Session 1_NTOT Grade 6_English Curriculum Framework.pptx

Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particular attitudes, and values of people. it reveals how they think and view the world. it is the vehicle through which the world can be understood and appreciated; without language people are isolated and hopeless.
Language is the key to all human activities. it reflects the spirit, the particulars attie

1. GRADE 6 ENGLISH Language Arts Curriculum Framework 1 ROSALINA J. VILLANEZA, Ph.D. Chief Education Program Specialist DepEd Central Office (BLD-TLD)

2. What Language Is “Language is the key to all human activities. It reflects the spirit, the particular attitudes, and values of people. It reveals how they think and view the world. It is the vehicle through which the world can be understood and appreciated; without language, people are isolated and helpless. It is also the principal means by which culture is preserved and transmitted from one generation to another.” 2

3. Learning Objectives At the end of the session, the participants should be able to: discuss the different theories, concepts, goals, standards, and competencies of the English curriculum; explain the salient features of the curriculum; express appreciation of Grade 6 English curriculum; and discuss how to use the curriculum guide in planning for instruction 3

4. Priming Activity: Sentence Jigsaw Group into 6. Arrange the jumbled words inside the given envelope to form a meaningful thought. Paste them on a Manila paper using masking tapes. Say your yell when you already formed the sentence. The first group to form the sentence wins the game. Read the sentence you have formed. 4

5. Sentences are: Group 1: Language is the basis of all communication governed by rules and systems and the primary instrument of thought.   Group 2: Language is the foundation of all human relationships established on people's ability to communicate effectively with each other.   Group 3: Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.   5

6. Sentences are: Group 4: Learners learn about language and how to use it effectively through their engagement with and study of texts.   Group 5: Language acquisition and learning is an active process that begins at birth, continues, and recursive throughout life.   Group 6: The ultimate goal of K to 12 English Curriculum is to produce graduates who can apply the language conventions, principles, strategies and skills. 6

7. Think About 7 Do you agree with the statement that you formed? Why? Why not? What are your collaborative ideas about the formed statement? Explain (per group)

8. Let’s work on this: Send An Answer Directions: Each group is given an envelope with a question pasted in front. The group will brainstorm on the possible answers and write them on paper. At a signal, the group will pass the envelope to another team. The receiving team will write some more answers on another piece of paper and put it inside the envelope, which at a signal will again be passed to another group . 8

9. Let’s work on this: Send An Answer When the initial envelope goes back to the original group, the group reads all the answers and summarizes them. After 10 minutes, the group will do the presentation . Rate the group performance using the processing symbols . 9

10. Processing Symbols 10 Thumbs Up Thumbs Down So so

11. Question 1 – What are the characteristics of Grade 6 learners nowadays? Question 2 – As teachers, how should you deal with varied characteristics of Grade 6 learners? Question 3 – Why is it necessary for Grade 6 learners to effectively learn English? Question 4 – What knowledge and skills should Grade 6 learners learn in an English class? Question 5 – How should a Grade 6 English learner be taught? Cite any guiding principle in teaching. Question 6 – What kind of Grade 6 learners do you want to produce? Questions 11

12. Group Presentation 12

13. Let’s answer these: What can you say about the activity? What are your realizations? What is/are the implication/s of this/these to your teaching? Are they similar/different with your existing guiding principle in teaching? Why? Why not? 13

14. K to 12 English Curriculum Framework 14

15. Philosophy and Rationale 15 Language is the basis of all communication and the primary instrument of thought . Thinking , learning , and language are interrelated . Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. \ It defines culture which is essential in understanding oneself ( personal identity ), forming interpersonal relationships ( socialization ), extending experiences , reflecting on thought and action , and contributing to a better society.

16. Philosophy and Rationale 16 Language, therefore, is central to the peoples’ intellectual , social, and emotional development and has an essential role in all key learning areas .

17. Philosophy and Rationale 17 Language is the foundation of all human relationships . All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts , values , and understandings are developed and expressed through language. This process allows students to better understand the world in which they live and contributes to the development of their personal perspectives of the global community.

18. Philosophy and Rationale 18 People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process, and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.

19. The K-12 Language Arts Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All languages are interrelated and interdependent. Language acquisition and learning is an active process that begins at birth and continues throughout life. Learning requires meaning. Learners learn about language and how to use it effectively through their engagement with and study of texts. Successful language learning involves viewing, listening, speaking, reading and writing activities.   Principles

20. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use.   Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.   Language Learning Process

21. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration). Learner-Centeredness Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.   Language Learning Process

22. Language Learning Process Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.  

23. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.   Language Learning Process

24. Features of the K to 12 Curriculum learner-centered, inclusive, and research-based culture-responsive and culture-sensitive, integrative and contextualized, relevant and responsive standards,- and competence-based, seamless, decongested flexible, ICT-based, and global

25. 21st Century Skills Visual and information literacies Media literacy Basic, scientific, economic and technological literacies and multicultural literacy Global awareness Creativity and curiosity Critical thinking problem solving skills Risk taking Collaboration and interpersonal skills Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility Ethical, moral and spiritual values

26. Spiralling of Content DEPARTMENT OF EDUCATION Basic concepts/ general concepts are first learned. This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated time and again. More complex and sophisticated versions of the basic/general concepts are then rediscovered in the succeeding grades. This also allows learners to learn topics and skills appropriate to their developmental and cognitive stages.

27. The Domains of Literacy in the K to 12 Language Arts Curriculum FELICITAS E. PADO, PhD 1. Oral Language 11. Vocabulary Development 2. Phonological Awareness 12. Reading Comprehension 3. Book and Print Orientation a. Activating Schema/Prior Knowledge 4. Alphabet Knowledge b. Comprehension Strategies 5. Phonics and Word Recognition c. Comprehension of Fluency Literary Texts 7. Spelling 8. Writing and Composition 9. Listening Comprehension 10. Grammar Awareness d. Comprehension of Informational Text Attitudes towards Language, Literature and Literacy 14. Study Strategies

28. Domains K to Gr. 3 Gr. 4 to 6 Gr. 7 to 10 Gr. 11 to 12 Oral Language Phonological Awareness Book and Print Knowledge Alphabet Knowledge Phonics and Word Recognition Spelling Fluency Writing and Composition Grammar Awareness Vocabulary Development Listening Comprehension Reading Comprehension Attitudes towards literacy, language and literature Study Strategies

29. Learning standards refer to how well the student must perform, at what kinds of tasks, based on what content , to be considered proficient or effective. They define what learning should be achieved in what grades or over certain grade spans. Learning Standards

30. Key Stage Standards Content Standards Performance Standards Learning Competency Learning Standards

31. Key Stage At the end of Grade 6, students should be able to construct meanings and communicate them using creative, appropriate, and grammatically correct oral and written language. 31

32. Content Standards identify and set the essential knowledge and understanding that should be learned. They answer the question: “What should the learners know?” Content Standards

33. Performance Standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of the 21 st century skills. They answer the following questions: What can learners do with what they know? How well must learners do their work? How well do learners use their learning or understanding in different situations? How do learners apply their learning or understanding in real-life contexts? What tools and measures should learners use to demonstrate what they know? Performance Standards

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35. Learning Competencies refer to knowledge, understanding, skills, and attitudes that students need to demonstrate in every lesson and/or learning activity. Learning Competencies

36. This refers to the educational process of relating the curriculum to a particular setting, situation or area of application to make the competencies relevant, meaningful, and useful to all learners. Contextualization

37. The degree of contextualization may be described and distinguished into the following: Localization Indigenization Contextualization

38. Localization Localization refers to the process of relating learning content specified in the curriculum to local information and materials in the learners’ community.

39. Indigenization refers to the process of enhancing curriculum competencies, education resources and teaching-learning processes in relation to the bio-geographical, historical, and socio-cultural context of the learners’ community. This may also involve the enhancement of the curriculum framework, curriculum design, and learning standards of subject areas, guided by the standards and principles adhered to in the national curriculum. Indigenization

40. Coding of Learning Competencies of the Curriculum Guide per Learning Area ensures continuity of curriculum across stages shows the interlacing connections and integration across grade levels and learning areas decongests the curriculum tells what competencies have no learning materials Coding System

41. LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or Specialization English EN6RC-IIc5.5 EN6 Grade Level Grade 6 Uppercase Letter/s Domain/Content/ Component/ Topic Reading Comprehension RC - Roman Numeral *Zero if no specific quarter Quarter Second Quarter II Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Week Week Three c - Arabic Number Competency Note significant details of informational texts 5.5 CODE BOOK LEGEND - Sample: EN6RC-IIc5.5

42. DOMAIN/ COMPONENT CODE Alphabet Knowledge AK Book and Print Knowledge BPK Fluency F Grammar G Listening Comprehension LC Oral Language OL Phonics and Word Recognition PWR Phonological Awareness PA Reading Comprehension RC Spelling S Study Strategies SS Viewing Comprehension VC Vocabulary Development V Writing and Composition WC

43. K to 12 BASIC EDUCATION CURRICULUM

44. Let’s Do This Based on the topics discussed, show through a creative presentation how a Grade 6 English class should be.

45. Let’s Ponder “Learning a new language, just like opening a new window, allows you to see the world with intimacy.”   ~ Pearl Zhu