english framework for tot
TRANSCRIPT
PRIMING:
What is your ultimate role as a
school head? Proceed to your group, discuss the answer and
write your answers on a metacard.
INSTRUCTIONAL LEADER
• The main role of the principal is to assure that the school is delivering quality instruction to the learners.
• • This includes all functions directly related
to providing teaching and learning within schools. In other words, this involves activities that help attain educational goals.
OBJECTIVES
• Familiarize participants with the curriculum framework,
components and features of Integrated Language Arts Curriculum
• Gain an in-depth understanding on the basic features of the Integrated Language Arts Curriculum
• Determine the features, strands, and domains of the Integrated Language Arts Curriculum
Research tells us that only 7% of all communication is impacted by the content or the words used. The rest is all non-verbal — body language and tone.
“From those situations it made me wonder if most poor communication or mis-communication occurs when things go wrong, and most good communication occurs when things are going well. “
So essentially, communication is driven by the environment.
WISDOM OF WOLVES
DOMAINS AND STRANDS INTEGRATED LANGUAGE ARTS CURRICULUM (ILAC)
5 STRANDS
14 DOMAINS FOR K TO 12
9 DOMAINS FOR 7 TO 12
LISTENING SPEAKING
READING WRITING
VIEWING
in addition to the four macro skills VIEWING of multimedia and internet sources of information as the means to develop creativity in transcoding concepts from one medium to another is given importance.
LISTENING COMPREHENSION
ORAL LANGUAGE AND FLUENCY
VOCABULARY DEVELOPMENT
READING COMPREHENSION
WRITING AND COMPOSITION GRAMMAR AWARENESS AND STRUCTURE
ATTITUDE (TOWARDS LEARNING)
STUDY STRATEGIES
Framework, Components & Features of Grade 8 English
COMPONENTS
COMPONENT 1 - LANGUAGE LEARNING PROCESS (Learner-Centered)
1. Spiral Progression – approach used
by the K-12 curriculum
2. Interaction – students engage in
activities that simulate real-life
situations
3. Integration – the receptive and
productive skills are taught in an integrated
manner.
4. Contextualization – learning is put in the
context of the learners to aid them in
meaning making
5. Construction – meaning making is
the core of language learning and
language use.
COMPONENT 2 - EFFECTIVE LANGUAGE USE
1. Understanding Cultures - Learning
language through text types and literary
appreciation exposes learners to different
cultures of the world, including one’s
culture.
2. Understanding Language – learners
apply what they have learned to serve
personal and professional purposes and to
empower them in their social and academic
interactions.
3. Process and Strategies – Given a
repertoire of processes and strategies, the
learners decide on what is appropriate for a
given context.
COMPONENT 3 - MAKING MEANING THROUGH LANGUAGE
The Language Arts and Multiliteraries Curriculum (LAMC) is composed of five 5 intricately intertwined and integrated substrands (listening, speaking, reading, writing and viewing) that serves as building blocks for understanding and creation of meaning and for effective communication across curricula.
COMPONENT 4
Holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.
In a nutshell, the framework shows that: • The goal of the curriculum is to produce
graduates who posses communicative competence and multiliteracies. This can be achieved by developing competencies covering the strands of reading, writing, listening, speaking, and viewing.
These competencies can be targeted and developed by 1. taking into consideration the spiral progression
approach, 2. putting learning in context, 3. integrating the macro skills, and 4. allowing the learners to engage in
communication activities so that they eventually learn to apply what they have learned in real-life scenarios.
• As support, teachers should explore approaches supported by theories and best practices in language teaching and learning.
• The whole process eventually sees outcomes through a holistic assessment.
Salient Features of the K to 12 Integrated Language Arts Curriculum
3 Ts
THEME
TEXT
TASK
Relationship of the 3Ls of Learning
• How are language, literature and life
woven in the K-12 Language Arts
Curriculum?
• Why is the study of literature
inseparable with the study of language?
LIFE
LITERATURE LANGUAGE TEXTS
• Provides life-like experiences
• Tackles relevant issues and concerns
LIFE
• Expresses our emotions, beliefs, aspirations and sentiments. It informs, entertains and teaches a lesson.
LITERATURE
• Language teaching should include literary texts. As students read and reflect on a rich variety of literary text, they develop a deeper understanding of themselves and others and of the world around them.
LITERATURE
Language is the basis for thinking, communicating, and learning. Students need language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning
LANGUAGE
Language is a tool that humans use to communicate thoughts, ideas and emotions. LANGUAGE
Language learning is most effective when it takes place through meaningful, interactive tasks, exploring relevant texts, and focusing on the themes.
LIFE
LITERATURE LANGUAGE
TEXTS
inking life, literature, and language
ntegrating themes, texts, and tasks
aining mastery of language forms and rules of usage
oning independent study strategies
hinking through a variety of texts and tasks
inking life, literature, and language
ntegrating themes, texts, and tasks
aining mastery of language forms and rules of usage
oning independent study strategies
hinking through a variety of texts and tasks
FEATURES
USES LITERARY AND PARALLEL INFORMATIVE TEXTS USES CULMINATING PERFORMANCE TASKS HAS A THEME PER QUARTER INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS, UNDERSTAND, TRANSFER) LEVELS OF ASSESSMENT COVER KPUP PROMOTES DIFFERENTIATED INSTRUCTION
USES LITERARY AND PARALLEL INFORMATIVE TEXTS
• Understanding of Afro-Asian Literature and other text types to appreciate Philippine culture and that of other countries.
USES CULMINATING PERFORMANCE TASKS
1. Typically weaves study strategies, especially for information management
2. Balance between individual and cooperative learning
Features
QUARTER 1: Searching for Knowledge QUARTER 2: Embracing our Heritage
QUARTER 3: Overcoming Challenges QUARTER 4: Changing Perspectives
HAS A THEME PER QUARTER
INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS, UNDERSTAND, TRANSFER)
LEVELS OF ASSESSMENT COVER KPUP
PROMOTES DIFFERENTIATED INSTRUCTION
APPLICATION