EDU 579: Content and Pedagogy for the Mother Tongue
Teachers’ Guide Module #14
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
Lesson title: Teaching for Meaning and Accuracy Materials:
Lesson Objectives: Activity Sheets
1. I can understand and differentiate teaching for meaning and
accuracy References:
Rex Book Store, Content and
Pedagogy for the Mother Tongue
Productivity Tip:
It’s difficult to plan your personal time if you don’t know how you’re spending it. Tracking your hours is an
important step toward better time management. Start by breaking down a major project into manageable
individual tasks. Track your time!
A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Welcome to Day 14! Can you still remember our past lesson? Let us see if you still remember it by
answering the questions below.
What are the macro skills of communication? Kindly discuss it briefly.
This document is the property of PHINMA EDUCATION
EDU 579: Content and Pedagogy for the Mother Tongue
Teachers’ Guide Module #14
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
2) Activity 1: What I Know Chart, part 1 (3 mins)
Since you are already know the learning objectives, you may now start with this activity. Fill-out the
box below.
B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Malone (2001) compared the three teaching methods that are commonly used in teaching
language in the early years: the Part-to-Whole, the Whole te Part, and the Balanced Methods. Part-to-
Whole is a teaching method in which instruction begins with the most basic unit of language learning and
works up to more complex aspects of language learning. More attention is given to skill-development
through drills, and less attention is given to constructing meaning through language. For example, the
teacher provides premium in the practice of forming letters, spelling words, and copying text.
On the other hand, the Whole-to-Part teaching method emphasizes the importance of the
learners' understanding of the context in which the language is used. This teaching method emphasizes
the importance of meaning construction in the learner's use of his or her language. The use of Big Book
in storytelling activities is one example of this method where the goal of the activity is to make the learners
understand the story with the aid of the Big Book.
When you teach the language macro skills of listening, speaking, reading, writing, and viewing,
you are responsible in helping the learners build the competence (and confidence) in using these macro
skills meaningfully and accurately. This is called as a "balanced teaching method."
According to Malone (2000), a balanced teaching method allows learners to successfully learn a
language by:
• focusing on the parts of the language (teaching for accuracy); and
• focusing on the whole text (teaching for meaning).
This document is the property of PHINMA EDUCATION
EDU 579: Content and Pedagogy for the Mother Tongue
Teachers’ Guide Module #14
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
2) Activity 3: Skill-building Activities (20 mins)
I. Balanced method is the combination of the two methods described above. Below are selected
instructional activities that are believed to be examples of the use of the balanced method. Try to identify
the activity that is being described in nos. 1 to 3. Use the list shown below:
a. shared reading
b. independent reading
c. interactive read aloud
d. shared writing
e. guided reading
f. interactive writing
Activity Description Write your answers here
1 Teachers select a Big Book that is slightly above the level of
most students in the class. Teachers and students read out
loud, together. Often, the text contains rhyming words or
patterns that are predictable for students to read with the
teacher. The teacher can cover up certain parts of the text (a
letter, a word, or a phrase) to have students predict what
makes sense based on the skill being covered.
2 The students will read the same book appropriate to their
reading level. The teacher introduces the book, points out
vocabulary words and allows the students to do a picture
walk. Then, students will have to read the book on their own,
at their own pace while the teacher listens and assists. The
teacher prepares a comprehension check afterwards.
3 The class collaboratively creates a written work. The teacher
models the writing and the students help in composing it. The
teacher models a range of skills like grammar, phonics,
punctuation, spelling, and the writing process itself.
II. What is the difference between accuracy and meaning?
This document is the property of PHINMA EDUCATION
EDU 579: Content and Pedagogy for the Mother Tongue
Teachers’ Guide Module #14
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
3) Activity 4: What I Know Chart, part 2 (2 mins)
4) Activity 5: Check for Understanding (5 mins)
Let us check your understanding of teaching for meaning and accuracy. Read and understand the
enumerated actual language classroom activities. Identify the focus of the instruction. Write (TA) in the blank
if the activity highlights accuracy, and (TM) if the activity highlights meaning.
____1. A student is shown a sequence of pictures and she will be asked to tell the story.
____2. A student draws a picture of her favorite place and she tells the class about it.
____3. A student follows dotted lines to form letters.
____4. A student matches the sound to its letter counterpart.
____5. A student reads and writes her own name correctly.
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
Good job! This time look at the tracker below, this will help you to track the progress in this subject,
specially during this activity.
This document is the property of PHINMA EDUCATION
EDU 579: Content and Pedagogy for the Mother Tongue
Teachers’ Guide Module #14
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
1. What new insights did you learn from this lesson?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. What does balanced literacy method mean?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
KEY TO CORRECTIONS
I. Activity 3
1. interactive read aloud
2. guided reading
3. interactive writing
II. Activity 5
1. TM
2. TM
3. TA
4. TM
5. TA
FAQs
1. What is the difference between accuracy and meaning?
Accuracy refers to how correct learners' use of the language system is, including their use of grammar,
pronunciation and vocabulary. Accuracy is often compared to fluency when we talk about a learner's level of
speaking or writing while meaning is thing one intends to convey especially by language
TEACHER-LED ACTIVITIES
{These are standard instructions for teachers.}
A. If this session happens to be a face-to-face, in-classroom learning session:
1) Collect completed work in the SAS.
2) Allocate your contact time with students to individual or small group mentoring, monitoring, and
student consultations.
3) You may administer summative assessments (quizzes, demonstrations, graded recitation,
presentations, performance tasks) during face-to-face sessions.
4) You may also explore supplementary activities that foster collaboration, provided that social
distancing is observed.
5) You may provide supplementary content via videos, etc.
This document is the property of PHINMA EDUCATION
EDU 579: Content and Pedagogy for the Mother Tongue
Teachers’ Guide Module #14
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
It is important to remember that students who cannot make it to face-to-face, in-classroom sessions for
health and safety reasons, should not be given lower grades for missing in-class activities and should
be given alternative summative tests.
B. If this session happens to be an at-home learning session for the students:
1) Check and grade collected SAS and other input from students.
2) Schedule phone calls/virtual calls/virtual chats to individual students or small groups of students to
monitor work, provide guidance, answer questions, and check understanding.
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