Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies.pptx

TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
1

TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
2
GRADE 1 LANGUAGE AND READING &
LITERACY

MATATAG Curriculum Training | 2024
Grade 1 Learning Journey
3
Day 1
Pretest
Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of Language,
Reading and Literacy
Shaping Paper & Clustering
of Learning Competencies
Day 2
Session 4
Walkthrough of Mathematics
Session 5
Walkthrough of Makabansa
Session 6
Walkthrough of GMRC
Day 3
Session 7
MATATAG Curriculum:
Instructional Design
Framework
Session 8A
Navigating the New
Language Learning Areas:
Pedagogy and Assessment in
Language and Reading and
Literacy Instruction
Session 8B
Integrating Grade 1 Learning
Areas: Pedagogy and
Assessment in GMRC, Math,
and Makabansa Instruction
Day 4
Session 9
Integrating 21st Century
Skills in Classroom-based
Assessment
Session 10
Classroom Practices
to Promote
Inclusion for Special Needs
Education Learners (SNED)
Session 11
Collaborative Expertise
Session 12
Class Observation in the
Context of MATATAG
Curriculum
Day 5
Session 13
Management of School-
based Professional
Development Programs
Session 14
Facilitation Skills
Posttest
Closing Program
*For School Leaders Only

Grade 1 Learning Journey
4
Day 1
Pretest
Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of Language,
Reading and Literacy
Day 2
Session 4
Walkthrough of Mathematics
Session 5
Walkthrough of Makabansa
Session 6
Walkthrough of GMRC
Day 3
Session 7
MATATAG Curriculum:
Instructional Design
Framework
Session 8A
Navigating the New
Language Learning Areas:
Pedagogy and Assessment in
Language and Reading and
Literacy Instruction
Session 8B
Integrating Grade 1 Learning
Areas: Pedagogy and
Assessment in GMRC, Math,
and Makabansa Instruction
Day 4
Session 9
Integrating 21st Century
Skills in Classroom-based
Assessment
Session 10
Classroom Practices
to Promote
Inclusion for Special Needs
Education Learners (SNED)
Session 11
Collaborative Expertise
Session 12
Class Observation in the
Context of MATATAG
Curriculum
Day 5
Session 13
Management of School-
based Professional
Development Programs
Session 14
Facilitation Skills
Posttest
Closing Program
*For School Leaders Only

Session 3
The Shaping Paper &
Walkthrough of Language
and Reading & Literacy
JIFRIL P. ALBA
5

Session Objectives
At the end of the session, participants will…
1. explain the key components of the Languages
Curriculum Framework;
2. identify learning standards (curriculum
standards);
3. determine possible topics for lessons in
Quarters 1 and 2;
6

Session Objectives
At the end of the session, participants will…
4. unpack learning competencies in Quarters 1
and 2;
5. write specific, clear, and doable learning
objectives; and
6. identify the core pedagogical and assessment
principles of the curriculum.
7

MATATAG Curriculum Training | 2024 8
Professional Standards Addressed
Domain 1: Content Knowledge and Pedagogy
Domain 2: Diverse Learning Needs
Domain 3: Assessment and Reporting
Domain 4: Learning Environment
Domain 6: Professional Engagement and
Development

The Language Framework
Language Curriculum Framework
The Big Ideas
Literacy Focus
Learning Subdomains
Curriculum Standards
9
Curriculum Guide
Session Flow

What do you know
about the new
subjects: Language
and Reading and
Literacy?
What insights do you
have regarding the
delivery of these new
learning areas?
What are your thoughts
on the new subjects?
How important is it to
integrate language
instruction and why?
Candy Game

Get ready for the next activity!
Dive into the curriculum with a critical eye using the guide
questions in Worksheet 1 .

● What domains or subdomains are covered in
this curriculum?
● Which LCs are emphasized?
● How do these LCs contribute to the oracy and
literacy development of learners?
● Considering the curriculum's scope, what
content knowledge and pedagogical skills are
essential for teachers in order to implement
the curriculum?
12
Guided Observation

Get ready for the next activity!
Engage in a meta-analysis of the curriculum guides for Language
and Reading and Literacy.

Guided Meta-Analysis
● What overarching insights have we gained
about these new learning areas? How does
the new curriculum shape the experiences in
our classrooms?

Guided Meta-Analysis
● How can these understandings influence
our teaching practices moving forward?
How do our insights influence the approach to
the delivery of the new learning areas? Given
the identified necessary content knowledge
and pedagogical skills, how prepared do we
feel as educators? What areas might require
further development or support?

Addressing the Gaps
Three significant findings were put forth based on the
review of the curriculum:
● The curriculum was congested.
● Learning competencies were classified through
overlapping curriculum domains.
● Knowledge of language structure was emphasized
instead of literacy development.

Stronger emphasis
on the role of L1
in English learning
The Language Framework

Language Curriculum Framework

The Big Ideas

Shifting Big Ideas

Literacy Focus

KS1 KS2 KS3
Phonological Awareness
Receptive Skills: Listening
and Reading
Literary Text
Phonics and Word Study
Informational Text
(Journalistic, Non-Journalistic, Academic
Texts)
Vocabulary and Word
Knowledge Productive Skills: Speaking
and Writing
Transactional Text
Grammar Awareness and
Grammatical Structures
Comprehending and
Analyzing Texts
Viewing and Representing
Creating and Composing
Texts
Learning Subdomains

KS1 KS2 KS3
By the end of Grade 3, learners
are becoming literate and
increasingly fluent in the use of
English, with L1 as a literacy
resource in understanding and
expressing familiar and
developmentally-appropriate
texts. They are able to use their
conversational language skills
in day-to-day activities and their
first language in understanding
and discussing content in the
learning areas; and take pride in
their cultural heritage.
have mastered their basic
literacy and are developing
applied and critical literacy.
They demonstrate a level of
communicative competence in
English which enables them to
engage effectively in a variety of
situations and for a variety of
audiences, contexts, and
purposes, including learning of
other content areas; and take
pride in their cultural heritage.
can critically analyze and
evaluate the style, form, and
features of literary,
informational (non-journalistic,
journalistic, and academic
texts), and transactional texts.
They are able to compose and
publish a range of multimedia
texts for a variety of meanings,
purposes, and audiences,
including learning in other
content areas; and take pride in
their cultural heritage.
Key Stage Standards

READING AND LITERACY LANGUAGE
Learners demonstrate basic literacy in their
first language; decode high frequency and
basic content-specific words to develop
language for learning; understand how
words are used in simple sentences to get
and express meaning; and comprehend,
respond to, and create narrative and
informational texts based on real-life
experiences.
Learners demonstrate oracy in L1; use oral
and visual language in interacting with
others, developing and expressing ideas;
engage with and respond to various texts
based on real-life experiences; use high
frequency and content-specific words; and
understand how languages and culture are
related.
Learning Area Standards

The MOTL Continuum

The Curriculum Guide

Refer to your copies of the Curriculum Guide.
30
Walkthrough of the CG

Unpacking LCs
Establish the Premise:
● Standards-based, not content-based.
● The focus of unpacking is standards and
learning competencies.
● LCs are the unpacked version of the
content and performance standards.

Unpacking LCs
What is Unpacking?
● It breaks down complex skills or concepts
into manageable parts.
● It makes curriculum standards and
learning competencies more explicit and
actionable through learning objectives.

Unpacking LCs
When to Unpack?
When LCs have a high cognitive demand,
which may lead to students consistently
struggling and not making expected progress
in mastering a competency.

Unpacking LCs
How to Unpack?
● Review the content and performance
standards.
● Identify the learning competency.
● Break down the LC into smaller or discrete
sub-skills or knowledge components.

Unpacking LCs
How to Unpack?
● Specify the criteria for success in each sub-
skill or component through specific
learning objectives.
● Align assessment with unpacked
competencies.
● Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components.

Unpacking LCs
LC: Identify cause and effect of events
● Recognizing Sequences and Patterns
● Understanding 'Before' and 'After’
● Observation Skills
● Simple Problem-Solving

Clustering LCs
Teaching the new curricula observes the shift
from teaching isolated LCs to integrating
multiple LCs in a single lesson. Therefore,
teachers must understand the importance of
weaving LCs together for more coherent and
effective language instruction.

Try it Yourself!
Using Worksheets 2 and 3, identify the learning competencies fit
for clustering and unpacking.

Synthesis
As we conclude our training on the MATATAG
Language and Reading and Literacy Curricula, we
reflect on the following:
● the curriculum framework, design, structure, and
standards
● the literacy and MOTL continuum
● the Big Ideas and the dynamic focus across key
stages
● the process of unpacking standards and clustering
LCs

Synthesis
Hopefully, this session has equipped us with valuable
knowledge and insights, preparing us to effectively
implement the curriculum in our classrooms and
shape the multilingual, multiliterate citizens of
tomorrow.

Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational
Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
BCD
Ayette C. Ferriols
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
41

Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies.pptx

More Related Content

What's hot

Similar to Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies.pptx

More from JifrilAlba1

Recently uploaded

Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies.pptx

Editor's Notes