i
2
Patnubay ng Guro
Kagawaran ng Edukasyon Republika ng Pilipinas
Ang kagamitan sa pagtuturong ito ay magkatuwang na inihanda at sinuri ng mga edukador mula sa mga publiko at pribadong paaralan, kolehiyo, at / o unibersidad. Hinihikayat namin ang mga guro at ibang nasa larangan ng edukasyon na mag-email ng kanilang puna at mungkahi sa Kagawaran ng Edukasyon sa [email protected].
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Mother Tongue-Based Multi-lingual Education – Ikalawang Baitang Patnubay ng Guro sa Ilokano
Unang Edisyon, 2013 ISBN
Paunawa hingil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng Bat as
Pambansa Bilang 8293: Hindi maaaring magkaroon ng karapatang sipi sa ano mang akda ng Pamahalaan ng Pilipinas. Gayon pa man, kailangan muna ang pahintulot ng pamahalaan o tanggapang k ung saan ginawa ang isang akda upang magamit sa pagkakakitaan a ng nasabing akda. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan ay ang patawan ng bayad na royalt y bilang kondisyon.
Ang mga akda/materyales (mga kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names, tatak o trademark s, atbp.) na ginamit sa aklat na ito ay sa nagtat aglay ng karapatang-ari ng mga iyon. Pinagsikapang mahanap at mahingi ang pahintulot ng mga may karapatang-ari upang magamit ang mga akdang ito. Hindi inaangkin ng kinakatawan ng mga tagapaglathala ( publisher) at may-ak da ang karapat ang-aring iyon.
Inilat hala ng Kagawaran ng Edukasyon Kalihim: Br. Armin A. Luistro, FSC
Pangalawang Kalihim: Yolanda S. Quijano, Ph.D.
Inilimbag sa Pilipinas ng
Department of Education- Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City, Philippine 1600
Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]
Mga Bumuo ng Patnubay ng Guro Consultant: Rowena T. Nefangui
Mga Manunulat: : Marcelli G. Macob, Perlita P. Quinto
Aidena L. Nuesca, at Vilma Alcayaga
Tagarepaso: Lourdes M. Baldos. Dibuhista .Lorie Ann P. Pugad
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TABLE OF CONTENTS
First Quarter Week 1 ……… 2 Week 2 ……… 15 Week 3 ……… 30 Week 4 ……… 45 Week 5 ……… 56 Week 6 ……… 69 Week 7 ……… 81 Week 8 ……… 98 Week 9 ……… 111 Second Quarter Week 10 ……… 126 Week 11 ……… 137 Week 12 ……… 149 Week 13 ……… 160 Week 14 ……… 169 Week 15 ……… 182 Week 16 ……… 194 Week 17 ……… 206 Week 18 ……… 218 Third Quarter Week 19 ……… 229 Week 20 ……… 241 Week 21 ……… 254 Week 22 ……… 268 Week 23 ……… 282 Week 24 ……… 293 Week 25 ……… 303 Week 26 ……… 317 Week 27 ……… 328 Week 28 ……… 340 Week Weekiv Fourth Quarter Week 29 ……… 354 Week 30 ……… 373 Week 31 ……… 390 Week 32 ……… 405 Week 33 ……… 422 Week 34 ……… 437 Week 35 ……… 450 Week 36 ……… 462 Week 37 ……… 481 APPENDICES Dagiti Sungbat ……… 503 Glossary ……… 522 Bibliography ……… 525
1
MTB-MLE (ILOKANO)
(
GRADE 2 TEACHER’S GUIDE
)
2
Theme:
Me and My Family-likes and dislikes; daily tasks/activities
Objectives
1. a. Listen to and interact with others in a group or class discussion on texts heard
b. Recite/sing with ease and confidence 3 to 5-stanza rhymes, chants, songs in culturally appropriate manner
2. Use common culturally-appropriate social greetings in introducing oneself
3. Identify rhyming words in poems consisting of two or three stanzas
4. Supply rhyming words to two to three stanza poems 5. Observe mechanics when copying and/or writing
sentence, paragraph and story; capitalization, space between words, correct punctuation mark, indention and format
6. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level
Domains
1. Oral Language
a. Listening to and interacting with others in a group or class discussion on texts heard
b. Reciting/singing with ease and confidence 3 to 5 stanzas, rhymes, jingles, riddles, chants, songs, lullaby in culturally appropriate manner
2. Phonological Awareness
Identifying rhyming words in poems consisting of 2 or 3 stanzas
3. Spelling
Spelling content words correctly 4. Composing, Handwriting
Observing mechanics when copying/writing sentences, paragraph and stories such as spaces between words, correct punctuation mark, indention, and format
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
3 5. Grammar Awareness
Using culturally appropriate common social greetings in different situations 6. Comprehension of Literary Text
Identifying the basic elements of a poem
Value Focus
Respect for family members
Subject M atter A. Topic
Rhyming Words
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials
Songs, chants, rhymes, pictures, poem:“Ti Pamiliak” by Perlita P. Quinto
D. Procedure DAY 1
Objectives
a. Listen to and interact with others in a group or class discussion on text heard
b. Recite/sing with ease and confidence a rhyme, chant, or song in a culturally appropriate manner
c. Use common culturally –appropriate social greetings in introducing oneself
A. Preliminary Activities
Ask: How did you spend your summer vacation? Did you enjoy your summer vacation?
B. Motivation
Say: Do you want to learn a new song about friends? Listen as I sing the song first, then later, we will sing together.
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(Ayug: The M ore W e Get Together)
No addatayo amin,
Addatayo amin, addatayo amin No addatayo amin, Naragsaktayo. Gayyemmo, gayyemko Gayyemko, gayyemmo No addatayo amin Naragsaktayo
Ask: How do you feel while singing the song? Are you happy seeing some of your classmates again?
Can you be friends with those whom you just met today? What will we do? How do you introduce yourself?
C. Presentation/Modelling:
Say: I am going to introduce myself Naimbag a bigatyo ubbing. Komustakayo?
Siak ni______________________. Siak ti maestrayo. ______ ti tawenko. Ni Rogelio Fernandez ti tatangko. Ni Hermelina Fernandez ti nanangko. Maragsakanak a makakita kadakayo amin.
(Please refer to Aramaten Dagiti Agad-adal, Aramiden 1, page 2)
D. Developmental Activity
Recite the jazz chant. Have pupils find a partner and tell them to introduce themselves while reciting the jazz chant. (Have pupils find another partner and do the same.)
Komustaka gayyem Siak ni ________________
Sika ania ti naganmo? Inka man ibaga? Ita nagam-ammota Aggayyemtan a dua
5 Ken agkanta E. Engagement Activity
Ask: How did you introduce yourself? Why is it
important to use courteous expressions in introducing oneself?
F. Evaluation
Ask each pair to carry out a dialog on introducing oneself using courteous expression.
( Give different situations in introducing oneself)
1. Adda baro a kaeskwelaam a nakatugaw laeng iti maysa a suli, kasanoka a makiam-ammo? 2. Napanka iti pagay-ayaman, adda nakitam nga
ubing nga awan kaay-ayamna, kasanoka a makiam-ammo kenkuana?
G. Enrichment Activity
Have pupils play the game “Passing the Ball” while reciting the rhyme. As the rhyme stops, the pupil holding the ball introduce himself/herself using courteous expressions.
Rima: Adda gayyemko, Pudno a nadungngo, Nadayaw nga agsao, Ti amin a tao.
Iti panaki-am-ammo, Masapul nadayawtayo, Tapno kaay-ayo,
Ti amin a tao.
Tatta ngarud gayyemko, Ibagam man ti naganmo,
Aginnabrasa ta a dua, Kalpasanna agsala.
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Ask: How did you feel while playing? How did you introduce yourself?
Use the rubrics in assessing the pupils.
Ikkan ti tsek (/) ti detalye a naibaga ti agadal a
maipapan ti bukod a nagan, tawen, nagan ti tatang ken nanang ken pagtaengan.
Detalye Naibaga ti: a. bukod a nagan b. tawen c. nagan ti tatang d. nagan ti nanang e. pagnaedan H. Assignment
Tell the pupils to list down at least three courteous expressions use in introducing oneself.
DAY 2
Objectives
a. Locate specific information in the text to answer specific questions
b. Listen and interact with others in a group or class discussion on text heard
A. Preliminary Activities 1. Review
Ask: How do you introduce yourself? What courteous expressions do you use in introducing yourself?
B. Motivation
How many members are there in your family? What are the things that you do together?
7 C. Pre-reading
1. Presentation
Say: Today we are going to read a poem about “Ti Pamiliak.”
2. Activating Prior Knowledge/Motive Question
Ask: What are the things that you do at home with your family?
Encourage pupils to share the activities done by their family at home.
3. Developing a purpose for reading
Ask: What do you think is the poem about? We will see if you can read with proper expression and correct intonation.
Post the poem on the board so that pupils will have the chance to familiarize with the poem.
D. During Reading
1. First reading of the poem by the teacher. 2. Second reading of the poem by the teacher
(modelling)
Ti Pamiliak
Ni: Perlita P. Quinto
Da tatang ken nanang Da manong ken manang Tallokami nga agkakabsat Pudnokami nga agiinnayat. Ti panagdalus iti pagtaengan,
Agtinnulong da nanang ken manang. Dagiti ayup met,
Tarakenen da manong ken tatang. Simple man ti adda a biagmi
Naragsak unay ta agtitinnulongkami Kasta ti pamiliak
8 E. Post Reading Activity
1. Comprehension questions:
What is the title of the poem? Who is the author?
Who are the persons in the poem? Describe the family in the poem. Why is the family happy?
Do you do the same at home?
Is your family happy, too? Why?/Why not? What do you think makes a family happy? 2. Pupils recite the poem by group, by pair, and by
individual with correct expression and proper intonation.
a. The teacher asks:
How many lines are there? How many groups are there?
How many lines are there in each group? The teacher says:
These groups are called stanzas. F. Assignment
The teacher tells the pupils to bring their family picture and tells them to talk about it.
DAY 3
Objectives
a. Identify rhyming words in poem consisting of two or three stanza
b. Supply rhyming words to two to three stanza poems A. Preliminary Activities
a. Review
Ask: What is the title of the poem that we read yesterday? What is the poem about?
Have pupils recite the poem “Ti Pamiliak” B. Developmental Activity
1. Ask: How many stanzas are in the poem? How many lines in each stanza are there?
Who are the members of the family as mentioned in the poem?
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2. Ask the pupils to look for pairs of words that rhyme in the poem.
nanang-manang kabsat- agiinnayat
Ask: What do you observe with these words? Do they have the same sound? These words have the same sound, they are called rhyming words.
3. Ask: What are rhyming words?
4. Have the pupils give other examples of rhyming words. Write these words on the board.
C. Engagement Activity 1. Matching Game
Distribute some pictures to the pupils. At a signal, pupil find your partner by looking for the picture whose name rhymes with the name of the picture. The pair shows the picture to the class and says the rhyming words together. 2. Fishing Game
Let the pupils go fishing (words are written at the back of cut outs of fish which they match with words that rhyme). Place the rhyming words in the pocket chart.
3. Word Ladder
The class is divided into four groups. Each group is assigned an area. The teacher gives each group blank word cards and pentel pen. The teacher gives each group a word. For a given period, the group should think as many words as possible that rhyme with the word given to their group. Pupils write these words on the blank word cards. The group who make the
highest ladder wins. (Please refer to Learners Material, Aramiden 2, page 3.)
D. Evaluation
Tell the pupils to complete the rhyme. Choose from the pair of rhyming words below:
bassit-nangisit agdigos-nadalus tulang-lelang gayyem-isem
10 Adda asok a _______ Maris na ket _______ Kanayon nga _______ Tapno ________ Mangmangan ti _______ Nga ited ni _________ Pudno a _________ Mangted amona ti _____
(Please refer to Aramaten ti Agad-adal, Aramiden 3, page 4) E. Assignment
Assign the pupils to write three pairs of rhyming words.
DAY 4
Objectives
a. Copy/write sentence and paragraph observing the correct mechanics like capitalization, space between words, correct punctuation mark, indention, and format
b. Spell high frequency words appropriate to grade level A. Preliminary Activities
Review
Give pair of words with rhyming words B. Motivation
Say: In the poem “Ti Pamiliak” the members of the family are mentioned. Who are they?
Ask: Are there other members of the family that are not mentioned in the poem?
Listen to the song and find out what things the family does together.
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(Tune: This is the Way I Brush My Teeth) Naragsak (ti pamiliak) 3x
Naragsak ti pamiliak Ta agiinnayat.
Ni tatang ken ni nanang Ni manong ken ni manang Trabaho pagtitinnulongan Tapno aramid lumag-an.
Ask: What is the song about? Why is the family happy?
What are the things that the family do together?
What things does your family do together? C. Developmental Activity
1. Show a picture of a family and ask.
What do you see/observe in the picture? What are they doing? Why do they help one another?( Write pupils responses on the board.)
Naragsak ti pamiliada Ana.
Agmulmulada tatang ken manong. Agkaykaykay ni nanang.
Agsibsibog ni manang. 2. Discussion
Ask: What do you call these groups of words? Do they express a complete thought?
Have pupils read the sentences.
How is the first word in each sentence written? What punctuation mark is used in each sentence? 3. Talk about things that you do together with your family by answering the following questions.
Write the pupils responses on the board.
a. On what day are all family members at home? b. What does father do?
12 c. How about mother? d. What does brother do?
e. What is the work assigned to sister? f. Describe how they work together.
4.What is the paragraph all about? How is the first word written? What end punctuation mark is used in each sentence?
D. Writing Activity
1. Have pupils copy the following sentences. Naragsak ti pamiliada Ana.
Agmulmulada tatang ken nanang.
2. Have pupils copy the paragraph observing the correct
mechanics like capitalization, space between words, correct punctuation mark, indention, and format.
3. Check pupils output using the checklist.
Put a checkmark(/) if you have followed the correct
mechanics in writing a paragraph and crossmark (x) if not. Did I use capital letter correctly?
Did I observed space between words? Did I use correct punctuation mark? Did I indent the first sentence?
E. Spelling
1. Guided spelling
Show pictures and let the pupils complete the word by giving the missing letter.
Aldaw ti Sabado. Amin a kameng ti
pamiliami ket adda iti balay. Ni tatang ket agmulmula. Ni nanang ket agdaldalus iti balay. Tultulungan ni manang ni nanang. Ni manong ket agsibsibog ti mula.
Naragsakkami ta agtitinnulongkami iti trabaho iti balay.
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n_n_ng ta_a_g m_n_n_ m_n_n_ Ask the following questions:
Siasino dagiti adda iti ladawan? Ania ti ar-aramiden ni tatang?
- ni nanang? - ni manong? - ni manang?
(Refer to Aramaten ti Agad-adal, Aramiden 4, pages 5-6) 2. Dictate the following words. Let the pupils write the
words on their slates.
3. Dictate the words again. Let the pupils write the words on their paper. Check their work.
4. Dictate short sentences containing the words that they learned. Let the pupils write each short sentence on their paper. Check their work.
5. Write the spelling words clearly on the chalkboard. Let them write these words on their paper. Supervise them as they do the activity.
G. Assignment
Rewrite the paragraph observing the correct mechanics.
Day 5
Evaluation
Objectives
a. Supply rhyming words to two to three stanza poems
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b. Observe mechanics when copying and/or writing sentence and paragraph;
capitalization, space between words, correct punctuation mark, indention and format I. Complete the rhyme by supplying the correct word inside the box.
Adda maysa a ________. Daytoy ket ________. Pudno a _______, Uray no _______. Naimas a ________, Uray narigat a ________.
II. Rewrite the following sentences. ni tatang ket nagaget
ni nanang ket naanus
nasingpet da manong ken manang
III. Rewrite the paragraph following the correct mechanics.
bunga-mangga nasam-it-bassit kanen-purusen
aldaw ti Sabado. nasapa a nagriing dagiti sangapamilia. Nagdalus da nanang ken manang iti uneg ti balay. Nagmula ken nagsibog da tatang ken manong
15 Theme
My Family and I
Objectives
1. Listen to and interact with others in a group or class discussion on text heard
2. Give the meaning of through pictures, actions or context clues
3. Tell the distinguishing features of story
4. Predict what the story is about based on personal experiences and context
Modify prior knowledge based on a new knowledge from story read
5. Show love for reading by listening attentively during story reading and making comments or reactions
6. Correctly fill up personal, family and other information using data sheet and form
7. Introduce significant people, places, events, etc. using naming words in a culturally appropriate manner
8. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level
9. Observe mechanics when copying/writing sentence and paragraph ; capitalization, space between words, correct punctuation mark, indention and format
10. Participate actively during story reading by making
comments and asking questions using phrases and simple sentences
Domains
1. Oral Language
Listening to and interacting with others in group or class discussion on texts heard
Participating actively during story reading by making comments and asking questions by using phrases and simple sentences
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
16
2. Book and Print Awareness
Telling the distinguishing features of a paragraph and a story
3. Word Recognition
Giving the meaning of words through pictures, actions or context cluess
5. Spelling
Using spelling knowledge to correctly spell high frequency words appropriate to grade level 6. Handwriting
Observing mechanics when copying/writing sentences; capitalization, space between words and correct
punctuation marks 7. Composing
Filling up correctly of personal and family information using simple data sheet
8. Grammar Awareness
Introducing significant people using naming words in culturally appropriate manner
9. Reading Comprehension- Activating Schema and Prior Knowledge
Predicting what the story is about based on personal experiences and context.
Modifying prior knowledge based on new knowledge from the story
10. Reading Comprehension - Attitude towards Language, Literacy and Literature
Listening attentively during story reading and making comments or reactions about text read
Value Focus
Developing Health Habits Subject M atter
A. Topic
Nouns
B. Reference
K to 12 Curriculum Guide 2 (Mother Tongue
17
C. M aterials
Biography “A School Nurse” by Vilma F. Alcayaga Graphic Organizers, Realia, Pictures, Activity Sheets
D. Procedure
DAY 1 Objectives
a. Listen to and interact with others in a group or class discussion on text heard
b. Give the meaning of words through pictures, actions or context clues
c. Predict what the story is about based on personal experiences and context
d. Listen attentively during story reading and making comments and reactions
A. Preliminary Activities
Song: (about Community Helpers)
B. Motivation
Ask: What do you want to be when you grow up?
C. Pre-Reading
1.Unlocking of Difficulties
Use the following words in sentences with
pictures so that pupils can give the meaning of the words. inauna - (use synonyms)
kaub-ubinganna - (use synonyms) nadalus - ( picture clues)
naanus - ( contextual clues) nasirib - (use synonyms) arapaap - ( contextual clues)
nars - ( picture clues, contextual clues) 2. Activating Prior Knowledge
Show the class a picture of a nurse and ask: Who is in the picture? What is her work in the
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community who looks like the person in the picture?
Encourage the pupils to tell something about this person in your community.
D. Developing a Purpose for Reading
Say: Today, we will read a story about the life of a school nurse. Let’s find out who the person is, her parents, where she lives and her work.
E. During Reading (Shared Reading) 1. First Reading
Read the story without interruption while pupils listen. Name Address Quality Work Parents
19 2. Second Reading
Read the story again. Ask questions after reading each page. Before proceeding to the next page, let pupils make predictions about what is going to happen.
F. Post Reading
1. Answer comprehension questions:
o Who is the school nurse in the story? o When is her birthday?
o Where did she study during her elementary grades?
o What are the qualities of Eva Fernandez? What was her dream?
o Did she fulfill her dream? Why do you say so? o Being a nurse, what is her work?
o What do you like to be when you grow up? Why? Nars iti Pagadalan
Vilma F. Alcayaga
Nayanak ni Eva Fernandez idi Septiembre 11, 1975 idiay Baggoc, Caoayan, Ilocos Sur. Isu ti inauna nga anak da Mr. Lito Fernandez ken Mrs. Carla Fernandez.
Nangrugi nga agbasa ni Eva idi innem ti tawenna diay Baggoc-Pantay Quitiquit Elementary School. Iti kaaddana iti pagadalan, nakita kenkuanan ti kinapintas, kinadalus, kinaanus,
kinamannakaawat ken kamaudiananna – kinasirib.
Dagitoy a galad ti nangpalatak kenkuana saan laeng nga iti uneg ti pagadalan no di ket pati iti sibubukel a komunidad.
Nakagun-od isuna iti pammadayaw iti panagturposna iti elementaria ken hayskul.
Gapu ta arapaapna ti makapagserbi iti komunidad iti benneg ti panangtaripato iti salun-at, nagenrol ni Eva iti kinanars iti
University of Northern Philippines a nagturposanna a Cum Laude. Iti agdama, agpapaay ni Eva nga nars iti Caoayan National High School a nagturposanna iti hayskul. Naragsak nga agpapaay iti komunidad a pagnaedanna.
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o If you were Eva, would you also work in your own community? Why?
F. Evaluation
What do you think may happen if Eva did not study hard?
G. Assignment
Say: Bring a picture of a nurse and be ready talk about it.
DAY 2
Objectives
a. Listen to and interact with others in a group or class discussion on text heard
b. Fill-up personal, family and other information using data sheet and form correctly
A. Preliminary Activities 1. Review
Ask: What is the title of our story yesterday? Who is the school nurse?
B. Motivation
What do you want to become when you grow up? C. Developmental Activity
Discuss the events/timeline that happened in the story. a. Let’s Complete the Web
Give the needed information using the web based on the story that you have heard.
21 b. Let’s fill-up the form
Kompletuen ti pormas babaen ti panangisurat ti masapul nga impormasion (Refer to Aramaten Dagiti Agad-adal, Aramiden 5, page 7)
D. Evaluation
Presentation and Processing of outputs.
Ask: How did you fill-up the form? How did you write your name? the name of your parents?
Ikkan ti tsek (/) ti batog ti bilang no naisurat a nasayaat ti impormasion a sapsapulen.
Impormasion
Naisurat nga umno ti: a. nagan b. petsa ti panakaiyanak c. lugar a nakaiyanakan Father Mother Elementary High School 1. 2. Nars Parents School Qualities
22 d. nagan ti tatang e. nagan ti nanang
E. Assignment
Interview your parents and fill up the form correctly.
Name of Father:___________________________ Name of Mother:__________________________ Birthday:_________________________________ Address:__________________________________ DAY 3 Objective
a. Introduce significant people, places, events using naming words in culturally appropriate manner
A. Preparatory Activities 1. Action Song 2. Review
Who was the school nurse?
Who are her parents?
Where does she live?
Where did she study? B. Motivation
Have you seen a policeman? What does he do?
C. Developmental Activity 1. Presentation
a. Show pictures of community helpers, different places, famous persons, objects and animals. Picture of community helpers, different places, famous persons, objects and animals.
23
b. Let the pupils put each picture under the proper column.
Persons Places Objects/Things Animals
2. Discussion Ask:
What do you observe with the pictures?
What picture gives a name of a person? place?
thing? animal?
Let the pupils give also other names of persons, places, things and animals. 3. Generalization
Ask: What do we call words that name persons, things, places, and animals?
4. Guided Practice
Show some pictures or real objects and lets pupils name each picture or real object and telling
whether it is a name of a person, place, thing, or animal.
5. Independent Practice
Color the naming words. ( Refer to Aramaten Dagiti Agad-adal, Aramiden 6, page 8)
24 Key to Correction tatang tiendaan lapis Vigan nanang aso 6. Application
Show the “Magic Tree” to the pupils. Call some pupils to pick the fruits with naming words.
7. Evaluation
Draw a before each number if the word is a name of a person, name of a place, name of a thing, and name of an animal. (Refer to Aramaten Dagiti Agad-adal, Aramiden 7, page 9) Key to Correction _____1. doctor ____6. bandera _____2. kalding ____7. manang _____3. aso ____ 8. baka _____ 4. pagay-ayaman _____9. pulis _____ 5. bag _____10. plasa kuton kumanta turod agsala Lourdes
25 8. Assignment
List down three words that name a person, place, thing and animal.
DAY 4
Objectives
a. Give the meaning of words being read through matching them with pictures doing the actions or giving its synonyms
b. Use spelling knowledge and skills to correctly spell high frequency words appropriate to grade level c. Observe mechanics when copying/writing sentence
and paragraph
A. Preliminary Activities 1. Review
Ask: What are nouns?
Say: Give words that name persons, places, things and animals.
B. Motivation
Have you seen a nurse? What does she/he do? C. Developmental Activity
1. Show some pictures taken from the story. Have pupils match them with their names/meaning.
inaunaan innem nars pagadalan komunidad 2. Spelling
Use the following words in sentences. Have pupils write the correct spelling in their paper.
a. Ni Eva ti inaunaan nga anak da Mang Lito ken Nana Carla.
b. Nangrugi ni Eva nga agbasa idi innem ti tawenna. c. Ni Eva ket maysa a nars.
d. Nalatak ni Eva iti pagadalan gapu iti kinasiribna. e. Ni Eva ket maysa a modelo iti komunidad.
26
3. Have pupils play the “Name Game”
Complete the name of your classmate by writing the missing letter of each name. (Teacher provides a card for the pupils)
Example:
How did you complete the name of your classmate? How did you write the missing letter?
4. Writing a sentence. Eva is a nurse.
She is a school nurse. 5. Writing a paragraph
Ni Eva ti inunaan nga anak da Mang Lito ken Nana Carla.Nangrugi ni Eva nga agbasa idi innem ti tawenna. Ni Eva ket maysa a nars. Nalatak ni Eva gapu ti kinasiribna. Ni Eva ket maysa a modelo iti kommunidad.
6. Discussion
Discuss the use of capital letters in writing and copying sentences.
Ask: How do we write the first letter in the sentence? What do we do to separate the words in a sentence? What do we see at the end of a sentence?
What composes a sentence? (words)
What will you form when you combine three or more elated sentences? (Teacher discusses the features of a paragraph).
D. Writing Activity
Present the sentences/paragraph (modeling by the teacher).
Have the pupils practice writing sentences on the chalkboard.
27 E. Guided Practice
Pupils practice copying sentences/paragraph using the chackboard.
F. Independent Practice
Have pupils copy sentences/paragraph using their worksheets.
G. Application
Kopyaen dagiti sumaganad a sarita ken parupo. 1. Diay babai ket nalaing nga agsala.
2. Ni Ana ket nagaget.
3. Ti prinsipalmi ket ni Mr. Alcayaga. 4. Maestra ni nanangko.
5. Diay bag ket baro.
(Refer to Aramaten Dagiti Agad-adal, Aramiden 8 page 10) H. Evaluation
Have the pupils write the sentences and paragraph correctly. 1. nagdalus ni nena diay kuarto.
2. nagaget ni manangko.
3. naalumanay iti panagsasaona.
Kanayon a masapa a mapan iti eskwela ni nena. Isu ti para dalus iti kuartoda. Tultulunganna pay dagiti kaeskwelaanna. naulimek isuna
ngem nagaget nga agbasa.
Key to Correction
1. Nagdalus ni Nena diay kuarto. 2. Nagaget ni manangko.
3. Naalumanay ti panagsasaona. Ni tatang ken nanang ket agpada a naanus ken nagaget. Agtintinnulong kami iti trabaho ti balay. Naragsak kami a pada-pada no mailippasmi dagiti aramidmi.
28 I. Assignment
Practise writing sentences and paragraphs about the things you do at home.
DAY 5 Evaluation
Objectives
a. Identify words that name a person, place, things, and animals
b. Correctly fill up personal, family and other information using the data sheet
I. Tell if the following words are names of persons, places, things, and animals.
Tao Lugar Banag Ayup
II. Complete the form by filling up the needed information. kalding lapis tiendaan doctor
bag baboy maestra pagadalan manok Vigan libro pulis
Nagan:___________________________________ Lugar a Nakayanakan:____________________ Petsa ti Panakayanak:____________________ Tawen:___________________________________ Kanayon a masapa a mapan iti
eskwela ni Nena. Isu ti para dalus iti kuartoda. Tultulunganna pay dagiti kaeskwelaanna. Naulimek isuna ngem nagaget nga agbasa.
29
Key to Correction
Tao Lugar Banag Ayup
maestra Vigan bag kalding
pulis tiendaan lapis manok
doktor pagadalan libro baboy
Nagan: Rona Castro
Lugar a Nakayanakan: Pandan, Caoayan, Ilocos Sur Petsa ti Panakayanak: Setyembre 24, 2006
30
Theme
Things I Enjoy and People I Like –e.g. fruits, vegetables and local delicacies
Objectives
1. Listen to and interact with others in a group or class discussion of texts heard
2. a. Give the meaning of words thro pictures, doing the action or giving synonyms
b. Read phrases and sentences consisting of words being studied and answer higher order questions about them 3. Read aloud grade two level texts, with an accuracy of
95-100%
4. Modify prior knowledge based on new knowledge from the legend read.
5. Show love for reading by listening attentively during story reading and making comments and reactions
6. Observe mechanics when copying/writing sentences, paragraphs and stories; capitalization, space between words and correct punctuation marks
Correctly spell words with consonant clusters and blends
7. Write through dictation, simple phrases, sentences and paragraphs observing correct punctuation marks,
capitalization, indention and format
8. Use nouns in culturally appropriate manner in sentences and paragraph:
a. Singular form (ti) b. Plural form (dagiti)
c. These are/those are with plural nouns
9. Recognize common abbreviation (e.g. Jan., Sun., Mr., Mrs., etc.)
10. Express love for stories by reading more literary and informational legends, etc. read
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
31
Domain
1. Oral Language
Listening and interacting with others in a group or class discussion of texts heard
2. Word Recognition
a. Giving meaning of the words through matching them with pictures, doing the action or giving synonyms
b. Reading phrases and sentences consisting with words being studied and answer higher order questions about them
3. Fluency
Reading aloud Grade 2 level text with an accuracy of 95-100%
4. Spelling
Spelling words with consonant clusters (appropriate to the Mother Tongue)
5. Handwriting
Observing mechanics when copying/writing sentences, paragraph and stories, capitalization, space between words
6. Composing
Write through dictation, simple phrases, sentences, and paragraphs observing correct punctuation marks,
capitalizations, indentions and format 7. Grammar
Using nouns in culturally appropriate manner in sentences and paragraph:
a. Singular form (ti-ni) b. Plural form (dagiti-da)
c. These are/those are with plural nouns (dagitoy-dagidiay)
8. Vocabulary
Recognizing common abbreviation (e.g. Jan. Sun. St. Mr. Mrs. etc.)
9. Reading Comprehension-Activating Schema and Prior Knowledge
Modifying prior knowledge based on new knowledge from the story, legends, folktales news articles etc.
10. Reading Comprehension- Attitude Towards Language, Literacy and Literature
Expressing love for stories by reading more literary and informational texts
32
Showing love for reading by listening attentively during story reading and making comments and answering higher order thinking questions
Value Focus
Never envy others Subject M atter
A. Topics
Using Nouns in Sentences Common Abbreviation
B. Reference
K to 12 Curriculum Guide 2 (Mother Tongue Competencies) C. Materials
Legend: How Baggoc Got its Name (Adapted) Picture of a lady
Picture of Community Helpers Name card of Community Helpers
Chart of a song “The Community Helpers”
D. Procedure DAY 1
Objectives
a. Listen to and interact with others in a group or class discussion of texts heard
b. Read phrases and sentences consisting of words being studied and answer higher order questions about them
c. Read aloud grade two level texts, with an accuracy of 95-100%
d. Modify prior knowledge based on new knowledge from the legends read
e. Show love for reading by listening attentively during story reading and make comments and answer higher order thinking questions
33 A. Preliminary Activities
Song: Adda Maysa a Bituen (Ayug: Twinkle, Twinkle Little Star)
Adda maysa a bituen A nakitak ti tangatang Napintas a buybuyaen Aglalo no agrimat-rimat Adda maysa a bituen Magustuak a buybuyaen. B. Motivation
Ask: Are you observing the stars at night? How does it look like?
C. Pre-Reading
1. Unlocking of Difficulties nagdappat ( picture clues) Baggac (picture clues) agnaed (use synonym) rimat ( picture clues)
2. Developing a Purpose for Reading
Say: “In the story that we are going to read today, we will find out how Baggoc got its name and who give this name to the place.”
D. During Reading Listening Story
Read the story to the pupils.
Tells the pupils to listen as the story is read, about How Baggoc got its
name?
Who was the first family who live in that place?
How many
children do they have?
What name did the boy give to the lady?
Who saw the beautiful lady?
34
the theme for the week.
Read the story to the pupils.
Read and stop 2 or 3 times to ask the pupils what they think will happen next.
Read the whole story. Have the pupils answer higher order thinking questions (HOTS). The summary of the story is then formed.
E. Post Reading
1. Discussion questions
a. Who was the first family who lived in the place? b. Why did the family live in that place?
Ti Naggapuan ti Nagan ti Barangay Baggoc
Idi un-una a tiempo, adda maysa a lugar a kasla kabakiran. Adda met agasawa nga agsapsapul iti mabalinda a paggianan. Dagitoy nga agassawa ket addaanda ti maysa nga anak a
balasang. Nakadanon dagitoy nga agasawa ken ti anakda iti daytoy a lugar ket nakitada a mabalinda ti agnaed ditoy no la ketdi ta madalusan. Nagtitinnulong ngarud dagiti
sangkapamiliaan iti panangdalus iti lugar agingana a mabalinda a paggianan. Nagpatakderda ngarud iti bassit a kalapaw.
Mminulaanda ti aglawlawna. Inaldaw met a sibugan daytoy ti anakda a balasang.
Maysa nga aldaw, kabayatan ti panagsibsibog ti balasang, nalabsan daytoy ti maysa a baro a naggapu iti kabangibang a barrio. Nagduyos unay ti rikna ti baro iti balasang gapu ti
kinapintasna. Adda amin a saguday a sapsapulenna iti maysa a babai. Addaan daytoy iti nangisit ken kulot a buok,
lumablabbassit a pingping, nakinis a kudil, naemma ken kangrunaanna ti amin ket addaan ti nasin-aw a mata a kasla agrimat-rimat a “Baggac” ti agsapa. Ap-apalan dagiti dadduma a babbalasang gapu iti kinapintasna.
Manipud idi nakita ti baro ti balasang, kanayonnan daytoy a mapan pasiaren iti balayda. Amin a tao a malabsanna no
saludsudenda ti papananna ket maymaysa laeng ti sungbatna, ibagana a mapan iti ayan ni “Baggac.” Kanayon a kastoy ti
sungbatna kadagiti tattao agsipud ta ti panagkitana iti balasang ket maysa a narimat a bituen iti agsapa. Manipud idin
pinanaganan dagiti tattao daytoy a lugar iti “Baggac,” ngem iti panaglabas ti panawen nagbalin daytoy a “Baggoc.”
35
c. How many children did they have? d. Who courted the beautiful lady?
e. Why did she call the lady as “Baggac”? 2. Engagement Activities
a. Read the following phrases and sentences. maysa a balasang
nakitak iti tangatang
Maysa a napintas a balasang ni Baggac. Adu ti nakitak a bituen iti tangatang. b. Game (Message Relay)
Group the class into two. Give an envelope containing word cards to the first group. Give an envelope with pictures that match the word card in group 1 to the second group. At the count of three, the first pupil in group 1 will get one word card. He/she will read it silently, whisper to the next pupil next to him/her in line. The pupils pass the message until it reaches the last pupil in line. The last pupil will run in front and say the word.
Group 2 will form a circle and look for the picture that matches the word announced by the last pupil in group 1. The group who will do it accurately will be given points. The group that earns the most points wins the game.
c. “Match My Skit Game”
1. Have the children retell the story.
2. Divide the class into three teams. Give the teams a few minutes to plan a 3-4 minute skit about the story.
3. Teams take turn in doing their skits.
4. When everyone is done, they have the class look into the “mystery corner” to find the phrase or sentence which has similar thought or meaning as the one used in the skit.
The teacher asks: How do you feel while playing the game? What should you do in order not to get hurt while playing?
36 F. Evaluation
Instruct the pupils to draw a star and write something about “Baggac” inside it.
G. Assignment
Observe the sky tonight and draw the brightest star that you can see.
Day 2
Objectives
a. Give the meaning of words through pictures, doing the action or giving synonyms
b. Spell content words in the list of vocabulary words correctly
c. Write through dictation, simple phrases, sentences and paragraphs observing correct punctuation marks, capitalization, indention and format
A. Preliminary Activities
Have pupils sing “Adda Maysa a Bituen” B. Motivation
Have the pupils paste their drawing on the wall. Call volunteers to say something about their drawing. Write pupils’ responses on the board.
a. Dakkel diay bituen a nakitak.
b. Napintas a buybuyaen dagiti bitbituen. c. Rumimat-rimat dagiti bitbituen a nakitak. C. Development of the Lesson
1. Presentation
Form a paragraph using the sentences given by the pupils.
Binuyak idi rabii dagiti bitbituen. Dadakkel ken babassit dagitoy. Kasla diamante a rumimat-rimat iti tangatang. Napintas a buybuyaen dagitoy. 2. Discussion
Ask: How do we write the first word in a sentence? How about the first sentence in a paragraph? What
37
punctuation mark is used at the end of each sentence?
3. Writing through dictation (Observe mechanics of writing) Instruct the pupils to listen to the following phrases. Tell the pupils to write the words that the teacher dictates.
1. napintas a balasang 2. nasamek a lugar 3. narimat a bituen 4. bituen ti daya 5. ummong ti tattao
4. Let the pupils give the synonyms of the underlined words. Think of the synonyms of the words listed below.
a. napintas b. nasamek c. narimat d. bituen e. ummong
5. Let the pupils fill up the chart below based on the legend presented.
Story Characters Attitude Values 1. Baggac
2. Baro
Processing the Activity
a. What do you think are the values of Baggac? How about the man?
b. Is it proper for the other ladies to envy Baggac? Why? c. If you were one of the ladies, what shall you do with
Baggac? D. Evaluation
Dictate a short paragraph for the pupils to write observing the mechanics for writing.
E. Assignment
Write a short paragraph about your parents considering the mechanics of writing and correct spelling.
38
DAY 3
Objective
a. Recognize common abbreviations A. Preliminary Activities
Preparatory Activity
Teach the song “Dagiti Katulongan iti Komunidad (Ayug: Leron-Leron Sinta)
Dagiti Katulungan iti Komunidad
Serbisio publiko Isu ti trabaho Tulong a maipaay
Iti pada a tao Polis, abogado
Ken inheniero Doktor, bombero
Mangisursuro. (Gallery Walk)
Work in the Community
Tell the pupils to look at the pictures of Community Helpers displayed around the classroom. After singing, have the pupils choose the picture of the community helper that they wish to become in the future and let them stand in front of it. 1. Presentation
Who is in the picture? Who are in the picture? What is he/she doing? What are they doing? (Answer the question using this pattern and supply the blank with your family name)
39
This is Dr. (family name of the child).He/She is a doctor. He/She treats sick people.
( Write on the board the responses of the pupils) 2. Discussion
How do we shorten the name of Doktor? Kapitan? Inhiniero? 3. Generalization
(Have the pupils read the sentences or responses written on the board. Let them fill the chart below with the information taken from the written sentences they read. The first line is done.)
4. Engagement Activity
The teacher shows pictures of community helpers. While showing the picture, the first member in each group will write the abbreviation on a showcard. Repeat the same procedure until the last player (Group Relay Activity). B. Evaluation
Look at the picture. Write a sentence using the correct abbreviation of names of the following community helpers. Dagiti Katulungan ti Komunidad Pangyababaan Doktor Dr. Inhiniero Kapitan Arkitekto Presidente
40
(Refer to Aramaten Dagiti Agad-adal, Aramiden 10 pages 12-14)
Key to Correction 1. Dr. 2. Mrs. 3. Inhin. 4. Atty. 5. Sgt. C. Assignment
Write the abbreviation of the following: 1. Inhiniero
2. Doktora 3. Presidente
DAY 4
Objectives
a. Use nouns in culturally appropriate manner in sentence and paragraph
b. Observe mechanics when copying/writing sentences and paragraphs observing correct punctuation marks, capitalization, indention and format
A. Preliminary Activities
Have pupils sing “Dagiti Katulongan iti Kommunidad” B. Motivation
Ask: Have you been to a clinic? Who are the persons that you can see in the clinic?
41 C. Develepmental Activity
1. Presentation
a. ”Puppet Show” (Encourage pupils to observe and listen to the dialogue.)
b. Partner 1: I am Dr. Delos Reyes. I am a doctor. Partner 2: I am Miss Suarez. I am a nurse. Partner 1: I give medicine to the sick.
Partner 2: I help the doctor to take care of the sick. Partners 1 & 2: We love to serve everybody.
c. Show a picture of community helpers. Let pupils view the pictures.
Ask: What do you see in the picture? What are they doing? Describe what you see.
Write pupils’ responses on the board. Possible answers:
This is Mr. Cortez. He is a fireman. He puts out fire.
42
These are Mrs. Cruz and Ms. Suarez. They are teachers. They teach the children to write, read and count.
3. Discussion
When do we use the word “ti” -“dagiti” 4. Independent Practice
Role Playing:
Let the pupils find their partner. Let them pretend that they have already become successful
professionals. Have them use some form of nouns in their conversation. Give them enough time to present their role play in front of the class.
5. Application
a. Usaren iti sarita ti balikas a “ti” ken “dagiti”. (Write pupils’ responses on the board.) Ti ubing ket nadayaw.
Ti tatangna ket doctor. Ti nanangna ket maestro.
Dagiti kakabsatna ket nagagaget. Dagiti kaarrubada ket nasingpet.
b. Pagtitipunen dagiti sarita tapno makaaramid ti parupo. (Check pupils’ output using the rubric)
43
Idrowing ti iti batog ti kahon no naisurat a nasayaat ti parupo.
D. Evaluation
Isurat ti ti wenno dagiti iti blanko. 1. ______ ubing 2. ______ tattao 3. ______ doktor 4. ______ ub-ubbing 5. ______ maestro Key to Correction 1. ti 2. dagiti 3. ti 4. dagiti 5. ti E. Assignment
Usaren ti ti ken dagiti iti sarita. Pagtitipunen dagitoy tapno makaaramid ti paraupo.
Mechanics
Naisurat ti parupo a sinurot dagiti sumaganad. a. Naipauneg a naisurat ti umuna a sarita.
b. Naisurat ti dakkel a letra ti umuna a balikas iti sarita. c. Nausar ti umno a punctuation mark iti udi ti sarita. d. Nasurot ti format iti panagsurat ti parupo. e. Nadalus ti panakaisurat ti parupo.
44
Day 5 Evaluation
Objectives
a. Write the correct abbreviation for each word. b. Find meaning of words by giving its synonyms.
I. Isurat ti pangyababaan dagiti sumaganad nga katulungan ti komunidad. 1. Doktor - _______________ 2. Inhiniero - _____________ 3. Kapitan - ______________ 4. Arkitekto - _____________ 5. Presidente - ____________
II. Pagsilpuen ti balikas nga agpada ti kaipapanan iti Batog A ken Batog B babaen iti uged.
Batog A Batog B 6. napintas a. baggak 7. nasamek b. agandap 8. narimat c. grupo 9. bituen d. nalasbang 10. ummong e. narukbos Key to Correction I. 1. Dr. 2. Inhin. 3. Kapt. 4. Ark. 5. Pres. II. 6. d 7. e 8. b 9. a 10. c
45
Theme
Our Body Needs (e.g. food, clothing, shelter)
Objectives
1. Communicate about one’s basic needs
2. Read paragraphs, stories, legends, etc. consisting of words being studied
3. Read short stories with ease and fluency
4. spell content words in the list of vocabulary words
5. Write simple sentences about an experience generated from a group story
6. Write through dictation sentences and paragraphs observing correct punctuation mark
7. Use plural form of demonstrative pronouns in sentences 8. Confirm prediction after listening to a story/dialogue read
Domains
1. Oral Language
Communicating about one’s basic needs. 2. Word Recognition
Reading paragraphs, stories, legends, etc. consisting of words being studied.
3. Fluency
Reading short stories with ease and fluency. 4. Spelling
Spelling content words in the list of vocabulary words. 5. Handwriting
Writing simple sentences about an experience generated from a group story.
6. Composing
Writing through dictation sentences and paragraphs observing correct punctuation mark.
7. Grammar Awareness
Using plural forms of demonstrative pronouns in sentences.
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
46 8. Reading Comprehension
Confirming prediction after listening to a story/dialogue read.
Value Focus
Taking Care of Oneself
Subject M atter A. Topics
Plural form of demonstrative pronouns
B. Reference
K To 12 Curriculum Guide 2 (Mther Tongue Competencies) C. Materials
Story: “My Body Needs,” pictures of different clothes, big box containing pictures of clothes
D. Procedure DAY 1
Objective
a. Communicate about one’s basic needs A. Preliminary Activities
Song: Ti Ubing a Nadalus (Ayug: Bahay Kubo) Ti ubing a nadalus
Kawesna ket naurnos No mapan ti eskwela Suot na’t unipormena.
No mapan agpasiar Pangkasual ti suotna No mapan ti simbaan Pangpormal ti kawesna. No isuna ket aginana Agbuggo nga umuna Kalpasanna, agsukat Iti pangturogna.
47 B. Motivation
How do you feel while singing the song? What are the kinds of clothes mentioned in the song?
C. Developmental Activity 1. Unlocking of Difficulties
a. kawes ( picture clue/visual clue)
b. pangpormal ( picture clue/visual clue) c. pangkasual ( picture clue/visual clue) d. pangturog ( picture clue/visual clue) 2. Presentation
Show different clothes hanging on the clothesline. Have pupils tell something about the different clothes to develop oral fluency.
Guide them with the following questions: a. What do you see on the clothesline?
b. When and where do you use these clothes? 3. Guessing and Sorting Game (Experience Story)
a. Have the pupils close their eyes for two (2) minutes. To arouse curiosity, show them the box and ask them to guess what is inside. Ask:
Ania ti ammoyo nga adda iti uneg ti kahon? Sino ti nakaawat ti regalo?
Ania ti naawat na a regalo? Ania ti inaramid na iti kawes?
Kasano ti panangipakita iti panagannad iti kawes?
(Write pupils’ responses on the board to form an experience story.)
Adda naawat ni Nonoy a regalo. Naikabil daytoy iti asul a kahon. Maysa nga asul a kamiseta ti inted ni uliteg na a Danny.
Magustuanna unay ti kawes isu nga kasta unay ti panangilalana. Saan na nga itulok a marugitan wenno mamantsaan.
48 b. Sorting Game
Have pupils sort the clothes into three (3) sets (pangpormal, pangkasual, ken pangturog) Let the pupils share what happen in the activity.
1. What did you do with the clothes?
2. What did you do to be able to sort them? 3. How many groups did you make?
4. Why did you group the clothes into three? 5. Did you enjoy the activity?
4. Generalization
What are the different kinds of
clothes? How do we take care of our clothes? D. Evaluation
Why do we consider clothes as one of our basic needs? Apay a ti kawes ket maysa kadagiti kangrunaan a kasapulantayo?
E. Assignment
Cut pictures of clothes and sort them acoording to: Pangpormal Pangkasual Pangturog
DAY 2
Objectives
a. Read paragraphs and stories consisting of words being studied
b. Read short stories with ease and fluency
c. Write simple sentences about an experience generated from a group story
d. Confirm prediction after listening to a story/dialogue read
A.Preliminary Activities 1. Review
Ask: How did you sort the clothes? Did you help one another? Did you enjoy doing the work by yourself or with your classmates? What do you feel when you are doing the activities you like? Why?
49 B. Motivation
Ask: What kind of clothes do you wear
when you go to the church? How do you take care of your clothes?
C. Developmental Activity
1. Give questions to guide the pupils in composing a story about an experience.
Write on the board the sentences that pupils dictate/say.
2. The teacher writes the story as the pupils give their sentences.
Ask: Is that what you want to say? If the pupils want to change the sentence, let them do it until they are satisfied.
Ask the pupils. “What would you like to say next?” Write only what the pupils tell. ( Encourage pupils to keep their story using 6 to 7 sentences only.)
3. Have pupils read the sentences.
4. Read the story to the pupils. ( Allow them to make changes if they want to.)
5. Have the pupils give their story a title. Write it above the story.
Ask: What title do you want to give our story? (Allow the pupils to discuss before writing the title just as the pupils say it).
Dagiti Nadumaduma a Kawes
Adda naduma-duma a klase ti kawes. Ti kawes ket mabalin a pangpormal, pangkasual ken pangturog. Ti pangpormal a kawes ket isuot no mapan iti simbaan. Agsuot met ti pangkasual no mapan agpasiar. Usaren met ti
50
pangturog iti rabii. Masapul nga annadan
dagiti kawes tapno saan a nadaras a madadael. 6. Read the story again, using the Reading Plan.
D. Answer Comprehension Questions
1. Ania dagiti naduma-duma a klase ti kawes? 2. Ania ti isuotmo no mapan ka makimisa? 3. Ania ti isuotmo no mapanka agpasiar? 4. Ania ti aramidem tapno saan a daras madadael dagiti kawesyo?
Cite situations for the pupils to predict.
1. Kagapgapo ni Abe a napan nagbasa. Napan nagay-ayam sigida a saan a nagsukat ti unipormena.
2. Napan nakimisa da Alma. Pagsangpetda
sinukatanna a dagus iti para balay ti kawesna. Ania ti mabalin a mapasamak iti kawesna? C. Evaluation
Cite situations for the pupils to predict. 1. Nagbasa ni Ben ti leksionna. Agtest
kabigatanna. Ania ngata ti mapasamak.
2. Nalaing a mangan ti prutas ni Carla. Nasapa pay a matmaturog.
3. Adu ti mula ni Nana Aning. Innaldaw na a sibsibugan dagitoy.
D. Assignment
Read the story and predict what will happen.
Nasapa a nagriing ni Nana Soleng. Innalana ti basket ket napan naguray ti luganna iti kalsada. Papanan ngata ni Nana Soleng?
1. Read the entire text to the pupils. 2. Read the text with the pupils.
3. Read one part of the text with or more pupil volunteers.
4. One or two pupil volunteers read that part of the text by themselves. (Note: Do not force anyone to read alone. If no pupil volunteer, then go on to Step 5).
51
DAY 3 Objective
a. Use plural form of demonstrative pronouns in sentences A. Preliminary Activities
1. Review
The teacher asks: What are the different kinds of clothes? How do we take care of our clothes?
B. Developmental Activity 1. Show and Tell
Say: Come in front and select the clothes you like most.
After each pupil has shown and talked about the clothes. Ask: “What did you use to present your favorite clothes?” 2. Presentation
Write sentences on the chalkboard based on their responses using demonstrative pronoun in plural form. Say: “Let’s read the sentences.”
a. These are my favorite dresses.
(Dagitoy ti magusgustuak a badbado.) b. These are blouses.
(Blusa dagitoy.) c. Those are shorts.
(Shorts dagidiay.)
d. Those are t-shirts. (T-shirts dagidiay.) e. Those are skirts.
(Palda dagidiay.)
Present demonstrative pronouns and how they are used in sentences.
After the demonstrative pronouns have been presented, let the pupils spell the singular and plural forms of demonstrative pronouns.
52 3. Generalization
Ask: When do we use these are? When do we use those are? Singular Plural Person holding the object This is These are Person pointing the object That is These are 4. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 13, page 20-23. Key to Correction 1. Dagitoy 2. Dagidiay 3. Dagidiay 4. Dagitoy 5. Dagitoy 6. Dagitoy 7. Dagidiay 8. Dagitoy 9. Dagitoy 10. Dagidiay 5. Assignment
Use demonstrative pronouns in sentences. (dagitoy ken dagidiay)
DAY 4
Objectives
a. Write through dictation sentences and
paragraphs observing correct punctuation marks b. Spell content words in the list of vocabulary words
A. Preliminary Activities 1. Review
Have pupils use this is (dagitoy) and these are (dagidiay) in sentences.
B. Motivation
Ask: Ania ti paboritoyo nga ay-ayam? Apay nga daytoy ti paboritoyo?
53 C. Developmental Activity
1. Review
a. Partner/Dialogue Read a dialogue using the demonstrative
pronouns learned. Let pupils confirm prediction after the teacher reads the dialogue.
Example:
Partner 1: Dagitoy ti ay-ayamko. Adda kotse, tren ken dadduma pay. Ginatang ni
nanangko dagitoy. Ket sika, gayyem, ania ti inted ni nanangmo kenka?
Partner 2: Oh! Ginatang ni nanangko dagidiay a lobo para kaniak. Intedna pay kaniak dagitoy a
tsokolate.
Partner 1: Ay-ayatennak unay ni nanangko. Dagitoy ti inted ni nanangko kaniak.
Partner 2: Ipatpategnak met ni nanangko ! Magustuak amin dagidiay intedna kaniak.
2. Presentation Group Activity
Each group will tell something about the picture using appropriate demonstrative pronoun in plural form. Partners will write a simple dialogue about the picture. Group 1: Picture in the canteen
Group 2: Picture inside the classroom Group 3: Picture in the playground
Ask: Did you enjoy the activity? Did you use the demonstrative pronoun correctly?
3. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 14, pages 24-25. Key to Correction 1. asom 2. hardinmo 3. Manangmo
54 4. gayyemmo 5. tatangko 6. lapisko 7. dingwenda 8. bayyabasko 9. librona 10. balaymi D. 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. 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 Evaluation Objectives
a. Fill in the blank with this is(dagitoy) and these are (dagidiay).
b. Write the correct spelling of words learned.
I. Kompletuen ti sarita babaen ti panangisurat ti umno a panangtagikua a pangsandi a nagan iti blanko. Pilien ti sungbat iti uneg ti kahon.
kawes uniporme kasual pormal
librok adingko asok sapatosna badona balayda baboyda
55 1. Adda baro a ____________.
2. Nangisit ti ____________ nga immay nagbasa. 3. Matmaturog ni ___________.
4. Adda _______ a puraw.
5. Adu ti _________ manang Selya. 6. Nalangto ti ________ a mais.
7. Dakkel ti _________ manang Marceli. 8. Ni _________ ket maestra.
9. Napukaw ti _________. 10. Napuskol ti ___________.
II. Write the correct spelling of the following words. 1. kamiseta 2. kawes 3. uniporme 4. kasual 5. pormal Key to Correction 1. badona 6. mulami 2. sapatosna 7. balayda 3. adingko 8. nanangko 4. asok 9. papelna 5. baboyda 10. librok
56
Theme
My Favorite Plants and Animals
Objectives
1. Listen to and interact with others in a group or class discussion on texts heard
2. Read with understanding paragraphs, stories, legends, etc. consisting of words being studied
3. Use possessive pronouns (my, you, his, her, your) 4. Spell words in the list of content words in the vocabulary
5. Write sentences and paragraphs about an experience generated from a group story
6. Recite with ease and confidence 3 to 5 stanzas poem in culturally appropriate manner
7. Supply rhyming words to complete a rhyme, poem or song
8. Recognize sound/symbol relationships in one’s own writing
9. Observe some mechanics when copying/writing sentences: capitalization, spaces between words and correct punctuation mark
Domain
1. Oral Language
Listening to and interacting with others in a group or class discussion on texts heard.
Reciting/singing with ease and confidence 3 to 5 stanzas (rhymes, jingles, riddles, chants, song, and lullaby) in culturally appropriate manner.
Supplying rhyming words to complete a rhyme 2. Phonological Skills
Recognizing sound/symbol relationships in one’s own writing.
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
57 3. Book and Print Knowledge
Observing some mechanics when copying/writing sentences: capitalization, spaces between words and correct
punctuation mark. 4. Word Recognition
Reading with understanding paragraphs, stories, legends, etc. consisting of words being studied.
5. Spelling
Spelling words in the list of content words in the vocabulary. 6. Handwriting
Writing sentences and paragraphs about an experience generated from a group story.
7. Composing
Illustrating ability to give personal information needed to identify oneself.
8. Grammar Awareness
Using possessive pronouns (my, you, his, her, your)
Value Focus
Taking care for plants and animals
Subject M atter A. Topics
Possessive Pronouns B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Story: Diay Baluarte ni Perlita P. Quinto Poem: Diay Hardin ni Perlita P. Quinto Picture of a nature with animals
D. Procedure DAY 1
Objectives
a. Listen to and interact with others in a group or class discussion on text heard
b. Read with understanding paragraphs and stories consisting of words being studied
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c. Predict what the story is about based on personal experiences
A. Preliminary Activities
Song: Adda Bassit a Balay (Ayug: Bahay Kubo) B. Motivation
Ask:Have you been to a zoo? What animals can you see in the zoo? (Use a graphic organizer for pupils to place their answers).
C. Pre-Reading
1. Unlocking of Difficulties
a. parke ( picture clue/visual clue) b. gayyem ( context clue/picture clue) c. sabong ( picture clue/visual clue)
d. aglawlaw ( picture clue/context clue/visual clue)
e. agsapa (though context clue) Zoo
