TABLE OF CONTENTS PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

ZAMBALES
TELEFAX : 047-8111683/EMAIL ADDRESS: PRMSU.EDU.PH

Teaching English in the

Elementary Grades
(Language Arts)
SECOND SEMESTER, A.Y 2022-2023
Emphasizing English as a second language with main focus on language teaching
methodologies
Contents
UNIT 1: General Principles in Language Arts Teaching 1
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 UNIT 1: General Principles in
Language Arts Teaching

Language
Lesson 1
Arts Teaching
Before defining, identifying the
underlying principles behind
Language Arts Teaching and
Lang explaining how principles will be used
in language teaching, it is preferable
uage to first learn the meaning of language
arts, its components and other aspects
that constitute Language Arts.
Fun Painting Ideas for Kids. Van't Hul, Jean
(2023).

Language Arts are the skills necessary to effectively communicate ideas through
language. It is a highly significant component of the education curriculum where pupils are
taught a variety of skills to help them become adept (Skilled or proficient) in the language.
According to Nordquist (2020) Language Arts are subjects taught in elementary and secondary
schools that aim at developing students' communication skills. As defined by the International
Reading Association (IRS) and the National Council of Teachers of English (NCTE), these
subjects include reading, writing, listening, speaking, viewing, and "visually representing."

Moreover, reference to Oxford Languages (2023), Language Arts is the study of

grammar, composition, spelling, and (sometimes) public speaking, typically taught as a single
subject in elementary and middle school. Thus, Language Arts, according to Montessori
Academy (2022), it is part of a curriculum. Montessori Academy (2022), also indicates that
language arts are crucial for fostering the language skills that enable people to communicate
effectively, think critically, particularly when it comes to problem-solving, and to be
productive, creative, and curious.

Then, what is Language Arts Teaching?

In elementary school, language arts classes focus on basic reading, writing and
linguistic or communication skills. Periods of silent sustained reading, cursive writing, syntax,
thematic writing and vocabulary are all major focal points of elementary lessons. Through
these exercises, children are expected to develop reading and writing skills at an early age.

Reference to IGI Global (2023), Language Arts Instruction is particularly important

area in teacher education that focuses on the teaching of listening, speaking, reading, and
writing; instruction in Language Arts is essential to learning and to the demonstration of
learning in every content area. Teachers are charged with guiding students toward proficiency
in these four language modes.

However, according to Batoy (2021), there are general principles in language arts
teaching, and these are the:

General Principle 1 – Give Priority to Sound

Priority should be given to English sounds. Sounds should be given their weight in the
teaching system.

General Principle 2 – Present language in Basic Sentence Patterns

Present, and have students memorize basic patterns used in day-to-day conversation.
From small utterances the students can easily pass on to longer sentences.

General Principle 3 – Language Patterns as habits

Real language ability is at the habit level. It does not just mean knowing about the
language. Make language patterns as habit through intensive pattern practice in variety of
situations. The student must be taught to use language patterns and

sentence constructions with appropriate vocabulary at normal speed for communication.

General Principle 4 – Imitation

No learner by himself ever invented language. Good speech is the result of imitating
good models. The model should be intelligible (Comprehensible).

General Principle 5 – Controlled Vocabulary

Vocabulary should be kept under control. Vocabulary should be taught and practiced
only in the context of real situations.

General Principle 6 – Graded Patterns

 Gladys R. Alviar

To teach a language is to impart a new system of complex habits, and habits are
acquired slowly. So language patterns should be taught gradually in cumulative graded step –
the teacher should go on adding each new element or pattern to previous one.

General Principle 7 – Selection and Gradation

Selection of the language material to be taught is the first requisite of good teaching.
Selection should be done in respect of grammatical items and vocabulary and structures.
Selection of language items should involve:

 Frequency – How Often a certain item or word is used

 Range – In what different contexts a word or an item can be used
 Coverage – How many different meanings a word or an item can convey
 Availability – How far an item is convenient to teach
 Learnability – How far an item is easy to learn
 Teachability – How far and easy an item to teach in the social context

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NAME: ___________________________ INSTRUCTOR: ____________________
COURSE: _________________________ DATE: ____________________

Evaluation 1
DIRECTIONS: WRITE IN EACH BOX ONE DEFINITION OF LANGUAGE ARTS ACCORDING TO
EACH AUTHOR.

According to Nordquist (2020)

Language Arts

Reference to Montessori Academy

Reference to Oxford Languages (2023)
(2022)
 Gladys R. Alviar

NAME: ___________________________ INSTRUCTOR: _________________________

COURSE: _________________________ DATE: _________________________

EVALUATION 2

Directions: Define Language Arts Teaching. Then, give the general principles of language arts teaching, and the
significance/meaning of each principle in each rectangular box

Language Arts Teaching

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Lesson 2 Teaching Listening

Teacher reading fairy tales to children sitting in a circle at library. Top view of librarian sitting with five
multiethnic children on floor. Shutterstock (2023).

You discovered during your previous lesson that Language Arts or Language Arts
Teaching focuses on the lessons of listening, speaking, reading, writing, and viewing. As a
result, in this lesson, you will study one of the goals of teaching Language Arts as well as one
of the communication skills that students should master: listening.

When teaching listening, we take into account what the lesson's objective is. We study
concepts that have shaped notions about student listening in teaching of English as a second
language. Teachers can assist students in becoming successful listeners by making them aware
of the various types of listening, the purposes for listening (Listening requires mental effort
and specific purpose in any given, which relate to types of listening), and the hallmarks of
good listeners. However, secondary schools have traditionally focused on both comprehensive
and critical listening skills. according to Veraflor (2016).

KINDS OF LISTENING

1. Comprehensive. This refers to informational listening, pupils or students listen for the
content of the message.
2. Critical. This refers to evaluative listening, pupils are required to judge the message
3. Appreciative. This refers to aesthetic listening by which pupils or students listen for
enjoyment.
 Gladys R. Alviar

4. Therapeutic. This refers to empathetic listening by which students listen to support

others and not judge them.

PURPOSE OF LISTENING

1. Do they listen to receive information?

2. Do they listen to follow instructions?
3. Do they listen to evaluate information?
4. Do they listen for pleasure?
5. Do they listen to empathize?

LISTENING AS A PRODUCT

Listening as a product demonstrates what listeners comprehend in order to exhibit

comprehension. Results that are stated either verbally or nonverbally are used to characterize it. Below
are examples of listening outcomes.

1. Follow Instructions
2. Organize and classify information
3. Take effective notes
4. Take dictation
5. Transfer information into graphic forms
6. Reconstruct original text
7. Make appropriate oral response

LISTENING COMPREHENSION SKILLS

Understanding spoken language is known as listening comprehension. Hearing,

comprehending, and responding to what is being said are all important parts of this complicated
process. In order to follow instructions in class and in daily life, children's listening comprehension
abilities are crucial. The ability to comprehend what is being heard can also aid in understanding what
is being read; this is reference to Homer (2023). The following are the Listening comprehension skills
or enabling skills.

1. Listening for details – involves in listening for specific purpose

2. Listening for gist – listen for main ideas
3. Drawing inferences – ability to fill in gaps in the inputs

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4. Listening selectively – listen only to specific parts of the input
5. Making predictions – ability to anticipate before and during listening what one is going to hear.
 Gladys R. Alviar

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References
https://www.slideshare.net/Ottamay/language-arts-13322661

https://www.slideshare.net/Ottamay/language-arts-13322661

https://www.thoughtco.com/what-are-language-arts-1691214

https://languages.oup.com/google-dictionary-en/

https://teach.com/careers/become-a-teacher/what-can-i-teach/ela/

https://www.igi-global.com/dictionary/planning-for-critical-thinking-in-language-arts-instruction/73008

Principles in Language Arts Teaching - Zabdiel Batoy Date uploadedon (2021)-

https://www.scribd.com/document/528100886/Principles-in-Language-Arts-Teaching#

https://www.learnwithhomer.com/homer-blog/7306/listening-comprehension/#:~:text=Listening
%20comprehension%20is%20the%20ability,school%20and%20in%20everyday%20life.

Photo Credit

https://artfulparent.com/fun-painting-ideas-for-kids/

https://www.shutterstock.com/image-photo/teacher-reading-fairy-tales-children-sitting-1200999988

Teacher reading fairy tales to children sitting in a circle at library. Top view of librarian sitting with five
multiethnic children on floor. Teacher reading book to girls and young boys at school.

Use this section to give a brief summary of your financials, highlighting important points.

This is also the perfect place for a few charts that demonstrate key financial information. To add a chart, on
the Insert tab, click Chart. The chart will automatically coordinate with the look of your report.
 Gladys R. Alviar

Need some help choosing a chart type? No problem.

• To show values across categories, such as to compare the revenues of different business units, try a
column or bar chart.
• To show values over time, such as for revenue or profit trends, try a line chart.
• To compare two sets of related values, such as to compare executive salaries relative to number of
years with the company, try a scatter chart.

And when you’re ready to customize the look of your chart, just click in the chart and then check out the
icons you see on the right for everything from style and layout to managing data.

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Financial Statements
STATEMENT OF FINANCIAL POSITION
• Liabilities
• Statement of Financial Position
• Ownership Equity

STATEMENT OF COMPREHENSIVE INCOME (PROFITS AND LOSSES)

• Income
• Expenses
• Profits

STATEMENT OF CHANGES IN EQUITY

Well, it wouldn’t be an annual report without a lot of numbers, right? This section is the place for all those
financial tables.

To get started with a table that looks just like the sample here, on the Insert tab, click Tables, then choose
Quick Tables.

TABLE HEADING

DESCRIPTION REVENUE EXPENSES EARNINGS

STATEMENT OF CASH FLOWS

• Operating
• Investing
• Financing
 Gladys R. Alviar

Notes to Financial Statements

ACCOUNTS
When you have a document that shows a lot of numbers, it’s a good idea to have a little text that explains
the numbers. You can do that here.

DEBT
Of course, we would all prefer to just have profits. But if you’ve got any debt, this is the place to make notes
about it.

GOING CONCERN
Okay, you get the idea. If you’ve got notes to add about your financials, add them here.

CONTINGENT LIABILITIES
Keep in mind that some of these headings might not apply to your business (and you might have others to
add). This one, for example, is about potential liabilities that could arise if something happens in the future,
such as a pending legal decision.

TAKEAWAYS
What would you like your readers to understand? Add notes on key takeaways here.

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Independent Auditor’s Report
1.1 Unqualified Opinion
1.2 Qualified Opinion Report
1.3 Adverse Opinion Report
1.4 Disclaimer of Opinion Report
1.5 Auditor’s Report on Internal Controls of Public Companies
1.6 Going Concern
 Gladys R. Alviar

Contact Information
To replace a photo with your own, right-click it and then choose Change Picture.

NAME NAME NAME

TITLE TITLE TITLE

Tel [Telephone] Tel [Telephone] Tel [Telephone]

Fax [Fax] Fax [Fax] Fax [Fax]
[Email Address] [Email Address] [Email Address]

Company Information
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
Palanginan, Iba, Zambales
Tel [Telephone]
Fax [Fax]
[Website]

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