MTB-MLE
MTB-MLEGrade 1Teacher’s GuideUnits 1 & 2Tagalog
CompetenciesQuarters 1 – 2
QUARTERLY MATRIX OF COMPETENCIES IN THE MOTHER TONGUE -TAGALOGCONTENT STANDARDORAL LANGUAGEFIRST GRADINGSECOND GRADINGTHIRD GRADING11.Listen and respond to others2.Listen attentively to storiesbeing read.3.Participate actively duringstory reading by makingcomments and asking questions.4.Participate in the reading ofpoetry by clapping, chanting orchoral reading.5. Listen and respond to texts byrecalling the important details inthe story such as thea.charactersb.settingc.main events6.Sequence 3 events in the storyby telling which happened first,second, or last.7. Listen and relate events in thestory heard to personalexperiences.8. Listen and ask questions aboutstories heard.2FOURTH GRADING
9. Listen and predict possibleoutcomes based on what thecharacters say or do.10.Listen and infer thecharacters’ feelings based ontheir actions or what they say.11.Listen and infer thecharacters’ traits based on theiractions or what they say.12.Listen and respond to thestory through discussion,illustration, song, dramatizationand art.13.Talk about personalexperiences.14. Listen and retell a storyheard in their own words, citingthe characters and importantevents.NOTE:SAME SKILLS IN ALLGRADING PERIODS BUT OFDIFFERENT LEVEL OFCONTEXT3
PHONOLOGICAL SKILLSFIRST GRADINGSECOND GRADING.1. Identify rhyming words innursery rhymes and simplepoems.2. Give pairs of rhyming words.3. Count the number ofsyllables in a given word.4. Orally segment a two tothree-syllable word into itssyllabic parts.5. Give the beginningconsonant sounds of givenwords.6. Give the new spoken wordwhen a specified phoneme isadded, changed or removed.7. Blend spoken simplebeginning sounds (onsets toform new words.4THIRD GRADINGFOURTH GRADING
BOOK AND PRINTKNOWLEDGE1. Use correctly the termsreferring to conventions of print:(book, front and back cover,beginning, ending, title, page,author, and illustrator).1. Use correctly the termsreferring to conventions of print:( ending, title, page,author, and illustrator).2. Track the text in the correctorder: page by page, left toright, top to bottom.3. Differentiate letters fromwords.4. Make one-to-onecorrespondence between writtenand spoken words.5. Point out that spoken wordsare represented in writtenlanguage by specific sequenceof letters.6. Recognize correct spelling ofwords.7. Observe some mechanicswhen copying/writingsentences: capitalization, whitespace between words andcorrect punctuation marks.5
ALPHABETKNOWLEDGEFIRST GRADINGSECOND GRADINGTHIRD GRADINGFOURTH GRADING1. Identify all the letters of thealphabet, both upper and lowercase.1. Identify all the letters of thealphabet, both upper and lowercase.1. Identify all the letters ofthe alphabet, both upper andlower case.1. Identify all the lettersof the alphabet, bothupper and lower case.2. Write all the letters of thealphabet, upper and lower case.(2. Write all the letters of thealphabet, upper and lower case.(2. Write all the letters ofthealphabet, upper and lowercase.( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)2. Write all the letters ofthe alphabet, upper andlower case.3. Give the letter that begins thename of a given object/picture.3. Give the letter that begins thename of a given object/picture.(Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)3. Give the letter that beginsthe name of a givenobject/picture.( cc,jj,ff,zz,qq,ww,xx,n)3. Give the letter thatbegins the name of agiven object/picture.4. Identify the letters in the givenwords.4. Identify the letters in the givenwords.(Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)(4. Identify the letters in thegiven words.( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)4. Identify the letters ingiven Pp,Ng,Hh,Ww)(Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)6( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)
WORD RECOGNITIONFIRST GRADINGSECOND GRADINGTHIRD GRADINGFOURTH GRADING1. Give the sounds of all letters inthe ,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)2. Show how spoken words arerepresented by written lettersthat are arranged in a y,Nn,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)1. Give the sounds of allletters in the alphabet.1. Give the sounds of all letters in thealphabet.(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)1. Give the sounds of all letters in ,Nn,Gg,Rr,Pp,Ng,Hh,Ww)2. Show how spoken words arerepresented by written letters that arearranged in a specific order((Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)2. Show how spoken words arerepresented by written letters that arearranged in a specific Rr,Pp,Ng,Hh,Ww)3. Blend specific letters to form words(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)3. Blend specific letters to form r,Pp,Ng,Hh,Ww)3. Blend specific letters to ,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)3. Blend specific letters toform words4. Match words with pictures or objects.(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)4. Match words with pictures or Gg,Rr,Pp,Ng,Hh,Ww)4. Match words with pictures n,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)4. Match words withpictures or objects.5. Read words using phonics knowledge.(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)5. Read words using phonics n,Gg,Rr,Pp,Ng,Hh,Ww)5. Read words using Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)5. Read words usingphonics knowledge.72. Show how spoken wordsare represented bywritten letters that arearranged in a specificorder
6. Sound out unfamiliar words by usingphonics knowledge(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)6. Sound out unfamiliar words by usingphonics knowledge(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)6. Sound out unfamiliar words byusing phonics ,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)6. Sound out unfamiliarwords by using phonicsknowledge7. Read by sight words listed in Gg,Rr,Pp,Ng,Hh,Ww)7. Read by sight words listed n,Gg,Rr,Pp,Ng,Hh,Ww)( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)7. Read by sight wordslisted in Appendix8. Read phrases, sentences and shortstories containing high frequencywords and words g,Rr,Pp,Ng,Hh,Ww8. Read phrases, sentences andshort stories containing highfrequency words and ,Nn,Gg,Rr,Pp,Ng,Hh,Ww( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)8. Read phrases, sentencesand short storiescontaining highfrequency words andwords studied(Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)7. Read by sight words listed in Appendix(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)8. Read phrases, sentences and shortstories containing high frequencywords and words studied(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)8
FLUENCYFIRST GRADINGSECOND GRADING9THIRD GRADINGFOURTH GRADING1.Read aloud grade one level textat a rate of approximately 60wordsper minute.1.Read aloud grade one leveltext at a rate of approximately60 wordsper minute.2.Read grade one level text withan accuracy rate of 95-100%2.Read grade one level textwith an accuracy rate of 95100%3.Read with automaticity 100 firstgrade high-frequency/ sight words(Appendix )3.Read with automaticity 100first grade high-frequency/sight words (Appendix )4. Read grade one level text inthree-to-four word phrases withappropriate intonation, expressionand punctuation cues4. Read grade one level text inthree-to-four word phraseswith appropriate intonation,expression and punctuationcues
SPELLINGFIRST GRADING1.Understand that there is a correct wayto spell words2. Spell and write words usingphonemic awareness and letterknowledgeHANDWRITINGSECOND GRADING1.Understand that there is a correct wayto spell wordsTHIRD GRADINGFOURTH GRADING1.Understand that there is a 1.Understand that there is acorrect way to spell wordscorrect way to spell words2.Spell and write words usingphonemic awareness andletter knowledge .2.Spell and write words usingphonemic awareness and letterknowledge2.Spell and write words usingphonemic awareness and letterknowledge .3.Correctly spell previously studiedwords3.Correctly spell previously studiedwords3.Correctly spell previouslystudied words3.Correctly spell previouslystudied words1.Write using a comfortable andefficient pencil grip(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)1.Write using a comfortable andefficient pencil grip(Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)1.Write using a comfortable andefficient pencil grip( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)Write simple sentencesobserving correct punctuationmarks and capitalization.2.Write upper case and lower caseletters in print using proper proportion.(Mm,Aa,Ss,Ii,Oo,Ee,Bb,Uu,Tt,Kk,)2.Write upper case and lower caseletters in print using proper proportion.(Ll,Yy,Nn,Gg,Rr,Pp,Ng,Hh,Ww)2.Write upper case and lower caseletters in print using properproportion.( Cc,Jj,Ff,Zz,Qq,Ww,Xx,N)2.Write simple phrasesobserving proper spacingbetween words3.Write syllable/words/phrasesobserving proper spacing betweenletters/wordsphrases3.Write simple sentencesobserving correct punctuationmarks and capitalization.4.Write simple sentences observingproper correct punctuation marks andcapitalization(beginning of the firstletter of the first word and period at10
COMPOSINGthe end of simple sentence.)1.Write using letterforms/invented spelling torepresent thoughts and ideas1.Write using letter forms/inventedspelling to represent thoughts and ideas1.Write using letter forms/inventedspelling to represent thoughts and ideas2.Write, using phonics knowledge,words, phrases and short sentences torepresent ideas.2.Write, using phonics knowledge,words, phrases and short sentences torepresent ideas.2.Write, using phonics knowledge, 2.Write, using phonicswords, phrases and short sentences knowledge, words, phrasesto represent ideas.and short sentences torepresent ideas.3.Write using phonic knowledge fordifferent purposes – sentences, shortstories, lists, etc.)3.Write using phonic knowledge fordifferent purposes – sentences, shortstories, lists, etc.)3.Write using phonic knowledgefor different purposes – sentences,short stories, lists, etc.)111.Write using letterforms/invented spelling torepresent thoughts and ideas3.Write using phonicknowledge for differentpurposes – sentences, shortstories, lists, etc.)
GRAMMARAWARENESSFIRST GRADING1.Identify names of persons, places andthings2. Use the correct noun markers (ang, angmga, si at sina ,at) in identifying commonand proper names3. Give the proper names of persons,places and things.4.Write correctly the proper namesVOCABULARY1.Develop and use vocabulary by listeningto and discussing selections read aloud.SECOND GRADING1. Identify the directional –ito,iyan.iyon-prepositions insentences.2. Use the prepositions correctly inconstructing own sentences3. Identify the pronouns used insentences.3. Identify describing words insentences1.Draw on experiences to bringmeanings to words in context1. Use clues from context tofigure out what the words mean4.Classify common words into conceptualcharacteristics (e.g. animals, food, toys)12Give the synonyms andantonyms of simpledescribing words2.Use the correct action words innarrating one’s experiences4.Use appropriate describingwords in talking about persons,places and things3.Begin to identify and usesynonyms, antonyms, homonymsand multiple-meaning wordscorrectlyFOURTH GRADING1.Identify action words insentences4.Use pronouns correctly in talkingand in writing.2.Get the meanings of words presented2.Discuss meanings and developthrough illustrations, demonstration, use of vocabulary through meaningful andsynonyms and antonyms.concrete experiences.3.Identify words that name person, placesor things, and actionsTHIRD GRADING2.Identify some words thatcomprise contractions (e.g. can’tcan not, isn’t- is not)1.Recognize that two wordscan make a compound word9.2.Understand that thelanguage used in school ismore formal than thelanguage used at home andwith friends
FIRST GRADINGREADINGCOMPREHENSIONA. Activating Schema andPrior KnowledgeSECOND GRADINGTHIRD GRADINGFOURTH GRADING1. Predict what the story is about based onpersonal experiences.2. Predict what the story is about based onwhat one knows about characters, settingand incidents.3. Relate events in the story to personalexperiences.4. Confirm predictions after listening to astory.B. Comprehension ofLiterary Texts5. Modify prior knowledge based on newknowledge from the story.1.Recall important details in stories read1.Make inferences on what is likelyto happen next based on the eventsin the story1.Tell what the story is all aboutbased on the illustration, title orimportant events in the story.1 Give one’s opinion, basedon personal experiences.2.Give the correct sequence of three events 2.Give the cause or the effect ofcertain events in the story.2 Tell if the story is real or fantasy. 2 Identify the pair of rhymingwords in short poems.3.Make inferences on the character’sfeelings and traits.3.Give another possible ending ofthe story.3 Cite the problem and/the mostlikely solution.4.Respond to the story throughillustrations dramatization, and writingactivities.13
FIRST GRADINGC. Comprehension ofInformational TextAnswer literal level questions aboutexpository text read.SECOND GRADINGLocate specific information in thetext to find answers to simplequestions.THIRD GRADINGFOURTH GRADING1.Give the topic of expository textread.2.Follow a set of written or verbalthree-step directions with picturecues.3.State the meaning of someenvironmental signs (e. g, trafficsafety, warning signs).ATTITUDE TOWARDLANGUAGE, LITERACYAND LITERATURE1. Manifest enjoyment of rhymes and short 1. Manifest enjoyment of rhymespoems by clapping, repeating some linesand short poems by clapping,and reciting them.repeating some lines and recitingthem.1. Manifest enjoyment of rhymesand short poems by clapping,repeating some lines and recitingthem.1. Manifest enjoyment ofrhymes and short poems byclapping, repeating some linesand reciting them.2. Show love for reading by listeningattentively during story reading, andmaking comments.2. Show love for reading bylistening attentively during storyreading, and making comments.2. Show love for reading bylistening attentively during storyreading, and making comments.2. Show love for reading bylistening attentively duringstory reading, and makingcomments.3. Express love for stories by browsing thestorybooks read to them and asking to beread more stories.3. Express love for stories bybrowsing the storybooks read tothem and asking to be read morestories.3. Express love for stories bybrowsing the storybooks read tothem and asking to be read morestories.3. Express love for stories bybrowsing the storybooks readto them and asking to be readmore stories.14
Sequence of LettersFrequency Word Count
PAGKAKASUNOD-SUNOD NG MGA TITIK SA FILIPINOBAITANG 1 (TAGALOG)1.Mm13. Nn25. Qq2.Aa14. Gg26. Vv3.Ss15. Rr27. Xx4.Ii16. Pp28. Ññ5.Oo17. NGng6.Ee18. Dd7.Bb19. Hh8.Uu20. Ww9.Tt21. Cc10. Kk22. Jj11. Ll23. Ff12. Yy24. Zz16
TitikARALIN1:. MmSusingSalitaManokSalitangNagsisimulasa TitikSalitangLarawanMabubuong ka17Mga Salitasa UnangKitaPariralaPangungusapKwento
TitikARALIN2.: Aa(m)SusingSalitaamaSalitangNagsisimulasa TitikSalitangLarawanMabubuongSalitaMga Salitasa UnangKitaPariralaAmaAmMamaMaySiatMay amSi mamaAt aw18PangungusapKwento
TitikARALIN 3Ss(m,a)SusingSalitaSasaSalitangNagsisimulasa TitikMabubuongSalitaMga Salitasa UnangKitaPariralaPangungusapKwentoSagingasaangay sasaSasama saSASAMASilyaaasaSinokay Samama.SA AMAsasaang masaSasama saSusiAasa saSamsasama samama.ama.Silisamamas aasaMasama angAasa sasasamaaasa.mama.sama-Kay ama angMasamasamasasa.ang aasa.masSasama siKay amamasaSam.ang sasa.Si Sam aySasama siSampusasama.Sam.SalaminAasa si SamSi Sam aysa asa siSam saama19
TitikARALIN 4.Ii(m,a, s)SusingSalitaIsaSalitangNagsisimulasa ngLarawanMabubuongSalitaisaMga Salitasa irinsimaIlanSisaMimamisa20ni Sisani Mimamay simamay misaang simaang misaPangungusapKwentoAng sima ayAng simaisa.ay isa.May sima siMay simaSisa.si Sisa.Sasama siSasama siMima kayMima kaySisa.Sisa.Isasama niIsasama niSisa si Sam .Sisa siSasama saSam .misa si Ama.Sasama samisa siAma
a TitikOrasanObispo(m, as ,i)OtelOkraOtoSalitangLarawanMabubuongSalitaosoMga Salitasa alaPangungusapKwentoang osoKay Siso angKay Sisoang masooso.ang oso.ang mgaKay SimoKay Simoosoang aso.ang aso.ang mgaMay mga asoMay mgamasosi Siso. Mayaso sikay Sisomaso si Siso.Siso. Mayni SimoSasama sinamaso siang asoSisa at Siso.Siso.ang amoARALIN6:Ee(m,a, eparaSasamasina Sisaat SisoSi EmmaKay EmmaAng misoang miso.Kay Emmanasamga mesaSi mama angang miso.niyaang musamusa.Si mamaBakitpara kayPara kay amaang musa.Nasaannasa mesaang mesa.Para kaysiyaama angmesa.21
TitikARALIN 7:BbSusingSalitaBibeSalitangNagsisimulasa ngusapKwentoSi BimbiSi Bimbi ayAy asoaso.Mga babaeMaamo siMabuti SiEba.Isasamaniya angmgababae.Sa misasasamaang mgababae kayEba.Bimbi sa mgababae.mabisaBataangang mgababaeBaoMga Salitasa UnangKitaubeSabababasaBasobababa22Tanong:1.Sino angmabuti?2.Ano anggagawin niEba?3.Saanpupuntasina Eba atmgababae?
TitikARALIN8: UuSusingSalitaSalitangNagsisimulasa lita umabasaang mgababae.Bumabasa siMimi.Mga BabaeBumabasa!Bumabasa siSisa.SuboUlanKwentoBumabasa siEmma.SumaUkaPangungusapsusubobumasaUodARALIN9:T tTasaTaoButo tasaBata mataItamatamisBato bisaBatisbisitaTisa tamaToyo23Si EbaNg amaAng mgabataMimi at EbaEmma, Mimi,Sisa, ito si Eba,”sabi ng ama.“Siso, ito si Eba,”sabi ng ama.Bumabasa si Sisa.Mga Tanong:1.Sino angbumabasa?2.Ano angginagawa ng mgababae?3.Bakit kaya silanagbabasa?ITO SI EBA“Emma, Mimi, Sisa,ito si Eba,” sabi ngama.“Siso, ito si Eba,”sabi ng ama.
TitikSusingSalitaSalitangNagsisimulasa TitikTakongTelaTikoyARALIN10: KkKamaKukoSalitangLarawanMabubuongSalitaTubo tubosAbotsimotButas taboTabitimbaTumamaBote sibatMata tutubiBota tubaMatabatutaKasamakitaKatabi kusaKuta katasButiki kibo24MgaSalita a tubaMatabatutaBeso-besoang mga bata.Beso-beso angmga bata.Beso-besosina Emma atEba.Beso-beso sinaEmma at Eba.Sa butikiSi MimiMabilistumakboSinaEmmaTakot si Emmasa butiki.Beso-besosina Mimi atEba.Takot si Mimi sabutiki.Mabilis tumakboBeso-beso sinaMimi at Eba.MGA TANONG:1.Sino-sino angtinawag ni ama?2.Sino angkasama ni ama?3.Ano angginagawa niama ?4.Bakit silanagbeso-beso?BUTIKI! BUTIKI!Takot si Emma sabutiki.
TitikSusingSalitaSalitangNagsisimulasa a ekesomakitaKumustaKubakumot kutoutakTubo tukaTabaktabakoMabutibatokBituka tikimUsok kutisTakboItakBukaBukakaBukas25MgaSalita a Emma atMimi kaysabutiki.Mabilis tumakbosina Emma atMimi kaysa butiki.Mga tanong:1.Sino ang takotsa butiki?2.Saan takot siEmma?3.Ano angginawa ni Emmang Makita angbutiki?
TitikARALIN
Grade 1 Teacher’s Guide Units 1 & 2 Tagalog. Competencies Quarters 1 – 2. 2 QUARTERLY MATRIX OF COMPETENCIES IN THE MOTHER TONGUE -TAGALOG CONTENT STANDARD FIRST GRADING SECOND GRADING THIRD GRADING FOURTH GRADING ORAL LANGUAGE 1.Listen and respond to others 2.Listen attentively to stories
In 2009, Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized under Department of Education (DepEd) Order No. 74. This reform is consistent with widespread implementation of mother tongue (MT) education in many comparable countries, such as Papua N
MGE 71, MGE 80, MGE 90, MGE 100, MGE 112, MGE 132, MGE160, MLE 71, MLE 80, MLE 90, MLE100, MLE112, MLE132, MLE160, Modell H, I, J, auf die sich diese Erklärung beziehen, mit den folgenden Richtlinien des Rates zur Angleichung der Rechtsvorschriften der EG-/EU-Mitgliedsstaaten übereinstimmen. DK: EF-/EU-overensstemmelseserklæring
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MLE Example I want to estimate the recombination fraction between locus A and B from 5 heterozygous (AaBb) parents. I examine 30 gametes for each and observe 4, 3, 5, 6, and 7 recombinant gametes in the Þve parents. What is the mle of the recombination fraction? Probability of observing X r recombinant gametes for a single parent is binomial:!
the negative reciprocal of the second derivative, also known as the curvature, of the log-likelihood function evaluated at the MLE. If the curvature is small, then the likelihood surface is flat around its maximum value (the MLE). If the curvature is large and thus the variance is small, the likelihood is strongly curved at the maximum.
Logistic Regression for Massive Data with Rare Events 2.1. How Much Information Do We Have in Rare Events Data To demonstrate how much information is really available in rare events data, we derive the asymptotic distribution of the MLE for model (1) in the scenario described in (2) and (3). The MLE based on the full data D n, say , is the .Cited by: 3Publish Year: 2020Author: HaiYing Wang
procurement planning across public and private sectors. The purpose of this tool This is part of a monitoring, learning, and evaluation (MLE) toolkit of three tools: the data use and indicators guide, data visualization principles, and Exc
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