TEGI115. Teaching English in Elemertary Grades Below is the framework of the K to 12 Language Arts and ‘Muttiiteracies Curriculum. Discuss the framework by emphasizing the integration of literature in developing the macro skills of the 21° century learners. Focus on component one (1) to three (3) only. 1 Vision A globally compettn Mission: | Development ofa highor instructional purposes only Using writing in this way gives two benefits. First, it provides students with a way to express their interpretation of a story, thus promoting the type of aesthetic response to reading literary texts. Second, students justify their conclusions about the selection. They learn to support their opinions with relevant information that is a significant skill for various types of academic writing. Using literary texts in writing is also valuable for helping students become aware of points of view in written texts. They can rewrite the stories they have read and listened to or write theirs. They can write literary reactions and reflections. One great genre for developing fluency in writing, particularly for less proficient leamers, is poetry. in poetry, there is less restriction of grammatical and lexical constraints. Poems provide learners to explore and play with language. Viewing Literature is one of the most uninteresting parts of learning in an English class. The way it is taught made it dull. In a traditional classroom, teachers will stand and narrate the story. Given that literature has exciting discoveries and revelations about the world and the human race, students indeed deserve to learn such relevant knowledge in a motivating way of teaching. ‘The first consideration is to know your students, what kind of leamers, their personalities, and their interests. In today's generation, learners are visually literate because they are “digital natives" or ‘millennial learners" (Brumberger, 2011 as cited in Guieb; Dela Cruz, 2017). Digital natives are students exposed to modem technologies such as computers, video games, and cell phones. ‘As John Dewey (n.d) stated, “if we teach today as we taught yesterday, we rob our children of tomorrow.” It calls for a challenging task for every educator as the 21st-century teacher who will take risks and explore with transforming one’s teaching for pupils. In response to the advent of technology, teachers employ print and digital media in discussing literary texts. Learning Tasks/Activities 1. As a teacher, explain how will you integrate literature into your teaching? 2. Explain the importance of literature in developing literacy skills. Assessment scientific knowl ‘reswp-02 Vision: Mission‘creation of meaning and effective communication across curricula Component four (4) contains a holistic assessment. Assessment is relevant to gauge the understanding of the learners toward the holistic development of a child. Assessing students learning should go beyond summative tests, Holistic assessment refers to the continuous gathering of information on different facets of a child from various sources, to support and guide the child's development. It also allows teachers to reflect on their strategies for their students to understand and apply the topics. Using Literary Texts to Develop Literacy Skills Learners improve language skills through collaborative and interactive activities around literary texts. Murcia, 2006 cited the three benefits of literature as content for learners. One of which is utilizing literature as content in second language classrooms provides an ideal basis for integrating reading, listening, speaking, and writing. In response to the advent of technology, teachers use materials that students can view that will help aid their understanding. The fifth skill, viewing, come into existence Reading Using literature as a content provides an ideal way to integrate the development of the four skills. Encouraging students to examine a literary text to support their interpretations promotes students’ close reading of selections, a skill which will benefit their reading of other material. Literature, of course, is also ideal as content for extensive reading programs in second language classrooms. Engagement with a piece of literature will increase students’ interest in reading often and widely in English. Listening Literature improves listening skills when read aloud. Books are made available on an audiotape as a source for a comprehensive listening library. One benefit of encouraging students to listen to literature read by experts is that it allows students to listen to a variety of dialects and voice qualities Speaking Perhaps the benefit of using literature in the language classroom lies in its potential for developing students’ speaking skills. Teachers can use literary texts as a basis for having students to read dialogues applying appropriate stress, emphasis, intonation, etc. to effectively convey the message of the piece. Other activities in the classroom like poem recitation, drama, role-play, etc. will develop students’ speaking skills. Writing Literature can develop students’ writing abilities by having students respond in personal journals and formal essays to the literary texts they read. ‘rpmo-02For instructional purposes only +1 Semester SY'2021-202 contextualization, and construction. In the new curriculum, passive teaching is no longer ideal. Emphasis ‘on the active participation of the students is encouraged. Learners learn best when they are involved in the teaching-learning process. Since leamers become the center of the educational process, their needs, interest, abilities are the utmost consideration of the teachers. itis called learner-centeredness. Activities: and text types used in delivering a lesson should fit into the learner's developmental stage. There is revisiting of topics and various text types in varying levels of difficulty (spiral progression) that allows the students to develop from the foundational level to higher levels of language use. Teachers must provide reablife activities for the development of the macro-skills and ensure active interaction throughout the teaching-learning process. Moreover, teaching all the areas of language learning is in an integrated way by using significant print and non-print resources that allow different viewpoints from students Furthermore, making meaning is the core of language learning and use. Learning tasks and activities will be planned for learners in such a way that they will reflect and react to ideas and information. As we all know, the integration of literature in an English class allows students to reflect on the lessons the story wants to convey. They tend to analyze lines of paems and ideas of each paragraph in prose to understand the message of the author. Thus, allowing students to become independent leamers who are constructors of meaning Component two (2) encompasses the three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). Through the integration of text types and literary appreciation, one can appreciate different cultures. Learners come to acknowledge the patterns and rules of the language as they interact with a plethora of texts (literary and informational) to make meaning. Understanding of language allows students to make their spoken, written, and visual texts. Finally, students develop processes and strategies in understanding the language and various text types. They can use approaches to learn new ideas, resolving difficulties, and solving problems. It means that students are independent learners who can construct meaning by applying learning strategies and processes. Component three (3) talks about creating meaning through language Language is the primary instrument in communication (oral and written) Language learning should concentrate on guiding students to make meaning through language for different purposes on a variety of topics and with a variety of audiences. Students must be able to adapt to various situations where it requires communication The Language Arts and Mulltiliteracies Curriculum (LAMC) entails five (5) intricately weaved and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and Vision: lobally competitive niversiy for scien nology sey Mission ~relopment of a highly compelitwe human resource, cutting ed st: Knowledgs FrP-1M4-02 aed nova agi for sustainable convnurytie and envrorentpicture books, graphic novels, comics, and posters, etc. It conveys meaning to the reader through visual, written language, and spatial modes. English classroom operates because of the purpose of strengthening literacy. For students to ‘do’ English, they must develop literate practices relevant to learning English as a subject in the 21st century. Literacy has become multi literacies that encompass knowledge on print, digital, visual, audio, gestural, and spatial forms of communication. Integration of Literature in K to 12 Language Curriculum |n your Teaching English in the Elementary Grades (Language Arts), a brief history of the implementation of RA 10533 or Enhanced Basic Education ‘Act of 2013 has been discussed. Furthermore, there is a thorough discussion of the conceptual framework of the curriculum. In this lesson, we will try to find out the integration of literature in the development of 21st-century literacy skills. Below is the framework of the Language Curriculum. Let us have a review of the five (5) components. Figure 1. The conceptual framework of language arts and multiiteracies curriculum (image retrieved from https: sideshare net/chuckrymaunesS/grade-7-co-1-102014) Figure 1 shows the components of the Language Arts and Muttiliteracies Curriculum (LAMC). Each part is relevant in helping learners to ‘communicate effectively, thus, developing their communicative competence and muttiliteracies in the Mother Tongue, Filipino, and English. The heart of the curriculum is making meaning through language and aims to produce graduates who can communicate effectively and multiiterate. It means that whatever concepts or skills must make sense to the learner. ‘Component one (1) talks about the language teaching principles that the teachers must use towards language acquisition and learning. These principles are spiral progression, interaction, integration, leamer-centeredness, Vision A cehally compete rireraty fr aclance, technology, ae ant foge sof sion wrt ot ode ecieifc knowedy ‘TP.m0-02Lesson 1.1: Integration of Literature in Developing Literacy in the K to 12 Curriculum Lesson Summary This lesson entails the definition of literacy and the integration of literature in developing such in an English classroom. As you go through the lesson, you will know the importance of integrating literature in enhancing the macro skills in English namely reading, listening, writing, speaking, and viewing. Learning Outcomes 1. Explain the importance of literature in developing literacy skills. 2. Discuss the conceptual framework of the Language Arts and Multiiteracies Curriculum. Discussion lLiteracy is the ability to read and write. However, literacy entails critical thinking, analysis, speaking, listening, etc. It is a skill that we acquire to express ourselves, understand, share our ideas, and even solve conflicts and problems. Literacy and English ‘The English curriculum tries to develop literate students who can adapt to the challenges of the world. ‘+ English subject is interested in making meaning through a study of language and texts (Gannon, 2009). ‘+ English intends to support the personal growth of students (Reid, 2016 & McLean Davies, 2018). © Itexpands an understanding of cultures (Atherton, 2005) and ‘empowers students to contribute to societies (Macken-Horarik, 2014), ‘Students learn to read and write through English and the ability to use and understand texts using the language. Therefore, literacy is the ability of the students to understand meaning through language and reading selections in any subject area. The use of various materials (using the target language) can enhance literacy skills. Subsequently, the texts included in the subject English have expanded from literary texts to include multimodal texts like ‘re-nao-02 Vision Mission: | ©. tot Neda kinaniaschica eating t