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  • Name: Shella A. Dante Year & Course: Beed-3 Code: 20188 (Content and Pedagogy For Mother Tongue Instructor: Mrs - Nicefora Rosario

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    Lemuel Aying
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    This document provides an overview of a lesson on teaching for meaning and accuracy in the mother tongue. It includes 3 learning activities that [1] introduce the concepts of teaching for meaning versus accuracy, [2] analyze different teaching methods including part-to-whole, whole-to-part, and balanced, and [3] require students to identify examples of balanced literacy instruction by discussing sample teaching activities. The goal is for students to understand how a balanced approach combines aspects of part-to-whole and whole-to-part methods.

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    Module 5

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    This document provides an overview of a lesson on teaching for meaning and accuracy in the mother tongue. It includes 3 learning activities that [1] introduce the concepts of teaching for meaning versus accuracy, [2] analyze different teaching methods including part-to-whole, whole-to-part, and balanced, and [3] require students to identify examples of balanced literacy instruction by discussing sample teaching activities. The goal is for students to understand how a balanced approach combines aspects of part-to-whole and whole-to-part methods.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    1K views5 pages

    Name: Shella A. Dante Year & Course: Beed-3 Code: 20188 (Content and Pedagogy For Mother Tongue Instructor: Mrs - Nicefora Rosario

    Uploaded by

    Lemuel Aying
    This document provides an overview of a lesson on teaching for meaning and accuracy in the mother tongue. It includes 3 learning activities that [1] introduce the concepts of teaching for meaning versus accuracy, [2] analyze different teaching methods including part-to-whole, whole-to-part, and balanced, and [3] require students to identify examples of balanced literacy instruction by discussing sample teaching activities. The goal is for students to understand how a balanced approach combines aspects of part-to-whole and whole-to-part methods.

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    © All Rights Reserved
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    Flag for inappropriate content
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    of 5

    Name: SHELLA A.

    DANTE Year & Course: BEEd-3

    Code: 20188(CONTENT AND PEDAGOGY FOR MOTHER TONGUE

    Instructor: MRS.NICEFORA ROSARIO

    UNIT III: TEACHING AND LEARNING THE MOTHER TONGUE

    LESSON 2: TEACHING FOR MEANING AND ACCURACY

    LEARNING ACTIVITIES

    I. ACTIVATE

    When you teach the language macro skills of listening, speaking, reading, writing, and
    viewing, you are responsible in helping the learners build the competences (and confidence)
    in using these macro skills meaningfully and accurately. This is called as a “balanced
    teaching method”.

    According to Malone (2000), a balance 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)
    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.

    ___TA___1. A student is shown a sequence of pictures and she will be asked to tell the
    story.

    ___TA___2. A student draws a picture of her favorite place and she tells the class about
    it.

    ___TM__3. A student follows dotted lines to form letters.

    ___TM___4. A student matches the sound to its letter counterpart.


    ___TA___5. A student reads and writes her name correctly.

    II. ANALYZE

    Malone (2001) compared the three teaching methods that are commonly used in teaching
    language in the early years: the {art-to-Whole, the Whole-to-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 learners’ use of his or her language.
    The use of Big Book activity is to make the learners understand the story with the aid of the big
    Book.

    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 D. independent reading

    B. Interactive read aloud E. shared writing

    C. Guided reading F. interactive writing

    ACTIVITY DESCRIPTION WRITE YOUR ANSWER HERE

    1 Teachers select a big book that is slightly above 1. Ensure text is displayed in
    the level of most students in the class. Teachers front of students so they can
    and students read out loud together. Often, the see the enlarged font and
    text contains rhyming words or patterns that are photographs. Introduce text.
    predictable for student to read with the teacher. This text is about two children
    The teacher can cover up certain parts of the who share some fruit. While I
    text (a letter, a word, or a phrase) to have read, see if you can name and
    remember all the different
    Students predict what makes sense based on the
    types of fruit they share and
    skill being covered.
    eat, use a pointer to track the
    words so students can see
    early reading behaviours such
    as left to right, return sweep,
    top to bottom, word by word
    matching. As the text is read,
    model phrasing and fluency,
    using the natural rhythm of
    the text to assist.

    2. The students will read the same book 2. Book or picture walks are
    appropriate to their reading level. The teacher shared reading activities that
    introduces the book, pints out vocabulary words are done prior to reading new
    and allows the students to do a picture walk. or unfamiliar text and involve
    Then, students will have to read the book on the teacher “walking” through
    their own, at their own pace while the teacher the text along with students.
    prepared a comprehension check afterwards. During this time, text and
    graphic features are identified
    and discussed. Picture walks
    involve pointing out
    photographs or illustrations in
    a story as a way to preview or
    introduce it prior to reading.
    Book walks involve studying
    the front and back covers,
    table of contents, sample of
    pages, headings or bolded
    information, and illustrations
    in a text. Book or picture walks
    spark students’ interest and
    give students an opportunity
    to begin thinking about or
    anticipate the story while
    making connections.

    3 The class collaboratively creates a written work. 3.They become aware of the
    The teacher models the writing and the students relationships between oral and
    help in composing it. The teacher models a range visual representations, and
    of skill like grammar, phonics, punctuation, recognise patterns and
    spelling, and the writing process itself. relationships Young children
    begin to explore written
    communication by scribbling,
    drawing and producing
    approximations of writing. first
    and foremost, children’s
    meaning making of images and
    other symbol systems various
    oral language skills including
    concept development and
    vocabulary, grammar, and
    narrative comprehension
    emergent literacy skills like
    concepts of print, early
    phonological awareness, early
    letter-sound awareness, and
    knowledge of text types.

    |||. ABSTRACT

    Your task this time is to figure out the characteristics of a balanced literacy instruction.
    With a partner, go back to the sample activities provided in the Analyze activity. Discuss
    with your partner how each sample combine the part-to-whole and the whole-to-part
    methods. Complete the grid below.

    Describe a specific part Describe a specific part of Why do you consider


    of the activity that shows the activity that shows the activity as an
    whole-to-part part-to-whole instruction. example of balanced
    instruction. method?

    Activity 1 Part-to-whole strategies The most famous example An example of balance is


    involve teaching things by of a part-to-whole being able to walk on a
    starting with the most instructional strategy is in tight rope. An example of
    basic unit of something and explicit phonics instruction. balance is when a person
    working up to a more This is when you teach divides his time evenly
    complex system. It's kind of letters and sounds first, between work, family, and
    like learning to swim by followed by letter blends personal pleasure. An
    first learning to move your and then finally words. example of balance is a
    arms and then learning to person who doesn't get
    move your legs and then upset very often and
    moving them together and doesn't let the little things
    then moving them bother them.
    together in the water.

    Activity 2 One psycholinguistic Part-to-whole strategies The teacher is able to


    strategy is whole-to-part involve starting with the provide whole language
    instruction, also called smallest part of something learning opportunities
    whole language, which and building up to teaching through interactive read-
    involves teaching reading a more complex system. alouds, shared reading
    by exposure to a text-rich interactive writing, and
    environment instead of shared writing, while also
    through explicit phonics providing explicit phonics
    instruction. instruction during both
    word study and guided
    reading time.

    Activity 3

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