Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies.pptx

this slides is a MATATAG walkthrough of Language and Reading and Literacy.

1. TRAINING ON THE MATATAG CURRICULUM Venue Date 1

2. TRAINING  ON THE MATATAG CURRICULUM Venue Date 2 GRADE 1 LANGUAGE AND READING & LITERACY

3. Grade 1 Learning Journey 3 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies Day 2 Session 4 Walkthrough of Mathematics Shaping Paper & Clustering of Learning Competencies Session 5 Walkthrough of Makabansa Shaping Paper & Clustering of Learning Competencies Session 6 Walkthrough of GMRC Shaping Paper & Clustering of Learning Competencies Day 3 Session 7 MATATAG Curriculum: Instructional Design Framework    Session 8A   Navigating the New Language Learning Areas: Pedagogy and Assessment in Language and Reading and Literacy Instruction Session 8B Integrating Grade 1 Learning Areas: Pedagogy and Assessment in GMRC, Math, and Makabansa Instruction Day 4 Session 9 Integrating 21st Century Skills in Classroom-based Assessment Session 10 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 11 Collaborative Expertise  Session 12 Class Observation in the Context of MATATAG Curriculum Day 5 Session 13 Management of School-based Professional Development Programs Session 14 Facilitation Skills Posttest Closing Program *For School Leaders Only

4. Grade 1 Learning Journey 4 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of Language, Reading and Literacy Shaping Paper & Clustering of Learning Competencies Day 2 Session 4 Walkthrough of Mathematics Shaping Paper & Clustering of Learning Competencies Session 5 Walkthrough of Makabansa Shaping Paper & Clustering of Learning Competencies Session 6 Walkthrough of GMRC Shaping Paper & Clustering of Learning Competencies Day 3 Session 7 MATATAG Curriculum: Instructional Design Framework    Session 8A   Navigating the New Language Learning Areas: Pedagogy and Assessment in Language and Reading and Literacy Instruction Session 8B Integrating Grade 1 Learning Areas: Pedagogy and Assessment in GMRC, Math, and Makabansa Instruction Day 4 Session 9 Integrating 21st Century Skills in Classroom-based Assessment Session 10 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 11 Collaborative Expertise  Session 12 Class Observation in the Context of MATATAG Curriculum Day 5 Session 13 Management of School-based Professional Development Programs Session 14 Facilitation Skills Posttest Closing Program *For School Leaders Only

5. Session 3 The Shaping Paper & Walkthrough of Language and Reading & Literacy JIFRIL P. ALBA 5

6. Session Objectives At the end of the session, participants will… explain the key components of the Languages Curriculum Framework; identify learning standards (curriculum standards); determine possible topics for lessons in Quarters 1 and 2; 6

7. Session Objectives At the end of the session, participants will… unpack learning competencies in Quarters 1 and 2; write specific, clear, and doable learning objectives; and identify the core pedagogical and assessment principles of the curriculum. 7

8. 8 Professional Standards Addressed Domain 1: Content Knowledge and Pedagogy Domain 2: Diverse Learning Needs Domain 3: Assessment and Reporting Domain 4: Learning Environment Domain 6: Professional Engagement and Development

9. The Language Framework Language Curriculum Framework The Big Ideas Literacy Focus Learning Subdomains Curriculum Standards 9 Curriculum Guide Session Flow

10. 10 What do you know about the new subjects: Language and Reading and Literacy? What insights do you have regarding the delivery of these new learning areas? What are your thoughts on the new subjects? How important is it to integrate language instruction and why? Candy Game

11. 11 Get ready for the next activity! D ive into the curriculum with a critical eye using the guide questions in Worksheet 1 .

12. What domains or subdomains are covered in this curriculum? Which LCs are emphasized? How do these LCs contribute to the oracy and literacy development of learners? Considering the curriculum's scope, what content knowledge and pedagogical skills are essential for teachers in order to implement the curriculum? 12 Guided Observation

13. 13 Get ready for the next activity! Engage in a meta-analysis of the curriculum guides for Language and Reading and Literacy.

14. 14 Guided Meta-Analysis What overarching insights have we gained about these new learning areas? How does the new curriculum shape the experiences in our classrooms?

15. 15 Guided Meta-Analysis How can these understandings influence our teaching practices moving forward? How do our insights influence the approach to the delivery of the new learning areas? Given the identified necessary content knowledge and pedagogical skills, how prepared do we feel as educators? What areas might require further development or support?

16. 16 Addressing the Gaps Three significant findings were put forth based on the review of the curriculum: The curriculum was congested. Learning competencies were classified through overlapping curriculum domains. Knowledge of language structure was emphasized instead of literacy development.

17. 17 Stronger emphasis on the role of L1 in English learning The Language Framework

18. 18 Language Curriculum Framework

19. 19 The Big Ideas

20. 20 Shifting Big Ideas

21. 21 Literacy Focus

22. 22 KS1 KS2 KS3 Phonological Awareness Receptive Skills: Listening and Reading Literary Text Phonics and Word Study Informational Text (Journalistic, Non-Journalistic, Academic Texts) Vocabulary and Word Knowledge Productive Skills: Speaking and Writing Transactional Text Grammar Awareness and Grammatical Structures Comprehending and Analyzing Texts Viewing and Representing Creating and Composing Texts Learning Subdomains

23. 23 KS1 KS2 KS3 By the end of Grade 3, learners are becoming literate and increasingly fluent in the use of English, with L1 as a literacy resource in understanding and expressing familiar and developmentally-appropriate texts. They are able to use their conversational language skills in day-to-day activities and their first language in understanding and discussing content in the learning areas; and take pride in their cultural heritage. By the end of Grade 6, learners have mastered their basic literacy and are developing applied and critical literacy. They demonstrate a level of communicative competence in English which enables them to engage effectively in a variety of situations and for a variety of audiences, contexts, and purposes, including learning of other content areas; and take pride in their cultural heritage. By the end of Grade 10, learners can critically analyze and evaluate the style, form, and features of literary, informational (non-journalistic, journalistic, and academic texts), and transactional texts. They are able to compose and publish a range of multimedia texts for a variety of meanings, purposes, and audiences, including learning in other content areas; and take pride in their cultural heritage. Key Stage Standards

24. 24 READING AND LITERACY LANGUAGE Learners demonstrate basic literacy in their first language; decode high frequency and basic content-specific words to develop language for learning; understand how words are used in simple sentences to get and express meaning; and comprehend, respond to, and create narrative and informational texts based on real-life experiences. Learners demonstrate oracy in L1; use oral and visual language in interacting with others, developing and expressing ideas; engage with and respond to various texts based on real-life experiences; use high frequency and content-specific words; and understand how languages and culture are related. Learning Area Standards

25. 25 The MOTL Continuum

26. 26 The Curriculum Guide

27. 27 The Curriculum Guide

28. 28 The Curriculum Guide

29. 29 The Curriculum Guide

30. Refer to your copies of the Curriculum Guide. 30 Walkthrough of the CG

31. 31 Unpacking LCs Establish the Premise: Standards-based, not content-based. The focus of unpacking is standards and learning competencies. LCs are the unpacked version of the content and performance standards.

32. 32 Unpacking LCs What is Unpacking? It breaks down complex skills or concepts into manageable parts. It makes curriculum standards and learning competencies more explicit and actionable through learning objectives.

33. 33 Unpacking LCs When to Unpack? When LCs have a high cognitive demand, which may lead to students consistently struggling and not making expected progress in mastering a competency.

34. 34 Unpacking LCs How to Unpack? Review the content and performance standards. Identify the learning competency. Break down the LC into smaller or discrete sub-skills or knowledge components.

35. 35 Unpacking LCs How to Unpack? Specify the criteria for success in each sub-skill or component through specific learning objectives. Align assessment with unpacked competencies. Design instructional pedagogies that allow demonstration of mastery of sub-skills or components.

36. 36 Unpacking LCs LC: Identify cause and effect of events Recognizing Sequences and Patterns Understanding 'Before' and 'After’ Observation Skills Simple Problem-Solving

37. 37 Clustering LCs Teaching the new curricula observes the shift from teaching isolated LCs to integrating multiple LCs in a single lesson. Therefore, teachers must understand the importance of weaving LCs together for more coherent and effective language instruction.

38. 38 Try it Yourself! Using Worksheets 2 and 3, identify the learning competencies fit for clustering and unpacking.

39. 39 Synthesis As we conclude our training on the MATATAG Language and Reading and Literacy Curricula, we reflect on the following: the curriculum framework, design, structure, and standards the literacy and MOTL continuum the Big Ideas and the dynamic focus across key stages the process of unpacking standards and clustering LCs

40. 40 Synthesis Hopefully, this session has equipped us with valuable knowledge and insights, preparing us to effectively implement the curriculum in our classrooms and shape the multilingual, multiliterate citizens of tomorrow.

41. Program Management Team Curriculum and Teaching Strand Bureau of Curriculum Development Bureau of Learning Delivery Bureau of Education Assessment Bureau of Alternative Education Bureau of Learning Resources Human Resources and Organizational Development Strand National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division Session Guide and Presentation Deck Developer/s BCD Ayette C . Ferriols  MATATAG CURRICULUM TRAINING RESOURCE PACKAGE 41

42. 42