• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
K to 12 Integrated Language Arts Competencies
 

K to 12 Integrated Language Arts Competencies

on

  • 4,129 views

K to 12 Integrated Language Arts Competencies

K to 12 Integrated Language Arts Competencies

Statistics

Views

Total Views
4,129
Views on SlideShare
4,129
Embed Views
0

Actions

Likes
4
Downloads
111
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    K to 12 Integrated Language Arts Competencies K to 12 Integrated Language Arts Competencies Presentation Transcript

    • Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12INTEGRATEDLANGUAGE ARTS CURRICULUMMother Tongue- Grades 1-3CompetenciesEnglish -Grades 1-3 and Grades 7-10Filipino - Grades 1-3 and Grades 7-10
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 2INTRODUCTION 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-strandsIntegrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING1. 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 √ √ √ √ √
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 3Definitions 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 3Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with otherabout personal experiences and text listened to or readPhonological 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 pleasureAlphabet 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 containcomplex 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 knowledgeWriting /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes forwritingHandwriting 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 ofEnglish.Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.Reading Comprehension and Study StrategiesUse of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for readingComprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledgeComprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of storygrammarComprehending 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
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 4Using 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 3Level Medium of Instruction Oral Language Development Literacy DevelopmentKindergarten Mother tongue Filipino; English Mother tongueGrade 1 Mother tongue Filipino; English Mother tongueGrade 2 Mother tongue Filipino; English Mother tongue and FilipinoGrade 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 3Content Standards Learning Area K 1 2 3Oral Languages in English Mother TongueFilipinoEnglishPhonological Skills Mother TongueFilipinoEnglishBook and Print Knowledge Mother TongueFilipinoEnglishAlphabet knowledge Mother TongueFilipino
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 5Content Standards Learning Area K 1 2 3EnglishPhonic and Word Recognition Mother TongueFilipinoEnglishFluency Mother TongueFilipinoEnglishSpelling Mother TongueFilipinoEnglishWriting and Composition Mother TongueFilipinoEnglishGrammar Awareness and Structure Mother TongueFilipinoEnglishVocabulary Development Mother TongueFilipinoEnglishListening Comprehension Mother TongueFilipinoEnglishReading Comprehension Mother TongueFilipinoEnglishAttitude towards language, literacy andliteratureMother TongueFilipinoEnglishStudy Strategies Mother TongueFilipinoEnglishThe 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
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 6foreign 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 CurriculumDomains K-3 4-6 7-10 11-12Oral languagePhonological awarenessBook and Print knowledgeAlphabet knowledgePhonics and word recognitionFluencySpellingWriting and compositionGrammar awareness andstructureVocabulary developmentReading comprehensionListening comprehensionAttitude towards language,literacy and literatureStudy strategies
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 7STANDARDSDomains Content Standards Performance StandardsThe learner… The learner…Oral Language  understands the standards of English in order toparticipate in various oral communication demands(situation, purpose and audience) has sufficient facility in English to understandspoken discourse and to talk and interact withothers about personal experiences and textlistened to or readPhonological Skills  metacognitively understands that spoken words arecomposed of a series of sounds and those soundsoccur within a particular order is able to demonstrate phonological awareness atthe levels of the syllable and the phonemeBook and Print Knowledge understands: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. Function 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.) uses literary and informational texts forindependent study and reading for pleasureAlphabet 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
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 8Domains Content Standards Performance StandardsFluency  understands the importance of acquiring a high levelof “fluency” in English in order to be understood byboth native and non native listeners through:1. Reading (the ability to easily read andunderstand texts written in the language)2. Writing (the ability to formulate written texts inthe language)3. Languages (the ability to follow andunderstand speech in the language)4. Speaking (the ability to produce speech in thelanguage and be understood by its speakers) reads aloud grade level texts effortlessly withouthesitation and with proper expressionSpelling  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 purposes expresses their ideas effectively in formal andinformal compositions to fulfil their own purposesfor writingHandwriting understands that there is an acceptable andcomprehensible “handwriting” style of writing withpen or pencil in order to convey meaning to others 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 communicates 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 contexts
    • K to 12 - LANGUAGE ARTS CURRICULUM*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 9Domains Content Standards Performance StandardsListening Comprehension  understands that listening is the receptive skill in theoral mode that allows one to comprehend what isheard using ones skills and background knowledge(schema) activates prior knowledge conceptually related totext and establishes a purpose forlistening/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 writtenproductionReading Comprehension Schema & PriorKnowledge Strategies Narrative Text Informational Text understands that reading is a psycholinguisticguessing game which utilizes visual and non-visualinformation in order to confirm, modify, and monitorone’s comprehensionAttitude  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/ tasksStudy Skills  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