Mother Tongue-Based

Multilingual Education
(MTB-MLE)
Teachers Guide

Sinugbuanong Binisaya

2
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teachers Guide
(Unit 1- Week 5)

Sinugbuanong Binisaya

Department of Education
Republic of the Philippines

Mother Tongue Based Multilingual Education Grade 2

Teachers Guide: Sinugbuanong Binisaya
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Development Team of the Teachers Guide
Consultant and Coordinators: Gurmensinda Sasam, Carmencita
C. Denampo
Authors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza
A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C.
Quindao, Lorna C. Mahilum.
Reviewers: Nena V. Mioza, Ma. Jesusa C. Despojo, Marcelita S.
Dignos
Illustrators: Rosanna S. Andales
Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie
Laurel, Alberto M. Adlawan

Printed in the Philippines by ____________

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

Week 5
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussion on
texts heard.
b. Recite with ease and confidence 3 to 5-stanza rhymes in culturally
appropriate manner.
c. Supply rhyming words to complete a rhyme.
2. Phonological Skills
a. Recognize sound and symbol relationships in ones own writing.
3. Book and print knowledge
a. Observe some mechanics when copying and/ or writing sentences:
capitalization, proper spacing between words and correct punctuation
marks.
4. Word Recognition
a. Read with understanding a story consisting of words being studied.
5. Spelling
a. Spell correctly content words in the list of vocabulary words.
6. Handwriting
a. Observe mechanics when copying and/ or writing sentence,
paragraph and story: capitalization, space between words, correct
punctuation mark, indention and format.
7. Composing
a. Write a story observing correct punctuation marks.
8. Grammar
9. Use possessive pronouns (my, you, his, her, your).
10. Vocabulary
a. recognizing common morphemes in phrases and sentences (e.g.
basic syllabication rules and phonics)
11. Reading Comprehension: Activating Schema and Prior Knowledge
a. Predict what story is about based on personal experiences and
context.
Subject Matter
A. Rhyming Words
B. Using Possessive Pronouns (my, you, his, her, your)
C. Environmental Signs/Prints
Reference
Two- Track Approach to Teaching Children to Read and WriteTheir First
Language):A Guidebook for Trainers, Susan and Dennis Malone, 2010
Materials
Picture of a nature with animals
Theme
1

My Favourite Animals and Plants

Value Focus
Care for animals and nature
Procedure:

Day 1
Objectives
a. Listen and retell a story heard in their own words citing the characters,
setting, and important events.
b. Read phrases and sentences consisting of words being studied and answer
higher order questions about them.
c. Predict what the song is about based on personal experiences andbased on
what one know about.
Pre- Reading
1. Show a picture of a zoo or nature with animals and ask questions activating
the prior knowledge/ experiences of the pupils.
a. What do you see in the picture?
(Unsay imong nakita sa hulagway?)
2. Write down what the pupils say and read it back to them to develop their
print awareness.
3. Ask each pupil to contribute words, one sentence at a time, to compose a
story.
4. Print words on chart (so class has permanent copy), reading each word as
she writes. Usually, pupils repeat the words after each sentence is written.
(Guide the pupils through questions to come up with conversational
statements)
5. Let the pupils open their Learners Material, Unit 1, Week 5, Magbasa Kita.
During Reading
1. Read first the entire story using a hand or pointer, and asks the entire group
or individual pupil to read it. Pupils enjoy repeated reading. Remember,
pupil may not be actually readingbutsimply repeating words memorized with
the assistance of visual cues.
2. Read the story using the reading plan.
Post Reading
a. Talk about the story and ask comprehension questions about the story
infusing values.
Who went to the park?
(Kinsa man ang nangadto sa parke?)
What did they do in the park?
(Unsa man ang ilang gibuhat didto)
Did Gino continue to picked flowers in the park? Why
(Nipadayon ba og kutlo og bulak si Gino? Ngano man?
What happened to Karens pet dog?
2

(Naunsa man ang itoy ni Karen?)

Who have pets at home?
(Kinsa man ang adunay binuhing hayop sa balay?)
How do you take good care of your pet?
(Giunsa man nimo pag-atiman ang imong binuhing hayop?
b. Ask the pupils to predict the ending of the story based on their personal
experiences.

Day 2
Objectives
a. Use possessive pronouns.
b. Read aloud words (possessive pronouns).
c. Compose a story using appropriate words and coherent text.
d. Correctly spell words in the list of content words in the vocabulary.
Preliminary Activity
1. Review the story In the Park
a. Read again the story, calls some pupils to read it aloud in the class,
then ask questions about the story.
b. Give some examples of possessive pronouns from the story(ko, ikaw,
iya, niya, imo) (my, you, his, her, your) using META CARDS and post
them on the board.
c. Discuss the use of possessive pronoun and give other examples.
Developmental Activity
2. Engagement Activities
Divide the class into three (3) groups and give the rules for grouping.
a. Activity I
Let the pupils answer their Learners Material, Unit 1, Week 5, Unang
Buluhaton A.
b. Activity 2
Use the following possessive pronouns in the sentence.
(Gamita ang mosunod nga possessive pronouns sa pahayag o
sentence.)
nako

ikaw

iya

niya

imo

c. Activity 3
Create a short story using the following possessive pronoun.
(Paghimo og istorya gamit ang mosunod nga possessive pronouns.)

nako

ikaw

iya

Processing of the Activity:

3

niya

imo

Ask each group leader to present their outputs andprocess the activity
done by each group.
3. Enrichment Activity
a. Identify the common least mastered possessive pronouns out of the
presentations of each group.
b. Give an enrichment activity for the mastery of the lesson.
Let the pupils answer their Learners Material,Unit 1, Week 5, Unang
Buluhaton B.

Day 3
Objectives
a. Read phrases and sentences consisting of words being studied and
answer higher order questions about them.
b. Observe proper mechanics when writing sentences with punctuation.
c. Correctly spell words in the list of content words in the vocabulary.
d. Write sentences using correct punctuation marks.
e. Recognize the common morphemes in phrases and sentences
(e.gbasic syllabication rules and phonics).
Preliminary Activity
a. Group Activity (Word Puzzle)
Group the pupils into 5. Each group will be given an envelope containing
words found in the story Sa Parke.
Ex. ni

adto

ako ng = akong

= niadto

mo kutlo
gi

duol

= mokutlo

= giduol

b. Discuss on the basic syllabication rules and phonics.

- Every syllable has only one vowel sound. The number of vowel sounds in a
word usually equals the number of syllables in that word.
c. Ask the pupils to read the whole text and instruct them to observe how the
sentences of the story are written such as capitalization, proper between
words, correct punctuation mark and proper indention between paragraphs.
d. Highlight the mechanics in writing sentences and paragraphs of the story
and the importance of proper capitalization, indention between paragraphs,
spacing between words, and correct punctuation marks through examples.
Guided Writing Practice
Let the pupils copy the story In the Park with proper mechanics in writing.
Generalization
Ask:
a. What are the proper mechanics in writing sentences in a paragraph form?
4

(Unsa man ang husto nga pamaagisa pagsulat og pahayag o sentence sa

paragraph nga porma?)
b. Why do we need to write correct sentences using proper capitalization,
proper spacing between words, correct punctuation markand
indention
between paragraphs?
(Nganong nagkinahanglan man ta mosulat og husto nga sentences gamit
ang husto nga capitalization, husto nga spacing between words, husto nga
punctuation mark ug husto nga indention between paragraphs?)
Engagement Activity
Let the pupils write their own story based on their own experiences using
proper capitalization, proper spacing between words, correct punctuation mark
and proper indention between paragraphs.

Day 4
Objectives
a. Identify rhyming words in a poem consisting of two to three stanzas.
b. Supply rhyming words to complete a poem.
c. Read phrases and sentences consisting of words being studied and answer
higher order questions about them.
.
Pre-Reading
1. Show a picture of a boy holding his pet dog and ask the pupils to describe
the picture.
Ask: Do you have pets at home?
(Aduna ba kamoy binuhing hayop sa inyong balay?)
2. Ask the pupils to recitea 3-5-stanza local rhymes about the theme andthen
introduce the rhyme to the pupils. Let them open their Learners Material,
Unit 1, Week 5, Ikaduhang Buluhaton.
During Reading
Group the pupils into 5. Each group will read the poem creatively.
Post Reading
1. Ask:
a. Who has a pet dog?
(Kinsa man ang adunay itoy?)
b) What is the name of your pet?
(Unsay ngalan sa iyang itoy?)
c) What did Bitoy like to do?
(Unsa man ang kanunay buhaton ni Bitoy?)
d) Does she love her pet dog?
(Pinangga ba niya ang iyang itoy?)
Engagement Activity

1. Divide the class into five (5) groups and asks them to recite the rhyme
together in front of the class with action if possible. Process the activity and
declare the best group as the winner.
2. Let the pupils answer their Learners Material,Unit 1, Week 5, Ikaduhang
Buluhaton.

Day 5
Objectives
a. Write sentences using correct punctuation marks.
b. Observe proper mechanics when writing sentences with punctuation.
c. Compose a story using appropriate words and coherent text.
d. Use possessive pronouns (akin, iyo, kanila).
Application
Show a picture of a child holding his/her pet and let the pupils write at least 5
sentences about the picture observing correct punctuation marks, capitalization,
indentions, and format with appropriate words and coherent texts.
Evaluation
A. Let the pupils answer their Learners Material, Unit 1,Week 5, Ikatulong
Buluhaton A.
B. Let the pupils answer their Learners Material, Unit 1, Week 5, Ikatulong
Buluhaton B.

For inquiries or feedback, please write or call:

Instructional Materials Council Secretariat (IMCS)

Department of Education (DepEd)
2nd Floor, Dorm G, Philsports Complex, Meralco Avenue
Pasig City, Philippines 1600
Telefax: (632) 634-0901 or (632) 634-1072
e-mail: imcs@deped.gov.ph or depedimcs@gmail.com
DeTxt: Globe and Smart: 2622

ISBN No. _________________________