Upload
joseph-joshua-a-palapar
View
227
Download
2
Tags:
Embed Size (px)
DESCRIPTION
demo file
Citation preview
I Love the Sun by Teacher Hazelle Preclaro
I love the sun (5x) Because it lets me have fun (5x) If its a sunny day, I can go out and play. I want to [pick an action word: clap, jump, swim ] clap, clap, clap, clap, clap and have some fun with you. Lets have some fun (5x) Thanks to the sun!
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
The English Curriculum
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
The Philippine Language Context
Cross-Linguistic Transfer of Literacy Ability Readers use knowledge of their native language as they read in a second language (Durgunoglu & Oney, 2000) Possibly, transferability is bi-directional (Fitzgerald, 1999)
The Philippine Language Context
Cross-Linguistic Transfer of Literacy Ability Monolingual beginning reading instruction in Filipino had positive effects on childrens English literacy skills specifically in terms of the alphabet and phonological awareness (Aquino, 2005)
The Philippine Language Context
Cross-Linguistic Transfer of Literacy Ability Filipino and English bilingual-biliterates show cross-language interactions of various reading and language based skills (Ocampo, 2005)
Transition from MT to English
Experience
Oral
Symbols
in Filipino
Printed
Symbols
in Filipino
Oral
Symbols
In English
Printed
Symbols
In English
Oral
Symbols
in L1
Printed
Symbols
in L1
Transition from MT to English
First Quarter
Second Quarter
Third Quarter
Fourth Quarter
Mother Tongue *All domains
Mother Tongue *All domains
Mother Tongue *All domains
Mother Tongue *All domains
Filipino *Exposure to the Language
Filipino *Exposure to the Language
Filipino *All domains
Filipino *All domains
English *Exposure to the Language (Oral language, Phonological Awareness, Vocabulary, Listening Comps, Grammar)
English *Exposure to the Language (Oral language, Phonological Awareness, Vocabulary, Listening Comps, Grammar)
Integration of Language, Literature and Literacy Skills
Reading Listening Speaking Writing
Literature
The English Curriculum
At the end of third grade the
students should be able to
demonstrate eagerness to explore
and experience oral and written
texts and to communicate
meanings and feelings effectively.
Literacy Domains:
Book and print orientation Alphabet knowledge Phonics and Word Recognition Fluency Writing and Composition /Handwriting Spelling Reading Comprehension
Oral Language Vocabulary Grammar Phonological Awareness Listening Comprehension Attitude Study Skills
Domains not included in the First Grade English Curriculum: Book and print orientation Alphabet knowledge Phonics and Word Recognition Fluency Writing and Composition/Handwriting Spelling Reading Comprehension
Book and Print Orientation
Alphabet Knowledge Handwriting
These three domains are among the areas that should have already
been covered using the Mother Tongue.
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Book and Print
Knowledge
use narrative and
expository texts for
independent study and
reading for pleasure.
Grade 1 English
Alphabet Knowledge
recognize, name and
sound out all the upper
and lower case letters of
the alphabet.
Grade 1 English
Proposed Standards
At the end of Grade 3,
students should:
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Handwriting write legibly in cursive
writing.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
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
Phonics and Word
Recognition
use sight word recognition
or phonic analysis to read
and understand words in
English that contain
complex letter
combinations, affixes and
contractions.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
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
read aloud grade level
texts effortlessly, without
hesitation and with
proper expression.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Fluency
Skills that may emerge:
Participate in shared reading
of repetitive texts
Writing/Composition
express their ideas
effectively in formal and
informal compositions to
fulfill their own purposes
for writing.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
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
Narrate a story/experience
Describe (e.g. person, animal, object, place)
Writing and Composition
Draw ideas that
Share preferences
Narrate a story/experience
Describe (e.g. person, animal, object, place)
Engage in free writing
Reading
Comprehension
glean meaning from a
range of texts written in
various contexts for a
variety of purposes.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Study Skills
use strategies for
purposeful literacy
learning.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Study Skills
Skills that may emerge: Follow directions
Interpreting pictographs
Interpreting simple maps of familiar places
Domains included: Oral Language Phonological Awareness Vocabulary Listening Comprehension Grammar Attitude
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Oral Language in
English
have sufficient facility in
English to understand
spoken discourse and to
talk and interact with
others about personal
experiences and text
listened to or read. Grade 1 English
Oral Language Activity
Oral Language Skills
Standard for Grade 1: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Oral Language Skills
Listen and speak with a purpose in mind Listen and respond to others Give directions Give information shared by others Express their feelings about others ideas Ask simple questions Seek help Interact with others Initiate a conversation Engage in a dialogue Share information and stories with others
Oral Language Skills
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
Oral Language Skills
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
Oral Language Skills
Express oneself
Speak clearly and audibly
Speak in full sentences
Express thoughts and feelings
Share own ideas
Share preferences
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Phonological Skills
be able to demonstrate
phonological awareness
at the levels of the
syllable and the
phoneme.
Grade 1 English
Touch your head if the end part of the word I say has a similar ending sound as head.
Touch your feet if the end part of the word I say has a similar ending sound as feet.
Ex. Goal: Identifying which word rhymes
bed red meet
feet said street
fed sweet bread
PA Activity: Head and Feet
Can you turn a hen into a pig?
Turning a hen into a pig
Hen = change h and replace with p
Pen = change e and replace with i
Pin = change n and replace with g
What do we have??? A pig!
Phonological Awareness Skills
Standard for Grade 1:
Display sensitivity to sounds
in spoken language
Phonological Awareness Skills
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
Vocabulary
acquire, study, and use
English vocabulary words
appropriately in relevant
contexts.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Which word will you replace to fix these silly statements?
Provide a word that you know to fix each statement.
On my plate I have a moon.
I can use my mouth to walk.
On my bed, I like to weep.
To check the time, I look at my sock.
Vocabulary Activity
Vocabulary
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
Vocabulary
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
Vocabulary
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
Vocabulary
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 wordsnounsname things and
some wordspronounsreplace naming words)
Comprehension
glean meaning from a
range of texts in various
contexts for a variety of
purposes.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Pitter-patter! Splish-splash! One day, Jana was walking outside.
She was on her way home.
Pitter-patter! Splish-splash!
Suddenly, it started to rain.
Pitter-patter! Splish-splash!
Oh no! I forgot my umbrella.
Pitter-patter! Splish-splash!
What was Jana doing? What does Jana need?
Comprehension Activity
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards for
Reading
Comprehension
At the end of Grade 3,
students should:
Use of Context and Prior
Knowledge
activate prior knowledge
conceptually related to
text and establish a
purpose for listening/
reading.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards for
Reading
Comprehension
At the end of Grade 3,
students should:
Comprehension
strategies
be self-aware as they
discuss and analyze text
to create new meanings
and modify old
knowledge.
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards for
Reading
Comprehension
At the end of Grade 3,
students should:
Comprehending
Literary Text
respond to literary text
through the appreciation
of literary devices and an
understanding of story
grammar
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards for
Reading
Comprehension
At the end of Grade 3,
students should:
Comprehending
Informational Text
locate information from
expository texts and use
this information for
discussion or written
production
Listening
Comprehension
Glean meaning from a
range of texts perceived
auditorily for a variety of
purposes
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
Listening Comprehension
Standard for Grade 1: Glean meaning from a
range of texts perceived auditorily for a variety
of purposes
Listening Comprehension
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
Listening Comprehension
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
Listening Comprehension
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
Listening Comprehension
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)
Grammar Awareness
and Structure
demonstrate grammatical
awareness by being able
to read, speak and write
correctly.
communicate effectively,
in oral and written forms,
using the correct
grammatical structures of
English. Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
At the end of Grade 3,
students should:
I want a hotdog.
What kind of word is hotdog?
Activity for Grammar
I want a hot dog.
What kind of word is hot?
Activity for Grammar
Grammar
Standard for Grade 1: Apply grammar to
communicate effectively
Grammar
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)
Grammar
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/
Grammar
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)
Grammar
Adjective
Use common positive forms of adjectives
Verb
Use the simple forms of verbs
Grammar
Preposition
Recognize directional prepositions
(eg. in, on, under etc.)
Grade 1 English
Definitions of the Content Standards for the Integrated Language
Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards for
Reading
Comprehension
At the end of Grade 3,
students should:
Attitude
demonstrate a love for
reading stories and
confidence in performing
literacy-related
activities/tasks.
Attitude
Standard for Grade 1: Display a positive regard towards literacy learning.
Attitude
Revisit favorite books, songs and rhymes
Attempt to read or re-tell texts listened to
The Matrix
The Teaching Guide is organized in the form of a matrix. An overarching social studies based theme is used the take-off point for designing the lessons. The matrix has the following parts:
The Matrix
1. Objectives
2. Pre-Assessment
3. Activating Prior Knowledge
4. Presentation
5. Modeling
6. Guided Practice
7. Independent Practice
8. Post-Assessment
English Curriculum Teaching Guide
The Matrix The Objectives
This portion of the matrix focuses on setting
the targets for the daily and weekly lessons.
The objectives portion identifies what the
students should be able to understand
(insight/value or concept) exhibit (skills)
and appreciate at the end of each lesson.
These objectives are based on the standards
and competencies to be met by first graders.
The Matrix Sample Objectives
Theme: Me and My Family At the end of the lesson the students should be able to: Expressive Objectives: Realize that we have body parts that can do many things Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: Oral language: Listen and share about him/herself Phonological Awareness: Recognize words that rhyme Listening Comprehension: Listen and share about him/herself; Follow directions Vocabulary and Grammar: Recognize, identify, and give examples of naming words (body parts)
The Matrix Pre-Assessment
This portion of the matrix focuses on
activities designed to determine what
the students know and need to
learn. This will be the basis for
redesigning or adjusting the contents
of the lesson.
The Matrix Sample Pre-Assessment
TOUCH YOUR BODY PART Have the class point to a body part 1. Teacher will ask the students to touch a body part. Ex. Can you touch your nose? 2. The students will attempt to touch the body part that the teacher says. 3. Teacher will assess the knowledge of the students as the activity goes along.
The Matrix Activating Prior Knowledge
This portion of the matrix focuses on activities
designed to determine what the students
know about the content to be covered in the
lesson. The goal is to create an intersection
between the background knowledge of the
students and the content of the lesson. By
tapping what the students know, we are
awakening their interest, building motivation
and preparing them for the learning
experience.
The Matrix Sample Activating Prior Knowledge
BODY PART PUZZLE 1. Divide the class into groups. 2. Distribute the body parts cut-outs to each group. 3. Ask the children to form the puzzle of a boy and
a girl using the different body parts (paper cut-outs)
4. Ask the children to share the names of body parts they already know.
The Matrix Presentation
This portion of the matrix focuses on
unpacking the contents of the lesson.
This may focus on interacting with the text
or the explicit instruction of content.
The Matrix Sample Presentation
Sing a SONG about the parts of a body
Clap your Hands Clap your hands Touch your toes
Turn around Put your finger on your nose
Flap your arms Jump up high
Wiggle your fingers And reach for the sky.
The Matrix Modeling
This portion of the matrix focuses on
showing the students how to go through
a particular thought process or how to
perform a particular skill.
The Matrix Sample Modeling
Teacher will model identifying the names of particular body parts. 1. Teacher says These are my fingers while showing his/her fingers to the class. 2. Teacher asks Can you show me your fingers?
Teacher asks the students to show their fingers to the class.
3. Teacher asks What do we call these? 4. Students will say the name of the body part that
teacher is showing.
The Matrix Guided Practice
This portion of the lesson focuses on
providing an opportunity to practice a
particular skill in a whole class setting.
This serves as an opportunity to provide
feedback and to clarify concepts
learned/applied.
The Matrix Sample Guided Practice CLASS ACTIVITY 1. Teacher asks volunteers to show and name the body parts they have. 2. Teacher guides and assists the students as they attempt to talk about their body parts. Student 1: These are my ears. Can you show me your ears? Student 2: This is my nose. Can you show me your nose?
The Matrix Independent Practice
This portion of the matrix focuses on
providing the students an opportunity to
perform a particular skill and gain
mastery.
The MatrixSample Independent Practice
TWISTER GAME 1. Divide the class into 2 groups. (or more depending on size of class) 2. Lay a Twister mat on the floor. *Twister mat is divided into squares. Each square has a different color. There should be at least 2 squares with the same color. 3. Give directions that will use names of body parts and colors. ex. Put your right hand on the color yellow. Put your left knee on the color blue. 4. Each player should be able to follow accordingly.
The Matrix Post-Assessment
This portion of the matrix focuses on
activities designed to determine what
the students know and need to
learn. This will be the basis for
redesigning or adjusting the contents
of the lesson.
The Matrix Sample Post-Assessment
Play the Body Parts Game and check if the students will be able to touch the correct body part you refer to. a. Student says: Touch your part of the body. Ex. Touch your feet. (Classmates should be able to touch their feet.) b. Teacher checks if the students are able to touch the correct part of the body mentioned.
Lesson Plans
Grade 1 English
I. Theme
II. Objectives
III. Subject Matter and Materials
IV. Pre-Assessment
V. Procedure
A. Activating Prior Knowledge B. Presentation
C. Modeling
D. Guided Practice
E. Independent Practice
VI. Post-Assessment
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
English Curriculum Appendix
The appendix is organized Weekly and divided into three parts: a. Poems/Songs/Stories (Literature) b. Art Activities c. Games and Other Activities
Sample Song
The Food Song (Tune: Skip to my Lou)
I like fruits. Yes I do!
I like fruits. Yes I do!
I like fruits. Yes I do!
My tummy loves them too.
Sample Poem
I am Special
I am special. I am me.
I have two hands, two eyes to see.
A nose to smell. My ears hear well.
A mouth to talk, and two legs to walk.
But thats not all, because you see.
I am special. I am me.
Sample Story
Leonel by Nati A. Santos and Dinna Santos-
Polo
Leonel loves to make a wish.
I wish I were a king, he said. So he sat on a throne.
But poor Leonel fell down.
I wish I were a bird, he said. So he tried to fly.
But poor Leonel fell down.
I wish I were a monkey, he said. So he tried to climb a tree.
But poor Leonel fell down.
I wish I were a dancer, he said. So he tried to dance.
But poor Leonel fell down.
I wish I were a biker, he said. So he tried to bike.
But poor Leonel fell down.
I wish I were a skater, he said. So he tried to skate.
But poor Leonel fell down.
I wish I were a baby, he said. But you are a baby, said his mom. My baby, she hugged Leonel. And Leonel wished no more.
Other Titles
Are you my Mother? by Rodolfo Desuadiso
New Shoes, Red Shoes? by Susan Rollings
My Five Senses by Margaret Miller
The Very Hungry Caterpillar by Eric Carle
From Head to Toe by Eric Carle
What Will Fat Cat Sit On? by Jan Thomas
Whose Mouse Are You? By Robert Kraus & Jose Aruego
No David! By David Shannon
The Integration of Science
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
The Integration of Science
A childs scientific thinking is strengthened when Science is integrated to literature.
Integrating Science to literacy is one
example of helping apply scientific
concepts/information within a particular
context so that it is presented in an
understandable and interesting language.
(Zeece, 1998)
The Integration of Science
The integration of Science motivates
children to be more curious in solving
problems. This integration also helps
present models of scientific methods of
observation, hypothesis formulation,
collecting data, experimentation and
evaluation. Lastly, it helps children to
appreciate, value, understand and respect
their world.
The Integration of Science
Science process skills include: 1. Observing qualities 2. Measuring quantities 3. Sorting/classifying 4. Inferring 5. Predicting 6. Experimenting 7. Communicating
The First Quarter Science Topics
Sense Organs:
eyes, ears, nose, tongue, skin
Observing and Describing things using the
sense organs
Care of the Sense Organs
Food:
Different Kinds of Food
Living and Non-Living Things
The Second Quarter Science Topics
A. Plants 1. Parts of a plant (leaves, stem, roots, flower, and fruit) 2. Common Characteristics of Plants 3. Uses of Plants 4. Needs of Plants 5. Care for Plants
The Second Quarter
B. Animals 1. How Animals Move 2. Where Animals Live 3. How Animals Eat 4. Comparing Animals 5. What Animals Need 6. Caring for Animals
Reminders When
Teaching English
Concept, Language and Literacy are Intertwined
The more children experience the world, the more they will have to talk about.
The more language models children interact with, the more opportunities they will have to develop language skills.
The better their language activity and the more experiences children have, the more prior knowledge they will be able to bring to text when they read.
It all begins with a sense of wonder
Develop varied interests and skills.
Explore everything and anything.
Talk about everything and anything weve explored.
Allow them to explore the language. Encourage their attempts to express themselves. Provide options for them to respond and share.
Always
Start from meaningful words and good quality literature (e.g. songs, rhymes, stories etc.)
Develop oral language ability in the language in which literacy will be developed (in this case, English)
Use the different senses to develop knowledge of words and concepts/ideas
Make learning fun and relevant!
Strategies for
Teaching the English
Language Domains
Oral Language,
Vocabulary and
Grammar
Four Most Effective Strategies in Language Teaching (Facella et. Al 2005)
(a) the use of gestures and visual cues (e.g. Total Physical Response learning action words by watching and imitating what the teacher says and does)
Song: Our Body Parts (To the tune of Twinkle, Twinkle Little Star)
We use our legs when we walk.
We use our mouths when we talk.
We use our hands when we write.
We use our teeth when we bite.
With each part, we can do a lot.
Lets be proud of what weve got.
1) Teaching/Learning
2) Practice or rehearsal
3) Testing or evaluation
Steps to using Total Physical Response
1) While saying each line of the song, demonstrate the action and point to the body part that is moving.
2) Demonstrate a think-aloud by pointing to the body part that is moving and saying, These are my/This is my ______.
3) Allow the children to label the body part (once they are ready) This is my _______.
4) Ask the students to point/talk about their body parts.
5) Repeat the process, demonstrating less for the succeeding days.
Sample Application of TPR (for the line We use our legs when we walk)
Pass It On Choose a set of five or six students and
have them form a circle. A leader must pass around an action clockwise (counter clockwise) by demonstrating what it can do. The action will be repeated by each seatmate until it reaches the end of the circle. Once it reaches the end, ask the question, What body part can (action word)? Answer by saying the phrase, My _________
Four Most Effective Strategies in Language Teaching (Facella et. Al 2005)
(b) the repetition of opportunities for practicing skills (i.e. building memory and concept mastery);
Nose, Nose, Nose, Nose, Mouth
1. This game may be a whole class activity. Demonstrate how the game is to be played by pointing to your nose (4x) while naming it.
2. On the fifth try, name one of your other body parts and point to another (e.g. Say eyes but point to your ears)
3. The students should point to the correct body part and say This is my ________.
4. The students can take turns being the leader.
Four Most Effective Strategies in Language Teaching (Facella et. Al 2005)
(c) the use of objects, props, hands-on materials and realia to clarify meaning (e.g. using a puzzle; pictures; themselves)
Unlocking of Difficulties New Words
Manner of Unlocking
eyes Last night, I saw the eyes of the cat. Looking at me. This is what I saw. (show picture) Where are my eyes?
nose I put the calachuchi flower under my nose. (demo) Where is my nose? The calachuchi flower smells good.
toes I can reach my toes. (demonstration) Where are my toes?
Body Part Memory Game
1. Have two sets of pictures of the body parts included in the lesson.
2. Post them on the board (face down).
3. Flip open only two of the pictures. The object is to find a perfect match.
4. Once a pair is found, ask the student to give the name of the body part.
Four Most Effective Strategies in Language Teaching (Facella et. Al 2005)
(d) the use of multisensory approaches (i.e. activities that target a variety of learning styles and modalities)
Sing a Song
1. Sing a song to the child.
2. Unlock important words in the song
3. Sing the song again!
4. Teach the melody and the words
5. Draw the song, Dance the song, Recite the song!
Song Remake!
1. Sing a song to the child.
2. Unlock important words in the song
3. Sing the song again!
4. Teach the melody and the words
5. Draw the song, Dance the song, Recite the song!
6. Change some words to create a new song
7. Sing the new song
Funny Bones
1. Have the students choose a partner.
2. A chosen leader gives directions and asks the students to match a particular body part (e.g. hands) with that of his/her partner (e.g. hands)
3. The students can take turns being leader.
Finish My Song
Sing the target song together. Sing a few lines and leave a line unfinished. Ask a student to finish the song by providing the missing word.
Clap your hands. Touch your _________.
Turn around. Put a finger on your ________.
Flap your arms. Jump up high.
Wiggle your ___________
and reach for the _____.
Phonological
Awareness
Silly Mistakes Say a common song/rhyme and replace
some of the words. Have the students identify what makes each sentence silly.
Jack and Jill went up the stairs.
To fetch a pail of milk.
Jack fell down and broke his foot,
and Jill came jumping after.
Youre It! Eyes, ears, mouth, pencil
Pencil - Youre it!
Head, foot, sun, nose
Sun - Youre it!
Fingers, chair, toes, arms
Chair - Youre it!
Door, cheeks, legs, neck
Door - Youre it!
Word Walk 1. Introduce the concept of counting words in
a sentence by taking a walk as you say the words out loud.
SENTENCE: I am Teacher Hazelle. STEP 1 2 3 4 2. Have students practice by giving them
sentences to walk to. 3. The students can also make their own
sentences.
Rhyme Remake
Say this rhyme and add the name of a boy and girl. Find two other names that rhyme with theirs.
Horsey, Horsey Run around with Betty. Kitty, Kitty Leap up and down with
Marlon.
Horsey, Horsey Run around with Letty. Kitty, Kitty Leap up and down with
Jon.
Rhyme Dominoes
Mr./Miss Beginning & Mr./Miss End
Pass two balls/objects around the room while singing a song (e.g. Happy birthday to you). One ball must be labeled beginning and the other, end. At the end of the song, give a word:
c a t
Ask Mr./Miss Beginning to give the beginning sound of the given word and ask Mr./Miss End to give the last sound in the word.
Listening
Comprehension
Activities to Develop Listening Comprehension
Provide experiences for the students to think and talk
about:
Take a Nature walk so they can label their world Demonstrate a Procedure/Process Provide thought-provoking pictures, wordless picture books
Present different kinds of literature (e.g. songs, poems, stories etc)
Engage the students in conversations about these
experiences.
Model a Think-Aloud Provide them questions/prompts to guide them when sharing with each other
Provide sentence stems to get them started
Sample questions to ask before a text is presented
1. Tap Prior Knowledge
2. Do a picture walk through (if available)
a. Have the student name/label the pictures
b. The students can narrate what is
happening using the pictures
3. Have students predict what might happen.
4. Ask questions to prepare them for the text.
Based on the pictures on the poster/in our book what do you think will the song/story be
about?
Ask different kinds of questions using The Dimensions of Comprehension
LEVEL I Literal Comprehension (Finding details in the story)
LEVEL II Interpretation (Making interpretations and connections)
LEVEL III Evaluation (Critical Comprehension)
LEVEL IV Integration (Application to Self)
LEVEL V Creative Comprehension (Creating my own lines/story)
Sample questions to ask as the text is being presented
1. Who is this song/story about? 2. What is happening? 3. What do you think will happen next? 4. What does the character feel? 5. Why do you think does the character
feel that way? 6. Will he/she continue to feel that way?
Sample questions to ask after the text has been presented
1. Did you like the song/poem/story? 2. What is your favorite part of the
song/poem/story? 3. Can you retell the story? 4. Which character do you like best? 5. Why do you like him/her? 6. What do you feel after having listened to the
poem/song/story?
TELL THE STORY IN THESE PICTURES FROM THE STORY I DONT WANT TO EAT PUBLISHED BY ADARNA HOUSE
May you have many
fun-filled learning
experiences!