Professional Documents
Culture Documents
1 Deped Presentation of The English Curriculum April 24
1 Deped Presentation of The English Curriculum April 24
I love the sun (5x) Because it lets me have fun (5x) If its a sunny day, I can go out and play. I want to [pick an action word: clap, jump, swim ] clap, clap, clap, clap, clap and have some fun with you. Lets have some fun (5x) Thanks to the sun!
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
Cross-Linguistic Transfer of Literacy Ability Monolingual beginning reading instruction in Filipino had positive effects on childrens English literacy skills specifically in terms of the alphabet and phonological awareness (Aquino, 2005)
Cross-Linguistic Transfer of Literacy Ability Filipino and English bilingual-biliterates show cross-language interactions of various reading and language based skills (Ocampo, 2005)
Filipino
Filipino
Filipino
Filipino
*All domains
English
*Exposure to the Language (Oral language, Phonological Awareness, Vocabulary, Listening Comps, Grammar)
English
*Exposure to the Language (Oral language, Phonological Awareness, Vocabulary, Listening Comps, Grammar)
Listening
Speaking
Writing
Literacy Domains:
Book and print orientation Alphabet knowledge Phonics and Word Recognition Fluency Writing and Composition /Handwriting Spelling Reading Comprehension Oral Language Vocabulary Grammar Phonological Awareness Listening Comprehension Attitude Study Skills
Domains not included in the First Grade English Curriculum: Book and print orientation Alphabet knowledge Phonics and Word Recognition Fluency Writing and Composition/Handwriting Spelling Reading Comprehension
These three domains are among the areas that should have already been covered using the Mother Tongue.
Book and Print Orientation Alphabet Knowledge Handwriting
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
use narrative and expository texts for independent study and reading for pleasure.
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Alphabet Knowledge
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Handwriting
Grade 1 English
These are the domains or areas that will not be explicitly taught at the first grade level. However, know that these domains will be
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Word Recognition
Skills that may emerge: Identify signs, symbols, labels, and captions in the environment Recognize some common words on sight (e.g. A, the, and, said etc.)
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Fluency
read aloud grade level texts effortlessly, without hesitation and with proper expression.
Grade 1 English
Fluency
Skills that may emerge: Participate in shared reading of repetitive texts
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Writing/Composition
Grade 1 English
Draw ideas that Share preferences Narrate a story/experience Describe (e.g. person, animal, object, place) Engage in free writing
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
At the end of Grade 3, students should: glean meaning from a range of texts written in various contexts for a variety of purposes.
Reading Comprehension
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Study Skills
Grade 1 English
Study Skills
Skills that may emerge:
Follow directions Interpreting pictographs
Domains included: Oral Language Phonological Awareness Vocabulary Listening Comprehension Grammar Attitude
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read.
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Phonological Skills
be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
At the end of Grade 3, students should: acquire, study, and use English vocabulary words appropriately in relevant contexts.
Vocabulary
Grade 1 English
Vocabulary Activity
Which word will you replace to fix these silly statements? Provide a word that you know to fix each statement. On my plate I have a moon. I can use my mouth to walk. On my bed, I like to weep. To check the time, I look at my sock.
Vocabulary
Standard for Grade 1: Use a variety of words to communicate ideas orally for a variety of purposes and to understand oral and written text
Vocabulary
Differentiate English words from words in other languages spoken at home and in school Ask about unfamiliar words to gain meaning Sort and classify familiar words into basic categories (e.g., colors, shapes, foods). Describe familiar objects and events in both general and specific language. Show curiosity about and play with words and language
Vocabulary
Use new words learned thru stories in own speech Know and use words that are important to school work, such as the names for colors, shapes, and numbers Know and use words that are important to daily life like names of persons, animals, things, places and events Determine what words mean using context clues
Vocabulary
Ask, talk about and determine the meaning of new words Use new words when speaking Recognize that some words have the same meaning Recognize that some words have opposite meanings Recognize that words play different roles in sentences (for example, some wordsnounsname things and some wordspronounsreplace naming words)
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
At the end of Grade 3, students should: glean meaning from a range of texts in various contexts for a variety of purposes.
Comprehension
Grade 1 English
Pitter-patter! Splish-splash!
What was Jana doing? What does Jana need?
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards for At the end of Grade 3, Reading students should: Comprehension activate prior knowledge conceptually related to Use of Context and Prior text and establish a Knowledge purpose for listening/ reading.
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards for At the end of Grade 3, Reading students should: Comprehension be self-aware as they discuss and analyze text Comprehension to create new meanings strategies and modify old knowledge.
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards for At the end of Grade 3, Reading students should: Comprehension respond to literary text through the appreciation Comprehending of literary devices and an Literary Text understanding of story grammar
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards for At the end of Grade 3, Reading students should: Comprehension locate information from expository texts and use Comprehending this information for Informational Text discussion or written production
Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Listening Comprehension
At the end of Grade 3, students should: Glean meaning from a range of texts perceived auditorily for a variety of purposes
Grade 1 English
Listening Comprehension
Standard for Grade 1: Glean meaning from a range of texts perceived auditorily for a variety of purposes
Listening Comprehension
Identify connections between text listened to and personal experience Make predictions about stories based on the cover or title, pictures, details in the text Expect written text to make sense Use an understanding of characters, incidents and settings to make predictions Identify story elements (title, characters, setting) Validate ideas made after listening to a story Use/ Modify prior knowledge based on new knowledge from text
Listening Comprehension
Retell and/or reenact events from a story Talk about texts identifying major points and key themes Participate / Engage in a read-along of texts (e.g. poetry, repetitive text) Determine whether a story is realistic or fantasy
Listening Comprehension
Listen carefully to texts read aloud Ask and answer questions about texts Answer simple questions (who, what, where, when) about the text listened to Derive meaning from repetitive language structure
Listening Comprehension
Restate facts from listening to informational text Ask and respond to questions about informational text Follow a sequence of directions Use details and pictures found in the informational text to create meaning Use an understanding of characters, incidents and settings to establish relationships between characters and events (e.g. sequence of events, cause and effect, problem-solution)
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards
Grade 1 English
Grammar
Standard for Grade 1: Apply grammar to communicate effectively
Grammar
Sentence Recognize sentences and non-sentences Use simple sentences Use different kinds of sentences (e.g. declarative, interrogative) Recognize punctuation marks (e.g. period, question mark)
Grammar
Noun Use nouns in sentences (people, animals, places, things, events) Recognize the use of a/an Use plural form of regular nouns by adding /s/ or /es/
Grammar
Pronoun Use personal pronouns (e.g. I, you, he, she, it) Use commonly used possessive pronouns Use demonstrative pronouns (this/that, these/those) Use interrogative pronouns (e.g. who, what, where, when, why)
Grammar
Adjective Use common positive forms of adjectives Verb Use the simple forms of verbs
Grammar
Preposition Recognize directional prepositions (eg. in, on, under etc.)
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education
Proposed Standards for At the end of Grade 3, Reading students should: Comprehension demonstrate a love for reading stories and Attitude confidence in performing literacy-related activities/tasks.
Grade 1 English
Attitude
Standard for Grade 1:
Display a positive regard towards literacy learning.
Attitude
Revisit favorite books, songs and rhymes Attempt to read or re-tell texts listened to
The Matrix
The Teaching Guide is organized in the form of a matrix. An overarching social studies based theme is used the take-off point for designing the lessons. The matrix has the following parts:
The Matrix
1. Objectives 2. Pre-Assessment 3. Activating Prior Knowledge 4. Presentation 5. Modeling 6. Guided Practice 7. Independent Practice 8. Post-Assessment
This portion of the matrix focuses on unpacking the contents of the lesson. This may focus on interacting with the text or the explicit instruction of content.
Clap your Hands Clap your hands Touch your toes Turn around Put your finger on your nose Flap your arms Jump up high Wiggle your fingers And reach for the sky.
This portion of the matrix focuses on showing the students how to go through a particular thought process or how to perform a particular skill.
This portion of the lesson focuses on providing an opportunity to practice a particular skill in a whole class setting. This serves as an opportunity to provide feedback and to clarify concepts learned/applied.
This portion of the matrix focuses on providing the students an opportunity to perform a particular skill and gain mastery.
I. Theme II. Objectives III. Subject Matter and Materials IV. Pre-Assessment V. Procedure A. Activating Prior Knowledge B. Presentation C. Modeling D. Guided Practice E. Independent Practice VI. Post-Assessment
Grade 1 English
Lesson Plans
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
The appendix is organized Weekly and divided into three parts: a. Poems/Songs/Stories (Literature) b. Art Activities c. Games and Other Activities
Sample Song
The Food Song (Tune: Skip to my Lou) I like fruits. Yes I do! I like fruits. Yes I do! I like fruits. Yes I do! My tummy loves them too.
Sample Poem
I am Special I am special. I am me. I have two hands, two eyes to see. A nose to smell. My ears hear well. A mouth to talk, and two legs to walk. But thats not all, because you see. I am special. I am me.
Sample Story
Leonel by Nati A. Santos and Dinna SantosPolo Leonel loves to make a wish. I wish I were a king, he said. So he sat on a throne. But poor Leonel fell down. I wish I were a bird, he said. So he tried to fly. But poor Leonel fell down.
I wish I were a monkey, he said. So he tried to climb a tree. But poor Leonel fell down. I wish I were a dancer, he said. So he tried to dance. But poor Leonel fell down. I wish I were a biker, he said. So he tried to bike. But poor Leonel fell down.
I wish I were a skater, he said. So he tried to skate. But poor Leonel fell down. I wish I were a baby, he said. But you are a baby, said his mom. My baby, she hugged Leonel. And Leonel wished no more.
Other Titles
Are you my Mother? by Rodolfo Desuadiso New Shoes, Red Shoes? by Susan Rollings My Five Senses by Margaret Miller The Very Hungry Caterpillar by Eric Carle From Head to Toe by Eric Carle What Will Fat Cat Sit On? by Jan Thomas Whose Mouse Are You? By Robert Kraus & Jose Aruego No David! By David Shannon
A. Plants 1. Parts of a plant (leaves, stem, roots, flower, and fruit) 2. Common Characteristics of Plants 3. Uses of Plants 4. Needs of Plants 5. Care for Plants
B. Animals 1. How Animals Move 2. Where Animals Live 3. How Animals Eat 4. Comparing Animals 5. What Animals Need 6. Caring for Animals
It all begins with a sense of wonder Develop varied interests and skills. Explore everything and anything. Talk about everything and anything weve explored. Allow them to explore the language. Encourage their attempts to express themselves. Provide options for them to respond and share.
Always
Start from meaningful words and good quality literature (e.g. songs, rhymes, stories etc.) Develop oral language ability in the language in which literacy will be developed (in this case, English) Use the different senses to develop knowledge of words and concepts/ideas Make learning fun and relevant!
We use our legs when we walk. We use our mouths when we talk. We use our hands when we write. We use our teeth when we bite. With each part, we can do a lot. Lets be proud of what weve got.
3)
4) 5)
Pass It On
Choose a set of five or six students and have them form a circle. A leader must pass around an action clockwise (counter clockwise) by demonstrating what it can do. The action will be repeated by each seatmate until it reaches the end of the circle. Once it reaches the end, ask the question, What body part can (action word)? Answer by saying the phrase, My _________
Four Most Effective Strategies in Language Teaching (Facella et. Al 2005) (b) the repetition of opportunities for practicing skills (i.e. building memory and concept mastery);
2.
3.
4.
Unlocking of Difficulties
New Manner of Unlocking Words
eyes
nose
Last night, I saw the eyes of the cat. Looking at me. This is what I saw. (show picture) Where are my eyes? I put the calachuchi flower under my nose. (demo) Where is my nose? The calachuchi flower smells good.
toes
Sing a Song
1. 2. 3. 4. 5. Sing a song to the child. Unlock important words in the song Sing the song again! Teach the melody and the words Draw the song, Dance the song, Recite the song!
Song Remake!
1. 2. 3. 4. 5. Sing a song to the child. Unlock important words in the song Sing the song again! Teach the melody and the words Draw the song, Dance the song, Recite the song! 6. Change some words to create a new song 7. Sing the new song
Funny Bones
1. Have the students choose a partner. 2. A chosen leader gives directions and asks the students to match a particular body part (e.g. hands) with that of his/her partner (e.g. hands) 3. The students can take turns being leader.
Finish My Song
Sing the target song together. Sing a few lines and leave a line unfinished. Ask a student to finish the song by providing the missing word. Clap your hands. Touch your _________. Turn around. Put a finger on your ________. Flap your arms. Jump up high. Wiggle your ___________ and reach for the _____.
Phonological Awareness
Silly Mistakes
Say a common song/rhyme and replace some of the words. Have the students identify what makes each sentence silly. Jack and Jill went up the stairs. To fetch a pail of milk. Jack fell down and broke his foot, and Jill came jumping after.
Youre It!
Eyes, ears, mouth, pencil Pencil - Youre it! Head, foot, sun, nose Sun - Youre it! Fingers, chair, toes, arms Chair - Youre it! Door, cheeks, legs, neck Door - Youre it!
Word Walk
1. Introduce the concept of counting words in a sentence by taking a walk as you say the words out loud. SENTENCE: I am Teacher Hazelle. STEP 1 2 3 4
2. Have students practice by giving them sentences to walk to. 3. The students can also make their own sentences.
Rhyme Remake
Say this rhyme and add the name of a boy and girl. Find two other names that rhyme with theirs.
Horsey, Horsey Run around with Betty. Kitty, Kitty Leap up and down with Horsey, Horsey Run around with Letty. Kitty, Kitty Leap up and down with
Marlon.
Jon.
Rhyme Dominoes
c a t
Ask Mr./Miss Beginning to give the beginning sound of the given word and ask Mr./Miss End to give the last sound in the word.
Listening Comprehension
LEVEL I
1. Who is this song/story about? 2. What is happening? 3. What do you think will happen next? 4. What does the character feel? 5. Why do you think does the character feel that way? 6. Will he/she continue to feel that way?
Sample questions to ask after the text has been presented 1. Did you like the song/poem/story? 2. What is your favorite part of the song/poem/story? 3. Can you retell the story? 4. Which character do you like best? 5. Why do you like him/her? 6. What do you feel after having listened to the poem/song/story?
TELL THE STORY IN THESE PICTURES FROM THE STORY I DONT WANT TO EAT PUBLISHED BY ADARNA HOUSE