20 ways to differentiated instruction in your classroom_InandaSem20141104
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This document discusses mixed-ability classrooms and strategies for teaching them. It defines a mixed-ability classroom as one with students having different language levels, learning styles, backgrounds, and motivations. Some strategies presented include catering to different learning styles through a variety of activities, using open-ended questions and assignments, and having fast finishers help other students. The document also notes some challenges teachers face with mixed-ability classes, such as keeping all students engaged and addressing different paces of learning.
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This document outlines a student-centered, contextualized approach to teaching grammar. It discusses using inductive and deductive methods, with a focus on the inductive approach of having students discover grammar rules themselves. Key principles for grammar teaching include efficiency, appropriacy, and presenting grammar in the context of form, meaning and use. Lesson stages of presentation, practice and production are described. Techniques for presenting grammar include pictures, realia, charts and short texts. Controlled practice and grammar games are suggested for engaging students in practicing new structures. The conclusion emphasizes providing opportunities for practice over lengthy explanations.
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This power point presentation involves approaches on how to teach and plan a lesson which is adequate to all levels of education
Sucess in your lesson plans
Ask pupils to describe the differences between sandy, loamy and clayey soils.
Ask pupils to explain which soil holds water best and why.
WRITTEN EXERCISE
Draw and label diagrams of sandy, loamy and clayey soils. Write one sentence to describe each soil type.
EVALUATION
Observe pupils' participation in the activities and their ability to determine differences between soil types and demonstrate water holding capacity. Check their written work.
HOMEWORK
Find out the types of soil near your house. Bring a small sample of each type to the next science lesson.
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The teacher introduces the lesson by asking
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The teacher used several approaches to engage students and help them learn effectively. She showed respect to students and made them feel comfortable. She taught practical skills like vocabulary and grammar structure. She emphasized explanations and used examples to help students comprehend the material. Finally, she used a quiz to check students' understanding and had them communicate in the target language.
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Robertson b 16217197_assignment1_presentation
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Dealing with mixed abiilty classes
This document discusses mixed-ability classrooms and strategies for teaching them. It defines a mixed-ability classroom as one with students having different language levels, learning styles, backgrounds, and motivations. Some strategies presented include catering to different learning styles through a variety of activities, using open-ended questions and assignments, and having fast finishers help other students. The document also notes some challenges teachers face with mixed-ability classes, such as keeping all students engaged and addressing different paces of learning.
1. A Student-Centered Contextualized Approach to Teaching Grammar
This document outlines a student-centered, contextualized approach to teaching grammar. It discusses using inductive and deductive methods, with a focus on the inductive approach of having students discover grammar rules themselves. Key principles for grammar teaching include efficiency, appropriacy, and presenting grammar in the context of form, meaning and use. Lesson stages of presentation, practice and production are described. Techniques for presenting grammar include pictures, realia, charts and short texts. Controlled practice and grammar games are suggested for engaging students in practicing new structures. The conclusion emphasizes providing opportunities for practice over lengthy explanations.
June 4 , 2015 note taking 4th period
this a lesson plan i made for the opening of the academic year! i hope that this will help other teachers out there...
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This power point presentation involves approaches on how to teach and plan a lesson which is adequate to all levels of education
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Ask pupils to describe the differences between sandy, loamy and clayey soils.
Ask pupils to explain which soil holds water best and why.
WRITTEN EXERCISE
Draw and label diagrams of sandy, loamy and clayey soils. Write one sentence to describe each soil type.
EVALUATION
Observe pupils' participation in the activities and their ability to determine differences between soil types and demonstrate water holding capacity. Check their written work.
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Find out the types of soil near your house. Bring a small sample of each type to the next science lesson.
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The teacher introduces the lesson by asking
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The teacher used several approaches to engage students and help them learn effectively. She showed respect to students and made them feel comfortable. She taught practical skills like vocabulary and grammar structure. She emphasized explanations and used examples to help students comprehend the material. Finally, she used a quiz to check students' understanding and had them communicate in the target language.
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The document summarizes Emily's lesson plan and approach to teaching. It describes her use of affective-humanistic, reading, comprehension, and communicative approaches. Specifically, it notes that she addressed students respectfully, taught practical skills and grammar, ensured comprehension through emphasis, and encouraged communication through role plays and pair work. The teacher was interested in incorporating Emily's comprehension and communicative approaches to help make meaning clear for learners and connect them through the target language.
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The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
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Rectoría, Universidad Magister. – 2014.
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
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Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
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This document contains notes from a secondary teacher training session on lesson planning and differentiation. It provides questions for teachers to consider when planning lessons, such as objectives, activities, and accommodating different student needs. It also discusses differentiating instruction through varying tasks, materials, feedback and grouping students by ability. The goal of differentiation is to provide an appropriate level of challenge for all students.
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PPP teaching stages
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Observation reflections
The document discusses different approaches to teaching English:
1) The affective humanistic approach from 1970 focuses on positive reinforcement and making students feel comfortable.
2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
3) The communicative approach from 1980 helps students use the language for meaningful communication through activities that create opportunities to communicate.
The rest of the document outlines the procedure and activities for an English class, including introducing a test, reviewing, eliciting words, constructing dialogues in pairs, and assessing agreement/disagreement.
Scoopful of pedagogical tips for teachers - Pair discussion
Studies indicate that interaction and working with others promotes learning. If interaction is increased in the class, it increases the number of learning opportunities as well. When students learn together, everyone takes part in a practice that promotes their own individual learning.
How can interaction and collaboration be easily added to classroom activity? Discussion in pairs is one of the simplest ways to reinforce learning. The noise levels may increase but so will the amount of learning being done!
3 ps
This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
Pumpkin lesson plan
This lesson plan is for a two-day visual arts lesson in a 1st grade classroom about the life cycle of a pumpkin. On the first day, students will paint paper plates orange to resemble pumpkins. They will learn about the five stages of a pumpkin's life cycle through a class discussion. On the second day, students will color a handout about the life cycle, then cut out the stages and staple them together with their painted pumpkins to create a life cycle display. The lesson integrates science standards and appeals to different learning styles through individual and group work, as well as discussions and hands-on activities. Safety precautions are outlined and the finished projects will be displayed for the class and school.
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The document provides an overview of key elements of describing language, including:
1. Sentence constructions such as subject, verb, object, complement, and adverbials.
2. Parts of speech like nouns, verbs, adjectives, adverbs, determiners, prepositions, pronouns, and conjunctions.
3. Verb forms including tense, aspect, voice, and types.
It discusses the forms and uses of these various linguistic elements to describe language.
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Lesson plan. observation reflections.emily
The document summarizes Emily's lesson plan and approach to teaching. It describes her use of affective-humanistic, reading, comprehension, and communicative approaches. Specifically, it notes that she addressed students respectfully, taught practical skills and grammar, ensured comprehension through emphasis, and encouraged communication through role plays and pair work. The teacher was interested in incorporating Emily's comprehension and communicative approaches to help make meaning clear for learners and connect them through the target language.
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
GAMES IN ENGLISH TEACHING AT ELEMENTARY LEVELS
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The use of scaffolding to motivate adult learners in vus presentation
The document discusses using scaffolding to motivate adult learners at Vietnam USA Society Language Centers. It defines adult learners and their characteristics, including that they are more motivated by internal pressures than external rewards. Scaffolding is defined as temporary support provided to help learners accomplish tasks beyond their abilities. Scaffolding can motivate adult learners by allowing them to achieve new knowledge and learn independently over time. The document recommends using scaffolding and creating a relaxed environment to address difficulties adult learners face at VUS, such as anxiety about making mistakes.
The plants
The document discusses using Content and Language Integrated Learning (CLIL) to teach science topics like plants, the respiratory system, and the circulatory system to primary students. It notes challenges with only teaching English one hour per week and parental complaints. The CLIL lessons aimed to increase student motivation to learn English and address the complaints. The lessons incorporated appropriate content, developed intercultural understanding, used language to learn content and learn to use language, and included progression of activities with support like key words. Feedback was used to reinforce learning. Students achieved learning goals and were motivated to do more CLIL science lessons in English.
College success for esl students at the community college level
This document outlines a course designed to help English as a Second Language (ESL) students succeed at the community college level. The course aims to increase students' basic English proficiency in areas like speaking, reading, writing, grammar and listening. It also teaches time management and how to navigate college resources. Lessons follow objectives and move from simple to more complex skills. Materials include audio, video, handouts and computer software. Assessments include quizzes, presentations, journals and evaluating participation, progress, and strengths/weaknesses. The instructor aims to create an encouraging environment and facilitate student participation and feedback. Evaluation measures whether learning outcomes were met and how the course can be improved.
Drama tasks
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Teacher Training Seminar
This document contains notes from a secondary teacher training session on lesson planning and differentiation. It provides questions for teachers to consider when planning lessons, such as objectives, activities, and accommodating different student needs. It also discusses differentiating instruction through varying tasks, materials, feedback and grouping students by ability. The goal of differentiation is to provide an appropriate level of challenge for all students.
07 Asia TEFL: Web-based video self-analysis of conversation and presentations
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
Reciprocal presentation for classroom use
Reciprocal Teaching is an instructional method involving guided practice of reading comprehension using four steps: questioning, clarification, summarization, and prediction. The teacher's role is to model, support, and provide feedback as students work to understand material using these steps. There are five stages to the teaching strategy: questioning, clarification, summarization, prediction, and visualization.
First steps in applying clil
The document summarizes an attempt to teach geography content about the solar system to 6th grade students through English using Content and Language Integrated Learning (CLIL). The teacher considered factors like language level and prepared materials incorporating activities to develop the four skills and vocabulary through topics like planets, adjectives, and grammar. Students engaged with content through games, presentations, role-plays and used English to learn. Most students found it motivating and remembered information, though preparation was time-consuming and some struggled with comprehension.
PPP teaching stages
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
Observation reflections
The document discusses different approaches to teaching English:
1) The affective humanistic approach from 1970 focuses on positive reinforcement and making students feel comfortable.
2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
3) The communicative approach from 1980 helps students use the language for meaningful communication through activities that create opportunities to communicate.
The rest of the document outlines the procedure and activities for an English class, including introducing a test, reviewing, eliciting words, constructing dialogues in pairs, and assessing agreement/disagreement.
Scoopful of pedagogical tips for teachers - Pair discussion
Studies indicate that interaction and working with others promotes learning. If interaction is increased in the class, it increases the number of learning opportunities as well. When students learn together, everyone takes part in a practice that promotes their own individual learning.
How can interaction and collaboration be easily added to classroom activity? Discussion in pairs is one of the simplest ways to reinforce learning. The noise levels may increase but so will the amount of learning being done!
3 ps
This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
Pumpkin lesson plan
This lesson plan is for a two-day visual arts lesson in a 1st grade classroom about the life cycle of a pumpkin. On the first day, students will paint paper plates orange to resemble pumpkins. They will learn about the five stages of a pumpkin's life cycle through a class discussion. On the second day, students will color a handout about the life cycle, then cut out the stages and staple them together with their painted pumpkins to create a life cycle display. The lesson integrates science standards and appeals to different learning styles through individual and group work, as well as discussions and hands-on activities. Safety precautions are outlined and the finished projects will be displayed for the class and school.
Teaching Multilevel Classes in Adult ESL
This is a a short workshop I did for the TESL training program at the U of Winnipeg. It provides some strategies for dealing with multi-levels in your adult ESL class.
Teaching large multilevel classes
This document discusses strategies for teaching English in large multilevel classes in China, which are commonly 50 students or more with varying English language abilities and ages grouped together. It outlines some challenges like classroom management, excessive grading, and engaging all students. However, it also notes benefits like increased knowledge sharing and interaction. Suggestions include rearranging seating, encouraging participation, collaborative learning, self-assessment, individualized tasks, and varying teaching methods. The document advocates for student-centered approaches to improve English education in large multilevel classes in China.
Teacher Training Course
The document provides an overview of key elements of describing language, including:
1. Sentence constructions such as subject, verb, object, complement, and adverbials.
2. Parts of speech like nouns, verbs, adjectives, adverbs, determiners, prepositions, pronouns, and conjunctions.
3. Verb forms including tense, aspect, voice, and types.
It discusses the forms and uses of these various linguistic elements to describe language.
The good language teacher
This document discusses qualities of good and bad language teachers based on student surveys. Good teachers were described as friendly, helpful, and made learning enjoyable through games and humor. Bad teachers were strict, avoided questions, and created an uncomfortable learning environment. The document also provides tips for teachers, such as using space, students' names, and the board to engage students and help the class stay together. Maintaining student focus through techniques like cross-checking responses is also discussed.
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Effective Multi-Level Reading/Speaking Activities
The document describes several effective multi-level reading and speaking activities that can be used in an ESL classroom. The activities are designed to challenge students at different levels, engage students, provide feedback, create a learner-centered environment, teach any content, be easily adapted, and provide independent work time for students. Some of the activities described include Read, Cover, Re-Tell, Re-Read; Vocabulary Cards; Quick Write; Mingle; Reconstruct the Story; and Find a Sentence. The document emphasizes that these activities require little preparation from teachers and help develop student confidence and independence.
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This document provides information on differentiated instruction strategies for teachers. It begins by outlining learner objectives related to differentiated instruction. It then discusses the principles of differentiating content, process, and product for academically diverse classrooms. A variety of differentiated instruction strategies are presented for different subject areas like math, science, reading, and writing. Examples of differentiated strategies include learning stations, task cards, targeted questioning, flexible grouping, and appeals to different learning styles and senses. The document emphasizes that differentiated instruction is important for meeting the diverse needs of all students.
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The document discusses teaching large multilevel classes. It provides 10 principles for managing such classes effectively, including using varied activities to engage different learning levels, collaboration between students, and getting to know students individually. Specific techniques are suggested, such as name games to help the teacher learn students' names, collaborative group work, and personalized assignments. The challenges of large classes are maintaining control and meeting individual needs, while benefits include rich human resources and less competition between students.
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The document discusses various instructional strategies for effectively engaging students in learning, including activating strategies to spark prior knowledge, cognitive strategies that provide structures for learning new concepts, and summarizing strategies to help students retain information. It provides detailed procedures for implementing different engaging activities like carousel brainstorming, think-pair-share, and exit slips. The goal is to actively involve students in higher-level thinking to promote enduring understanding.
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The document discusses differentiated instruction strategies that can be used in the new normal of remote learning. It defines differentiated instruction as modifying teaching methods based on students' abilities and needs. Some synchronous strategies mentioned include live instruction, discussions, and games, while asynchronous options include prerecorded videos, discussion boards, and independent projects. The document emphasizes tailoring tasks to students' readiness, interests, and learning profiles. Graphic organizers and mind maps are suggested as tools to give students flexibility in organizing and displaying their work.
Formative assessment
The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
101 tips for the classroom
These interactive techniques have multiple benefits for students and instructors. They engage students and help assess understanding of course material. Some techniques actively involve students through discussions, problem-solving, and assessing their own learning. Others are brief individual writing exercises done during or after class to give feedback or reflect on key topics. A variety of techniques can be used for different class sizes and formats, targeting both individual and group work. Not all will appeal to every instructor based on teaching style.
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Sentences
This document provides a detailed lesson plan for a 7th grade English class. The objectives are to teach students about sentence structure, types, and proper usage. The lesson plan outlines the content to be covered, learning resources, step-by-step procedures, activities, and assessments. It involves dividing students into groups to arrange words into sentences, identifying sentence parts and types, transforming sentences, reading sentences aloud, and evaluating comprehension through exercises identifying sentence function. The teacher assessed that 20 out of 25 students achieved the objectives, while 5 required remedial lessons which helped them catch up.
Classroom Activities - Chapter 2
1. The document discusses planning activities for language lessons. An activity involves learners using language to achieve a specific outcome.
2. Activities can involve individual work, pairwork, small group work, or whole class work. Pair and group work are common to provide opportunities for students to practice using language.
3. A basic route map for running an activity includes preparing materials, introducing the activity, setting up groups, monitoring the activity, providing feedback, and following up. Variations allow for checking answers or comparing responses in groups.
2G Curriculum & PPU speaking lesson.pdf
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
Literacy workstations
Literacy work stations are areas in the classroom where students work independently or together using instructional materials to develop literacy skills. Materials are first taught in whole group and small group instruction before being used in stations. Stations remain set up all year and materials are differentiated for students' needs and levels. This allows the teacher to meet with small groups for guided reading while students engage in meaningful independent practice at stations. Benefits include individualized instruction and opportunities for literacy skill practice.
Literacy workstations
Literacy work stations are areas in the classroom where students work independently or with peers using instructional materials to develop literacy skills. Materials are first taught by the teacher and then used at stations, unlike traditional centers. Stations remain set up all year with changing materials at different reading levels. The teacher meets with small groups during station time while students work independently to practice skills. Benefits include individualized instruction and meaningful literacy practice.
Differentiate or disengage?
Differentiating instruction in the language classroom is important to engage all students and cater for varying ability levels. There are several ways to differentiate, including by support, text, task, ability, and interest. Differentiation strategies include using scaffolding techniques to modify texts, grouping students heterogeneously and homogenously, providing choice in activities, and varying student outcomes and assessments. Proper planning, resources, and questioning techniques are needed to effectively implement differentiation in the language classroom.
Bec pelc-2010-english
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
LEARNING COMPETENCIES GRADE 2
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a topic.
- Expectations increase by
PELC 2010 English
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
English VI- BEC
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grades 1-3 have a daily time allotment of 100 minutes for English, while grades 4-6 have 80 minutes to focus on literacy skills developed in earlier grades.
- Expectations for each grade level are outlined, describing the skills and abilities students should demonstrate in the four communication areas.
- The PELC provides matrices listing objectives for each communication area by grade
ENGLISH PELC
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
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