Language Introduction To The Integrated Language Arts Competencies

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Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12INTEGRATEDLANGUAGE ARTS CURRICULUM(Mother Tongue, English, Filipino)January 31, 2012

Language Arts CurriculumINTRODUCTION TO THE INTEGRATED LANGUAGE ARTS CURRICULUM FOR THE PRIMARY GRADESThe revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students atthe end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) butfleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread andalignment of the language and literacy domains with the 5 sub-strands.Alignment of the Language and Literacy Domains with the 5 sub-strandsIntegrated Language Arts DomainsLISTENINGSPEAKING 1.Oral Language 2.Phonological Awareness 3.4.Book and Print KnowledgeAlphabet Knowledge 5.Phonics and Word Recognition 6.Fluency7.Spelling8.Writing and Composition 9.Grammar Awareness & Structure READINGWRITINGVIEWING 10. Vocabulary Dev’t11. Reading Comprehension* schema & prior knowledge* strategies* narrative text* informational text12. Listening Comprehension 13. Attitudes towards language, literacy and literature 14. Study Strategies *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012Page 2

Language Arts CurriculumUsing the language and literacy domains will focus the work of the teachers on developing the above abilities among the children. To put theirexpectations into proper perspective, the table below shows what language will be used as medium of instruction from Kindergarten to Grade 3, whatthe target languages are for oral language and literacy development.Schedule of Languages for Learning and to be learned from Kindergarten to Grade 3LevelMedium of InstructionOral Language DevelopmentLiteracy DevelopmentKindergartenMother tongueFilipino; EnglishMother tongueGrade 1Mother tongueFilipino; EnglishMother tongueGrade 2Mother tongueFilipino; EnglishMother tongue and FilipinoGrade 3Mother tongueFilipino; EnglishMother tongue, Filipino and EnglishThe skills to be developed within the Integrated Language Arts Curriculum for Kindergarten to Grade 3 are taught using a iterative approach such thatthe domains and skills spiral across the grade levels and across the languages. This will develop very strong linguistic skills that will serve as thefoundation for subsequent learning of more complex and academic language abilities.The graduate of the Integrated Language Arts Curriculum is a Multi-literate and Competent Language Learner who uses his or her competencies oraland printed language use as appropriate to various situations. S/He will be fluent in at least three languages and may opt to learn another local orforeign language towards the end of secondary education. The table below shows how the domains funnel to more specific and complex language,literacy and learning competencies as the students move from primary, middle and high school.*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012Page 3

Language Arts CurriculumFunneling of Domains Across the K-12 Basic Education Integrated Language Arts CurriculumDomainsOral languageK-34-67-1011-12Phonological awarenessBook and Print knowledgeAlphabet knowledgePhonics and word recognitionFluencySpellingWriting and compositionGrammar awareness and structureVocabulary developmentReading comprehensionListening comprehensionAttitude towards language, literacyand literatureStudy strategies*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012Page 4

Language Arts CurriculumSTANDARDSDomainsContent StandardsThe learner Performance StandardsThe learner Oral Language understands the standards of English in order toparticipate in various oral communication demands(situation, purpose and audience) Phonological Skills metacognitively understands that spoken words arecomposed of a series of sounds and those soundsoccur within a particular order Book and Print Knowledgeunderstands:1. Knowledge of the Alphabet. (It is theunderstanding that letters have sounds whichcan be associated with them and that there issome relationship between the sequence ofletters seen in print and the sound sequenceheard.)2. Concepts about Print. (It is the understanding ofthe rules required to record oral language into awritten language.)3. has sufficient facility in English to understandspoken discourse and to talk and interact withothers about personal experiences and textlistened to or readis able to demonstrate phonological awareness atthe levels of the syllable and the phonemeuses literary and informational texts forindependent study and reading for pleasureFunction of Print. (Understanding that print hasmeaning and the function of either telling astory or conveying information such asdirections is the final area of understandingabout print children need.)Alphabet Knowledge understands the features of each letter that make itdifferent from all the other letters recognizes, names, and sounds out all the upperand lower case letters of the alphabetPhonics and Word Recognition recognizes words and constructs meaning aboutthem based on series of cues (including word shape,contextual, perceptual, phonological, and semanticinformation) happening instantaneously uses sight word recognition or phonic analysis toread and understand words in English that containcomplex letter combinations, affixes andcontractions*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012Page 5

Language Arts CurriculumDomainsFluencyContent Standards understands the importance of acquiring a high levelof “fluency” in English in order to be understood byboth native and non native listeners through:1.2.3.4.Performance Standards reads aloud grade level texts effortlessly withouthesitation and with proper expressionReading (the ability to easily read andunderstand texts written in the language)Writing (the ability to formulate written texts inthe language)Languages (the ability to follow andunderstand speech in the language)Speaking (the ability to produce speech in thelanguage and be understood by its speakers)Spelling understands that words are formed with letters inaccepted order (orthography) spells words with two or more syllables usingphonic, semantic, and morphemic expressionWriting / Composition understands the different formats to write for avariety of audiences and purposesHandwriting understands that there is an acceptable andcomprehensible “handwriting” style of writing withpen or pencil in order to convey meaning to others expresses their ideas effectively in formal andinformal compositions to fulfil their own purposesfor writing writes legibly in cursive writingGrammar Awareness andStructure understands that English language has a set ofstructural rules that govern the composition ofclauses, phrases, and words in oral and writtencommunication demonstrates grammatical awareness by beingable to read, speak and write correctly communicate effectively in oral and written formsusing the correct grammatical structures ofEnglishVocabulary understands the importance of acquiring anextensive receptive and expressive (passive andactive) vocabulary for communication or expressionin various contexts and language functions acquires, studies, and uses English vocabularywords appropriately in relevant contextsListening Comprehension understands that listening is the receptive skill in theoral mode that allows one to comprehend what is activates prior knowledge conceptually related totext and establishes a purpose for*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012Page 6

Language Arts CurriculumDomainsReading Comprehension Schema & PriorKnowledge Strategies Narrative Text Informational TextAttitudeStudy SkillsContent Standardsheard using ones skills and background knowledge(schema)Performance Standardslistening/reading be self-aware as they discuss and analyze text tocreate new meanings and modify old knowledge responds to literary texts through the appreciationof literary devices and an understanding of storygrammar recalls/locates information from expository textsand uses this information for discussion or writtenproduction understands that reading is a psycholinguisticguessing game which utilizes visual and non-visualinformation in order to confirm, modify, and monitorone’s comprehension understands the significance of interpreting the socialmeaning of the choice of linguistic varieties andusing language with the appropriate social meaningfor the communication situation demonstrates a love for reading stories andconfidence in performing literacy-related activities/ tasks understands that there are an array of study skills,which may tackle the process of organising andtaking in new information and retaining information chooses and utilizes discrete techniques (generalor specific) and applies them to all or most fieldsof study*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012Page 7

Language Arts Curriculum *Dr. Dina Ocampo, LAT Convenor - version as of January 31, 2012 Page 2 INTRODUCTION TO THE INTEGRATED LANGUAGE ARTS CURRICULUM FOR THE PRIMARY GRADES The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at

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