1 deped presentation of the english curriculum april 24

8/2/2019 1 Deped Presentation of the English Curriculum April 24

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I Love the Sunby Teacher Hazelle Preclaro

I love the sun (5x)

Because it lets me have fun (5x)

If its a sunny day, I can go out and play.I want to [pick an action word: clap, jump, swim ]

clap, clap, clap, clap, clap

and have some fun with you.Lets have some fun (5x)

Thanks to the sun!Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga


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The English Curriculum

Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga


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The Philippine Language Context

Cross-Linguistic Transfer of Literacy Ability

Readers use knowledge of their native

language as they read in a second language

(Durgunoglu & Oney, 2000)

Possibly, transferability is bi-directional(Fitzgerald, 1999)


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Cross-Linguistic Transfer of Literacy Ability

Monolingual beginning reading instruction in

Filipino had positive effects on childrens

English literacy skills specifically in terms of

the alphabet and phonological awareness(Aquino, 2005)


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Cross-Linguistic Transfer of Literacy AbilityFilipino and English bilingual-biliterates show

cross-language interactions of various reading

and language based skills (Ocampo, 2005)


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Transition from MT to English

Experience

OralSymbolsin Filipino

PrintedSymbolsin Filipino

OralSymbolsIn English

PrintedSymbolsIn English

OralSymbols

in L1

PrintedSymbols

in L1


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Transition from MT to English

FirstQuarter

SecondQuarter

ThirdQuarter

FourthQuarter

Mother

Tongue*All domains

Mother

Tongue*All domains

Mother Tongue*All domains

Mother Tongue*All domains

Filipino*Exposure to

the Language

Filipino*Exposure to

the Language

Filipino*All domains

Filipino*All domains

English*Exposure to theLanguage

(Oral language,

Phonological Awareness,

Vocabulary, Listening

Comps, Grammar)

English*Exposure to theLanguage

(Oral language,

Phonological Awareness,

Vocabulary, Listening

Comps, Grammar)


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Integration of Language, Literatureand Literacy Skills

Reading Listening

Speaking Writing

Literature


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The English Curriculum


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Literacy Domains:

Book and printorientation

Alphabet knowledge

Phonics and Word

Recognition Fluency

Writing and Composition

/Handwriting

Spelling

Reading Comprehension

Oral Language Vocabulary

Grammar

Phonological

Awareness Listening

Comprehension

Attitude

Study Skills


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Domains not included in the First Grade

English Curriculum: Book and print orientation

Alphabet knowledge

Phonics and Word Recognition Fluency

Writing and Composition/Handwriting

Spelling Reading Comprehension


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Book and Print Orientation

Alphabet Knowledge

Handwriting

These three domains are among

the areas that should have already

been covered using the MotherTongue.


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Definitions of the Content Standards for the Integrated Language

Arts Curriculum for the K-12 Basic Education Program of the

Department of Education

Proposed Standards

At the end of Grade 3,

students should:

Book and Print

Knowledge

use narrative andexpository texts for

independent study and

reading for pleasure.

Grade 1 English


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Alphabet Knowledgerecognize, name and

sound out all the upper

and lower case letters of

the alphabet.

Grade 1 English

Proposed Standards


students should:





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Handwritingwrite legibly in cursive

writing.

Grade 1 English




Proposed Standards


students should:


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These are the domains or areas that will not be

explicitly taught at the first grade level.

However, know that these domains will be

modeled and may be learned incidentally.

Phonics and Word Recognition Fluency Writing and Composition

Spelling

Reading Comprehension

Study Skills


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Phonics and Word

Recognitionuse sight word recognitionor phonic analysis to read

and understand words in

English that contain

complex lettercombinations, affixes and

contractions.

Grade 1 English




Proposed StandardsAt the end of Grade 3,students should:


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Fluencyread aloud grade level

texts effortlessly, without

hesitation and with

proper expression.

Grade 1 English




Proposed Standards


students should:


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Fluency

Skills that may emerge:

Participate in shared reading

of repetitive texts


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Make appreciable marks on a page

Understand that drawings convey meaningWrite with a purpose in mind

Dictate ideas that

Share preferences

Narrate a story/experience

Describe (e.g. person, animal, object, place)


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Draw ideas that

Share preferencesNarrate a story/experience

Describe (e.g. person, animal, object, place)

Engage in free writing


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Study Skills use strategies forpurposeful literacy

learning.

Grade 1 English






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Study Skills


Follow directions

Interpreting pictographs

Interpreting simple maps of familiar places


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Domains included:

Oral Language

Phonological Awareness

Vocabulary Listening Comprehension

Grammar

Attitude


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Oral Language Activity


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Oral Language Skills

Standard for Grade 1: Use speaking skills and

strategies appropriately to communicate withdifferent audiences for a variety of purposes


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Listen and speak with a purpose in mindListen and respond to others

Give directionsGive information shared by othersExpress their feelings about others ideasAsk simple questionsSeek helpInteract with others

Initiate a conversationEngage in a dialogueShare information and stories with others


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Identify/Share relevant information

Describe/talk about ones experiences

Talk about the experiences of others

Describe a sequence of events

Describe ones environment

e.g. persons, animals, places , things , events etc.)Identify similarities/differences


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Express oneself

Speak clearly and audibly

Speak in full sentences

Express thoughts and feelings

Share own ideas

Share preferences


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Phonological Skills

be able to demonstratephonological awareness

at the levels of the

syllable and thephoneme.

Grade 1 English


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Turning a hen into a pig

Hen = change h and replace with pPen = change e and replace with i

Pin = change n and replace with g

What do we have??? A pig!


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Phonological Awareness Skills

Standard for Grade 1:

Display sensitivity to sounds

in spoken language


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D fi iti f th C t t St d d f th I t t d L


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Vocabulary acquire, study, and useEnglish vocabulary wordsappropriately in relevant

contexts.

Grade 1 English






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Which word will you replace to fix these silly

statements?

Provide a word that you know to fix each statement.

On my plate I have a moon.

I can use my mouth to walk.

On my bed, I like to weep.To check the time, I look at my sock.

Vocabulary Activity


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Vocabulary

Standard for Grade 1: Use a variety of words

to communicate ideas orally for a variety of

purposes and to understand oral and writtentext


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Comprehension glean meaning from arange of texts in variouscontexts for a variety of

purposes.

Grade 1 English






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Pitter-patter! Splish-splash!One day, Jana was walking outside.

She was on her way home.

Pitter-patter! Splish-splash!

Suddenly, it started to rain.


Oh no! I forgot my umbrella.


What was Jana doing? What does Jana need?

Comprehension Activity


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Grade 1 English




Proposed Standards forReading

Comprehension

At the end of Grade 3,students should:

Comprehending

Informational Text

locate information from

expository texts and use

this information for

discussion or written

production



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Listening

Comprehension Glean meaning from arange of texts perceivedauditorily for a variety of

purposes

Grade 1 English






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Listening Comprehension

Identify connections between text listened to

and personal experience

Make predictions about stories based on the cover or

title, pictures, details in the text

Expect written text to make sense

Use an understanding of characters, incidents and

settings to make predictions

Identify story elements (title, characters, setting)

Validate ideas made after listening to a story

Use/ Modify prior knowledge based on new

knowledge from text


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Listening Comprehension

Listen carefully to texts read aloud

Ask and answer questions about texts

Answer simple questions (who, what, where, when)about the text listened to

Derive meaning from repetitive language structure


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Grammar Awareness

and Structure

demonstrate grammatical

awareness by being able

to read, speak and write

correctly. communicate effectively,

in oral and written forms,

using the correct

grammatical structures of

English. Grade 1 English






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I want a hot dog.

What kind of word is hot?

Activity for Grammar


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Grammar

Standard for Grade 1: Apply grammar to

communicate effectively


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Grammar

Noun

Use nouns in sentences (people, animals,

places, things, events)Recognize the use of a/an

Use plural form of regular nouns by adding

/s/ or /es/


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Grammar

Pronoun

Use personal pronouns (e.g. I, you, he, she, it)

Use commonly used possessive pronounsUse demonstrative pronouns (this/that, these/those)

Use interrogative pronouns (e.g. who, what, where,

when, why)


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Grammar

Adjective

Use common positive forms of adjectives

Verb

Use the simple forms of verbs


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Grammar

Preposition

Recognize directional prepositions

(eg. in, on, under etc.)



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Grade 1 English



Proposed Standards forReading

Comprehension

At the end of Grade 3,students should:

Attitudedemonstrate a love for

reading stories and

confidence in performing

literacy-related

activities/tasks.


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Attitude

Standard for Grade 1:Display a positive regard towards literacy

learning.


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The Matrix

The Teaching Guide is organized in the form of

a matrix. An overarching social studies based

theme is used the take-off point for designing

the lessons. The matrix has the following parts:


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English Curriculum Teaching Guide


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The Matrix The Objectives

This portion of the matrix focuses on settingthe targets for the daily and weekly lessons.The objectives portion identifies what thestudents should be able to understand(insight/value or concept) exhibit (skills)

and appreciate at the end of each lesson.These objectives are based on the standardsand competencies to be met by first graders.


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The MatrixSample Objectives

Theme: Me and My Family

At the end of the lesson the students should be able to:

Expressive Objectives:

Realize that we have body parts that can do many thingsAppreciate that singing songs and reciting rhymes can be fun

Instructional Objectives:

Oral language: Listen and share about him/herself

Phonological Awareness: Recognize words that rhymeListening Comprehension: Listen and share about him/herself;

Follow directions

Vocabulary and Grammar: Recognize, identify, and give

examples of naming words (body parts)


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Th M i S l A i i P i


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The MatrixSample Activating Prior

Knowledge

BODY PART PUZZLE

1. Divide the class into groups.

2. Distribute the body parts cut-outs to each group.3. Ask the children to form the puzzle of a boy and

a girl using the different body parts (paper

cut-outs)4. Ask the children to share the names of body

parts they already know.


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The Matrix Presentation

This portion of the matrix focuses onunpacking the contents of the lesson.This may focus on interacting with the text

or the explicit instruction of content.


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The MatrixSample Presentation

Sing a SONG about the parts of a body

Clap your Hands

Clap your hands

Touch your toes

Turn around

Put your finger on your nose

Flap your armsJump up high

Wiggle your fingers

And reach for the sky.


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The Matrix Modeling

This portion of the matrix focuses onshowing the students how to go througha particular thought process or how to

perform a particular skill.


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The MatrixSample Modeling

Teacher will model identifying the names of particular

body parts.

1. Teacher says These are my fingerswhile showing

his/her fingers to the class.

2. Teacher asks Can you show me your fingers?

Teacher asks the students to show their fingers to

the class.3. Teacher asks What do we call these?

4. Students will say the name of the body part that

teacher is showing.


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The Matrix Guided Practice

This portion of the lesson focuses on

providing an opportunity to practice aparticular skill in a whole class setting.This serves as an opportunity to provide

feedback and to clarify conceptslearned/applied.


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The MatrixSample Guided Practice

CLASS ACTIVITY

1. Teacher asks volunteers to show and name the body

parts they have.

2. Teacher guides and assists the students as they

attempt to talk about their body parts.

Student 1: These are my ears.

Can you show me your ears?

Student 2: This is my nose.

Can you show me your nose?


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The Matrix Independent Practice

This portion of the matrix focuses onproviding the students an opportunity toperform a particular skill and gain

mastery.


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The MatrixSample Independent Practice

TWISTER GAME

1. Divide the class into 2 groups. (or more depending on size of

class)

2. Lay a Twister mat on the floor.

*Twister mat is divided into squares. Each square has a

different color. There should be at least 2 squares with the

same color.

3. Give directions that will use names of body parts and colors.ex. Put your right hand on the color yellow.

Put your left knee on the color blue.

4. Each player should be able to follow accordingly.


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The MatrixSample Post-Assessment

Play the Body Parts Game and check if the students

will be able to touch the correct body part you refer

to.

a. Student says: Touch your part of the body.

Ex. Touch your feet. (Classmates should be able to

touch their feet.)b. Teacher checks if the students are able to touch the

correct part of the body mentioned.

Lesson Plans


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Lesson Plans

Grade 1 English

I. ThemeII. ObjectivesIII. Subject Matter and Materials

IV. Pre-Assessment

V. ProcedureA. Activating Prior Knowledge

B. Presentation

C. Modeling

D. Guided Practice

E. Independent Practice

VI. Post-Assessment

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson


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Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson


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English Curriculum Appendix

The appendix is organized

Weekly and divided into

three parts:a. Poems/Songs/Stories

(Literature)

b. Art Activities

c. Games and Other Activities


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Sample Song

The Food Song (Tune: Skip to my Lou)I like fruits. Yes I do!I like fruits. Yes I do!I like fruits. Yes I do!

My tummy loves them too.


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Sample Poem

I am SpecialI am special. I am me.

I have two hands, two eyes to see.A nose to smell. My ears hear well.A mouth to talk, and two legs to walk.But thats not all, because you see.

I am special. I am me.


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Sample Story

Leonel by Nati A. Santos and Dinna Santos-Polo

Leonel loves to make a wish.I wish I were a king, he said.So he sat on a throne.But poor Leonel fell down.

I wish I were a bird, he said.So he tried to fly.But poor Leonel fell down.


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I wish I were a monkey, he said.

So he tried to climb a tree.

But poor Leonel fell down.

I wish I were a dancer, he said.

So he tried to dance.But poor Leonel fell down.

I wish I were a biker, he said.

So he tried to bike.But poor Leonel fell down.


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I wish I were a skater, he said.So he tried to skate.But poor Leonel fell down.

I wish I were a baby, he said.But you are a baby, said his mom.

My baby, she hugged Leonel.And Leonel wished no more.

h l


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Other Titles

Are you my Mother? by Rodolfo DesuadisoNew Shoes, Red Shoes? by Susan Rollings

My Five Senses by Margaret MillerThe Very Hungry Caterpillar by Eric CarleFrom Head to Toe by Eric CarleWhat Will Fat Cat Sit On? by Jan ThomasWhose Mouse Are You? By Robert Kraus & Jose AruegoNo David! By David Shannon


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The Integration of

Science

Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga

h f


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The Integration of Science

A childs scientific thinking is strengthened

when Science is integrated to literature.

Integrating Science to literacy is oneexample of helping apply scientificconcepts/information within a particular

context so that it is presented in anunderstandable and interesting language.(Zeece, 1998)

h i f i


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The integration of Science motivateschildren to be more curious in solving

problems. This integration also helpspresent models of scientific methods ofobservation, hypothesis formulation,

collecting data, experimentation andevaluation. Lastly, it helps children to

appreciate, value, understand and respecttheir world.

h i f S i


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Science process skills include:1. Observing qualities2. Measuring quantities3. Sorting/classifying4. Inferring

5. Predicting6. Experimenting7. Communicating


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The First Quarter Science Topics

Sense Organs:eyes, ears, nose, tongue, skin

Observing and Describing things using thesense organsCare of the Sense Organs

Food:Different Kinds of FoodLiving and Non-Living Things


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The Second Quarter Science Topics

A. Plants

1. Parts of a plant (leaves, stem, roots,

flower, and fruit)

2. Common Characteristics of Plants

3. Uses of Plants

4. Needs of Plants5. Care for Plants

h d


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The Second Quarter

B. Animals

1. How Animals Move

2. Where Animals Live

3. How Animals Eat

4. Comparing Animals

5. What Animals Need6. Caring for Animals


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Reminders WhenTeaching English

Concept, Language and Literacy are Intertwined


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Concept, Language and Literacy are Intertwined

The more children experience the world,the more they will have to talk about.

The more language models children

interact with, the more opportunitiesthey will have to develop language skills.

The better their language activity and the

more experiences children have, the

more prior knowledge they will be able

to bring to text when they read.

It all begins with a sense ofwonder


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g

Develop varied interests and skills.

Explore everything and anything.

Talkabout everything and anything weveexplored.

Allow them to explore the language.

Encourage their attempts to expressthemselves. Provide options for them to

respond and share.

Always


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Always

Start from meaningful words and good qualityliterature (e.g. songs, rhymes, stories etc.)

Develop oral language ability in the languagein which literacy will be developed(in thiscase, English)

Use the different senses to developknowledge of words and concepts/ideas

Make learning fun and relevant!


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Strategies for

Teaching the EnglishLanguage Domains


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Oral Language,

Vocabulary andGrammar

Four Most Effective Strategies in


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Language Teaching (Facella et. Al 2005)

(a)the use of gestures and visual cues

(e.g. Total Physical Response learning

action words by watching and imitatingwhat the teacher says and does)

Song: Our Body Parts( h f kl kl l )


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(To the tune of Twinkle, Twinkle Little Star)

We use our legs when we walk.

We use our mouths when we talk.

We use our hands when we write.We use our teeth when we bite.

With each part, we can do a lot.

Lets be proud of what weve got.

Steps to using Total Physical Response


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1) Teaching/Learning2) Practice or rehearsal

3) Testing or evaluation

Sample Application of TPR(f th li W l h lk)


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1) While saying each line of the song, demonstrate the

action and point to the body part that is moving.

2) Demonstrate a think-aloud by pointing to the body

part that is moving and saying, These are my/This is

my ______.

3) Allow the children to label the body part (once they

are ready)This is my _______.

4) Ask the students to point/talk about their bodyparts.

5) Repeat the process, demonstrating less for the

succeeding days

(for the line We use our legs when we walk)

Pass It On


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Choose a set of five or six students and

have them form a circle. A leader must pass

around an action clockwise (counter clockwise)

by demonstrating what it can do. The action

will be repeated by each seatmate until it

reaches the end of the circle. Once it reaches

the end, ask the question, What body part can

(action word)? Answer by saying the phrase,

My _________


L T hi (F ll t Al 2005)


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(b) the repetition of opportunities

for practicing skills (i.e. building

memory and concept mastery);

Nose, Nose, Nose, Nose, Mouth


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1. This game may be a whole class activity.

Demonstrate how the game is to be played bypointing to your nose (4x) while naming it.

2. On the fifth try, name one of your other body

parts and point to another (e.g. Say eyes butpoint to your ears)

3. The students should point to the correct body

part and say This is my ________.4. The students can take turns being the leader.


L T hi (F ll t Al 2005)


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(c) the use of objects, props, hands-onmaterials and realia to clarify meaning

(e.g. using a puzzle; pictures;

themselves)

Unlocking of Difficulties


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gNew

Words

Manner of Unlocking

eyes Last night, I saw the eyes of the cat. Looking atme. This is what I saw. (show picture)

Where are my eyes?

nose I put the calachuchiflowerunder my nose.(demo) Where is my nose?

The calachuchiflower smells good.

toes I can reach my toes.(demonstration) Where are my toes?

Body Part Memory Game


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y y

1. Have two sets of pictures of the body parts

included in the lesson.

2. Post them on the board (face down).3. Flip open only two of the pictures. The

object is to find a perfect match.

4. Once a pair is found, ask the student to

give the name of the body part.


Language Teaching (F ll t Al 2005)


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(d) the use of multisensory approaches

(i.e. activities that target a variety of

learning styles and modalities)

Sing a Song


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1. Sing a song to the child.2. Unlock important words in the song

3. Sing the song again!

4. Teach the melody and the words

5. Draw the song, Dance the song, Recite thesong!

Song Remake!


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1. Sing a song to the child.2. Unlock important words in the song

3. Sing the song again!

4. Teach the melody and the words

5. Draw the song, Dance the song, Recite thesong!

6. Change some words to create a new song

7. Sing the new song

Funny Bones


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1. Have the students choose a partner.

2. A chosen leader gives directions and

asks the students to match a particularbody part (e.g. hands) with that of

his/her partner (e.g. hands)

3. The students can take turns being leader.

Finish My Song


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Sing the target song together. Sing a few linesand leave a line unfinished. Ask a student to

finish the song by providing the missing word.

Clap your hands. Touch your _________.Turn around. Put a finger on your ________.

Flap your arms. Jump up high.

Wiggle your ___________

and reach for the _____.


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PhonologicalAwareness

Silly Mistakes


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Say a common song/rhyme and replace

some of the words. Have the students

identify what makes each sentence silly.

Jack and Jill went up the stairs.To fetch a pail ofmilk.

Jack fell down and broke his foot,

and Jill camejumping after.

Youre It!


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Eyes, ears, mouth, pencil

Pencil- Youre it!

Head, foot, sun, nose

Sun - Youre it!

Fingers, chair, toes, arms

Chair- Youre it!

Door, cheeks, legs, neckDoor- Youre it!

Word Walk


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1. Introduce the concept of counting words in

a sentence by taking a walk as you say thewords out loud.

SENTENCE: I am Teacher Hazelle.

STEP 1 2 3 4

2. Have students practice by giving themsentences to walk to.

3. The students can also make their ownsentences.

Rhyme Remake


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Say this rhyme and add the name of a

boy and girl. Find two other names

that rhyme with theirs.

Horsey, HorseyRun around with Betty.

Kitty, Kitty

Leap up and down withMarlon.

Horsey, HorseyRun around with Letty.

Kitty, Kitty

Leap up and down withJon.

Rhyme Dominoes


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Mr./Miss Beginning&Mr./Miss End


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Pass two balls/objects around the room whilesinging a song (e.g. Happy birthday to you). Oneball must be labeled beginningand the other,end. At the end of the song, give a word:

c a tAsk Mr./Miss Beginning to give the beginningsound of the given word and ask Mr./Miss End togive the last sound in the word.


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ListeningComprehension

Activities to Develop Listening Comprehension

P id i f h d hi k d lk


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Provide experiences for the students to think and talk

about:

Take a Nature walk so they can label their world

Demonstrate a Procedure/Process

Provide thought-provoking pictures, wordless picture

books

Present different kinds of literature (e.g. songs,poems, stories etc)

Engage the students in conversations about these

experiences.Model a Think-Aloud

Provide them questions/prompts to guide them when

sharing with each other

Provide sentence stems to get them started

Sample questions to ask

before a text is presented


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before a text is presented

1. Tap Prior Knowledge2. Do a picture walk through (if available)

a. Have the student name/label the picturesb. The students can narrate what is

happening using the pictures3. Have students predict what might happen.4. Ask questions to prepare them for the text.

Based on the pictures on the poster/in ourbook what do you think will the song/story be

about?

Ask different kinds of questions using

The Dimensions of Comprehension


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The Dimensions of Comprehension

LEVEL I Literal Comprehension

(Finding details in the story)

LEVEL II Interpretation

(Making interpretations and connections)

LEVEL III Evaluation

(Critical Comprehension)

LEVEL IV Integration

(Application to Self)

LEVEL V Creative Comprehension(Creating my own lines/story)


as the text is being presented


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g p

1. Who is this song/story about?2. What is happening?

3. What do you think will happen next?

4. What does the character feel?5. Why do you think does the character

feel that way?

6. Will he/she continue to feel that way?


after the text has been presented


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p

1. Did you like the song/poem/story?2. What is your favorite part of the

song/poem/story?

3. Can you retell the story?4. Which character do you like best?

5. Why do you like him/her?

6. What do you feel after having listened to the

poem/song/story?

TELL THE STORY IN THESE PICTURES FROM THE STORY I DONT WANT TO

EAT PUBLISHED BY ADARNA HOUSE


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May you have manyfun-filled learning

experiences!

1 deped presentation of the english curriculum april 24

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