LESSON 4_Components of the K to 12 English Curriculum.pdf

EDENG 101 Teaching English in the Elementary Grades (Language Arts) COMPONENTS OF THE K TO 12 ENGLISH CURRICULUM  COMMUNICATIVE COMPETENCE and MULTILITERACIES AL PROGRESSIO...

EDENG 101 Teaching English in the Elementary Grades (Language Arts) COMPONENTS OF THE K TO 12 ENGLISH CURRICULUM  COMMUNICATIVE COMPETENCE and MULTILITERACIES AL PROGRESSIO SPIR N RSTANDING UNDE N CULTURES I NT O A TI EG UC RA S F TR TIO CONS THINKING S E N E E MAKING S MEANING D THROUGH S B SS LANGUAGE C O NT DNE M A IE S UND AN AT SES E C RE EX EG E R GU TR ES L TU TE N K ST A C O EN AL PR S AN D WRITING and T IZ -C G I d E NG REPRESENTING an AT ER O I N N AR LE I NTE RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE The Conceptual Framework COMPONENT 1 Language Learning Process  RAL PROGRESSIO SPI N I N NT O TI EG UC RA TR TIO CONS N SS C O NT DNE RE EX TU TE EN AL IZ -C AT ER O I N N AR LE I NTE RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE  The Conceptual Framework 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.  The Conceptual Framework 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). 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.  The Conceptual Framework 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. The Conceptual Framework COMPONENT 2 Effective Language Use DEPARTMENT OF EDUCATION  AL PROGRESSIO SPIR N RSTANDING UNDE N CULTURES I NT O TI EG UC RA TR TIO CONS N SS C O NT DNE IE S UND AN AT SES RE EX EG E R GU TR ES L TU TE ST A C O EN AL PR S AN D IZ -C G I d E NG an AT ER O I N N AR LE I NTE RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE  The Conceptual Framework UNDERSTANDING CULTURES Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. UNDERSTANDING LANGUAGE Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. PROCESS AND STRATEGIES Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts.  The Conceptual Framework COMPONENT 3 Making Meaning Through Language  AL PROGRESSIO SPIR N RSTANDING UNDE N CULTURES I NT O TI EG UC RA TR TIO CONS THINKING N MAKING MEANING THROUGH SS LANGUAGE C O NT DNE IE S UND AN AT SES RE EX EG E R GU TR ES L TU TE ST A C O EN AL PR S AN D WRITING and IZ -C G I d E NG REPRESENTING an AT ER O I N N AR LE I NTE RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE  The Conceptual Framework ❑ 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 vary. ❑ The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use. ❑ The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula.  Alignment of the Language and Literacy Domains with the 5 sub-strands Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING 1. Oral Language √ √ 1. Phonological Awareness √ 1. Book and Print Knowledge √ 1. Alphabet Knowledge √ √ √ √ √ 1. Phonics and Word Recognition √ √ √ 1. Fluency √ √ 1. Spelling √ √ 1. Writing and Composition √ √ √ √ 1. Grammar Awareness & Structure √ √ √ √ 1. Vocabulary Development √ √ √ √ √ 11. Reading Comprehension 1. schema & prior knowledge 2. strategies √ √ √ 3. narrative text 4. informational text 12. Listening Comprehension √ √ 12. Attitudes towards language, literacy and literature √ √ √ √ √ 12. Study Strategies √ √ √ √ √  Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum Domains K-3 4-6 7-10 11-12 Oral language Phonological awareness Book and Print knowledge Alphabet knowledge Phonics and word recognition Fluency Spelling Writing and composition Grammar awareness and structure Vocabulary development Reading comprehension Listening comprehension Attitude towards language, literacy and literature Study strategies Viewing The Conceptual Framework COMPONENT 4 Holistic Assessment  COMMUNICATIVE COMPETENCE and MULTILITERACIES AL PROGRESSIO SPIR N RSTANDING UNDE N CULTURES I NT O A TI EG UC RA S F TR TIO CONS THINKING S E N E E MAKING S MEANING D THROUGH S B SS LANGUAGE C O NT DNE M A IE S UND AN AT SES E C RE EX EG E R GU TR ES L TU TE N K ST A C O EN AL PR S AN D WRITING and T IZ -C G I d E NG REPRESENTING an AT ER O I N N AR LE I NTE RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE  The Conceptual Framework Holistic Assessment ❑Proximity to actual language use and performance ✓ activities that have authentic communicative function ✓ actual performance in authentic situations ❑ A holistic view of language ✓ based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among others cannot be ignored ✓ assessment approaches should be used for communication and self- expression ✓ takes into account the whole learner and his or her social, academic, and physical context  The Conceptual Framework Holistic Assessment ❑An integrative view of learning ✓ assessment attempts to capture the learner’s total array of skills and abilities ✓ assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored ❑ Developmental appropriateness ✓ assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner ❑ Multiple referencing ✓ assessment entails obtaining information about the learner from numerous sources and through various means  COMMUNICATIVE COMPETENCE and MULTILITERACIES AL PROGRESSIO SPIR N RSTANDING UNDE N CULTURES I NT O A TI EG UC RA S F TR TIO CONS THINKING S E N E E MAKING S MEANING D THROUGH S B SS LANGUAGE C O NT DNE M A IE S UND AN AT SES E C RE EX EG E R GU TR ES L TU TE N K ST A C O EN AL PR S AN D WRITING and T IZ -C G I d E NG REPRESENTING an AT ER O I N N AR LE I NTE RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE  I learned that: I realized that: I think there is a This Photo by Unknown Author is licensed under CC BY-SA need to: Group Work