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Title: Integrated Language Arts


1
Integrated Language Arts
2
The Philippine Roadmap to Multi-literacy
3
Foundations of the Policy Recommendations thru
BESRA
  • Philippine language context and the evolution of
    language use
  • Cultural identity, language and social
    development
  • How language is learned Multilingualism
  • How literacy is learned Multiliteracy
  • The Cross Linguistic Transfer of Literacy and
    Thinking Skills across languages
  • Global studies/experiences in bilingual education

Dina Ocampo, UP College of Education
4
We are multilingual
We are by virtue of our geography and history, a
multi-lingual people. This gift has for too
long been viewed as a liability.
Dina Ocampo, UP College of Education
5
The Philippine Language Context
  • 120 languages (McFarland, 1993) or 171
    (Philippine Commission on Educational Reform,
    2000)
  • Eight major languages are Ilocano, Pangasinense,
    Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon
    and Waray-Samarnon (Belvez, 2002)
  • Filipino is the national language, and
    incorporates vocabulary from the other Philippine
    languages and non-local languages used in the
    Philippines, i.e., English, Arabic and Spanish
    (Gonzales, 1998)

Dina Ocampo, UP College of Education
6
Cultural identity, language and literacy
  • Culture is the sum total of ways of living built
    up by a group of human beings transmitted from
    one generation to another. The shared values,
    customs and histories characteristic of culture
    shape the way a person thinks, behaves and views
    the world.
  • Culture is perhaps the strongest determinant of
    identity
  • Language is intrinsic to the expression of
    culture
  • Language is fundamental to cultural identity

Dina Ocampo, UP College of Education
7
Language Acquisition and Learning
  • Language Learning
  • The process used by learners when languages are
    added to their linguistic repertoire
  • Refers to second, third, nth language learned by
    a person
  • Can be learned (or not learned) well by
  • Immersion
  • Structuralist or Formalist
  • Audiio-lingual
  • Communicative competence

Dina Ocampo, UP College of Education
8
Childhood Bilingualism
  • from Monolingual to Bilingual

Natural
Additive
Dina Ocampo, UP College of Education
9
The Issue of Biliteracy
  • For our purposes, we should look at it this way

Dina Ocampo, UP College of Education
10
Therefore..
Dina Ocampo, UP College of Education
11
Word Reading and Spelling
Dina Ocampo, UP College of Education
12
Sentence and Listening Comprehension
Dina Ocampo, UP College of Education
13
Whats going on here?
Dina Ocampo, UP College of Education
14
The Reality
SCHOOL
Dina Ocampo, UP College of Education
15
Cross-linguistic Transfer of Literacy Ability
  • Considerable and wealthy evidence to show the
    literacy transfers across languages
  • Ocampo (2002) showed that cognitive linguistic
    skills used to read in one language (Filipino)
    were also used in another language (English)
  • Aquino (2005) reports that beginning reading
    instruction in Filipino or English had positive
    effects on alphabetic knowledge and phonological
    awareness in the other language
  • Ocampo (2005) found the ease of learning to read
    words and comprehend sentences better in Filipino
    than in English for elementary grade students

Dina Ocampo, UP College of Education
16
Dina Ocampo, UP College of Education
17
National Language and Literacy Strategy 1
  • Implement a developmentally and culturally sound
    programming of language and literacy development
    in schools
  • Revise the implementing rules for the Bilingual
    Education Policy

Dina Ocampo, UP College of Education
18
Programming of Languages of Learning
Dina Ocampo, UP College of Education
19
National Language and Literacy Strategy 2
  • Create better learning environments to support
    language and literacy education of students.
  • Articulate how language and literacy will be
    developed in learners at specific grade/year
    levels of basic education.
  • Use childrens literature to support language and
    literacy development through exposure, immersion,
    and practice.
  • Support student learning through the development,
    production, and distribution of instructional
    materials in the designated languages of learning
    at the school, division, and regional levels.

Dina Ocampo, UP College of Education
20
National Language and Literacy Strategy 2
  • Ensure that teachers at different grade/year
    levels have the knowledge and competencies
  • in the languages they are supposed to use for
    teaching
  • on language and literacy education in a
    bilingual/multilingual context
  • in the subject(s) they are supposed to teach
  • Match the assessment of language and literacy
    with curriculum content and the languages of
    learning at specific grade/year levels.
  • Provide students with language and literacy
    difficulties remedial instruction based on
    assessment results.

Dina Ocampo, UP College of Education
21
Instructional Materials should be made for
  1. Beginning Reading in the mother tongue for
    Preschool and Grade 1.
  2. Childrens literature in the mother tongue for
    Preschool until Grade 3.
  3. Math in the mother tongue from Preschool until
    Grade 3.
  4. Science in the mother tongue from Preschool until
    Grade 3.
  5. MAKABAYAN in the mother tongue for Grades 1 and
    2.
  6. Filipino materials using local context and
    literature (where possible) for Preschool, Grades
    1 to 6.
  7. English materials using local context and
    literature (where possible) for Preschool, Grades
    1 to 6.

Dina Ocampo, UP College of Education
22
National Language and Literacy Strategy 3
  • Enliven critical social support structures in the
    community to support learners in school.
  • Ensure maximum LGU/community participation and
    support for the implementation of the language
    and literacy programming strategy.
  • Raise critical awareness among parents about
    effective language and literacy learning
    processes.

Dina Ocampo, UP College of Education
23
Overview
  • Introduction to the presentation
  • Our process
  • Review of the curriculum given to the LAT
    (Grades 1-10)
  • Affirmation of the philosophy of language and
    literacy development
  • Some issues on the assessment framework

24
Overview
  • Groups
  • English - Grade 1-3 Grades 4-6 Grade 7-10
  • Filipino - Grade 1-3 Grades 4-6 Grade 7-10
  • Mother Tongues

25
Overview
  1. Uses literature (various forms)
  2. Follows an explicit process for teaching that is
    (mostly) consistent throughout the languages
    curriculum indicating recognition of Filipino and
    English as second languages of our students
  3. Builds on our culture and literatures
  4. Encourages indigenous process of learning such as
    group work, group goal-setting, cooperative
    activities and collective decision making

26
Overview
  1. the 3 curriculum sets for the languages
    communicate
  2. second language development is built on first
    language abilities

27
Main Characteristics
  1. Multilingualism is the basis for the Language
    Curriculum of the K-12 Basic Education Program,
    building upon the natural ability of Filipinos
    for language learning.
  2. The curriculum spirals the competencies across
    the levels but in the high school levels, there
    is greater emphasis on reading comprehension of
    various texts, writing and composition, study
    and thinking strategies which are all in support
    of critical and creating thinking development.

28
Coherence with the Basic Education Program Goals
  1. The K-12 languages curriculum ensures that
    processes and products of learning actively
    foster and contribute to the achievement of the
    basic education program goals.
  2. Competencies are spiralled across the curriculum
    and year levels. Upper level courses will focus
    on writing, comprehension and study strategies.
  3. Content includes print and electronic texts that
    are age, context and culture appropriate.

29
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30
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31
Early Grades (Grade 1)
32
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33
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34
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35
Outline per language area
  1. Main features of the curriculum
  2. Standards
  3. Key stage outcomes -- at grade 3, 6, 10 and 12
  4. Competencies
  5. Texts
  6. Organization of the teachers guide
  7. Organization of the learning package

36
Mother tongues
37
Languages
  1. Ilocano
  2. Pangasinan
  3. Kapampangan
  4. Tagalog
  5. Bikol Albay/Legaspi
  6. Hiligaynon
  • Waray
  • Cebuano
  • Chavacano
  • Meranao
  • Maguinadano
  • Tausug

38
Features of the Curriculum
39
Standards
40
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41
Competencies
42
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43
Mother Tongues
  • As a result of curriculum planning, a teachers
    guide containing the orthography, phonological
    guides, literacy program sequences, common
    utterances for each of these languages has been
    prepared.

44
Batayang Aklat sa Bawat Wika
  1. Alphabet
  2. Vowels -- keywords, key pictures
  3. Consonants -- keywords, key pictures
  4. Spelling and orthographic rules
  5. Grammar rules
  6. High frequency words with their Filipino and
    English translations
  7. Common utterances with their Filipino and English
    translations
  8. Sequence of letters for teaching word recognition
    and spelling
  9. List of phrases, sentences, stories for
    developing word recognition and spelling
  10. Big books
  11. Rules that govern borrowed words (based on KWF)

45
Sample Output Cebuano Gramatika
  • Pandiwa- Berbo
  • Panahunan

Karon Na (present) Nahuman Na(past) Umaabot (future)
nagkaon nagsayaw nagkanta nagsulat naglangoy nikaon nisayaw nikanta nisulat nilangoy mokaon mosayaw mokanta mosulat molangoy
46
Sample Common Expressions Bikol
Bikol Filipino English
Dios mabalos po. Maraming salamat Thamk you
Daeng anu pa man. Walang anuman. Its all right.
Puede tabi? Makihoron man Pwede po ba? May I?
Patawad tabi Paghingi ng tawad. Im sorry
47
Sample Story Tausug
  • BANSAG KAN PUTI KAY PULA
  • Ha hula Ginhawa baz tawagun sin
  • mahardika bazsa,  awn piyag anak kambal
  • nahiluwakag pa kamatauran. ziyanan sin
  • maas nila hi Puti (WBC) kay Pula (RBC)
  • pagka in sila piyag anak mapula iban
  • maputi in warna sin pamaranan nila.

48
Chavacano Alphabet
How many Vowels? 5 How many Consonants? 24 How many Dipthongs?

a atis e- ekis I -ibon o - okra u - ulan b - baso c - computer d - damo f - Filipino g - gulay h - holen j - jacket k - kubo l - lapis m - manok n - nanay ng - ngipin n - nino p - pusa q - queso r - relo s - sabon t - tatay v- vinta w - watawat x - x-ray y - yoyo z - zipper ay - palay oy - kahoy iw - baliw ts - tsinelas
49
Filipino Grade 1
50
Features
  • Oral language development and listening
  • Songs, rhymes, language games
  • Sight words

51
UNANG MARKAHAN Unang Linggo Tema Ako at ang
aking Pamilya Wikang Binigkas at Pag-unawa sa
Napakinggan Nakikinig at tumutugon sa mga tanong
ukol sa sarili Gramatika Natutukoy ang pangalan
ng tao, bagay, pook o hayop Phonological
Awareness May kakayahang ipalakpak ng papantig
ang isang salita
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan Kasanayang Pagpapayaman Kasanayang Pagkabisa Pagtataya
Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan Kasanayang Pagpapayaman Kasanayang Pagkabisa Pagtataya
Wikang Binigkas at Pag-unawa sa Napakinggan Gramatika Nakatutugon sa sariling pangalan Nakapagbibigay ng impormasyon tungkol sa sarili Nagbibigay ng pangalan ng mga miyembro ng pamilya Nakikinig sa pagpapakilala ng guro sa kaniyang sarili Natatanong at nasasagot ang Ano ang pangalan mo? Nakakaawit ng Sino ang Kaibigan Ko? (Hanapin sa banghay aralin linggo 1) Nakikinig ng pag-uusap sa pagitan ng guro at kaklase T Ano ang pangalan mo? S Ako si ________.
Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan Kasanayang Pagpapayaman Kasanayang Pagkabisa Pagtataya
Wikang Binigkas at Pag-unawa sa Napakinggan Gramatika Nasasabi at naipapalakpak nang papantig ang pangalan Naaawit muli ang Sino ang Kaibigan Ko? Nagagaya ang guro sa papantig na pagpalakpak ng pangalan Naipapalakpak ang mga pantig ng pangalan binibigkas ito
52
English Grade 1
53
Features
  • Begins oral language development activities in
    the second semester of Grade 1
  • Songs, rhymes, language games, LEA,
  • Integrates science concepts that are basic to
    understanding the self and the immediate
    environment
  • Give teachers options on what activities to do

54
What do we need to do?
  • all that for the other mother tongues
  • more texts for the many mother tongues
  • Filipino Sign Language

55
High School (Grade 7)
56
Filipino Grade 7
57
Mga Pangkalahatang Pamantayan sa Bawat Yugto (12)
  • Sa dulo ng baitang 12, kailangang nakakáya ng mga
    estudyante na pagsanibin ang mga kasanayan sa
    komunikasyon at wika tungo sa paglikha ng
    kahulugan na gumagamit ng pabigkas at pasulat na
    mga teksto, ibat ibang anyong pampanitikan, at
    mga kontekstong diskursibo para sa mga personal
    at propesyonal na layunin.

58
sa dulo ng Baitang 10
  • kailangang nakakáya ng mga estudyante ina
    ipaliwanag, bigyan ng halaga, at ipakatawan ang
    impormasyon sa loob at sa pagitan ng mga teksto
    at konteksto ng larang ng kaalaman.

59
Sa dulo ng baitang 6
  • kailangang nakakáya ng mga estudyante na bumuo ng
    mga kahulugan at ipahayag ang mga ito sa
    pamamagitan ng malikhain, angkop, at wasto ang
    gramatikang pabigkas at pasulat na wika.

60
Sa dulo ng baitang 3
  • kailangang nakakáya ng mga estudyante na ipakita
    ang sigla sa pagtuklas at pagdanas ng pabigkas at
    pasulat na mga teksto at ipahayag nang mabisà ang
    mga ibig sabihin at mga nadaramá.

61
Features
  • social and practical contexts for language use
    (projects and activities)
  • integration of contemporary texts in Filipino
    with the more traditional titles
  • Has content standards pertaining to Tatas,
    Pakikitungo sa Wika at Panitikan, and Mga
    Estratehiya sa Pag-aaral

62
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64
LINGGO PAMAGAT NG AWIT/ AKLAT AWTOR
1 Batang-bata ka Pa  
2 Sundalong Patpat Virgilio S. Almario
3 Isang Dosenang Klase ng High School Students (mula sa ABNKKNSNPLako) Bob Ong
4 Sandaang Damit Fanny Garcia
5 Kung Bakit Umuulan Rene Villanueva
6 Alamat ni Tungkung Langit Roberto Añonuevo
7 Salamin Assunta Cuyegkeng
8 Ang Pintor Jerry Gracio
9 Impeng Negro Rogelio R. Sicat
65
LINGGO PAMAGAT NG AWIT/ AKLAT AWTOR
11 Ang Ambahan ni Ambo Ed Maranan
12 Nemo, ang Batang Papel Rene Villanueva
13 Mabangis na Lungsod Efren Abueg
14 Daragang Magayon
15 Kay Mariang Makiling Edgar Samar
16 Ang Duwende  
17 Trese Isyu 5 Budjette Tan
18 Alamat ng Waling-Waling Gaudencio V. Aquino
19 Mga Alamat (Mula sa El Fili) Jose Rizal
66
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67
English Grade 7
68
English Key Stage Standards (12)
  • Students should be able to integrate
    communication and language skills for creating
    meaning using oral and written texts, various
    genres, and discursive contexts for personal and
    professional purposes.

69
by the end of Grade 10
  • Students should be able to interpret, evaluate
    and represent information within and between
    learning area texts and discourses.

70
by the end of Grade 6
  • Student should be able to construct meanings and
    communicate them using creative, appropriate and
    grammatically correct oral and written language.

71
by the end of Grade 3
  • Students should be able to demonstrate eagerness
    to explore and experience oral and written texts
    and to communicate meanings and feelings
    effectively.

72
Features
  • Thematic design
  • Renaming of the traditions of Philippine
    literature, e.g. instead of pre-colonial,
    folk literature in translation
  • Non-genre based Uses literature as primary
    reading material and informative texts as
    parallel/supplementary texts
  • Discourse-oriented grammar focusing on specific
    areas of difficulty assessed in international
    language proficiency tests
  • Integration of media literacy principles

73
RECOMMENDED PRIMARY SELECTIONS First Grading
Period Folk Literature in English
  • Week 1 Filipino Traditional ProverbsWeek 2
    Origin of this World (Maranao)Week 3 How the
    World was Created (Panayan) and Legend of the
    Seafoam (Neil Garcia)
  • Week 4 Samal GenesisWeek 5 Three Versions on
    Why the Sky is High (Tagalog, Iloko,
    Hiligaynon)Week 6 Four Rice Legends (Tagalog,
    Nabaloi, Ibaloi, Bohol)Week 7 Three Monkey
    Legends (Iloko, Maranao, Tagalog)Week 8 The
    Heroes of Ibalon (Excerpts)Week 9 Indarapatra
    and Sulayman (Excerpts)Week 10 The Life of
    Lam-Ang (Excerpts)

74
Second Grading Period Philippine Literature in
English during the Apprenticeship Period
  • Week 1 Dead Stars (Paz Marquez Benitez)Week 2
    The Mats (Francisco Arcellana)Week 3 The Small
    Key (Paz Latorena)Week 4 How My Brother Leon
    Brought Home a Wife (Manuel Arguilla)
  • Week 5 Wedding Dance (Amador Daguio)
  • Week 6 The Bread of Salt (NVM Gonzales)Week 7
    The Day the Dancers Came (Bienvenido Santos) Week
    8 Moonlight on Manila Bay (Fernando
    Maramag)Week 9 Inviting a Tiger for a Weekend
    (Jose Garcia Villa) Week 10 If You Want to Know
    What We Are (Carlos Bulosan)

75
Learning Package
76
Teachers Guide
77
next steps
78
KINDERGARTEN
  • is socializing the child into the learning
    environment, finding ones place in school
  • helping children develop fundamental abilities
    such as listening to others, speaking freely,
    the value of basic numeracy and literacy,
    following direction, working together, managing
    their behavior within a group

79
GRADES 1-3
  • Values
  • Health
  • MAPE
  • Filipino (phased in over 2 years)
  • English (phrased in over 3 years)
  • Language and Literacy in the Mother Tongue
  • Maths
  • Science (integrated within English, Health, PE)
  • Arts (Music, Visual Arts, Movement)

80
whats new in Grades 1-3?
  • developing language and literacy in the mother
    tongues
  • integrating Science in various subject areas
  • revising the way Social Studies are taught (away
    from rote learning!)

81
Grades 4-6
  • Filipino
  • English
  • Maths
  • Science
  • Social Studies
  • Values
  • MAPE
  • EPP
  • Health

82
Whats new in Grades 4-6?
  • Filipino and English will still be in development
    but using a content driven process.
    Content-based instruction for language
    development and/or content literacy.
  • Social studies uses an history framework for
    developing social science competencies and
    knowledge.
  • Math, Science, Values, MAPE, EPP content and
    competencies will spiral.

83
Grades 7-10
  • Values
  • MAPE
  • TLE
  • exploratory courses
  • Filipino
  • English
  • Maths
  • Science
  • Social Studies

84
Whats new in Grade 7-10?
  • the curriculum will spiral
  • veers away from disciplinal organization of the
    curriculum using content as the only organizing
    factor
  • begins a program where students will have college
    courses, voc-tech courses, and science/sports/arts
    /courses

85
Whats new n Grades 11-12?
  • well.... Grades 11 and 12!
  • most interesting is the TESDA integration and
    the possibility of students being able to get
    COCs at the end of Grade 12
  • must consider college readiness skills
  • have a counterpart in the ALS programming for
    basic education

86
MARAMING SALAMAT PO!
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