Content,performance standard

UnderstandingK to 12

Language Learning Standards

My first name starts with C and my last name ends with S, knowledge and skills are inside me.

Content Standard

My first name starts with P and my last name ends with S, the level of work that demonstrates achievement of standard is inside me.

Performance Standard

Understanding Content Standard and Performance

Standard

K W L

What you know about Content Standard and Performance Standard?

What you want to know about Content Standard and Performance Standard?

How will you learn or understand the concept of Content Standard and Performance Standard?

Recap Two Learning Standards

Discussed

A. Program StandardB. Grade Level Standard

The Learning Standards

Content Standard:• Describes the

specific content that should be taught and learned.

• Articulates core knowledge and skills that student should master

• Guides teachers in identifying instructions on the knowledge and skills that students should learn.

Performance Standard:

• Defines level of work that demonstrates achievement of standard.

• Provides clear expectations for instruction, assessment,& student at work.

• Helps teachers assessed the extent to which the students have acquired the knowledge and applied the skills learned.


Content Standard:• answers the

question: What should students know (knowledge) and do (skills)?

• shares the most important and enduring ideas, issues, principles, skills and habits of mind

• expresses the desired results


• answers the question: How well must students do their work?

• presents product or performance as evidence of learning or attainment of content standard

• adds value to what students learned

• demonstrates conceptual understanding of content and skill acquisition

• represents real life, authentic task

• encompasses the standard


English Grade 9 – Module 1

Content Standard:

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.


Connection among CS, PS, & LC

The Learning Standards and Learning Competencies

Performance Standard

Content Standard

Learning Competencies

Reading Comprehension

Listening Comprehension

Viewing Comprehension

Vocabulary Development

LiteratureWriting &

Composition

Oral Language &

Fluency

Grammar Awareness



Content Standard – Key Concepts

Appropriate word order

ENHANCING THE SELF

Anglo-American literature

other text

types

Processing, assessing,

summarizing information

Word derivation

and formation strategies

Punctuation marks

Interjections

Participate actively in a Speech

Choir



Performance Standard – Key Concepts

SPEECH CHOIR

Verbal & Non-

verbal Strategie

sVoic

e

Focus

Facial Expressions

Body Movements/

Gestures

Delivery

Audience Contact

activeparticipation in a



Answer the Unpacking CS/PS Worksheet.



Content Standard:

The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts through using strategies in linking textual information, repairing or enhancing communication, and crafting formal/informal word definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts.

The learner transfer learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that emphasize a point, particularly modals and reflexive and intensive pronouns.


The Grade 9 Learning Competencies

(Module 1)

The Learning Competencies (LCs)DEPARTMENT OF EDUCATION

English Grade 9 – Module 1: Lesson 1RC

ReadingComprehensio

n

LCListening

Comprehension

VCViewing

Comprehension

VVocabularyDevelopme

nt

LTLiterature

WCWriting andCompositio

n

FOral Language

andFluency

GGrammar Awareness

EN9RC-Ia-16:Share prior knowledge about a text topic

EN9LC-Ia-8:Process information mentioned in the text listened toEN9LC-Ia-3.6:Perform a task by following instructions

EN9VC-Ia-3.8:Infer thoughts, feelings, and intentions in the material viewed

EN9V-Ia-1:Provide words or expressions appropriate for a given situation

EN9LT-Ia-14:Analyze literature as a means of discovering the selfEN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories

EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing.

EN9OL-Ia-1.15:Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps.

EN9G-Ia-1.6/1.7:Use appropriate punctuation marks and capitalization to convey meaning

Refer to your copy of the Curriculum Guide for a complete list of the LCs.What have you observed on the list of LCs? What does it mean?

GUIDING PRINCIPLE:

Prior Learning Learning as Process Learning as Outcome

PRE- ASSESSMENT(Diagnostic)

FORMATIVE ASSESSMENT

(Developmental)

SUMMATIVE ASSESSMENT(Evaluative)

Holistic Assessment

“Your initial task”(LM)(Embedded)

“Pretest” (TG)

“Your Text” “Your Discovery Task”

(Embedded)

“Final Task” (LM)

“Post Test” (TG)

Standard-Based

•Assess for Attainment of Content Standard

Level 1 – KnowledgeLevel 2 – Process/SkillsLevel 3 – Understanding

• Assess for Attainment of Performance Standard

Level 4 – Products/Performances

Holistic Assessment

Example: Lesson 7 (Your Text)Page 223

Knowledge Assessment

Task 5 is a under KNOWLEDGE because it requires students to “recall “ information from the text.

Process AssessmentPROCESS - skills or cognitive operations that the

student performs on facts and information or the purpose of constructing meanings and understanding.

Key words:• Illustrate, outline, apply, change, compute,

construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use.

Example: Lesson 7 (Your Text)Page 231

Process Assessment

Task 14 is a under PROCESS because it requires students to perform cognitive operations on facts and information in the form

of “application” and/ or “establishing relationships”

Assessment at the Level of Understanding

UNDERSTANDING – Enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline

Key words:• Appraise, conclude, criticize, critique,

defend, evaluate, explain, justify, relate, summarize, support

Example: Lesson 7Page 234

Assessment at the Level of Understanding

My Treasure is under UNDERSTANDING because it requires students to see the big or enduring ideas.

Performance Assessment

PRODUCT/PERFORMANCE - real-life application of understanding as evidence d by the student’s performance of authentic tasks.

Key words:• Compile, compose, create, devise, design, generate, modify,

organize, plan, rearrange, reconstruct, reorganize, revise, rewrite, summarize, write

• apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use

Example: Lesson 7Page232

Performance Assessment

Task 16 is under PERFORMANCE because it requires students to perform an developmental /enabling / culminating activity..

Think About This?

Should pre-assessment be made basis for grading?

NO! Pre-assessment is used to collect data as to where the teacher should start delivering the lesson. It is not a means to measure student’s “true achievement”

that makes pre-assessment an “Assessment for Learning”

Think About This?

SHOULD FORMATIVE ASSESSMENT BE MADE BASIS FORGRADING THE STUDENTS?

Should formative assessment be made basis for grading the students ?

NO! Formative assessments is used to collect data to improve teaching or improve strategies. That makes formative assessment an “Assessment for Learning”. It also helps students track their

own progress that makes it “Assessment as Learning”

Think About This?

IS IT FAIR TO THE STUDENTS PART NOT TO RECORD THEIR FORMATIVE

TESTS?WHY?

(Pair-Think-Share)

Think About This?

SHOULD SUMMATIVE ASSESSMENT BE MADE BASIS FORGRADING THE STUDENTS?

Should summative assessment be made basis for grading the students ?

YES! Summative assessments are used to EVALUATE students’ true achievement . That makes summative

assessment an “Assessment of Learning”.

REFLECTION PAPER

• 1st paragraph - The lessons you learned (use past tense)

• 2nd paragraph -The things you realize from the lessons you learned (use present tense)

• 3rd paragraph - As future educators, how will you apply the lessons you have learned? (use future tense)-

THANK YOU

The Conceptual Framework

DEPARTMENT OF EDUCATION

UNDERSTANDING CULTURES Learning language through text types and literary appreciation exposes

learners to different cultures of the world, including one’s culture.

UNDERSTANDING LANGUAGE Learners apply their knowledge of the system of the language to assist

them to make meaning and to create meaning.

PROCESS AND STRATEGIES Learners select from a repertoire of processes and strategies by reflecting

on their understanding of the way language works for a variety of purposes in a range of contexts.



COMPONENT 3Making Meaning Through

Language

LIST

ENIN

G

SPEA

KIN

G a

nd

VIEW

ING

RE

AD

ING

VIE

WIN

G and

RE

SP

ON

DIN

G

WRITING and REPRESENTING

MAKING MEANING THROUGH

LANGUAGE

THINKING

THINKINGTHINKING

THEORIES of LANGUAGE TEACHINGTHEORIES of LANGUAGE LEARNING and ACQUISITION

THEORIES of LANGUAGE



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

Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary.

The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use.

Alignment of the Language and Literacy Domains with the 5 sub-strands


Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √

1. Phonological Awareness √

1. Book and Print Knowledge √

1. Alphabet Knowledge √ √ √ √ √

1. Phonics and Word Recognition √ √ √

1. Fluency √ √

1. Spelling √ √

1. Writing and Composition √ √ √ √

1. Grammar Awareness & Structure √ √ √ √

1. Vocabulary Development √ √ √ √ √

11. Reading Comprehension1. schema & prior knowledge2. strategies3. narrative text4. informational text

√ √ √

12. Listening Comprehension √ √

12. Attitudes towards language, literacy and literature √ √ √ √ √

12. Study Strategies √ √ √ √ √

Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum


Domains K-3 4-6 7-10 11-12

Oral language

Phonological awareness

Book and Print knowledge

Alphabet knowledge

Phonics and word recognition

Fluency

Spelling

Writing and composition

Grammar awareness and structure

Vocabulary development

Reading comprehension

Listening comprehension

Attitude towards language, literacy and

literature

Study strategies

Viewing



COMPONENT 4Holistic Assessment

LIST

ENIN

G

SPEA

KIN

G a

nd

VIEW

ING

RE

AD

ING

VIE

WIN

G and

RE

SP

ON

DIN

G



LANGUAGE

THINKING

THINKINGTHINKING

COMMUNICATIVE COMPETENCE and MULTILITERACIES



ASSESSMENT

FEEDBACK



Holistic Assessment

Proximity to actual language use and performance activities that have authentic communicative function

actual performance in authentic situations

A holistic view of language

based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among others cannot be ignored

assessment approaches should be used for communication and self-expression

takes into account the whole learner and his or her social, academic, and physical context



Holistic Assessment

An integrative view of learning

assessment attempts to capture the learner’s total array of skills and abilities

assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored Developmental appropriateness

assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner

Multiple referencing assessment entails obtaining information about the learner from

numerous sources and through various means

LIST

ENIN

G

SPEA

KIN

G a

nd

VIEW

ING

RE

AD

ING

VIE

WIN

G and

RE

SP

ON

DIN

G



LANGUAGE

THINKING

THINKINGTHINKING

COMMUNICATIVE COMPETENCE and MULTILITERACIES



ASSESSMENT

FEEDBACK


Understanding and Appreciating the CF, CG, LM & TG

ACTIVITY 2

Group Work



What to do:

1. Skim through your copy of the document assigned to your group - Curriculum Guide (CG), Learner’s Material (LM), and Teacher’s Guide (TG).

2. Answer the worksheet assigned to your group.

3. Consolidate the answers of your group and write it in a manila paper.

4. Present your group’s output.



Groups 1 and 4 – CS/PS Analysis

Worksheet

Groups 2 and 5 – Learner’s Material

Analysis Worksheet

Groups 3 and 6 – Teacher’s Guide

Analysis Worksheet



Groups 1 and 4 – CS/PS Analysis Worksheet



Groups 2 and 5 – Learner’s Material Analysis Worksheet



Groups 3 and 6 – Teacher’s Guide Analysis Worksheet

ANALYSIS


1. How did you find the activity? Why?

3. How do you compare these materials to the one/s you used previously?

2. What can you say about the CG, TG and LM as presented? What commonality did you find in your answers?

4. How will these materials help the teachers in teaching the subject?

5. What difficulty do you foresee in using these materials?

6. What insights did you gain from this activity?

ABSTRACTION


Finish the incomplete statements below.

The English Curriculum Framework is _______________________________________________________________

With the use of the curriculum guide, _______________________________________________________________

The learner’s material provides / addresses, _______________________________________________________________

The teacher’s guide provides / addresses, _______________________________________________________________

The CF, CG, LM, and TG are ____________________________________________. Therefore, _______________________________________________________________________

APPLICATION


We dream of Filipinoswho passionately love

their countryand whose values and

competencies enable them to realize

their full potentialand contribute

meaningfully to building the nation.

As a learner-centered public institution,the Department of

Educationcontinuously improves

itself to better serve its

stakeholders.

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic

education where:- Students learn in a child-friendly,

gender-sensitive, safe, and motivating environment

- Teachers facilitate learning and constantly nurture every learner

- Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for effective

learning to happen- Family, community, and other

stakeholders are actively engaged and share responsibility for developing life-long learners

The DepEd Vision

The DepEd Mission

Content,performance standard

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