1. Integrated Language Arts

2. The Philippine Roadmap to Multi-literacy
Good afternoon. I would like to thank the de los Reyes family for this opportunity to share and participate in this forum. The issue on the medium of learning is crucial to our development as a nation. But I would like to reiterate it importance by taking the viewpoint from the child’s perspective.
According to the 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS), the country’s population of 57.6 million who are 10 to 64 years old include 3.8 million Filipinos who are unable to read and write and another 9.2 million Filipinos who are not functionally literate and numerate.
School year saw a cohort survival rate of students who entered Grade 1 and completed secondary education is only 50.95%. Achievement levels are also very low with Grade 6 students earning an average of % mastery in all subjects and fourth year high school seniors registering 46.80% mastery for all subjects. This indicates that less than 50% of the expected skill and content learning is mastered by those who survive in the basic education system.
The declining performance of students in subject areas of the curriculum has been a pressing issue in Philippine education for decades. An identified culprit in this scenario is the inaccessibility of quality and relevant education. This resounded in the EDCOM Report (1991) report, which identified the use of English as a medium of instruction as the loophole in student achievement and pushed instead for the use of the mother tongue in teaching.
Dina Ocampo
Leonor Diaz
Portia Padilla
Liu Vilbar
Victor Villanueva
Mark Norman Maca
Pau Fontanos
Liza Villanueva
Roberto Ruda

3. Foundations of the Policy Recommendations thru BESRA
Philippine language context and the evolution of language use
Cultural identity, language and social development
How language is learned; Multilingualism
How literacy is learned; Multiliteracy
The Cross Linguistic Transfer of Literacy and Thinking Skills across languages
Global studies/experiences in bilingual education
These are the core concepts to be discussed in this paper.
Dina Ocampo, UP College of Education

4. We are multilingual We are by virtue of our geography and history, a
multi-lingual people.
This gift has for too long been viewed as a liability.
We are, by virtue of our geography and history, a multilingual people. In my opinion, this gift has for too long been viewed as a liability. This negative viewpoint has affected how the educational system has implemented the Bilingual Education Policy. How?
Because it is impossible to make instructional materials for all those languages
Because parents want their children to learn English as soon as possible
Because teachers are not trained to use the mother tongue as the language of instruction.
Because there are no funds to make materials and assessment tools
The list of “cannots” and “there are nots” is endless. In one forum, a person of the cloth told me that the recommendations put forward would cost trillions! In my impatience, I told her God would provide. But actually maybe the world bank or better still, the communities through NGOs and LGUs.
Dina Ocampo, UP College of Education

5. The Philippine Language Context
120 languages (McFarland, 1993) or 171 (Philippine Commission on Educational Reform, 2000)
Eight major languages are Ilocano, Pangasinense, Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon and Waray-Samarnon (Belvez, 2002)
Filipino is the national language, and incorporates vocabulary from the other Philippine languages and non-local languages used in the Philippines, i.e., English, Arabic and Spanish (Gonzales, 1998)
The average Filipino is quadrilingual. And we use our mother tongues for communication at the interpersonal level. And to a large extent, in schools, even if the policies state otherwise.
With over 120 languages, the country is a wealthy nation in terms of culture and diversity.
Though there are dominant languages in regions (some call these lingua franca) our national language is Filipino which has been enriched by these regional languages, English, Spanish, Chinese, and Arabic (depending on where you are in the archipelago).
English language use is prevalent in government and business sectors as well as in higher education. However, according to various surveys, the comfortable users of English only range from 50 to 75% of the population. This can be largely credited to schools.
92% speak Filipino and this we credit to mass media and to some extent, to schools.
Arabic is an important language for citizens in ARMM and of the Moslem faith and through the Madaris schools, it will be learned in basic education as a subject.
Dina Ocampo, UP College of Education

6. Cultural identity, language and literacy
Culture is the sum total of ways of living built up by a group of human beings transmitted from one generation to another. The shared values, customs and histories characteristic of culture shape the way a person thinks, behaves and views the world.
Culture is perhaps the strongest determinant of identity
Language is intrinsic to the expression of culture
Language is fundamental to cultural identity
Culture may be broadly defined as the sum total of ways of living built up by a group of human beings, which is transmitted from one generation to another. The shared values, customs and histories characteristic of culture shape the way a person thinks, behaves and views the world. A shared cultural heritage bonds the members of the group together and creates a sense of belonging through community acceptance. In every community, a person’s cultural heritage can be observed in aspects such as food, clothing, celebrations, religion and language. Therefore, culture is perhaps the strongest determinant of identity. It shapes how persons see themselves and the groups with which they identify.
Language is intrinsic to the expression of culture. According to Kramasch (1999), "It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to." Language is fundamental to cultural identity.
Dina Ocampo, UP College of Education

7. Language Acquisition and Learning
the way children learn their mother tongue
the process of natural assimilation of a language
requires good models of the language that is to be learned and immersion in its use and function.
all children can acquire language ability because humans have the capacity to learn language (Brown, 1994).
Language Learning
The process used by learners when languages are added to their linguistic repertoire
Refers to second, third, nth language learned by a person
Can be learned (or not learned) well by
Immersion
Structuralist or Formalist
Audiio-lingual
Communicative competence
For the purposes of this paper, language acquisition will refer to the process of natural assimilation of a language, involving intuition and subconscious learning. Since it is regarded as a natural process, it is assumed that language is an ability that all children can acquire because humans have the capacity to learn language (Brown, 1994). Language acquisition is the product of real interactions between people where the learner is an active participant. Language acquisition, even among adults, is akin to the way children learn their native tongue. It is a process that produces functional skill in the spoken language without theoretical knowledge. The process of language acquisition requires good models of the language that is to be learned and immersion in its use and function.
Language learning on the other hand, is defined in this paper as the process used by learners when languages are added to their linguistic repertoire. Therefore, language learning, in the context of this paper will refer to second or third language acquisition and thus falls in the purview of bilingualism.
Dina Ocampo, UP College of Education

8. Childhood Bilingualism
from Monolingual to Bilingual
Through
interactions
in the
community
Natural
There are two levels of definition of bilingualism used in this paper. The first regards it at the macro-level. Bilingualism, therefore, can be defined as the use of two or more languages in a society. The second level of definition is at the individual level. Bilingualism is generally regarded as a psychosocial ability affecting language and literacy constructions of a child or adult.
Childhood bilingual development is a phenomenon that occurs in society, whether global or local, and puts pressure in the school system. Again, there are two broad categories of childhood bilingual development. Findings from Philippine research tell us that amongst us are children who start off as monolinguals and then navigate towards becoming multilingual. The children of the Philippines learn their languages naturally first from the home and then in the various contexts in which they participate. Whilst this is true for many children, it is also true that for many others, there is really no first language. Rather, they are, from the beginning of their lives, bilingual. These children are immersed in communities and societies that have two or more languages that are perpetually used in the home environment. A bilingual, therefore, is a person with a unique linguistic configuration (Grosjean, 1985) involving a merging of phonologies, semantics, grammars and syntax of the languages she uses. Research tells us that
Children's language skills in two or more languages develop well when bilingual skills are valued.
The child’s first language/s is used as a tool for learning.
The child is motivated and needs to communicate in the target/new language.
There are relevant and diverse opportunities to use language (listening, talking, reading and writing) for real purposes, e.g., finding out and sharing information, describing, instructing.
Present in the learning environment is a good model of the target language/s who can understand one of the child’s languages.
These two categories of childhood bilingualism are nonetheless indicative of language acquisition processes because the languages are learnt spontaneously in their relevant and natural contexts. There remain the two other languages that can be considered the target languages identified by Philippine society as the official languages of the nation, namely, Filipino and English. These two will have to be learned through structured and well-planned strategies in order to achieve the aims of language education for each child in school, for the entire population of speakers in the Philippines.
We Strive for Bi/Multi-lingual Competence
the composite ability that may manifest itself in the expression of competence in one language and the others
a system that combines elements of the two and enables the speaker to use speech strategies not normally at the disposal of the monolingual
means being language proficient and literate in our mother tongues, Filipino and English
Through teaching in
school
Additive
Dina Ocampo, UP College of Education

9. The Issue of Biliteracy
For our purposes, we should look at it this way:
The prevailing ideas posit that literacy is outside the domain of bilingualism.
Biliteracy is the ability to read and write in two or more languages. Beyond the synergistic relationship of community and language, is the impact of bilingualism on how we construct our understanding of how children learn to read. Teachers of my generation and of those before me, were schooled in the ideas that literacy develops in the same way in any language. Research have consistently shown that on a cognitive level, this may be true, but on a performance level on literacy tasks, there are differences in how literacy develops depending on the difficulty of the spelling system/orthographic system used to represent the language in print and the prior knowledge a child has about the language in which literacy is expected to develop.
Seeing biliteracy as subsumed within bilingualism recognizes that all of literacy must have meaning. Being able to read without being able to understand, in any language, must never be regarded as literacy.
Furthermore, biliteracy that is anchored on bilingualism implies that the speaker/reader is acquainted or immersed or participant in a culture in which the languages are used.
Bilingualism
Biliteracy
Bilingualism
Biliteracy
Dina Ocampo, UP College of Education

10. Therefore….. In L2 Experience Oral Symbols Printed
This paradigm presents the relationships between experience, oral language and printed language in two languages. As you can see, this would probably be the simplified summary of the relationship of bilingualism and biliteracy within the mind of a child growing up in two languages.
Dina Ocampo, UP College of Education

11. Word Reading and Spelling
Learning to read and spell words in Filipino is far easier than learning to read and spell words in English.
Dina Ocampo, UP College of Education

12. Sentence and Listening Comprehension
There are distinct differences in the reading process used by bilingual children in English and Filipino when comprehending sentences in the two languages
Dina Ocampo, UP College of Education

13. What’s going on here?
50.00
This slide shows DepEd data of national achievement tests in Math, English and Science across 3 years. The numbers are percentages of schools that on average achieved 60% on the achievement tests. Less than 50% of our schools reach this level of mastery.
Next, be reminded that all these are taught in English. Or so they say.
Note that the math and science scores are higher than the English scores. What does this mean? Perhaps math and science are not really taught in English. Otherwise, it is but logical to expect higher scores in the English achievement tests because it is the tool used to teach Science and Math.
We can infer that another language is being used to teach math and science. Could it be the child’s language?
I certainly hope so or else we could infer worse things about this data.
Dina Ocampo, UP College of Education

14. SCHOOL The Reality What’s missing here? Experience in L1 Oral Printed
Saan na ang alam ko?
Experience
Oral
Symbols
in Filipino
Printed
In English
in L1
What’s
missing
here?
This is probably most real in the Philippine setting. Children speak a language that is different from the language in which they are taught literacy which eventually become the languages of instruction.
This results in multiple layers of difficulty. First, the language of the school is divorced from the language of their culture or community. Second, they have to learn two languages while simultaneously trying to learn Math, Science and the Social Sciences in these languages.
SCHOOL
Dina Ocampo, UP College of Education

15. Cross-linguistic Transfer of Literacy Ability
Considerable and wealthy evidence to show the literacy transfers across languages
Ocampo (2002) showed that cognitive & linguistic skills used to read in one language (Filipino) were also used in another language (English)
Aquino (2005) reports that beginning reading instruction in Filipino or English had positive effects on alphabetic knowledge and phonological awareness in the other language
Ocampo (2005) found the ease of learning to read words and comprehend sentences better in Filipino than in English for elementary grade students
The question that now begs everyone’s questions is:
So how will we get to English from the Mother Tongue? Baka mapako na tayo at hindi na matuto ng English.
Studies on the cross-linguistic transfer of literacy ability should calm these fears. Language and literacy ability, when facilitated by good instruction, transfer from one language to the other because the child who has mastered language and literacy in the most familiar language has the basis for future language and literacy learning.
Dina Ocampo, UP College of Education

16. English Filipino Child’s Language Cross Linguistic Transfer
Provides the foundation for additional languages
Facilitates learning subject matter
Increases school participation
Filipino
Easier to learn to read
Language of the media
Understood by most Filipinos
English
A global language
Continues to be a language
of aspiration among Filipinos
Arabic
Other
Languages
Cross
Linguistic
Transfer
Of Literacy
The programming should be as such. Questions regarding English proficiency are best answered with cross linguistic studies as well as good practices in teaching.
Dina Ocampo, UP College of Education

17. National Language and Literacy Strategy #1
Implement a developmentally and culturally sound programming of language and literacy development in schools
Revise the implementing rules for the Bilingual Education Policy
Allow me to share with the affirmations which have now been translated into the national language and literacy strategies. The first is to implement a developmentally and culturally sound programming of language and literacy development in schools.
This should be institutionalized with a new DepEd Order articulating the implementing rules for the BEP, thus revising the DEC order 36 and DECS order 57.
Dina Ocampo, UP College of Education

18. Programming of Languages of Learning
As you can see, when the students are in the lower levels, there is more use of the child’s language for learning.
The transition is slow. Filipino domains of use is increased at grade 2 when they learn to read it. Then English is increased at grade 3 when they learn to read it. In the meantime, the child’s language is used for other learning. By grade 4, it can be predicted that both Filipino and English have been learned well enough to be used as languages of learning and the mother tongue is used to facilitate learning.
For the concerned sections of our society, our Moslem students begin literacy in Arabic at Grade 5. Thereafter, the Madaris schools might want to add a subject area which will allow them to use Arabic for learning another subject matter such as the Qur’an or Children’s literature in Arabic.
By 3rd year high school, schools could opt to allow students to learn additional languages such as a more structured study of their mother tongue or the regional language, or another foreign language.
The transitioning will guide teacher development, deployment and loading, and instructional materials development.
Domains of use include
Literacy in the child’s language.
Math, Science & MAkabayan in the child’s language for ECCD til Grade 1.
Immersion in Filipino & English until grade 1.
Literacy in Filipino starts in Grade 2. the rest of the subjects are taught in the child’s language.
Literacy in English starts in Grade 3. MAKABAYAN is taught in Filipino.
At Grade 4 the present implementation of BEP is used. The child’s language remains the language of social interaction.
Grade 5, where appropriate, Arabic.
From 3rd yr HS, a loca/foreign language/Arabic.
Dina Ocampo, UP College of Education

19. National Language and Literacy Strategy #2
Create better learning environments to support language and literacy education of students.
Articulate how language and literacy will be developed in learners at specific grade/year levels of basic education.
Use children’s literature to support language and literacy development through exposure, immersion, and practice.
Support student learning through the development, production, and distribution of instructional materials in the designated languages of learning at the school, division, and regional levels.
The second component of successful language and literacy programs has to do with the learning environment which should foster efficient and effective learning. There are 6 reforms necessary here:
Articulate how language and literacy will be developed in learners at specific grade/year levels of basic education. What are the qualities of good language and literacy programs? What are the good practices in the field that can be scaled up?
Use children’s literature to support language and literacy development through exposure, immersion, and practice. Authentic literacy materials support language and literacy development. Textbooks are unidimensional and boring! Book floods, grade level kits will be more effective.
Support student learning through the development, production, and distribution of instructional materials in the designated languages of learning at the school, division, and regional levels. More on this in a while
Dina Ocampo, UP College of Education

20. National Language and Literacy Strategy #2
Ensure that teachers at different grade/year levels have the knowledge and competencies
in the languages they are supposed to use for teaching
on language and literacy education in a bilingual/multilingual context
in the subject(s) they are supposed to teach
Match the assessment of language and literacy with curriculum content and the languages of learning at specific grade/year levels.
Provide students with language and literacy difficulties remedial instruction based on assessment results.
Ensure that teachers at different grade/year levels have the knowledge and competencies
in the languages they are supposed to use for teaching
on language and literacy education in a bilingual/multilingual context
in the subject(s) they are supposed to teach
Match the assessment of language and literacy with curriculum content and the languages of learning at specific grade/year levels. Do real assessments and make good measures of language and literacy ability. Then test all children in school.
Provide students with language and literacy difficulties remedial instruction based on assessment results. A program is only as good as its effective reach. If children still fall through the cracks, then this means the program is lacking in the clients it can serve. Children experiencing difficulties which are no longer due to the language of instruction need support to faciliate their learning needs. Some possible conditions are dyslexia, dysgraphia, deafness, at iba pang Ds or difficulties.
Dina Ocampo, UP College of Education

21. Instructional Materials should be made for:
Beginning Reading in the mother tongue for Preschool and Grade 1.
Children’s literature in the mother tongue for Preschool until Grade 3.
Math in the mother tongue from Preschool until Grade 3.
Science in the mother tongue from Preschool until Grade 3.
MAKABAYAN in the mother tongue for Grades 1 and 2.
Filipino materials using local context and literature (where possible) for Preschool, Grades 1 to 6.
English materials using local context and literature (where possible) for Preschool, Grades 1 to 6.
Beginning Reading in Filipino for Grade 2.
Beginning Reading in English for Grade 3.
MAKABAYAN in Filipino for Grade 3 to support the transition of the language of learning from mother tongue to Filipino.
Edukasyong pangkabuhayan in Filipino for Grades 4 onwards.
Math in English for Grade 4 to support the transition of the language of learning from mother tongue to English.
Science in English for Grade 4 to support the transition of the language of learning from mother tongue to English.
Instructional materials should be for the following:
Beginning Reading in the mother tongue for Preschool and Grade 1.
Children’s literature in the mother tongue for Preschool until Grade 3.
Math in the mother tongue from Preschool until Grade 3.
Science in the mother tongue from Preschool until Grade 3.
MAKABAYAN in the mother tongue for Grades 1 and 2.
Filipino materials using local context and literature (where possible) for Preschool, Grades 1 to 6.
English materials using local context and literature (where possible) for Preschool, Grades 1 to 6.
Beginning Reading in Filipino for Grade 2.
Beginning Reading in English for Grade 3.
MAKABAYAN in Filipino for Grade 3 to support the transition of the language of learning from mother tongue to Filipino.
Edukasyong pangkabuhayan in Filipino for Grades 4 onwards.
Math in English for Grade 4 to support the transition of the language of learning from mother tongue to English.
Science in English for Grade 4 to support the transition of the language of learning from mother tongue to English.
If and when these reforms are put into motion, then publishing houses must respond and help the education sector to create the common knowledge children should share (through literature) across the country and development textbooks and grade level kits which will make learning (and teaching more fun!)
Children’s books publishers should translate their stories into the many languages of the country and print the books already. Can you imagine how effective learning will be if a child comprehends the story in her mother tongue, then uses that comprehension to help her read it in Filipino and then again later, in English. That’s a triple solid whammy which implicitly teach the child how much power she has over text. That she is in control of her reading.
The excellent idea and initiative of the LIBRARY HUBS courtersy of former USEC Mike Luz and his partners should be propagated EVERYWHERE. The library hub is a grand idea which has an plan of implementation that can actually be implemented. All divisions should operationalize their library hubs now.
Dina Ocampo, UP College of Education

22. National Language and Literacy Strategy #3
Enliven critical social support structures in the community to support learners in school.
Ensure maximum LGU/community participation and support for the implementation of the language and literacy programming strategy.
Raise critical awareness among parents about effective language and literacy learning processes.
If it takes a village to raise a child and all children should be in school, then the village should oversee and help the school educate its children.
The 3rd national language and learning strategy advocates the community to participate and take responsibility of their school and the students’ learning in those schools.
Strategies such as below will help vitalize the home, community and school collaboration towards relevant and effective educatio;n
Conduct intensive information dissemination about effective language and literacy programs through leaflet, posters distribution and mass media programs.
Establish a community library that will serve as a repository of knowledge and literature
Translate local literature into English and Filipino for wider circulation and use.
Utilize the Special Education Fund (SEF) and depoliticize its use in order to finance teacher professional development programs related to language and literacy in bilingual/ multicultural education
Ensure that honest and judicious assessment processes are used in the classroom
Dina Ocampo, UP College of Education

23. Overview Introduction to the presentation Our process
Review of the curriculum given to the LAT (Grades 1-10)
Affirmation of the philosophy of language and literacy development
Some issues on the assessment framework

24. Overview Groups English - Grade 1-3; Grades 4-6; Grade 7-10
Filipino - Grade 1-3; Grades 4-6; Grade 7-10
Mother Tongues

25. Overview Uses literature (various forms)
Follows an explicit process for teaching that is (mostly) consistent throughout the languages curriculum indicating recognition of Filipino and English as second languages of our students
Builds on our culture and literatures
Encourages indigenous process of learning such as group work, group goal-setting, cooperative activities and collective decision making

26. Overview the 3 curriculum sets for the languages communicate
second language development is built on first language abilities

27. Main Characteristics
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.
The curriculum spirals the competencies across the levels but in the high school levels, there is greater emphasis on reading comprehension of various texts, writing and composition, study and thinking strategies which are all in support of critical and creating thinking development.

28. Coherence with the Basic Education Program Goals
The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program goals.
Competencies are spiralled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
Content includes print and electronic texts that are age, context and culture appropriate.

31. Early Grades (Grade 1)

35. Outline per language area
Main features of the curriculum
Standards
Key stage outcomes -- at grade 3, 6, 10 and 12
Competencies
Texts
Organization of the teachers’ guide
Organization of the learning package

36. Mother tongues

37. Languages Ilocano Pangasinan Waray Kapampangan Cebuano Tagalog
Bikol Albay/Legaspi
Hiligaynon
Waray
Cebuano
Chavacano
Meranao
Maguinadano
Tausug

38. Features of the Curriculum

39. Standards

41. Competencies

43. Mother Tongues
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.

44. Batayang Aklat sa Bawat Wika
Alphabet
Vowels -- keywords, key pictures
Consonants -- keywords, key pictures
Spelling and orthographic rules
Grammar rules
High frequency words with their Filipino and English translations
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)

45. Sample Output: Cebuano Gramatika
Pandiwa- Berbo
Panahunan
Karon Na (present)
Nahuman Na(past)
Umaabot
(future)
nagkaon
nagsayaw
nagkanta
nagsulat
naglangoy
nikaon
nisayaw
nikanta
nisulat
nilangoy
mokaon
mosayaw
mokanta
mosulat
molangoy

46. Sample Common Expressions: Bikol
Filipino
English
Dios mabalos po.
Maraming salamat
Thamk you
Daeng anu pa man.
Walang anuman.
It’s all right.
Puede tabi?
Makihoron man
Pwede po ba?
May I?
Patawad tabi
Paghingi ng tawad.
I’m sorry

47. 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.

48. Chavacano Alphabet How many Vowels? 5 How many Consonants? 24
How many Dipthongs?
a –atis
e- ekis
I -ibon
o - okra u - ulan
b - baso c - computer 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
ay - palay
oy - kahoy
iw - baliw
ts - tsinelas

49. Filipino: Grade 1

50. Features Oral language development and listening
Songs, rhymes, language games
Sight words

51. Tema: Ako at ang aking Pamilya
UNANG MARKAHAN
Unang Linggo
Tema: Ako at ang aking Pamilya
Wikang Binigkas at Pag-unawa sa Napakinggan: Nakikinig at tumutugon sa mga tanong ukol sa sarili
Gramatika: Natutukoy ang pangalan ng tao, bagay, pook o hayop
Phonological Awareness: May kakayahang ipalakpak ng papantig ang isang salita
Paunang Pagtaya
Tukoy-Alam
Tunguhin
Paglalahad
Pagtuturo at Paglalarawan
Kasanayang Pagpapayaman
Kasanayang Pagkabisa
Pagtataya
Unang Araw
Wikang Binigkas at Pag-unawa sa Napakinggan;
Gramatika
Nakatutugon sa sariling pangalan;
Nakapagbibigay ng impormasyon tungkol sa sarili
Nagbibigay ng pangalan ng mga miyembro ng pamilya
Nakikinig sa pagpapakilala ng guro sa kaniyang sarili
Natatanong at nasasagot ang “Ano ang pangalan mo?”
Nakakaawit ng “Sino ang Kaibigan Ko?”
(Hanapin sa banghay aralin linggo 1)
Nakikinig ng pag-uusap sa pagitan ng guro at kaklase
T: Ano ang pangalan mo?
S: Ako si ________.
Ikalawang Araw
Nasasabi at naipapalakpak nang papantig ang pangalan
Naaawit muli ang “Sino ang Kaibigan Ko?”
Nagagaya ang guro sa papantig na pagpalakpak ng pangalan
Naipapalakpak ang mga pantig ng pangalan binibigkas ito

52. English: Grade 1

53. Features
Begins oral language development activities in the second semester of Grade 1
Songs, rhymes, language games, LEA,
Integrates science concepts that are basic to understanding the self and the immediate environment
Give teachers options on what activities to do

54. What do we need to do? all that for the other mother tongues
more texts for the many mother tongues
Filipino Sign Language

55. High School (Grade 7)

56. Filipino: Grade 7

57. Mga Pangkalahatang Pamantayan sa Bawat Yugto (12)
Sa dulo ng baitang 12, kailangang nakakáya ng mga estudyante na pagsanibin ang mga kasanayan sa komunikasyon at wika tungo sa paglikha ng kahulugan na gumagamit ng pabigkas at pasulat na mga teksto, iba’t ibang anyong pampanitikan, at mga kontekstong diskursibo para sa mga personal at propesyonal na layunin.

58. sa dulo ng Baitang 10
kailangang nakakáya ng mga estudyante ina ipaliwanag, bigyan ng halaga, at ipakatawan ang impormasyon sa loob at sa pagitan ng mga teksto at konteksto ng larang ng kaalaman.

59. Sa dulo ng baitang 6
kailangang nakakáya ng mga estudyante na bumuo ng mga kahulugan at ipahayag ang mga ito sa pamamagitan ng malikhain, angkop, at wasto ang gramatikang pabigkas at pasulat na wika.

60. Sa dulo ng baitang 3
kailangang nakakáya ng mga estudyante na ipakita ang sigla sa pagtuklas at pagdanas ng pabigkas at pasulat na mga teksto at ipahayag nang mabisà ang mga ibig sabihin at mga nadaramá.

61. Features
social and practical contexts for language use (projects and activities)
integration of contemporary texts in Filipino with the more traditional titles
Has content standards pertaining to Tatas, Pakikitungo sa Wika at Panitikan, and Mga Estratehiya sa Pag-aaral

64. LINGGO
PAMAGAT NG AWIT/ AKLAT
AWTOR 1
Batang-bata ka Pa 2
Sundalong Patpat
Virgilio S. Almario 3
Isang Dosenang Klase ng High School Students (mula sa ABNKKNSNPLako)
Bob Ong 4
Sandaang Damit
Fanny Garcia 5
Kung Bakit Umuulan
Rene Villanueva 6
Alamat ni Tungkung Langit
Roberto Añonuevo 7
Salamin
Assunta Cuyegkeng 8
Ang Pintor
Jerry Gracio 9
Impeng Negro
Rogelio R. Sicat

65. LINGGO
PAMAGAT NG AWIT/ AKLAT
AWTOR 11
Ang Ambahan ni Ambo
Ed Maranan 12
Nemo, ang Batang Papel
Rene Villanueva 13
Mabangis na Lungsod
Efren Abueg 14
Daragang Magayon 15
Kay Mariang Makiling
Edgar Samar 16
Ang Duwende 17
Trese Isyu 5
Budjette Tan 18
Alamat ng Waling-Waling
Gaudencio V. Aquino 19
Mga Alamat (Mula sa El Fili)
Jose Rizal

67. English: Grade 7

68. English Key Stage Standards (12)
Students should be able to integrate communication and language skills for creating meaning using oral and written texts, various genres, and discursive contexts for personal and professional purposes.

69. by the end of Grade 10
Students should be able to interpret, evaluate and represent information within and between learning area texts and discourses.

70. by the end of Grade 6
Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.

71. by the end of Grade 3
Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively.

72. Features Thematic design
Renaming of the traditions of Philippine literature, e.g. instead of pre-colonial, folk literature in translation
Non-genre based; Uses literature as primary reading material and informative texts as parallel/supplementary texts
Discourse-oriented grammar focusing on specific areas of difficulty assessed in international language proficiency tests
Integration of media literacy principles

73. RECOMMENDED PRIMARY SELECTIONS First Grading Period: Folk Literature in English
Week 1: Filipino Traditional Proverbs Week 2: Origin of this World (Maranao) Week 3: How the World was Created (Panayan) and Legend of the Seafoam (Neil Garcia)
Week 4: Samal Genesis Week 5: Three Versions on Why the Sky is High (Tagalog, Iloko, Hiligaynon) Week 6: Four Rice Legends (Tagalog, Nabaloi, Ibaloi, Bohol) Week 7: Three Monkey Legends (Iloko, Maranao, Tagalog) Week 8: The Heroes of Ibalon (Excerpts) Week 9: Indarapatra and Sulayman (Excerpts) Week 10: The Life of Lam-Ang (Excerpts)

74. Second Grading Period: Philippine Literature in English during the Apprenticeship Period
Week 1: Dead Stars (Paz Marquez Benitez) Week 2: The Mats (Francisco Arcellana) Week 3: The Small Key (Paz Latorena) Week 4: How My Brother Leon Brought Home a Wife (Manuel Arguilla)
Week 5: Wedding Dance (Amador Daguio)
Week 6: The Bread of Salt (NVM Gonzales) Week 7: The Day the Dancers Came (Bienvenido Santos) Week 8: Moonlight on Manila Bay (Fernando Maramag) Week 9: Inviting a Tiger for a Weekend (Jose Garcia Villa) Week 10: If You Want to Know What We Are (Carlos Bulosan)

75. Learning Package
SCHEMA BUILDING, VOCABULARY DEVELOPMENT, LISTENING/VIEWING TASKS
ACTUAL READING SELECTION
COMPREHENSION TASKS, GRAMMAR ACTIVITIES, WRITING SKILLS ACTIVITIES
CULMINATING ACTIVITY INFUSED WITH STUDY SKILLS AND MEDIA LITERACY

76. SPECIFIC COMPETENCIES ADDRESSED ON A DAILY BASIS
Teacher’s Guide
LESSON SEGMENTS
SPECIFIC COMPETENCIES ADDRESSED ON A DAILY BASIS

77. next steps

78. KINDERGARTEN
is socializing the child into the learning environment, finding one’s place in school
helping children develop fundamental abilities such as listening to others, speaking freely, the value of basic numeracy and literacy, following direction, working together, managing their behavior within a group

79. GRADES 1-3 Values Health Language and Literacy in the Mother Tongue
MAPE
Filipino (phased in over 2 years)
English (phrased in over 3 years)
Language and Literacy in the Mother Tongue
Maths
Science (integrated within English, Health, PE)
Arts (Music, Visual Arts, Movement)

80. what’s new in Grades 1-3?
developing language and literacy in the mother tongues
integrating Science in various subject areas
revising the way Social Studies are taught (away from rote learning!)

81. Grades 4-6 Filipino English Maths Science Social Studies Values MAPE
EPP
Health

82. What’s new in Grades 4-6?
Filipino and English will still be in development but using a content driven process. Content- based instruction for language development and/or content literacy.
Social studies uses an history framework for developing social science competencies and knowledge.
Math, Science, Values, MAPE, EPP content and competencies will spiral.

83. Grades 7-10 Values MAPE TLE “exploratory courses” Filipino English
Maths
Science
Social Studies

84. What’s new in Grade 7-10? the curriculum will spiral
veers away from disciplinal organization of the curriculum using content as the only organizing factor
begins a program where students will have college courses, voc-tech courses, and science/sports/arts/courses

85. What’s new n Grades 11-12? well.... Grades 11 and 12!
most interesting is the “TESDA” integration and the possibility of students being able to get COCs at the end of Grade 12
must consider “college readiness skills”
have a counterpart in the ALS programming for basic education

86. MARAMING SALAMAT PO!