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-basic education curriculum ...

-basic education curriculum
-english
-learning competencies
-Grade I-VI
-6 key strategies in teaching English

More in: Education
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  • 1. Concerned with developing competence in
  • 2. Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life.
  • 3. At the end of Grade I the learner is expected to: Recognize differences Speak clearly and use appropriate expressions Read with ease and understanding beginner’s books in English Write legibly information about oneself
  • 4. At the end of Grade II the learner is expected to: Listen critically 1-2 paragraphs Use appropriate expressions Read critically and fluently Write legibly simple sentences in cursive form
  • 5. At the end of Grade III the learner is expected to: Listen critically to get information Demonstrate independence Read with comprehension
  • 6. At the end of Grade IV the learner is expected to: Listen critically to news reports, radio broadcasts and express ideas Demonstrate more independence Read independently and get information
  • 7. At the end of Grade V the learner is expected to: Listen critically to different text types Express ideas logically Demonstrate interest
  • 8. At the end of Grade VI the learner is expected to: Listen critically Communicate one’s feeling and ideas Read various text types materials
  • 9. Grade I listening 1. Respond appropriately to expressions 2. Follow simple onestep direction heard 3. Identify specific sounds speaking 1. Use expressions listened to 2. Give short commands and directions 3. Talk about meanings of sound signals heard
  • 10. Grade I Reading 1. recognize words commonly heard 2. Identify common printed materials 3. Sharpen visual discrimination skills writing 1. Demonstrate writing readiness skills 2. Trace and copy lines 3. Write legibly, accurately in manuscript
  • 11. Grade II listening 1. Identify speech sounds heard 2. Recognize the rising and falling intonation 3. Identify words that rhyme speaking 1. Improve pronunciation skills 2. 2. ask and answer questions 3. Give commands/ directions
  • 12. Grade II Reading 1. Associate names of objects pictures 2. Increase one’s vocabulary 3. Do accurately slow reading Writing 1. Copy legibly, accurately and neatly in manuscript 2. Use capital letters 3. Copy paragraph
  • 13. Grade III Listening 1. Identify words 2. Identify words that rhyme 3. Recognize the rising falling intonation Speaking 1. Increase one’s speaking vocabulary 2. Recite 3. Use courteous expressions
  • 14. Grade III Reading 1. Recognize words using spelling patterns 2. Read orally 1-2 stanza poems 3. Read orally conversations Writing 1. Write legibly and neatly 2. Write contractions correctly 3. Write different kinds of sentences
  • 15. Grade IV Listening 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables 3. Recognize pauses and stops Speaking 1. Use 2. Give series of directions 3. Use courteous expressions
  • 16. Grade IV Reading 1. Decode words in stories read 2. Use the dictionary 3. Do accurate and slow reading Writing 1. Write the correct spelling of words 2. Write sentences/paragrap hs 3. Write from dictation
  • 17. Grade V Listening 1. Distinguish changes 2. Follow series of directions 3. Give titles to paragraphs/ stories Speaking 1. Increase one’s speaking vocabulary 2. Make simple and accurate descriptions 3. Use plural form of nouns
  • 18. Grade V Reading 1. Decode meaning of unfamiliar words 2. Follow printed directions 3. Get the main idea Writing 1. Write the correct spelling 2. Fill out school forms correctly 3. Write a paragraph
  • 19. Grade VI Listening 1. Distinguish changes in meaning of sentences 2. Follow a series of directions 3. Give the main idea Speaking 1. Increase one’s speaking vocabulary 2. Use courteous expressions 3. Ask and answer questions
  • 20. Grade VI Reading 1. Decode meaning 2. Follow a series of directions 3. Tell the big ideas/key concepts Writing 1. Write a composition 2. Write specific directions 3. Write a model composition
  • 21. STRATEGY #1 Vocabulary & Language Development Academic Language 1. Engage beginninglevel students in using basic social & school vocabulary, phrases, & sentence structures. Sample Activities/ Assessments
  • 22. STRATEGY #1 Vocabulary & Language Development Academic Language Sample Activities/ Assessments 2. As students progress, continue to contextualize instruction of more complex language forms & uses
  • 23. STRATEGY #1 Vocabulary & Language Development Academic Language 3. Respectfully distinguish differences between primary language use & standard academic English. Sample Activities/ Assessments
  • 24. STRATEGY #1 Vocabulary & Language Development Academic Language Sample Activities/ Assessments 1. Word analysis 2. Vocabulary journals, A-B-C books, word webs, word walls 3. dictations
  • 25. STRATEGY #2 Guided Interaction Academic Language 1. Structure multiple opportunities for peer-to-peer interactions to increase speaking, listening, r eading comprehension & writing skills Sample Activities/ Assessments
  • 26. STRATEGY #2 Guided Interaction Academic Language 2. Support language interactions with review/preview of language forms, use of graphic organizers or other types of modeling. Sample Activities/ Assessments
  • 27. STRATEGY #2 Guided Interaction Academic Language Sample Activities/ Assessments 1. Partner interviews, Class surveys 2. Poster projects, group presentations
  • 28. STRATEGY #3 Metacognition and Authentic Assessment Academic Language Sample Activities/ Assessments 1. ensure that assessment tasks are appropriate to students’ assessed language development level.
  • 29. STRATEGY #3 Metacognition and Authentic Assessment Academic Language Sample Activities/ Assessments 2. Provide enough time to complete tasks, appropriate feedback, rubrics, & models to guide students’ selfassessment.
  • 30. STRATEGY #3 Metacognition and Authentic Assessment Academic Language Sample Activities/ Assessments 1. Guided reading, completing chapter pre-reading guides. 2. Thinkalouds, K-W-L.
  • 31. STRATEGY #4 Explicit Instruction Academic Language 1. Teach essential language forms & uses per students’ assessed language development level. Sample Activities/ Assessments
  • 32. STRATEGY #4 Explicit Instruction Academic Language 2. Follow contextualized introduction & explicit modeling of language use with repeated practice. Sample Activities/ Assessments
  • 33. STRATEGY #4 Explicit Instruction Academic Language Sample Activities/ Assessments 1. reading directions, idioms, s entence starters, essay formats, pattern drills, or completing a story map; check for understanding
  • 34. STRATEGY #4 Explicit Instruction Academic Language Sample Activities/ Assessments 2. task procedures, answeri ng questions, word problems, understan ding text & graphics.
  • 35. STRATEGY #5 Meaning-Based Context & Universal Themes Academic Language Sample Activities/ Assessments 1. Use methods listed above for introducing academic vocabulary, sentence structures, & language uses.
  • 36. STRATEGY #5 Meaning-Based Context & Universal Themes Academic Language Sample Activities/ Assessments 2. Link ongoing language practice or tasks to both schoolbased & communitybased uses.
  • 37. STRATEGY #5 Meaning-Based Context & Universal Themes Academic Language 3. Respectfully compare & analyze language use, & meanings to other cultures or context, to promote metacognition. Sample Activities/ Assessments
  • 38. STRATEGY #5 Meaning-Based Context & Universal Themes Academic Language Sample Activities/ Assessments 1. current event stories, real-life models, video clips, teacher readalouds, role-play
  • 39. STRATEGY #5 Meaning-Based Context & Universal Themes Academic Language Sample Activities/ Assessments 2. Identifying & analyzing different perspectives & language references
  • 40. STRATEGY #6 Modeling, Graphic Organizers & Visuals Academic Language 1. Use of word banks, word walls, & modeling the use of graphic organizers Sample Activities/ Resources
  • 41. STRATEGY #6 Modeling, Graphic Organizers & Visuals Academic Language 2. Appropriately modulate language delivery, i.e., speed & enunciation Sample Activities/ Resources
  • 42. STRATEGY #6 Modeling, Graphic Organizers & Visuals Academic Language Sample Activities/ Resources 1. Venn diagrams, story maps, main idea + supporting detail schematics, doubleentry journals, semantic attribute matrices.
  • 43. STRATEGY #6 Modeling, Graphic Organizers & Visuals Academic Language Sample Activities/ Resources 2. Jazz chants, readalouds
  • 44. That’s all Folks! Thanks!