English-Framework-grade-5 (1).ppt
- 2. OBJECTIVES: • discuss the different theories, concepts, goals, standards, and competencies of the English curriculum; • explain the salient features of the curriculum; and • express appreciation for the grade 5 English curriculum
- 3. Directions: Group into 6 Given the words inside the envelope, arrange the words to form a meaningful thought. Clap your hands or say your yell when you are through forming a sentence. The first group to form a sentence wins the game. Read the sentence you have formed. Priming Activity – Sentence Jigsaw
- 4. 1. Language is the major instrument in communication and the heart of which is the exchange of meaning. 2. The end goal of the K to 12 curriculum is to produce functionally literate and holistically – developed Filipino learners. 3. The heart and core of Languages Curriculum is making meaning through language. 4. Communicative competence is the learner’s ability to understand and use language to communicate appropriately. 5. Successful language learning involves viewing, listening, speaking, reading, and writing activities. 6. Contextualization is important to address the needs, the content, and the context of the learners. Sentences are:
- 5. Analysis: Do you agree with the different statements? Why? Why not?
- 6. 1. Each group is given an envelope with a question pasted in front. The group will brainstorm on the possible answers and write them on paper. 2. At a signal, the group will pass the envelope to another team. 3. The receiving team will write some more answers on another piece of paper and put it inside the envelope, which at a signal will again be passed to another group. 4. When the initial envelope goes back to the original group, the group reads all the answers and summarizes them. 5. After 10 minutes, the group will do the presentation. 6. Rate the group performance using the processing symbols. Activity: Send-An-Answer
- 7. Thumbs Up Thumbs Down So so Processing Symbols
- 8. Questions: Group 1: How do children learn a language? Group 2: Why is it important to learn English? Group 3: What knowledge and skills should a Grade 5 learner learn in an English class? Group 4: How does competence in L1 and L2 help a pupil learn English? Group 5: How should a Grade 5 English learner be taught? Group 6: What kind of learners do you want to produce?
- 10. Analysis: 1. What can you say about the activity? What are your realizations? 2. What is/are the implications of this/these to your teaching? 3. Are they similar/different with your existing teaching principles? Why? Why not?
- 11. The Framework
- 12. Philosophy and Rationale Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
- 13. The K-12 Language Arts Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All languages are interrelated and interdependent. Language acquisition and learning is an active process that begins at birth and continues throughout life. Learning requires meaning. Learners learn about language and how to use it effectively through their engagement with and study of texts. Successful language learning involves viewing, listening, speaking, reading and writing activities. Principles
- 14. Language Learning Process Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use. Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).
- 15. Language Learning Process Learner-Centeredness Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
- 16. Features of the K to 12 Curriculum learner-centered, inclusive, and research-based culture-responsive and culture- sensitive, integrative and contextualized, relevant and responsive standards,- and competence- based, seamless, decongested flexible, ICT-based, and global
- 17. 21st Century Skills →Visual and information literacies →Media literacy →Basic, scientific, economic and technological literacies and multicultural literacy →Global awareness →Creativity and curiosity →Critical thinking problem solving skills →Risk taking →Collaboration and interpersonal skills →Flexibility and adaptability →Initiative and self- direction →Social and cross- cultural skills →Productivity and accountability →Leadership and responsibility →Ethical, moral and spiritual values
- 18. Spiralling of Content DEPARTMENT OF EDUCATION Basic concepts/ general concepts are first learned. This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated time and again. More complex and sophisticated versions of the basic/general concepts are then rediscovered in the succeeding grades. This also allows learners to learn topics and skills appropriate to their developmental and cognitive stages.
- 19. The Domains of Literacy in the K to 12 Language Arts Curriculum FELICITAS E. PADO, PhD 1. Oral Language 11. Vocabulary Development 2. Phonological Awareness 12. Reading Comprehension 3. Book and Print Orientation a. Activating Schema/Prior Knowledge 4. Alphabet Knowledge b. Comprehension Strategies 5. Phonics and Word Recognition c. Comprehension of 6. Fluency Literary Texts 7. Spelling 8. Writing and Composition 9. Listening Comprehension 10. Grammar Awareness d. Comprehension of Informational Text 13. Attitudes towards Language, Literature and Literacy 14. Study Strategies
- 20. Domains K to Gr. 3 Gr. 4 to 6 Gr. 7 to 10 Gr. 11 to 12 Oral Language Phonological Awareness Book and Print Knowledge Alphabet Knowledge Phonics and Word Recognition Spelling Fluency Writing and Composition Grammar Awareness Vocabulary Development Listening Comprehension Reading Comprehension Attitudes towards literacy, language and literature Study Strategies
- 21. Learning Standards * Learning standards refer to how well the student must perform, at what kinds of tasks, based on what content, to be considered proficient or effective. * They define what learning should be achieved in what grades or over certain grade spans.
- 22. Learning Standards 1. Key Stage Standards 2. Content Standards 3. Performance Standards 4. Learning Competency
- 23. Content Standards identify and set the essential knowledge and understanding that should be learned. They answer the question, “What should the learners know?”.
- 24. Performance Standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of the 21st century skills. They answer the following questions: • What can learners do with what they know? • How well must learners do their work? • How well do learners use their learning or understanding in different situations? • How do learners apply their learning or understanding in real-life contexts? • What tools and measures should learners use to demonstrate what they know?
- 25. Learning Competencies refer to knowledge, understanding, skills, and attitudes that students need to demonstrate in every lesson and/or learning activity.
- 26. Contextualization This refers to the educational process of relating the curriculum to a particular setting, situation or area of application to make the competencies relevant, meaningful, and useful to all learners.
- 27. Contextualization The degree of contextualization may be described and distinguished into the following: Localization refers to the process of relating learning content specified in the curriculum to local information and materials in the learners’ community. Indigenization refers to the process of enhancing curriculum competencies, education resources and teaching-learning processes in relation to the bio- geographical, historical, and socio-cultural context of the learners’ community. This may also involve the enhancement of the curriculum framework, curriculum design, and learning standards of subject areas, guided by the standards and principles adhered to in the national curriculum.
- 28. Key Stage Standard (Grade 6) Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.
- 29. Grade Level Standard (Grade 5) The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs.
- 30. Coding of Learning Competencies of the Curriculum Guide per Learning Area ensures continuity of curriculum across stages shows the interlacing connections and integration across grade levels and learning areas decongests the curriculum tells what competencies have no learning materials Coding System
- 31. CODE BOOK LEGEND - Sample: EN5G-Ia-3.3 LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or Specialization English EN5 Grade Level Grade 5 Uppercase Letter/s Domain/Content/ Component/ Topic Grammar G - Roman Numeral *Zero if no specific quarter Quarter First Quarter I Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Week Week one a - Arabic Number Competency Compose clear and coherent sentences using appropriate grammatical structures 3.3
- 32. DOMAIN/ COMPONENT CODE Alphabet Knowledge AK Book and Print Knowledge BPK Fluency F Grammar G Listening Comprehension LC Oral Language OL Phonics and Word Recognition PWR Phonological Awareness PA Reading Comprehension RC Spelling S Study Strategies SS Viewing Comprehension VC Vocabulary Development V Writing and Composition WC
- 33. Week LC Listening Comprehen sion OL Oral Language V Vocabular y Developm ent RC Reading Comprehe nsion F Oral Reading Fluency SS Study Strategy Research G Grammar WC Writing/ Composition VC Viewing A Attitude 1 EN5LC-Ia- 2.1 Note significant details EN5OL- Ia-2.6.1 Use appro priate facial express ions EN5V-Ia- 12 and 13 Infer the meaning of unfamiliar words (compoun d) based on given context clues (synonyms , antonyms, word parts) and other strategies EN5F-Ia- 2.9 Self- correct when reading EN5G-Ia- 3.3 Compose clear and coherent sentences using appropriat e grammatic al structures: - Aspects of verbs EN5WC-Ia -1.1.6.1 Plan a two to three - paragraph compositi on using an outline/ot her graphic organizers EN5VC-Ia- 5.1 Describe different forms and conventio n s of film and moving pictures (lights, blocking, direction, characteri zation , acting, dialog, setting or set - up) EN5A-Ia- 16 Observe politeness at all times
- 34. In a creative presentation, show and tell how a Grade 5 English class should be? Application
- 35. “Learning another language is not only learning different words for the same things, but learning another way to think about things.” - Flora Lewis
Editor's Notes
- #4: 1. Language is the major instrument in communication and the heart of which is the exchange of meaning. 2. The end goal of the K to 12 curriculum is to produce functionally literate and holistically – developed Filipino learners. 3. The heart and core of Languages Curriculum is making meaning through language. 4. Communicative competence is the learner’s ability to understand and use language to communicate appropriately. 5. Successful language learning involves viewing, listening, speaking, reading, and writing activities.