Grade 7 Tot Fil and Eng Mle Orientation
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Transcript of Grade 7 Tot Fil and Eng Mle Orientation
Integrated Language Arts
The Philippine Roadmap to Multi-literacy
Dina OcampoLeonor Diaz
Portia PadillaLiu Vilbar
Victor VillanuevaMark Norman
MacaPau Fontanos
Liza VillanuevaRoberto Ruda
3Dina Ocampo, UP College of Education
Foundations of the Policy Recommendations thru BESRA
•Philippine language context and the evolution of language use
•Cultural identity, language and social development
•How language is learned; Multilingualism•How literacy is learned; Multiliteracy•The Cross Linguistic Transfer of Literacy and Thinking Skills across languages
•Global studies/experiences in bilingual education
4Dina Ocampo, UP College of Education
We are multilingual
We are by virtue of our geography and history, a multi-lingual people.
This gift has for too long been viewed as a liability.
5Dina Ocampo, UP College of Education
The Philippine Language Context
120 languages (McFarland, 1993) or 171 (Philippine Commission on Educational Reform, 2000)
Eight major languages are Ilocano, Pangasinense, Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon and Waray-Samarnon (Belvez, 2002)
Filipino is the national language, and incorporates vocabulary from the other Philippine languages and non-local languages used in the Philippines, i.e., English, Arabic and Spanish (Gonzales, 1998)
6Dina Ocampo, UP College of Education
Cultural identity, language and literacy• Culture is the sum total of
ways of living built up by a group of human beings transmitted from one generation to another. The shared values, customs and histories characteristic of culture shape the way a person thinks, behaves and views the world.
• Culture is perhaps the strongest determinant of identity
• Language is intrinsic to the expression of culture
• Language is fundamental to cultural identity
7Dina Ocampo, UP College of Education
Language Acquisition and Learning
Language Acquisition• the way children learn
their mother tongue• the process of natural
assimilation of a language
• requires good models of the language that is to be learned and immersion in its use and function.
• all children can acquire language ability because humans have the capacity to learn language (Brown, 1994).
Language Learning • The process used by
learners when languages are added to their linguistic repertoire
• Refers to second, third, nth language learned by a person
• Can be learned (or not learned) well by– Immersion– Structuralist or Formalist– Audiio-lingual– Communicative
competence
8Dina Ocampo, UP College of Education
Childhood Bilingualism
from Monolingual to BilingualThrough
interactions in the
community
Through teaching
in school
NaturalNatural
AdditiveAdditive
9Dina Ocampo, UP College of Education
For our purposes, we should look at it this way:
The Issue of Biliteracy
The prevailing ideas posit that literacy is outside the domain of bilingualism.
Bilingualism
Biliteracy
Bilingualism Biliteracy
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Dina Ocampo, UP College of Education
Therefore…..
ExperienceOral
SymbolsPrinted Symbols
Oral Symbols
Printed SymbolsIn L2
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Dina Ocampo, UP College of Education
Word Reading and Spelling
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Dina Ocampo, UP College of Education
Sentence and Listening Comprehension
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50.00 What’s going on
here?
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Dina Ocampo, UP College of Education
The Reality
Experience
Oral Symbols in Filipino
Printed Symbols in Filipino
Oral SymbolsIn English
Printed Symbols In English
Oral Symbols
in L1
What’s missing
here?
SCHOOL
Saan na
ang alam
ko?
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Dina Ocampo, UP College of Education
Cross-linguistic Transfer of Literacy Ability•Considerable and wealthy evidence to show
the literacy transfers across languages•Ocampo (2002) showed that cognitive &
linguistic skills used to read in one language (Filipino) were also used in another language (English)
•Aquino (2005) reports that beginning reading instruction in Filipino or English had positive effects on alphabetic knowledge and phonological awareness in the other language
•Ocampo (2005) found the ease of learning to read words and comprehend sentences better in Filipino than in English for elementary grade students
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Dina Ocampo, UP College of Education
Child’s Language•Provides the foundation for additional languages
•Facilitates learning subject matter•Increases school participation
Filipino•Easier to learn to read•Language of the media
•Understood by most Filipinos
English•A global language
•Continues to be a language •of aspiration among Filipinos
Arabic
Other Languages
CrossLinguisticTransfer
Of Literacy
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Dina Ocampo, UP College of Education
National Language and Literacy Strategy #1
Implement a developmentally and culturally sound programming of language and literacy development in schools
• Revise the implementing rules for the Bilingual Education Policy
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Dina Ocampo, UP College of Education
Programming of Languages of Learning
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Dina Ocampo, UP College of Education
National Language and Literacy Strategy #2
Create better learning environments to support language and literacy education of students.
1. Articulate how language and literacy will be developed in learners at specific grade/year levels of basic education.
2. Use children’s literature to support language and literacy development through exposure, immersion, and practice.
3. Support student learning through the development, production, and distribution of instructional materials in the designated languages of learning at the school, division, and regional levels.
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Dina Ocampo, UP College of Education
National Language and Literacy Strategy #24. Ensure that teachers at different grade/year
levels have the knowledge and competencies • in the languages they are supposed to use for
teaching • on language and literacy education in a
bilingual/multilingual context• in the subject(s) they are supposed to teach
5. Match the assessment of language and literacy with curriculum content and the languages of learning at specific grade/year levels.
6. Provide students with language and literacy difficulties remedial instruction based on assessment results.
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Instructional Materials should be made for:
1. Beginning Reading in the mother tongue for Preschool and Grade 1.
2. Children’s literature in the mother tongue for Preschool until Grade 3.
3. Math in the mother tongue from Preschool until Grade 3.
4. Science in the mother tongue from Preschool until Grade 3.
5. MAKABAYAN in the mother tongue for Grades 1 and 2.
6. Filipino materials using local context and literature (where possible) for Preschool, Grades 1 to 6.
7. English materials using local context and literature (where possible) for Preschool, Grades 1 to 6.
8.Beginning Reading in Filipino for Grade 2.
9.Beginning Reading in English for Grade 3.
10.MAKABAYAN in Filipino for Grade 3 to support the transition of the language of learning from mother tongue to Filipino.
11.Edukasyong pangkabuhayan in Filipino for Grades 4 onwards.
12.Math in English for Grade 4 to support the transition of the language of learning from mother tongue to English.
13.Science in English for Grade 4 to support the transition of the language of learning from mother tongue to English.
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Dina Ocampo, UP College of Education
National Language and Literacy Strategy #3
Enliven critical social support structures in the community to support learners in school.
1. Ensure maximum LGU/community participation and support for the implementation of the language and literacy programming strategy.
2. Raise critical awareness among parents about effective language and literacy learning processes.
Overview1. Introduction to the presentation
2. Our process
a. Review of the curriculum given to the LAT (Grades 1-10)
b. Affirmation of the philosophy of language and literacy development
c. Some issues on the assessment framework
Overview
3. Groups
a. English - Grade 1-3; Grades 4-6; Grade 7-10
b.Filipino - Grade 1-3; Grades 4-6; Grade 7-10
c. Mother Tongues
Overview3. Uses literature (various forms)
4.Follows an explicit process for teaching that is (mostly) consistent throughout the languages curriculum indicating recognition of Filipino and English as second languages of our students
5.Builds on our culture and literatures
6.Encourages indigenous process of learning such as group work, group goal-setting, cooperative activities and collective decision making
Overview
7.the 3 curriculum sets for the languages communicate
8.second language development is built on first language abilities
Main Characteristics
1.Multilingualism is the basis for the Language Curriculum of the K-12 Basic Education Program, building upon the natural ability of Filipinos for language learning.
2.The curriculum spirals the competencies across the levels but in the high school levels, there is greater emphasis on reading comprehension of various texts, writing and composition, study and thinking strategies which are all in support of critical and creating thinking development.
Coherence with the Basic Education Program Goals
1.The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program goals.
2.Competencies are spiralled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3.Content includes print and electronic texts that are age, context and culture appropriate.
Early Grades (Grade 1)
Outline per language area1.Main features of the curriculum
2.Standards
3.Key stage outcomes -- at grade 3, 6, 10 and 12
4.Competencies
5.Texts
6.Organization of the teachers’ guide
7.Organization of the learning package
Mother tongues
Languages1.Ilocano
2.Pangasinan
3.Kapampangan
4.Tagalog
5.Bikol Albay/Legaspi
6.Hiligaynon
7.Waray
8.Cebuano
9.Chavacano
10.Meranao
11.Maguinadano
12.Tausug
Features of the Curriculum
Standards
Competencies
Mother Tongues
•As a result of curriculum planning, a teachers’ guide containing the orthography, phonological guides, literacy program sequences, common utterances for each of these languages has been prepared.
Batayang Aklat sa Bawat Wika1.Alphabet
2.Vowels -- keywords, key pictures
3.Consonants -- keywords, key pictures
4.Spelling and orthographic rules
5.Grammar rules
6.High frequency words with their Filipino and English translations
7.Common utterances with their Filipino and English translations
8.Sequence of letters for teaching word recognition and spelling
9.List of phrases, sentences, stories for developing word recognition and spelling
10.Big books
11.Rules that govern borrowed words (based on KWF)
Sample Output: Cebuano Gramatika
• Pandiwa- Berbo
•PanahunanKaron Na (present)
Nahuman Na(past)
Umaabot(future)
nagkaonnagsayawnagkantanagsulatnaglangoy
nikaonnisayawnikantanisulatnilangoy
mokaonmosayawmokantamosulatmolangoy
Sample Common Expressions: Bikol
Bikol Filipino English
Dios mabalos po.
Maraming salamat
Thamk you
Daeng anu pa man.
Walang anuman.
It’s all right.
Puede tabi?Makihoron man
Pwede po ba? May I?
Patawad tabi Paghingi ng tawad.
I’m sorry
Sample Story: Tausug
• BANSAG KAN PUTI KAY PULA
• Ha hula Ginhawa baz tawagun sin
•mahardika bazsa, awn piyag anak kambal
•nahiluwakag pa kamatauran. ziyanan sin
•maas nila hi Puti (WBC) kay Pula (RBC)
•pagka in sila piyag anak mapula iban
•maputi in warna sin pamaranan nila.
Chavacano AlphabetHow many Vowels? 5
How many Consonants? 24
How many Dipthongs?
a –atis e- ekis I -ibon o - okra u - ulan
b - baso c - computer d - damo f - Filipino g - gulay h - holen j - jacket k - kubo l - lapis m - manok n - nanay ng - ngipin n - nino p - pusa q - queso r - relo s - sabon t - tatay v- vinta w - watawat x - x-ray y - yoyo z - zipper
ay - palay oy - kahoy iw - baliw ts - tsinelas
Filipino: Grade 1
Features
•Oral language development and listening
•Songs, rhymes, language games
•Sight words
UNANG MARKAHANUnang LinggoTema: Ako at ang aking PamilyaWikang Binigkas at Pag-unawa sa Napakinggan: Nakikinig at tumutugon sa mga tanong ukol sa sariliGramatika: Natutukoy ang pangalan ng tao, bagay, pook o hayop Phonological Awareness: May kakayahang ipalakpak ng papantig ang isang salita
Paunang Pagtaya
Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan
Kasanayang Pagpapayaman
Kasanayang Pagkabisa
Pagtataya
Unang Araw
Paunang Pagtaya
Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan
Kasanayang Pagpapayaman
Kasanayang Pagkabisa
Pagtataya
Wikang Binigkas at Pag-unawa sa Napakinggan;Gramatika
Nakatutugon sa sariling pangalan;Nakapagbibigay ng impormasyon tungkol sa sarili
Nagbibigay ng pangalan ng mga miyembro ng pamilyaNakikinig sa pagpapakilala ng guro sa kaniyang sarili
Natatanong at nasasagot ang “Ano ang pangalan mo?”
Nakakaawit ng “Sino ang Kaibigan Ko?”(Hanapin sa banghay aralin linggo 1)
Nakikinig ng pag-uusap sa pagitan ng guro at kaklaseT: Ano ang pangalan mo?S: Ako si ________.
Ikalawang Araw
Paunang Pagtaya
Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan
Kasanayang Pagpapayaman
Kasanayang Pagkabisa
Pagtataya
Wikang Binigkas at Pag-unawa sa Napakinggan;Gramatika
Nasasabi at naipapalakpak nang papantig ang pangalan
Naaawit muli ang “Sino ang Kaibigan Ko?”
Nagagaya ang guro sa papantig na pagpalakpak ng pangalan
Naipapalakpak ang mga pantig ng pangalan binibigkas ito
English: Grade 1
Features•Begins oral language development
activities in the second semester of Grade 1
•Songs, rhymes, language games, LEA,
•Integrates science concepts that are basic to understanding the self and the immediate environment
•Give teachers options on what activities to do
What do we need to do?
•all that for the other mother tongues
•more texts for the many mother tongues
•Filipino Sign Language
High School (Grade 7)
Filipino: Grade 7
Mga Pangkalahatang Pamantayan sa Bawat Yugto (12)
•Sa dulo ng baitang 12, kailangang nakakáya ng mga estudyante na pagsanibin ang mga kasanayan sa komunikasyon at wika tungo sa paglikha ng kahulugan na gumagamit ng pabigkas at pasulat na mga teksto, iba’t ibang anyong pampanitikan, at mga kontekstong diskursibo para sa mga personal at propesyonal na layunin.
sa dulo ng Baitang 10
•kailangang nakakáya ng mga estudyante ina ipaliwanag, bigyan ng halaga, at ipakatawan ang impormasyon sa loob at sa pagitan ng mga teksto at konteksto ng larang ng kaalaman.
Sa dulo ng baitang 6
•kailangang nakakáya ng mga estudyante na bumuo ng mga kahulugan at ipahayag ang mga ito sa pamamagitan ng malikhain, angkop, at wasto ang gramatikang pabigkas at pasulat na wika.
Sa dulo ng baitang 3
•kailangang nakakáya ng mga estudyante na ipakita ang sigla sa pagtuklas at pagdanas ng pabigkas at pasulat na mga teksto at ipahayag nang mabisà ang mga ibig sabihin at mga nadaramá.
Features•social and practical contexts for
language use (projects and activities)
•integration of contemporary texts in Filipino with the more traditional titles
•Has content standards pertaining to Tatas, Pakikitungo sa Wika at Panitikan, and Mga Estratehiya sa Pag-aaral
LINGGOPAMAGAT NG AWIT/
AKLAT AWTOR
1 Batang-bata ka Pa
2 Sundalong Patpat Virgilio S. Almario
3
Isang Dosenang Klase ng High School Students (mula sa ABNKKNSNPLako) Bob Ong
4 Sandaang Damit Fanny Garcia
5 Kung Bakit Umuulan Rene Villanueva
6 Alamat ni Tungkung Langit Roberto Añonuevo
7 Salamin Assunta Cuyegkeng8 Ang Pintor Jerry Gracio
9 Impeng Negro Rogelio R. Sicat
LINGGOPAMAGAT NG AWIT/ AKLAT AWTOR
11 Ang Ambahan ni Ambo Ed Maranan
12 Nemo, ang Batang Papel Rene Villanueva
13 Mabangis na Lungsod Efren Abueg
14 Daragang Magayon
15 Kay Mariang Makiling Edgar Samar
16 Ang Duwende
17 Trese Isyu 5 Budjette Tan
18 Alamat ng Waling-Waling Gaudencio V. Aquino
19 Mga Alamat (Mula sa El Fili) Jose Rizal
English: Grade 7
English Key Stage Standards (12)
•Students should be able to integrate communication and language skills for creating meaning using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
by the end of Grade 10
•Students should be able to interpret, evaluate and represent information within and between learning area texts and discourses.
by the end of Grade 6
•Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.
by the end of Grade 3
•Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively.
FeaturesThematic design Renaming of the traditions of Philippine
literature, e.g. instead of pre-colonial, folk literature in translation
Non-genre based; Uses literature as primary reading material and informative texts as parallel/supplementary texts
Discourse-oriented grammar focusing on specific areas of difficulty assessed in international language proficiency tests
Integration of media literacy principles
RECOMMENDED PRIMARY SELECTIONS First Grading Period: Folk Literature in English
Week 1: Filipino Traditional ProverbsWeek 2: Origin of this World (Maranao)Week 3: How the World was Created (Panayan) and Legend of the Seafoam (Neil Garcia)
Week 4: Samal GenesisWeek 5: Three Versions on Why the Sky is High (Tagalog, Iloko, Hiligaynon)Week 6: Four Rice Legends (Tagalog, Nabaloi, Ibaloi, Bohol)Week 7: Three Monkey Legends (Iloko, Maranao, Tagalog)Week 8: The Heroes of Ibalon (Excerpts)Week 9: Indarapatra and Sulayman (Excerpts)Week 10: The Life of Lam-Ang (Excerpts)
Second Grading Period: Philippine Literature in English during the
Apprenticeship Period
Week 1: Dead Stars (Paz Marquez Benitez)Week 2: The Mats (Francisco Arcellana)Week 3: The Small Key (Paz Latorena)Week 4: How My Brother Leon Brought Home a Wife (Manuel Arguilla)
Week 5: Wedding Dance (Amador Daguio)
Week 6: The Bread of Salt (NVM Gonzales)Week 7: The Day the Dancers Came (Bienvenido Santos) Week 8: Moonlight on Manila Bay (Fernando Maramag)Week 9: Inviting a Tiger for a Weekend (Jose Garcia Villa) Week 10: If You Want to Know What We Are (Carlos Bulosan)
Learning Package
SCHEMA BUILDING, VOCABULARY DEVELOPMENT, LISTENING/VIEWING TASKS
ACTUAL READING SELECTION
COMPREHENSION TASKS, GRAMMAR ACTIVITIES, WRITING SKILLS ACTIVITIES
CULMINATING ACTIVITY INFUSED WITH STUDY SKILLS AND MEDIA LITERACY
ACTUAL READING SELECTION
COMPREHENSION TASKS, GRAMMAR ACTIVITIES, WRITING SKILLS ACTIVITIES
CULMINATING ACTIVITY INFUSED WITH STUDY SKILLS AND MEDIA LITERACY
Teacher’s GuideLESSON SEGMENTS
SPECIFIC COMPETENCIES ADDRESSED ON A DAILY
BASIS
next steps
•is socializing the child into the learning environment, finding one’s place in school
•helping children develop fundamental abilities such as listening to others, speaking freely, the value of basic numeracy and literacy, following direction, working together, managing their behavior within a group
KINDERGARTEN
• Language and Literacy in the Mother Tongue
• Maths
• Science (integrated within English, Health, PE)
• Arts (Music, Visual Arts, Movement)
GRADES 1-3
• Values
• Health
• MAPE
• Filipino (phased in over 2 years)
• English (phrased in over 3 years)
•developing language and literacy in the mother tongues
•integrating Science in various subject areas
•revising the way Social Studies are taught (away from rote learning!)
what’s new in Grades 1-3?
Grades 4-6
•Filipino
•English
•Maths
•Science
•Social Studies
Values
MAPE
EPP
Health
What’s new in Grades 4-6?
• Filipino and English will still be in development but using a content driven process. Content-based instruction for language development and/or content literacy.
Social studies uses an history framework for developing social science competencies and knowledge.
Math, Science, Values, MAPE, EPP content and competencies will spiral.
Grades 7-10
• Filipino
• English
•Maths
• Science
• Social Studies
Values
MAPE
TLE
“exploratory courses”
•the curriculum will spiral
•veers away from disciplinal organization of the curriculum using content as the only organizing factor
•begins a program where students will have college courses, voc-tech courses, and science/sports/arts/courses
What’s new in Grade 7-10?
•well.... Grades 11 and 12!
•most interesting is the “TESDA” integration and the possibility of students being able to get COCs at the end of Grade 12
•must consider “college readiness skills”
•have a counterpart in the ALS programming for basic education
What’s new n Grades 11-12?
MARAMING MARAMING SALAMAT PO!SALAMAT PO!