SESSION 4

Curriculum Framework and Basic Features of Grade 8 English (Integrated Language Arts Curriculm)

OBJECTIVES

• Familiarize participants with the curriculum framework, components and features of Grade 8 (Integrated Language Arts Curriculum)

• Gain an in-depth understanding on the basic features of the Grade 8 English

• Determine the features, strands, and domains of the Integrated Language Arts Curriculum

When we speak of

COMMUNICATION…

Which is

BETTER?

This one?

Or this one?

This one?

Or this one?

?

what kind of

student do you

want to

produce?

DOMAINS AND STRANDS

INTEGRATED LANGUAGE ARTS CURRICULUM(ILAC)

55 STRANDS

1414DOMAINS FOR K TO 12

99DOMAINS FOR 7 TO 12

LISTENING SPEAKING

READING WRITING

VIEWING

in addition to the four macro skills VIEWING of multimedia and internet sources of information as the means to develop creativity in transcoding concepts from one medium to another is given importance.

LISTENING COMPREHENSION LISTENING COMPREHENSION

ORAL LANGUAGE AND FLUENCYORAL LANGUAGE AND FLUENCY

VOCABULARYDEVELOPMENT VOCABULARYDEVELOPMENT

READING COMPREHENSION READING COMPREHENSION

WRITING AND COMPOSITIONWRITING AND COMPOSITION

GRAMMAR AWARENESS AND STRUCTUREGRAMMAR AWARENESS AND STRUCTURE

ATTITUDE (TOWARDS LEARNING)ATTITUDE (TOWARDS LEARNING)

STUDY STRATEGIESSTUDY STRATEGIES

Framework, Components & Features of Grade 8 English

COMPONENTS

COMPONENT 1 -LANGUAGE LEARNING PROCESS (Learner-Centered)

1. Spiral Progression – approach used by the

K-12 curriculum

2. Interaction – students engage in activities

that simulate real-life situations

3. Integration –the receptive and productive

skills are taught in an integrated manner.

4. Contextualization – learning is put in the

context of the learners to aid them in meaning

making

5. Construction – meaning making is the

core of language learning and language

use.

COMPONENT 2 - EFFECTIVE LANGUAGE USE

1. Understanding Cultures - Learning language

through text types and literary appreciation

exposes learners to different cultures of the

world, including one’s culture.

3. Process and Strategies – Given a repertoire of

processes and strategies, the learners decide on

what is appropriate for a given context.

COMPONENT 3 - MAKING MEANING THROUGH LANGUAGE

The Language Arts and Multiliteraries Curriculum (LAMC) is composed of five 5 intricately intertwined and integrated substrands (listening, speaking, reading, writing and viewing) that serves as building blocks for understanding and creation of meaning and for effective communication across curricula.

COMPONENT 4

Holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.

In a nutshell, the framework shows that:•The goal of the curriculum is to produce graduates who posses communicative competence and multiliteracies. This can be achieved by developing competencies covering the strands of reading, writing, listening, speaking, and viewing.

These competencies can be targeted and developed by1.taking into consideration the spiral progression approach, 2.putting learning in context,3. integrating the macro skills, and 4.allowing the learners to engage in communication activities so that they eventually learn to apply what they have learned in real-life scenarios.

• As support, teachers should explore approaches supported by theories and best practices in language teaching and learning.

• The whole process eventually sees outcomes through a holistic assessment.

Salient Features of the K to 12 Integrated Language Arts

Curriculum

3 Ts

T THEME

TEXT

TASK

Relationship of the 3Ls of Learning

•How are language, literature and life woven

in the K-12 Language Arts Curriculum?

•Why is the study of literature inseparable

with the study of language?

LIFELIFELIFELIFE

LITERATURELITERATURELITERATURELITERATURE LANGUAGELANGUAGELANGUAGELANGUAGET

EX

TS

TE

XT

S

THEMESTHEMES TASKS

TASKS

• Provides life-like experiences

• Tackles relevant issues and concerns

LIFELIFELIFELIFE

• Expresses our emotions, beliefs, aspirations and sentiments. It informs, entertains and teaches a lesson.

LITERATURELITERATURELITERATURELITERATURE

• Language teaching should include literary texts. As students read and reflect on a rich variety of literary text, they develop a deeper understanding of themselves and others and of the world around them.

LITERATURELITERATURELITERATURELITERATURE

Language is the basis for thinking, communicating, and learning. Students need language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning

LANGUAGELANGUAGELANGUAGELANGUAGE

Language is a tool that humans use to communicate thoughts, ideas and emotions. LANGUAGELANGUAGELANGUAGELANGUAGE

Language learning is most effective when it takes place through meaningful, interactive tasks, exploring relevant texts, and focusing on the themes.

LIFELIFELIFELIFE

LITERATURELITERATURELITERATURELITERATURE LANGUAGELANGUAGELANGUAGELANGUAGE

TE

XT

ST

EX

TS

THEMESTHEMES TASKS

TASKS

inking life, literature, and language

ntegrating themes, texts, and tasks

aining mastery of language forms and rules of usage

oning independent study strategies

hinking through a variety of texts and tasks

inking life, literature, and language

ntegrating themes, texts, and tasks

aining mastery of language forms and rules of usage

oning independent study strategies

hinking through a variety of texts and tasks

FEATURES

USES LITERARY AND PARALLEL INFORMATIVE TEXTS USES CULMINATING PERFORMANCE TASKS

HAS A THEME PER QUARTER

INCLUDES INSTRUCTIONAL PHASES(KPUT – KNOW, PROCESS, UNDERSTAND, TRANSFER)

LEVELS OF ASSESSMENT COVER KPUP

PROMOTES DIFFERENTIATED INSTRUCTION

USES LITERARY AND PARALLEL INFORMATIVE TEXTS

• Understanding of Afro-Asian Literature and other text types to appreciate Philippine culture and that of other countries.

USES CULMINATING PERFORMANCE TASKS

Features

QUARTER 1: Searching for KnowledgeQUARTER 2: Embracing our Heritage

QUARTER 3: Overcoming ChallengesQUARTER 4: Changing Perspectives

HAS A THEME PER QUARTER

INCLUDES INSTRUCTIONAL PHASES(KPUT – KNOW, PROCESS, UNDERSTAND, TRANSFER)

LEVELS OF ASSESSMENT COVER

KPUP

PROMOTES DIFFERENTIATED INSTRUCTION

ACTIVITY

Directions: Choose one feature of the ILAC and discuss its importance in teaching Grade 8 English.

CHALLENGE

An eight-year-old boy approached an old man in front of a wishing well, looked up into his eyes, and asked: "I understand you're a very wise man. I'd like to know the secret of life."

The old man looked down at the youngster and replied: "I've thought a lot in my lifetime, and the secret can be summed up in four words.

The first is THINK.

THINK about the values you wish to live your life by.

The second is BELIEVE.

BELIEVE in yourself based on the thinking you've done about the values you're going to live your life by.

The third is DREAM.

DREAM about the things that can be, based on your belief in yourself and the values you're going to live by.

The last is DARE.

DARE to make your dreams become reality, based on your belief in yourself and your values

And with that, Walter E. Disney said to the little boy, "Think, Believe, Dream, and Dare."

THANK YOU VERY MUCH