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Introduction to the k to 12 integrated language arts competencies
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Introduction to the k to 12 integrated language arts competencies

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  • 1. Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 INTEGRATEDLANGUAGE ARTS CURRICULUMMother Tongue- Grades 1-3CompetenciesEnglish -Grades 1-3 and Grades 7-10Filipino - Grades 1-3 and Grades 7-10
  • 2. K to 12 - LANGUAGE ARTS CURRICULUM INTRODUCTION 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 at theend of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) but fleshesout the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment ofthe language and literacy domains with the 5 sub-strands.Alignment of the Language and Literacy Domains with the 5 sub-strands Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING 1. Oral Language √ √ 2. Phonological Awareness √ 3. Book and Print Knowledge √ 4. Alphabet Knowledge √ √ √ √ √ 5. Phonics and Word Recognition √ √ √ 6. Fluency √ √ 7. Spelling √ √ 8. Writing and Composition √ √ √ √ 9. Grammar Awareness & Structure √ √ √ √ 10. Vocabulary Development √ √ √ √ √ 11. Reading Comprehension √ √ √  schema & prior knowledge  strategies  narrative text  informational text 12. Listening Comprehension √ √ 13. Attitudes towards language, literacy and literature √ √ √ √ √ 14. Study Strategies √ √ √ √ √*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 2
  • 3. K to 12 - LANGUAGE ARTS CURRICULUMDefinitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the Department ofEducation. Content Standards Performance Standards at the end of Grade 3 Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with other about personal experiences and text listened to or read Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme. Book and Print Knowledge Use narrative and expository texts for independent study and reading for pleasure Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet. Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions. Fluency Read aloud grade level texts effortlessly, without hesitation and with proper expression. Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing Handwriting Write legibly in cursive writing. Grammar Awareness and Structure  Demonstrate grammatical awareness by being able to read, speak and write correctly.  Communicate effectively, in oral and written forms, using the correct grammatical structure of English. Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts. Reading Comprehension and Study Strategies Use of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production. Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 3
  • 4. K to 12 - 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 3 Level Medium of Instruction Oral Language Development Literacy Development Kindergarten Mother tongue Filipino; English Mother tongue Grade 1 Mother tongue Filipino; English Mother tongue Grade 2 Mother tongue Filipino; English Mother tongue and Filipino Grade 3 Mother tongue Filipino; English Mother 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 Competency Development Schedule across Language and Literacy Domains from Kindergarten to Grade 3 Content Standards Learning Area K 1 2 3 Oral Languages in English Mother Tongue Filipino English Phonological Skills Mother Tongue Filipino English Book and Print Knowledge Mother Tongue Filipino English Alphabet knowledge Mother Tongue Filipino*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 4
  • 5. K to 12 - LANGUAGE ARTS CURRICULUM Content Standards Learning Area K 1 2 3 English Phonic and Word Recognition Mother Tongue Filipino English Fluency Mother Tongue Filipino English Spelling Mother Tongue Filipino English Writing and Composition Mother Tongue Filipino English Grammar Awareness and Structure Mother Tongue Filipino English Vocabulary Development Mother Tongue Filipino English Listening Comprehension Mother Tongue Filipino English Reading Comprehension Mother Tongue Filipino English Attitude towards language, literacy and Mother Tongue literature Filipino English Study Strategies Mother Tongue Filipino EnglishThe 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 or*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 5
  • 6. K to 12 - LANGUAGE ARTS CURRICULUMforeign 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.Funneling 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*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 6
  • 7. K to 12 - LANGUAGE ARTS CURRICULUMSTANDARDS Domains Content Standards Performance Standards The learner… The learner…Oral Language  understands the standards of English in order to  has sufficient facility in English to understand participate in various oral communication demands spoken discourse and to talk and interact with (situation, purpose and audience) others about personal experiences and text listened to or readPhonological Skills  metacognitively understands that spoken words are  is able to demonstrate phonological awareness at composed of a series of sounds and those sounds the levels of the syllable and the phoneme occur within a particular orderBook and Print Knowledge understands:  uses literary and informational texts for 1. Knowledge of the Alphabet. (It is the independent study and reading for pleasure understanding that letters have sounds which can be associated with them and that there is some relationship between the sequence of letters seen in print and the sound sequence heard.) 2. Concepts about Print. (It is the understanding of the rules required to record oral language into a written language.) 3. Function of Print. (Understanding that print has meaning and the function of either telling a story or conveying information such as directions is the final area of understanding about print children need.)Alphabet Knowledge  understands the features of each letter that make it  recognizes, names, and sounds out all the upper different from all the other letters and lower case letters of the alphabetPhonics and Word Recognition  recognizes words and constructs meaning about  uses sight word recognition or phonic analysis to them based on series of cues (including word shape, read and understand words in English that contain contextual, perceptual, phonological, and semantic complex letter combinations, affixes and information) happening instantaneously contractions*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 7
  • 8. K to 12 - LANGUAGE ARTS CURRICULUM Domains Content Standards Performance StandardsFluency  understands the importance of acquiring a high level  reads aloud grade level texts effortlessly without of “fluency” in English in order to be understood by hesitation and with proper expression both native and non native listeners through: 1. Reading (the ability to easily read and understand texts written in the language) 2. Writing (the ability to formulate written texts in the language) 3. Languages (the ability to follow and understand speech in the language) 4. Speaking (the ability to produce speech in the language and be understood by its speakers)Spelling  understands that words are formed with letters in  spells words with two or more syllables using accepted order (orthography) phonic, semantic, and morphemic expressionWriting / Composition  understands the different formats to write for a  expresses their ideas effectively in formal and variety of audiences and purposes informal compositions to fulfil their own purposes for writing  understands that there is an acceptable and  writes legibly in cursive writingHandwriting comprehensible “handwriting” style of writing with pen or pencil in order to convey meaning to others  understands that English language has a set of  demonstrates grammatical awareness by beingGrammar Awareness and structural rules that govern the composition of able to read, speak and write correctlyStructure clauses, phrases, and words in oral and written communication  communicates effectively in oral and written forms using the correct grammatical structures of EnglishVocabulary  understands the importance of acquiring an  acquires, studies, and uses English vocabulary extensive receptive and expressive (passive and words appropriately in relevant contexts active) vocabulary for communication or expression in various contexts and language functions*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 8
  • 9. K to 12 - LANGUAGE ARTS CURRICULUM Domains Content Standards Performance StandardsListening Comprehension  understands that listening is the receptive skill in the  activates prior knowledge conceptually related to oral mode that allows one to comprehend what is text and establishes a purpose for heard using ones skills and background knowledge listening/reading (schema)  be self-aware as they discuss and analyze text to create new meanings and modify old knowledge  responds to literary texts through the appreciation of literary devices and an understanding of story grammar  recalls/locates information from expository texts and uses this information for discussion or written productionReading Comprehension   understands that reading is a psycholinguistic  Schema & Prior guessing game which utilizes visual and non-visual Knowledge information in order to confirm, modify, and monitor one’s comprehension  Strategies  Narrative Text  Informational TextAttitude  understands the significance of interpreting the social  demonstrates a love for reading stories and meaning of the choice of linguistic varieties and confidence in performing literacy-related activities using language with the appropriate social meaning / tasks for the communication situationStudy Skills  understands that there are an array of study skills,  chooses and utilizes discrete techniques (general which may tackle the process of organising and or specific) and applies them to all or most fields taking in new information and retaining information of study*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 9

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