Transcript On English Proficiency - E

English
Curriculum
English in
2nd semester
English for
oral fluency
English
in 30 minutes
Reading starts
in grade 2
Cross-Linguistic Transfer of Literacy
- Readers use knowledge of their native
language as they read in a second language
(Durgunoglu & Oney, 2000)
- Possibly, transferability is bi-directional
(Fitzgerald, 1999)
Cross-Linguistic Transfer of Literacy
-Monolingual beginning reading instruction
in Filipino had positive effects on
children’s English literacy skills –
specifically in terms of the alphabet and
phonological awareness (Aquino, 2005)
- Filipino and English bilingual-biliterates
show cross-language interactions of
various reading and language based skills
(Ocampo, 2005)
14 Literacy Domains
• Book and print orientation
• Alphabet knowledge
• Phonics and Word Recognition
• Fluency
• Writing and Composition/Handwriting
• Spelling
• Reading Comprehension
• Study Skills
• Oral Language
• Phonological Awareness
• Vocabulary
• Grammar
• Listening Comprehension
• Attitude
Domains not included in Grade 1 English
• Book and print orientation
• Alphabet knowledge
• Phonics and Word Recognition
• Fluency
• Writing and Composition/Handwriting
• Spelling
• Reading Comprehension
• Study Skills
- Book and Print Orientation
- Alphabet Knowledge
- Handwriting
These three domains are among the
areas that should have already been
covered using the Mother Tongue and
Filipino.
These are the domains or areas that will not
be explicitly taught at the first grade level.
However, know that these domains will be
modeled and may be learned incidentally.
•
•
•
•
•
•
Phonics and Word Recognition
Fluency
Writing and Composition
Spelling
Reading Comprehension
Study Skills
Word Recognition Skills that may
emerge:
Identify signs, symbols, labels, and
captions in the environment
Recognize some common words on sight
(e.g. A, the, and, said etc.)
Fluency Skills that may emerge:
Participate in shared reading of
repetitive texts
Writing and Composition Skills that may
emerge:
Make appreciable marks on a page
Understand that drawings convey meaning
Write with a purpose in mind
Dictate ideas that share preferences
Dictate ideas that narrate a story/experience
Describe (e.g. person, animal, object, place)
Draw ideas that tell preferences
Draw ideas that narrate a story/experience
Engage in free writing
Study Skills that may emerge:
Follow directions
Interpreting pictographs
Interpreting simple maps of familiar
places
Domains included in Grade 1 English:
• Oral Language
• Phonological Awareness
• Vocabulary
• Listening Comprehension
• Grammar
The Grade I learner
at the end of grade I
Comprehension
Grammar
Can communicate
effectively and
appropriately with
different people with
variety of purposes
Vocabulary
Speech
Standard for Grade 1:
Use speaking skills and strategies
appropriately to communicate with
different audiences for a variety
of purposes*
*Goodman
Listen and speak with a purpose in mind
Listen and respond to others
Give directions
Give information shared by others
Express their feelings about other’s ideas
Ask simple questions
Seek help
Interact with others
Initiate a conversation
Engage in a dialogue
Share information and stories with others
Give directions
Game: Touch your nose/ knee/ chin
Teacher says: ____, touch your nose/ knee/
chin
Initiate a conversation
Teacher shows a photo (of Doraemon and Lupito
playing) then begins a conversation.
Ask simple questions
Structure: This is my ______. How about you,
______, where is your _______?
Teacher asks the students about their body parts.
Give information shared by others
Structure: S/he is _____. S/he is six years old.
Teacher asks a student: What’s your name?
How old are you?
Student responds.
Teacher says: She is ______. She is six years old.
Engage in a dialogue
Structure: My favorite is _____. How about you?
Teacher asks a student: Who have watched the
Avengers?
Who is your favorite
among the characters?
Student responds.
Identify/Share relevant information
Describe/talk about ones experiences
Talk about the experiences of others
Describe a sequence of events
Describe ones environment
e.g. persons, animals, places , things ,
events etc.)
Identify similarities/differences
Describe sequence of events
Teacher presents four pictures showing morning
activities of a boy. They sequence them according
to how they happen and talk about each picture.
Talk about ones experiences
Teacher talks about her summer vacation and how
fun it was. Then, she asks students to share what
they did last summer.
Make interpretations
Listen and respond to texts
Clarify meanings heard while drawing on personal
experiences
Identify, describe and use some commonly used
verbal and non-verbal features in a range of
texts
Restate and retell information
Engage in a variety of ways to share info (e.g. role
playing, morning message, show and tell)
Retell a story
Express oneself
Speak clearly and audibly
Speak in full sentences
Express thoughts and feelings
Share own ideas
Share preferences
Very
promising!
Speak in full sentences
Telling preferences:
The weather is fine. I want to _____.
In your group, think of two interesting
activities that develop the skill assigned to
you. Demonstrate how each is done.
Let’s get
some action!
Standard for Grade 1: Display sensitivity to
sounds in spoken language
Display sensitivity to sounds in spoken language
Recognize rhyming words
Distinguish rhyming words from non-rhyming words
Supply rhyming words in response to spoken words
Identify/count individual words in phrases and
sentences
Identify/count syllables in words
Identify/count sounds in a word
Identify the beginning sound of a word
Identify onsets and rimes
Identify the final sound of a word
Recognize rhyming words
Head and Feet: Touch your head if the end part
of the word has a similar ending sound like
head. Touch your feet if the end part of the word
has a similar ending sound like feet.
bed
feet
fed
red
said
sweet
meet
street
bread
sheet
thread
fed
In your group, think of an interesting
activity that develops the skill given you.
Demonstrate how it is done.
Let’s get
some action!
Standard for Grade 1: Use a variety of words to
communicate ideas orally for a variety of purposes
and to understand oral and written text
Differentiate English words from words in other
languages spoken at home and in school
Ask about unfamiliar words to gain meaning
Sort and classify familiar words into basic
categories (e.g., colors, shapes, foods).
Describe familiar objects and events in both
general and specific language.
Show curiosity about and play with words and
language
Show curiosity about and play with words and
language
Action Song: Banana Song
Peel banana, peel peel banana
Eat banana, eat eat banana
Pick banana, pick pick banana
Like banana, like like banana
Share banana, share share banana
Use new words learned thru stories in own
speech
Know and use words that are important to school
work, such as the names for colors,
shapes, and numbers
Know and use words that are important to daily
life like names of persons, animals, things,
places and events
Determine what words mean using context clues
Determine what words mean using context
clues
Song: I’m a little teapot short and stout
Ask: Is the little teapot short?
Could the little teapot be small, too?
Ask, talk about and determine the meaning of
new words
Use new words when speaking
Recognize that some words have the same
meaning
Recognize that some words have opposite
meanings
Recognize that words play different roles in
sentences (for example, some words—
nouns—name things and some words—
pronouns—replace naming words)
In your group, think of two interesting
activities that develop the skills assigned to
you. Demonstrate how each is done.
Let’s get
some action!
Standard for Grade 1: Glean meaning from a
range of texts perceived auditorily for a variety of
purposes
Identify connections between text listened to and
personal experience
Make predictions about stories based on the cover
or title, pictures, details in the text
Expect written text to make sense
Use an understanding of characters, incidents and
settings to make predictions
Identify story elements (title, characters, setting)
Validate ideas made after listening to a story
Use/ Modify prior knowledge based on new
knowledge from text
Identify story elements (title, characters,
setting)
Read Aloud/Storytelling: Goldilocks and the
Three Bears
Who was the girl who ate the Family Bear’s
porridge?
Where did the bears live?
Retell and/or reenact events from a story
Talk about texts identifying major points and key
themes
Participate / Engage in a read-along of texts
(e.g. poetry, repetitive text)
Determine whether a story is realistic or fantasy
Determine whether a story is realistic or fantasy
Clark Kent or Superman:
He went to work.
He flew in the sky.
He fought with a monster!
He helped the old lady cross the road.
He ate 100 plates of spaghetti.
Listen carefully to texts read aloud
Ask and answer questions about texts
Answer simple questions (who, what, where, when)
about the text listened to
Derive meaning from repetitive language structure
Restate facts from listening to informational text
Ask and respond to questions about informational
text
Follow a sequence of directions
Use details and pictures found in the informational
text to create meaning
Use an understanding of characters, incidents and
settings to establish relationships between
characters and events (e.g. sequence of
events, cause and effect, problem-solution)
In your group, think of two interesting
activities that develop the skills given to
you. Demonstrate how each is done.
Let’s get
some action!
Standard for Grade 1: Apply grammar to
communicate effectively
Sentence
Recognize sentences and non-sentences
Use simple sentences
Use different kinds of sentences
(e.g. declarative, interrogative)
Recognize punctuation marks
(e.g. period, question mark)
Noun
Use nouns in sentences (people, animals, places,
things, events)
Recognize the use of a/an
Use plural form of regular nouns by adding /s/ or
/es/
Recognize sentences and non-sentences
Picture Clues:
A (girl) wishes on a (star).
The (sun) and the (moon)
Use different kinds of sentences (e.g.
declarative, interrogative)
Multimedia: Use pop songs having
lines/expressions that children may adopt by
imitation or repetition.
“With a Smile”
With a Smile
Lift your head, baby, don't be scared
Of the things that could go wrong along the way
You'll get by with a smile
You can't win at everything but you can try.
Baby, you don't have to worry
'Coz there ain't no need to hurry
No one ever said that there's an easy way
When they're closing all their doors
And they don't want you anymore
This sounds funny but I'll say it anyway.
Oh I'll stay through the bad times
Even if I have to fetch you everyday
I'll get by if you smile
You can never be too happy in this life.
In a world where everybody hates
A happy ending story
It's a wonder love can make the world go round
And don't let it bring you down
And turn your face into a frown
You'll get along with a little prayer and a song.
Too doo doo.....Let me hear you sing it…..Too doo doo...
Repeat…..In a world…..
Pronoun
Use personal pronouns (e.g. I, you, he, she, it)
Use commonly used possessive pronouns
Use demonstrative pronouns (this/that, these/those)
Use interrogative pronouns (e.g. who, what, where,
when, why)
Adjective
Use common positive forms of adjectives
Verb
Use the simple forms of verbs
Preposition
Recognize directional prepositions
(eg. in, on, under etc.)
In your group, think of two interesting
activities that develop the skills given to
you. Demonstrate how each is done.
Let’s get
some action!
Standard for Grade 1: Display a positive
attitude towards literacy learning
Revisit favorite books, songs and rhymes
Culminating Activity: Cosplay
Attempt to read or re-tell texts listened to
Hasslefree
Teaching…
Teaching Guides
Lesson
planning is
easier!
Sample Lesson Plan
Sample Lesson Plan in English I
K to 12 Curriculum
I. Use familiar words in describing objects and events.
II. Vocabulary Development: Big and Small
Mats: big and small objects, 2 boxes labeled big and small separately
III. Procedure
A. Pre-assessment (2 mins.)
Comparison: Prepare objects of different kinds pointing to key words
big and small.
Show a pair of objects for comparison. Ask the class to clap once if the
object is big. Make them clap twice if the object is small.
B. Activating Prior Knowledge/Motivation (5 mins.)
Song: “Some Are Big” (Tune: Barney Song)
Some are big, like the sun
Some are small like a grain of sand
Let us sing together and clap, clap, clap
And turn and turn around
C. Presentation (1 min.)
Write the words big and small on the board.
D. Modeling (5 mins.)
Pronounce the word big, then let the children imitate it. Then do same with small.
Show examples of big and small objects.
E. Guided Practice (7 mins.)
Using the same objects, call volunteers to put an object according to its size in a box
labeled with big/small.
F. Independent Practice (10 mins.)
Instruct the class to get an object from each box. Then tell them to use the pattern
/sentence stem in telling about the object:
“This is a/an _____. It is big/small.”
IV. Ender (accommodation)
Sing the song again. You may replace the parts the sun and a grain of sand with other
names:
Some are big, like the sun (a man, a train)
Some are small like a grain of sand (baby boy, bicycle)
Let us sing together and clap, clap, clap
And turn and turn around
The rest
of the
good
news…
Lesson Plans for Q3
Show understanding of the concept of body parts by identifying
the nose/knee, etc.
Provide
Experience
Provide
Opportunities
for use
Provide Good
Model
Be
Generation
Updated
Ready or not, someday, all will come to
an end.
 There will be no more sunrises, no
minutes, no hours or days.
 All the things you collected whether
treasured or forgotten will pass to
someone else.
 Your wealth, fame and temporal power
will shrivel to irrelevance.

Your grudges, resentments, frustrations
and jealousies will finally disappear.
 So, too, your hopes, plans and list to do
will expire.
 The wins and loses that once seemed so
important will fade away.
 It won’t matter where you came from or
what side of the tracks you lived.

 It
won’t matter whether you were
beautiful or brilliant.
 Even your gender, skin color will be
irrelevant.
 So what will matter?
 How will the value of your days be
measured?




What will matter is not what you bought but
what you built.
What will matter is not your success but your
significance.
What will matter is not what you learned but
what you taught.
What will matter is every act of integrity,
compassion, courage or sacrifice that enriched,
empowered and encouraged others to emulate
your example.
What will matter is not your competence
but your character.
 What will matter is not how many people
you know but how many will feel a
lasting loss when you’re gone.
 What will matter is not your memories
that lived in those who loved you.
 What will matter is how long you will be
remembered by whom and for what.

Living a life that matters doesn’t happen
by accident.
 It’s not a matter of circumstances but
out of choice.
