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English Curriculum. Joey Calios Celebrity-turned Teacher Manggahan Elementary School. What are new?. English in 2 nd semester. English for oral fluency. English in 30 minutes. Reading starts in grade 2. Cross-Linguistic Transfer of Literacy
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English Curriculum Joey Calios Celebrity-turned Teacher Manggahan Elementary School
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
TheGrade Ilearner at the end of grade I Grammar Comprehension Can communicate effectively and appropriately with different people with variety of purposes Speech Vocabulary
OralLanguage Standard for Grade 1: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes* *Goodman
OralLanguage 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
OralLanguage Give directions Game: Touch your nose/ knee/ chin Teacher says: ____, touch your nose/ knee/ chin
OralLanguage Initiate a conversation Teacher shows a photo (of Doraemon and Lupito playing) then begins a conversation.
OralLanguage Ask simple questions Structure: This is my ______. How about you, ______, where is your _______? Teacher asks the students about their body parts.
OralLanguage 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.
OralLanguage 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.
OralLanguage 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
OralLanguage 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.
OralLanguage 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.
OralLanguage 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
OralLanguage Express oneself Speak clearly and audibly Speak in full sentences Express thoughts and feelings Share own ideas Share preferences Very promising!
OralLanguage Speak in full sentences Telling preferences: The weather is fine. I want to _____.
Group Activity 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!
PhonologicalAwareness Standard for Grade 1: Display sensitivity to sounds in spoken language
Phonological Awareness 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
PhonologicalAwareness 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 sheet feet said street thread fed sweet bread fed
Group Activity In your group, think of an interesting activity that develops the skill given you. Demonstrate how it is done. Let’s get some action!
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 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
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 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?
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 words— nouns—name things and some words— pronouns—replace naming words)
Group Activity 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!
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 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?
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 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.
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)
Group Activity 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!
Grammar Standard for Grade 1: Apply grammar to communicate effectively