GROUP 3 THE FOURTEEN DOMAIN OF LITERACY IN THE PHILIPPINES.pptx

fourteen domain

1. The Fourteen Domains of Literacy in the Philippine MTB-MLE Curriculum

2. MTB-MLE curriculum in the Philippine Kto12 Basic Education Program has a fourteen domains of literacy. Knowing and understanding them and getting familiar with the competencies that are covered by each domain can help teachers in promoting the delivery of the curriculum. Further, this ensures that focusing on the development of essential competencies in each domain will generate positive results among language learners. The following are the fourteen domains of literacy and sample competencies for each domain.

3. 1. Oral Language The primary purpose of language is to communicate with children at the early years of schooling in caring, warm and welcoming classroom environment to encourage them to freely express their thoughts and feelings. Teachers need to think about using strategies that motivate children to communicate with each other with ease and much fun. In the context of the DepEd MTB-MLE program, oral language refers to one`s knowledge and use of the structure, meanings, and uses of language in oral communication. Roskos et.al (2009) present an expanded notion of oral language with five primary areas, namely:

4. A. Semantics : Developing meanings for the words children here and say in their conversation with other. B. Syntax(Grammar): Learning the rules of how Words linked together. C. Morphology : Figuring out how to manifest the smallest units of meaning in the language called morphemes. The word boys, for example, have two morphemes. Boy(meaning a young male child.) and –s (meaning than one boy.) D. Phonology : Understanding the sound structure language. From birth onward or even before childbirth children learn all the sounds or phonemes of their language. E. Pragmatics : Understanding the social uses of language and basic social rules like saying “hello” and “goodbye saying “please” and “thank you”, and taking turns in conversation. To maximize children`s oral language development, permanent connection between oral language abilities and literacy skills must be establish. Oral language is the foundation of learning to read and write.

5. 2. Phonological Awareness This refers to the ability to know the phonological or sound structure of language as distinct from its meaning. Types of phonological awareness include word awareness, syllable awareness, and phoneme awareness. Phonemic awareness is the understanding that spoken words or syllables can be taught of as a sequence of the key to learning to read is the understanding that words are made up of one or more sounds. Children need to understand that each letter of alphabet system has one or more sounds and that this letter sounds are used to make word. (Christina and Lynch 2000)

6. 3. Book and Print Knowledge This domain pertains to knowing the parts of a book and how print works. It also refers to the awareness of how print looks. Further, is the ability to understand that print is made up of letters that letters correspond to sounds and words as that text is read from left to right across the page

7. 4. Alphabet Knowledge It is the ability to know the letters of the alphabet and understanding that the alphabet represents the sounds of spoken languages. An emergent reader should know the each letter of the alphabet has a name, a distinct sound, and upper and lower case. Alphabet letters are the building blocks of writing system. Alphabet knowledge also refers to the understanding to the left-to right spelling of printed works represents their phoneme from first to last.

8. 5. Phonics and Word Recognition One of the goals of beginning reading is to be able to identify written word by sight or deciphering the relationship between speech sounds and the letters in written language. Emergent and beginning readers are expected to understand the system of matching sounds we speak with printed letters that are used for reading and writing. Mother Tongue. Like other language that used alphabets provides a systematic code that allows learners to recognize words accurately.

9. 6. Vocabulary Development This refers to the knowledge of words and their meanings in both oral and print representation. Vocabulary is organized into two large type: Expressive Vocabulary – those words children can use to express themselves in oral or written form. Receptive Vocabulary – Those words children can understand what heard in context or read. Rokos et al (2009)

10. 7. Spelling Early or beginning readers and writers should be able convert oral language sounds into printed language symbols. Children have to make the mental connection that the visual symbols of letters and spelling represent distinct sounds, Spelling sound pattern in Filipino language are easy to learn but in English, irregularities between sound and letters are very evident. Research makes clear that once children learn the systematic way of spellings stands for sound, They extent this knowledge in discovering spelling regularities when they encounter the same spelling pattern again and again especially in respective and predictable texts.

11. 8. Grammar Awareness This refers to both the language we use and the description of language as a system. It is the ability to understand the rules of how words are linked together to convey meanings. From birth, children acquire their home language by their exposure to family conversations and daily activities. According to the research, by age 4 most children have grasped the grammar rules of their home language and increasingly use language for many functions. As such in the early stage, grammar is not given much emphasis but as learner move up the grades, explicit instruction in grammar is provided to enable them to accurately and quickly understand message expressed orally or in written form. Teachers should purposively teach children about language and how to effectively develop listening, speaking, reading, writing and viewing skills, and strategies. Children learn about the language in meaningful contents by listening to stories, rhyme, chants, poems, and other test types through read aloud.

12. 9. Fluency Is refers to the fluidity of utterances (oral fluency ) Or the Oral reading of texts smoothly (reading fluency), not hindered. Word-by-word reading and other word recognition problems that might adversely affect comprehension. It is also writing a without thinking about how to form a letter before writing (writing fluency) (crystal,1994) in the DepEd MTB-MLE Curriculum Guide the notion of fluency seems confined only to reading fluency Reading fluency has three elements , namely: A. Automaticity: The ability to recognize words quickly and without much conscious attention. B. Accuracy: The ability to recognize words correctly, It reflects two important concept: knowledge of the Print-sound relationship and an understanding of meaning. Prosody or Proper Expression : The ability to read aloud with appropriate intonations and pauses indicating that the learners understand the meaning of the text.

13. 10. Reading Comprehension Comprehension is a constructive interactive process involving three factors the readers, the texts, and the context in which the text is read (Gunning, 2010). This literacy domain gives prime importance to the ultimate goal of reading which is to understand the meaning of written Unpacking the text is a complex task that employ a variety of skills and strategies. This domain refers to the process of constructing and negotiating meaning from print (Gunning 2003). The ultimate goal of reading is understanding the meaning of written language.

14. A. Schema. This is the organized knowledge that an individual has about people, places, things and events ( Rumihart , 1984 in Gunning, 2003) that are triggered when constructing and negotiating meaning from print. B. Activating prior knowledge . According to Cameron(2009) prior knowledge is the unique set of knowledge each individual learner brings to the reading experience. It is a combination of the learners attitude, experience and Knowledge. C. Comprehension Strategies : In the DepEd MTB-MLE Curriculum Guide, 2014, comprehension strategies include preparing, organizing, elaborating, releasing and monitoring the reading process. There are three factors that influence learners that influence learners ability to understand texts such as: The complexity of words and sentences, including comprehending informational or factual texts. These types of texts use top 3 levels of information: topic, main idea, and supporting details (Aguirre,2005).

15. Conceptual complexity The simplicity and complexity of the information in the text affects comprehension. Conceptual density, or the Number of ideas packed into a few words, and the accessibility of the conceptual reference also impact Learners’ background knowledge about the topic. The knowledge and experience children bring to their Reading affects comprehension the richer the background knowledge the easier for the learners to transact the meaning of the text. Otherwise, children will find difficulty in understanding the reading

16. D. Text types • Narrative Texts This type tells a story. Its purpose is to present a View of the world that entertains or informs the reader or listener. Some example of narrative text types are: • Stories • Fantasy novels • Bedtime stories (spoken) • Historical fiction • Information Text Also known as factorial text.This type uses top-3 levels of information: topic, main idea, and supporting details (Aguirre, 2005). It presents informative and ideas that aim to show.

17. Listening Comprehension At the kindergarten level, children are engaged in listening Activities where the teacher reads aloud stories to them. So the focus at this stage is on listening comprehension

18. 11. WRITING AND COMPOSING This is the process of using and writing system or orthography in the conduct of people lives’ and in the transmission of their culture to the next generation. Is it also refer to the process of result of recording language graphically and hand or by he other means as by letters, logograms, and other symbols. In the MTBMLE curriculum guide, composing refer to the ability to formulate ideas into sentences, or longer text and represent them in the conventional or non-conventional orthographic pattern or written language. As the performance standard for the third level point. Learners are expected to express the ideas effectively in formal and informal composition to fulfil their own purpose of writing

19. 12. HANDWRITING In the MTB-MLE curriculum guide of DepEd, this domain refers to the ability to form a letters through manuscript and curved styles. Performance standard by the end of the third grade is writing legibly in cursive style.

20. 13. ATTITUDE TOWARDS LANGUAGE, LITERACY AND LITERATURE. The domain refers to process of reflecting ethical consideration on the use of ideas and information. The use of language and appreciating context and situation considering the culture and audience (Language, art and multiliteracies curriculum, DepEd K-to 12 curriculum, 2011 draft.) It refers to the ability to make choice and text to read coming from the wide range of genres that serve the purpose from reading: Reading for enjoyment or reading for learning.

21. 14. STUDY STRATEGIES These are the deliberate, planned procedures designed to help the learner reach a goal. These include the use of graphic organizers. Marginal notes. Research. etc. (Gunning, 2003) They also refer to techniques and strategies that help an individual

22. LANGUAGE TRANSFER AND LANGUAGE TRANSITION IN THE K-TO 12 CURRICYLUM: PRINCIPLES, PROCESSES, AND PRACTICES. The driving force of this section is to respond creatively and constructively to the urgent need to make a decision as regards the appropriate language transfer and language transition in the context of mother tongue- based multilingual education (MTB-MLE) of the K to 12 Curriculum

23. The enhanced Basic Education Act of 2013, (RA10533) States that education, instruction, teaching materials, and assessment shall be regional or native language of the learners. The department of Education ( Deped ) shall formulate a mother languages instruction until such time when these two languages become the primary language of instruction of the secondary level. In as much as grades 4 to 6 are still in the elementary level. it can inferred that English the primary language and Filipino are not yet considered the primary language of instruction ( Lol) it is construed that are some subjects in the elementary level particularly in the said grades should still be taught using the mother tongue as the language of instruction, implying that the number of subjects taught in the mother tongue decrease during this periodz

24. TRANSFER AND TRANSITION TRANSFER : Is a scientific concept that explains how we learn languages, Benson C.( 2008) the medium of instruction shifts from one language to another. Transition: Is an Educational term indicating the point at which the medium of instruction shifts from one language to another.

25. Components of Bridging Program. Which capture the principles of both language transfer (Components 1-5) and language transition (Component 6), as follows: 1. Continue to focus on oral L1 especially for ages 8, Focus on using the L1 for higher level thinking, listening, and speaking. 2. Introduce literacy in the L1 and build fluency in reading and writing meaningfully and correctly.

26. 3. Introduce and build fluency in oral L2. (Note that oral L 2 can be introduced early as long as it does not interfere with small children's oral and written L1 development and is non- threatening, enjoyable, and fun!). Begin with listening and responding to commands in L2; later add speaking in L2 and gradually build fluency in using "everyday" L2 for a variety of communicative activities 4. -Introduce and build fluency in written L2, remembering that children will be able to transfer their understanding of the reading/writing process from the L1 into their L2. 5. Continue teaching oral and written L1 and L2 as subjects at least to the end of primary school. 6. Use L1 as the only language of instruction in early grades and use both L1 and L2 for instruction in middle to later primary.

27. Transfer Primer (L1 to L2) Language Learning Materials When L1 and L2 Use The Same Alphabetic Script Malone (2012) recommends that transfer primers are used for introducing the L1 writing system when both L1 and L2 use the same script. Transfer primers usually follow a progression as given below: 1. Symbols (letters and other features of the written language) that look the same sounds in both languages. SAME LETTER, SAME SOUND 2. New symbols in the L2 that represent sounds that are also in LIS New LETTER, New SOUND 3. Symbols that look the in both represent different sounds in L2, SAME LETTER, DIFFERENT (For example, English letter has different sounds as 4, a, d, ar controlled) (NOTE SEE ORIGINAL) 4. Symbols that look different in the L 2 but represent sounds COMBINATION OF LETTERS, DIFFERENT SOUND (For example, letters ph are sounded as f which is also in 5. Symbols that represent features of the L2 that are not present in the L1 (for example, tone, stress, voice quality). (For example, aspirated Q, and in English, but not in any of the Philippine languages.)

28. Suggestions for Developing a Transfer Primer (Malone, 2009) 1. Do a frequency count to produce a list of L2 letters. From roost frequently used. 2. Select the sounds that will be taught in each lesson, based on the Frequency Count to least frequently use 3. Choosing key words to teach the L2 letters each keyword includes the new letter that is in focus in that lesson. 4. Creating sentences and stories using newly learned L2 letters create a short meaningful L2 sentence that uses the new L2 letter plus others that have been learned.

29. Thank you for listening…