MAG-UMPISA KITAMINAN MAMAHA

Let's Begin Reading

by

Kurt and Margaret Storck

SUMMER INSTITUTE OF LINGUISTICS- Philippines, Inc. Translators 1995 Publishers

Published in cooperation with the

Commission on Philippine Languages and the

Department of Education, Culture and Sports Manila, Philippines

Additional copies of this publication are available from: Book Depository

P.O. Box 2270 CPO 1099 Manila

We wish t o e x p r e s s a p p r e c i a t i o n t o t h e Swedish

I n t e r n a t i o n a l Development A u t h o r i t y (SIDA)

and t h e Hol iness Union Miss ion of Sweden (HUM)

f o r t h e i r a s s i s t a n c e i n t h e p r o d u c t i o n of

t h i s p u b l i c a t i o n .

A Pre-Primer in Ayta Mag-anchi Second Edition

89.9-1294-2M 52.12P-946021N ISBN 971-18-0249-X

Printed in the Philippines

REPUBLIC OF DEAR= OF EDUCATION, CULTURE AND SIP ORTS

Medal Avenue, Fkig, &tro Maniln

Foreword

The islands, forests, and mountains of our country are home t o .any dis t inc t cultural communities, each v i th its om language and tradit ion. Their cultures are integral pieces of the beautiful mosaic tha t is the Filipino nation.

l e owe a debt of gratitude t o our countrymen fro. the cultural communities. 'l'kougfi the centuries the i r customs, languages, and noble s p i r i t have contributed' t o the development of our national character. A s we gain greater understanding of these cultures, we can only take greater pride in the remarkable richness of our Filipino heritage.

For these reasons, it i s imperative that the languages and tradit ions of the Filipino cultural communities be preserved. This book, i n the language of a cultural c o d t y , i s intended t o ass is t i n t ha t preservation. It i s designed t o build reading and comprehension s k i l l s and t o expand tnowledge through the medium of the reader's o m language. This f i r s t language approach t o learning builds pride i n the mother tongue and makes reading a revarding experience. The s k i l l s and confidence thus acquired help equip the reader t o pursue hu the r education i n the national language.

The Department of Education, Culture and Sports i s pleased t o introduce t h i s book, the most recent i n a series designed t o promote l i te racy in the cultural communities. In serving these c o m i t i e s , the good of the entire nation i s served.

Secretary

Preface To the teacher:

This pre-primer workbook, MAG-UMPISA KITAMINAN W I A H A , has been prepared to teach pre-reading skills to speakers of the Ayta Mag-anchi language, Tarlac, the Republic of the Philippines. It contains six pre-reading lessons which are taught before teaching the primer.

Lesson 1: pages 1-9 Lesson 2: pages 10-17 Lesson 3: pages 18-25 Lesson 4: pages 26-30 Lesson 5: pages 31-32 Lesson 6: pages 33-36

These pre-reading skills are taught on the following pages:

Left to right orientation: 1, 2, 10, 18

Auditory discrimination: 4, 6, 12, 14, 20, 22

Visual discrimination: 3, 5, 11, 13, 19, 21

Vowel identification: 26-29-32-34

Numbers: 8, 9, 16, 17, 24, 25, 31

Writing: 7, 15, 23, 27, 28, 29, 30, 32, 33, 34

The directions for teaching are given in the center margin of each page. These directions tell you what the student is to do. The directions,are also given in English in the back of the book. NEVER have the student read syllables or words found in the book. If they cannot identify the word from the picture, the teacher should tell them the word.

If the book is used with adult students, one lesson should be taught each day. If the book is used with children the six lessons should be taught in 4-6 weeks and supplemented with teacher-made materials patterned after the work pages.

Kurt and Margaret Storck, members of the Summer Institute of Linguistics, adapted the pre-primer from the Limos-Kalinga pre-primer prepared by Kathleen Bosscher and Carol Porter.

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English Directions Put your right hand on the picture of the hand so that your book will be in the right position.

Draw a line from the fruits on the left to the plants on the right.

(1) Circle the picture in each row that is the same as the one on the left. (2) Circle the letter(s) that is the same as the one on the left.

Name the pictures in each row. Listen carefully to the beginning sound of each word in each row.

(1) Circle the beads in each row that are the same as the ones in the box. (2) Circle the letters in each row that are the same as the ones in the box.

Name the pictures. Listen carefully to the ending sound of each word in each row.

Write the lines on the writing lines. Follow the first line.

Count the things in each set; count the dots. Look a t the number.

Circle the correct number.

Draw a line from the small thing on the left to the larger one on the right.

(same as 3)

Name the pictures. Listen carefully to the beginning sound of each picture. Circle the picture in each row which starts with a different sound.

(same as 5)

Name the pictures. Listen carefully to the ending sound of each picture. Circle the picture in each row which ends with a different sound.

Fill the lines with the designs on the left.

(same as 8)

(same as 9)

Draw a line from the picture on the left to the picture on the right; from the boxes to the circles.

(same as 3)

(same as 12)

(same as 3)

(same as 14)

(same as 15)

Draw a line from the picture to the correct number.

(same as 24)

Name the pictures listening to the beginning sound.

Fill the lines with all a. -

(same as 7)

Write the numbers on the writing lines. Follow the first number.

(same as 29)- 8

Write the correct number.

(same as 7)

(same as 7)

(same as 7)

(same as 7)

(same as 7)