K to 12 Curriculum Guide: ENGLISH PDF

Topic 1: K to 12 Curriculum Guide: 3. draws on literature in order to develop ENGLISH students' understanding of their literary heritage; 4. dr...

Topic 1: K to 12 Curriculum Guide: 3. draws on literature in order to develop ENGLISH students' understanding of their literary heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students' oral language and literacy through appropriately challenging learning; 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. builds on the language, experiences, knowledge and interests that students bring to school; 9. nurtures students' sense of their I. Philosophy and Rationale common ground in using language/s for - Language is the basis of all communication as present or future global communication and the citizens to prepare them to participate in primary instrument of school and in civic life, and; thought. 10. assesses and reflects the students' - Language is the foundation of ability to interpret and/or communicate in all human relationships. the target language. II. GUIDING PRINCIPLES - All languages are interrelated and III. NEEDS OF THE LEARNERS: THE interdependent. CONTEXT - Language acquisition and learning is - The generation born after the year an active process that begins at birth 1994 until 2004 is referred to as and continues throughout life. Generation Z. This is the first - Learning requires meaning. generation to be born with complete - Learners learn about language and technology. how to use it effectively through - For them, social media platforms are their engagement with and study of a way to communicate with the texts. outside world. - Successful language learning - Gen Z kids will grow up with a highly involves viewing, listening, speaking, sophisticated media and computer reading and writing activities. environment and will be more - Language learning involves Internet savvy and expert than their recognizing, accepting, valuing and Gen Y forerunners. building on students' existing language competence, including the IV. OUTCOMES use of non-standard forms of the language, and extending the range 1. Communicative Competence of language available to students. Communicative competence is classified into the following competencies. An effective language arts and 1. Grammatical/Linguistic Competence multiliteracies curriculum satisfies the 2. Sociolinguistic Competence following principles: 3. Discourse Competence 1. develops thinking and language through 4. Strategic Competence interactive learning; 2. develops communicative competence 2. Multiliteracies and critical literacy; - Multiliteracies (multi literacy practices) recognize that there are  many kinds of literacy at work within - Language learning will be situated in our society. the context of communication (oral - The curriculum aims to help learners and written). acquire highly-developed literacy - Activities that simulate real-life skills that enable them to understand situations of varying language that English language is the most demands (purposes, topics, and widely used medium of audiences) will be employed to help communication in Trade and the students interact with others thereby Arts, Sciences, Mathematics, and in improve their socialization skills. world economy. 3. Integration V. CONCEPTUAL FRAMEWORK - The areas of language learning - the The Language Arts and Multiliteracies receptive skills, the productive skills, Curriculum (LAMC) addresses these needs. and grammar and vocabulary will be This is the rationale why Mother Tongue, taught in an integrated way, together Filipino and English follow a unified with the use of relevant print and framework which allows easy transition non-print resources, to provide from acquiring and learning one language multiple perspectives and meaningful to another. connections. - Integration may come in different Component 1 types either implicitly or explicitly Illustrates learning processes that will (skills, content, theme, topic, and effect acquisition and learning of the values integration). language. Component 2 4. Learner-Centeredness Describes knowledge and skill areas which - Learners are at the center of the are essential to effective language use teaching- learning process. which will be developed through language - Teaching will be differentiated arts. according to students' needs, abilities and interests. Component 3 - Effective pedagogies will be used to Shows the interdependence and engage them and to strengthen their interrelationships of the macro-skills of the language development. language and the development of thinking skills allowing students to make meaning through language. 5. Contextualization - Learning tasks and activities will be Component 4 designed for learners to acquire the Explains the holistic assessment of the language in authentic and Language Arts and Literacy Curriculum meaningful contexts of use. - Learning points will be reinforced COMPONENT 1: Language Learning Process through explicit instruction and related follow- up practice. 1. Spiral Progression - Skills, grammatical items, structures and various types of texts will be 6. Construction taught, revised and revisited at - Making meaning is the heart of increasing levels of difficulty and language learning and use. Learning sophistication. tasks and activities will be designed - This will allow students to progress for learners in such a way that they from the foundational level to higher will have time to reflect on and levels of language use. respond to ideas and information. COMPONENT 2: Effective Language Use 2. Interaction 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 their knowledge of the system of the language to assist them to make meaning and to create meaning. - They come to recognize the patterns and rules of the language which emerge as they interact with a CONTENT STANDARDS FOR THE plethora of texts (literary and INTEGRATED LANGUAGE ARTS informational) to make meaning. CURRICULUM OF THE K TO 12 CURRICULUM (GRADE 7-12) 3. PROCESS AND STRATEGIES. - Oral language - Learners select from a repertoire of - Fluency processes and strategies by - Writing and Composition reflecting on their understanding of - Grammar Awareness and Structure the way language works for a variety - Vocabulary Development of purposes in a range of contexts. - Reading Comprehension - They deliberate on how they use - Listening Comprehension language and apply different - Attitudes towards language, literacy, language strategies, depending on and literature their purpose, context and audience. COMPONENT 3: Making Meaning through Language - Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. - Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. - Students must be able to adapt to various situations where communication demands greatly Topic 2: Understanding the Context of vary. English Language Teaching in the MATATAG Curriculum  - (Grade 4 to Grade 6) for learners to apply their basic literacy skills developed in Key Stage 1 in using the language through meaningful, developmentally-, and grade-level appropriate texts KEY STAGE 3 - application of learners' literacy skills and their knowledge about language (communicative competence in Filipino and English), to critically evaluate, create and publish a variety of texts (spoken, written, multimodal) to express ideas, concepts, and meaning (Grade 10) Topic 3: English Language and Literature Advancement: Phonological Awareness, Phonics and Word Study, Translanguaging MATATAG CURRICULUM MATATAG Curriculum AIMS AND GOALS: - to produce young Filipino learners who are literate (i.e., critical THE AIMS AND GOALS OF THE thinkers, readers, and writers), CURRICULUM communicatively competent, and culturally aware Collectively, the languages curricula aim to - In turn, they are able to contribute produce young Filipino learners who are productively to their community and literate (i.e., critical thinkers, readers, and to the larger society as multilingual, writers), communicatively competent, and multiliterate, and intercultural culturally aware. Through the curriculum, citizens of the country, while learners are able to use language developing a deep sense of cultural appropriately, think critically, and identity communicate effectively in various social contexts. In turn, they are able to contribute productively to their community Key Stages of the Curricula and to the larger society as multilingual, - Language multiliterate, and intercultural citizens of - Literacy the country, while developing a deep sense - Text of cultural identity. KEY STAGES OF THE LANGUAGES CURRICULA In particular, the goals of the subject offerings are to achieve: KEY STAGE 1 - for young learners to develop their 1. Literacy, which refers to the ability to basic literacy skills and fluency in identify, understand, interpret, create, their use of L1, Filipino and English communicate, and compute using printed (oral and written) in understanding and written materials, including digital and and expressing familiar and multimedia texts, associated with varying developmentally- and grade-level contexts, which entails active engagement appropriate texts with language to acquire, construct, reconstruct, and communicate meaning KEY STAGE 2 (UNESCO, 2018).  development in pre-school, kindergarten, and first grade for typical readers. 2. Communicative competence, which refers to the synthesis of knowledge of Explicit teaching of phonological awareness grammatical, sociolinguistic, discourse, and in these early years can eliminate future strategic competencies in a language. reading problems for many students. However, struggling decoders of any age 3. Cultural identity, which refers to the can work on phonological awareness, feeling of pride in belonging to a cultural especially if they evidence problems in group that is fully accepted and appreciated blending or segmenting phonemes. by all other cultural groups of the nation. This sense of pride in belongingness Phonological Awareness contributes in part to one's self-concept, Phonological awareness is the ability to self-esteem, and position of equal standing notice, reflect on, and 'play with' sounds of in society. spoken words (e.g., make rhymes, clap syllables, identify words that begin the In order to attain these goals, the same way). Phonological awareness curriculum, its delivery through pedagogy, activities focus on listening to and saying learning resources, and assessment are sounds, so they are considered activities informed by sound theories on language that can be done with your eyes shut. acquisition and learning and influenced by the learner's culture. Therefore, Phonemic Awareness contextualization, through the meaningful Phonemic awareness is the ability to notice, inclusion of the local culture, which includes reflect on, and 'play with' individual sounds knowledge systems, belief systems, of spoken words. These individual units of literature, mores, and norms, plays a key sound are called "phonemes" (e.g., cat has role in the successful implementation and three phonemes:/c//a//t/). Phonemic assessment of the curriculum. awareness is the most complex subset of phonological awareness and one of the best early predictors for reading success. PHONOLOGICAL AWARENESS Phonics The ability to recognize and manipulate the Phonics is the study of the relationship spoken parts of words and sentences. - between letters and the sounds they Matatag Curriculum represent (e.g., T and t represent the /t/ sound). Phonics is also a term that Phonological awareness is the ability to describes instruction on letters and sounds. recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated and last to develop — is called phonemic awareness. — Reading Rockets Phonological awareness (PA) involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words. PHONICS AND WORD STUDY Phonological awareness is especially The relationship between letters and important at the earliest stages of reading sounds, letter patterns, and sequences that represent various speech sounds (letter-sound correspondences, 3. PEDAGOGY AND ASSESSMENT sound-symbol associations). - Matatag Curriculum 3.1. PEDAGOGICAL PRINCIPLES Pedagogy is central to the effective Phonemic awareness is the ability to notice, implementation of the languages curricula, think about, and work with the individual which emphasize the development of sounds (phonemes) in spoken words. This communicative competence, literacy, and includes blending sounds into words, cultural identity in learners. segmenting words into sounds, and deleting and playing with the sounds in To achieve these goals and address global spoken words. - Reading Rockets needs for developing language competence, language teachers must draw on a range of pedagogical approaches that The ability of students to sound out printed give diverse levels of support at different words will unfold as teachers instruct them points in the learning process. in the relationship between letters, sounds, and written language. More specifically, the pedagogy of the language subjects must embrace the It is best to begin teaching sound-to-print principles of multilingualism and associations that are easiest for students to translanguaging. pronounce, read, and comprehend. Translanguaging is the process by which Letters should be introduced so that learners use their entire linguistic students can quickly blend the sounds into repertoires to make meaning in the words that they can read. classroom. For example, after s, m, t, and a have been It recognizes the value of learners' Mother introduced, students can read "am," "Sam," Tongue or first language as a resource for "at," "sat," and "mat." learning and facilitates the development of literacy skills across languages. For letters with more than one sound, teachers should first teach the more In the context of the languages curricula, commonly used sound (e.g., the short "i" translanguaging supports the development sound is used nearly twice as often in of language proficiency by allowing learners words as the long "i" sound). to draw on their knowledge of their L1 to learn the target language. Word study takes into account the more complex elements of reading, such as As such, pedagogy of the language irregular words and word parts. subjects must encourage schema building by assisting learners in accessing and using Teachers should introduce and provide their knowledge of their L1 and helping practice with some basic irregular words them recognize its importance in the (e.g., "was," "you") so that students can process of second language acquisition by begin to read simple text. providing opportunities for first language use in the classroom (Rea & Mercuri, Additionally, by understanding the different 2006). parts of words, students can increase their ability to decode. In addition to the use of L1, pedagogy in the language subjects should also promote As students' decoding skills progress, the development of translanguaging skills teachers should gradually introduce word among learners (i.e., pedagogical parts (e.g., root words, prefixes, and translanguaging). suffixes) in order to help students better understand word meanings. This involves creating a classroom environment that encourages learners to TRANSLANGUAGING use all of their linguistic resources, including L1, to communicate and make might decide to tailor existing program meaning. guidelines to include translanguaging. Guidelines for translanguaging give It also involves supporting learners in educators structure and strategies for use developing the metalinguistic awareness in the classroom. necessary to understand and navigate the complexities of multiple languages and First steps to move forward with dialects. translanguaging: Translanguaging and Assessment - Work with administration to create or There are alternative ways to measure the adapt a pedagogical approach to progress of English language learners. - translanguaging. Ileana Najarro (Education Week) - Keep communication open with parents/caregivers. Ask DLL families Project portfolios to make a list of the most commonly Demonstrations used words and phrases in a Graphic organizers student's home. Promoting group work - Observe DLL students and how they use translanguaging to help them Translanguaging V. Kulikow (American advance academic learning. Montessori Scoiety) - Ask students if they can repeat a Many schools are beginning to implement sentence in another way, if you do translanguaging as a pedagogy, especially not understand some of the words in bilingual programs. Laura Hamman, used. This acknowledges the student Emeline Beck, and Aubrey Donaldson, the and the language they have spoken authors of A Pedagogy for Translanguaging, in, so that together the student and offer fellow educators three guiding educator can work toward mutual principles to direct their approach: comprehension. - Start home journals where students Translanguaging pedagogies should be can write and illustrate concepts they purposefully designed and implemented. are learning in both home The authors encourage schools to plan a language(s) and English. flexible approach that allows for translanguaging within subject areas. Final Thoughts - Mastering phonological awareness, Translanguaging pedagogies should phonics, and word study develops promote interaction and inclusion, drawing the reading skills of students. upon what students know individually and - Translanguaging maximizes the use collectively. of two languages to enhance the learning of students. The authors encourage educators to create - As regards the PISA results, who spaces where peer- to-peer interaction is needs improvement? Students, encouraged and all students are welcomed. teachers, administrators, curriculum, or the language used to administer Translanguaging pedagogies should enrich the test? learning across all of the languages in a student's repertoire. Conclusion - We must use all our resources to The authors note that DLL students' develop the phonological awareness languages are interdependent and skills and word study skills of our acquired in one language can transfer to students. the other language. - Practicing translanguaging in the classroom can make our students Translanguaging Tips more resourceful. Depending on your approach to language development at your school, educators