Principle which states that L1 should be used to strengthen L2 and L3 as learning progresses., Principle 2: Language and Academic Development, Principle stating that the teacher provides activities to let learners discover things about a topic before presenting the new concept., Principle 4: Discovery Learning, Principle emphasizing that children learn best through interactions where they work together, talk, explain, and express ideas., Principle 5: Active Learning, Guiding principle in MTB-MLE that states teaching must begin with what learners already know before introducing new content., Principle 1: Known to the Unknown, Principle requiring language learning activities to focus on both understanding the message and correct usage., Principle 6: Meaning and Accuracy, Principle explaining that using two or more languages develops cognitive skills such as problem-solving and creative thinking., Principle 3: Cognitive Development, Principle stating that skills learned in L1 transfer effectively to L2 and L3 when used in socially and culturally appropriate contexts., Principle 7: Language Learning / Language Transfer, The six macro skills of communication., Listening, Speaking, Reading, Writing, Viewing, Representing, One’s native language; the language learned by children and passed from one generation to the next., Mother Tongue, Listening skill approach that focuses on details, distinguishing sounds, recognizing words, phrases, and intonation patterns., Bottom-Up Listening Skills, Principle that highlights valuing and maintaining the learner’s home language and culture inside and outside the classroom., Principle 8: Affective Component: Valuing the Home Language/Culture, Listening skill approach that focuses on getting the gist, predicting, taking notes, and sequencing information., Top-Down Listening Skills, Viewing framework that uses 3Cs (Color, Camera, Character) and 3Ss (Story, Setting, Sound)., Framework for FILM and VIDEO, The three stages of the viewing process., Pre-viewing, During viewing, Post-viewing / Responding, Designated Mother Tongue for Region IV-A (CALABARZON) based on DO 28, s. 2013., Tagalog, Reading approach that teaches the relationship between sounds and letters, and how to decode words., Phonics Approach, The expression of ideas by means of speech sounds combined into words., Language, Reading approach that immerses learners in materials and uses context and background knowledge to read words., Whole Language Approach, Designated Mother Tongue for Region VI (Western Visayas) based on DO 28, s. 2013., Hiligaynon, Strategy used for paintings and photographs following the steps: See, Think, Wonder., Visual Thinking Strategies (VTS), DepEd Order number and series that provides additional guidelines on the use of Mother Tongue and Other Languages., DepEd Order No. 28, s. 2013, Designated Mother Tongue for Region VII (Central Visayas) based on DO 28, s. 2013., Cebuano, It consists of knowing about the sounds of the language, how they are produced and combined. (Smallest unit of patterns in speech sound), Phonology, Defined as the smallest unit of meaning and has the information about the word’s meaning and function., Morphology, The set of rules and principles that govern sentence formation., Syntax, Deals with the study or analysis of hidden meanings in different contexts and the meaning of words and sentences., Semantics, Concerned with the function of utterances or the use of language in communication. This involves the context of the situation and prior knowledge of the user as they speak., Pragmatics, Deliberate and conscious process which may involve studying the language, paying attention to structures and usually following a course of instruction., Language Learning, Natural process and involves "picking up" language in a nonconscious way through interaction and exposure., Language Acquisition, The policy that established Mother Tongue-Based Multilingual Education (MTB-MLE)., DepEd Order No. 74, s. 2009, According to the policy, this is developed alongside literacy, prior knowledge, cognitive development, and higher order thinking skills., Learning Strategies, When learners are proficient in their first language, they develop this, including analyzing, reasoning, abstract thinking, solving problems, creating, imagining, and critiquing., Higher Order Thinking Skills, According to the guidelines (DO 16, s. 2012), these are the eight major languages or Lingua Franca used as mediums of instruction., Tagalog, Kapampangan, Pangasinense, Ilocano, Bicol, Waray, Hiligaynon, Cebuano, Approach to teaching instruction based on activities and stories developed from personal experiences of the learners., Language Experience, Stage of emergent writing where children follow standard writing rules., Conventional Writing, Method involving language learning through listening to meaningful language, physical action, and responding through movement., Total Physical Response (TPR), Teaching method that begins with the smallest unit then moves to larger units; more attention given to segmentation and drills., Part-to-Whole, Stage of emergent writing where letters represent each sound heard., Phonetic Writing, Teaching method that combines both Part-to-Whole and Whole-to-Part approaches., Balanced Method, Stage of emergent writing where children write words but letters have no relationship to sounds., Invented Spelling, Teaching method emphasizing importance of learning/understanding context before analyzing smaller parts; uses “Big Book”., Whole-to-Part, Stage of emergent writing where children draw and imitate writing., Drawing and Imitative Writing, Language teaching method based on habit formation: repetition, drill, and pattern practice., Audio-Lingual Method (ALM), Reading material intended for shared reading, big size, with short and simple text., Big Books, Reading material with reduced version of big books, used for independent or guided reading., Small Books, Strategy in writing where messages are arranged and understood without following standard writing conventions., Emergent Writing, Material showing big letter and small letter followed by representative image., Alphabet Chart, Stage of emergent writing where children copy words from familiar sources., Copying Words, Instructional games that support development of literacy skills., Activity Cards, Material showing sound of language book., Alphabet Primer, Real objects used in teaching., Realia, Main goal of assessment: to know child’s development and learning., To gather information, Two-track approach in teaching: one focuses on story, the other on accuracy and mechanics., Story Track and Primer Track, Material used so children associate symbols with letters, forming words together., Picture File, Step in assessment: identify individual differences and determine current developmental level., Identify development level, Main goal of assessment: to communicate support/services offered., To communicate support, Step in assessment: done daily, weekly, or quarterly; formal or informal., Collect data, Type of assessment done at end of school year to check progress., End of the School Year Assessment / Summative Assessment, Charts with pictures/stories to develop listening, oral language, and grammar skills., Chart Stories, Main goal of assessment: to identify child’s needs., To identify needs, Type of assessment done during learning period., Formative Assessment, Assessment occurring naturally, observing child in actual setting., Informal Assessment, Written, objective account of what happened, when, and where., Anecdotal Record, Step in assessment: results analyzed and interpreted., Analyze and interpret data, DepEd Order No. 28, s. 2015 policy on Kindergarten curriculum including checklists and portfolio., Omnibus Policy on Kindergarten Curriculum, Checklist type: checks whether each statement is achieved or not., Yes-No Checklist, Recording observation of specific curriculum/child development aspect; observer looks for clues to solve problem., Event Sampling, Domain in MTB-MLE curriculum: understanding language structure and use., Oral Language, Assessment tool with specific criteria, prepared by teacher to gather student information., Checklist, Rating scale: uses two bipolar adjectives related to concept., Semantic Differential Scale, Checklist type: lists two or more choices for response., Multiple Choice Checklist, Tool to measure tasks, performance, skill level, quality, allowing description of performance degree., Rating Scale, Domain in MTB-MLE curriculum: recognizing distinct sounds., Phonological Awareness, Narrative description of child’s behavior including sequence of events., Running Record, Recording frequency of a specific behavior within given time., Time Sampling, Rating scale: designed to measure degree of agreement or disagreement., Likert Scale, Reading material level: for readers gaining fluency., Level 2, Planning approach: establish learning outcomes then select strategies., Forward Design Language Teaching, Domain in MTB-MLE curriculum: knowledge of letters and sounds., Book and Print Knowledge, Checklist type: evaluates value, different tasks, or behavior performance., Simple Checklist, Rating scale: assesses attitude toward particular topic., Guttman Scale, Domain in MTB-MLE curriculum: smooth, accurate, and expressive reading., Fluency, Rating scale: uses observable behaviors for measurement., Graphic Rating Scale, Domain in MTB-MLE curriculum: rules for forming correct sentences., Grammar Awareness, Reading material level: reading same language they understand/speak., Level 3, Standard: what learners can do with what they learned., Performance Standards, Planning approach: identify desired results then determine assessment evidence., Backward Design Language Teaching, Domain in MTB-MLE curriculum: speed and accuracy in reading words., Word Recognition, Reading material level: for beginning readers., Level 1, Standard: specific outcomes for MTB-MLE learning areas., Learning Area Standards, Reading material level: reading longer texts, complex ideas., Level 4, Approach integrating student’s culture and community into curriculum., Culturally-Responsive Education, Test: compares performance against specific criteria/standards., Criterion-Referenced Test, Element of culture: interpreting meaning within specific context., Sense-Making, Standard: what learners should know and understand., Content Standards, Standard: outcomes per key stages (K-3, Grades 4-6, 7-10)., Key Stage Standards, Planning approach: identify targets then design tasks., Task-Based Language Teaching, Standard: language demands per grade level., Grade Level Standards, Test: compares performance against other students., Norm-Referenced Test.

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