DEPED Introduction to the K to 12 Integrated Language Arts Competencies

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

K to 12 INTEGRATED LANGUAGE ARTS CURRICULUM Mother Tongue- Grades 1-3Competencies English -Grades 1-3 and and Grades 7-10 Filipino - Grades 1-3 and Grades 7-10

K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM

INTRODUCTION TO THE INTEGRATED LANGUAGE ARTS CURRICULUM FOR THE PRIM ARY 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. This is not inconsistent with the proposed proposed 5 sub-strands of the Language Arts and and Multi-literacies Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.

Alignment of the Language and Literacy Domains with t he 5 sub-strands Integrated Language Arts Domains 1.

Oral Language

2.

Phonological Awareness

3.

Book and Print Knowledge

4.

Alphabet Knowledge

5.

Phonics and Word Recognition

6.

Fluency

7.

Spelling

8.

Writing and Composition

9.

Grammar Awareness & Structure

10. Vocabulary Development 11. Reading Comprehension  schema & prior knowledge  strategies  narrative text  informational text 12. Listening Comprehension 13. Attitudes towards language, literacy literacy and literature 14. Study Strategies

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012

LISTENING

SPEAKING

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√

√ √

√ √

√ √ √

√ √ √

√ √ √

√ √ √

READING

√ √ √ √ √ √ √ √ √

√ √

WRITING

VIEWING 

√ √

√

√ √ √ √ √

√ √

√ √

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K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the Department of Education. Content Standards Oral Languages in English Phonological Skills

Performance Standards at the end of Grade 3  Have sufficient facility in English to understand spoken discourse and to talk and interact with other about personal experiences and text listened to or read Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.

Book and Print Knowledge

Use narrative and expository texts for independent study and reading for pleasure

Alphabet knowledge

Recognize, name and sound out all the upper and lower case letters of the alphabet.

Phonic and Word Recognition Fluency

Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions. Read aloud grade level texts effortlessly, without hesitation and with proper expression.

Spelling

Spell words with two or more syllables using phonic, semantic, and morphemic knowledge

Writing /Composition

Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing Write legibly in cursive writing.

Handwriting Grammar Awareness and Structure

Demonstrate grammatical awareness by being able to read, speak and write correctly. Communicate effectively, in oral and written forms, using t he correct grammatical structure of English. Acquire, study, and use English vocabulary words appropriately in relevant contexts.  

Vocabulary

Reading Comprehension and Study Strategies  Use of Content Content and and Prior Knowledge

Activate prior knowledge conceptually related to text text and establish a purpose purpose for reading reading

Comprehension Strategies

Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge

Comprehending Literary Text Comprehending Informational Text

Respond to literary text through the appreciation of literary devices and an understanding of story grammar Locate information from expository texts and use this information for discussion or written production.

Attitude

Demonstrate a love for reading stories and confidence in performing literacy-related activities/task

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012

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K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM Using the language and literacy domains will focus the work of of the teachers on developing the above above abilities among the children. To put their expectations into proper perspective, the table below shows what language will be used as medium of instruction from Kindergarten to Grade 3, what the target languages are for oral language and literacy development. Schedule of Languages for Learning and to be learned from Kindergarten to Grade 3 Level

Medium of Instruction

Oral Language Development

Literacy Development

Kindergarten

Mother tongue

Filipino; English

Mother tongue

Grade 1

Mother tongue

Filipino; English

Mother tongue

Grade 2

Mother tongue

Filipino; English

Mother tongue and Filipino

Grade 3

Mother tongue

Filipino; English

Mother tongue, Filipino and English

The skills to be developed within the Integrated Language Arts Curriculum for Kindergarten to Grade 3 are taught using a iterative approach such that the domains and skills spiral across the grade levels levels and across the languages. This will develop very strong linguistic skills skills that will serve as the foundation for subsequent learning of more complex and academic language abilities. The Competency Development Schedule across Language and Literacy Domains from Kindergarten to Grade 3 Content Standards Learning Area K 1 2 Oral Languages in English Mother Tongue Filipino English Phonological Skills Mother Tongue Filipino English Book and Print Knowledge Mother Tongue Filipino English Alphabet knowledge Mother Tongue Filipino *Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012

3 

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K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM

Content Standards Phonic and Word Recognition

Fluency

Spelling

Writing and Composition

Grammar Awareness and Structure

Vocabulary Development

Listening Comprehension

Reading Comprehension

Attitude towards language, literacy and literature Study Strategies

Learning Area English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English Mother Tongue Filipino English

K

1

2

3 

The graduate of the Integrated Language Arts Curriculum is a Multi-literate and Competent Language Learner who uses his or her competencies oral and printed language use as appropriate to various various situations. S/He will be fluent in at least three languages and may opt to learn another local or

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012

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K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM foreign language towards the end of secondary education. The table below shows how the domains funnel to more specific and complex language, literacy and learning competencies as the students move from primary, middle and high school.

Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum Domains Oral language Phonological awareness Book and Print knowledge Alphabet knowledge Phonics and word recognition Fluency Spelling Writing and composition Grammar awareness and structure Vocabulary development Reading comprehension Listening comprehension Attitude towards language, literacy and literature Study strategies

K-3

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012

4-6

7-10

11-12

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K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM STANDARDS Domains 

Content Standards The learner…

Oral Language



Phonological Skills



Book and Print Knowledge

understands the standards of English in order to participate in various oral communication demands (situation, purpose and audience)

metacognitively understands that spoken words are composed of a series of sounds and those sounds occur within a particular order

understands: 1. Knowledge of the Alphabet. ( It It is the  understanding that letters have sounds which  can be associated with them and that there is  some relationship between the sequence of  letters seen in print and the sound sequence  heard.) 2. Concepts about Print. (It is the understanding of  the rules required to record oral language into a  written language.) 3.

Performance Standards  The learner… 





has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read is able to demonstrate phonological awareness at the levels of the syllable and t he phoneme

uses literary and informational texts for independent study and reading for pleasure

Function of Print. (Understanding that print has 

meaning and the function of either telling a  story or conveying information such as  directions is the final area of understanding  about print children need.) Alphabet Knowledge



Phonics and Word Recognition



understands the features of each letter that m ake it different from all the other letters recognizes words and constructs meaning about them based on series of cues (including word shape, contextual, perceptual, phonological, and semantic information) happening instantaneously

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012





recognizes, names, and sounds out all the upper and lower case letters of the alphabet uses sight word recognition recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions Page 7

K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM Domains  Fluency



Content Standards understands the importance of acquiring a high level



of “fluency” in English in order to be understood by

Performance Standards  reads aloud grade level texts effortlessly without hesitation and with proper expression

both native and non native listeners through: 1. 2.

3. 4.

Spelling



Writing / Composition





Handwriting



Grammar Awareness and Structure

Vocabulary



Reading (the ability to easily read and  understand texts written in the language) Writing (the ability to formulate written texts in  the language) Languages (the ability to follow and  understand speech in the language) Speaking (the ability to produce speech in the  language and be understood by its speakers)

understands that words are formed with letters in accepted order (orthography) understands the different formats to write for a variety of audiences and purposes

understands that there is an acceptable and comprehensible “handwriting” style of writing with pen or pencil in order to convey meaning to others understands that English language has a set of structural rules that govern the composition of clauses, phrases, and words in oral and written communication

understands the importance of acquiring an extensive receptive and expressive (passive and active) vocabulary for communication or expression in various contexts and language functions

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012













spells words with two or more syllables using phonic, semantic, and morphemic expression expresses their ideas effectively in formal and informal compositions to fulfil their own purposes for writing writes legibly in cursive writing

demonstrates grammatical awareness by being able to read, speak and write correctly communicates effectively in oral and written forms using the correct grammatical structures of English acquires, studies, and uses English vocabulary words appropriately in relevant contexts

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K to 12 - LANGUAGE ARTS CURRICULUM CURRICULUM Domains  Listening Comprehension



Content Standards understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge (schema)









Reading Comprehension

 



Performance Standards  activates prior knowledge conceptually related to text and establishes a purpose for listening/reading be self-aware as they discuss and analyze text to create new meanings and modify old knowledge responds to literary texts through the appreciation of literary devices and an understanding of story grammar recalls/locates information from expository texts and uses this information for discussion or written production

Schema & Prior Knowledge

understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor

one’s comprehension 

Strategies



Narrative Text

Informational Text Attitude



Study Skills





understands the significance of interpreting the social meaning of the choice of linguistic varieties and using language with the appropriate social meaning for the communication situation understands that there are an array of study skills, which may tackle the process of organising and taking in new information and retaining information

*Dr. Dina Ocampo, LAT Convenor  – version as of January 31, 2012





demonstrates a love for reading stories and confidence in performing literacy-related activities  / tasks

chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of study

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