cues.
5. Correctly spell previously learned words
6. Correctly spell descriptive words as it is used in the sentences
7. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing
8. Write essay and story observing correct punctuation marks, capitalization,
indentions and format
9. Use appropriate describing words expressing degree of comparison in talking
about persons, places, and things
10. Use clues from context to figure out what the words mean
11. Recognize that two words can make a compound word
12. Recognize words that show the degree of a descriptive word (e.g. more,
most)
13. Predict what the story, school, and community events, situations, activity,
legends, blogs, etc. based on context clues
14. Retell story, legends, etc. read using own words with emphasis on the correct
sequence of events
15. Retell news articles, TV broadcast , etc. read and listened using own words
with emphasis on the correct sequence of events
16. Show love for reading by listening attentively during story reading and making
comments
17. Respond to the story through the following engagement activities:
Group 1 – Siasino kadakami?
Group 2 – Iladawanmo man
Group 3 – Saritaem Manen
Group 4 – Agyamanak
A. Story:
Adda Laeng sa ti Asideg
Sarita ni Grace Donata S. Abugan
B. Focus Skills
1. Reading Comprehension:
a. Predicting what the story, school, and community events, situations,
activity, legends, blogs, etc. based on context clues
453
b. Retelling story , legends, etc. read using own words with emphasis on
the correct sequence of events
c. Retelling news articles, TV broadcast , etc. read and listened using
own words with emphasis on the correct sequence of events
d. Showing love for reading by listening attentively during story reading
and making comments
2. Vocabulary:
a. Using clues from context to figure out what the words mean
b. Recognize that two words can make a compound word
c. Recognize words that show the degree of a descriptive word (e.g.
more, most)
3. Oral Language:
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. in a given situation/issues/news/events
4. Fluency:
a. Reading grade one level text with an accuracy rate of 95-100%
b. Reading grade one level text in four to five word phrases with
appropriate intonation, expression and punctuation cues…
5. Composing:
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format
6. Word Recognition:
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied
7. Spelling:
a. Correctly spell previously learned words
b. Correctly spell descriptive words as it is used in the sentences
8. Handwriting:
Observing proper spacing between words, punctuations marks, and
capitalization in essay and story writing
9. Grammar Awareness:
Using appropriate describing words expressing degree of comparison
in talking about persons, places, and things
G. Theme: Communication
454
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation:
Nakakitakayo kadin ti cellphone? Siasino ti am-ammoyo nga adda
cellphonena? Ania ti usar ti cellphone?
2. Unlocking of Difficult Words
a. Agbakir (context clue)
b. Ib-ibturan (context clue)
c. Bangkag (synonym)
d. Napardas (antonym)
e. Rice thresher (illustration)
f. Gas Stove (illustration)
3. Previewing
Present the book “Adda Laeng sa ti Asideg.” Talk about the title, author,
and illustrator. Have them look at the cover of the book showing Tata
Dante and Nestor having dinner while Nana Dora is talking to somebody
on her cellphone. Allow them to make predictions about the story.
4. Motive Question:
Have them look at the first page of the book showing the family eating
and talking happily in front of the dinner table.
Ask: Apay ngata a naragsak ti pamilia Rosales? Ania ngata ti
pagpapatanganda?
455
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small/Group Activities)
Ania dagiti mausar iti Telepono –
pannakisarita ti nadakamat? Cellphone –
Telegrama –
Group 2
Ania ti inaramdda iti kabigatanna? Iladawanmo Man
Ania dagiti ginatangda?
Apay a naragsak ni Tata Dante? Idrowing dagiti banbanag a
Apay a naragragsak ni Nana pinagatang ni Delia a
Dora? pakaragsakan dagiti kameng ti
Apay a naragragsak pay ni pamiliana?
Nestor?
Group 3
Ania dagiti importante a pasamak Saritaem Manen
ti sarita?
Ania kadagitoy a pasamak ti Mangsurat ti 5 nga importante a
magustuam? pasamak iti sarita.
Apay a magustuam daytoy? Urnosen dagitoy batay iti
panagsasarunoda.
Mangpili iti grupoyo ti maysa a
mangbasa ti insuratyo.
Group 4
No kas pagarigan sika ti Agyamanak
makinkabsat kenni Delia, ania ti
aramidem tapno maipakitam ti Mangaramid ti maysa a Thank
pangayamanmo kenkuana? You card a para kenni Delia.
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Ania ti makunayo iti telegrama a mausar a pannakisarita?
Sungbat: Napardas ti telegrama.
Ania ti makunayo iti telepono?
Sungbat: Naparpardas ti telepono ngenm ti telegram.
Ania met ti makunayo iti cellphone?
Answer: Kapapardasan ti cellphone kadagiti tallo.
2. Ania ti narikna ni Tata Dante ti pananggatangda ti rice thresher?
456
Sungbat: Naragsak ni Tata Dante.
Ania ti narikna ni Nana Dora ti pananggatangda ti gas stove?
Answer: Naragragsak pay ni Nana Dora ngem ni Tata Dante.
Ania met ti narikna ni Nestor ti pananggatangda ti baro a sapatosna?
Answer: Ni Nestor ti kararagsakan kadakuada amin.
B. Lesson Proper
1. Presentation of the Lesson
a. Napardas ti telegrama.
Naparpardas ti telepono ngenm ti telegram.
Kapapardasan ti cellphone kadagiti tallo.
b. Naragsak ni Tata Dante.
Naragragsak pay ni Nana Dora ngem ni Tata Dante.
Ni Nestor ti kararagsakan kadakuada amin.
2. Oral Practice
a. Iti umuna a grupo dagiti balikas, ania ti mangiladawan iti telegrama?
b. Iti maikadua grupo dagiti balikas, ti mangiladawan kadagiti telepono?
c. Iti maikatlo a grupo dagiti balikas, ania ti mangiladawan iti cellphone?
(Process the other succeeding three sentences.)
d. Ania dagiti sarsarita nga inladawan tayo iti umuna a sentence? Iti
maikadua a sentence? Iti maikatlo a sentence?
e. Ania a sarita ti aramaten no maysa laeng ti pagsarsaritaan a tao?
bagay? lugar? Ket no dua? Ania met no tallo wenno nasursurok?
3. Generalization
Ania a sarita ti aramaten no maysa laeng ti pagsarsaritaan nga tao?
bagay? lugar? Ket no dua? Ania met no tallo wenno nasursurok? Ania
ngarud ti tawag tayo kadagitoy?
Answer: Degree of Comparison
4. Guided Practice
Call three pupils/Show three pictures and let pupils describe them using
the degree of comparison of descriptive words.
5. Independent Practice
a. Game: Describe and Tell?
Distribute pictures of places, people, and things. Let them describe
and compare.
b. Poem
Gimmatangak ti sabali,
Bassit ti ‘inko pinili,
Basbassit ti para ken ni Wally,
Ngem kababassitan ti billit ni Billy.
457
Idi dakkeldan inlakomi ida,
Nangina ti umuna,
Nanginngina diay maikadua,
Ngem diay maikatlo met lang ti kanginginaanda.
6. Application
C. Evaluation:
458
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Burburtia: Pugtuannak
1. Dua nga agkarruba
a. Saan da nga agkinkinnita.
b. Siasinoak? Lapayag
2. Ubing pay ni pare.
a. Umul-ulin ti torre.
b. Siasinoak? Kuton
c. Ania nga “punctuation mark” ti makita kadagiti ungto ti sentence?
B. Writing Activity
1. Modeling by the teacher
Present flashcards of comparison of descriptive words in the pocket chart.
Ask pupils to read all the words. Let them use the words in sentences.
Write the sentences on the board following the three straight lines on the
board. Let them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to copy a story. The teacher mills around to assist
the pupils.
3. Independent Practice
Let pupils write about what they felt during the first day of class.
C. Application
459
D. Evaluation
E. Spelling
DAY 5
Assessment
460
APPENDICES
Naragragsak pay ni Nana Dora gapu ta nalaklakan ti agluto iti gas stove.
461
Lesson Guide in Grade 1 - Ilokano: Week 34
I. Objectives
1. Predict what the story is about based on context clues.
2. Retell story read and listened using own words with emphasis on the correct
sequence of events.
3. Show love for reading by listening attentively during story reading and making
comments.
4. Use clues from context to figure out what the words mean.
5. Recognize that two words can make a compound word.
6. Recognize words that show the degree of a descriptive words (e.g. more,
most)
7. Use culturally appropriate expressions in giving opinions, ideas, views, etc. in
a given situations/issues/news/events
8. Read grade one level text with an accuracy rate of 95 – 100%.
9. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
10. Write essay and story observing correct punctuation marks, capitalization.
Indentions and format.
11. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
12. Correctly spell previously learned words.
13. Correctly spell descriptive words as it is used in the sentences.
14. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
15. Use appropriate describing words expressing degree of comparison in talking
about persons, places and things.
B. Focus Skills
1. Reading Comprehension
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Retelling story, legends news articles TV broadcast and etc. read and
listened using own words with emphasis on the correct sequence of
events.
c. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
a. Using clues from context to figure out what the words mean.
b. Recognizing that two words can make a compound word.
462
c. Recognizing words that show the degree of a descriptive words (e.g.
more, most)
3. Oral Language
Using culturally appropriate expressions in giving opinions, ideas,
views, etc. in a given situations/issues/news/events.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 – 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay and story observing correct punctuation marks,
capitalization. Indentions and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spell previously learned words.
b. Correctly spell descriptive words as it is used in the sentences.
8. Handwriting
Observing proper spacing between words, punctuation maks, and
capitalization in essay and story writing.
9. Grammar Awareness
Using appropriate describing words expressing degree of comparison
in talking about persons, places and things.
III. Procedure
DAY 1 & 2
A. Pre – reading Activities
1. Motivation
Ask the pupils if they have backyard garden at home. Ask what
vegetables they have in their garden. Then let them share ways on how
to take care of their garden.
2. Unlocking of Difficult Words
a. balitok (through context clue)
b. kanatengan (through context clue and picture)
463
c. siddaaw ( through demonstration)
d. tabungaw (through picture)
3. Previewing
Present the story to the pupils. Talk about the title, author and illustrator.
Ask them to predict what the story might be about.
4. Motive Question
Have the children look at the picture of a backyard garden. Ask: Apay nga
adda ti balitok iti kanatengan?
B. During reading
1. First Reading
Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the story line page by page, left to
right, top to bottom.
2. Second Reading
Give pupils a chance to interact with the text. Ask questions to help pupils
predict and monitor their comprehension.
C. Post reading
1. Guide the pupils in answering the motive question.
2. Group the pupils into three and guide them to do the following activities:
Comprehension Questions Engagement Activities
Siasino ti adda ti kanatenganna? Group 1
Ania dagiti natnateng a makita diay Draw Tata Lucio’s Backyard
likod ti garden.
balayda Tata Lucio? Idrowing dagiti natnateng a makita
Kaanoda a nagapit kadagiti diay likod ti balayni Tata Lucio.
mulmulada?
Sino tinapandiaydapon? Group 2
Ania ti inaramid ni Nana Soleng Act out how excited Nana Soleng
idiay dapon? was after selling her vegetables?
Kasano ti kaririknana idi nalakona
amin dagiti natengna?
Iladawanyo ti rupani Nana Soleng Group 3
idi nakaawid isu idiay balayda? Retell the story through pictures.
Naragsakan kadi met da Tata
Lucio ken dagiti annakna idi
nanggegda ti napintas a damag ni
Nana Soleng?
No sika ni Tata Lucio, kasta kadi
met ti kaririknam?
464
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Iladawanyo ni Tata Lucio bilang maysa nga ama?
2. b.Iladawanyo met ni Nana Soleng bilang maysa nga ina ken asawa?
3. Iladawan ti kanatengan iti agasawa a Lucio ken Soleng?
4. Sino kaniayo ti nakapanen diay dapon? Iladawanyo man ti dapon?
5. Ania dagiti makitkitayo idiay dapon?
6. Ania ti makunayo ti pamilia ni Tata Lucio?
B. Lesson Proper
1. Presentation Lesson
a. Nagaget ken naanus ni Tata Lucio.
b. Naragsak ken nasingpet ni Nana Soleng.
c. Nagpintas a kitaen ti kanatengan ni Tata Lucio.
d. Naglalangto ti natnatengna.
e. Nagado ti tao diay dapon.
f. Nadumaduma dagiti lako a makita diay dapon.
2. Oral Practice
a. Iti umuna a patang, ania dagiti balikas a mangiladawan kenni Tata
Lucio?
Sino ngata ti mas naanus ken nagaget,ni Tata Lucio wenno ni Nana
Soleng?
b. Iti maikadua a patang, ania met dagiti balikas a mangiladawan kenni
Nana Soleng?
Sino kaniayo ti naragsak ken nasingpet a kasla kenni Nana Soleng?
c. Ania met a balikas ti mangiladawan ti kanatengan ni Tata Lucio? Sino
kaniayo ti adda met kanatenganna diay balayda?
Kasla met kenni Tata Lucio ti kanatenganyo wenno napimpintas pay?
Adda kadi met kanatenganyo idiay barangayyo? Sino ngata ti
kapintasan ti kanatenganna diay ayanyo?
d. Iti maikapat ken maikalima a sentence, ania a balikas ti mabalin a
mangiladawan ti dapon? Iladawanyoman dagiti nadumaduma a lako
diay dapon?
3. Generalization
What were used to describe the persons places and things in the story?
4. Guided Practice
Partner Talk.
Let the pupils find a partner or a new friend. They will talk about
themselves. Then, let each describe the new found friend in front of their
classmates.
5. Independent Practice
Game: Describe and tell
Distribute pictures of persons, places and things with names or label
below them.
Let them describe the pictures they are holding and compare them with
the pictures their classmates are holding too.
465
6. Application
C. Evaluation
Let the pupils describe and compare the set of pictures on a chart.
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Poem:
Nana Rosa
Insurat ni Rowena DecenaGaffud, MT-1
B. Writing Activity
1. Modelling by the teacher
Present descriptive words in a pocket chart. Ask the children to read
the words. Let them use the words in sentences. Write the sentences
on the board.
466
Discuss how each of the sentences is written.
2. Guided Practice
The children are made to copy a story.
3. Independent Practice
The children are asked to write about their backyard gardens.
C. Application
The teacher dictates a part of a blog. The pupils are made to jot down the
that part of the blog as dictated by the teacher observing proper spacing
between words, punctuation marks, and capitalization.
D. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write on
their paper.
3. Dictate 3-5 sentences containing previously learned words.
4. Write the spelling words clearly on the board. Let them write these words
on their paper. Supervise them as they do the activity. Check their work.
DAY 5
Assessment
APPENDICES
Anian ti ragsakda Joy, Lenie ken Rosa a nakita iti kanatenganda idiay
likod ti balayda. Intukit dagitoy da Tata Lucio kenni Nana Soleng.
Nadumaduma a klase dagiti natnateng iti mulada. Adda ti karabasa,
tarong, utong, kamatis, saluyot ken paria.
Iti maysa nga aldaw ti Sabado, nagapitda kadagiti mulmulada. Napan
inlako ni Nana Soleng didiay dapon ti aldaw ti Domingo. Anian a ragsak ni
Nana Soleng ta nagadu ti naglakuanna. Addan pagbayadda ti matrikula
dagiti annakda.
Nagawid a siraragsak ni Nana Soleng. Imbagana ti pamiliana ti
napintas a damag.
Nagyaman dagiti annakda kadagiti nagannakda. Insapatada a
kanayondan a tumulong a mangtaripato kadagiti natnatengda.
467
Lesson Guide in Grade 1 - Ilokano: Week 35
I. Objectives
1. Predict what the story is based on context clues
2. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events
3. Respond to the story through the following engagement activities:
a. Group I – My Memories of Gonzaga
b. Group II – Show Me Around
c. Group III – Gonzaga’s Booth
d. Group IV – Going Home
4. Show love for reading by listening attentively during story reading and making
comments
5. Use clues from context to figure out what the words mean
6. Recognize that two words can make a compound word
7. Recognize words that show the degree of a descriptive words (e.g. more,
most)
8. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes/results of story, events, activity, actions and situations heard)
9. Read grade one level text with an accuracy rate of 95% - 100%
10. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues
11. Correctly spelled previously learned words
12. Correctly spell compound words as it is used in the sentences
13. Observe proper spacing between words, punctuation marks, and
capitalization in taking down dictated text.
14. Write through dictation simple sentences, phrases and paragraph observing
correct punctuation mark, capitalization, indentions and format
15. Give the synonyms and antonyms of simple describing words
B. Focus Skills:
1. Reading Comprehension
a. Predict what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues
b. Retell a school/community articles, news, events, etc. read in their
own words, citing the characters and important events
c. Show love for reading by listening attentively during story reading and
making comments
468
2. Vocabulary
a. Use clues from context to figure out what the words mean
b. Recognize that two words can make a compound word
c. Recognize words that show the degree of a descriptive words (e.g.
more, most)
3. Oral Language
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard)
4. Word Recognition
Read stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied
5. Fluency
a. Read grade one level text with an accuracy rate of 95% - 100%
b. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues
6. Spelling
a. Correctly spelled previously learned words
b. Correctly spell compound words as it is used in the sentences
7. Handwriting
Observe proper spacing between words, punctuation marks, and
capitalization in taking down dictated text.
8. Composing
Write through dictation simple sentences, phrases and paragraph
observing correct punctuation mark, capitalization, indentions and
format
9. Grammar Awareness
Give the synonyms and antonyms of simple describing words
469
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what places they have visited and the delicacies they have
tasted from these places. Ask what products they have in these
towns/cities.
2. Unlocking of Difficult Words
a. munisipio (by picture)
b. nasdaaw (by demonstration and synonym - nakigtot)
c. dapon (by picture)
d. booth (by picture)
e. Gonzaga’s best (by context clues)
f. sagapa (by picture)
g. masetas (by picture)
h. nanumo a pagtaengan (by context clue)
3. Previewing
Present the big book “Gonzaga’s Best”. Talk about the title, author and
illustrator. Have them look at the cover of the book showing a booth with
people around it. Say: Pugtuanyo man no maipapan iti ania ti saritatayo.
Ania ngata ti kukuen dagiti tao?
4. Motive Question
Have them look at the first page of the book. Ania ti ginatang dagiti
sangaili idiay booth?
470
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
nga aldawda idiay Gonzaga? five-day stay in Gonzaga.
3. Ania ti naramananda a makan 1st Day -
iti maikadua nga aldaw? 2nd Day -
maikatlo nga aldaw? 3rd Day -
4. Napananda iti maikapat nga 4th Day -
aldaw? 5th Day
5. Ania ti impabalon ti pamilia
kadagiti sangaili iti maikalima
nga aldaw?
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Iladawan ti pamilia a nangestimar kada Nana Bebeng ken Nana Iting.
(Managsangaili, naayat)
471
2. Iladawan ti ili a Gonzaga. (Nadalus, narang-ay)
B. Lesson Proper
1. Presentation of the Lesson
a. Give the describing words in each sentence:
Pinagsida ni Tatang ida iti nagdadakkel a padaw ken malaga.
Impasiarmi ida idiay kadadalusan a karayan ditoy Region 2.
Napimpintas ti munisipio ditoy ngem diay ayanmi.
Adda ditoy ti kaiimasan a bibingka.
Nabanglo pay ti aramidenyo a bugguong.
b. Which of these describing words show a degree of comparison?
(kadadalusan, napimpintas, kaiimasan)
c. Mano ti pangidildiligantayo no ibaga tayo a kadadalusan a karayan iti
Region 2? no ibagatayo a kaiimasan a bibingka? no ibagatayo a
napimpintas ngem diay munisipiomi?
2. Oral Practice
a. Ited ti kapada wenno ”synonym” ti naugedan a mangiladawan a
balikas.
Naparanas ti ilimi ta adu ti umay agpasiar. (napintas)
Makapabisin diay umayamuom a lutlutuen ni Nanang. (nabanglo)
b. Ibaga dagiti sungani wenno ”antonym” dagitoy a mangiladawan a
balikas:
nagdadakkel – nagbabassit
kadadalusan – karurugitan
napimpintas – nagalgalas
kaiimasan – kamamaddian
nabanglo – nabangsit
3. Generalization
What do we call the words with same meaning? (Synonyms)
What do we call the words with opposite meaning? (Antonyms)
4. Guided Practice
Game: Bring Something Like That
Group the pupils into four. Show a picture and let them describe it. Have
them bring another object with synonym of the picture’s describing word.
Ex: Picture: big box, children may bring a big bag
5. Independent Practice
a. Game: Find the Opposite
Distribute flashcards among children. Let them go around and look for
the antonyms of the describing words they are holding.
b. Complete the Poem
Pagannurotan: Isurat ti kurang a balikas. Ited ti kasupadi ti
pannakailadawan ti ladawan.
472
6. Application
473
7. Evaluation
DAY 4
Handwriting and Spelling
A. Preparatory Activities
Writing Activity
1. Modeling by the Teacher
Present flashcards of synonyms and antonyms of describing words. Ask
them to read all the words. Let them use the words in sentences. Write
the sentences on the board following the three straight lines on the board.
Let them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to copy some sentences. The teacher goes around
to guide the pupils.
3. Independent Practice
The pupils are asked to write a sentence about what they ate for
breakfast.
B. Application
474
C. Evaluation
D. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate synonyms and antonyms of descriptive words from the previous
lesson. Let them write it on their slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
475
APPENDICES
Appendix A
Gonzaga’s Best
Sarita ni Marjunetely B. Manzano
“Adda ditoy ti kaiimasan a royal bibingka ken buko pie! Nabanglo pay
ti aramidenyo a bugguong,” indaydayawda Nana Bebeng ken Nana Iting a
gagayyem ni Nanang.
Naragsakda a nagpipinnakada.
476
Lesson Guide in Grade 1 - Ilokano: Week 36
I. Objectives:
1. Predict Events that happen in the story based on the context clues.
2. Tell if the story is real or fantasy
3. Give the possible endings of a story, legends and etc.
4. Respond to the through the following engagement activities
a. Group I-Bring Me
b. Group II- Take this reminder
c. Group III- Draw me
d. Group IV- Now ending
5. Show love for reading by listening attentively during story reading and making
comments.
6. Use clues form context to figure out what the words mean
7. Recognize words that show the degree of a description words (e.g. more,
most)
8. Use eventually appropriate expression in giving opinion, ideas views, etc. in a
given situation/uses/news/events.
9. Read grade one level text with an accuracy rate of 95%
10. Read grade one level text in four to five words phrases with appropriate
notation, expression and punctuation marks, capitalization, indention and
format.
11. Write stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
12. Correctly spell preciously learned words.
13. Correctly spell descriptive words as it used in the sentences
14. Observe proper spacing between words, punctuation marks and
capitalization in essay and story writing.
15. Observe mechanics when copying/writing sentences, capitalization white
spaces.
16. Identify describing words in sentences
A. Story
B. Focus Skills
1. Reading Comprehension
a. Predicting what the story school and community events, situations,
activity, legends, belongs etc. based on the context clues.
b. Telling if the story is real or fantasy
c. Giving the possible ending of the story, legends, and etc.
d. Giving the summary of the propaganda, issues, blogs, advertisement
and etc. ; read
477
e. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
a. Using clues from context to figure out what the words man
b. Recognizing that two words can make a compound word
c. Recognizing words that show the degree of a describe words (e.g.
more most)
3. Oral Language
Using culturally appropriate expression in giving opinion ideas, views
etc. in a given situation/issues/news/events
4. Fluency
a. Reading Grade one level text without accuracy rate f 95-100%
b. Reading grade I level text I four to five word phrase with appropriate
intonation, expression and punctuation cues.
5. Composing
Writing essay and story observed correct punctuation marks,
capitalization, indentions and format
6. Word Recognition
Reading stories, legends, essays, news articles, blogs etc containing
high frequency words and words studied
7. Spelling
a. Correctly spelling preciously learned words
b. Correctly spelling descriptive words as it used in the sentences
8. Handwriting
a. Observing proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
b. Observing mechanics when copying/writing sentences, capitalization,
white spaces
9. Grammar Awareness
Indentifying ,describing words in sentences
478
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what places have they visited during summer vacation. Ask
what ride they took then share most unforgettable experience about it.
2. Unlocking of Difficult words
a. Agdaliasat (Context Clue)
b. Natulnog (Context Clue)
c. Aggapas ( Demonstration)
d. Nagdardaras ( Demonstration)
3. Previewing
Present the bigbook “Ti Panagluganko iti Karison” talk about the title,
author, and illustrator.
4. Motive Question
Have them look at the cover of the book showing a girl crying in pain. “
Ania ngata ti napasamak”
C. Post-reading Activities
1. Answer the motive question
2. Group activity
Group the pupil into four. Have them do the following activities
3. Discussion /Presentation
Let the pupils answer the comprehension question and present their
outputs
479
Comprehension Question Engagement Activities
(Discussion of the Story) ( Small Group activities)
Ania ti nangguyod ti krison? Group II
Ania ti impalagip ni tatang Piring idi Take this reminder
sakbay nga umuli ti karison?
Ania ti napasamak idi
daldaliasaten wenno
balballasiwenda diay karayan?
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Iladawan ni Nanang (naanus)
2. Iladawan ni Karla (naragsak)
3. Ania ti makunayo ken tatang Piring? (nagaget)
4. Iladawan ni manong Karlo (natulnog)
B. Lesson Proper
1. Presentation Lesson
a. Naanus ni nanangna.
b. Naragsak nga ubing ni Karla.
c. Nagaget ni tatang Piring.
d. Natulnog ni manong Karlo.
2. Oral practice
a. Iti umuna nga sentences, ania dagiti balikas nga mangiladawan ken
nanang?
b. Iti maikadua a sentence, ania dagiti balikas nga mangiladawan ken
karla?
c. Iti maikatlo sa sentence, ania dagiti balikas a mangiladawan ken
tatang pring?
480
d. Iti maikapat a sentence, ania dagiti balikas a mangiladawan ken
manong karlo?
3. Generalization
What were used to describe the character in the story?
4. Guided practices
Game: find a new friend/present a friend.
Group the pupil into four. Let each pupil describe the friend/new found
friend.
5. Independent Practice
a. Game: describe and tell
Distribute picture of person with names below them. Let them
describe and tell the picture they are holding.
b. Poem
Ti ubbing a natulnog
Kasla sabong a nabanglo
Ti ubbing a nadayaw
Kalsa naraniag a silaw
Ti ubbing a nagaget
Bumaknangto met
Ngem ti ubing a nasadut
Uray balitok dinanto mapidut.
6. Application
481
C. Evaluation
DAY 4
Hand writing and spelling
A. Preparatory Activities
Riddle : Pugtuannak!
Siasinoak?
B. Writing activity
1. Modeling by the teacher
2. Guided practice
3. Independent practice
482
C. Application
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write it on
their slate and on their paper.
483
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
APPENDICES
484
Lesson Guide in Grade 1 - Ilokano: Week 37
I. Objectives
1. Predict what the news story is based on context clues.
2. Tell their own news article, advertisement, community and school events.
3. State the meaning of some environmental signs.
4. Show love for reading by listening attentively during story reading and making
comments.
5. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes, results of story, events, activity, action and situation)
6. Read stories, legends, essay, news articles, blogs, etc. containing high
frequency words and words studied.
7. Read grade one level text with an accurate rate of 95-100%.
8. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuations cues.
9. Write essay, news articles, events story or advertisement observing correct
punctuation mark, capitalization and indention and format.
10. Correctly spell previously learned words.
11. Correctly spell adverbs as it is used in the sentence.
12. Observe proper spacing between words, punctuation marks and
capitalization in writing essay, news article, story, fable, etc.
13. Identify the adverbs used in the sentence.
14. Use the adverb correctly in construction own sentences.
B. Focus Skills:
1. Oral Language
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard )
2. Word Recognition
Read stories legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
3. Fluency
a. Read grade one level text with an accuracy rate of 95-100%.
b. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuation cues.
4. Spelling
a. Correctly Spelled previously learned words.
b. Correctly spell environmental prints being learned. (e.g. Traffic safety)
5. Handwriting
Observe proper spacing between words, punctuation marks and
capitalization in writing essay, news article, story, fable, etc.
485
6. Composing
Write essay, news article, events, story or advertisement observing
correct punctuation mark, capitalization, indention and format.
7. Grammar
a. Identify the adverb used in sentence.
b. Use the adverb correctly in constructing own sentences.
8. Vocabulary
Understand that the language used in school is more formal than the
language used at home and with friends.
9. Reading comprehension
a. Predict what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Tell their own stories and legends as an output of their research.
c. Tell their own news article, advertisement, community and school
events, etc. as an output of their research work.
d. State the meaning of some environmental signs (e.g. traffic safety,
warning signs).
e. Show love for reading by listening attentively during story reading and
making comments.
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
a. Napadasanyo kadin ti napan idiay baybay?
b. Ania ti makunayo? Nadalus wenno narugit?
2. Unlocking of Difficult Words
adviser - (context clue)
YES-O - (context clue)
nagkaiwara - (context clue)
damag - (picture)
3. Previewing
a. Present the news article “NAGDALUS TI YES-O IDIAY BAYBAY”
b. Talk about the news writer
486
c. Ania ngata ti napintas a damag?
4. Motive Question
a. Ipakita ti ladawan.
b. Ania ngata ti ub-obraen dagiti ubbing idiay igid ti baybay?
487
D. Read the Story Using the Reading Plan
1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with automaticity, accuracy and prosody (intonation, expressions,
and punctuation cues)
DAY 3
Developing language Competencies
A. Preparatory Activity
Lagipem dagidiay balita a nabasa da idi kalman
1. Siasino ti nagakem ti damag?
2. Ania nga organisasyon ti sinalian dagiti ubbing?
3. Ania nga aldaw ti panagdalus?
B. Lesson Proper
1. Presentation Lesson
a. Napan dagiti ubbing idiay baybay idi Hulyo 7, 2012.
b. Nagdalusda iti bigat ti sabado.
c. Malem idi nalpasda a nagdalus.
d. Nagnagna dagiti ubbing iti dayta a rabii.
e. Idi Lunes, naladaw a nagawidda Ana ken Tony.
2. Oral Practice
a. Iti umuna a sentence, ania a balikas ti mangibagbaga no ania nga
aldaw? Hulyo 7, 2012
b. Kaano a nagdalus dagiti ubbing? Bigat ti Sabado
c. Ania met a balikas ti manginbagbaga no ania nga oras a nalpas ti
panagdalusda? Malem
d. Kaano nga nagnag
e. na dagiti ubbing? Rabii
f. Ania a balikas ti mangibagbaga ti aldaw ti panagawid da Ana ken
Tony? Idi Lunes
3. Generalization
Ania a balikas a mangibagbaga ti adverb of time wenno mangiladawan ti
tignay-panawen?
4. Guided Practice
Mangted ti adverb of time santo aramaten daytoy ti patang wenno
sentence.(Call pupils at random)
5. Independent Practice
Game:Tell when?
Distribute pictures. Let them say a sentence with adverb of time.
488
6. Application
C. Evaluation
DAY 4
Hand Writing and Spelling
A. Preparatory Activities
1. Ibagam no kaano?
2. Ania dagiti aldaw a mapanka idiay eskuela?
3. Ania a bulan ti pangrambak ti Paskua?
4. Ania a bulan ti piesta ti inammatay?
489
B. Writing Activity
1. Modelling by the Teacher
Present flashcards of adverb of time in the pocket chart. Ask them to read
all the words. Let them use the words in sentences. Write the sentences
on the board, following the three straight lines on the board. Let them
observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to copy the first three paragraphs of the story. The
teacher mills around to assist the pupils.
3. Independent Practice
The pupils are asked to copy the rest of the paragraphs of the story.
490
C. Application
D. Evaluation
491
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate adverbs from the previous lesson. Let them write it on their slate
and on their paper.
3. Dictate 3-5 sentences containing previously learned word. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly in the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
works.
DAY 5
Assessment
APPENDICES
492
Lesson Guide in Grade 1 - Ilokano: Week 38
I. Objectives
1. Predict events that happen in the story based on context clues.
2. Give the possible endings of a story, essay, legends and etc.
3. Respond to the story through the following the following engagement
activities
a. Group 1 – Draw and Tell
b. Group 2 – Tell Me
c. Group 3 – Throw Me
d. Group 4 – Role Play
4. Show love for reading by listening attentively during story reading and making
comments
5. Use clues from context to figure out what the words mean
6. Use culturally appropriate expressions in giving opinion, ideas, views, etc. in
a given situation/issues news and events
7. Read grade one level text with an accuracy 95 – 100%
8. Read grade one level text in favour to five word phrase with appropriate
intonation, expression and punctuation cues
9. Write essay, news articles, events, story or advertisement observing correct
punctuation marks, and capitalization, indention and format.
10. Read stories, news articles, essays, events or story containing high
frequency words and words studied
11. Correctly spell environmental prints being learned
12. Observe proper spacing between words, punctuation marks, capitalization in
essay and story writing
13. Identify the adverb correctly in constructing own sentence
B. Focus Skills:
1. Oral Language
Using culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard.
2. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
3. Fluency
a. Reading grade one level text with an accuracy rate of 95 – 100%.
b. Reading grade one level text in four to five word phrases with
appropriate intonation, expression and punctuation cues…
493
4. Spelling
a. Correctly Spelled previously learned words.
b. Correctly spell environmental prints being learned (e.g. Traffic safety).
5. Handwriting
Observing proper spacing between words, punctuation marks, and
capitalization, indention and format.
6. Composing
Writing essay, news articles, events, story or advertisement observing
correct punctuation mark, capitalization, indention and format.
7. Grammar
a. Identify the adverbs used in the sentence.
b. Use the adverb correctly in constructing own sentences.
8. Vocabulary:
Understand that the language used in school is more formal than the
language used at home and with friends.
9. Reading Comprehension:
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Telling their own stories and legends as an output of their research.
c. Telling their own news article, advertisement, community and school
events, etc. as an output of their research work.
d. Stating the meaning of some environmental signs (e.g. traffic safety,
warning signs)
e. Showing love for reading by listening attentively during story reading
and making comments.
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
a. Ania ti makunam iti pagadalanyo?
b. Napintas kadi daytoy?
c. Nadalus kadi?
d. Tumultulongka kadi met laeng a mangdalus ken mangpapintas
kadaytoy?
2. Unlocking of Difficult Words
a. pagadalan (picture)
b. nadlaw (context clue)
494
c. maris (picture)
d. impalawag (context clue)
e. malungsot (context clue)
f. panangdaydayaw (context clue)
3. Previewing
a. Present the big book
“Ti Nadalus A Pagadalan”
b. Talk about the title, author and illustrator. Have them look at the cover
of the book showing boys and girls standing in front of a clean school.
Ask: Ania ngata ti ibagbaga ti sarita? Apay ngata nga adda dagiti
ubbing ditoy?
4. Motive Question
Have them look at the first page of the book showing visitors getting
inside the room of Teacher Gina:
Ania ngata ti makita wenno madlaw dagiti bisita?
495
Comprehension Questions Engagement Activities
Discussion of the Story Small Group Activities
Dagitoy dagiti nadumaduma a
basura. Kitaenyo man no ania
kadagitoy ti maibelleng diay maris
berde, amarillo, nalabaga ken asul.
ukis ti saba plastik a baso
ukis ti mais daan a bateria
Bungon ti kendi garapon
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Sadino ti pagadalan?
Sungbat: idiay Aparri
2. Sadino ti pappapanam ti aldaw ti Domingo?
Sungbat: idiay simbaan
3. Paggatgatangan ni Nanangmo kadagiti natnateng?
Sungbat: idiay dapon
4. Nagpasiaram idi Sabado?
Sungbat: idiay dapon
B. Lesson Proper
1. Presentation of the Lesson
a. Agad-adalak idiay Aparri.
b. Mapmapanak idiay simbaan ti kada Domingo.
c. Gimmatang ti nateng ni Nanang idiay dapon.
d. Nagpasiar kami nga agkakabsat idiay parke.
496
2. Oral Practice
a. Iti umuna a sentence, ania dagiti balikas a mangibagbaga ti maysa a
lugar?
b. Iti maikaddua a sentence, ania dagiti balikas a mangibagbaga no
sadino ti papapanam ti Domingo?
c. Iti maikatlo a sentence, ania dagiti balikas a mangibagbaga no sadino
naggatangan ni Nanang ti natnateng?
d. Iti maikapat a sentence, ania dagiti balikas a mangibagbaga no
sadinoda a nagpasiar ti aldaw ti Sabado?
3. Generalization
Ania dagitoy a sarita a mangibaga no sadino a napasamak dagiti
paspasamak?
4. Guided Practice
Game: Where Am I?
Group the pupils into four. The teacher will be the first one to give the
situation.
Example: Nalpasen ti “assignment” ni Arbie.
Agsuysuyaaben, makaturug la unayen.
Sadino ti ayan na?
5. Independent Practice
a. Game: “Tell Me”
Distribute picture of places
Let them tell the name of the place in the picture they are holding.
b. Poem:
“Ti Pagadalan”
Insurat da Natividad A. Bautista ken GinaFe Tesoro
497
6. Application
C. Evaluation
498
DAY 4
A. Preparatory Activities
Riddle: Pugtuannak!
Maysaak a mannalon,
Agmulmulaak ti pagay,
Sadinonak a masapulan?
Kasano a naisurat ti umuna a letra ti kada sentence?
Ania met ti “punctuation mark” a makita kadagiti ungto ti sentence?
B. Writing Activity
1. Modelling by the teacher.
a. Present flashcards of name of places. Ask them to read all the words.
Let them use the words in the sentences.
b. Write the sentences on the board following the three straight lines on
the board. Let them observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end of the sentence.
2. Guided Practice
The pupils are made to copy a poem. The teacher goes around to assist
the pupils.
3. Independent Practice
The pupils are asked to write about how they reached school that day.
C. Application
499
D. Evaluation
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and on their paper.
2. Dictate adverbs from the previous lesson. Let them write on their plate
and on their paper.
3. Dictate 3-5 sentences containing previously learned word. Let the pupils
write each word on their paper. Check their work.
500
4. Write the spelling words clearly in the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
works.
DAY 5
ASSESSMENT
APPENDICES
TI NADALUS A PAGADALAN
Sarita da Gina Fe SP. Tesoro & Natividad A. Bautista
501
Lesson Guide in Grade 1 - Ilokano: Week 39
I. Objectives
1. Predict what the story, school and community events based on context clues
2. Tell their own news article, advertisement, community and school events
3. Respond to the story through the following engagement activities:
a. Group 1--- Draw Me
b. Group 2--- Color me!
c. Group 3--- Foresee Me!
d. Group 4--- Choose Me!
e. Group 5--- Tell Me!
4. Show love for reading by listening attentively during story reading and making
comments.
5. Use clues from context to figure out what the words mean
6. Read Grade I level text with an accuracy rate of 95-100%
7. Read grade I level text in four to five word phrase with appropriate intonation,
expression and punctuation cues
8. Correctly spelled previously learned words
9. Correctly spell environmental prints being learned
10. Observe proper spacing between words, punctuation marks, and
capitalization in writing essay, news article, story, fable
11. Write essay, news articles, events, story advertisement observing the correct
punctuation mark, capitalization, indention and format.
12. Identify the adverbs used in sentences
B. Focus Skills
1. Reading Comprehension
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Telling their own stories and legends as an output of their research.
c. Telling their own news article, advertisement, community and school
events, etc. as an output of their research work.
d. Stating the meaning of some environmental signs (e. g, traffic safety,
warning signs).
e. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
Understanding that the language used in school is more formal than
the language used at home and with friends
502
3. Oral Language
Using culturally appropriate expressions in giving one's obligation,
hope and wish.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 - 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay, news articles, events, story, advertisement observing
correct punctuation mark, capitalization, indention and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spelling previously learned words.
b. Correctly spell environmental prints being learned. (e.g. Traffic safety)
8. Handwriting
Observing proper spacing between words, punctuation marks, and
capitalization in writing essay, news article, story, fable, etc
9. Grammar Awareness
a. Identifying the adverbs used in sentence.
b. Using the adverb correctly in constructing own sentences.
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils on the things they have done during the Brigada
Eskwela.The teacher presents a story about Brigada Eskwela.
2. Unlocking of Difficult Words
a. pagadalan (by context clue)
b. pakdaar (by context clue)
503
c. alad (context clue)
d. pakris (picture)
3. Previewing
Present the smallbook “Brigada Eskwela”. Talk about the title, author and
illustrator. Have them look at the cover of the book showing a lot of
people working in school. Ask: Maipapan ngata ti ania ti sarita?
4. Motive Question
Have them look at the cover page of the book. Ask: Ania ngata ti ar-
aramiden dagiti tattao? Ania ngata ti pagbalinan ti pagadalan kalpasan iti
panagtitinnulong dagiti tattao?
504
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Kaano a nagriing ni Katkat iti Group 4
nasapa? Choose Me! Mangikabil iti ( )
Sadino a paset ti pagadalan ti nu ti sarita ken mangibagbaga iti
nagubraanda nanang, tatang ken lugar ken petsa (X) nu saan.
Katkat? ____1 . agsapa ti Lunes
Kaano nga inkabilda tatang ken ____2. May 21, 2012
nanang iti pakdaar? ____3. Aglawlaw ti hardin
Apay nga inikkaanda ti pakdaar ____4. Likod ti pagadalan
dagiti inmulada? ____5. Igid ti alad
____6. Agduduma a masetas
____7. Abay ti mulmula
DAY 3
Developing Language Competencies
A. Preparatory Activities
1. Kaano a nagriing ni Katkat a nasapa? (agsapa ti Lunes)
2. Sadino ti nagsagadan ni Katkat? (Aglawlaw ti hardin)
3. Sadino ti nagmulaan da tatang ni Katkat kadagiti agduduma a kay? (likod
ti pagadalan)
4. Sadino ti nagmulaan da nanang kadagiti masetas? (igid ti alad)
5. Kaanoda nga inikkan ti pakris dagiti mulada? (idi nalpasda a nagsibog)
pakdaar)
B. Lesson Proper
1. Presentation Lesson
Agsapa ti Lunes a nagriing ni Katkat a nasapa
Aglawlaw ti hardin ti nagsagadan ni Katkat.
Likod ti pagadalan ti nagmulaan da tatang iti kayo.
505
Igid ti alad ti pagadalan ti nagmulaan da nanang ti masetas.
Idi nalpasda a nagsibog ti panangikabilda ti pakrisabil ti pakdaar nga
inaladan da dagiti mula.
2. Oral Practice
a. Iti umuna a sentence, ania dagiti balikas a mangibaga no kaan a
nagriing a nasapa ni Katkat?
b. Iti maikadua a sentence, ania dagiti balikas a mangibaga no sadino ti
nagsagadan ni Katkat?
c. Iti maikatlo a sentence, ania dagiti balikas a mangibaga no sadino ti
nagmulaan da tatang ni Katkat ti kayo?
d. Iti maikapat a sentence, ania dagiti balikas a mangibaga no sadino ti
nagmulaan da nanangna kadagiti masetas?
e. Iti maudi a sentence, ania dagiti balikas a mangibaga no kaano a
naikkan ti pakris dagiti masetas?
3. Generalization
Ania dagiti balikas a naaramat a mangibaga no sadino ken kaano a
napasamak dagiti bambanag?
4. Guided Practice
Group the pupils into two. Let each pupil ask and answer “Where and
When Questions”.
5. Independent Practice
506
6. Application
7. Evaluation
507
DAY 4
A. Preparatory Activities
Riddle: Pugtuannak!
Maysa a bigat napanak ti maysa a lugar.
Anian a kigtotko! Nakakitaak ti adu a tao.
Ken adda pay pakdaar nga inda basbasaen
Immasidegak ket daytoy ti nakasurat:
Nagpipintas dagiti sabung, awan agpurus!
Rugit mu, Iballeng mu!
Awan agiwara, Agmulta!
Sadino ti napanak?
Ania dagiti “punctuation mark” a makita kadagiti ungto ti sentences?
B. Writing Activity
1. Modelling by the Teacher
Present flashcards of adverbs of Time and Place in the pocket chart. Ask
the pupils to read the words. Let them use the adverbs in sentences on
the board.
Let them observe how you write sentences on the board. Discuss how
each sentence is written. Emphasize the use of capital letter at the
beginning and use of appropriate punctuation mark at the end.
2. Guided Practice
The pupils are asked to copy a story. The teacher supervises and assists
the pupils in their work.
3. Independent Practice
The pupils are asked to write their wishes and when and where would
they want to go.
508
C. Application
D. Evaluation
509
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate adverbs from the previous lesson. Let them write it on their slate
and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
APPENDICES
Brigada Eskwela
510
Lesson Guide in Grade 1 - Ilokano: Week 40
I. Objectives:
1. Predict what the story based on context
2. Tell their own stories as an output of their research
3. State the meaning of some environmental signs (e. g, traffic safety, warning
signs)
4. Show love for reading by listening attentively during story reading and making
comments
5. Respond to the story through the following engagement activities:
a. Group 1 – Ipadamagmo
b. Group 2 – Agsaganaka
c. Group 3 – Idrowingmo
d. Group 4 – Saritaem
6. Understand that the language used in school is more formal than the
language used at home and with friends
7. Use culturally appropriate expressions in giving one's obligation, hope and
wish
8. Read stories, news articles, etc, containing high frequency words and words
studied
9. Read grade one level text with an accuracy rate of 95 – 100%
10. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues
11. Identify the adverbs used in sentence.
12. Use the adverb correctly in constructing own sentences
13. Observe proper spacing between words, punctuation marks, and
capitalization in writing essay, news article, story, etc.
14. Write essay, news articles, events, story, and advertisement observing
correct punctuation mark, capitalization, indention and format
15. Correctly spell previously learned words
16. Correctly spell environmental prints being learned. (e.g. Traffic safety)
A. Story: Ti Anunsio
Sarita ni Grace Donata S. Abugan
B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, school and community event, situations,
activity, legends, blogs, etc. based on context
b. Telling their own stories and legends as an output of their research
c. Telling their own news article, advertisement, community and school
events, etc. as an output of their research work
d. Stating the meaning of some environmental signs (e. g, traffic safety,
warning signs)
511
e. Showing love for reading by listening attentively during story reading
and making comments
2. Vocabulary:
Understanding that the language used in school is more formal than
the language used at home and with friends
3. Oral Language:
Using culturally appropriate expressions in giving one's obligation,
hope and wish
4. Word Recognition:
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied
5. Fluency:
a. Reading grade one level text with an accuracy rate of 95 – 100%
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
a. Identifying the adverbs used in sentence.
b. Using the adverb correctly in constructing own sentences
7. Handwriting:
Observing proper spacing between words, punctuation marks, and
capitalization in writing essay, news article, story, fable, etc.
8. Composing:
Writing essay, news articles, events, story, and advertisement
observing correct punctuation mark, capitalization, indention and
format
9. Spelling:
Correctly spelling environmental prints being learned. (e.g. Traffic
safety)
512
III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask: Ania a bagyo ti limmabas iti kaudian a simrek iti lugar tayo? Kasano
ti panagsaganayo ti isasangpet ti bagyo?
Show the following pictures to the pupils.
Ask: Ania kadagitoy a ladawan ti mangipakpakita ti umno a panagsagana
no adda bagyo?
513
4. Motive Question
Show them the first page of the book with the picture of Tata Lope
listening to the radio while it is raining outside.
Ask: Daytoy ni Tata Lope. Ania ngata ti dendenggenna?
514
Comprehension Check-up Engagement Activities
DAY 3
Developing Language Competencies
A. Preparatory Activities
Show the following pictures to the pupils. Let them describe what they see in
each picture.
Ask: Ania kadagitoy a ladawan ti mangipakpakita ti umno a panagsagana no
adda bagyo?
515
B. Lesson Proper
1. Presentation
a. Let the pupils recall the selection“Ti Anunsio,” by asking them the
following questions.
b. Ania ti nangeg ni Tata Lope iti dayta a bigat?
c. Answer: Adda bagyo
d. Ania dagiti probinsia nga addaan Ballaag Bilang 2?
e. Answer: Isabela, Cagayan, ken amianan ti Aurora
f. Ania met dagiti probinsia nga addaan Ballaag Bilang 1?
g. Answer: Aurora, Nueva Ecija, Nueva Vizcaya, Quirino, Ifugao, Mt.
Province, Kalinga, Apayao, Calayan ken Batanes
h. Ania nga ahensia ti mangited ti report maipapan ti bagyo?
i. Answer: Philippine Atmospheric, Geophysical and Astronomical
Services Administration (PAGASA)
j. Ania ti inaramid da Nana Estela ken ni Fina?
k. Answer: isagana dagiti lupot, taraon ken dadduma pay a ramramit
l. Ania met ti inaramid da Tata Lope ken Boyet?
m. Ania dagiti saguday dagiti kameng ti pamilia ni Tata Lope?
n. Answer: Mannakitinnulong, natallugod, naalibtak
o. Ania dagiti banag a rumbeng nga isaganam no adda bagyo?
p. Answer: flashlight, bateria, pagsaingan, kasapego, taraon,etc.
q. Ania dagiti padasyo maipapan ti bagyo?
r. (Answers may vary.)
2. Oral Practice
Present the following sentences on a chart. Say: Dagiti sumaganad ket
grupo dagiti balikas a maipapan iti binasa tayo nga sarita kadagiti dua a
napalabas nga aldaw.
a. Nagtudo idi rabii.
b. Kabigatanna, dimngeg ni Tata Lope ti radio.
c. Umakar tayoitattan.
d. Naingato ti Ballaag Bilang 2 iti amianan ti Luzon.
e. Mapan tayo sadiay kabangibang a barrio.
f. Ti bagyo ket adda iti daya ti Casiguran, Aurora.
Ask: Ania a balikas ti sabali ti panakisurat na iti Bilang 1?
Answer: idi rabii
Ask: Ania ti ibagbaga daytoy a sarita?
Answer: panawen wenno oras a naaramid ti tignay/garaw/pasamak
(Apply the same process to numbers 2 and 3.)
Say: Mangibaga kayo man pay kadagiti sarita a mangibaga ti
panawen/oras.
Ask: Ania a balikas ti sabali ti panakisurat na iti Bilang 4?
Answer: iti amianan ti Luzon
Ask: Ania ti ibagbaga daytoy a sarita?
Answer: lugar a nakapasamakan ti tignay/garaw/pasamak
(Apply the same process to numbers 5 and 6.)
Say: Mangibaga kayo man pay kadagiti balikas a mangibaga ti lugar a
nakapasamakan ti tignay/garaw/pasamak
516
3. Generalization
Ask: Kasano tayo a nalawag a mailadawan ti maysa a pasamak? Ania a
kita ti balikas ti usaren tayo?
Answer: Sarita a mangibaga ti panawen/oras ken lugar
4. Guided Practice
Present the following sentences to the pupils. Let them read each
sentence then let them identify the italicized words as adverb of time or
adverb of place.
a. Napintas ti pabuya dagiti ubbing idi piesta.
b. Kayatko ti mapan agpasiar sadiay Baguio.
c. Nagagaget dagiti manursuro iti pagadalanmi.
d. Intono umay a lawas ti sangpet dagiti bisitami.
e. Ginatangannak ni Nanang ti baro a sapatosko idi Mierkules.
5. Independent Practice
A Game: Mensahe iti Kahon
Place strips of paper containing adverbs of place and adverbs of time. Be
sure to have enough for all the pupils in your class. Let each pupil pick a
strip of paper from the Magic Box. Let him/her use the adverb written on it
in a sentence.
6. Application
Let the pupils do the Activity Sheet on Appendix C.
Let the pupils box the adverb of place and encircle the adverb of time.
E. Evaluation
517
DAY 4
Handwriting and Spelling
A. Preparatory Activities
1. Ask: Ania ti madlawyo a mapaspasamak no agtudo ti dua wenno tallo nga
aldaw nga awan ti sardengna?
Answer: Aglayus, agreggaay ti daga ti bantay
Ask: Apay a kastoy ti mapaspasamak?
Process the pupils’ answers and lead them to the causes of floods and
landslides.
2. Present the following advertisement.
B. Writing Activity
1. Modeling by the Teacher
Show the pupils the following words from the advertisement on the board.
Call the pupils to trace them.
sika
agriing aggaraw agmula
Let them use the words in sentences. Write the sentences on the board,
following the three straight lines on the board. Let them observe how you
write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
Let the pupils copy an advertisement. (Please see Appendix D.)
Supervise the pupils as they do the activity.
3. Independent Practice
Ask the pupils to write an advertisement.
518
C. Application
Let the pupils copy correctly advertisement on Appendix E.
D. Evaluation
E. Spelling
1. Dictate the following environmental signs. Let the pupils write the words
on their slates.
Entrance Exit
Stop Go
Male Female
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
DAY 5
ASSESSMENT
519
APPENDICES
Appendix A
Ti Anunsio
Sarita ni Grace Donata S. Abugan
520
Appendix B
nga ni ti iti
kas ken adda kada
dagiti kadagiti met pay
ket tayo
Sentences
Short Story
521