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Module in English For Elementary Grades
Module in English For Elementary Grades
Module in English For Elementary Grades
Prepared by:
TO THE STUDENTS
The flow of this course uses a mix of modular, asynchronous (not live/own time), and
synchronous (live/real-time) learning activities. This course will have regular weekly assignments
due, scheduled live class sessions (via web conferencing), weekly text discussions via the course
discussion forums, as well as readings and course materials that each of student is required to keep on
top of each week. This is not a self-paced course. Each student must manage their own time each week,
to know when assignments are due, and any other weekly course obligations, and all students move
through the course together each week. This will involve regularly logging into the google classroom
to check forums, communications, monitor your email address, and virtually interact with classmates,
team members, instructors, and course materials.
Therefore, the teacher/instructor suggests that you do the following when you arestudying this
module:
1. Go over the chapter outline and then read the preliminary pages
2. Study the lesson proper
3. Understand the illustrative examples
4. Perform and answer the assessments
5. Supplement your knowledge by referring to other materials, if needed.
6. Do not get your answers directly from the internet. Give yourself a chance to experience
independently the thrill of authentic learning.
7. Always read the directions carefully before doing any task.
8. For questions and clarifications email me: arnoldleand.batul@deped.gov.ph.Don`t forget to
greet and introduce yourself. God bless! More of this will be discussed on our first virtual
meeting.
9. Enjoy this module! Happy learning!
Always remember !
ü If you encounter any difficulty in answering the activities in this module, do not hesitate to
consult your instructor or facilitator. Always bear in mind that you are not alone.
ü We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
Know This !
This module will give you various topics which are made suitable to you as collegelearners. This
will help you gain competencies needed your field of specialization.
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COURSE OVERVIEW
The modern teacher is facing a lot of challenges in the modern classroom. The
teacher’s role has already changed dramatically in the last few years from being the sole
source of information to facilitator of learning. This becomes even more difficult for teachers
who are teaching English to elementary grades. This course aims to equip you with the nature
of K to 12 Curriculum in English to how to design assessments for learners. This course will
also give an emphasis to English as a second language with main focus on language
teaching methodologies to improve knowledge and fluency in the English language in
listening, reading, writing, speaking, and viewing. Use of content in the structures of English
and Children’s Literature in English will be included. Project-based, task-based learning
activities shall be considered.
MODULE 2
Cover Page 1
To the Students 2
Course Overview 3
Table of Contents 3
Learning objectives 4
Unit 1: The K to 12 English Curriculum 5
Unit 2: The Learners in the Eyes of K to 12 Curriculum 13
Unit 3: Goals of the K to 12 Curriculum 18
Unit 4: Components of the K to 12 English Curriculum 24
References 28
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MODULE 1
LEARNING OBJECTIVES:
Republic Act 10533 entitled An Act Enhancing the Philippines Basic Education
System by Strengthening its Curriculum and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor and Other Purposes, also known as the
Enhanced Basic Education Act of 2013, firmly grounds the implementation of the K to
12 Curriculum in the Philippines. With it, came several changes in the way teaching
and learning are done in the country. The teaching of English is no exception. The
curriculum is an embodiment of how the nation wishes to address its needs and achieve
its aspirations through its people. In this lesson, you will learn about the K to 12 English
curriculum framework, the philosophy behind it, and its rationale.
Rules of a language refer to the principles that govern word formation, syntax,
pronunciation, and several other features of the language. It may also refer to the
conventions facilitate the way language users construct meaningful utterances to
grammar or the so called “correct” or conventional forms of the language. These convey
ideas. These rules differ from one language to another as they are defined by the people
using the language, at the same time how the conventions change over time. However,
leaners of a second language need to familiarize themselves with these conventions for
them to converse in the language in meaningful ways.
becomes richer. Learning another language enables one to take part as a member of a
larger speech community, creating a bigger world for the learner. Such understanding
in turn makes one understand ones’ self and establishes personal identity, wherein one
can have a better grasp of one’s role in the community and in the larger society.
ACTIVITY 1
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Research and Experience: Search the DepEd website for a copy of the K to 12
English Curriculum (2016 version and 2020 version (Most Essential Learning
Competencies (MELCs)). Study the framework on the previous page and compare
it with the principles of an effective language arts and multiliteracies curriculum.
Explain how the principles were fit into the framework.
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Activity 2
Reflect on this: Do you agree with the K to 12 English Curriculum’s perception of an effective
language curriculum? Why or why not?
Introduction:
As technology began to become a bigger part of our lives, more and more of
our learners are exposed to technology. It comes as no surprise that learners nowadays
are able to adapt to technology easier than ever before. Therefore, the K to 12
Curriculum takes into account the learner born in such a world. In order to become a
better teacher to these learners, we need to understand them and the world they live in.
Lesson Proper:
The term “Generation Z” was popularized by William Strauss and Neil Howe in
their book Generations published in September 1992. The term describes a cohort of
people born after the year 1997. Learners born in this generation are generally
described as to have used technology and social media at a very young age. They are
comfortable in using these technologies compared with most of the members of other
generations. They can easily use emails, send text messages, and event adapt to new
Eng 101 Teaching English in the Elementary Grades P age |8
and emerging technologies with little to no difficulty. Marc Wensky (2001) calls them
“digital natives” who have been exposed to technologies at a very young age and are
having a greater understanding of their basic concepts. From here stems one of the
more pressing problems in education in our time. More and more digital natives flock
our classrooms run by “digital immigrants”, those who were born before the digital
technologies have become mainstream to public.
As these Generation Z learners are more comfortable with the use of technology
in their everyday lives, they have adapted some practices and mindsets of their own.
These types of learners mostly think in a nonlinear way, preferring to take on tasks on
their own. They can also be multiprocessing and multitasking, and taking on several
tasks or activities at once. However, these multitasking practices may have led to
some bad habits to learners, including but not limited to shortened attention span and
lack of complete focus to tasks. This means they may be able to process complex
information but not for a very long time.
A classroom can also have a multitude of learners. They can have very different
backgrounds, interests, preconceptions, and perspectives with them. They can have
very different styles of engagement and may have different takes on the tasks assigned
to them. Teachers in the modern age need to accede to the challenge of addressing
these in their practice. Bernice McCarthy proposes a model that describes four types
of learners that teachers may encounter in the classroom:
Type 1 learner is what she calls the imaginative learner. These types of
learner are more feeling and reflective, preferring to speak about their experiences,
listening to others, and responding to them. They work well with others discussing
ideas, brainstorming, and examining relationships. They focus more on finding out
“why” should this be learned.
Type 2 learner is the analytical learner. They prefer to reflect and to think.
They are knowledge-oriented, pondering over concepts and acquiring facts. They have
a knack for analyzing and organizing experiences into concepts and useful
information. They would prefer to be left alone to their own devices as they
objectively look though solving problems in a systematic manner. They would often
find it difficult to work with large groups or talk about their feelings. They favor quiet
environment to accomplish tasks.
The last type, Type 4, is called the dynamic learner. They tend to favor
creating and acting as their way to learn. They do not simply like to learn for the sake
of learning, but rather find meaning in the experiences they have. They often look for
creative ways to tackle problems through trial and error and they believe they can
influence what happens. Many more literatures have made cases to other learning
styles and types of learners. What we need to understand is that there are as diverse
and varied learners as there are learners. Adapting to these learners is one of the
challenges teachers in the modern age is having.
Activity 3
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SHARE YOUR THOUGHTS: What learning style/s do you think is more
representative of today’s learners? What behaviors would support your idea? Write
your explanation below
ACTIVITY 4
CHALLENGE: Given the kind of learners we have in our classrooms , what traits should teachers in
modern classroom have? Describe how each trait could help in the teaching and learning process.
Activity 5
Assess: Provided the current picture of our learners, what do you think are the
immediate challenges that the teaching-learning process could have? In what ways
could we possibly address these challenges? Write your explanation on the table
below.
CHALLENGES SOLUTION
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1. interpersonal communication;
2. understanding and learning content from other learning areas; and
3. academic independence.
Learning a language is more than just simply having the knowledge of the
Oftentimes, when language teachers are asked what their goal in teaching is, their
common response is to impart the aforementioned skills to the learners. This in itself
is not wrong. Understanding what makes the language work and how to properly are
asked what their goal is in learning a language, one would hear them say “to construct
utterances is an important step in learning. However, when learners of teaching and
learning a language. Learners would want to learn a language in communicate in that
language.” This here is perhaps the most important aspect order to communicate to a
larger audience in this medium. This competence is called communicative
competence, coined by Dell Hymes in 1966. This does not only give emphasis to the
competence of the learner in the grammar and rules Strateg breakdo backgro would
Occur commur request facial of the language, but also to the social knowledge of the
use of these rules in communication.
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Communicative competence is composed of several other competencies
stipulated in the communicative competence framework from the work of Canale and
Swain in 1980.
ACTIVITY 7
HARNESS YOUR LEARNING: Using multiliteracy approach, think about activities
to teach each of the competencies below.
Linguistic Competence:
Sociolinguistic Competence:
Strategic Competence:
Discourse Competence:
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Activity 8
Notice that at the core of the framework is “making meaning through language,
which highlights the main goal of the curriculum. In a world where knowledge and
information could be acquired though a simple click or tap of a button. The attainment
of this ultimate goal comes by the harmonious interaction of the following
components:
1. Language learning process
2. Effective language use
3. Making meaning through language
4. Holistic assessment
Holistic Assessment
6. Multiple referencing. Lastly, assessments developed for the leaner should have
been designed based on various information about the learners. Again, the
assessments should be based on understanding the learners’ needs and abilities.
ACTIVITY 9
EXPERIENCE: You have learned that making meaning is the primary goal of the K
12 English Curriculum. Looking into the components of the curriculum, what do you
think are some of the challenges to this goal?
COMPONENTS CHALLENGES
Language learning
process
Effective language
use
Making meaning
through language
Holistic assessment
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ACTIVITY 10
IN A NUT SHELL: Write your reflection and conclusion about this module.
REFERENCES