The Curriculum Languages Area Mother Tongue Felicitas E

The Curriculum: Languages Area (Mother Tongue) Felicitas E. Pado, Ph. D

Language Groups Mother Tongues Filipino English Felicitas E. Pado, Ph. D

Basis for the Languages Curriculum Multilingualism is the basis for the Language Curriculum of the K-12 Basic Education Program, building upon the natural ability of Filipinos for language learning. Felicitas E. Pado, Ph. D

The Twelve Mother Tongues 1. Ilocano 7. 2. Pangasinan 8. 3. Kapampangan 9. 4. Tagalog 10. 5. Bikol 11. 6. Hiligaynon 12. Felicitas E. Pado, Ph. D Waray Cebuano Chavacano Meranao Maguindanaon Tausug

The Domains of Literacy 1. Oral Language 10. Grammar Awareness 2. Phonological Awareness 11. Vocabulary 3. Book and Print Orientation 12. Reading Comprehension 4. Alphabet Knowledge a. Activating Schema/Prior Knowledge 5. Word Recognition b. Comprehension of 6. Fluency Literary Texts 7. Spelling 8. Handwriting 9. Composing c. Comprehension of Informational Text 13. Attitude toward Language, Literature and Literacy Felicitas E. Pado, Ph. D

T h e D o m a i n s Felicitas E. Pado, Ph. D

Domain Definition 1. Oral Language Knowledge and use of the structure, meanings and uses of the language. 2. Phonological Awareness The ability to hear and manipulate the sounds of a language. There are 4 levels of PA: word, syllable, onset and rime, phoneme. Felicitas E. Pado, Ph. D

Domain Definition 3. Book and Knowing and being Print acquainted with books and Knowledge how print works. Recognize, name, and sound out all the upper and 4. Alphabet Knowledge lower case letters of the alphabet. Felicitas E. Pado, Ph. D

Domain Definition 5. Phonics and Word Recognition Being able to identify a written word by sight or by deciphering the relationship between the sounds of spoken language and the letters in written language. 6. Fluency The ability to read orally with speed, accuracy and proper expression. Felicitas E. Pado, Ph. D

Domain Definition 7. Spelling Being able to convert oral language sounds into printed language symbols. 8. Handwriting The ability to form letters through manuscript and cursive styles. Felicitas E. Pado, Ph. D

Domain Definition 9. Composing Being able to formulate ideas into sentences or longer texts and represent them in the conventional orthographic patterns of written language. Felicitas E. Pado, Ph. D

Domain Definition 10. Grammar Awareness and Structure Knowledge of language features and sentence structures in written language as this differs from oral language. 11. Vocabulary Knowledge of words and their meanings in both oral and print representations. Felicitas E. Pado, Ph. D

Domain Definition 12. Reading Comprehension A complex and active process in which vocabulary knowledge is a crucial component and which requires an intentional and thoughtful interaction between the reader and the text. Felicitas E. Pado, Ph. D

Domain Definition a. Use of context and prior knowledge/ schema b. Comprehension strategies Activating prior knowledge conceptually related to text and establishing a purpose for reading. Being self-aware as they discuss and analyze text to create new meanings and modify old knowledge. Felicitas E. Pado, Ph. D

Domain Definition c. Comprehending literary text Respond to literary text through the appreciation of literary devices and an understanding of story grammar. d. Comprehending informational text Locate information from expository texts and use this information for discussion or written production. Felicitas E. Pado, Ph. D

Domain Definition 13. Attitude toward Language, Literature and Literacy Having a sense of being a reader and developing individual choices of and tastes for texts to read for various purposes such as for learning or for pleasure. Felicitas E. Pado, Ph. D

The Integrated Language Arts Curriculum for the Primary Grades the revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education fleshes out the areas that children need to learn and that teachers need to teach in greater detail consistent with the sub-strands of the Language Arts and multiliteracies Felicitas E. Pado, Ph. D

Alignment of the Language and Literacy Domains with the 5 substrands Domains of Literacy Listening Speaking Reading Writing 1. Oral language / 2. Phonological Awareness 3. Book and Print Orientation / 4. Alphabet Knowledge 5. Word Recognition 6. Fluency / / / / / Viewing / / 7. Spelling / 8. Handwriting / Felicitas E. Pado, Ph. D / / /

Alignment of the Language and Literacy Domains with the 5 substrands Domains of Literacy Listening Speaking Reading Writing 9. Composition / / 10. Grammar Awareness & Structure / / 11. Vocabulary Development 12. Reading Comprehension / / / / 13. Attitude toward Language, Literature and Literacy / / Felicitas E. Pado, Ph. D Viewing / / /

Literacy Standards What literacy skills should the pupils be equipped with at the end of Grade 3 Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should 1. Oral Language have sufficient functional vocabulary to name and describe people, places, concrete objects and communicate personal experiences, ideas, thoughts, actions, and feelings in different context in a culturally appropriate manner. Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should use phonological skills and 2. strategies to select sound Phonological patterns and know how to awareness translate then into spoken language. use book and print knowledge and strategies to select letter 3. Book and patterns and know how to Print translate then into spoken Orientation language by using phonics, syllabication and word parts. . Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should use alphabet knowledge and 4. Alphabet strategies to select letter Knowledge patterns and know how to translate then into spoken language by using phonics, syllabication and word parts. Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should be able to 5. Word Recognition 6. Fluency use basic knowledge on word recognition skills and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading. use basic knowledge on fluency skills and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading. Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should be able to 7. Spelling use basic knowledge on spelling skills and strategies to select letter patterns and know how to translate them into spoken language by using spelling patterns, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading. 8. Handwriting use basic knowledge on the features of handwriting to be able to write clear and coherent sentences and paragraphs that develop a central idea in different audience and purpose following the stages of writing process. Felicitas E. Pado, Ph. D

Literacy Domain 9. Composing 10. Grammar Awareness & Structure At the end of Grade 1, the pupils should be able to use basic knowledge, skills and strategies on written composition to write clear and coherent sentences, paragraphs, short stories that develop a central idea in different context and purposes. use basic knowledge, skills and strategies on basic grammatical rules to be able to speak and write correctly and effectively. Felicitas E. Pado, Ph. D

Literacy Domain 11. Vocabulary Development 12. Reading Comprehension a. Use of context and prior knowledge At the end of Grade 1, the pupils should be able to use basic vocabulary knowledge, skills and strategies in both oral and written communications to express ideas, opinions, reactions in various contexts and language functions. use basic schema or prior knowledge skills and strategies to comprehend appreciate grade – level – appropriate materials. Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should be able to 12. Reading Comprehension b. Reading strategies be self-aware as they discuss and analyze text to create new meanings and modify old knowledge. c. Comprehen- use literary texts to develop ding literary comprehension and text appreciation of grade – level – appropriate materials. Felicitas E. Pado, Ph. D

Literacy Domain At the end of Grade 1, the pupils should be able to 12. Reading Comprehension d. Comprehending informational text use informational texts to develop comprehension of grade – level – appropriate materials. develop love and appreciation towards the language and culture 13. Attitude toward language, literature Felicitas E. Pado, Ph. D and literacy

The Curriculum Planning As a result of curriculum planning, a teachers’ guide containing the orthography, phonological guides, literacy program sequences, common utterances for each of these languages has been prepared. Felicitas E. Pado, Ph. D

Sample Output: Spelling and Orthographic Rules: Bikol Polisiya sa pagsubli nin mga tataramon - An 20 letra na a, b, k, d, e, g, h, i, l, m, n, ng, o, p r, s, t, u, w, y supisyente sa pag-be-aba kan mga tubong tataramon kan Bikol. - Gagamiton ang (8) dagdag na letra (c, f, j, ñ, q, v, x, z) sa pag-be-aba (Baybay) kan mga sinubling tataramon buda mga eksaktong pangaran kan tawo, lugar, institusyon buda mga scientific/technical na tataramon. -Kun dai nin katumbas an subling tataramon gamiton an orihinal na pag-be-aba kaini. Felicitas E. Pado, Ph. D

Sample Common Expressions: Bikol Tagalog English Dios marhay na aga Dios mabalos Magandang umaga Maraming salamat Walang anuman Pwede po ba? Good morning Patawarin mo ako. I’m sorry. Daeng anu pa man Puede tabi? Patawad tabi. Felicitas E. Pado, Ph. D Thank you It’s all right May I?

Sample Output: Chavacano Alphabet How many Dipthongs? Vowels? 5 Consonants? 24 b - baso c - computer ay - palay a –atis e- ekis I -ibon o - okra u - ulan d - damo f - Filipino g - gulay h - holen j - jacket k - kubo l - lapis m - manok n - nanay ng - ngipin n - nino p - pusa q - queso r - relo s- sabon t - tatay v- vinta w - watawat x - x-ray y - yoyo z - zipper Felicitas E. Pado, Ph. D oy - kahoy iw - baliw ts - tsinelas

Common utterances with their Filipino and English translations Sequence of letters for teaching word recognition and spelling List of phrases, sentences, stories for developing word recognition and spelling Big books Rules that govern borrowed words (based on KWF) Felicitas E. Pado, Ph. D

Lesson Plan Excerpt: Ilokano A. Pre-reading Activities 1. Unlocking of difficult words Nadungngo (Context Clue) Arubayan (Synonym) Nagtagibi (Context clue) Nanakem (Context Clue 2. Motivation Malaksid kada tatang ken nanang yo, siasinno pay naayat kadakayo? With the teacher showing the cover picture, the teacher asks: Apay ngata nga adda iggem diay ubing a bag? Ania ngata ti gagara dagiti agaama ti balay ti baket? 3. Motive Question Apay nga ina ti awag ni Lallay kenni Innok Kallang ket baket a Balasang isuna? Felicitas E. Pado, Ph. D

Sample Output: Common Terms for Animals and Plants: Hiligaynon Filipino alibang paruparo alimatok Ahos Bawang linta garlic amo matsing alibang Paru-paro butterfly Alimatok Lintasurot leech bagsat balagon baging balinghoy bungangkahoy Felicitas E. Pado, Ph. D English butterfly leech monkey bedbug vine cassava

Batayang Aklat sa Bawat Wika Alphabet Vowels and consonants: keywords, key pictures Spelling and orthographic rules Grammar rules High frequency words with their Filipino and English translations Felicitas E. Pado, Ph. D

Sequence of letters for teaching word recognition: Kapampangan LETTER KEY PICTURE SIGNAL WORD Lisyun 1: Uu uma (kiss) Lisyun 2: M (u) mata(eye) Lisyun 3: Aa asu (dog) Felicitas E. Pado, Ph. D

Sample Story: Tausug BANSAG KAN PUTI KAY PULA Ha hula Ginhawa baz tawagun sin mahardika bazsa, awn piyag anak kambal nahiluwakag pa kamatauran. ziyanan sin maas nila hi Puti (WBC) kay Pula (RBC) pagka in sila piyag anak mapula iban maputi in warna sin pamaranan nila. Felicitas E. Pado, Ph. D

Teaching the Domains in L 1, L 2, L 3: Grade 1, First semester Mother Tongue (L 1) Oral Language and Listening Comp Phonological Awareness Book and Print Orientation Alphabet Knowledge Word Recognition Fluency Spelling Writing and Composing Grammar awareness & Structure Vocabulary Development Reading Comprehension Felicitas E. Pado, Ph. D Filipino English Will start second semester

Teaching the Domains in L 1, L 2, L 3: Grade 1, Second Semester Mother Tongue (L 1) Oral Language and Listening Comp Phonological Awareness Book and Print Orientation Alphabet Knowledge Word Recognition Fluency Spelling Writing and Composing Grammar awareness & Structure Vocabulary Development Reading Comprehension Felicitas E. Pado, Ph. D Filipino English

DIOS MABALOS PO! Felicitas E. Pado, Ph. D