PRIMING:

What is your ultimate role as a

school head? Proceed to your group, discuss the answer and

write your answers on a metacard.

INSTRUCTIONAL LEADER

• The main role of the principal is to assure that the school is delivering quality instruction to the learners.

• • This includes all functions directly related

to providing teaching and learning within schools. In other words, this involves activities that help attain educational goals.

OBJECTIVES

• Familiarize participants with the curriculum framework,

components and features of Integrated Language Arts Curriculum

• Gain an in-depth understanding on the basic features of the Integrated Language Arts Curriculum

• Determine the features, strands, and domains of the Integrated Language Arts Curriculum

Research tells us that only 7% of all communication is impacted by the content or the words used. The rest is all non-verbal — body language and tone.

“From those situations it made me wonder if most poor communication or mis-communication occurs when things go wrong, and most good communication occurs when things are going well. “

So essentially, communication is driven by the environment.

WISDOM OF WOLVES

DOMAINS AND STRANDS INTEGRATED LANGUAGE ARTS CURRICULUM (ILAC)

5 STRANDS

14 DOMAINS FOR K TO 12

9 DOMAINS FOR 7 TO 12

LISTENING SPEAKING

READING WRITING

VIEWING

in addition to the four macro skills VIEWING of multimedia and internet sources of information as the means to develop creativity in transcoding concepts from one medium to another is given importance.

LISTENING COMPREHENSION

ORAL LANGUAGE AND FLUENCY

VOCABULARY DEVELOPMENT

READING COMPREHENSION

WRITING AND COMPOSITION GRAMMAR AWARENESS AND STRUCTURE

ATTITUDE (TOWARDS LEARNING)

STUDY STRATEGIES

Framework, Components & Features of Grade 8 English

COMPONENTS

COMPONENT 1 - LANGUAGE LEARNING PROCESS (Learner-Centered)

1. Spiral Progression – approach used

by the K-12 curriculum

2. Interaction – students engage in

activities that simulate real-life

situations

3. Integration – the receptive and

productive skills are taught in an integrated

manner.

4. Contextualization – learning is put in the

context of the learners to aid them in

meaning making

5. Construction – meaning making is

the core of language learning and

language use.

COMPONENT 2 - EFFECTIVE LANGUAGE USE

1. Understanding Cultures - Learning

language through text types and literary

appreciation exposes learners to different

cultures of the world, including one’s

culture.

2. Understanding Language – learners

apply what they have learned to serve

personal and professional purposes and to

empower them in their social and academic

interactions.

3. Process and Strategies – Given a

repertoire of processes and strategies, the

learners decide on what is appropriate for a

given context.

COMPONENT 3 - MAKING MEANING THROUGH LANGUAGE

The Language Arts and Multiliteraries Curriculum (LAMC) is composed of five 5 intricately intertwined and integrated substrands (listening, speaking, reading, writing and viewing) that serves as building blocks for understanding and creation of meaning and for effective communication across curricula.

COMPONENT 4

Holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.

In a nutshell, the framework shows that: • The goal of the curriculum is to produce

graduates who posses communicative competence and multiliteracies. This can be achieved by developing competencies covering the strands of reading, writing, listening, speaking, and viewing.

These competencies can be targeted and developed by 1. taking into consideration the spiral progression

approach, 2. putting learning in context, 3. integrating the macro skills, and 4. allowing the learners to engage in

communication activities so that they eventually learn to apply what they have learned in real-life scenarios.

• As support, teachers should explore approaches supported by theories and best practices in language teaching and learning.

• The whole process eventually sees outcomes through a holistic assessment.

Salient Features of the K to 12 Integrated Language Arts Curriculum

3 Ts

THEME

TEXT

TASK

Relationship of the 3Ls of Learning

• How are language, literature and life

woven in the K-12 Language Arts

Curriculum?

• Why is the study of literature

inseparable with the study of language?

LIFE

LITERATURE LANGUAGE TEXTS

• Provides life-like experiences

• Tackles relevant issues and concerns

LIFE

• Expresses our emotions, beliefs, aspirations and sentiments. It informs, entertains and teaches a lesson.

LITERATURE

• Language teaching should include literary texts. As students read and reflect on a rich variety of literary text, they develop a deeper understanding of themselves and others and of the world around them.

LITERATURE

Language is the basis for thinking, communicating, and learning. Students need language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning

LANGUAGE

Language is a tool that humans use to communicate thoughts, ideas and emotions. LANGUAGE

Language learning is most effective when it takes place through meaningful, interactive tasks, exploring relevant texts, and focusing on the themes.

LIFE

LITERATURE LANGUAGE

TEXTS

inking life, literature, and language

ntegrating themes, texts, and tasks

aining mastery of language forms and rules of usage

oning independent study strategies

hinking through a variety of texts and tasks

inking life, literature, and language

ntegrating themes, texts, and tasks

aining mastery of language forms and rules of usage

oning independent study strategies

hinking through a variety of texts and tasks

FEATURES

USES LITERARY AND PARALLEL INFORMATIVE TEXTS USES CULMINATING PERFORMANCE TASKS HAS A THEME PER QUARTER INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS, UNDERSTAND, TRANSFER) LEVELS OF ASSESSMENT COVER KPUP PROMOTES DIFFERENTIATED INSTRUCTION

USES LITERARY AND PARALLEL INFORMATIVE TEXTS

• Understanding of Afro-Asian Literature and other text types to appreciate Philippine culture and that of other countries.

USES CULMINATING PERFORMANCE TASKS

1. Typically weaves study strategies, especially for information management

2. Balance between individual and cooperative learning

Features

QUARTER 1: Searching for Knowledge QUARTER 2: Embracing our Heritage

QUARTER 3: Overcoming Challenges QUARTER 4: Changing Perspectives

HAS A THEME PER QUARTER

INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS, UNDERSTAND, TRANSFER)

LEVELS OF ASSESSMENT COVER KPUP

PROMOTES DIFFERENTIATED INSTRUCTION

APPLICATION