This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.

1. Sharing and discussion of
assignments (in small groups)
1. In pairs or triads, the LAC
members will share their
assignment outputs. The LacF will
pose guide questions for the small
group discussion.
2. Each pair or triad will select one
assignment to share during the big
group/plenary discussion.

2. Before each LAC session, you will:
• Study the lesson in the courseware
• Complete the lesson activities and assignment.
During each LAC session, you will:
• Share your assignments with each other and
discuss what you have learned
• Reflect on the ideas discussed and insights
shared and how you can apply them in your
classroom

3. QUESTIONS:
1. Note the similarities and differences in shared
assignment output(i.e. similar/distinct
behaviors noted.)
2. Which behaviors do you think show the
greatest evidence of being literate.
3. Do you provide time and activities to help your
pupils display or e exhibit these literacy
behavior?
4. Share some of the classroom activities that
would help you observe these behaviors.

4. Lesson 3
Early Literacy Instruction:
How Do We Teach?

5. Learning Objectives
At the end of this lesson, you should be able
to:
•Discuss the development of literacy
across languages.
•Describe balanced early literacy
instruction.
•Explain the importance of
developmentally appropriate practice,
including play, in early literacy
instruction.

6. Pre-Lesson Activity
Before proceeding, read the statements below
and indicate whether you agree or disagree with
each one. These statements will help you to
reflect on what (you think) we should teach
children to help them become literate. After
completing Lesson 3, you will need to review
these statements again to find out whether there
are changes in what you know and in your
perceptions and attitudes.

7. 1. Children in the same class should be given the same
kind of instruction at all times.
Agree Disagree
2. Play is an essential part of instruction for K-3 learners.
Agree Disagree
3. Children should start reading texts only when they are
already proficient readers.
Agree Disagree
4. Children will learn English better if we immerse them
exclusively in English.
Agree Disagree
5. Using students' first language interferes with their
learning of a second language.
Agree Disagree

8. Mother Tongue as Medium of
Instruction and as a Subject
•Mother Tongue shall be
used as a medium of
instruction and as a
subject from grades
•1 to 3.

9. Question
•Why should the early graders
be taught in their Mother
Tongue

10. When a beginning learner thinks, he uses
the language that he grew up with.
Let’s read this:
May 9 na gamgam sa sanga kan bayawas.
Naglupad si 6 na gamgam.
Pirang gamgam an natada sa sanga kan
bayawas?
There are 9 birds on the branch of a
guava tree 6 birds flew away. How many
birds were left on the branch of guava
tree

11. First day in a grade 1 class
• “Good Morning children.”
• “I am Miss Arce.”
• “I am your teacher.”
• All Children CAN learn to read with
understanding within the first few years
of schooling.
• In a language that they use.
• In a language that they understand.
What is my
teacher
saying?

12. Language Acquisition and Language
Learning
Language Acquisition
 natural way of acquiring a language
 Does not necessitate a formal study.
Happens naturally at home and in the child’s immediate
environment.
Language Learning
 the process of acquiring another language in a more
formal way.
Usually this happens in school
Various approaches are employed in order for the
learner to learn another language.

13. Mother Tongue as a Subject
1.Literacy in L1
Oral Language development in L2
2. Literacy in L2
Oral Language development in L3
3. Literacy in L3

14. The Mother Tongue-Based
Multilingual Education (MTB-MLE) -
program aims to develop appropriate
cognitive and reasoning skills to
enable children to hone their higher
cognitive skills of critical thinking and
reasoning in different languages,
starting with the mother tongue.

15. The language of instruction in Kindergarten is
the child's first language or mother tongue. The
focus of instruction is on the following domains of
literacy (Pado,2014):
 Mother Tongue
• Attitude toward language, literacy and literature (ALLL)
• Oral language (OL)
• Phonological awareness (PA)
• Book and print knowledge (BPK)
• Alphabet knowledge (AK)
• Listening Comprehension (LC)
• Vocabulary Development (V)
Kindergarten: Literacy in the Mother Tongue

16. Grade 1: Literacy in the Mother
Tongue and Filipino
The domains taught in Kindergarten are further developed in Grade
1, with a focus on beginning to read in the mother tongue. Oral
language in Filipino and English is introduced (Pado, 2014).
Mother Tongue Filipino English
Beginning Reading /
Oral language
development
/ 3rd Quarter
onward

17. In the first semester of Grade 2,
beginning reading in the mother
tongue continues, beginning
reading in Filipino begins, and oral
language in English continues
(Pado, 2014).
Grade 2: Literacy in the Mother
Tongue, Filipino, and English

18. Domains Mother
Tongue
Filipino English
Attitude toward language,
literacy, and literature
Oral language
Phonological awareness
Book and print knowledge
Alphabet Knowledge
Listening comprehension
Vocabulary development
Composing
Grammar awareness
Fluency
Spelling *
Phonics and word recognition
Reading comprehension
Study skills
Grade 2: Literacy in the Mother Tongue, Filipino, and
English
In the first semester of Grade 2, beginning reading in the mother tongue continues,
beginning reading in Filipino begins, and oral language in English continues (Pado,
2014).

19. Domains Mother Tongue Filipino English
Attitude toward language,
literacy, and literature
Oral language
Phonological awareness
Book and print knowledge
Alphabet Knowledge
Listening comprehension
Vocabulary development
Composing
Grammar awareness
Fluency **
Spelling *
Phonics and word recognition
Reading comprehension
Study skills
In the second semester of Grade 2, developmental reading in
the mother tongue begins; beginning reading in Filipino continues; and
beginning reading in English starts (Pado, 2014).

20. Grade 3: Literacy in the Mother
Tongue, Filipino, and English
In Grade 3, developmental
reading in the mother
tongue continues,
developmental reading in
Filipino begins, and
beginning reading in

21. Domains Mother
Tongue
Filipino English
Attitude toward language,
literacy, and literature
Oral language
Phonological awareness
Book and print knowledge
Alphabet Knowledge
Listening comprehension
Vocabulary development
Composing
Grammar awareness
Fluency
Spelling
Phonics and word recognition
Reading comprehension
Study skills