Spec 115 Beed English 2021 Unit 1

Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga Del Norte
F Teaching English
L in the Elementary
E Grades
X
I (SPEC- 115 E)
B
L
E
L
E
A
R
N
I
N
G
P
A
C
K
A
G
E
This is a gender sensitive instructional material

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115 E) 1
LANGUAGE ARTS
TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

LANGUAGE ARTS
TEACHING ENGLISH IN THE ELEMENTARY GRADES
( SPEC 115 )
This learning module help learners understand the different parts of speech
essential in comprehending how words can and should be joined together to make
sentences that are both grammatically correct and readable. Furthermore, students would
be able to punctuate sentences.
The fundamental building block of all language is the word. Words are classified into
PARTS OF SPEECH according to the way words function in a sentence. It is important to
realize that a word is used. It is not unusual for a word to belong to more than one part of
speech class depending on how is used.
This module was designed and written with you in mind. It is here to help you master and
improve your skills in grammar and other related language skills.
“Grammar is the structural foundation of our ability to express ourselves. The more
we are aware of how it works, the more we can monitor the meaning and effectiveness of
the way we and others use language. It can help foster precision, detect ambiguity, and
exploit the richness of expression available in English." David Crystal, "In Word and Deed,"
TES Teacher, April 30, 2004
Good grammar knowledge enables one to understand better and helps to craft
words into coherent sentences and paragraphs. It can successfully convey meaning when
a sentence or paragraph is written with effective grammar use.
Learning Outcomes
After going through this module, the learners are expected to;
 identify the fifteen (15) different parts of speech;

 use the different parts of speech in sentence construction and connecting of
ideas;
Perla Eluna-
Velasco  perform the various activities provided.
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
TEACHING ENGLISH
ideas;
 perform the various activities provided.
IN THE ELEMENTARY
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
GRADES
ideas;
Pretest
SPEC – 115 E
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
By:
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
PERLA E. VELASCO, Ed.D

ideas;
College of Education-Dipolog City Campus

Pretest
and
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

Jose Rizal Memorial State

ideas;
perform the various activities provided.
University
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
 i
perform the various activities provided.
Pretest
COPYRIGHT 2020
PERLA E. VELASCO
ALL RIGHTS RESERVED

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

 Package
This Flexible Learning use the different parts of
or any portion speech
thereof mayinnot
sentence construction
be reproduced and
or used in connecting
any of
ideas; permission of the writer except for the use of brief quotations in a
manner whatsoever without the written
book review.  perform the various activities provided.
Page and Cover Design:

PretestPerla Eluna Velasco
ISBN: ______
First Edition: August 18, 2020

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
“ For classroom instruction
 purposes
performONLY and NOT
the various intended
activities for publication”
provided.
Acknowledgement
Pretest
Forever indebted to our Heavenly Father for enabling, equipping the writer with wisdom,
strength and perseverance to goes through this learning material
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

To Him be all the Glory!  use the different parts of speech in sentence construction and connecting of
ideas;
To my JRMSU Family, appreciation
 perform is hugely
the various extended.
activities provided.The support and inspiration
massively had driven the writer towards making this collaborative work rich and full of
opportunity. Pretest
To the authors of the various resource materials where concepts and ideas have been
researched, my sincere salutation.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

There could never beuse the different
a reality parts ofdespite
far brighter speechthein sentence
dreadful construction
pandemic and andif connecting
not of
ideas;
because of our end goals which aim to continue the education of all learners through flexible
 teaching
and blended learning or any perform and
the various
learningactivities provided.
modalities.
One of itsPretest
proofs is this compounded endeavour fuelled by the mandate of this untimely
phenomenon in everyone’s lives.
Thank you, stay safe and best of luck to all.

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

Introduction
ideas;
This Flexible Learning Packagethe
 perform was designed,
various compounded
activities provided.and developed by the writer
as searched from various references and instructional materials basically to assist instructors or
facilitators in helping
Pretestlearners meet standards set by the Commission on Higher Education
(CHED) while overcoming these personal, social and economic constraints in schooling.
Teaching and learning are two basic processes underlying the activity of learners and
teachers nowadays. Learning process puts both parties toward each other, what it teaches, and
what it takes, the teacher and the learner. Today takes great importance to the training of
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

 use
learners to teach themselves, theeducation,
their different parts of speech
equipping in sentence
them construction
with the skills and connecting of
of independent
work with the most advanced ideas;
methods of learning conscious, sustainable, active and creative.
The teacher is free to use a variety of methods and strategies of teaching / learning to
suit the needs ofPretest
learners in different classes. He combines these methods during the learning
process and adapts according to the increasing development of linguistic competence and
independence of student development.
Teaching has at its center the method of communication, task -based methods,
functional methods and situations as real life. These methods are realized through various
strategies and techniques, according to language skills (listening, speaking, reading, and
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

 usecollaborate
writing). Teacher and learners the differenton
parts
the oforganization
speech in sentence construction
of teaching and connecting
and learning. To of
ideas;
facilitate the teaching - learning, the teacher finds efficient ways to organize communication
 perform
activities, provides and suggests the various
source activities
materials provided. In contemporary teaching,
for learners.
teacher does not only play the role of teacher, but also plays the role of supervisor. Together
Pretest relations in the process of learning.
they establish cooperative
The teacher clarifies the learners and takes their understanding of what happens in the
classroom. This means clarifying the rules of the line of work and responsibilities of learners in
the process of activities. When we learn a language, there are 4 macro skills that we need for
success communication, these are reading, writing, speaking and listening. We need to learn
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

these skills in order for us touse the differentwith
communicate parts of speech
other people.in We
sentence
usuallyconstruction
listen first, and
thenconnecting
we of
ideas;
will learn to speak, then we will learn how to read then write. The four macro skills are reading,
 perform
listening, writing, and speaking. the various
You have activities
to perfect them in provided.
order to use your English language
properly. Listening and speaking are brain input skills but reading and writing are brain output
skills. Of course,Pretest
there other skills such as pronunciation, grammar, vocabulary, and spelling all
play a role in effective English communication.
This learning resource helps us to engage the learners into guided and independent
learning activities at their own pace and time. Like the rest of the English scholars teaching
English in the Elementary Grades. The contributors of this Flexible Learning Kit believed that
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

good grown knowledge and  skills
use the different parts
in teaching of speech
English in sentence
have never construction
been something and connecting
in- born nor of
can be learned overnight. It isideas;
therefore the goal of the writer, contributors and all the wisdom
 perform
shared by other grammarians the various
and English activities
Scholars in this provided.
learning tool to guide and somehow
motivate our dear learners to value language English as it should be valued, to release its
power to build aPretest
person, a community and the world we dreamed to have amidst the present
crisis.
Hopefully we will appreciate the insights offered and enjoy the various exercises
prepared for you to become a good and effective English teacher in the future you ought to be.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
 perform the various activities provided. The Writer
Pretest
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga Del Norte
Dipolog Campus, Turno, Dipolog City
A.Y. 2020-2021, 1st Semester
COLLEGE OF EDUCATION
Program: Bachelor of Elementary Education

College: College of Education
Instructor/Professor: DR. PERLA E. VELASCO JRMSU-CED-DPL-
Course Syllabus
Pre-Requisites: Course Code SPEC 115-E Day & Time: MW- 1:00-2:30
Unit Credit: 3 units T-TH- 1:00-2:30
No. of Hours: 54 hours Consultation Hours: 54 hrs.
Course Title
Teaching English in the Elementary Grades
PHILOSOPHY Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and humane society.
VISION A dynamic, inclusive, and regionally diverse university in Southern Philippines. .
Jose Rizal Memorial State University pledges itself to deliver effective and efficient services along instruction, research, extension and product
MISSION
It commits itself to provide quality professional, technical, technological training with the aim of producing skilled, self-renewed and globally
competitive individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exemplars of Rizal’s ideals that can:
E – xhibit relevant and responsive competencies across disciplines towards

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
GOALS Xa –sentence or paragraph
enial delivery is written with effective grammar use.
of services;
C – ommunicate ideas proficiently in both written and spoken form,
E – ngage in lifelong learning;
L – ead effectively and efficiently amidst socio-cultural diversity;
L – ive up the challenges of the global community;
E – embody professional, social and ethical responsibilities;
Learning Outcomes
N – urture a harmonious environment;
C – onserve and promote Filipino cultural heritage; and
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Ea–sentence or paragraph
valuate their contributionis to
written with
the local effective
and grammar use.
global communities.
COURSE TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

DESCRIPTION
Learning Outcomes
Program This course will emphasize English as a second language with main focus on language teaching methodologies to improve knowledge o
Outcomes structure and fluency in the English language through listening, reading, writing, speaking and viewing.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Addressed by the a sentence or paragraph is written with effective grammar use.
Course
COURSE 1. Develop skills in listening, speaking, reading, writing and viewing in a competence-based curriculum;
LEARNING 2. Learn the methods of teaching English as a second language-its strategies and techniques used to address specific language skills
OUTCOMES 3. Apply the methods of assessing English as a Second Language to learners.
Learning Outcomes
4. Identify the competencies in the different domains of literacy and illustrate how these are developed in the child’s mother tongue
to his/her second language/s.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
a sentence or paragraph
5. Use technology is writtenintegrated
in designing with effective grammar
lessons use.
and instructional materials that are culturally relevant and developmentally
appropriate and apply the different strategies in teaching English as a Second Language through exercises, well-developed lesson
plans, and micro-teaching activities.
Learning Outcomes
Knowledge, Topics Required Learning Teaching Methodology Methods of Teaching Time
Understanding Reference Outcomes Teaching Learning Assessment Equipment Frame
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
and a sentence or paragraph is written with effective grammar use.
Activity Activity and Materials
Proficiency
UNIT 1 I.
Essential 1. Speak Slowly and Flexible Learn and apply Word Dissecting Worksheets Flexible Flexible
Strategies For Increase your Wait Time Learning the essential Analysis Words into tasks Learning Hours
Teaching 2. Differentiate and Use Package strategies for Description their Parts completion Package
English Learning Outcomes
Multiple Modalities Syllabus teaching Essay Word Walls Assessment
Language 3. Incorporate Learners Suggested English Writing Guided Completion Learning
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learners a sentence
Native Languages and or paragraph
References is writtenLanguage
with effective grammar
Sample use. Interaction Module
Don’t be Afraid of Learning Learners. Detailed Create Story
Technologies Outcomes Lesson Plan Map Suggested
Video references
II. Six Key Strategies for Presentation
Teachers of English Jazzchant Supplementar
LanguageLearning
LearnersOutcomes Composition y reading
materials
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning
Modules, Old
magazines and
journals
UNIT II I. Learning Outcomes

Developing 1. Concept on Listening Develop skills Document Use graphic Google Flexible Flexible
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Listening and a sentence or paragraph is writteninwith
2. Top Ten Listening effective
listening and grammar use. organizers
and Output classwork Learning Hours
Speaking Skills Activities without a CD speaking in a by means of completion Package
a. Listen and draw a story; competence- a recorded
b. Adjectives draw based video- Assignment Learning
c. Blindfold Walk curriculum presentation; submission Module
d. Listening with Essay
FlashcardsLearning Outcomes Worksheets Suggested
e. Secret Message tasks references
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
f. Guess whataitsentence
is? or paragraph is written with effective grammar use. completion
g. Put in order Assessment Supplementar
h. Listening Dialogues Completion y reading
i. Number/Word Bingo materials
j. Spelling Messenger
II. Communication Learning
Barriers Learning Outcomes Modules, Old
magazines and
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
a sentence or paragraph is written with effective grammar use. journals
Learning Outcomes
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
UNIT III I. Reading asaasentence or paragraph
Flexible is writtenDevelop
with effective
skills grammar
Word use. Crossword Google Flexible
Developing Fundamental Skill for Learning in reading and Analysis Puzzles classwork Learning Flexible
Reading and Learners Package writing in a Lesson Essay completion Package Hours
Writing Skills a. Expand your Syllabus competence- Planning Comprehension
Vocabulary Suggested based Picture- Check Assignment Learning
b. Read Regularly References curriculum; Story submission Module
c. Just do Learning
it Outcomes Learning Describe each
Outcomes type of reader Worksheets Suggested
After going through this module, the learners are expected to; tasks references
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
UNIT IV. a sentence or paragraph is written with effective grammar use.
Developing I. Viewing Flexible Develop skills Study Assessment Assessment Flexible Flexible
Viewing Skills 1.Perceiving Learning in viewing in a Concepts Completion Completion Learning Hours
2. Examining Package competence- and Package
3. Interpreting Syllabus based Strategies in
4. Construction of Suggested curriculum FLT Learning
Meaning Learning Outcomes References Module
II. Anchor Strategies Learning
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
III. Extendeda sentence or paragraph
Outcomes is written with effective grammar use. Suggested
Comprehension Strategies references
Supplementar
y reading
materials
Learning Outcomes
Learning
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
a sentence or paragraph is written with effective grammar use. Modules, Old
magazines and
journals
References: Learning Outcomes
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
1. a sentence or paragraph is written with effective grammar use.
University Code
2. www.jrmsu.edu.ph
3. www.teachingenglish.org.uk/article/teaching-speaking-unit-1-introduction
4. Shahini, G., & Riazi, A.M. (2010). A PBLT approach to teaching ESL speaking, writing, and thinking skills. ELT journal, 65(2), 170-179.
5. www.researchgate.net
6. www.digilanguages.ie>...
7. Learning
Navaroo 2009, Outcomes
Improving Listening Skills, Encuentro, 18.pp.86-90
8. Ounis 2017, Assesment of Speaking Skills
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
9. www.teachingenglish.org.uk/article/teaching-speaking-unit-1-introduction
10. www.time4learning.com
Learning Outcomes
GRADING PLAN After going through this module, the learners are expected to;
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
a sentence
Grades are computed using or paragraph
the following formula:is written with effective grammar use.
Grade=raw score/total no. of items x 50 + 50
The term grade is computed using the formula:
Learning Outcomes
40% - Performance (portfolio, projects, demonstration teaching)

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
30% a sentence
- or paragraph
Major is written
Exam Grade/Quiz with effective grammar use.
Grade
30% - Assignment/Attendance
Learning
Midterm Grade = Outcomes
100% Term Grade
Final Grade = 50% of the Midterm Grade + 50% Final Term Grade
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
CLASSROOM RULES OF CONDUCT
Learning Outcomes
1. Attendance:
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
a sentence
a. Students orabsent
who are paragraph is written
for more withofeffective
than 20% grammar
the total number of use.
class hours (54 in a 3 unit course) may be dropped from the
course/subject.
b. Any student who finds it necessary to be absent from class must present a letter of excuse to his/her instructor/professor.
c. If student's absences reach ten (10) times, the instructor/professor may recommend to the Dean that the said student be dropped
from the course orLearning
be givenOutcomes
a grade of 5.0.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
2. Course requirements must be submitted on time.
Learning
3. It is expected Outcomes
that all work submitted will be yours alone, unless you are explicitly permitted to work with others on that specific
assignment. Be aware that plagiarism in this course would include not only using another’s words, but another’s specific intellectual posts
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
a sentence
in social media. or must
Assignment paragraph
be doneisindependently
written with effective grammar
and without use.
reference to another student’s work. Any outside sources used in
completing an assignment, including internet references, must be fully cited on any homework assignment or exercise.
Prepared by:
Learning Outcomes
PERLA ELUNA VELASCO

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
09504625508
Gmail- perlavelasco@jrmu.edu.ph
Learning Outcomes
FB account – PERLA ELUNA VELA Learning Guide
An investment in knowledge pays the best interest,

according to Benjamin Franklin. The knowledge that you will be
absorbing would be an avenue for future gain to be applied in the field you are pursuing. This is where
you will be provided the direction in accomplishing enrichment activities and performances including the
assessment methods to achieve.
This flexible learning package is developed with the aim to aid your learning journey of this
course. Aside from meeting the content and performance standards of this course in performing all the
learning activities and assessments, you will be able to learn the skills and values which are needed in
achieving the future skills and the graduate attributes to become globally competitive individuals.
Classroom Rules and Conduct
The following are the house rules which will help you to be on track and successfully finish this course.
1. Schedule and manage your time to read and understand every component of this learning
package.
2. Study on how you can manage to perform all the learning activities in consideration with your
resources and accessibility to technology. Do not ask questions that are already answered in the
guide.
3. If you did not understand the readings and the other tasks, read again. If there are still
clarifications and questions, feel free to reach me through the contact information indicated in the
guide.
4. Our schedule for this class is every Monday and Wednesday at 1:00pm-2:30pm/Tuesday and
Thursday at 1:00pm-2:30pm.
5. Let’s create a group chat where we can regularly communicate each other from the given
schedule for your inquiries and for me to keep track the progress of the activities of the module.
6. Do not procrastinate. Do not wait for tomorrow what you can do today in other words. As much
as possible, follow the time table.
7. Read and understand the assessment and technology tools as indicated in the directions in every
assessment or activity.
8. Before the end of the midterms, you will be tasked to send back the material through the pigeon
boxes in your department. For online learners, you will submit your output and other tasks in the
Google classroom or Moodle platform. While waiting for my feedback of your accomplishment
module, you may continue on accomplishing the tasks in the succeeding units that are scheduled
for the finals.
9. Most importantly, you are the learner; thus, you do all the tasks in your own. You may ask
assistance and guidance from your parents, siblings or friends, but all the activities shall be
performed by you alone.
10. Course requirements must be submitted as to schedule.
11. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only
using another’s words, but another’s intellectual posts in social media. Assignments must be done
independently and without reference to another student’s work. Any outside sources used in
completing an assignment, including internet references must be fully cited on any homework
assignment or exercise.
12. All students should feel free to talk to the instructor face-to-face or through media during office
hours.

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

 useare
13. Academic accomplishment theavailable
differentfor
parts of speech
students in sentence
with special needs.construction and
Students with connecting of
special
needs should schedule anideas;
appointment with the instructor early in the semester to discuss any
accommodations for thisperform
course. the various activities provided.
Study Schedule
Pretest
Week Unit Title Activities
September 15-16, 2020 Orientation Reading of Learning Package
September 17-18, 2020 FLP Commitment Submission
October 5-7, 2020 Pre-Test Answer the Assessment Tools

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

October 12- November I.Strategies
use thefordifferent
Teachingparts of speech
English UnitinI sentence
Activities construction and connecting of
25, 2020 ideas;
Language Learners
November 26- II. Developing
perform the various
Listening andactivities provided.
Unit II Activities
December 10, 2020 Speaking
December 11-20,Pretest
2020 III. Developing Reading and Unit III Activities
Writing
December 21-30, 2020 IV. Developing Viewing Skills Unit IV Activities
January 1-10 Answer assessment and review the 4
units for the Midterm Exam
January 11-15, 2020 Final Exam
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LEARNING ACTIVITIES COMMITMENT

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

 use the differentBachelor
I, __________________________________ parts of speech in sentence
of Secondary construction
Education student, and connecting
Major in of
ideas;
English, presently taking up the course SPEC 115 -Teaching English in the Elementary Grades,
do hereby pledge to perform all
perform
dutiesthe
andvarious activities tasked
responsibilities provided.
to the best of my capability as
a student to help achieve all learning outcomes successfully reflected in this flexible learning
Pretest
package. I strongly abide and whereby understand that if I fail to comply the different learning
activities suggested during the duration of the course schedule I would expect to receive a
FAILING MARK or if the outputs submitted were lacking or incomplete I would be given an
INC/NO GRADE/Deferred remarks. As a responsible student it is my obligation to look for other
alternatives, supplemental reading materials, references, and in depth researches to augment
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

my learnings, competencies  and
useacademic
the different parts of speech
performance in the
despite sentence construction
limitations and connecting
brought about by of
ideas;
the present global health problems.
Above all, I would strive to collaborate with my classmates, teammates or group mates towards
accomplishing diligently
Pretestall tasks, group activities and presentation, google class works and all
other related outputs delegated by my course subject instructor.
To signify my sincerity to the terms and conditions enclosed in this learning commitment, I
hereby affix my signature this ________ of August 2020 in _______________________,
Philippines.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
_________________________________ __________________________________
Pretestname of Student
Signature over Printed Signature over Printed name of Parents or
Guardian
PERLA E. VELASCO,Ed.D
_____________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

 use the different
Signature parts of
over Printed speech
name in sentence construction and connecting of
of Instructor
ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
11  identify the fifteen (15) different parts of speech;

ideas; TABLE OF CONTENTS
Acknowledgement I
Introduction II
Syllabus Pretest III
Learning Activities Commitment IV
Learning Outcomes 1
Pre-test 2
Unit 1- Essential Strategies for Teaching English Language Learners 4
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Six Key Strategies for identify
Teachers theoffifteen
English-
(15)Language Learners
different parts of speech; 5
Unit 2 Developing Listening and Speaking Skills 14
Concepts on Listeningideas; 14
Top 10 Listening Activities ( Without a CD- Compact Disk) 15
Concepts on Speaking 17
Sample Strategies 18
PretestBarriers
Communication 25
UNIT 3- Developing Reading and Writing Skills 28
Concepts on Reading and Writing 28
Micro and Macroskills of Writing 28
Six Powerful Tips English Writing Skills 29
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Ways to Improve Written English
 identify the fifteen (15) different parts of speech; 30
UNIT 4- Developing Viewing Skills 33
Concepts of Viewing ideas; 33
Glossary 35
References 41
Midterm Examination 47
Pretest
Final Examination 52
Appendices
Rubrics 57
About the Author 69
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
(SPEC 115 E)
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas; apart bring us closer together? We know for a fact that
How can staying farther
many dedicated educators are navigating school closures and sudden shifts to new ways
of learning due to the novel corona-virus outbreak. While collaboration in virtual spaces
Pretest
might not happen the same way as it does in person, connecting with each other, planning
around diverse student needs, and figuring out what works has become essential in our
current environment.
What’s the first thing that comes to mind when you hear the term English
Language Arts (ELA)? Chances are, you remember a book you enjoyed (or didn’t
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Learning Outcomes  identify the fifteen (15) different parts of speech;

ideas;
 Develop skills in listening, speaking, reading, writing and viewing in a competence-
basedPretest
curriculum;
 Learn the methods of teaching English as a second language-its strategies and
techniques used to address specific language skills;
 Apply the methods of assessing English as a Second Language to learners.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
 Identify the competencies

 identify in
thethe different
fifteen (15) domains of literacy
different parts and illustrate how these
of speech;
are developed in the child’s
use mother parts
the different tongueof and to his/her
speech secondconstruction
in sentence language/s.and connecting of
 Use technology in ideas;
designing integrated lessons and instructional materials that are
culturally relevant
 and developmentally
perform appropriate
the various activities and apply the different strategies
provided.
in teaching English as a Second Language through exercises, well-developed lesson
plans, and micro-teaching activities.
Pretest
Pre-test
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
IDENTIFICATION: Write the
 correct
identifyanswer on the
the fifteen (15)blank provided.
different parts of speech;
_________________1. A communication
ideas; technique that requires the listener to understand,
interpret, and evaluate what he/she hears.
_________________2. Is the vocalization of human communication.
_________________3. Speech is essential in the communicative process and languages.
PretestIt is a mental operation including processing sound waves, interpreting
_________________4.
their meaning and storing them in memory.
_________________5.
}
_________________6. Learners will likely develop these skills in listening
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
_________________7. These are techniques
 identify or different
the fifteen (15) activitiesparts
that ofcontribute
speech; directly to the
comprehension and recall of listening input.
_________________8. The learner
ideas; listens in order to understand the main idea of the text.
_________________9. When two or more people speak or talk to each other, the conversation
is called _________________.
_________________10. Typically used with family and friends or people you know well.
Pretest Occurs in business or academic situations or when meeting people for
_________________11.
the first time.
_________________12. Language teaching that is based on real-life situations that require
communication.
_________________13.
} Give at least two examples of “communication barriers.”
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
_________________14.  identify the fifteen (15) different parts of speech;
_________________15. The useability
thetodifferent
draw meaning from theinprinted
parts of speech page
sentence and interpret
construction and this
connecting of
information appropriately.
ideas;
_________________16. The following situations are essential to develop reading skills except
a. Hear a word before you say it
Pretest
b. Say a word before you can read it
c. Make inferences after reading the selection
d. Read the word before you can write it
_________________17. This approach is far more useful initially than learning the names of the
letters.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
_________________18. Being able to
 identify the“decode or read
fifteen (15) aloud”
different is of
parts notspeech;
useful on its own. The
symbol carry meaning so that young learners need to be taught how to encode
 use the different parts of speech in sentence construction and the
connecting of
symbols and visuals inideas;
order to find out the message being shared.
_________________19. Which of the following is an example of reading strategy:
a. Audio-recording of stories
b. Manipulating modeling clays
Pretestand sound pattern activity
c. Speech sounds
d. Listen and draw a story
_________________20. It is the only reason for reading, without it, reading is a frustrating,
pointless exercise in word calling.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
MIDTERM COVERAGE
UNIT 1 Pretest
ESSENTIAL STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS
(WEEK 1-6)
Content
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

TEACH LANGUAGE SKILLS ACROSS THE CURRICULUM
ideas;
 perform the
English language variousshould
learners activities
notprovided.
be learning the fundamentals of
English in isolation; they should be applying their developing language skills
Pretest
to rich academic content in all subjects. “It is key that in mainstream
classrooms, teachers understand their role as language teachers.
. Beginning English Language Learners (ELL) often develop receptive language skills like
listening and reading first. Educators who are unaware of the typical path to fluency may believe
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
that students who can follow verbal or
 identify thewritten
fifteendirections will parts
(15) different be able to produce oral or written
of speech;
language, but that’s usually
 use not the
thedifferent
case. To support
parts reluctant
of speech speakers,
in sentence Tan Huynh,
construction an
and connecting of
educator who blogs at “Empowering
ideas; ELLs,” suggests using sentence frames.
“For example, when a science teacher wants ELLs to produce a hypothesis, they might offer
the sentence, ‘If _____ was added, then _____ because _____.’ This sentence frame provides
Pretest
clues that empower ELLs to sound and think like scientists,” Huynh says. Andrea Honigsfeld, a
professor of education at Molloy College in Rockville, New York, suggests that all lessons touch
on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, and
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Listen. The approach intentionally
 identifyprivileges
the fifteenproductive language
(15) different parts ofskills “from the beginning,”
speech;
she says.  use the different parts of speech in sentence construction and connecting of
ideas;
SPEAK SLOWLY—AND INCREASE
 perform YOUR WAIT
the various TIME provided.
activities
Easier said than done. Still, many of the teachers spoke to say this simple change is vital. You
Pretest
can record yourself speaking in class to measure your cadence, and adjust. However, for
English learners, it also gives time to translate, process their thinking, translate back into
English, and develop the courage to answer. If we call on students too quickly, many of our
students will stop thinking about the answers—or trying to answer at all. That means undoing
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
some of our own habits, according
 identify to the
Larry Ferlazzo,
fifteen a high school
(15) different ESL
parts of teacher in Sacramento,
speech;
California. “Researchers have
usefound that typically
the different parts ofmost teachers
speech give one
in sentence to two seconds
construction and connecting of
between asking a question ideas;
and expecting a student’s response,” he says. “The same
researchers have shown thatperform
if you the
waitvarious
three activities
to five seconds,
provided.the quality of responses is
astronomically greater.”
Pretest
DIFFERENTIATE—AND USE MULTIPLE MODALITIES

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
All kids learn better when they engage
identify with material
the fifteen in multiple
(15) different parts ofways: Lessons that involve
speech;
writing, speaking, drawing, anduselistening, for example,
the different give pupils
parts of speech four opportunities
in sentence constructiontoand
deepen
connecting of
their understanding of the work.ideas; For English Language Learners (ELLs), those additional
engagements also provide  aperform
little breathing room
the various so they
activities can work through the language
provided.
barrier. Helen Thorpe, a journalist who spent a year observing Eddie Williams’s classroom in
Denver in orderPretest
to write a book about immigrants called The Newcomers, marveled at
Williams’s method of differentiation. “Eddie would enunciate very clearly in English multiple
times, he would write it on the board, and he would go to the projector to give a visual. And,
finally, he’d be asking the kids to verbalize aspects of the lesson themselves,” she says, tracing
Williams’s efforts to move his students from receptive to productive language fluency. Toppel
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
uses a strategy called QSSSA to scaffold
 identify classroom
the fifteen discussions
(15) different with
parts of ELLs. The letters stand
speech;
for Question (the teacher poses
useathe
question,
differentthen gives
parts ample in
of speech think time); construction
sentence Signal (a designated
and connecting of
motion like a thumbs-up, a finger on
ideas; the nose—something that lets students indicate that they’re
ready to answer); Stem (the teacher
performprovides a sentence
the various activitiesstarter for the question—for example,
provided.
for “What is your favorite place to read a book?” the stem might be, “My favorite place to read a
book is _____”); Pretest
Share; and Assess.
INCORPORATE LEARNERS’ NATIVE LANGUAGES—AND DON’T BE AFRAID OF

TECHNOLOGY
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Bilingualism is the goal, ofcourse, notthe
identify replacement.
fifteen (15) The strategy
different partscalled “preview, view, review,”
of speech;
which leverages a student’s  usenative language
the different skills
parts as a foundation
of speech in sentencefor learning the
construction and new
connecting of
language. Some English educators
ideas; introduce a topic and encourage students to preview it in
materials in their home language
 perform(often
the using multilingual
various videos and other online resources);
activities provided.
he then teaches the topic in English, and then has students review the information in their home
language. Teachers are encouraged to embrace technologies that students find helpful, like
Pretest
Google Translate. The app can be a useful way for students to translate words quickly—but
warns that it can quickly “become a dependency” if it’s used as more than a handy dictionary.
Translation technology means you can say it once (or twice) and let the students use the
technology to translate key words and phrases.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
SIX KEY STRATEGIES FOR TEACHERS
 identify OFdifferent
the fifteen (15) ENGLISH-LANGUAGE
parts of speech; LEARNERS
Strategy #1 Vocabulary & Language Development
ideas;
 performisthe
The first of the six key strategies various activities
vocabulary provided.
and language development, through which
teachers introduce new concepts by discussing vocabulary words key to that concept. Exploring
specific academicPretest
terms like algorithm starts a sequence of lessons on larger math concepts
and builds the student’s background knowledge.
Content knowledge:
- Introduce new concepts via essential academic vocabulary.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
- Connect student-accessible synonyms
 identify theor concepts
fifteen to these essential
(15) different vocabulary.
parts of speech;
- Support students to distinguish
 use word meanings,
the different & of
parts their uses for
speech subject-specific
in sentence tasks and
prerequisite language skills. ideas;
Academic language:
-Engage beginning-level students in using basic social & school vocabulary, phrases, &
Pretest
sentence structures.
-As students progress, continue to contextualize instruction of more complex language forms &
uses: subject-specific academic vocabulary, grammatical forms, & sentence structures used in
listening, speaking, reading & writing.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
-Respectfully distinguish differences
 identifybetween primary
the fifteen language
(15) different useof&speech;
parts standard academic
English.  use the different parts of speech in sentence construction and connecting of
ideas;
Assessments: WORD ANALYSIS  perform the various activities provided.
A. Dissecting words into their parts
Pretest
Direction: List down five words. Identify the root word/prefix/suffix.
Word Root Word Prefix Suffix

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Example:  identify the fifteen (15) different parts of speech;
Misunderstand  use understand
the different parts of speech -mis
in sentence construction and connecting of
1. ideas;
2.  perform the various activities provided.
3.
4
5. Pretest
B. Word Walls
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Direction: Create your own Word
 identify the Wall at (15)
fifteen leastdifferent
three. (See
partssample output below.)
of speech;
ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
\ Pretest
Thank you for accomplishing the outputs. (Please refer to rubrics -Appendices.)
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
 identify Congratz! If youdifferent

the fifteen (15) have difficulty
parts ofinspeech;
accomplishing the
activity please send me a message to our googleand
 use the different parts of speech in sentence construction class
connecting of
or email
ideas;for clarification or send a text message/phone calls using the
contact number
 perform the included in your course
various activities guide
provided.
Pretest
Strategy #2 Guided Interaction

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
The second strategy is guided interaction.
 identify With
the fifteen (15)this method,
different partsteachers structure lessons so
of speech;
students work together to understand what they
use the different parts read—by
of speechlistening, speaking,
in sentence reading,
construction and
and connecting of
writing collaboratively about the academic
ideas; concepts in the text.
Content knowledge:
-Structure multiple opportunities for peer-to-peer interactions as they learn content & develop
Pretest
their use of academic language in speaking/listening, reading & writing.
-Clarify expectations, outcomes, & procedures related to tasks for flexible group activities.
-Allow for primary language interactions to clarify concepts.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Academic language:  identify the fifteen (15) different parts of speech;
- Structure multiple opportunities
 usefor thepeer-to-peer interactions
different parts of speechtoinincrease
sentencespeaking, listening,
reading comprehension & writing skills.
ideas;
-Support language interactions with review/preview
 perform of language
the various activities forms, use of graphic
provided.
organizers or other types of modeling.
Pretest
Example Activities:
1. PARTNER INTERVIEWS
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
2. CLASS SURVEYS ideas;
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Pretest
3. TEA PARTY
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
4. THINK-PAIR SHARE  identify the fifteen (15) different parts of speech;
____________________________________________________________________________
____________________________________________________________________________
ideas;
____________________________________________________________________________
5. NUMBERED HEADS TOGETHER
____________________________________________________________________________
Pretest
____________________________________________________________________________
____________________________________________________________________________
6. FOUR CORNERS
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
7. POSTER PROJECTS, GROUP PRESENTATIONS
ideas;
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Pretest
8. PERSPECTIVE LINE-UPS
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
9. READERS’ THEATRE  identify the fifteen (15) different parts of speech;
____________________________________________________________________________
____________________________________________________________________________
ideas;
____________________________________________________________________________
10. METACOGNITION & AUTHENTIC ASSESSMENT ACTIVITIES.
____________________________________________________________________________
Pretest
____________________________________________________________________________
____________________________________________________________________________
Assessment:
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Direction: Describe each activity giventhe
 identify above.
fifteen (15) different parts of speech;
Thank you for accomplishing the outputs. (Please refer to rubrics -Appendices.)
ideas;
Pretest Well done! If you have difficulty in accomplishing the

activity please send me a message to our google class
or email for clarification or send a text message/phone calls using the
contact number included in your course guide
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
identify the fifteen (15) different parts of speech;

use the different parts of speech in sentence construction and connecting of
ideas;
Strategy #3 Metacognition &perform
 the various
Authentic activities provided.
Assessment
The third strategy is metacognition and authentic assessment. Rather than having students
Pretest
simply memorize information, teachers model and explicitly teach thinking skills (metacognition)
crucial to learning new concepts. Research shows that metacognition is a critical skill for
learning a second language and a skill used by highly proficient readers of any language. With
authentic assessments, teachers use a variety of activities to check students’ understanding,
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
acknowledging that students  learning a second
identify the fifteen language need
(15) different a variety
parts of ways to demonstrate
of speech;
their understanding of concepts
 use that
theare not wholly
different partsreliant on advanced
of speech language
in sentence skills. and connecting of
construction
ideas;
Content knowledge:  perform the various activities provided.
-Teach students processes for metacognition: i.e., pre-reading & pre-writing skills, word
analysis, & methods to monitor their reading comprehension.
Pretest
-Teach & model ways for students to describe their thinking processes verbally & in writing.
-Use a variety of activities & tasks to check for understanding.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
- In addition to components
 listed
use above, ensure
the different thatofassessment
parts tasks areconstruction
speech in sentence appropriate to
and connecting of
students’ assessed language ideas;
development level.
-Provide enough time to complete
 perform tasks,
theappropriate feedback,
various activities rubrics, & models to guide
provided.
students’ self-assessment.
Pretest
Example Activities:
1. Guided reading
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
ideas;
2. Completing chapter pre-reading
 performguides
the various activities provided.
____________________________________________________________________________
____________________________________________________________________________
Pretest
____________________________________________________________________________
3. Reciprocal Teaching
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
___________________________________________________________________________
ideas;
4. Directed Reading Thinking Activity (DRTA)
____________________________________________________________________________
____________________________________________________________________________
Pretest
____________________________________________________________________________
5. Anticipation Guides
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
ideas;
6. Double-entry Journals  perform the various activities provided.
____________________________________________________________________________
____________________________________________________________________________
Pretest
____________________________________________________________________________
7. Think-Aloud
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
ideas;
8. K-W-L  perform the various activities provided.
____________________________________________________________________________
____________________________________________________________________________
Pretest
____________________________________________________________________________
9. Learning logs/journals
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
ideas;
10. Quick-Writes  perform the various activities provided.
____________________________________________________________________________
____________________________________________________________________________
Pretest
____________________________________________________________________________
Assessments:
Direction:
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
A. Describe each activity given above.the fifteen (15) different parts of speech;
 identify
B. Write a sample Detailed Lesson Plan and apply any of the strategies introduced above.
ideas;
 perform
Thank you for accomplishing the the (Please
outputs. various activities provided.
refer to rubrics enclosed in Appendices.)
Pretest
Excellent! If you have difficulty in accomplishing the
activity please send me a message to our google class
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
or email forthe

identify clarification or different
fifteen (15) send a text message/phone
parts of speech; calls using the
contact
 usenumber included
the different partsinof
your course
speech guide
ideas;
Pretest
Strategy #4 Explicit Instruction
The fourth strategy is explicit instruction, or direct teaching of concepts, academic language,
and reading comprehension strategies needed to complete classroom tasks.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Content knowledge:  identify the fifteen (15) different parts of speech;
-Teach essential grade-level concepts & build students’
use the different background
parts of speech knowledge
in sentence as needed.
-Connect overarching ideas (whole),
ideas; then examine components or processes (part), culminating
with students’ own applications or synthesis
 perform of ideas
the various (new whole).
-Explicitly teach academic language & cognitive reading skills needed to complete subject-
specific tasks, e.g., analyze, interpret, classify, compare, synthesize, persuade, solve.
Pretest
Academic language:
-Teach essential language forms & uses per students’ assessed language development level:
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
listening/speaking, reading & writing.
identify the fifteen (15) different parts of speech;
-Follow contextualized introduction
 use the & explicit
differentmodeling of language
parts of speech use withconstruction
in sentence repeated practice.
and connecting of
ideas;
Example Activities: Teach/explain
 perform the prerequisite language
various activities applications: reading directions,
provided.
idioms, sentence starters, essay formats, pattern drills, or completing a story map; check for
understanding.; Teach specific reading comprehension skills for completing: task procedures,
Pretest
answering questions, word problems, understanding text & graphics.
Assessments:
Direction: Create your very own “Story Map”

at least two (2).
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
 perform
Thank you for accomplishing the the (Please
outputs. various activities provided.
refer to rubrics enclosed in Appendices.)
Pretest
Bravo! If you have difficulty in accomplishing the activity
please send me a message to our google class,
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
email me for
identify theclarification
fifteen (15)or send a parts
different text message/phone
of speech; calls using
the contact number
use the included
different in speech
parts of your course guide construction and connecting of
in sentence
ideas;
Pretest
Strategy #5 Meaning-Based Context & Universal Themes
The fifth strategy is the use of meaning-based context and universal themes, referring to taking
something meaningful from the students’ everyday lives and using it as a springboard to interest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
them in academic concepts.  Research
identify theshows
fifteen that
(15) when students
different parts ofare interested in something
speech;
and can connect it to their  lives or cultural
use the differentbackgrounds
parts of speechtheyinare more highly
sentence motivated
construction and
and connecting of
learn at a better rate. ideas;
Content knowledge:
- Introduce new concepts through familiar resources, prompts, visuals, or themes.
Pretest
-Use associated types of “realia” meaningful or familiar to students to affirm the appropriate
context for using new language.
-Sustain motivation to learn challenging concepts by linking ideas to resources or contexts that
reflect student interests & sociocultural or linguistic backgrounds.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
-Use methods listed above foruse
introducing academic
the different vocabulary,
parts of speech in sentence
sentence structures,
construction& and connecting of
language uses. ideas;
-Link ongoing language practice or tasks
 perform theto both school-based
various & community-based uses.
-Respectfully compare & analyze language use, & meanings to other cultures or context, to
promote metacognition.
Pretest
Sample activities:
Quick-write responses or recording student responses to visuals, current event stories, real-life
models, video clips, teacher read-aloud, thematic prompts, role-play, comparing language uses
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
for similar contexts; Identifying & analyzing
 identify different
the fifteen (15)perspectives
different parts& of
language
speech;references re:
essential concepts.  use the different parts of speech in sentence construction and connecting of
ideas;
Assessment: “GET VISUAL” VIDEOthe
 perform PRESENTATION
various activities provided.
Direction: Perform at least two (2) out of the given sample activities above.
Pretest
Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
 identify FANTASTIC!
the fifteen (15)If different
you haveparts
difficulty in accomplishing the
of speech;
activity please send me a message to our googleand
 use the different parts of speech in sentence construction class
connecting of
or email
ideas;for clarification or send a text message/phone calls using the
contact number
 perform the included in your course
various activities guide
provided.
Pretest
Strategy #6 Modeling, Graphic Organizers, & Visuals

LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
The final strategy is the use
 ofidentify
modeling,the graphic organizers,
fifteen (15) different and
partsvisuals. The use of a variety of
of speech;
visual aids, including pictures,
 use diagrams, andparts
the different charts, helps all
of speech students—and
in sentence especially
construction and ELL
connecting of
students—easily recognize essential
ideas; information and its relationship to supporting ideas. Visuals
make both the language and  the content
perform themore accessible
various activitiestoprovided.
students.
Content knowledge:
Pretest
-Model how to complete tasks.
-Provide graphic organizers & meaningful visuals to support students’ recognition of essential
information.
-Use graphic organizers to support understanding of specific tasks, & specific uses of academic
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
language.  identify the fifteen (15) different parts of speech;
-Use advanced organizersto support
use the metacognition,
different parts of& speech
overall comprehension.
ideas;
Academic language:  perform the various activities provided.
-Use methods listed above with the addition of word banks, word walls, & modeling the use of
graphic organizers appropriate to ELD level.
Pretest
-Appropriately modulate language delivery, i.e., speed & enunciation, when modeling language
forms or presenting content; repetition helps.
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
Sample activities/resources: Venn diagrams,
 identify the fifteen story maps, main
(15) different partsidea + supporting detail
of speech;
schematics, double-entry journals,
 use thesemantic
differentattribute
parts ofmatrices.;
speech inJazz chants,
sentence read-alouds.
ideas;
Assessments:  perform the various activities provided.
Direction: Compose a jazz chant with the topic “Covid-19.”
Pretest
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
ideas;
____________________________________________________________________________
Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)
Pretest
Great! If you have difficulty in accomplishing the activity

please send me a message to our google class
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes
or email forthe

identify clarification or different
fifteen (15) send a text message/phone
parts of speech; calls using the
contact
 usenumber included
the different partsinof
your course
speech guide
ideas;
Pretest
LANGUAGE ARTS

LANGUAGE ARTS
( SPEC 115 )
Learning Outcomes

ideas;
Pretest

Spec 115 Beed English 2021 Unit 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Spec 115 Beed English 2021 Unit 1

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

This is a gender sensitive instructional material

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

PERLA E. VELASCO, Ed.D

College of Education-Dipolog City Campus

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

ALL RIGHTS RESERVED

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

Page and Cover Design:

First Edition: August 18, 2020

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

Thank you, stay safe and best of luck to all.

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)

TEACHING ENGLISH IN THE ELEMENTARY GRADES

 identify the fifteen (15) different parts of speech;

TEACHING ENGLISH IN THE ELEMENTARY GRADES (SPEC 115)