I Love the Sun by Teacher Hazelle Preclaro I love the sun (5x) - - PowerPoint PPT Presentation
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
by Teacher Hazelle Preclaro
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
The Philippine Language Context
Cross-Linguistic Transfer of Literacy Ability
language as they read in a second language (Durgunoglu & Oney, 2000)
(Fitzgerald, 1999)
The Philippine Language Context
Cross-Linguistic Transfer of Literacy Ability
Filipino had positive effects on children’s English literacy skills – specifically in terms of the alphabet and phonological awareness (Aquino, 2005)
The Philippine Language Context
Cross-Linguistic Transfer of Literacy Ability
cross-language interactions of various reading and language based skills (Ocampo, 2005)
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
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)
(Stewig & Simpson, 1995)
Reading
Listening Speaking Writing
Literature
Literacy Domains:
Recognition
Composition
Awareness
Comprehension
Domains not included in the First Grade English Curriculum:
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 use sight word recognition
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:
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:
Skills that may emerge: Participate in shared reading
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:
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)
Draw ideas that Share preferences Narrate a story/experience Describe (e.g. person, animal, object, place) Engage in free writing
Reading Comprehension understand a range of reading/viewing texts from different 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:
Skills that may emerge:
Follow directions Interpreting pictographs
Interpreting simple maps of familiar places
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
experiences and text listened to or read.
Grade 1 English
Standard for Grade 1: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
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
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
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
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
say has a similar ending sound as head.
say has a similar ending sound as feet.
bed red meet feet said street fed sweet bread
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
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.
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
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
Ask, talk about and determine the meaning
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)
Comprehension understand a range of texts from different 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:
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?
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
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 Understand a range of texts listened to 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:
Standard for Grade 1: Understand a range of texts listened to for a variety of purposes
Expect oral/written text to make sense Identify a purpose for listening Listen to, understand and follow simple instructions Appreciate a variety of texts Listen carefully to texts read aloud Derive meaning from repetitive language structure Participate / Engage in a read-along of texts (e.g. poetry, repetitive text) Activate and use prior knowledge to understand the text
Select most likely conclusions about the text using their prior knowledge Identify connections between the story listened to and personal experience Make predictions about stories based on the cover or title, pictures, details in the text Use/ Modify prior knowledge based on new knowledge from text Validate ideas made after listening to a story
Recall information, main ideas, and details after listening to a text Identify story elements (title, characters, setting) Identify and discuss key themes Discuss reasons for events in stories Make simple inferences about the thoughts, feelings, dialogue and actions of characters Establish and analyze relationships between characters and events in the text
Sequence a series of events in a literary selection Identify cause and effect of specific events in a literary selection Compare events and characters in literary selections from a variety of cultures Appreciate the effects of different words and phrases, e.g. to create humor, images and atmosphere Appreciate words that the author uses in a literary selection to create a graphic visual experience
Appreciate figurative language Take part in creative responses to stories, (e.g. oral retelling, dramatization, etc.) Determine whether a story is real or make-believe Appreciate that texts vary with regards to content and purpose
Locate specific information by using
Restate facts, identify main idea and appreciate information from listening to informational text Appreciate the usefulness of the information in a particular text
Ask and answer questions before, during and after listening to a text (i.e. literal, inferential, evaluative, integrative, creative) Use details and pictures found in the informational text to create meaning
Grammar Awareness and Structure
awareness by being able to read, speak and write correctly.
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:
What kind of word is ‘hotdog?’
What kind of word is ‘hot’?
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/
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.)
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.
Standard for Grade 1:
Display a positive regard towards literacy learning.
Revisit favorite books, songs and rhymes Attempt to read or re-tell texts listened to
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
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:
English Curriculum Teaching Guide
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.
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:
Follow directions
examples of naming words (body parts)
This portion of the matrix focuses on activities designed to determine what the students know and need to
TOUCH YOUR BODY PART Have the class point to a body part
part that the teacher says.
students as the activity goes along.
This portion of the matrix focuses on activities designed to determine what the students know about the content to be covered in the
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.
BODY PART PUZZLE
a girl using the different body parts (paper cut-outs)
parts they already know.
This portion of the matrix focuses on unpacking the contents of the lesson. This may focus on interacting with the text
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.
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.
Teacher will model identifying the names of particular body parts.
his/her fingers to the class.
Teacher asks the students to show their fingers to the class.
teacher is showing.
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.
CLASS ACTIVITY
parts they have.
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?
This portion of the matrix focuses on providing the students an opportunity to perform a particular skill and gain mastery.
The Matrix–Sample Independent Practice
TWISTER GAME
class)
*Twister mat is divided into squares. Each square has a different color. There should be at least 2 squares with the same color.
Put your left knee on the color blue.
This portion of the matrix focuses on activities designed to determine what the students know and need to
Play the Body Parts Game and check if the students will be able to touch the correct body part you refer to.
touch their feet.)
correct part of the body mentioned.
Grade 1 English
English Curriculum Appendix
The appendix is organized Weekly and divided into three parts:
(Literature)
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.
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 that’s not all, because you see. I am special. I am me.
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.
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
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
A child’s 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 motivates children to be more curious in solving
present models of scientific methods of
collecting data, experimentation and
appreciate, value, understand and respect their world.
Science process skills include:
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
flower, and fruit)
The Second Quarter
interact with, the more opportunities they will have to develop language skills.
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…
Encourage their attempts to express
respond and share.
literature (e.g. songs, rhymes, stories etc.)
in which literacy will be developed (in this case, English)
knowledge of words and concepts/ideas
(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. Let’s be proud of what we’ve got.
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.
(for the line “We use our legs when we walk”)
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 _________”
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.
(c) the use of objects, props, hands-on
New Words Manner of Unlocking
Where are my eyes?
(demo) Where is my nose? The calachuchi flower smells good.”
(demonstration) Where are my toes?
included in the lesson.
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 _____.
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.
Eyes, ears, mouth, pencil “Pencil - You’re it!” Head, foot, sun, nose “Sun - You’re it!” Fingers, chair, toes, arms “Chair - You’re it!” Door, cheeks, legs, neck “Door - You’re it!”
a sentence by taking a walk as you say the words out loud. SENTENCE: I am Teacher Hazelle. STEP 1 2 3 4
sentences to walk to.
sentences.
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.
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,
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.
Provide experiences for the students to think and talk about:
books
poems, stories etc) Engage the students in conversations about these experiences.
sharing with each other
happening using the pictures
“Based on the pictures on the poster/in our book what do you think will the song/story be about?”
(Based on the Gray, Gates and Smith and Barrett models) 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
Sample questions to ask after the text has been presented
song/poem/story?
poem/song/story?
TELL THE STORY IN THESE PICTURES FROM THE STORY I DON’T WANT TO EAT PUBLISHED BY ADARNA HOUSE