English Curriculum

English in2nd semester

English in 30 minutes

English fororal fluency

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 preferencesDraw 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

Can communicate effectively and

appropriately with different people with variety of purposes

Grammar

Vocabulary Speech

Comprehension

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 red meet sheetfeet said street threadfed sweet bread 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 bananaEat banana, eat eat bananaPick banana, pick pick bananaLike banana, like like bananaShare 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 scaredOf the things that could go wrong along the way

You'll get by with a smileYou 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 wayWhen they're closing all their doorsAnd they don't want you anymore

This sounds funny but I'll say it anyway.

Oh I'll stay through the bad timesEven if I have to fetch you everyday

I'll get by if you smileYou can never be too happy in this life.

 In a world where everybody hates

A happy ending storyIt's a wonder love can make the world go round

And don't let it bring you downAnd 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

Hassle-

free Teaching

…

Teaching Guides

Lesson

planning is easier! Sample Lesson Plan

Sample Lesson Plan in English IK to 12 Curriculum

I. Use familiar words in describing objects and events.

II. Vocabulary Development: Big and SmallMats: big and small objects, 2 boxes labeled big and small separately

III. ProcedureA. 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 sunSome are small like a grain of sandLet us sing together and clap, clap, clapAnd 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, clapAnd 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 Good Model

Provide Opportunities

for use

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.