Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide
Ilokano: Unit 1 – Week 7
 1
Mother Tongue Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide
(Unit 1 – Week 7)

Ilokano

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colleges, and/or universities. We encourage teachers and
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comments, and recommendations to the Department of
Education at action@deped.gov.ph.

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Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Ilokano
First Edition, 2013
ISBN: 978-971-9981-76-3

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Published by the Department of Education

Secretary: Br. Armin Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz

Development Team of the Teacher’s Guide

Authors: Leila P. Areola

Grace Donata S. Abugan

Graphic Artists: Noel B. Corpuz

Jacinto Cepeda

Layout Artists: Aro R. Rara

Jacinto Cepeda

Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-

IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex, Meralco Avenue.
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
 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.

II. Subject Matter

A. Story: Dagiti Sagut ni Sabrina

Sarita ni Leila Areola, Ph.D.
Inladawan ni Noel B. Corpuz

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.
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:

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 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

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?
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 (Fill the Word Web)
3. Motive Question
Kasanoda a rinambakan ni Sabrina ti kasangayna?

B. Reading of the story

1. First Reading: Read the story without interruption while the pupils listen.
2. Second Reading: Read the story again. Use a pointer as you show the
sentences in each page. Ask questions as you finish a page. Before
proceeding to the next page, let pupils make inferences about what will
happen.

Dagitia Sagut ni Sabrina

Sarita ni Leila P. Areola, Ph.D.

Kasta unay iti ragsak ni Sabrina a makakita kadagiti sangailina. Adda

amin dagiti kaeskuelaanna kasta met kadagiti manursuro iti pageskuelaanna.
Kasta unay ti ragsak dagiti ubbing a napan nakipagrambak iti kasangayna.
Nagduduma a makmakan ti sagana.

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.

Dagiti manursuro ti nagpaay-ayam kadagiti ubbing. Kasta unay ti ragsak dagiti

nangabak ta adda gunggonada. Nalaus ti ragsak ni Sabrina a nangbuybuya kadagiti
kaeskuelaanna. Umis-isem met latta ni lelongna a Sendong.

Malaksid kadagiti makmakan, nadumaduma pay dagiti sagut a naawatna ken

agsasabali iti sukogda. Ngem nagustuanna unay ti sagut ni ikitna a Lisa a sapatos
nga apagisu iti sakana.
Nagduduma ti marisda. Adda nalabaga, asul, mala-rosas ken dadduma
pay.Nagyaman ni Sabrina kadagiti bisitana.

Inyarakupna ti panagyaman na kada Tatang ken Nanangna, ikitna a Susing ken

tiona a Sito.

Mas nair-irut manen ti arakupna ken ni lelongna a Sendong.

C. Post Reading Activities

1. Discussion/Presentation
Let pupils answer the comprehension questions and present their outputs.

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 kasangay ni
Kasanoyo met a rambakan ti Sabrina.
kasangayyo?

Siasino dagiti nangited ti sagut ken ni Group 2 – Kumpletuen ti ladawan

Sabrina?

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 Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Ania dagiti insagutda? Kumpletuen ti ladawan dagiti sagut
Ania kadagitoy ti magusgustuanna? nga naawat ni Sabrina nga
Apay a magusgustuanna daytoy? nakaipaskil iti pocket chart.
Ania met dagiti sagut a naawatyo? Mangpilika dagiti ladawan nga adda
iti kahon

Ania ti narikna dagiti ubbing a sangaili Group 3 – Ipinta ti rupa

ni Sabrina?
Apay a naragsakda? Ipinta iti kartolina ti rupa ni Sabrina a
Ania ti narikna ni Sabrina? Apay a nakarikna ti ragsak.
kastoy ti nariknana?

Kasano nga impakita ni Sabrina ti Group 4 – Ipabuya ti pasamak

panagyamanna kadagiti pamila, No sika ni Sabrina ipabuya no
kabagian ken sangailina? kasano ti panagyamanmo kadagiti
pamila, kabagian ken sangailina.

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.

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.

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 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
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”.

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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.

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.

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 LESSON 4 LETTER Ss

akas, ikkis, anis,

siko, saka, tisa,
sakit, siit, sikki,
sika, sina, kaso,
tisa, sakit,
nasaniit, asin
saka

sa ka

saka s
sak sa
sa sak
s saka

na ka sak Ki
kit si san Sa
it ni an Tan
sik i ko Kan

Nasaniit ti saka a nasinit ni Santi. Nasaniit

Nasaniit ti saka a nasinit ni Nasaniit ti
Nasaniit ti saka a nasinit Nasaniit ti saka
Nasaniit ti saka a Nasaniit ti saka a
Nasaniit ti saka Nasaniit ti saka a nasinit
Nasaniit ti Nasaniit ti saka a nasinit ni
Nasaniit Nasaniit ti saka a nasinit ni Santi.

a. Picture And Key Word

 Introduce the keyword and picture.

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

 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.

c. Do The “Breaking Word” Activity

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 saka
sak
sa
s
 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.

d. Do The “Making Word” Activity

s
sa
sak
saka
 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.

e. Big Box And Word Chart

saka s
sak sa
sa sak
s saka
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.
 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.

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f. Sentence- Breaking And Sentence- Making
 Read the Sentence-Making word to and with the children.
Nasaniit ti saka a nasinit ni Santi. Nasaniit
Nasaniit ti saka a nasinit ni Nasaniit ti
Nasaniit ti saka a nasinit Nasaniit ti saka
Nasaniit ti saka a Nasaniit ti saka a
Nasaniit ti saka Nasaniit ti saka a nasinit
Nasaniit ti Nasaniit ti saka a nasinit ni
Nasaniit Nasaniit ti saka a nasinit ni Santi.

g. Do the “Sentence-Breaking” Activity.

 Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
h. 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.
i. Oral Practice
 Pupils form words from the Big Box
 Listen to some words taken from the story:
Initial
sagana sorbetes
sagut Sito
sangaili sukog
suman Susing
sinibalo Sendong
sukog salad
 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.
/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.

9
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.

Mirror flower softbroom coconut shell banana

Slippers vat shoes sando bag whistle

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.

10
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.
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
11
 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.

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.

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 DAY 5
Assessment

A. Recalling the important details of the story (Listening/Oral)

Nasakit ti saka ni insan
Ta nasiitan iti siit ti ikan
Inikkat daytoy iti tiani ni Sinon
Ket saan a nasaniit iti sakan ni insan.
1. Apay a nasakit ti saka ni insan?
2. Ania ti nakasiit daytoy?
3. Siasinno si nagikkat ti siit?
4. Kasano a naikkat daytoy?
5. Apay a saanen a nasaniit ti saka ni insan?

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

C. Using ti and dagiti correctly

1. ____ santol
2. ____ sabon ken sipit
3. ____ tisa
4. ____ siko
5. ____ dua a saka

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.

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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

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 For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education, Curriculum

Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: bee-deped@pldtdsl.net,

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ISBN: 978-971-9981-76-3